Commissioned Officer Professional Development and Career ..., Lecture notes of Aviation

Download Commissioned Officer Professional Development and Career ... and more Lecture notes Aviation in PDF only on Docsity!

Department of the Army

Pamphlet 600–

Personnel-General

Commissioned

Officer

Professional

Development

and Career

Management

Headquarters Department of the Army Washington, DC 3 December 2014

UNCLASSIFIED

SUMMARY of CHANGE

DA PAM 600–

Commissioned Officer Professional Development and Career Management

This major revision, dated 3 December 2014-

o Provides a revised definition of officer broadening (para 3-4 b (2)(f).)

o Outlines new competitive intermediate level education selection process (para 4-7 e .)

o Adds a chapter on the Electronic Warfare officer, to reflect a new functional area (chap 34).

o Renames Maneuver, Fires and Effects functional category to Operations (throughout).

o Updates career development models for branches and functional areas (throughout).

o Adjusts branch and functional area makeup of functional categories (throughout).

o Provides revised officer career timeline for specific additional broadening assignments and opportunities (throughout).

o Makes administrative changes (throughout).

Contents—Continued

• Warrant officer personnel management overview • 1–9, page
• Officer Evaluation System overview • 1–10, page
• Chapter
• Officer Leader Development, page
• Leader development overview • 2–1, page
• Leader development strategy • 2–2, page
• Domains of leader development • 2–3, page
• Leader principles • 2–4, page
• Leader development and the Officer Education System • 2–5, page
• Chapter
• Officer Personnel Management System and Career Management, page
• Purpose • 3–1, page
• Factors affecting the Officer Personnel Management System • 3–2, page
• Officer Personnel Management System • 3–3, page
• Officer development • 3–4, page
• Company grade development • 3–5, page
• Major development • 3–6, page
• Lieutenant colonel development • 3–7, page
• Colonel development • 3–8, page
• Warrant officer definitions • 3–9, page
• Warrant officer career patterns • 3–10, page
• Warrant officer development • 3–11, page
• Introduction to officer skills • 3–12, page
• Joint officer professional development • 3–13, page
• Assignment process and considerations • 3–14, page
• Individual career management • 3–15, page
• Chapter
• Officer Education, page
• Scope • 4–1, page
• The Officer Education System • 4–2, page
• Current paths to officer education • 4–3, page
• Guides for branch, military occupational specialty, or functional are development courses • 4–4, page
• Nonresident schools and instruction • 4–5, page
• Educational counseling • 4–6, page
• Military schools • 4–7, page
• Department of Defense and Department of State schools • 4–8, page
• Foreign schools • 4–9, page
• Language training • 4–10, page
• Aviation training • 4–11, page
• Command team training and education • 4–12, page
• Other military schooling • 4–13, page
• Application for military schools • 4–14, page
• Service obligation • 4–15, page
• Civilian education • 4–16, page
• Education programs • 4–17, page
• Tuition assistance • 4–18, page
• Eligibility criteria and application procedures • 4–19, page
• Chapter
• Officer Promotions, page
• General • 5–1, page
• Promotion process objectives • 5–2, page
• ii DA PAM 600–3 • 3 December
• Statutory requisites • 5–3, page Contents—Continued
• Active duty list • 5–4, page
• Promotion process • 5–5, page
• Army grade structure • 5–6, page
• Promotion flow • 5–7, page
• Below the zone promotions • 5–8, page
• Competitive categories • 5–9, page
• Impact of the Officer Personnel Management System evolution • 5–10, page
• Chapter
• Officer Evaluation System, page
• Overview • 6–1, page
• Officer evaluation reporting • 6–2, page
• • 6–3, page Relationship with the Officer Personnel Management System, leader development, and character development process
• Chapter
• Reserve Component Officer Development and Career Management, page
• Purpose • 7–1, page
• Factors affecting Officer Personnel Management in the National Guard • 7–2, page
• Factors affecting Officer Personnel Management in the Army Reserve • 7–3, page
• Officer Personnel Management System • 7–4, page
• Officer development • 7–5, page
• Company grade development • 7–6, page
• Major development mandatory intermediate level education enrollment • 7–7, page
• Lieutenant colonel development—mandatory Advanced Operations Course attendance and completion • 7–8, page
• Colonel development • 7–9, page
• Warrant officer development • 7–10, page
• Warrant officer one development • 7–11, page
• Chief warrant officer two development • 7–12, page
• Chief warrant officer three development • 7–13, page
• Chief warrant officer four development • 7–14, page
• Chief warrant officer five development • 7–15, page
• Management considerations • 7–16, page
• • 7–17, page Individual mobilization augmentee/drilling individual mobilization augmentee assignments (U.S. Army Reserve)
• Company and field grade officer education • 7–18, page
• Warrant Officer Education System • 7–19, page
• Promotion • 7–20, page
• page Consideration (C), Selection (S), and Promotion (P) requirements for company and field grade officers • 7–21,
• Promotion selection board • 7–22, page
• Operations, page Part Two
• Chapter
• Infantry Branch, page
• Unique features of the Infantry Branch • 8–1, page
• Officer characteristics required • 8–2, page
• Critical officer developmental assignments • 8–3, page
• Assignment preferences • 8–4, page
• Duration of critical officer life-cycle assignments • 8–5, page
• Requirements, authorizations, and inventory • 8–6, page
• Officer life-cycle initiatives for Infantry • 8–7, page
• Infantry Reserve Component officers • 8–8, page Contents—Continued
• Chapter
• Armor Branch, page
• Unique features of Armor Branch • 9–1, page
• Officer characteristics required • 9–2, page
• Key officer life-cycle initiatives for Armor • 9–3, page
• Officer developmental assignments • 9–4, page
• Assignment preferences and precedence. • 9–5, page
• Duration of officer life-cycle assignments • 9–6, page
• Requirements, authorizations and inventory • 9–7, page
• Armor Army National Guard officers • 9–8, page
• Chapter
• Aviation Branch, page
• Unique features of the Aviation Branch • 10–1, page
• Characteristics required of Aviation officers • 10–2, page
• Aviation branch officer development • 10–3, page
• Aviation branch officer area of concentration career paths • 10–4, page
• Aviation Branch Active Army warrant officer • 10–5, page
• Aviation Branch Reserve Component warrant officer • 10–6, page
• Chapter
• Field Artillery Branch, page
• Introduction • 11–1, page
• Officer characteristics required • 11–2, page
• Officer development • 11–3, page
• Assignment preferences • 11–4, page
• Duration of critical officer life-cycle assignments • 11–5, page
• Key officer life-cycle initiatives • 11–6, page
• Warrant officer development • 11–7, page
• Field Artillery Reserve Component officers • 11–8, page
• Chapter
• Air Defense Artillery Branch, page
• Introduction • 12–1, page
• Officer characteristics required • 12–2, page
• Officer leader development • 12–3, page
• Warrant officer development • 12–4, page
• Reserve Component officers • 12–5, page
• Chapter
• Engineer Branch, page
• Introduction • 13–1, page
• Officer characteristics required • 13–2, page
• Officer development • 13–3, page
• Warrant officer development • 13–4, page
• Engineer Reserve Component officers • 13–5, page
• Reserve Component warrant officer • 13–6, page
• Chapter
• Chemical Branch, page
• Introduction • 14–1, page
• Officer characteristics required • 14–2, page
• Critical officer developmental and broadening assignments • 14–3, page
• Assignment preferences and precedence • 14–4, page
• iv DA PAM 600–3 • 3 December
• Duration of critical officer life-cycle assignments • 14–5, page Contents—Continued
• Requirements, authorizations, and inventory • 14–6, page
• Key officer life-cycle initiatives for Chemical Corps • 14–7, page
• Branch transfer • 14–8, page
• Chemical Reserve Component officers • 14–9, page
• Chapter
• Military Police Branch, page
• Unique features of Military Police branch • 15–1, page
• Officer characteristics required • 15–2, page
• Officer developmental assignments • 15–3, page
• Assignment preferences and precedence • 15–4, page
• Requirements, authorizations, and inventory • 15–5, page
• Key officer life-cycle initiatives for Military Police Corps • 15–6, page
• Military Police Reserve Component officers • 15–7, page
• Chapter
• Special Forces Branch, page
• Unique features of the Special Forces Branch • 16–1, page
• Officer characteristics required • 16–2, page
• Professional development overview • 16–3, page
• Officer development assignments • 16–4, page
• Assignment preferences • 16–5, page
• Duration of developmental officer life-cycle assignments • 16–6, page
• Requirements, authorizations, and inventory • 16–7, page
• Key officer life-cycle initiatives for Special Forces • 16–8, page
• Army National Guard Special Forces officers • 16–9, page
• U.S. Army Reserve Special Forces officers and warrant officers • 16–10, page
• Chapter
• Psychological Operations Branch, page
• Unique features of the Psychological Operations Branch • 17–1, page
• Officer characteristics required • 17–2, page
• Critical officer developmental assignments • 17–3, page
• Assignment preferences • 17–4, page
• Duration of critical officer life-cycle assignments • 17–5, page
• Key officer life-cycle initiatives for Psychological Operations • 17–6, page
• Psychological Operations U.S. Army Reserve officers • 17–7, page
• Chapter
• Civil Affairs Branch, page
• Unique features of the Civil Affairs Branch • 18–1, page
• Active Component Civil Affairs officer • 18–2, page
• Civil Affairs officer development • 18–3, page
• Active Guard Reserve Civil Affairs officer • 18–4, page
• Army National Guard Civil Affairs officer management • 18–5, page
• Requirements, authorizations, and inventory • 18–6, page
• Key officer life-cycle initiatives for Civil Affairs • 18–7, page
• Chapter
• Information Operations Functional Area, page
• Introduction • 19–1, page
• Officer characteristics required • 19–2, page
• Officer development • 19–3, page
• Warrant officer development • 19–4, page
• Reserve Component information operations officers • 19–5, page Contents—Continued
• Operations Support, page Part Three
• Chapter
• Signal Corps Branch, page
• Introduction • 20–1, page
• Officer characteristics required • 20–2, page
• Signal Branch officer development • 20–3, page
• • 20–4, page Signal warrant officer military occupational specialty qualification, professional development, and assignments
• Signal Corps Reserve Component officers • 20–5, page
• Chapter
• Telecommunications Systems Engineering FA, page
• Introduction • 21–1, page
• Officer characteristics required • 21–2, page
• Officer development • 21–3, page
• Telecommunication Systems Engineering Reserve Component officers • 21–4, page
• Chapter
• Information Systems Management Functional Area, page
• Introduction • 22–1, page
• Officer characteristics required • 22–2, page
• Officer development and assignments • 22–3, page
• Information Systems Management Reserve Component (FA 53) • 22–4, page
• Chapter
• Space Operations, page
• Introduction • 23–1, page
• Officer characteristics required • 23–2, page
• Officer development • 23–3, page
• Army Astronauts (FA 40C) • 23–4, page
• Warrant officer development • 23–5, page
• Reserve Component officers • 23–6, page
• Army Space Cadre—skill identifier/additional skill identifier 3Y • 23–7, page
• Chapter
• Public Affairs Functional Area, page
• Introduction • 24–1, page
• Unique features of the Public Affairs functional area • 24–2, page
• Officer characteristics required • 24–3, page
• Critical officer developmental assignments • 24–4, page
• Assignment preferences • 24–5, page
• Duration of critical officer life-cycle assignments • 24–6, page
• Public Affairs Reserve Component officers • 24–7, page
• Chapter
• Military Intelligence Branch, page
• Introduction • 25–1, page
• Unique knowledge and skills of a Military Intelligence officer • 25–2, page
• Military Intelligence officer development • 25–3, page
• Military intelligence officer special skill producing programs • 25–4, page
• Warrant officer development • 25–5, page
• Military Intelligence Reserve Component officers • 25–6, page
• vi DA PAM 600–3 • 3 December
• Reserve Component warrant officers • 25–7, page Contents—Continued
• Chapter
• Strategic Intelligence Functional Area (FA 34), page
• Introduction • 26–1, page
• Officer characteristics required • 26–2, page
• Officer development • 26–3, page
• Strategic Intelligence Reserve Component officers • 26–4, page
• Chapter
• Foreign Area Officer Functional Area (FA 48), page
• Introduction • 27–1, page
• Officer characteristics required • 27–2, page
• FA 48 officer development • 27–3, page
• Duration of critical officer life-cycle assignments • 27–4, page
• Key officer life-cycle initiatives for the Foreign Area Officer • 27–5, page
• Foreign Area Officer Reserve Component officers • 27–6, page
• Warrant officer development • 27–7, page
• Chapter
• Strategist functional area, page
• Introduction • 28–1, page
• Officer characteristics required • 28–2, page
• Strategist development • 28–3, page
• Warrant officer development • 28–4, page
• Reserve Component officers • 28–5, page
• Chapter
• Nuclear and Counterproliferation functional area, page
• Introduction • 29–1, page
• Officer characteristics required • 29–2, page
• Officer development • 29–3, page
• Warrant officer development • 29–4, page
• Reserve Component officers • 29–5, page
• Chapter
• Force Management functional area, page
• Introduction • 30–1, page
• Officer characteristics required • 30–2, page
• Officer development and assignments • 30–3, page
• Requirements, authorizations, and inventory • 30–4, page
• Warrant officer development • 30–5, page
• Reserve Component Force Management officers • 30–6, page
• Chapter
• Operations Research/Systems Analysis Functional Area, page
• Introduction • 31–1, page
• Officer characteristics required • 31–2, page
• Officer development • 31–3, page
• Warrant officer development • 31–4, page
• Reserve Component officers • 31–5, page
• Chapter
• United States Military Academy Professor Functional Area, page
• Introduction • 32–1, page
• Officer characteristics required • 32–2, page
• Officer development • 32–3, page Contents—Continued
• Key officer life-cycle initiatives for U.S. Military Academy Professor • 32–4, page
• U.S. Military Academy Professor Reserve Component officers • 32–5, page
• Chapter
• Simulation Operations Functional Area, page
• Introduction • 33–1, page
• Officer characteristics required • 33–2, page
• Critical officer developmental assignments • 33–3, page
• Assignment preferences and precedence • 33–4, page
• Duration of critical officer life-cycle assignments • 33–5, page
• Requirements authorizations and inventory • 33–6, page
• Key life-cycle initiatives for simulation operations • 33–7, page
• Simulation Operations Reserve Component officers • 33–8, page
• Chapter
• Electronic Warfare, page
• Introduction • 34–1, page
• Officer characteristics required • 34–2, page
• Officer development • 34–3, page
• Warrant officer development • 34–4, page
• Reserve Component officers • 34–5, page
• Force Sustainment, page Part Four
• Chapter
• Logistics Corps Officer Branches, page
• Introduction to the Logistics Officer Corps • 35–1, page
• Logistics Branch • 35–2, page
• Officer characteristics required • 35–3, page
• Officer development • 35–4, page
• Warrant officer development • 35–5, page
• Logistics Branch Reserve Component officers • 35–6, page
• Introduction to the Transportation Branch • 35–7, page
• Transportation officer characteristics required • 35–8, page
• Transportation officer development • 35–9, page
• Warrant officer development • 35–10, page
• Transportation Branch Reserve Component officers • 35–11, page
• Transportation Branch Reserve Component warrant officers • 35–12, page
• Introduction to the Ordnance Branch • 35–13, page
• Ordnance officer characteristics required • 35–14, page
• Ordnance officer development • 35–15, page
• Ordnance warrant officer development • 35–16, page
• Reserve Component Ordnance officers • 35–17, page
• Ordnance Reserve Component warrant officers • 35–18, page
• Introduction to the Quartermaster Branch • 35–19, page
• Quartermaster officer characteristics required • 35–20, page
• Quartermaster officer development • 35–21, page
• Warrant officer development • 35–22, page
• Reserve Component officers • 35–23, page
• Chapter
• Adjutant General Branch, page
• Introduction • 36–1, page
• viii DA PAM 600–3 • 3 December
• Officer characteristics required • 36–2, page Contents—Continued
• Commissioned officer development • 36–3, page
• Warrant officer development • 36–4, page
• Reserve Component officers • 36–5, page
• Chapter
• Financial Management Branch, page
• Introduction • 37–1, page
• Required officer characteristics • 37–2, page
• Officer development • 37–3, page
• Warrant officer development • 37–4, page
• Reserve Component officer development • 37–5, page
• Chapter
• Judge Advocate General’s Corps, page
• Unique features of The Judge Advocate General’s Corps • 38–1, page
• • 38–2, page Officer characteristics required (Active Army, U.S. Army Reserve, Army National Guard of the United States)
• Active Army judge advocate development • 38–3, page
• States) • 38–4, page Warrant officer characteristics required (Active Army, U.S. Army Reserve, Army National Guard of the United
• Active Army legal administrator, warrant officer development • 38–5, page
• Reserve Component judge advocate development • 38–6, page
• Reserve Component legal administrator (warrant officers) development • 38–7, page
• Chapter
• Chaplain Corps, page
• Unique features of Chaplain Corps • 39–1, page
• Officer characteristics required • 39–2, page
• Critical officer developmental assignments • 39–3, page
• Assignment preferences and precedence • 39–4, page
• Duration of critical officer life-cycle assignments • 39–5, page
• Requirements, authorizations and inventory • 39–6, page
• Key officer life-cycle initiatives for the Chaplain Corps • 39–7, page
• Chaplain Corps Reserve Component officers • 39–8, page
• Chapter
• Army Medical Department, page
• The Army Medical Department description • 40–1, page
• Personnel management • 40–2, page
• Chapter
• Army Acquisition Corps, page
• Introduction • 41–1, page
• Officer characteristics required • 41–2, page
• Officer accessions • 41–3, page
• Officer development • 41–4, page
• Army Acquisition Corps Reserve Component officers • 41–5, page
• Appendix A. References, page
• Table 5–1: The Promotion System, page Table List
• Table 5–2: Time in service, time in grade, and promotion opportunity, page
• Table 7–1: U.S. Army Reserve categories, page
• colonel, page Table 7–2: Military education requirements for promotion intermediate level education “Complete” for promotion to
• Table 7–3: Nonresident military schools, page
• Table 7–4: Civilian education requirements for commissioning, page
• Table 32–1: U.S. Military Academy Professor area of concentration and responsibilities, page
• Table 35–1: Broadening assignment, page
• Table 35–2: Key developmental assignments, page
• Table 35–3: Broadening assignments for majors, page
• Table 35–4: Broadening assignments for lieutenant colonels, page
• Figure 3–1: Officer competency evolution, page Figure List
• Figure 3–2: Officer career timeline, page
• Figure 8–1: AA Infantry officer development, page
• Figure 8–2: RC Infantry officer development, page
• Figure 9–1: AA Armor officer development, page
• Figure 10–1: AOC 15A developmental model, page
• Figure 10–2: AOC 15B developmental model, page
• Figure 10–3: AOC 15C developmental model, page
• Figure 10–4: AOC 15D developmental model, page
• Figure 10–5: Aviation Branch RC officer, page
• Figure 10–6: MOS 150A developmental model, page
• Figure 10–7: MOS 150U developmental model, page
• Figure 10–8: MOS 151A developmental model, page
• Figure 10–9: Aviation warrant officer developmental model, page
• Figure 10–10: Special Operations Aviation warrant officer, page
• Figure 11–1: AA Field Artillery officer development model, page
• Figure 11–2: AA Field Artillery warrant officer development model, page
• Figure 11–3: RC Field Artillery officer development model, page
• Figure 12–1: AA/RC Air Defense Artillery officer development model, page
• Figure 12–2: AA/RC MOS 140A development model, page
• Figure 12–3: AA/RC MOS 140E development model, page
• Figure 13–1: AA Engineer officer development model, page
• Figure 13–2: AA/RC 120A Engineer warrant officer development, page
• Figure 13–3: AC/RC 125D Engineer warrant officer development, page
• Figure 13–4: RC Engineer officer development, page
• Figure 14–1: AA Chemical officer development, page
• Figure 14–2: RC Chemical officer development, page
• Figure 15–1: AA Military Police officer development, page
• Figure 15–2: Military Police warrant officer development, page
• Figure 15–3: RC Military Police officer development, page
• Figure 16–1: Special Forces officer development model, page
• Figure 16–2: Special Forces warrant officer development model, page
• Figure 17–1: AA Psychological Operations officer development model, page
• Figure 17–2: RC Psychological Operations officer development model, page
• Figure 18–1: Civil Affairs captain development, page
• Figure 18–2: Civil Affairs major development, page
• Figure 18–3: Civil Affairs lieutenant colonel development, page
• Figure 18–4: Civil Affairs colonel development, page
• Figure 18–5: AA Civil Affairs life-cycle model, page
• Figure 18–6: TPU Civil Affairs life-cycle model, page
• Figure 18–7: AGR Civil Affairs life-cycle model, page
• Figure 19–1: FA 30 officer career development, page
• Figure 20–1: AC/RC Signal officer developmental model, page
• x DA PAM 600–3 • 3 December
• Figure 20–2: AA 255A warrant officer developmental model, page Contents—Continued
• Figure 20–3: AA 255N warrant officer developmental model, page
• Figure 20–4: AA 255S warrant officer developmental model, page
• Figure 20–5: RC 255A warrant officer developmental model, page
• Figure 20–6: RC 255N warrant officer developmental model, page
• Figure 20–7: RC 255S warrant officer developmental model, page
• Figure 21–1: AC FA 24 developmental model, page
• Figure 21–2: RC FA 24 developmental model, page
• Figure 22–1: AC FA 53 developmental model, page
• Figure 22–2: RC FA 53 developmental model, page
• Figure 23–1: FA 40 career development model, page
• Figure 24–1: AC Public Affairs officer development model, page
• Figure 25–1: AC Military Intelligence officer development, page
• Figure 25–2: AC Military Intelligence warrant officer career development, page
• Figure 25–3: RC Military Intelligence officer development, page
• Figure 25–4: Military Intelligence warrant officer development, page
• Figure 26–1: AA FA 34 officer development model, page
• Figure 27–1: AC Foreign Area Officer developmental model, page
• Figure 27–2: RC Foreign Area Officer developmental model, page
• Figure 28–1: AC FA 59 officer career development, page
• Figure 28–2: RC FA 59 officer career development, page
• Figure 28–3: ARNG Dual-Track System, page
• Figure 29–1: FA 52 life-cycle development model (AA), page
• Figure 29–2: FA 52 life-cycle development model (Reserve), page
• Figure 30–1: AA FA 50 life-cycle development model, page
• Figure 30–2: USAR FA 50 life-cycle development model, page
• Figure 30–3: ARNG FA 50 life-cycle development model, page
• Figure 31–1: AA FA 49 officer career development, page
• Figure 31–2: RC FA 49 officer career development, page
• Figure 32–1: Branch life-cycle development model (AC), page
• Figure 33–1: AA FA 57 officer developmental model, page
• Figure 33–2: RC FA 57 officer developmental model, page
• Figure 34–1: FA 29 officer career development, page
• Figure 34–2: FA 29 warrant officer career development, page
• Figure 35–1: AC Logistics Branch professional developmental chart, page
• Figure 35–2: RC Logistics Branch professional developmental chart, page
• Figure 35–3: AC Transportation officer developmental chart, page
• Figure 35–4: AC Transportation warrant officer developmental chart, page
• Figure 35–5: Transportation RC officer developmental chart, page
• Figure 35–6: Transportation RC warrant officer developmental chart, page
• Figure 35–7: Ordnance officer professional development model, page
• Figure 35–8: AC Ordnance warrant officer professional development model, page
• Figure 35–9: RC non-Active Guard Reserve Ordnance officer professional development model, page
• Figure 35–10: RC Ordnance warrant officer professional development model, page
• Figure 35–11: AA Quartermaster officer development, page
• Figure 35–12: AA Quartermaster warrant officer development, page
• Figure 36–1: AC Adjutant General officer development, page
• Figure 36–2: AC Adjutant General warrant officer development, page
• Figure 36–3: RC Adjutant General officer development, page
• Figure 36–4: RC Adjutant General warrant officer development, page
• Figure 37–1: Financial Management officer development model (Active), page
• Figure 37–2: Financial Management officer development model (Reserve), page
• Figure 39–1: AC Chaplain officer career development, page
• Figure 39–2: RC Chaplain officer career development, page
• Figure 41–1: Military Acquisition Workforce within the Army Acquisition Corps, page

Contents—Continued

Figure 41–2: AC officer development, page 442

Glossary

xii DA PAM 600–3 • 3 December 2014

shaped by what we have seen, what we have learned, and whom we have met. However, once Soldiers put on the uniform and take the oath, they have opted to accept a Warrior Ethos and have promised to live by Army Values. Army Values form the very identity of the Army. They are nonnegotiable and apply to everyone at all times, in all situations. The trust that Soldiers have for one another and the trust the American people put in us demands that we live up to these values. These values are interdependent; that is, they support one another. You cannot follow one value and ignore another. The seven values that guide all leaders and the rest of the Army are loyalty, duty, respect, selfless- service, honor, integrity, and personal courage. Leaders must believe in them, model them in personal actions, and teach others to accept them. Officers require a demonstrated mastery of branch, FA, or MOS-specific skills, and grounding in these seven values to successfully lead Soldiers in the 21st century. Officer leaders who adopt a Warrior Ethos and a joint, expeditionary mindset will be confident that they are organized, trained, and equipped to operate anywhere in the world, at any time, in any environment, against any adversary to accomplish the assigned mission.

1–6. The Army Profession a. In 2010, senior Army leadership directed the Commander, Training and Doctrine Command (TRADOC) to conduct a comprehensive review of the Army profession. This Armywide assessment began in January 2011. The purpose was to assess how the Army has changed after more than 10 years of continuous deployments and how it must adapt to remain successful in an era of persistent conflict.” b. The Army Profession defined: “The Army is an American Profession of Arms, a vocation comprised of experts certified in the ethical application of land combat power, serving under civilian authority, entrusted to defend the Constitution and the rights and interests of the American people. “ c. The Army Professional defined: “An American Professional Soldier is an expert, a volunteer certified in the Profession of Arms, bonded with comrades in a shared identity and culture of sacrifice and service to the national and the Constitution, who adheres to the highest ethical standards and is a steward of the future of the Army Profession.”

1–7. Mentoring, counseling, and coaching a. Today’s leaders have the critical responsibility to develop future leaders who are prepared to meet tomorrow’s challenges. An essential component of this development is mentoring. The term mentorship refers to the voluntary, developmental relationship between a person of greater experience and a person of lesser experience that is character- ized by mutual trust and respect. Army Doctrine Publication (ADP) 6–22 provides additional information on mentorship. b. Mentorship impacts both personal development (maturity, interpersonal and communication skills) as well as professional development (technical and tactical knowledge, and career-path knowledge). c. The goal of mentorship is to assist the lesser-experienced person in reaching his or her personal and professional potential. It is critical to understand that mentorship is not any one behavior or set of behaviors, but rather includes all of the leader development behaviors (for example, counseling, teaching, coaching, and role modeling) that are displayed by a trusted advisor. d. The strength of the mentorship relationship is based on mutual trust and respect. Assessment, feedback, and guidance accelerate the developmental process and enhance performance. When this occurs within a mentoring relationship, even higher performance results. e. Mentoring requires taking advantage of any opportunity to teach, counsel, or coach to build skills and confidence in the mentored. Mentoring is not limited to formal, structured sessions, but can include every event from quarterly training briefs, to after action reviews, to unstructured, casual, recreational activities. To aid in the mentorship (and career management) process, the Army has developed and implemented the Army Career Tracker, an Army leadership development tool that uses the professional development model (PDM) and provides a common picture of training and experience. Used properly, this tool facilitates structured mentorship and can be utilized and revised by successive mentors as an officer progresses in experience. Additionally, the Army Mentorship Program is an official effort to provide additional resources for leaders and junior officers. Tools for the mentorship process may be found at http:// www.armyg1.army.mil/hr/mentorship/. f. One of the most important legacies that today’s senior leaders can leave with the Army is to mentor junior leaders to fight and win future conflicts. Mentoring develops great leaders to lead great Soldiers

1–8. Officer Personnel Management System overview a. Historical perspective. Officer personnel management reviews and analysis have been on a continuum of constructive change for many years. The OPMS was instituted in 1972, as a result of the U.S. Army War College Study on Military Professionalism and a follow-on analysis directed by the Deputy Chief of Staff (DCS) for Personnel. Numerous changes in personnel management policy were incorporated into OPMS between its implementation in 1975 and 1981. After passage of the Defense Officer Personnel Management Act (DOPMA) by Congress in 1981, the Chief of Staff, Army (CSA), ordered a major review to examine the impact of the legislation on OPMS policies. As a result, OPMS II was developed in 1984 to accommodate the changes brought about by DOPMA, including the creation of

2 DA PAM 600–3 • 3 December 2014

FAs, dual tracking and Regular Army (RA) integration. These and other mostly evolutionary proposals were imple- mented beginning in 1985. Two years later, the CSA, directed a review of officer leader development to account for the changes in law, policy, and procedures that had occurred since the creation of OPMS II. As a result of the study, the Leader Development Action Plan was approved for implementation in 1989. Over 50 recommendations represent- ing the latest revisions to the officer personnel system were incorporated into OPMS. The Army has undergone significant changes with widespread affect on the officer personnel system, brought about by the drawdown at the end of the Cold War and by major legislative initiatives. Public Law (PL) 99–433, commonly referred to as The Goldwater- Nichols Act, required the Services to improve interoperability and provided the statutory requirements for Joint duty assignments, Joint tour credit, and Joint military education. This law also specified the acquisition experiences and education necessary for an officer to be the project manager of a major weapons system. This law later led to the creation in 1990 of the Army Acquisition Corps. In 1990, PL 101–510 placed additional requirements on Acquisition Corps officers and directed them to single track in their FA. Congressional Title XI (1993) legislation placed additional officer requirements on the Active Army (AA) in their support of the Army National Guard (ARNG) and U.S. Army Reserve (USAR). The Reserve Officer Personnel Management Act in 1996 brought the Reserve Component (RC) officer promotion systems in synchronization with the Active Component (AC). This legislation established a best- qualified promotion system for RC officers, thereby replacing the fully qualified system previously used and allowing full integration into OPMS. With an 8-year span since the last formal OPMS review, the DCS, G–1 assembled a team of senior field-grade officers to examine a series of OPMS-specific issues and determine whether a general review of the entire officer system was warranted. This OPMS XXI Precursor Study Group, under the direction of Commanding General (CG), Personnel Command (PERSCOM), now the U.S. Army Human Resources Command (HRC), ultimately reviewed more than 60 individual issues. Based on the collective body of these issues, the DCS, G–1 recommended to the CSA that a comprehensive review of the OPMS was necessary. As a result, the OPMS XXI Task Force convened in July 1996, to review and recommend changes to the OPMS. Consistent with the task of developing capabilities to meet the challenges of the next century, the CSA, instructed the task force to link their work with other ongoing Army planning efforts. In designing the personnel system for the future, the CSA, directed that the task force also create a conceptual framework integrating OPMS with the Leader Development System, ongoing character development initiatives, and a new officer evaluation report. The focus was to take the Army in a direction to meet its vision of the future instead of simply solving individual problems. The task force concluded that OPMS should incorporate a holistic, strategic human resource management approach to officer development and personnel management. In addition, the task force called for the creation of an officer career field-based management system composed of four career fields: operations, operational support, institutional support, and information operations. Under OPMS XXI, officers were designated into a single career field after their selection for major, and serving and competing for promotion in their designated career field, from that point on in their career. The results of these strategic recommenda- tions, approved by the Army Chief of Staff in December 1997, formed the basis for the changes to the OPMS. b. Current perspective. The Army continues to transform; this transformation process is ongoing and continuous in nature. As part of the Secretary of the Army’s Human Capital Reform Initiatives, key Army stakeholders continue to modernize the Army’s assignment and professional management systems to meet the Army’s needs, now and as the Army adjusts to changing end strength and mission demands. c. Purpose. The purpose of OPMS is to enhance the effectiveness and professionalism of the officer corps. The OPMS encompasses all policies and procedures by which Army field grade, company grade, and warrant officers are trained, educated, developed, assigned, evaluated, promoted, and separated from active duty. The OPMS consists of personnel management policies and procedures that assure a deployable, professional officer corps capable of meeting the challenges of the future as embodied in Joint Operations Concepts. d. Coordination. The personnel proponents provide guidelines concerning career patterns and leader development, as listed in AR 600–3. The coordinating agency for officers on the active duty list (ADL) is the Officer Personnel Management Directorate (AHRC–OPB), 1600 Spearhead Division Avenue, Fort Knox, KY 40122–5200; for ARNG officers, the agency is the Chief, National Guard Bureau, (NGB–ARP–PO), 111 South George Mason Drive, Arlington, VA 22204–1382; and for USAR officers not on the ADL, the agency is the Commander, U.S. Army Human Resources Command (ARPC–OP), 1600 Spearhead Division Avenue, Fort Knox, KY 40122–5200.

1–9. Warrant officer personnel management overview a. Historical perspective. Personnel management of warrant officers is the product of a number of dynamic yet disparate systems and events. The present Warrant Officer Program was announced in DA Circular 611–7 on 12 April

1960. This publication outlined utilization policies, criteria for selection of warrant officer positions, and instructions for conversion to the current warrant officer MOS system. However, the conception of a warrant OPMS can only be traced back to 1966, when a study group was formed at the Department of the Army level. The group’s mission was to develop a formal Warrant Officer Career Program, which would be responsive to future Army requirements while concurrently offering sufficient career opportunities to attract high-quality personnel. The study group examined all aspects of the Warrant Officer Corps and made a number of recommendations in areas such as pay, promotion, utilization, and education. As a result of these recommendations, actions were initiated to provide more attractive career opportunities for warrant officers. A tri-level education system was established by the end of 1972, which

DA PAM 600–3 • 3 December 2014 3

Institution Academic Evaluation Report) for service school and civilian institution academic evaluations. The informa- tion contained on these evaluation reports is correlated with the Army’s needs and individual officer qualifications to provide the basis for officer personnel actions such as promotion, functional description, retention in grade, elimination, retention on active duty, reduction in force, command and project manager designation, school selection, and assign- ment. An equally important function of OERS is to encourage the professional development of the officer corps through structured performance and developmental assessment and counseling. The OERS is an important tool for leaders and mentors to counsel officers on the values and any specific elements of the Army Leadership Doctrine necessary to improve performance and enhance potential.

Chapter 2

Officer Leader Development

2–1. Leader development overview a. The Army Leader Development Strategy defines leader development as the deliberate, continuous, and progres- sive process—founded in Army Values—that grows Soldiers and Army civilians into competent, committed profes- sional leaders of character. Leader development is achieved through the career-long synthesis of the training, education, and experiences acquired through opportunities in the institutional, operational, and self-development domains, sup- ported by peer and developmental relationships. Army leaders must be able to understand the conditions of the modern global environment, analyze them in terms of the problems they face and re-frame them in mission command terms. Our leaders must be able to apply problem solving and decision-making skills to defeat an enemy who presents asymmetric threats, who is a fleeting target and embedded in the populace, who is adaptive and unpredictable, who has the capability to shift between irregular and conventional warfare, and who is a near peer enemy capable of conventional offense and defense operations as well. Our officers must have the leadership capabilities to fight among the populace, and deny support to our adversaries while encouraging support to the local government. Leaders must recognize changing operational environments and remain fully prepared to reconfigure resources to undertake a range of altered missions. b. The leader and functional competencies we develop through training and experience must provide us with the capability to successfully interact at the human level with not only our own Soldiers, but with joint, interagency, intergovernmental, and multinational (JIIM) partners; the indigenous populace and government; and with local, national, and international media. To develop this complex and comprehensive set of leader capabilities requires a strategy that employs military and civilian education, leverages experience gained during assignments in operational or generating force units, as well as during broadening assignments, and self-development activities that are broad ranging. This strategy must produce a steady flow of talented, agile leaders who are proficient in core leader and functional competencies across the operational themes and comfortable with risk. Leader competencies for decisive action will expand to encompass cross-cultural communications, language, and the ability to enable economic develop- ment, governance, and conflict resolution through negotiation.

2–2. Leader development strategy Pursuit of the Army Leader Development Strategy employs the three domains of leader development—institutional, operational, and self-development. These domains define and engage a continuous cycle of education, training, selection, experience, assessment, feedback, reinforcement, and evaluation. Learning, experience, and feedback provide the basis for professional growth. Overall, leader development enhances leader capabilities for positions of increasing responsibility. The goal of Army leader development is to create the training, education, and experience conditions that produce agile, innovative, and adaptive leaders of unimpeachable integrity, character, and competence who act to achieve decisive results and who understand and are able to exploit the full potential of current and future Army doctrine.

2–3. Domains of leader development a. Institutional. The institutional Army (schools and training centers) is the foundation for lifelong learning. Training is an organized, structured, continuous, and progressive process based on sound principles of learning designed to increase the capability of individuals, units, and organizations to perform specified tasks or skills. The objective of training is to increase the ability of leaders to competently perform in training and operational situations. Individual task training builds individual competence and confidence to perform these tasks in support of collective training and operations. Education is the process of imparting knowledge and developing the competencies and attributes Army professionals need to accomplish any mission the future may present. Education contributes to the development of Soldier and Army Civilian leader competencies, focusing on fundamentals which are later practiced, expanded, and improved in training and experience. Education occurs in the institutional, operational, and self-development domains. As a component of leader development, education contributes to the growth of the three leader attributes of character, presence, and intellect. Education focuses on intellect and moral character of leaders to improve judgment and

DA PAM 600–3 • 3 December 2014 5

reasoning and hone the habits of the mind: agility, adaptability, empathy, intellectual curiosity, and creativity. Education in the Army is primarily professional military education (PME) or Civilian Education System, but may include studies within civilian academia. PME and Civilian Education System are progressive and sequential across a career continuum to ensure that Soldiers and Army Civilians are successful at each stage of their professional service, while continually growing in the competencies and attributes needed for higher levels of service." b. Operational. Operational and broadening assignments constitute the second domain of leader development. Upon completion of institutional training, leaders are ideally assigned to operational positions. This operational experience provides them the opportunity to use, hone, and build on what they learned through the formal education process. Experience gained through on-the-job training in a variety of challenging assignments and additional duties prepares officers to lead and train Soldiers, both in garrison and ultimately in combat. The commander or leader in the unit plays a significant and instrumental role in this area. Commanders and other senior leaders are particularly responsible for mentoring that is vital to the development of junior officers. They introduce the officer to their unit and establish leader development programs. They explain both unit and individual performance standards, and provide periodic assessments and continual feedback to develop the officer. Beyond accomplishing the mission on a daily basis, developing subordinate leaders is a professional responsibility, which must be carried out to guarantee the quality of our future leaders. Similarly, periodic assignment to broadening positions throughout the career timeline provides officers with exposure to a different environment, presents them with opportunities to work complex problems, and ultimately helps the Army grow strategic, adaptive, and innovative executive-level leaders capable of performing above and beyond the tactical and operational levels. In order to maximize an officer’s ability to pursue broadening assignments and be competitive for promotion to senior commissioned ranks, it is imperative for officers and commanders to understand and adhere to existing guidance that limits key developmental (KD) assignments to 24 months maximum time. c. Self-development. Learning is a lifelong process. Institutional training and operational assignments alone do not ensure that Army officers attain and sustain the degree of competency needed to perform their varied missions. The profession of arms requires comprehensive self-study and training. Leaders must commit to a lifetime of professional and personal growth to stay at the cutting edge of their profession. They must keep pace with changing operational requirements, new technologies, common weapons platforms, and evolving doctrines. Every officer is responsible for his or her own self-development. Self-assessment and taking appropriate remedial or reinforcing action is critical to a leader’s success. Self-development programs include activities that stretch the individual beyond the demands of on- the-job or institutional training. Self-development, consisting of individual study, research, professional reading, practice and self-assessment, is accomplished via numerous means (studying, observing, and experiencing), and is consistent with an officer’s personal self-development action plan and professional goals. Self-development is the key aspect of individual officer qualification that solidifies the Army leader development process. A critical component of the self-development domain is Multi Source Assessment and Feedback (MSAF). Although officers may take ample steps to facilitate self-development, the MSAF program—also referred to as “360 degree Assessment”—helps officers raise self-awareness and better shape their self-development efforts. The MSAF provides input from peers, superiors, and subordinates which help the rated officer develop as a self-aware and adaptable leader. Officers can access the “360 degree Assessment” at: http://msaf.army.mil. Results of the feedback remain confidential, are only available to the rated officer, and are used for self-development rather than evaluative purposes.

2–4. Leader principles Six principles are inherent in officer development and career management. These principles serve as a frame of reference for the individual officer, commander, mentor and branch and FA proponents. These six principles are: a. Leader development is doctrinally based ADP 1 providing the foundation for our warfighting doctrine. It articulates the constitutional and legal basis for our being, the national security objectives, the spectrum of warfare and our beliefs concerning the profession of arms to include the professional Army ethic and values. ADP 3–0 is our keystone warfighting doctrine for subordinate and tactical-level doctrine, professional education and individual and unit training. ADP 7–0 tells us how we should train, including the senior leader’s role. ADP 6–22 outlines the core dimensions of leadership and the basis for leadership excellence. Together, these references provide the foundation needed to develop competent, confident leaders capable of assuming positions of greater responsibility and create the conditions for sustained organizational success. b. Leader development programs should be responsive to the environment, including such factors as law, policy, resources, force structure, world situation, technology, and professional development. c. An officer’s success should be measured in terms of contribution. An officer’s professional goals are directly related to his or her own definition of success in the Profession of Arms. d. High-quality Soldiers deserve high-quality leaders. This principle is the heart of leader development and breathes life into all aspects of the seven Army fundamental imperatives—training, force mix, doctrine, modern equipment, quality people, leader development, and facilities. e. We recognize as a philosophy that leaders can be developed. While a principle in itself, it is inextricably linked to the philosophy of shared responsibilities among the individual leaders; the schoolhouses, branches and FA proponents throughout the Army; and the commanders in the field.

6 DA PAM 600–3 • 3 December 2014