UNCLASSIFIED
Department of the Army
Pamphlet 600–25
Personnel-General
U.S. Army
Noncommissioned
Officer
Professional
Development
Guide
Headquarters
Department of the Army
Washington, DC
11 December 2018
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Army Regulations and Publications: A Comprehensive List, Study Guides, Projects, Research of Communication
A list of Army regulations and publications, including AR 570–9 to FM 3–18, covering various topics such as safety programs, military human resources management, awards, body composition, and leadership. These resources are essential for understanding Army policies and procedures.
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- What topics are addressed in the Army Safety Program regulations?
- How do these regulations and publications impact Army operations?
- How do the Army Awards regulations differ from other regulations?
- What Army regulations and publications are covered in this list?
- Which regulations cover military human resources management?
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UNCLASSIFIED
Department of the Army
Pamphlet 600–
Personnel-General
U.S. Army
Noncommissioned
Officer
Professional
Development
Guide
Headquarters Department of the Army Washington, DC 11 December 2018
SUMMARY of CHANGE
DA PAM 600–
U.S. Army Noncommissioned Officer Professional Development Guide
This expedited revision, dated 11 December 2018—
o Incorporates Distributed Leader Course (paras 2–8c and 2–15e).
o Changes the title of appendix B from Enlisted Centralized Promotion Board Supplement to Proponent Guidance and Board Supplement (appendix B).
o Requires a Talent Development slide as a quick reference guide for members of the Headquarters, Department of the Army enlisted centralized board (para B–1).
o Adds Talent Management Model (Sample Military Occupational Specialty 42A) (fig B–7).
Contents—Continued
- ii DA PAM 600–25 •^11 December
- Noncommissioned officer’s scope of duties • 2–12, page
- Institutional training • 2–13, page
- Assignments • 2–14, page
- Self-development • 2–15, page
- Educational activities in support of self-development • 2–16, page
- Professional development model and career maps • 2–17, page
- Individual development plan • 2–18, page
- Army career tracker • 2–19, page
- Chapter
- Enlisted Personnel Management System, page
- Purpose • 3–1, page
- Concept • 3–2, page
- Factors affecting the Enlisted Personnel Management System • 3–3, page
- Personnel life-cycle functions • 3–4, page
- Army transition Soldier life cycle • 3–5, page
- Individual career development • 3–6, page
- Assignment-making decision process • 3–7, page
- Cross-component elements • 3–8, page
- A. References, page Appendixes
- B. Proponent Guidance and Board Supplement, page
- Figure 2–1: Leadership requirement model, Army Doctrine Publication 6–22, page Figure List
- Figure 2–2: Army leader development model, page
- Figure 2–3: Leader development lines of effort, page
- Figure 2–4: The noncommissioned officer 4X6 model, page
- Figure 3–1: Eight life cycle functions, page
- Figure 3–2: Typical Regular Army NCO developmental timeline, page
- Figure B–1: Career management field progression chart, page
- Figure B–2: Leadership: board guidance, page
- Figure B–3: Fitness, education: board guidance, page
- Figure B–4: Assignments: board guidance, page
- Figure B–5: Training, other indicators: board guidance, page
- Figure B–6: Fully-qualified (mandatory): board guidance, page
- Figure B–7: Talent Management Model (Sample, Military Occupational Specialty 42A), page
Chapter 1
Overview
1–1. Purpose This guide serves as the medium to provide Soldiers and enlisted centralized selection board members professional devel- opment guidance for noncommissioned officers (NCOs) within their respective career management field (CMF). Civilian supervisors also need to understand the professional development guidance for NCOs to assist them in their career ad- vancement. This guide serves as a framework for NCOs, warrant officers, officers, and civilians alike to offer advice and counsel NCOs on their professional growth and development. This pamphlet should not be construed as a simplified checklist for promotion selection or a guide for NCOs on how to perform their assigned duties. Instead, this guide serves to supplement the Army’s various strategies on leader development, including the NCO 2020, talent management, and the human dimension strategy. It provides guidance intended to develop the next generation of competent and committed NCOs of character who are capable of meeting the challenges of operational adaptability in an era of persistent conflict within an All-Volunteer Army.
1–2. References and forms See appendix A.
1–3. Explanation of abbreviations and terms See the glossary.
1–4. Scope a. NCOs are the “backbone of the Army.” Ours is a professional corps that reflects America’s diversity and represents the time-honored values that built our Nation—hard work, duty, selflessness, determination, honor, and compassion. Army NCOs represent a true competitive advantage. This advantage is a result of the Army’s institutional commitment to develop a professional corps of NCOs and a capacity to learn faster and adapt more quickly than its adversaries. The Army’s leader development imperatives guide principles that inform policy and actions to develop leaders with the required qualities and enduring leader characteristics. These guiding principles remain constant from initial service affiliation through separation or retirement. They foster an environment to develop NCOs during their careers through progressive and sequential pro- cesses which incorporate training, education, and experiences across learning domains of institutional, operational, and self-development. The Army’s strategies build on the Army’s experiences since the end of the Cold War through the early conflicts of the 21st century. b. Officers and noncommissioned officers are encouraged to read both DA Pam 600–25 and Smartbook DA Pam 600– 25, regardless of branch, functional area (FA), military occupational specialty (MOS), or career field held. Unique and valuable lessons in Army culture and noncommissioned officer professional development are found in every section. For specific information on officer branches, the Smartbook DA Pam 600–3 is available online at https://www.milsuite.mil/book/groups/smartbook-da-pam-600-3/overview.
1–5. Assumptions a. The Army operates in an era of uncertainty and persistent conflict against a full spectrum of possible threats. b. The Army continues to confront unexpected challenges from an adaptive enemy and must respond rapidly in devel- oping doctrine, training, and education. c. The Army’s learning model must be clear in intended outcomes that are rigorous, relevant, and measurable. d. Army leaders have the opportunity to contribute their experiences to the body of knowledge throughout their careers. e. Being a Soldier requires a foundation of comprehensive fitness, the Army Values, the warrior ethos, and technical and tactical proficiency. f. Fundamental competencies will be reinforced by maximizing time on task. g. Continually evolving, complex operational dilemmas over an extended time in culturally diverse, joint, interagency, intergovernmental, and multinational (JIIM) operational environments will continue to challenge leaders. h. Time, workforce, and resources available for learning will continue to be limited. i. Civilian educational institutions will continue to fulfill a role in the holistic professional development and career-long learning of Soldiers within the institutional and self-development learning domains.
Army readiness by maximizing the potential of the Army’s greatest asset—our people. By better understanding the talent of the workforce and the talent necessary to meet capability needs by unit requirements, the Army can more effectively acquire, develop, employ, and retain the right talent at the right time. In Army talent management, “best” equals best fit for the work at hand. b. The Army optimizes human performance by recognizing and cultivating the unique talent of every Soldier. Effective talent management: (1) Is an investment. (2) Requires a systems approach. (3) Balances the needs of the organization with the balance of the individuals. (4) Ensures job-person fit. (5) Empowers employees. (6) Requires leaders to know subordinates’ goals, strengths, and weaknesses that honestly and effectively articulate these in evaluation report. (7) Promotes the development of the Soldier’s capabilities.
2–4. Army’s Human Dimension Strategy (overview) Leader development must foster the cognitive, social, and physical competencies associated with the human dimension. War fundamentally remains a human contest of wills, despite the advances in technology. Producing a professional NCO corps demands a comprehensive Human Dimension Strategy oriented on the individual, the team, and the institution. The investment in the human dimension is a fundamental component of the Army’s comprehensive strategy, known as Force 2025 and Beyond. Two key concepts are underpinning this strategy. First, where the Army once prepared leaders for known battlefield conditions, it must now prepare to thrive in chaos and ambiguity. Second, the Army must optimize the performance of our diverse talent through better assessments of individual potential and more customized learning pro- grams and career management. This requires a more significant investment in our Soldiers to fully develop their knowledge, skills, attributes, and behavior, tapping into every Soldier, thereby expanding upon their unique potential.
2–5. Ends, ways, and means a. Ends. (1) The Army requires a process that aligns training, education, and experience to prepare leaders who exercise mission command to prevail in unified land operations. The Army must produce professional leaders of character that practice the mission command philosophy whether conducting unified land operation or Army generating force functions. Army lead- ers possess emotional intelligence and achieve credibility with external JIIM partners, allies, internal agencies, and stake- holders. The Army strives to develop leaders who are not only prepared for their current position but also prepared for increased levels of responsibility. Doing this requires senior leaders to have an enterprise view, allowing their subordinates to leave their current organization to take advantage of opportunities for further development. (2) The leadership requirements model (fig 2–1) illustrates the expectations of Army leaders. This model aligns leader development activities and personnel practices to a standard set of characteristics valued throughout the Army. The model covers the core requirements and expectations of leaders at all levels of leadership. Attributes are the desired internal characteristics of a leader-this is what the Army wants leaders to be and know. Competencies are skilled and learned behaviors the Army expects leaders to possess and employ—this is what the Army wants leaders to do.
Figure 2–1. Leadership requirement model, Army Doctrine Publication 6–
b. Ways. Central to this strategy is the ability to achieve a shared understanding across the Army in regards to the vital importance of leader development at all levels. This also includes an acknowledgment by leaders at all levels of their responsibility to continually develop leadership competencies among NCOs. Army senior leaders set conditions for the Army to develop leaders. Simultaneously, leaders at all levels create conditions in their organizations that maximize de- velopment of subordinate leaders by teaching them, training them, and providing the supporting experiences they need to grow as leaders. Additionally, leaders help individuals realize that individual commitment to career-long learning is es- sential to development.
adaptive leaders who employ and lead regionally responsive, mission-tailored land power forces to ensure strength for tomorrow. (3) From an enlisted perspective, the Army continues refining the NCO professional military education (PME), from entry level through the United States Army Sergeants Major Academy (USASMA) and beyond. The Army expands and encourages a broad range of assignment opportunities in academia, industry, interagency, and multinational settings to prepare leaders for a complex and uncertain operational environment. The Army develops and manages the right blend of talent by identifying required leader skills and then cultivating leaders through experiential opportunities, academic, and developmental programs. (4) The Army manages talent and provides individual growth opportunities for continued promotion or selection while providing organizations with the right leader, at the right place, and at the right time. The Army matches “headware” to hardware to ensure leaders at all echelons are competent, adaptive, innovative, and grounded in the Army Values to lead technologically advanced formations and organizations to prevent, shape, and win. (5) Successful leaders recognize that continually developing their subordinate leaders is the key to the long-term health of the Army. Subordinates are the ones who will guide units and organizations through the challenges of tomorrow. If today’s leaders do not adequately develop their subordinates, then today’s leaders have not succeeded in accomplishing tomorrow’s mission. Senior leaders must hold subordinate leaders accountable for leader development and talent manage- ment rewarding those who take this to heart. c. Means. Means includes the deliberate effort to employ the resources of will, time, people, and funding. The essential means for successful leader development are will and time. The Army’s Leader Development Program is the Army’s program to administer, manage, and integrate leader development initiatives. Funding for leader development initiatives continues to be supported by program evaluation groups operating within the planning, programming, budgeting, and execution (PPBE) process. (1) Army senior leaders must emphasize leader development at all levels, from junior NCOs to the Sergeant Major of the Army (SMA). Closely connected to the will to develop leaders is providing the time to execute holistic organizational leader development programs. Finally, the strategy produces optimum results if it is adequately prioritized and properly resourced. (2) It informs implementation plans and supports the provision of detailed guidance by commanders, supervisors, and leaders of all components in Army commands (ACOMs), Army service component commands (ASCC), direct reporting units (DRU), Headquarters, Department of the Army (HQDA), and other activities involved in the planning, programming, preparation, and execution of developing Army leaders.
2–6. Army learning concept (overview) The Army learning concept meets the Army’s need to develop adaptive, thinking Soldiers and leaders of character capable of meeting the challenges of operational adaptability in an era of persistent conflict. It describes a learning continuum that blurs the lines between the operational Army and the generating force by meshing together self-development, institutional instruction, and operational experience. It is a learner-centric continuum that begins when an individual joins the Army and does not end until transition. The learning model enhances the rigor and relevance of individual learning, through routine assessment of 21st century Soldier competencies that enable success across the range of military operations. It is a learning model that adapts to fluctuations in learning time and maximizes opportunities to master fundamental competen- cies. It is open to inventiveness, input of learner knowledge, and advances in learning technologies and methods. Lastly, the learning model ensures Soldiers and leaders receive a level of preparation equal to the value of their service to this Nation. a. The Army learning model must be adaptive on several levels if it is to support the qualities of operational adaptability in the force. First, the Army learning model must develop adaptable Soldiers and leaders who have the cognitive, interper- sonal, and cultural skills necessary to make sound judgments in complex environments, from the tactical to strategic levels. Second, the Army must have an adaptive development and delivery system, not bound by brick and mortar, but one that extends knowledge to Soldiers at the operational edge, is capable of updating learning content rapidly, and is responsive to operational Army needs. Finally, the learning model must be capable of sustained adaptation. Routine feedback from the operational Army on Soldier performance will drive adjustments to curriculum content and learning products. Also key is a capacity to routinely explore and integrate advanced technologies and learning methods to remain competitive and engage learners. b. The continuously adaptive learning model provides a comprehensive framework that transforms the current learning model into one that strengthens three areas. First, it supports the development of adaptable Soldiers and leaders. Second, it provides an adaptive development and delivery system that will meet Soldiers’ learning requirements at the point of
need. Third, the learning model can continuously adapt to persistent conflict and exponential change. It will require coor- dinated efforts across the Army to build a sustainable learning environment that is essential to support operational adapta- bility. c. The Army Learning Concept for Training and Education (TRADOC Pam 525–8–2) lays out an educational approach to training and education that horizontally and vertically aligns training and education outcomes across personnel cohorts (officer, warrant officer, NCO, and the Army Civilian Corps) and leader development domains (operational, institutional, and self-development). This education framework consists of four Army learning areas: Army leadership and the profes- sion, human dimension, mission command, and professional competence. The Center of Excellence and proponent cohorts in turn are developing general learning outcomes (GLOs) to link their training and education strategy’s outcomes within the self-development, institutional, and operational domains. Learning content provided to Soldiers should be outcomes- based and associated with the Army learning area (ALA) and/or the GLOs individual competencies framework.
2–7. Leader development imperatives The Army will adhere to seven leader development imperatives that will guide policy and actions, to develop leaders with the required qualities and enduring leader characteristics. These guiding principles remain constant and consistent from initial Service affiliation to retirement, creating a leader development process that is deliberate, continuous, sequential, and progressive. These obligations will drive the synchronization and implementation of the ALDS. They are to: a. Commit to the Army profession, lifelong learning, and development. b. Balance the Army’s commitment to the training, education, and experience components of leader development. c. Manage military and civilian talent to benefit both the institution and the individual. d. Select and develop leaders with positive leader attributes and proficiency in core leadership competencies for re- sponsibility at higher levels. e. Prepare adaptive and creative leaders capable of operating within the complexity of the operational environment and the entire range of military operations. f. Embed mission command principles in leader development. g. Value a broad range of leader experiences and developmental opportunities.
2–8. Leader development lines of effort There are three lines of effort for implementing this strategy-these are the three components of developing leaders: training, education, and experience (see fig 2–3). Each of these has specified supporting efforts that primarily occur in the three domains (operational, institutional, and self-development) as illustrated below. These supporting efforts are not compre- hensive. Additional Armywide efforts should be presented at future Army leader development forums.
b. The operational domain is where leaders undergo the bulk of their development. It encompasses all training and experiences in deployable units. It is where junior leaders achieve technical and tactical competence; mid-grade leaders further develop their ability to lead units and organizations; and senior leaders contribute to the development and imple- mentation of national and geopolitical strategy. All training, education, and self-development activities conducted during training, planning, preparing, executing, and assessing unified land operations are essential parts of developing leaders in the operational domain. After-action reviews, coaching, counseling, sharing, and mentoring are important parts of devel- oping leaders in accordance with FM 6–22. c. The self-development domain includes planned and goal-oriented learning that reinforces and expands the depth and breadth of an individual’s knowledge base and self-awareness. Self-development bridges learning gaps between the oper- ational and institutional domains and sets conditions for continuous learning and growth. There are three variations: struc- tured self-development (SSD)/Distributed Leader Course (DLC), which are mandatory learning modules to meet specific learning objectives and requirements; guided self-development (GSD), which is recommended, but optional learning which may include academic and vocational credentialing intended to enhance one’s professional competence; personal self- development, which is self-initiated learning to meet personal training, education, and experiential goals (such as enrolling in off-duty college classes or earning an academic degree or technical certification). Reading books and articles by, and about, combat leaders can give good insight into improving leadership skills, as stated in TC 7–22.7. d. 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 opera- tions. e. 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 leader competencies focusing on fundamentals that are later practiced, expanded, and improved in training and experience. Edu- cation 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, reasoning, and critical thinking: agility, adaptability, empathy, intellectual curiosity, and creativity. Education in the Army is primarily Professional Military Education, but may include studies within civilian academia. PME is progressive and sequential across a career continuum, to ensure that Soldiers are successful at each stage of their professional service, while continually growing in the competencies and attributes needed for higher levels of service. f. Experience is the continuous progression of personal and professional events. It begins before an individual joins the Army and continues after separation. Experience includes war and peace; the personal and the professional; the private and the public; leading and following; training and education. Lifelong learners reflect on all experiences, develop lessons learned from those experiences, and apply those lessons in future experiences. The Army uses talent management funda- mentals across all learning domains including assignment progression, development opportunities, broadening opportuni- ties, and outside influences to provide leaders with the experiential opportunities required to reach full potential. (1) Self-development domain. Soldiers are ultimately responsible for developing their talents and displaying their unique knowledge, skills, and abilities (KSAs) to their leadership. Soldiers should express their interests to their leaders and seek out developmental opportunities, in order to mature their talents, making the Soldier and organization stronger. Leaders are able to better talent manage and mentor Soldiers appropriately when Soldiers express their interests and display their talents. (2) Institutional domain. Through education, credentialing, and certification Soldiers will display their cognitive, phys- ical, and technical talents. Leaders will develop Soldiers and ensure Soldiers have the requisite KSAs in order for talent management in the operational domain to be effective. (3) Operational domain. Soldiers will develop their KSAs through developmental assignments and experiences. Lead- ers will talent manage Soldiers by placing the Soldier with the appropriate KSAs in the right position at the right time optimizing organizational performance and preparing Soldiers for more challenging assignments in the future.
2–9. The noncommissioned officer NCOs are accomplished military professionals who are the Army’s preeminent body of leadership. NCOs are known as the "backbone of the American Army" and are the standard bearers responsible for training, leading, coaching, and men- toring Soldiers. They are an invaluable and essential part of the Army. The NCO always leads from the front. The NCO exemplifies the warrior ethos, is a champion of continuous learning, and is capable of leading, training, and motivating diverse teams. NCOs often work in complex environments that require them to possess a variety of knowledge, skills, and attributes to lead and manage the day-to-day operations of the military. NCOs must first learn and then demonstrate that
they can translate the commander’s intent into actionable plans and manage the organization while those plans are exe- cuted. Executing these fundamental responsibilities is key in allowing the officer corps to perform their strategic role within the military.
2–10. Noncommissioned officer roles Noncommissioned officers serve four core roles: trainers, mentors, advisors, and communicators. They conduct the daily operations of the Army. They are relied on to execute complex tactical operations, make intent-driven decisions and operate in joint, interagency, intergovernmental, and multinational (JIIM) operational environments. They are responsible for maintaining and enforcing standards and a high degree of discipline. Among many other duties they process Soldiers for enlistment, teach basic Soldiers skills, are accountable for the care of Soldiers, and set the example. The ALDS focuses on a trained and educated quality NCO corps while expanding the NCO corps’ role and professionalism, by improving per- formance today and building the force for tomorrow. The NCO must be fully capable of executing unified land operations and adapting in an era of unpredictability. The Army’s vision for the NCO corps blends its past heritage with emerging future characteristics: "An innovative, competent, professional, enlisted leader grounded in heritage, values, and tradition that embodies the Warrior ethos; champions continuous learning, and is capable of leading, training, and motivating Sol- diers.” The NCO must be an adaptive leader proficient in the full range of joint and combined expeditionary warfare and operations.
2–11. Noncommissioned officer learning areas a. Integrated throughout and supporting the four core roles are six vital learning areas in which NCOs must develop knowledge and skills. These outcomes broadly define the expected performance level and, when combined with critical tasks, serve as a basis for building a lifelong learning curriculum. Learning outcomes are progressive, and Soldiers should fully achieve competency at their current rank prior to promotion to the next. The supporting skills for each learning area are not an exhaustive list of all the knowledge, skills, attributes, and behaviors required to become competent; rather the skills listed represent areas of current emphasis. The six learning areas are: (1) The Army profession. NCOs exemplify the professional Soldier by demonstrating competence, moral character, and commitment while fulfilling their duty to the Nation. NCOs develop, maintain, and uphold the traditions of the pro- fession through discipline and ethical application of combat power. As professionals, NCOs continuously assess and im- prove the competence, moral character and commitment of themselves and their Soldiers. NCOs develop understanding and empathetic application of the seven Army Values and exemplify the characteristics of servant leadership. The warrior ethos and NCO Creed serve as the basis for their actions. They serve as role models and standard-bearers, and hold them- selves, peers, and subordinates accountable for their actions. NCOs influence and sustain positive, ethical command cli- mates and cultures that allow open discussion; they embrace new ideas and instill Soldiers’ professional identities. (2) Professional competence. NCOs employ appropriate technical, tactical, operational, and strategic skills in unified land operations to accomplish the mission and support the commander’s intent. NCOs understand the tenets of mission command philosophy, are experts on weapons systems and train their subordinates to be tactically competent as well. They are technical experts in their occupational specialties, and continue to develop technical skills in themselves and in their subordinates. As NCOs progress in their careers, they focus less on technical and tactical skills and place more emphasis on a broader set of leader skills applied at operational and strategic levels. (3) Team building. NCOs create high-performing groups by leading and motivating individuals, and by collaborating to work toward common goals. NCOs earn the trust of their superiors, peers, and subordinates and encourage trust among others. They model and reward behavior that sustains the trust of the American people. NCOs understand team dynamics and take appropriate action to foster cohesion and cooperation and to use principles of group facilitation to develop subor- dinates. NCOs express themselves clearly and succinctly both orally and in writing, and use social skills including inter- personal tact that allows them to work effectively with other Soldiers and civilians in varied cultural and JIIM contexts. NCOs are sensitive to social behavior patterns, and beliefs of individuals from other communities and countries. (4) Fitness and resiliency. NCOs develop and maintain their physical, emotional, social, Family, and spiritual fitness and foster these attributes in their subordinates. NCOs display confidence, physical, mental, and emotional persistence as well as moral courage when faced with adverse conditions. They are resilient in recovering from difficult situations. (5) Learning. Certification in the Army profession is a lifelong learning process. NCOs must maintain technical ex- pertise within their MOS and strive to develop themselves and their subordinates. NCOs facilitate effective training and instructional environments for individuals and groups, train, and coach Soldiers in acquiring “how to” knowledge and skills, and strive to instill values associated with competence, character, and commitment while encouraging professional and personal growth. NCOs understand the fundamentals of how to help Soldiers learn and the technologies they can leverage to improve the efficiency and effectiveness of training and education. As coaches and mentors, NCOs have open and honest discussions with Soldiers that lead to setting and achieving personal and professional goals. As self-learners,
many of these activities take place has evolved and adds complexity to some kinds of tasks, and also adds to the importance of others. b. Technological advancements in equipment and weapons are designed to allow Soldiers to see, understand, and take decisive action. NCOs must train Soldiers to quickly synthesize information at hand, relate the product to the commander’s intent, and take the appropriate and decisive action. Tailored situational training is repeated, until tasks are mastered, under increasingly complex conditions. Consequently, Soldiers will develop intuitive actions, exploit the full capabilities of their equipment, and accomplish the mission as intended by the unit commander.
2–13. Institutional training a. Institutional training and education is the foundation used to develop future leaders. The NCO must be trained and educated continuously, building the expertise that requires a learn-ahead approach. The NCO Professional Development System (NCOPDS) is a combination of the educational processes and gates of leader development for the Army’s largest cohort, the NCO corps. Designed to be progressive and sequential, it provides the self-development and resident roadmap for developmental success of the NCO from initial transformation from the led to a leader to the final gate of strategic management at the nominative Sergeant Major level. b. The One Army School System (OASS) is a set of processes designed to provide relevant and realistic training to units and personnel within multicomponent training centers by utilizing existing resources. The OASS allows Army com- ponents to meet the various challenges of operating training environments by increasing technical and specialized func- tional development. The OASS function is to provide standardized education, optimize training capacity, improve instruc- tional development, reduce temporary duty costs, and integrate the RA, USAR, and ARNG into a multicomponent training environment. c. The “select train educate promote” (STEP) framework is a component of an NCOPDS that assigns and balances training and education responsibilities across learning domains while synchronizing training, education, retention, and promotion policies to provide all Soldiers an opportunity for development and advancement. STEP ensures Soldiers pos- sess the appropriate training, education, and experience prior to promotion to the next higher grade, in order to best prepare them for the unknown and the unknowable amid constant change. d. STEP is a framework for executing the NCOPDS, supported by three other NCOPDS components: career learning content; learning environment; and a systemic approach to self-awareness. e. Institutional learning is the formal military training and education NCOs receive throughout a military career. At- tending the PME and SSD/DLC courses are critical learning experiences that prepare NCOs to apply learned knowledge during unit training, other learning activities, and during mission execution. Army Regulation 600–8–19 identifies a pro- gressive, sequential training path for enlisted Soldiers required to attain eligibility for promotion. Army Regulation 350– identifies required and desired levels of training by enlisted rank. The purpose of institutional learning is to develop the values, attributes, critical warfighting skills, and actions that are essential to quality NCO leadership. When these same values, attributes, skills, and actions are tested, reinforced, and strengthened by follow-on operational assignments and meaningful self-development programs, NCOs attain and sustain competency and confidence in their profession of arms. The NCOPDS and other functional courses (for example, the Battle Staff NCO Course (BSNCOC) form the institutional training pillar of NCO leader development). Knowledge learned in NCOPDS contributes to building the unique identity of the NCO corps that is critical to having an effective partnership among Soldiers, NCOs, and officers. Numerous courses support both Army requirements and the professional needs of individual NCOs. It is difficult to anticipate and specify the many combinations of courses that apply to both Army and individual needs. However, representative courses particularly suitable for various MOS are discussed in detail in the Smartbook DA Pam 600–25 at https://www.milsuite.mil/book/groups/smartbook-da-pam-600–25/overview. The NCOPDS is designed to prepare NCOs to lead and train Soldiers who work and fight under their direct leadership, and to assist their assigned leaders to execute unit missions. The NCOPDS does this through progressive and sequential learning, using small group instruction through- out six levels of schooling: basic, advanced, senior, master, Sergeants Major Course and Nominative Leader courses. Functional courses are based on specific skills required for special assignments or duties. The Army uses resident and distance learning instruction to deliver institutional training. (1) The Basic Leaders Course (BLC) is a non-MOS specific, field-oriented leadership course built around basic leader tasks. The BLC trains eligible Soldiers. The training focuses on values, attributes, skills, and actions needed for team and squad leadership responsibilities at the rank of SGT. (2) The Advance Leaders Course (ALC) consists of technical training. Technical training is “hands-on,” performance- oriented, and specific to the MOS. The level of training received at ALC progressively and sequentially improves on the previous instruction received in the BLC and operational assignments.
(3) The Senior Leaders Course (SLC) is structured similar to ALC and prepares NCOs to assume duties and responsi- bilities needed to lead a platoon or company-sized element. The SLC has proponent phases that include hands-on and performance-oriented training, emphasizing war-fighting skills. (4) The Master Leader Course (MLC) is designed to challenge and educate selected Sergeants First Class in the areas of professional writing, communication skills, public speaking, critical thinking, organizational and command leadership, management skills, joint and operational level of war fighting, discipline, readiness, health, and administrative require- ments. In addition, students will be exposed to topics like national security, JIIM environments, and strategic thinking. (5) The Sergeants Major Course (SMC) prepares selected MSGs to perform duties of a SGM and a command sergeant major (CSM) in staff and troop assignments. This course provides training to senior noncommissioned officers (SNCOs) in the range of military operations, the contemporary operational environment, and the JIIM environment. (6) The Nominative Leader Course (NLC), executed by the Center for Strategic Leadership and Development of the U.S. Army War College, directly supports the ALDS. The course addresses an institutional development void for Army executive level CSM and SGMs at the one-and two-star nominative level. NLC provides a unique opportunity for the senior Army NCO leadership to engage these NCOs, ensuring they understand the Army's current strategic message(s), goals, and objectives and enlisting their efforts to promote or accomplish them. NLC presents material that encourages personal and professional reflection, critical assessment, and consideration of the volatile, uncertain, complex, and ambig- uous issues that currently dominate the JIIM environment. f. Each NCOPDS course is a blend of training and education activities. Early courses in the NCOPDS are comprised primarily of activities designed to train individual tasks, while courses for SNCOs will be comprised primarily of educa- tional topics designed to broaden NCOs’ management and leadership knowledge. Functional courses such as drill sergeant, recruiter, instructor/facilitator, and attaché training are required for special assignments. Other functional courses, such as the BSNCOC and the Company Commander (CC)/1SG Pre-Command Course, provide specific skills required for duties in operations and leadership areas of responsibility. CSMs attend the Pre-Command CSM Course to prepare them for their initial duty as a CSM. g. Army warrior training maintains Soldier proficiency performing warrior tasks and battle drills (WTBD). All Soldiers must be ready to fight and complete the mission by applying the warrior skills learned through the fundamentals of WTBD. Proficiency in WTBD is enhanced through the execution of tasks in the following categories; shoot, move, communicate, first aid, chemical, biological, radiological, and nuclear (CBRN), and battle drills.
2–14. Assignments Assignments facilitate the accumulation of experiences over time; providing opportunities to employ and further develop those skills and knowledge attained through the process of institutional training. Experience gained through a variety of challenging operational assignments prepares NCOs to lead Soldiers in combat. a. Operational assignments. Primarily a modified table of organization and equipment (MTOE) assignment with duties in your MOS or CMF to numbered armies, corps, divisions, brigades, and battalions that conduct decisive action as part of unified land operations; expeditionary in nature and deployable worldwide. b. Institutional assignments. Primarily a table of distribution and allowances (TDA) assignment, with duties in your MOS or CMF focused on supporting the operational Army. Institutional organizations provide the infrastructure necessary to raise, train, equip, deploy, and ensure the readiness of all Army forces, as well as provide installation and area support. c. Key and developmental billets and assignments. Operational or institutional MOS and CMF positions, identified by a respective proponent as required to develop critical technical and leadership skills and experience that provide the greatest potential for advancement. d. Broadening billets and assignments. Operational or institutional positions in a command or agency where duties are outside of one's MOS or CMF, or duties are at the operational or strategic levels. These assignments offer a purposeful expansion of an NCO’s core MOS proficiency and leadership, resulting in agile and adaptive leaders capable of operating in complex environments. Broadening opportunities are crucial in developing leaders with a wider range of experiences and skills who can operate in ever-changing global environments. The intent is to allow NCOs to explore and learn through broadening experiences (depth and breadth) as leaders, through more challenging assignments, over time. The end-state is to support development of leaders who are broad enough to operate with a global mindset and across the range of military operations. Broadening assignment guidance for NCO ranks: (1) Broadening developmental opportunities. Examples of broadening through developmental assignments are Joint, NATO, drill sergeant, recruiter, AIT platoon sergeant, instructor, ROTC, inspector general (IG) NCO, brigade level sexual assault response coordinator or sexual harassment/assault response and prevention coordinator, and EOA assignments. Mostly, these assignments are MOS-immaterial and challenge the NCO to increase their knowledge of Army policy and programs, increase skills beyond their CMF by performing the required duties of the assignment, and encourage growth as well as mentorship of these key attributes: character, presence, and intellect.
while reinforcing how to conduct performance-oriented training in accordance with the Army’s most current doctrine. The course enhances battle competent NCOs who are qualified squad or section SGTs, team or section leaders, evaluators, counselors, and participants in individual and collective training, while reinforcing the importance of coaching and men- toring Army values, attributes, skills, and actions. Soldiers are automatically enrolled in SSD/DLC 2 upon completing the BLC and promotion to SGT. Completion of SSD/DLC 2 is an eligibility requirement for board recommendation to SSG and a prerequisite for attendance to the Advanced Leaders Course. (c) SSD/DLC 3 focuses on tasks at the platoon level and prepares ALC graduates (SGT–SSG) for the SLC. Soldiers are automatically enrolled in SSD/DLC 3 after they have completed ALC and promotion to SSG. Completion of SSD/DLC 3 is an eligibility requirement for consideration by the SFC Board and a prerequisite for attendance to the Senior Leaders Course. (d) SSD/DLC 4 focuses on tasks at the battalion (BN) level and prepares SLC graduates (SFC–MSG/1SG) for attend- ance at the MLC. Soldiers are automatically enrolled in SSD/DLC 4 after they have graduated SLC. Completion of SSD/DLC 4 is an eligibility requirement for consideration by the MSG Board and a prerequisite for attendance to the Sergeants Major Academy. (e) SSD/DLC 5 focuses on nominative and joint staff level tasks and prepares sergeants major for the strategic levels of Army leadership. SSD/DLC 5 is a prerequisite for nominative and joint assignments. (2) Guided self-development. GSD is a defined set of recommended, optional content and topics as set forth by a pro- ponent. They are progressively sequenced across the career, influencing and encouraging the continuous growth of the individual, but not specifically linked to the other two learning domains. The GSD, while encouraged, is not required for continued advancement. The GSD focuses on a recommended set of common individual development goals that challenge the individual to continue to expand their competence across a wide spectrum of topics related to, but not limited to, the military profession. The GSD includes academic and vocational pursuits, licensure and certification, an expanded under- standing of world languages and culture, governance, the history and evolution of conflict, Army- and unit-level reading lists, and participation in relevant communities of practice. The GSD provides guidance to participants while reinforcing their persistence and commitment to lifelong learning. The appropriate proponent determines academic disciplines that support each MOS. See specific information in the Smartbook DA Pam 600–25, located at https://www.milsuite.mil/book/groups/smartbook-da-pam-600–25/overview. f. NCO self-development is a meaningful, competency-based program that supports a lifelong learning approach to individual development and encourages individual initiative; results in an improved Soldier focus on the profession of arms; links the operational, institutional, and self-development domains of development into a cohesive strategy; and en- ables a train-ahead approach to development. This allows high performers to shape their speed of advancement. Self- development must— (1) Meet the needs of all components. (2) Support a lifelong learning strategy. (3) Leverage all existing programs (military and civilian). (4) Provide individual assessment and feedback. (5) Support the needs of both the Soldier and the Army, by balancing personal and professional goals.
2–16. Educational activities in support of self-development The Army’s goal is for every Soldier to become an “adaptive learner” who is continuously learning and growing in their tactical, technical, and educational competencies and skills. Civilian education and military professionalism are not mutu- ally exclusive, they are mutually supporting. Many self-development activities recommended in a PDM come from pro- grams and services offered through the Army Continuing Education Systems, which operates education and learning cen- ters throughout the Army. The Army Continuing Education Systems assists Soldiers with self-development as described below: a. Army education counselors provide academic and vocational counseling to help Soldiers establish professional and educational goals. Counselors help Soldiers select appropriate courses and find alternate methods to achieve goals, when operational assignments prevent regular course enrollment. b. Functional academic skills training (FAST) offers instruction in reading, mathematics, and communication skills to help Soldiers function on the job, prepare for advanced training, and meet prerequisites for continued education. Through the Basic Skills Education Program (BSEP), selected Soldiers achieve the current recommended reading grade levels and the Army’s recommended writing standard. This is an on-duty commander’s program to ensure Soldiers possess the nec- essary reading and writing skills to succeed in their occupational specialty. c. College level courses are available through installation education centers that partner with participating colleges to provide on-post and on line programs that lead to a degree or certificate. Most institutions operating on-post are part of the
Service members Opportunity Colleges Army Degree (SOCAD) Degree Network System (DNS) program, which guaran- tees Soldiers’ transfer of credits and acceptance of nontraditional credits such as military experience and College Level Examination Program (CLEP) tests. Additionally, College of the American Soldier offers two degree programs, the Career NCO Degrees Program and the Enlisted Education Program, to expand existing civilian higher education degree choices. They provide Soldiers and NCOs in CMFs 11, 13, 14, and 19 with college credit for specific NCOPDS courses taken throughout their careers. The Career NCO Degrees Program offers associate and bachelor degrees, whereas the Enlisted Education Program offers associate’s degrees to first-term Soldiers. The programs are open to Soldiers in all MOSs. De- grees selected for the program are offered both through distance learning and in traditional classroom settings on, or near, military installations. Degrees will be identified as part of this program within the SOCAD Degree Network System Hand- book and in TRADOC PD materials. All Soldiers across all components apply for tuition assistance and may also enroll in college courses through GoArmyEducation (GoArmyEd), (www.goarmyed.com) a virtual gateway for requesting tui- tion assistance online, anytime for both classroom and distance learning college courses. Tuition assistance is authorized to pay for voluntary off- duty education programs that support Army educational objectives and Soldiers’ self-development goals. These programs help Soldiers earn undergraduate degrees that are recommended on various PDMs. Education coun- selors help Soldiers apply for tuition assistance. Army Reserve Soldiers should contact their servicing Reserve Component Education Center for assistance. d. Education centers offer testing for a wide range of academic and vocational tests. These tests include the Test of Adult Basic Education—a reading comprehension test for NCOPDS, the Scholastic Aptitude Test, and American College Test for college entrance, and the College Level Examination Program/DSST standardized test for college credit. e. The Army Continuing Education System (ACES) provides language training for nonlinguists through host-nation orientation and instruction in basic language skills. Soldiers assigned to an overseas location are eligible for host-nation training. These courses enhance language skills of Soldiers whose primary duties require frequent contact with host-nation counterparts. Materials are also available for maintaining language skills. f. Soldiers competing for promotion may receive promotion points for college courses. Promotion points for technical certifications must be listed on the approved Army U credentialing strategy. Contact ArmyU for final language in creden- tialing strategy. (1) Soldiers interested in a certification that is not included on the ArmyU credentialing strategy should contact their proponent SGM. (2) The certification must be current as required by the certifying authority. (3) Soldiers must ensure certification documents are submitted to their unit for permanent entry into their records in order to be awarded promotion points. g. Technical certifications and licenses promote Soldiers’ professionalism, competence, and readiness while in uniform, and prepares Soldiers for civilian post-service. (1) Army Credentialing Opportunities On-line (COOL) (www.cool.army.mil) provides information about civilian cer- tifications and licenses, to include credential description, relatedness to MOS and ASIs, agency contact information, eligi- bility requirements, exam requirements, and exam preparation resources. (2) Soldiers who earn a certification or license listed on Army COOL may submit certification documentation to their unit to be added to their military records. (3) Soldiers competing for promotion to SGT and SSG receive additional promotion points for completing approved technical certifications and licenses (refer to AR 600–8–19).
2–17. Professional development model and career maps Each proponent defines the appropriate mix of education, training, and experience needed by noncommissioned officers at each grade level within the context of the overarching requirement to develop adaptive leaders. The demands of each specialty balanced with broadening opportunities are reflected in the proponent sections in Smartbook DA Pam 600–25, at https://www.milsuite.mil/book/groups/smartbook-da-pam-600–25/overview. While HRCs primary role is to sustain Army readiness at the unit level, a secondary role is to foster development of NCOs by using these models. HRC distributes Soldiers in accordance with the Army manning guidance; matching a specific NCOs talent to meet an Army requirement at the brigade level while considering professional development needs and Soldier Family concerns and preferences. Ulti- mately, commanders in the field assign Soldiers to specific positions, evaluate performance and potential, and provide counseling and training to further develop talents and manner of performance. A Soldier’s shared responsibility is to seek self-improvement and opportunities for their own professional development. To facilitate the professional development of NCOs, HRC operates in concert with various responsible agents to include: the individual; the Army and branch propo- nents; the DCS, G–3/5/7; commanders in the field and the senior Army leadership. NCO professional development is a responsibility shared by all. Life-cycle development models portray the full range of training, education, and experiences for the development of our future leaders. The PDM/career maps serves as the professional reference for a successful