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Department of the Army Pamphlet 600–3 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 600–3 Commissioned Officer Professional Development and Career Management This major revision, dated 3 December 2014- o Provides a revised definition of officer broadening (para 3-4b(2)(f).) o Outlines new competitive intermediate level education selection process (para 4-7e.) 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 Statutory requisites • 5–3, page 33 Active duty list • 5–4, page 34 Promotion process • 5–5, page 35 Army grade structure • 5–6, page 35 Promotion flow • 5–7, page 35 Below the zone promotions • 5–8, page 36 Competitive categories • 5–9, page 36 Impact of the Officer Personnel Management System evolution • 5–10, page 36 Chapter 6 Officer Evaluation System, page 38 Overview • 6–1, page 38 Officer evaluation reporting • 6–2, page 38 Relationship with the Officer Personnel Management System, leader development, and character development process • 6–3, page 38 Chapter 7 Reserve Component Officer Development and Career Management, page 39 Purpose • 7–1, page 39 Factors affecting Officer Personnel Management in the National Guard • 7–2, page 39 Factors affecting Officer Personnel Management in the Army Reserve • 7–3, page 40 Officer Personnel Management System • 7–4, page 42 Officer development • 7–5, page 42 Company grade development • 7–6, page 44 Major development mandatory intermediate level education enrollment • 7–7, page 46 Lieutenant colonel development—mandatory Advanced Operations Course attendance and completion • 7–8, page 46 Colonel development • 7–9, page 47 Warrant officer development • 7–10, page 47 Warrant officer one development • 7–11, page 48 Chief warrant officer two development • 7–12, page 48 Chief warrant officer three development • 7–13, page 49 Chief warrant officer four development • 7–14, page 49 Chief warrant officer five development • 7–15, page 49 Management considerations • 7–16, page 49 Individual mobilization augmentee/drilling individual mobilization augmentee assignments (U.S. Army Reserve) • 7–17, page 50 Company and field grade officer education • 7–18, page 51 Warrant Officer Education System • 7–19, page 52 Promotion • 7–20, page 54 Consideration (C), Selection (S), and Promotion (P) requirements for company and field grade officers • 7–21, page 54 Promotion selection board • 7–22, page 55 Part Two Operations, page 55 Chapter 8 Infantry Branch, page 55 Unique features of the Infantry Branch • 8–1, page 55 Officer characteristics required • 8–2, page 56 Critical officer developmental assignments • 8–3, page 57 Assignment preferences • 8–4, page 61 Duration of critical officer life-cycle assignments • 8–5, page 61 Requirements, authorizations, and inventory • 8–6, page 62 Officer life-cycle initiatives for Infantry • 8–7, page 62 iiiDA PAM 600–3 • 3 December 2014 Contents—Continued Infantry Reserve Component officers • 8–8, page 63 Chapter 9 Armor Branch, page 66 Unique features of Armor Branch • 9–1, page 66 Officer characteristics required • 9–2, page 66 Key officer life-cycle initiatives for Armor • 9–3, page 67 Officer developmental assignments • 9–4, page 67 Assignment preferences and precedence. • 9–5, page 72 Duration of officer life-cycle assignments • 9–6, page 72 Requirements, authorizations and inventory • 9–7, page 73 Armor Army National Guard officers • 9–8, page 73 Chapter 10 Aviation Branch, page 75 Unique features of the Aviation Branch • 10–1, page 75 Characteristics required of Aviation officers • 10–2, page 77 Aviation branch officer development • 10–3, page 77 Aviation branch officer area of concentration career paths • 10–4, page 84 Aviation Branch Active Army warrant officer • 10–5, page 89 Aviation Branch Reserve Component warrant officer • 10–6, page 99 Chapter 11 Field Artillery Branch, page 100 Introduction • 11–1, page 100 Officer characteristics required • 11–2, page 101 Officer development • 11–3, page 101 Assignment preferences • 11–4, page 106 Duration of critical officer life-cycle assignments • 11–5, page 106 Key officer life-cycle initiatives • 11–6, page 107 Warrant officer development • 11–7, page 107 Field Artillery Reserve Component officers • 11–8, page 110 Chapter 12 Air Defense Artillery Branch, page 112 Introduction • 12–1, page 112 Officer characteristics required • 12–2, page 113 Officer leader development • 12–3, page 113 Warrant officer development • 12–4, page 117 Reserve Component officers • 12–5, page 122 Chapter 13 Engineer Branch, page 124 Introduction • 13–1, page 124 Officer characteristics required • 13–2, page 125 Officer development • 13–3, page 126 Warrant officer development • 13–4, page 132 Engineer Reserve Component officers • 13–5, page 138 Reserve Component warrant officer • 13–6, page 140 Chapter 14 Chemical Branch, page 140 Introduction • 14–1, page 140 Officer characteristics required • 14–2, page 141 Critical officer developmental and broadening assignments • 14–3, page 142 Assignment preferences and precedence • 14–4, page 147 iv DA PAM 600–3 • 3 December 2014 Contents—Continued Duration of critical officer life-cycle assignments • 14–5, page 147 Requirements, authorizations, and inventory • 14–6, page 147 Key officer life-cycle initiatives for Chemical Corps • 14–7, page 147 Branch transfer • 14–8, page 148 Chemical Reserve Component officers • 14–9, page 148 Chapter 15 Military Police Branch, page 151 Unique features of Military Police branch • 15–1, page 151 Officer characteristics required • 15–2, page 152 Officer developmental assignments • 15–3, page 153 Assignment preferences and precedence • 15–4, page 159 Requirements, authorizations, and inventory • 15–5, page 161 Key officer life-cycle initiatives for Military Police Corps • 15–6, page 161 Military Police Reserve Component officers • 15–7, page 162 Chapter 16 Special Forces Branch, page 165 Unique features of the Special Forces Branch • 16–1, page 165 Officer characteristics required • 16–2, page 167 Professional development overview • 16–3, page 167 Officer development assignments • 16–4, page 168 Assignment preferences • 16–5, page 172 Duration of developmental officer life-cycle assignments • 16–6, page 173 Requirements, authorizations, and inventory • 16–7, page 174 Key officer life-cycle initiatives for Special Forces • 16–8, page 174 Army National Guard Special Forces officers • 16–9, page 176 U.S. Army Reserve Special Forces officers and warrant officers • 16–10, page 176 Chapter 17 Psychological Operations Branch, page 177 Unique features of the Psychological Operations Branch • 17–1, page 177 Officer characteristics required • 17–2, page 178 Critical officer developmental assignments • 17–3, page 179 Assignment preferences • 17–4, page 182 Duration of critical officer life-cycle assignments • 17–5, page 182 Key officer life-cycle initiatives for Psychological Operations • 17–6, page 184 Psychological Operations U.S. Army Reserve officers • 17–7, page 185 Chapter 18 Civil Affairs Branch, page 188 Unique features of the Civil Affairs Branch • 18–1, page 188 Active Component Civil Affairs officer • 18–2, page 189 Civil Affairs officer development • 18–3, page 196 Active Guard Reserve Civil Affairs officer • 18–4, page 201 Army National Guard Civil Affairs officer management • 18–5, page 205 Requirements, authorizations, and inventory • 18–6, page 205 Key officer life-cycle initiatives for Civil Affairs • 18–7, page 205 Chapter 19 Information Operations Functional Area, page 207 Introduction • 19–1, page 207 Officer characteristics required • 19–2, page 208 Officer development • 19–3, page 209 Warrant officer development • 19–4, page 212 vDA PAM 600–3 • 3 December 2014 Contents—Continued Officer development • 32–3, page 317 Key officer life-cycle initiatives for U.S. Military Academy Professor • 32–4, page 319 U.S. Military Academy Professor Reserve Component officers • 32–5, page 320 Chapter 33 Simulation Operations Functional Area, page 320 Introduction • 33–1, page 320 Officer characteristics required • 33–2, page 321 Critical officer developmental assignments • 33–3, page 321 Assignment preferences and precedence • 33–4, page 324 Duration of critical officer life-cycle assignments • 33–5, page 324 Requirements authorizations and inventory • 33–6, page 325 Key life-cycle initiatives for simulation operations • 33–7, page 325 Simulation Operations Reserve Component officers • 33–8, page 326 Chapter 34 Electronic Warfare, page 327 Introduction • 34–1, page 327 Officer characteristics required • 34–2, page 328 Officer development • 34–3, page 328 Warrant officer development • 34–4, page 331 Reserve Component officers • 34–5, page 335 Part Four Force Sustainment, page 335 Chapter 35 Logistics Corps Officer Branches, page 335 Introduction to the Logistics Officer Corps • 35–1, page 335 Logistics Branch • 35–2, page 336 Officer characteristics required • 35–3, page 336 Officer development • 35–4, page 338 Warrant officer development • 35–5, page 351 Logistics Branch Reserve Component officers • 35–6, page 351 Introduction to the Transportation Branch • 35–7, page 357 Transportation officer characteristics required • 35–8, page 358 Transportation officer development • 35–9, page 359 Warrant officer development • 35–10, page 366 Transportation Branch Reserve Component officers • 35–11, page 369 Transportation Branch Reserve Component warrant officers • 35–12, page 372 Introduction to the Ordnance Branch • 35–13, page 372 Ordnance officer characteristics required • 35–14, page 373 Ordnance officer development • 35–15, page 374 Ordnance warrant officer development • 35–16, page 377 Reserve Component Ordnance officers • 35–17, page 381 Ordnance Reserve Component warrant officers • 35–18, page 383 Introduction to the Quartermaster Branch • 35–19, page 384 Quartermaster officer characteristics required • 35–20, page 385 Quartermaster officer development • 35–21, page 386 Warrant officer development • 35–22, page 388 Reserve Component officers • 35–23, page 394 Chapter 36 Adjutant General Branch, page 396 Introduction • 36–1, page 396 viii DA PAM 600–3 • 3 December 2014 Contents—Continued Officer characteristics required • 36–2, page 396 Commissioned officer development • 36–3, page 397 Warrant officer development • 36–4, page 401 Reserve Component officers • 36–5, page 404 Chapter 37 Financial Management Branch, page 406 Introduction • 37–1, page 406 Required officer characteristics • 37–2, page 406 Officer development • 37–3, page 408 Warrant officer development • 37–4, page 412 Reserve Component officer development • 37–5, page 412 Chapter 38 Judge Advocate General’s Corps, page 416 Unique features of The Judge Advocate General’s Corps • 38–1, page 416 Officer characteristics required (Active Army, U.S. Army Reserve, Army National Guard of the United States) • 38–2, page 417 Active Army judge advocate development • 38–3, page 418 Warrant officer characteristics required (Active Army, U.S. Army Reserve, Army National Guard of the United States) • 38–4, page 422 Active Army legal administrator, warrant officer development • 38–5, page 422 Reserve Component judge advocate development • 38–6, page 424 Reserve Component legal administrator (warrant officers) development • 38–7, page 427 Chapter 39 Chaplain Corps, page 429 Unique features of Chaplain Corps • 39–1, page 429 Officer characteristics required • 39–2, page 429 Critical officer developmental assignments • 39–3, page 431 Assignment preferences and precedence • 39–4, page 432 Duration of critical officer life-cycle assignments • 39–5, page 432 Requirements, authorizations and inventory • 39–6, page 432 Key officer life-cycle initiatives for the Chaplain Corps • 39–7, page 432 Chaplain Corps Reserve Component officers • 39–8, page 433 Chapter 40 Army Medical Department, page 435 The Army Medical Department description • 40–1, page 435 Personnel management • 40–2, page 435 Chapter 41 Army Acquisition Corps, page 436 Introduction • 41–1, page 436 Officer characteristics required • 41–2, page 438 Officer accessions • 41–3, page 438 Officer development • 41–4, page 438 Army Acquisition Corps Reserve Component officers • 41–5, page 442 Appendix A. References, page 443 Table List Table 5–1: The Promotion System, page 35 Table 5–2: Time in service, time in grade, and promotion opportunity, page 36 Table 7–1: U.S. Army Reserve categories, page 41 ixDA PAM 600–3 • 3 December 2014 Contents—Continued Table 7–2: Military education requirements for promotion intermediate level education “Complete” for promotion to colonel, page 44 Table 7–3: Nonresident military schools, page 53 Table 7–4: Civilian education requirements for commissioning, page 54 Table 32–1: U.S. Military Academy Professor area of concentration and responsibilities, page 317 Table 35–1: Broadening assignment, page 341 Table 35–2: Key developmental assignments, page 344 Table 35–3: Broadening assignments for majors, page 345 Table 35–4: Broadening assignments for lieutenant colonels, page 347 Figure List Figure 3–1: Officer competency evolution, page 15 Figure 3–2: Officer career timeline, page 17 Figure 8–1: AA Infantry officer development, page 62 Figure 8–2: RC Infantry officer development, page 65 Figure 9–1: AA Armor officer development, page 73 Figure 10–1: AOC 15A developmental model, page 85 Figure 10–2: AOC 15B developmental model, page 86 Figure 10–3: AOC 15C developmental model, page 87 Figure 10–4: AOC 15D developmental model, page 88 Figure 10–5: Aviation Branch RC officer, page 89 Figure 10–6: MOS 150A developmental model, page 91 Figure 10–7: MOS 150U developmental model, page 93 Figure 10–8: MOS 151A developmental model, page 95 Figure 10–9: Aviation warrant officer developmental model, page 97 Figure 10–10: Special Operations Aviation warrant officer, page 99 Figure 11–1: AA Field Artillery officer development model, page 106 Figure 11–2: AA Field Artillery warrant officer development model, page 110 Figure 11–3: RC Field Artillery officer development model, page 112 Figure 12–1: AA/RC Air Defense Artillery officer development model, page 117 Figure 12–2: AA/RC MOS 140A development model, page 121 Figure 12–3: AA/RC MOS 140E development model, page 122 Figure 13–1: AA Engineer officer development model, page 132 Figure 13–2: AA/RC 120A Engineer warrant officer development, page 137 Figure 13–3: AC/RC 125D Engineer warrant officer development, page 137 Figure 13–4: RC Engineer officer development, page 140 Figure 14–1: AA Chemical officer development, page 146 Figure 14–2: RC Chemical officer development, page 150 Figure 15–1: AA Military Police officer development, page 157 Figure 15–2: Military Police warrant officer development, page 161 Figure 15–3: RC Military Police officer development, page 165 Figure 16–1: Special Forces officer development model, page 173 Figure 16–2: Special Forces warrant officer development model, page 174 Figure 17–1: AA Psychological Operations officer development model, page 183 Figure 17–2: RC Psychological Operations officer development model, page 187 Figure 18–1: Civil Affairs captain development, page 192 Figure 18–2: Civil Affairs major development, page 193 Figure 18–3: Civil Affairs lieutenant colonel development, page 194 Figure 18–4: Civil Affairs colonel development, page 195 Figure 18–5: AA Civil Affairs life-cycle model, page 196 Figure 18–6: TPU Civil Affairs life-cycle model, page 200 Figure 18–7: AGR Civil Affairs life-cycle model, page 205 Figure 19–1: FA 30 officer career development, page 211 Figure 20–1: AC/RC Signal officer developmental model, page 217 x DA PAM 600–3 • 3 December 2014 Part One Philosophy and Management Chapter 1 Introduction 1–1. Purpose This pamphlet serves primarily as a professional development guide for all officers. It does not prescribe the path of assignments or educational requirements that will guarantee success, but rather describes the full spectrum of develop- mental opportunities an officer can expect for a successful career. This document also serves as a mentoring tool for leaders at all levels and is an important personnel management guide for assignment officers, proponents, and Headquarters, Department of the Army (HQDA) selection board members. Its focus is the development and career management of all officers of the U.S. Army. 1–2. References Required and related publications and prescribed and referenced forms are in appendix A. 1–3. Explanation of abbreviations and terms Abbreviations and special terms used in this pamphlet are in the glossary. 1–4. Current perspective a. Officer development for the Army should effectively balance breadth and depth of experience. Army operations are inherently Joint. Officers must understand the terms of DODI 1300.19 and the Joint Qualification System. Officers should focus on developmental positions that enhance career progression and lead to Joint qualified officer status. All assignments are important to sustain a trained and ready Army. An officer’s focus should be on bringing the Warrior Ethos to every job and every facet of their development. Officers use challenging assignments at all levels to help them hone, through experience, what they have learned through their formal education about leading and training Soldiers. Operational factors - the constraints of time, Army requirements, positions available, and readiness—all influence the amount of time an officer will need to acquire appropriate leadership skills. Success will depend not on the number or type of positions held, but rather on the quality of duty performance in every assignment. It is tied to individual contribution, and related to the individual officer’s definition of success in the Army profession. Not all officers will be afforded opportunities to perform all types of duty. The types and extent of duties and assignments are articulated in the following chapters. For this publication, the term "officers" encompasses warrant officers, (warrant officers are appointed by commission at the grade of chief warrant officer two (CW2), company grade officers, and field-grade officers. All officers are direct representatives of the President of the United States. Chapters relating to officer education, general promotion policies, and officer evaluation apply to all special branches as well. Specific policies applicable to the Judge Advocate General’s Corps (JAGC), the Chaplain Corps, and the Army Medical Department (AMEDD) are found in chapters 38, 39, and 40, respectively. The governing regulations for this pamphlet are AR 600–3 and AR 350–1. b. Officers are encouraged to read all branch and functional area (FA) chapters, regardless of branch, FA, military occupational specialty (MOS), or career field held, because unique and valuable lessons in Army culture and officer professional development are found in every chapter. c. This pamphlet documents officer personnel management, and incorporates the evolving philosophies of the Army leadership. The Officer Personnel Management System (OPMS) enhances the warfighting capability of the Army; provides all officers with the information they need to ensure a reasonable opportunity for career success; and describes a framework that fulfills Army requirements with an officer corps balanced with the right grades and skills. Successive personnel management studies have shown the need for a development and career management system that provides for the career development of the warrant officer segment of our officer corps. Better integration of warrant officers into the officer corps enhances the effectiveness and professionalism of warrant officers through improvements in training, development, assignment, promotion, and retention practices. 1–5. Warrior Ethos and Army Values Everything begins with the Warrior Ethos. The Warrior Ethos compels Soldiers to fight through all conditions to victory no matter how much effort is required. It is the Soldiers’ selfless commitment to the nation, mission, unit, and fellow Soldiers. It is the professional attitude that inspires every American Soldier. Warrior Ethos is grounded in refusal to accept failure. It is developed and sustained through discipline, commitment to Army Values, and pride in the Army’s heritage. Warrior Ethos is the foundation for our total commitment to victory in peace and war. It is the conviction that military service is much more than just another job. It defines who officers are and what officers do. It is linked to this country’s longstanding Army Values, and the determination to do what is right and do it with pride. Soldiers enter the Army with their own values, developed in childhood and nurtured through experience. We are all 1DA 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- i z e d b y m u t u a l t r u s t a n d r e s p e c t . A r m y D o c t r i n e P u b l i c a t i o n ( A D P ) 6 – 2 2 p r o v i d e s a d d i t i o n a l i n f o r m a t i o n o n 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 3DA PAM 600–3 • 3 December 2014 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 f. Leader development is cooperative and holistic. The individual officer, unit commanders, mentors and Army educational institutions all share in the responsibility for developing leaders at every level. 2–5. Leader development and the Officer Education System a. Company and field grade officers. The Officer Education System provides the formal military educational foundation to company and field grade officers necessary to prepare them for increased responsibilities and successful performance at the next higher level. Its goal is to produce a broad-based corps of leaders who possess the necessary values, attributes, and skills to perform their duties in service to the nation. These leaders must know how the Army runs and demonstrate confidence, integrity, critical judgment, and responsibility while operating in an environment of complexity, ambiguity, and rapid change. To build effective teams capable of supporting joint and multinational operations in this environment, they must be adaptable, creative, and bold amid continuous organizational and technological change. The Officer Education System is discussed in more detail here in chapter 4. The following paragraphs highlight key aspects of officer development— (1) Common core. Common core is the consolidation of common skills training and training subjects prescribed by law, Army regulations, or other higher authority. These subjects comprise the tasks all officers are expected to perform successfully, regardless of branch. Common core instruction begins at pre-commissioning and continues at each educational level. The instruction is progressive and sequential, building upon the skills and knowledge acquired through previous training and operational assignments. (2) Entry-level officer training. To address shortcomings identified by the Army Training and Leader Development Panel (officer) study, the Army implemented the Basic Officer Leaders Course (BOLC). The objective of the BOLC is to develop technically competent and confident platoon leaders, regardless of branch, who are grounded in leadership, basic technical and tactical skill proficiency, are physically and mentally strong, and embody the Warrior Ethos. To achieve this objective, BOLC capitalizes on experience-based training, logically structured to build upon and reinforce previous lessons. The BOLC occurs in two phases. BOLC A is pre-commissioning training conducted by the traditional pre-commissioning sources. It provides the foundation of common core skills, knowledge, and attributes desired of all newly commissioned lieutenants. BOLC B is a combination of common block instruction targeting small-unit leaders skills focusing on warfighting and the Warrior Ethos, and branch-specific technical and tactical training conducted at branch school locations. The BOLC–Direct Commissioned Officer Course is a course designed to give direct commis- sion officers, who do not have the benefit of BOLC A pre-commissioning training, the necessary skills to achieve success at BOLC B. See paragraph 4–7a for further discussion on BOLC. (3) Captains’ Officer Education System. The branch Captain Career Course (CCC) prepares company grade officers to command Soldiers at the company, troop, or battery level, and to serve as staff officers at battalion and brigade levels. AA and RC officers incur a 1-year active duty service obligation (ADSO) for attendance at a branch CCC upon completion or termination of the course. Officers attend CCC following selection for promotion to the grade of captain, normally before company-level command. Select captains who have demonstrated superior performance in their basic branches may be selected to receive this training at other than their branch schools. (For example, a Field Artillery officer might attend the CCC for armor officers.) This cross training benefits officers of both branches. Officers seeking accession into Special Forces (SF) will normally attend the Maneuver CCC. The captains’ PME centers on the technical, tactical and leadership competencies needed for success in follow-on assignments. CCC is a prerequisite for promotion to major for RC officers. See paragraph 4–7d for further discussion on CCC. (4) Intermediate level education. The intermediate level education (ILE) is the Army’s formal education program for majors. It is a tailored resident education program designed to prepare new field grade officers for their next 10 years of service. It produces field grade officers with a Warrior Ethos and joint, expeditionary mindset, who are grounded in warfighting doctrine, and who have the technical, tactical, and leadership competencies to be successful at more senior levels in their respective branch or FA. ILE consists of a Common Core Course phase of operational instruction offered to all officers, and a tailored education phase (qualification course) tied to the technical requirements of the officer’s branch or FA. The RC also has a tailored distributed learning ILE program. ILE Common Core Course is a prerequisite for promotion to lieutenant colonel in the RC. See paragraph 4–7e for further discussion of ILE. (5) Senior Service College. The Senior Service College (SSC) provides senior-level PME and leader development training. The Army’s SSC, the U.S. Army War College, prepares military, civilian and international leaders to assume strategic leadership responsibilities in military or national security organizations. It educates students about employ- ment of the U.S. Army as part of a unified, joint, or multinational force in support of the national military strategy; requires research into operational and strategic issues; and conducts outreach programs that benefit the nation. See paragraph 4–7g for further discussion of SSC. b. Warrant officers. (1) Background. The Army Training and Leader Development Panel Warrant Officer Study recommended that the Army make a fuller integration of warrant officers into the larger officer corps. In recognition of expanding leadership roles for warrant officers in the future force, the study called for a single, world-class, leader development education system that would have distinct components for warrant officer, company grade, and field grade officers. The study also called for combining warrant officer, company grade, and field grade officer training, as appropriate, wherever required common officer skills are taught. 7DA PAM 600–3 • 3 December 2014 (2) Training and education goals. The goal of warrant officer training and education within the Officer Education System is to produce highly specialized expert officers, leaders, and trainers who are fully competent in technical, tactical, and leadership skills; creative problem solvers able to function in highly complex and dynamic environments; and proficient operators, maintainers, administrators, and managers of the Army’s equipment, support activities, and technical systems. Warrant officer leader development is a continuous lifelong learning process beginning with pre- appointment training and education. The Officer Education System prepares warrant officers to successfully perform in increasing levels of responsibility throughout an entire career. The Officer Education System provides the pre- appointment, branch MOS-specific, and leader development training needed to produce technically and tactically c o m p e t e n t w a r r a n t o f f i c e r l e a d e r s f o r a s s i g n m e n t t o p l a t o o n , d e t a c h m e n t , c o m p a n y , b a t t a l i o n , a n d h i g h e r - l e v e l organizations. (3) Common core. Common core is the consolidation of common skills training and training prescribed by law, Army regulations, or other higher authority. It comprises the tasks all officers are expected to perform successfully regardless of branch. Common core instruction begins at pre-appointment and continues at each educational level. The instruction is progressive and sequential and builds upon the skills and knowledge acquired through previous training and operational assignments. (4) Pre-appointement training. Pre-appointment training qualifies individuals to serve as officers. The purposes of pre-appointment training are to educate and train candidates, assess their readiness and potential for appointment to warrant officer, and prepare them for progressive and continuing development. All AA warrant officer candidates must attend the resident Warrant Officer Candidate School (WOCS) at Fort Rucker, AL. The ARNG and USAR warrant officer candidates may attend WOCS at either Fort Rucker or one of the RC-regional training institutes WOCS. The WOCS graduates are appointed to warrant officer one (WO1). The appointment is contingent upon certification by the MOS proponent that the warrant officer is technically and tactically qualified to serve in the authorized warrant officer MOS. (5) Warrant Officer Basic Course. The Warrant Officer Basic Courses (WOBCs) are branch-specific qualification courses that ensure newly appointed warrant officers receive the MOS-specific training and technical certification needed to perform in the MOS at the platoon through brigade levels. Training is performance oriented and focuses on technical skills, leadership, effective communication, unit training, maintenance operations, security, property accounta- bility, tactics, and development of subordinates. Newly appointed warrant officers who attend WOBC will incur a 6- year ADSO upon graduation. This ADSO does not apply to warrant officers who already hold a warrant officer MOS or reclassified to another MOS. Warrant officers who attend Army directed professional development courses, includ- ing Warrant Officer Advanced Course (WOAC), Warrant Officer Staff Course (WOSC), and Warrant Officer Senior Staff Course (WOSSC) do not incur a service obligation. (6) Warrant Officer Advanced Course. The WOAC is a combination of common core and MOS proponent training that prepares the officer to serve in senior positions at the CW3 level. The WOAC includes two phases: a nonresident common core module and a resident phase, which includes a common core module and MOS-specific module. See paragraph 4–7i(3) for further discussion of WOAC. (7) Warrant officer intermediate level education. The warrant officer ILE is a branch immaterial resident course which focuses on staff officer and leadership skills needed to prepare them for duty in CW4 grade technician and staff officer positions at battalion and higher levels. Instruction includes decision-making, staff roles and functions, organiza- tional theory, structure of the Army, budget formation and execution, communication, training management, personnel management, the contemporary operational environment, and special leadership issues. It is designed to produce officers with a Warrior Ethos who are grounded in warfighting doctrine and possess the technical, tactical and leadership competencies to be successful at more senior levels. See paragraph 4–7i(4) for further discussion of WOSC. (8) Warrant Officer Senior Service Education. The Warrant Officer Senior Service Education is currently the capstone course for warrant officer PME. It is a branch immaterial resident course which provides master-level professional warrant officers with a broader Army level perspective required for assignment to CW5 grade level positions as technical, functional, and branch systems integrators, trainers, and leaders at the highest organizational levels. See paragraph 4–7i(5) for further discussion of Warrant Officer Senior Service Education. Chapter 3 Officer Personnel Management System and Career Management 3–1. Purpose The OPMS is executed by HRC, Officer Personnel Management Directorate. The purpose of OPMS is to: a. Acquire. Identify, recruit, select, and prepare individuals for service as officers in our Army. b. Develop. Maximize officer performance and potential through training and education in accordance with AR 350–1, assignment, self-development and certification of officers to build agile and adaptive leaders. c. Utilize. Assign officers with the appropriate skills, experience, and competencies to meet Army requirements and promote continued professional development. 8 DA PAM 600–3 • 3 December 2014 routinely addressed at the tactical level. A balanced mix of assignments offers the best path to development of strategic level thinkers and leaders. (5) Lifelong learning, supported by both civilian and military education, bolsters the development of joint and expeditionary competencies. Expeditionary competencies are those needed by officers in an expeditionary force— regional knowledge, cultural awareness, foreign language, diplomacy, statesmanship, and so on. (6) Flexible time lines enable officers to serve longer in developmental assignments; ensuring officers have adequate time to gain skills and experience and also to support unit readiness and cohesion. However, time in developmental assignments must be balanced with the necessity to meet Army manning requirements. The functionally aligned design is the heart of OPMS and is intended to align branches and FAs, consistent with Joint doctrine, focusing on development of agile and adaptive leaders with broader, functionally relevant competencies. (7) Officers will be managed by categories and groups with similar functions to facilitate the development of officer functional competencies required on the future battlefield. The design is not intended to reflect where officers serve on the battlefield, but to align the functions and skills required. The three functional categories and associated functional groups are: (a) Operations. This functional category gathers maneuver branches and FAs that have similar battlefield application or complementary roles. The functional category includes the following branches and FAs: Infantry (11), Armor (19), Aviation (15), Field Artillery (13), Air Defense Artillery (ADA) (14), Engineer (12), Chemical (74), Information Operations (30), Military Police (MP) (31), and Special Operations Forces (SOF) encompassing SF (18), Psychological Operations (37) and Civil Affairs (CA) (38). NOTE: Per AR 5–22, the CG, U.S. Army Special Operations Command (USASOC), is the proponent for Army Special Operations Forces (ARSOF). This includes SF, Psychological Opera- tions, and CA branches, and 75th Ranger Regiment, Special Operations Aviation and special mission units (SMUs). The CG, U.S Army John F. Kennedy Special Warfare Center and School (USAJFKSWCS) is the branch proponent for SF, Psychological Operations, and CA. (b) Operations support. This functional category gathers two currently existing branches, Military Intelligence and Signal, with FAs that have similar battlefield applications or complementary roles. Also included in this functional category are the functions associated with force training, development, and education that design, build, and train the force. This category will in the future incorporate the emerging Cyber capability. The functional category includes the following branches and FAs: Signal Corps (25), Information Systems Management (53), Telecommunication Systems Engineer (24), Space Operations (40), Electronic Warfare (EW) (29), Military Intelligence (35), Strategic Intelligence (34), Foreign Area Officer (FAO) (48), Strategic Plans and Policy (59) Nuclear and Counterproliferation (52), Force Management (50), Operations Research/Systems Analysis (49), Simulation Operations (57), Permanent Academy Professor (47), and Public Affairs (46). (c) Force Sustainment. This functional category includes an integrated Logistics Corps as well as the branches and FAs associated with resource and Soldier support functions: Integrated Logistics Corps: Transportation Corps (88), Ordnance (91) and Quartermaster (92), Logistics Branch (90); Human Resources (42H), Financial Management (36), Acquisition Corps (51). A part of force sustainment but separately managed are the Health Services: AMEDD (medical, dental, veterinary, nurse, medical specialist and medical services), Chaplain Corps, and TJAG. 3–4. Officer development a. Officer Personnel Management System. Under OPMS, company grade officers are accessed into the Army’s basic branches, and through a series of educational and developmental assignments are given the opportunity to hold branch developmental assignments outlined by their proponent. During their company grade years, captains are designated into one of three officer functional categories (Operations, Operations Support, Force Sustainment) in which they continue their development either in their basic branch or in a FA. Officers in the RCs will also undergo functional designation with their AA counterparts; but modification to the process is necessary to accommodate personnel management considerations unique to the ARNG/USAR. Accessioning policies for the Army Acquisition Corps and SOF are unique and are addressed in their respective chapters. b. Development objectives. One of the major objectives of OPMS is to professionally develop officers through a deliberate, continuous, sequential, and progressive process including training, education and experiences nested with counseling and mentoring from commanders, branch proponent, and Officer Personnel Management Directorate, HRC. These interactions are embodied in the process of officer development: (1) Development in a designated specialty. For the Army competitive category (ACC), there are 34 branch and FA specialties in OPMS. The differences between a branch and FA are: (a) Branch. A branch is a grouping of officers that comprises an arm or Service of the Army and is the specialty in which all officers are commissioned or transferred, trained and developed. Company grade officers hold a single branch designation and may serve in repetitive and progressive assignments associated with the branch. They may not be assigned to more than one branch. See paragraph 8–2 for further discussion of officer branches. (b) Functional area. A FA is a grouping of officers by technical specialty or skills other than an arm, Service, or branch that usually requires unique education, training, and experience. After functional designation, officers may serve 11DA PAM 600–3 • 3 December 2014 repetitive and progressive assignments within their FA. An officer may not be assigned to more than one FA at a time. See chapter 8 for further discussion of FAs. (2) Key terms in operational assignments. A number of terms are used when describing operational assignments: (a) Command. The command is the authority that a commander in the military service lawfully exercises over subordinates by virtue of rank or assignment. The command comprises the leadership, authority, responsibility, and accountability for effectively using available resources and planning the employment of, organizing, directing, coordi- nating, and controlling military forces to accomplish assigned missions. It includes responsibility for unit readiness, health, welfare, morale, and discipline of assigned personnel. (b) Key billet. A duty assignment at the lieutenant colonel or colonel rank requiring specific, highly developed skills and experience that is deemed so critical to a unit’s mission that an officer is selected for assignment by HQDA. Key billet officers exercise judgment and recommend actions to the commander. They principally manage resources and oversee processes that operate in a leadership environment. (c) Centralized selection list. A listing of command/key billet positions by type category approved by CG, HRC to be filled by officers selected under the Centralized Command/Key Billet Selection System. Centralized selection list (CSL) command positions fall into four categories listed below. 1. Installation command category. Support tenant units or activities in a designated geographic area by organizing, directing, coordinating, and controlling installation support and service activities. They are TDA organizations, both the continental United States (CONUS) and outside the continental United States (OCONUS), dedicated to supporting and protecting Army Soldiers, Civilians, and their Families. They are accountable for critical mission areas such as mobilization, public works, real property management, and local civil authorities/host nation rapport. 2. Operations command category. Battalion and brigade size units, expeditionary in nature and deployable world- wide with approved TOE, Joint organization and SMUs providing the fighting power available to combatant or Joint Task Force commanders with a primary mission to deploy to a theater of combat operations. 3. Recruiting and training command category. Focused on generating Soldiers into conventional and SMUs of the U.S. Army and sister Services, typically TDA organizations that support the training of units from the Army and sister Services. They are typically fixed-site and non-deployable. The cadre and non-training Soldiers are typically not required to qualify with individual weapons. 4. Strategic support command category. Focused on generating Soldiers into conventional and SMUs of the U.S. Army and sister Services, typically TDA organizations that support the training of units from the Army and sister Services. They are typically fixed-site and non-deployable. The cadre and non-training Soldiers are typically not required to qualify with individual weapons. (d) Key developmental positions. These positions are specified, by branch or FA in this pamphlet, and revised periodically. A KD position is one that is deemed fundamental to the development of an officer in his or her core branch or FA competencies or deemed critical by the senior Army leadership to provide experience across the Army’s strategic mission. The majority of these positions fall within the scope of the officer’s branch or FA mission. (e) Developmental positions. All officer positions are developmental. They enhance some aspect of warfighting skills, increase their level of responsibility, develop their understanding of interoperability among Army branches, or expose them to branch-related generating force/JIIM opportunities that directly contribute to success as an innovative and adaptive leader. (f) Broadening opportunities. Officers should view the concept of broadening as a purposeful expansion of a leader’s capabilities and understanding provided through opportunities internal and external to the Army. Broadening is accomplished across an officer’s full career through experiences and/or education in different organizational cultures and environments. The intent for broadening is to develop an officer’s capability to see, work, learn and contribute outside each one’s own perspective or individual level of understanding for the betterment of both the individual officer and the institution. The result of broadening is a continuum of leadership capability at direct, operational, and strategic levels, which bridges diverse environments and organizational cultures. The broadening process will be dynamic and variable across cohorts, grades, and branches or FAs. Opportunities will change in response to the Army’s emerging missions, evolving structure and professional culture. Deliberate career management that carefully limits KD time to prescribed intervals, allowing exceptions only under limited extenuating circumstances is fundamental to the concept of broadening. Broadening opportunities may vary in scope, responsibility, and developmental outcomes and typically fall in four major categories listed below. 1. Functional or institutional. An assignment that provides a developmental opportunity directly related to an officers branch or FA, but which provides the officer the opportunity to develop a wider range of knowledge and skills useful in an Army specific environment or a broader joint context. Assignments that provide a developmental opportunity usually not directly related to an officer’s branch or FA but which may develop a greater understanding of how the Army operates as an institution. 2. Academia and civilian enterprise. An experience with civilian industry or within a community of students, scholars, and instructors at institutes of higher learning where the officer can gain new perspectives and knowledge, skills, and abilities not generally obtained from organic experiences, training, or education. 3. Joint or multinational. An experience in a Joint duty assignment list billet, or a Joint opportunity unrelated to an 12 DA PAM 600–3 • 3 December 2014 officer’s branch or FA. Such experiences immerse the officer in an environment requiring routine interaction with JIIM organizations and personnel resulting in an understanding of their interaction with our Army. Assignments with a significant role of interaction with partner nation military organizations at operational and strategic level. 4. Interagency or intergovernmental. Assignments or experiences at U.S. Government agencies outside DOD, or with partner nation governmental agencies. The focus of these opportunities will be more politically and policy oriented. These categories are convenient delineations but may not cover all possible opportunities. Broadening should enhance the adaptability and intellectual scope of our officers. It is not possible to foresee all the types of experience that will develop the diverse talents required of future leaders. (3) Institutional education (Officer Education System). Training and education of an officer is driven by operational demands of an officer. AR 350–1 is the primary regulation governing officer training and education. This includes resident and nonresident instruction, on-the-job training, individual study and when appropriate, civilian education. (4) Professional development counseling and mentoring. This is conducted by commanders at all levels as well as by HRC career managers. (5) Designation and election of branches, functional areas, and functional categories. (a) Branch designation. Upon commissioning, lieutenants are designated in a basic branch for entry on active duty, training and initial assignment. When required, some lieutenants are branch detailed to a combat arms branch for 3 or 4 years, or until their assigned units are in a reset period. Under the branch detail program, officers attend the company grade level education at the school of the branch to which they are detailed. Company grade officers in the 4-year detail program receive transition branch training in conjunction with their enrollment in the captain’s level education. During the early years of service, professional development within the branch follows the proponent’s life-cycle model. Generally, the first 8 years of service are devoted to branch developmental assignments and training that prepares the company grade officer for further advancement. Company grade officers may request, in writing, a voluntary branch transfer in accordance with AR 614–100. Detailed officers must be approved for branch transfer by their detail branch, basic branch, and HRC (AHRC–OPD–C), in addition to meeting the requirements of AR 614–100. Prior to selection for promotion to captain, officers may volunteer for SOF (SF, Psychological Operations, or CA) training and, upon successful completion of training, will receive a branch transfer into their respective branch. Selection for SOF training is made by cohort year group and upon selection for promotion to captain. The SOF officers are expected to have served a successful initial tour as a lieutenant in a small-unit leadership position in one of the Army’s other basic branches. As a result, they are expected to have knowledge of conventional Army operations and be experienced in Army leadership. Lieutenants who volunteer in the targeted year group are selected by a DA-centralized SOF accession board at approximately 3 years of commissioned service and then go to a designated CCC to qualify for continued Special Operations officer training. (b) Functional designation process. ACC groups interrelated branches and FAs into officer management categories called functional categories and functional groups. The functional designation process determines in which specialty officers will continue their development; either in their accession branch or in a different FA. Management of officer development in functional categories recognizes the need to balance specialization of the officer corps with the inherent requirement for officers to gain more breadth in an increasingly complex environment. Officers have periodic opportunities after the 4th year of officer service to transfer to a different branch or FA. The process is known as the VTIP and is managed by HRC to balance inventories with Army requirements and to leverage individual officer preferences and demonstrated abilities. VTIP panels are conducted two to three times a year and are announced via MILPER message describing procedures and specialties to be considered for cross leveling. VTIP allows HRC to identify and target officers with critical skills early in their development, allowing them to get additional training and experience to bring those skills to bear as quickly as possible. The VTIP balances the force across the three functional categories. The intent of the VTIP panel is to fill requirements and provide the FAs enough time to send their officers to school and training prior to utilization. The VTIP process ensures that the needs of the Army are met for future field grade officer requirements in each functional category. Each functional category has its own unique characteristics and development model for officers, which reflects the readiness requirements of the Army today and into the 21st century. Officers in all functional categories are assigned across the Army in TOE and TDA organizations. (c) Joint duty assignment. The Joint duty assignment list, and its subset, the Joint critical billets, confer Joint credit to our officers. Assignments are usually preceded by Joint JPME I, completed at ILE Command and Staff College. The Joint Critical billets are typically filled by Joint Qualified Officers, those with a previously completed Joint tour, plus JPME II, completed at Joint Forces Staff College or in a SSC. All of these positions, plus numerous others involve assignments/experiences in the Joint, interagency, intergovernmental, or multinational environment, but are not subject to the control measures of the Joint duty assignment list (tour length, JPME, promotion monitoring). Paragraph 3–13 goes into greater detail on this subject. c. Generalist positions. Some positions in the Army are independent of branch or FA coding and are designated as branch/FA generalist, combat arms generalist positions, or JIIM positions. Some company and field grade officers should expect to serve in these assignments at various times during their careers, regardless of their functional designation. Officers are selected for these and other similar positions based on overall manner of performance, previous experience, military and civilian education and estimated potential for further service. d. Focused development. Both branches and FAs may require more specific job skills and qualifications to prepare 13DA PAM 600–3 • 3 December 2014 Note. This paragraph discusses branch opportunities in general. For information unique to a particular branch, refer to that branch’s chapter in Part Two of this pamphlet. b. Post-initial branch development. Between the 4th and 7th years of service, and after company grade officers have been afforded branch development opportunities, a number of options become available for continued professional development and broadening. At this time, career managers at Officer Personnel Management Directorate assess the officer’s developmental objectives for the post-branch development phase based on assignment patterns completed, relative manner of performance achieved, individual preferences and Army requirements available for the next developmental stage (see fig 3–1). The types of assignments and developmental patterns for this phase are as follows: (1) Branch assignments. The range of further assignments to branch-coded positions is a function of the Army’s requirements and officer availability. These assignments may include staff and faculty positions at Service schools, Combat Training Center (CTC) duty or staff positions in tactical or training units. Branch assignments further develop the basic branch skills and employ the officer’s accumulated skills, knowledge, and attributes. (2) Branch/functional area generalist assignments. Some company grade officers may serve in positions coded 01A (Officer Generalist) or 02A (Combat Arms Generalist). These branch/FA generalist positions do not require an officer from a specific branch or FA but may be performed by an officer with certain experiences, manner of performance and demonstrated potential. Such assignments include USAREC staff and command positions, Reserve Officers’ Training Corps (ROTC) or U.S. Military Academy (USMA) faculty and staff, and major command staff positions. (3) Functional area specific. Officers designated into FAs should expect training and education opportunities to focus on their areas of specialization and include progressive and repetitive assignments of increasing responsibility. Each of the FA chapters in this pamphlet outlines developmental positions. (4) Advanced Civilian Schooling or Expanded Graduate School Program. Each year some officers will be provided the opportunity to attend civilian academic institutions to obtain graduate-level degrees in designated disciplines. The final number varies based on budget, policy, and Army requirements. These positions are annually assessed to determine how many officers should be entered into each academic discipline. The criteria for selection are based on the branch or FA skill required, academic proficiency measured by undergraduate performance and scores from the graduate record examination or graduate management admission test, ability to be accepted by an accredited college and manner of performance to indicate strong potential for future service. Proponents must forecast the education and utilization of advanced civilian schooling graduates to meet projected needs since the degrees typically take 12 to 22 months to complete. The specific follow-on assignment or utilization is often determined about 6 to 9 months prior to graduation. See branch and FA chapters for discussion of advanced civilian schooling/Expanded Graduate School Program requirements. AR 621–1 is the governing regulation and specifies the method by which officers may apply for advanced civilian schooling. (5) Joint, interagency, intergovernmental, and multinational training opportunities. This program provides short- term (90 to 180 days) training for officers providing them the skills necessary to lead the Army of the future. (6) Training With Industry. Some branches and FAs participate in Training With Industry, where officers are assigned to a civilian industry to observe and learn the technical and managerial aspects of that field. The total number of training quotas varies annually from 50 to 70 based on budget, policy, and requirements. Officers selected for this program must be proficient in their branch or FA, have a manner of performance that reflects a strong potential for future service and be able to serve a utilization tour upon completion of training. The Training With Industry program is outlined in AR 621–1 and in the specific branch and FA chapters later in this pamphlet. (7) Army Acquisition Corps. Between their 7th and 8th year of service, between 80 and 120 captains are accessed into the Army Acquisition Corps (FA 51) to be professionally developed in this FA. HRC hosts an Acquisition Accession Board annually to select branch-qualified captains for FA 51. The Army Acquisition Corps officers may receive a fully funded master’s degree (if not already at civilian education level 2), attend the Materiel Acquisition Management Course and other FA related training, and serve repetitive assignments in their acquisition specialties to prepare them for critical acquisition positions at field grade level. The Army Acquisition Corps, created in early 1990, is described in detail in chapter 42 of this pamphlet. c. Promotion. Selection for promotion to major. Normally an officer within a cohort year group enters the primary zone of consideration for major around the 9th year of service. Below the zone consideration occurs a year earlier. 16 DA PAM 600–3 • 3 December 2014 Figure 3–2. Officer career timeline 3–6. Major development This phase, which generally encompasses the 10th to 17th years of service, begins with selection for promotion to major. This is a critical period in an officer’s career life-cycle that demands an acute awareness of important HQDA centralized boards and the preparations they require. The junior field grade years serve to develop the officer cohort in a variety of branch or FA assignments within their functional category. a. Development. The general development goals are to complete ILE/JPME I, and successfully complete other branch, FA or broadening assignments prior to consideration for promotion to lieutenant colonel. All branch and FA officers selected for ILE attendance are required to complete ILE prior to the 15th year of commissioned service. ILE provides a quality education for all field grade officers and prepares them for their next 10 years of service. Officers must be ILE/JPME I complete to be eligible for SSC attendance. See paragraph 4–7e for further discussion of ILE. Most branches and some FAs have identified positions as KD for majors. It should be noted that in all branches/FAs majors positions that support transitional functions, such as training teams and provincial reconstruction teams, are designated as KD positions. Positions created to address specific emerging missions or capability are most often considered KD for the purposes of career development/advancement. b. Promotion. Cohort year group officers are generally considered for promotion to lieutenant colonel in their 16th year of service as they enter the primary zone of consideration. Below the zone selection is possible, and normally officers will be considered 1 year prior to their primary zone consideration. 3–7. Lieutenant colonel development This phase generally occurs between the 17th and 22nd years of service. Those selected for promotion to lieutenant colonel now begin the senior field grade years, where they make the maximum contribution to the Army as commanders and senior staff officers. Attaining the grade of lieutenant colonel is most often considered to be the hallmark of a successful career, although each officer defines success differently. Officers in the grade of lieutenant colonel serve as senior leaders and managers throughout the Army providing wisdom, experience, vision and mentor- ship mastered over many years in uniform. a. Development. The professional development goals for a lieutenant colonel are to broaden their branch, FA and skill proficiency at the senior levels through assignments and schooling. Most of these officers will serve in high visibility billets in their branch, FA or JIIM positions, and a possible assignment to a cross-branch/FA developmental position. (1) Branch assignments. Lieutenant colonels can expect branch-coded assignments to both TDA and TOE positions. These billets can range from positions within a battalion through echelons above corps. However, the TDA structure requires the greater portion (almost 70 percent) of the senior field grade expertise and experience. Here, the officer’s development over the years is used to fulfill the doctrinal, instructional, policymaking, and planning needs of the Army. Branch proponents have outlined developmental standards in their respective chapters of this pamphlet. (2) Functional area assignments. OPMS recognizes the need for balanced specialization to meet the Army’s challenges in the 21st Century. The system design allows officers to serve in repetitive assignments within a FA to gain a high degree of expertise. FA proponents have outlined developmental standards in their respective chapters of this pamphlet. (3) Joint duty assignments. The Joint duty assignment list contains approximately 1350 lieutenant colonel authoriza- tions and officers will continue to have the opportunity for assignment to Joint duty positions as an integral part of their development. See paragraph 3–8 for additional details on the Joint officer program. (4) Branch/functional area generalist assignments. Some officers will serve outside their branch or FA in billets 17DA PAM 600–3 • 3 December 2014 coded as branch/FA generalist. Such assignments are found throughout the Army in troop and staff organizations from the installation to Department of the Army level. (5) Centralized selection. A centralized board at HQDA selects a limited number of officers for command and key billets. The lieutenant colonel CSL command and key billet contains both TOE and TDA positions. The command board meets annually to select commanders from the eligible cohort year groups. Command opportunity varies based on force structure and the command categories for which an officer competes. On average, lieutenant colonels serve in their command tours during their 18th through 20th years of service. Once the board makes its selections and conducts a preliminary slating for category, Officer Personnel Management Directorate conducts a slating process. HRC coordinates this slating process with major Army commands (ACOMs); and the CSA reviews and approves the slate. The Army Acquisition Corps conducts a similar HQDA-level board to select lieutenant colonel commanders and product managers. Only certified Army Acquisition Corps officers can compete for these positions. (6) Senior Service College. The annual SSC (military education level (MEL) SSC) selection board reviews the files of lieutenant colonels after their 16th year of service. The SSC is the final major military educational program available to prepare officers for the positions of greatest responsibility in the DOD. Officers must be ILE/JPME I qualified to be eligible for SSC attendance consideration. There are about 350 resident seats available each academic year within the SSC network. These include attendance at the U. S. Army War College, the Advanced Strategic Leadership Studies Program within the School of Advanced Studies at Fort Leavenworth, the Eisenhower School for National Security, (formerly the Industrial College of the Armed Forces), the National War College, the College of International Security Affairs, the Joint Advanced Warfighting School, Inter-American Defense College other sister Service war colleges, resident fellowships at Governmental agencies and academic institutions and approved foreign SSCs. Approximately 30 to 35 percent of a cohort year group is selected to attend during their years of eligibility that run between the 16th and 23d years of service. The SSC selection board examines the eligible population and produces an order of merit list containing 1,300 names. The top 350 officers are activated for resident attendance while the remainder are contacted by their branch or FA managers and encouraged to apply for the 85 annual active duty seats in the U.S. Army War College Distance Education Course. U.S. Army War College resident and distance education programs award Master of Strategic Studies degrees. Only the resident SSC courses and U.S. Army War College distance education program award SSC completion MEL 1. The Army does not recognize other Service War College distant education programs as SSC nor MEL 1 equivalent. Resident course graduates are also awarded JPME II. Officers completing Fellowship programs receive a certificate of graduation from the U.S Army War College designating MEL SSC complete but are not awarded a master’s degree nor JPME II. SSC graduates are assigned to organizations based on guidance from the CSA. Tours following graduation are to the Army Staff, Joint Chiefs of Staff, Secretary of Defense, ACOMs, Army service component commands (ASCCs), and direct reporting units (DRUs), and combatant command staffs in branch, FA, branch/FA generalist or Joint coded positions. (7) Former battalion commander assignments. Lieutenant colonels completing battalion command are assigned to positions designated as requiring the skills of former battalion commanders. These post-command assignments may be to branch, branch/FA generalist assignments, or Joint coded positions. Emphasis is placed on Joint duty assignments for those officers without a Joint qualifying tour. b. Promotion. Cohort year group officers are normally considered for promotion to colonel in the primary zone in their 21st year of service. Below the zone selection is possible, and normally officers will be considered 1 year prior to their primary zone consideration. 3–8. Colonel development Those officers selected for promotion to colonel continue their senior field grade phase that concludes with their separation or retirement from active duty or selection for promotion to brigadier general. Attaining the grade of colonel is realized by a select few and truly constitutes the elite of the officer corps. As colonels, their maximum contribution to the Army is made as commanders and senior staff officers. a. Development. The general professional development goals for colonels are to further enhance branch or FA skill proficiency through additional senior-level assignments and schooling. (1) Branch assignments. Many colonels can expect to receive assignments to branch-coded positions at the brigade, division, corps, and echelons above corps in the TOE environment. TDA organizations throughout the Army also need the expertise of senior field grade officers. Almost 70 percent of the colonel authorizations are in the TDA structure. (2) Funtional area assignments. Under OPMS, FA officers work predominantly in their specialties after selection for promotion to major. Having risen above their peers at the grade of major and lieutenant colonel, those promoted to colonel are truly the world-class specialists in their respective fields. These officers will serve primarily in senior managerial billets across the Army coded for their specialty. (3) Joint duty assignment. The Joint duty assignment list contains a number of colonel billets in branch and FA positions. Officers who did not serve as majors or lieutenant colonels in a Joint duty assignment list billet should continue to seek Joint development. Colonels who completed the requirements for Joint Qualified Officer designation, may serve second and third tours in positions coded “Joint Critical”. (For more information, read para 3–13, which details the Joint duty program.) (4) Senior Service College. The annual SSC selection board reviews the files of colonels until their 23d year of 18 DA PAM 600–3 • 3 December 2014 b. Standard-Joint duty assignments. (1) The standard-Joint duty assignment list is a consolidated list of standard-Joint duty assignment lists approved for Joint credit by the Assistant Secretary of Defense for Force Management Policy. The standard-Joint duty assignment list has approximately 3,916 billets for Army majors through colonels. A standard-Joint duty assignment list is a designated position where an officer gains significant experience in joint matters. The preponderance of an officer’s duties involves producing or promulgating National Military Strategy, Joint doctrine and policy, strategic and contin- gency planning, and command and control of combat operations under a unified command. Serving in a standard-Joint duty assignment list affords an officer the opportunity to fulfill the necessary Joint experience criteria on the path to becoming a Joint Qualified Officer. (2) The provisions of Title 10 United States Code (10 USC), specify that officers on the ADL may not be appointed to the grade of brigadier general unless they have completed a full tour of duty in a Joint duty assignment and have been selected for the additional skill identifier (ASI) of 3L (Joint Qualified Officer). The Assistant Secretary of Defense for Force Management Policy may waive the Joint duty assignment requirement, the Joint Qualified Officer requirement, or both on a case-by-case basis for the following reasons: for scientific and/or technical qualifications for which Joint duty assignment positions do not exist; for officers serving in professional specialties; for officers serving in a Joint duty assignment for at least 12 months that began before 1 January 1987; for officers serving in a Joint duty assignment at least 180 days on the date the board convenes; and lastly, for the “good of the Service.” c. Joint duty credit. The statutory tour length for most standard-Joint duty assignment lists is 36 months to the day for field grade officers and 2 years for general officers. After completing a full tour of duty in a standard-Joint duty assignment list, officers will be awarded the 3A (Joint Duty Qualified) SI. An officer begins to accrue Joint duty credit upon assignment to a standard-Joint duty assignment list billet and stops accruing Joint duty credit on departure. Critical occupational specialty officers (major to colonel) who meet the early release criteria may receive full tour credit for serving at least 2 years in their initial Joint duty assignment. Officers possessing a critical occupational specialty may be released early from a Joint duty assignment with the approval of the Joint activity if they meet all of the criteria below. (1) Must be serving in their initial Joint duty assignment. (2) Reassignment must be to the critical occupational specialty specific skill held by the officer being released from the Joint duty assignment. (3) Officers must serve at least 2 years in that standard-Joint duty assignment list. d. Experience-based Joint duty assignment. An experience-based Joint duty assignments may include non-Joint duty assignment list assignments and experiences that demonstrate an officer’s mastery of knowledge, skills, and abilities in Joint matters. Officers may gain experience points towards achieving Joint Qualified Officer status by having their non- Joint duty assignment list assignments validated by a Joint Qualification System experience panel. These experiences may be shorter in duration; therefore, they may be aggregated to achieve the equivalent of a full Joint tour of duty in a standard-Joint duty assignment list. Officers may submit their request for experience points through a self-nomination process in coordination with their HRC assignment officer and the HRC Joint Policy Section. e. Joint Qualified Officers. Joint Qualified Officers are educated and experienced in the employment, deployment, and support of unified and multinational forces to achieve national security objectives. Joint Qualified Officers provide continuity for Joint matters that are critical to strategic and operational planning and serve within the Joint arena and their service. Field grade officers eligible for the Joint Qualified Officer designation must meet the highest standards of performance, complete both Phase I and II of a JPME program and successfully complete a full tour of duty in a standard-Joint duty assignment list or have the necessary points from experience-based Joint duty assignment lists. Officers approved by the Secretary of Defense will be awarded the 3L (Joint Specialty Officer) SI. f. Joint professional military education. The Army Officer Education System is in compliance with CJCSI 1800. 01D. The requirement for Joint education stems from the Goldwater-Nichols DOD Reorganization Act of 1986. The Goldwater-Nichols DOD Reorganization Act of 1986 makes the Chairman, Joint Chiefs of Staff the principal official to assist the Secretary of Defense in JPME matters, including the Joint curricula at Service schools. Further, as prescribed in 10 USC 663, the Secretary of Defense, with advice and assistance from Chairman, Joint Chiefs of Staff, periodically reviews and revises the curricula of Joint education programs. Intermediate and senior staff college Army institutions are accredited by the Chairman, Joint Chiefs of Staff JPME programs. Graduates meet the requirements for JPME. (1) The CJCSI 1800.01D defines Chairman, Joint Chiefs of Staff objectives and policies regarding the Army educational institutions that comprise the officer PME and JPME systems. The CJCSI 1800.01D also identifies the fundamental responsibilities of the major military educational participants in achieving those objectives. The Army provides officer PME and JPME to eligible Armed Forces officers, international officers, eligible Federal Government Civilians and other approved students. The Army operates its officer PME system primarily to develop officers with expertise and knowledge appropriate to their grade, branch, and occupational specialty. Incorporated throughout PME, officers receive JPME from pre-commissioning through general/flag officer rank. (2) JPME is a Chairman, Joint Chiefs of Staff-approved body of objectives, outcomes, policies, procedures, and standards supporting the educational requirements for Joint officer management. The JPME is imbedded in Army programs of instructions and in concert with PME produces desired outcomes in support of the Joint Officer 21DA PAM 600–3 • 3 December 2014 Management System. The JPME is a three-phase Joint education program taught in the Command and General Staff School (Fort Leavenworth), the U.S. Army War College, at other Service intermediate- or senior-level colleges, the Joint Forces Staff College, and at the National Defense University for the CAPSTONE course. (3) The Army operates the officer PME system primarily to develop officers with expertise and knowledge appropriate to their grade, branch, and occupational specialty. Embedded within the PME system, however, is a program of JPME overseen by the Joint Staff and designed to fulfill the educational requirements for Joint officer management as mandated by the Goldwater-Nichols Act of 1986. Incorporated throughout Army PME, officers receive JPME from pre-commissioning through general/flag officer. Army PME is structured in five military educational levels to support five significant phases in an officer’s career. (a) Pre-commissioning. Military education received at institutions and through programs producing commissioned officers upon graduation. (b) Primary. Education typically received at grades O1 through O3. (c) Intermediate. Education typically received at grade O4. (d) Senior. Education typically received at grades O5 or O6. (e) General/flag officer. Education received as a general/flag officer. (4) All Army branch and FA officers will complete pre-commissioning, primary and intermediate (J Phase I). Award of J credit is dependent on completion of appropriate to the grade, branch, and FA. (a) J Phase I. The J Phase I is incorporated into the curricula of intermediate and senior-level military service J schools and other appropriate educational programs that meet J criteria and are accredited by the Chairman of the Joint Chiefs of Staff. J Phase I is integrated into the ILE curricula at the Command and General Staff College and all other Service Intermediate Level Colleges. Other programs, as approved by the Chairman of the Joint Chiefs of Staff, may satisfy the J Phase I requirement. (b) J Phase II. The J Phase II is that portion of the Program for Joint Education that complements J Phase I. The J Phase II is taught at the Joint Forces Staff College to both intermediate and senior-level students. Field grade officers must complete J Phase I to be eligible to attend J Phase II. Under exceptional conditions, the Chairman of the Joint Chiefs of Staff may approve a direct-entry waiver to permit an officer to complete J Phase II without having completed J Phase I. The J Phase II is integrated, along with J Phase I, into the curricula at all senior-level colleges to include the U.S. Army War College. (5) J Phase II graduates. The Army must ensure that the following requirements are met by officers who graduate from each of the National Defense University schools (for example, the National War College, the Eisenhower School for National Security, or the Joint Forces Staff College) for each FY: (a) All Joint Qualified Officers must be assigned to a Joint duty assignment as their next duty assignment following graduation, unless waived on a case-by-case basis by the Assistant Secretary of Defense for Force Management Policy. (b) More than 50 percent (defined as 50 percent plus one) of all non-Joint Qualified Officer graduates from each of those schools must be assigned to a Joint duty assignment as their next duty assignment following graduation. (c) One half of the officers subject to that requirement (for each school) may be assigned to a Joint duty assignment as their second. (d) The Army shall coordinate with the Chairman of the Joint Chiefs of Staff to document compliance. 3–14. Assignment process and considerations The life-cycle of a cohort year group spans 30 years of service. Some officers from a cohort may attain general officer status and be retained in service beyond that point. Some warrant officers may attain the rank of CW5 and also serve up to 30 years of warrant officer service. The assignment process throughout an officer’s career is based on several factors and considerations. The environmental factors in which operates can affect the assignments an officer may receive. The assignment process has these elements: a. Army requirements. The central engine that drives and the assignment process is Army requirements. Army requirements are those positions that must be filled by officers to accomplish our wartime and peacetime missions. When an officer leaves a position, the losing agency generates a requisition for a replacement. Army requirements for officers are specified on the various TOE and TDA structures. Grade, branch, FA, skill, and special remarks are documented for each position within The Army Authorization Documents System, which is maintained by the DCS, G–3/5/7. Annually, the Army projects positions to be filled and places officers on PCS orders to occupy the vacancies. Within the Officer Personnel Management Directorate, the requisition cycles span 6 months, and the assignment branches determine which officers meet the position requirements and are available for the assignment. b. Availability for assignment. Officers are considered available for assignment when they complete the required tour length as specified in AR 614–100 for CONUS and OCONUS locations. DOD and Army policies for tour length are changed based on a variety of external factors, to include budget limitations. Force stabilization is an important factor in future assignment decisions. c. Professional development needs. Professional development in the officer’s designated branch, FA or AOC/MOS is important to the assignment manager; however, force stabilization will be an equally important consideration. Each 22 DA PAM 600–3 • 3 December 2014 branch and FA has a life-cycle development model. The officer’s career needs are examined in light of these models to ensure the next assignment is progressive, sequential and achieves the professional development goal for that grade. d. Other assignment considerations. Besides Army requirements, availability and professional development, the assignment managers scrutinize other considerations in arriving at an appropriate assignment. (1) Preference. Officers should frequently update their preference statement for location, type of assignments, personal data, professional development goals and education and training needs. Assignment managers may not be able to satisfy all preferences because of dynamic requirements, but they do attempt to satisfy as many as possible. (2) Training and education. Whenever possible, assignment managers provide schooling en route to the officer’s next assignment to meet the special requirements of the position. Civilian educational goals that are specific require- ments of positions or professional development will also be considered during the assignment process. (3) Personal and compassionate factors. Personal crises occur in every officer’s career. The Officer Personnel Management Directorate assignment managers attempt to assist in such circumstances by adjusting the assignment. However, officers should apprise their assignment manager of such personal or compassionate considerations at the time they occur and not wait until an assignment action is pending. In some cases, formal requests for compassionate deferment from assignment or request for reassignment are needed in accordance with AR 614–100. Officers should coordinate with local Soldier support activity for processing such documents. Officers with dependents having special needs should enroll in the Exceptional Family Member Program. (4) Overseas equity. Overseas equity must be a consideration when selecting officers for assignments. With the Army serving in a variety of overseas locations, the equitable distribution of OCONUS and unaccompanied tours among all officers is a morale concern as well as a developmental experience in many branches and FAs. Overseas tours broaden the professionalism of the officer corps, and assignment managers consider this element of tour equity in each assignment action. 3–15. Individual career management The OPMS provides leader and technical training for company grade, field grade, and warrant officers. Negotiating through this multitude of possibilities to meet the needs of the Army and the important needs of the individual is the result of interaction among the individual officer, the commander, the proponent, and the Officer Personnel Manage- ment Directorate assignment manager. Each has an important part to play in the professional development of not only individual officers, but of the officer corps as a whole. a. The individual. In many respects, officers are ultimately their own career managers. While Army requirements dictate the final outcome of all development actions, in every case the officer must participate in such decisions. Participation in the officer development process is possible at the basic branching/career management field (CMF) designation point, volunteering for training and education programs, selection of FA, preferences for functional category, application for entry into special programs and long-range planning of career goals. The key is to be involved in professional development by making informed and logical decisions and acting on them. One important element of an officer’s involvement is the accurate reflection of capabilities in the official personnel management files maintained by HQDA. (1) The Army Military Human Resource Record, the DA Form 4037 (Officer Record Brief), and the career management individual file contain the data from which important professional development decisions are made for selection, advancement, assignment and retention. Officers should review, update, and maintain these records through- out their careers. Officers should also request periodic advice and counseling from commanders, supervisors, senior officers and HRC career managers to remain informed of career opportunities and to assess progress achieving career goals. (2) To facilitate individual career management, each officer should maintain a current 5-year plan that at a minimum, depicts operational and broadening assignment goals, desired PME courses and timelines, and key personal/ family milestones so that when the time comes to discuss assignments with branch managers or raters/senior raters, offices are prepared, informed, and can contribute to the career management process. In addition, officers can employ the Army Career Tracker to view career development opportunities and career maps, in an effort to simplify the career management process and better empower the individual officer. b. The commander. Commanders play a critical part in development by understanding the roles of all their officers, their education and development needs and incorporating them into a unit officer professional development process. All officers look to their rater, senior rater, and mentors for advice and career counseling. Some counseling is official, such as the preparation and submission of the OER and DA Form 67–10–1A (Officer Evaluation Report Support Form). Other forms of counseling are often unofficial and relate to career patterns, advice about assignments and duty positions. Regardless of the type of counseling, commanders should be factually informed before rendering advice. This is especially important given the changes in manning guidance, career progression, attitude, and culture over the course of a rater’s or senior rater’s career. Experiences that raters and senior raters had as junior and mid-grade officers will not always replicate circumstances and experiences their subordinates face at similar points in their career timeline. In some cases, providing uninformed guidance based on “how things used to be” is as detrimental to a subordinate’s 23DA PAM 600–3 • 3 December 2014 resident course should complete the level of PME appropriate to their grade through nonresident instruction. However, to attend ILE/JPME I and SSC/JPME II, officers must be HQDA board selected. There is no equivalent level of attainment for the BOLC B, where resident participation is required. c. Nonresident instruction allows officers to advance their professional education and their careers, thereby enhanc- ing their overall performance and potential. Military school courses available through correspondence, with and without a resident phase, are listed in, ATRRS, TASS, and the TRADOC Online Library. 4–6. Educational counseling The numerous educational opportunities and frequent moves in the Army often make it difficult to plan educational programs. Officers frequently need professional educational counseling and support. Commanders and supervisors play a significant role in the development of subordinate officers. Officers should turn to their commander, mentor, rater, assignment officer local Army Education Center, or an education counselor at the appropriate Service school. The Warrant Officer Career College at Fort Rucker, AL is another excellent source for warrant officer education counsel- ing. In addition, many civilian institutions provide counseling services. 4–7. Military schools a. Basic Officer Leaders Course Phase B. Upon commissioning an officer is assigned to a branch. The first training the officer attends is BOLC B. The BOLC B is a rigorous, branch immaterial course, physically and mentally challenging, with the majority of the training conducted via hands-on in a tactical or field environment. Focusing on training at the platoon level, a cadre of officers and noncommissioned officers (NCOs) will continuously evaluate each student’s performance in a series of leadership positions, under various conditions/situations. The student officers also participate in several peer reviews and self-assessments. The curriculum includes advanced land navigation training, rifle marksmanship, weapons familiarization, practical exercises in leadership, urban operations, convoy operations, and use of night vision equipment. It culminates in squad and platoon situational-training exercises using contemporary operational environment scenarios. Additionally, students must negotiate confidence courses that challenge them to overcome personal fears. Junior officers depart BOLC B with a confidence in their ability to lead small units, an appreciation for the branches of the combined arms team, and a clear understanding of their personal strengths and weaknesses. There is no ADSO for BOLC B attendance. Direct commission officers may attend the BOLC - Direct Commissioned Officer Course, a BOLC A prep course for officers who did not have the benefit of participating in BOLC A pre-commissioning training. b. Branch detail program. Upon commissioning, selected lieutenants appointed to the Signal, Quartermaster, Ord- nance, Transportation or Finance branches may be detailed to a combat arms branch for a minimum of 2 years or longer if affected by life-cycle manning. Selected Military Intelligence and Adjutant General (AG) officers are detailed for 4 years. Lieutenants under the branch detail program attend the BOLC and participate in branch-specific training for the branch to which they are detailed. On completing the detail, officers attend a 4-week branch transition course, as prescribed by their chief of branch, before they return to their designated branch. Officers in the 4-year program receive transition branch training in conjunction with their enrollment in the CCC. All officers continue to participate in branch-specific training once they are reassigned back to their designated branches. c. Captain Career Course. The CCC is intended for captains with at least 3 years in service, and provides them with the tactical, technical, and leader knowledge and skills needed to lead company-size units and serve on battalion and brigade staffs. The course emphasizes the development of leader competencies while integrating recent operational experiences of the students with quality institutional training. It facilitates lifelong learning through an emphasis on self-development. The curriculum includes common core subjects, branch-specific tactical and technical instruction, and branch immaterial staff officer training. (1) The RC CCC provides the same educational outcomes as the CCC (AA) in roughly the same amount of time as the former RC Officer Advanced Course and RC Combined Arms and Services Staff School. The RC CCC now follows a 13-month model which includes two 15-day resident periods, and 11 months for completing branch-specific DL phases. Branches may include a technical prerequisite DL phase prior to the first resident phase. Officers have the flexibility to complete the DL at home station. CCC is a requirement for RC officers’ promotion to major. (2) Coordinating staff modules (S1, S2, assistant S3, S4, S5, and battalion maintenance officer) exist to provide assignment oriented training for AA and RC officers preparing to serve in these staff positions. Each module consists of approximately 35 hours of DL. (3) The AA and Active Guard Reserve (AGR) officers normally will attend their branch-specific CCC in residence: (a) As soon as practical after promotion to captain. (b) As soon as possible after completing 4 years of active Federal commissioned service. (c) Prior to the 7th year of Federal commissioned service. (4) The RC officers may enroll in the RC CCC upon completion of BOLC B and promotion to first lieutenant. Those who desire to enroll prior to this time require a waiver by the unit commander, or by the CG, HRC for members of the Individual Ready Reserve (IRR). The RC officers must enroll in the CCC prior to completing 8 years of commissioned service. 26 DA PAM 600–3 • 3 December 2014 (a) The RC officers must satisfy the following prerequisites for enrollment into the CCC: (b) Be a commissioned officer in the grade of first lieutenant or captain. (c) Meet the standards of AR 140–1, AR 600–9, and AR 350–1. (5) The process by which RC officers enroll in CCC depends on their component. Troop program unit (TPU) offices are enrolled through their ATRRS manager, then approved at Level 1 (unit, battalion, brigade level), after which HRC approves the quota and reserves the seat. IRR, individual mobilization augmentee (IMA) and AGR officers enroll through their respective branch assignment officer at HRC. d. Intermediate Staff College. The Army Intermediate Staff College program of PME instruction is ILE. Effective in August 2005 and for officers in Year Group (YG) 1994 and subsequent year groups, ILE replaced the existing Command and General Staff Officers Course. The ILE consists of a common core curriculum that includes JPME Phase 1 requirements and the required branch and/or FA specialized education or qualification course. Successful completion of both ILE Common Core and the respective qualification course is required for award of JPME Phase I credit and MEL 4. JPME Phase I is that portion of the ILE Common Core concentrating on instruction of joint matters. Officers must complete JPME Phase I to be eligible to attend JPME Phase II or a SSC. Completion of ILE is recognized by award of MEL ILE and the code of Command and Staff College graduate. (1) All ACC officers will attend ILE following selection to major but no later than the start of their 15th year of commissioned service. (2) Starting with YG2004 and subsequent, merit-based selection boards will be conducted in conjunction with promotion selection to major to consider ACC Army officers for attendance to ILE, regardless of component or branch for 10-month resident, 14-week satellite campus, and ILE distance education opportunities on a best-qualified basis. AC ACC officers will also be considered for select credentialing programs approved in lieu of the ILE Advanced Operations Course. (3) Special branch officers will continue to be board selected for resident ILE attendance. Special branch proponents will determine completion requirements and timelines for special branch officers. (4) RC officers will continue to be board selected for resident ILE attendance. RC officers will complete ILE prior to their 15th year of commissioned service. (5) Most branch officers and some FA officers will receive the ILE Common Core Course at Fort Leavenworth, KS during the first 16 weeks of ILE, after which they will receive the Advanced Operations Course for 24 weeks. Most FA officers and some branch will receive the Common Core Course from Command and General Staff College instructors at one of the satellite campuses and as prescribed through advanced distributed learning and TASS. Following the common core instruction, FA officers attend individual qualification course ranging from 4 to 178 weeks in length. Qualification courses provide officers the technical preparation for assignments in their respective FAs. Branch officers who attend ILE Common Core Course at a satellite campus must complete the Advanced Operations Course via distance learning. Completion of the ILE Common Core and the respective branch or FA qualification course qualifies the officers for award of MEL 4 (ILE) and the code Command and Staff College graduate and JPME I. (6) Branch officers will receive qualification course credit and award of JPME Phase I credit upon completion of the other than Army Intermediate Staff Colleges that are accredited in accordance with CJCSI 1800.01D. Branch and FA officers selected for attendance at other Services or Joint resident intermediate staff colleges and/or selected for attendance at other nation’s intermediate staff colleges must first complete the 2 week ILE preparatory course. Officers attending the Air Command and Staff College at Maxwell Air Force Base, AL, and the College of Naval Command and Staff at Newport, RI, are afforded the opportunity to participate in the ILE preparatory course upon arrival at those locations. The remaining officers attending other than the Army Intermediate Staff College are afforded an opportunity to participate in ILE preparatory course at Fort Leavenworth, KS. Unless otherwise authorized through an DCS, G–3/5/ 7 exception to policy, branch and FA officers selected or approved for attendance at other Service DL, blended learning or nonresident intermediate staff colleges programs must first complete the qualification/credentialing course for their respective branch or FA. FA and special branch officers may attend international and sister Service schools, but must still attend their respective qualification courses to be credentialed ILE. (7) Officers may compete for selection to attend a DOD, Congressional, or Interagency fellowship in lieu of the the Advanced Operations Course portion of ILE but area still required to complete the common core instruction at one of the satellite campuses. e. Advanced Military Studies Program. The Advanced Military Studies Program (AMSP) is a yearlong resident course taught by the School of Advanced Military Studies (SAMS) at the Command and General Staff College. The purpose of the AMSP is to provide the Army and the other services with specially educated officers for command and general staff positions at tactical and operational echelons. The program provides its graduates an advanced education in the military arts and sciences focused at the operational level. Additionally, the program provides training in the practical skills needed to plan and conduct battles, major operations and campaigns and in adapting doctrine and techniques to the changing realities of war. Applicants must be ILE qualified or resident students in ILE or sister Service resident programs. There are a mix of students from AA, RC, other Services, and international officer students selected for attendance each year. The Director, SAMS accepts applications from August through October of each year. f. Senior Service College. The SSCs are at the apex of the military schools system and award JPME II credit and the 27DA PAM 600–3 • 3 December 2014 SSC graduate code (MEL 1). SSCs prepare officers for senior command and staff positions within the Army and DOD. These colleges include the U.S. Army War College, the Advanced Strategic Leadership Studies Program within the School of Advanced Studies at Fort Leavenworth, the National War College, the Eisenhower School for National Security (formerly Industrial College of the Armed Forces), the College of International Security Affairs, the Naval War College, the Air War College, the Inter-American Defense College, the Joint Advanced Warfighting School, other accredited international senior military service colleges. Additionally, approximately 40 civilian and military fellowship programs provide SSC graduate code (MEL 1) but do not provide JPME II nor a master’s degree. (1) The SSC eligibility requirements for officers are: (a) DA Board selected. (b) Must be JPME Phase 1 complete. (c) Must be lieutenant colonel or above. (d) Will have no more than 22 years of active Federal commissioned service. Promotion list service determines years of service for AA officers (except Medical Command). The Federal commissioned service is the governing factor for Medical Command officers and for other-than-AA officers. (2) Military and Army Civilian positions that require SSC education are defined as follows: A military member, lieutenant colonel/CW5 and above, or Army Civilian, GS–14 and above or NSPS pay band 3 and above, who occupies a leadership position (both command and staff) that requires a thorough knowledge of strategy and the art and science of developing and using instruments of National power (diplomatic, economic, military, and informational) during peace and war. This knowledge is necessary in order to perform Army, Joint, or Defense Agency operations at the strategic level (ACOM, ASCC, DRU, field operating agency, Joint Task Force, or higher). (3) Officers who have completed 16 years Federal commissioned service, have credit for ILE schooling, do not have more than 23 years Federal commissioned service as of 1 October of the year of entry into the college, and are serving as lieutenant colonels or colonels as of the board’s convening date are eligible to attend an SSC. The annual Army SSC Selection Board selects officers on a best-qualified basis. Branch and FA floors, based on Army requirements, are considered during the SSC selection process. There is a 2-year ADSO for attendance at SSC schooling. (4) The Army’s Senior Leaders Course is the U.S. Army War College at Carlisle Barracks, PA. The mission of the U.S. Army War College is to prepare selected military, Army Civilian, and international leaders for the responsibilities of strategic leadership; educate current and future leaders on the development and employment of land power in a JIIM environment; to research and publish on National security and military strategy; and to engage in activities that support the Army’s strategic communication efforts. The U.S. Army War College conducts both a resident education program and a distance education program. Successful completion of either program results in the awarding of a U.S. Army War College Diploma and a Master of Strategic Studies Degree. (The U.S. Army War College is accredited by the Middle States Commission on Higher Education). Resident education program graduates also receive JPME Phase II (JPME II) credit. Distance education program graduates receive JPME I credit. g. Senior Service Fellowship. (1) The primary goal of all fellowships is professional development. Officers who participate in the SSC Fellowship Program forego any other opportunity for SSC education. SSC credit will be granted to senior Army officers who successfully complete at least a 9-month program. The program must be academically structured to provide an educational experience requiring fellows to study and evaluate critically broad National security policy, strategy, interagency, and operational issues to substantially enhance their ability, as senior Army leaders, to participate effectively in the formulation and implementation of national security policy. (2) The Advanced Strategic Leadership Studies Program (previously named the Advanced Operational Art Studies Fellowship) is a 24-month senior-level course held at the SAMS, Fort Leavenworth, KS. (a) The focus of the first academic year is on planning and operations at the theater-strategic level at unified, component and Joint Task Force level headquarters. Students follow a rigorous set curriculum, with emphasis on national security strategy, military theory, strategic studies, military history, and campaign planning. (b) The senior-level course seminar at the SAMS has eight U.S. Army, two U.S. Air Force, one U.S. Marine Corps, one U.S. Coast Guard, one or two U.S. agency representatives (typically Federal Bureau of Investigation and U.S. Agency for International Development) and three international officers (usually from the United Kingdom, Canada, and Germany). U.S. Army officers attend for 2 years; most other students 10 months—international officers and U.S. Marine Corps officers typically stay for a 2nd year to serve as seminar leaders for the AMSP conducted at SAMS. (c) This senior-level course is designed to develop theater-level senior leaders and general staff officers for positions of significant responsibility including strategic thinkers and planners at Combatant Commands, Joint Task Forces, and other four-star headquarters. During the first year, students are in a curriculum shaped by the required learning areas for JPME II accreditation. The curriculum provides a comprehensive, multifaceted focus at the theater/strategic level across the spectrum of Joint and land force operations—during peace, crisis, and war. In their second year, designated students become members of the SAMS faculty responsible to provide the coaching, mentoring, counseling, and military subject instruction for the education of the officers in the AMSP program. (d) Students in the senior-level course spend approximately 9 weeks temporary duty (TDY), with fieldwork conducted at defense organizations and military headquarters in various foreign nations as well as visiting all 28 DA PAM 600–3 • 3 December 2014 4–16. Civilian education a. The Army Advanced Civilian Schooling program has two objectives: to meet Army requirements for advanced education and to provide selected officers the opportunity to satisfy their educational aspirations. b. Company grade officers are required to obtain a baccalaureate degree from a qualifying educational institution prior to attending the CCC. c. Officers should take advantage of opportunities for advanced education and should consider their civilian education background when determining their qualifications for study in a given discipline. Officers who want to pursue advanced degrees should do so in an academic discipline that supports their designated branch, FA or MOS. On completion of schooling, officers are assigned by grade, branch, FA, MOS, civilian education level, and when possible, academic discipline (or related discipline set) for initial utilization in an Army Educational Requirements System validated position. In this manner, specific Army requirements are satisfied while simultaneously contributing to the professional development of the officer corps and the satisfaction of an officer’s educational aspirations. d. The appropriate proponent determines academic disciplines that support each branch, FA or MOS. See branch and FA-specific sections below. 4–17. Education programs Officers may pursue full-time studies toward a master’s or doctoral degree through either fully funded or partially funded programs or a bachelor’s degree through the Degree Completion Program. Officers are encouraged to pursue advanced degrees particularly when there is an opportunity to do so in coordination with resident training such as ILE and SSC. Officers with liberal arts undergraduate degrees should not be dissuaded from their pursuit of graduate education in the sciences. Available education programs are discussed in general below. (AR 621–1 governs specific civil school programs.) a. Fully-funded programs. Under these programs, the Army pays all tuition costs, provides officers with full pay and allowances, and moves officers and their Families to the college or university of study. Normally, the period of schooling does not exceed 18 months (24 months for participants in officer Career Satisfaction Program). Officers may not draw veterans’ education benefits while participating in the Army fully funded program. (1) Advanced degree program. Selected officers attend graduate school to meet specific Army requirements estab- lished by the Army Educational Requirements System. While completing graduate studies, officers are assigned to Army Educational Requirements System positions according to branch or FA, grade and appropriate academic skills. Following graduation, utilization assignments will be served in accordance with AR 621–108 for a minimum of 24 months, and will normally occur immediately following such education, but no later than the second assignment following education completion. Primary zone of consideration to attend graduate school normally occurs on comple- tion of the CCC, with sufficient basic branch or MOS experience, and 6 to 8 years of Federal commissioned service; but no later than the 17th year of service. (2) Short course training. Tuition funds allocated to organizations are available for unprogrammed training that is needed for current job performance when the training is less than 20 weeks and is in subjects for which the Army has no in-house training capability. (3) Fully Funded Legal Education Program. TJAG’s Funded Legal Education Program provides instruction leading to a law degree at an approved civilian school at Government expense (normally 3 academic years) for up to 25 selected company grade officers each FY. Upon completion, the officer accepts an appointment in the JAGC for the period of the active duty obligation incurred under the provisions of AR 27–1 and AR 350–100. The Funded Legal Education Program is the only approved program currently available for Army officers to study the legal profession. Program participants perform on-the-job-training duties under the supervision of a staff judge advocate or legal officer designated by TJAG when school is not in session for 5 days or longer. Program participants who do not finish school, or fail to pass the bar exam after two attempts, return to service in their basic branch. (4) Training With Industry. This program provides training in industrial procedures and practices not available through military service schools or civilian education. The Training With Industry provides officers with vital knowledge, experience, and perspective in management and operational techniques to fill responsible positions in ACOMs and activities that normally interface with civilian industry. It provides the trainee an opportunity to grapple with real problems inherent to the business environment. Currently, these programs are concentrated in the areas of transportation, procurement, logistics management, research, and development, Public Affairs, banking, communica- tion-electronics, advertising and marketing, physical security, artificial intelligence, and automation systems. The programs are normally 10 months with a predetermined follow-on assignment focusing on the experience gained. AR 621–1 provides information on application procedures. b. Partially funded programs. Under these programs, the officer bears the cost of all tuition, fees, and textbooks. Many officers elect to use their in-service veterans benefits (if applicable) to help defray educational costs. The Army provides officers with full pay and allowances and moves officers and their Families to the school location if the schooling is 20 weeks or more. Participants attending schools for less than 20 weeks attend in a permissive TDY status. After their branch notifies officers that they are accepted into the program, it is their responsibility to select and be accepted by an accredited college or university. 31DA PAM 600–3 • 3 December 2014 (1) Degree Completion Program. Now that all officers are required to have a bachelor’s degree prior to commis- sioning, the Degree Completion Program serves as a vehicle for officers pursuing a master’s degree or warrant officer pursuing a bachelor’s degree to complete their education requirements. This program authorizes officers up to 18 months of full-time civilian education to complete undergraduate or graduate degree requirements. Company and field grade officers pursuing an advanced degree must agree to study in an academic discipline that supports their branch or FA (or, in some cases, a designated skill). The primary zone of consideration for the graduate level is the 5th through the 17th year of service. (2) Cooperative degree programs. Selected students attending schools such as the Command and General Staff College, the Logistics Executive Development Course at the Army Logistic Management College, and certain SSCs are offered the opportunity to participate in various courses conducted by cooperating civilian institutions. Attendance at these courses is concurrent with the military schooling. After graduation, officers are authorized up to 12 months to complete graduate degree requirements as full-time resident students at the civilian institution. Those attending SSC normally pursue studies during the summer school sessions immediately before and after the military course. In all cooperative degree programs, officers pay for educational costs. c. Fellowships or scholarships. According to AR 621–7 eligible officers may apply for permission to accept fellowships or scholarships offered by corporations, foundations, funds, or educational institutions. Participation in such programs normally does not exceed 1 year in advanced civilian schooling and officers will incur an ADSO in accordance with AR 350–100 of 3 days to every 1 day served in school. Officers are also required to serve for a minimum of 24 months in a utilization tour. The following information is provided regarding fellowships. Program and eligibility criteria are subject to change; refer to annual MILPER messages for the most current information. (1) Arroyo Center Fellowship (Research Fellowship). Participants work on critical Army policy issues (captain and major) (RAND Arroyo Center, Santa Monica, CA). (2) Congressional Fellowship (Legislative Fellowship). Participants pursue a master’s degree in Legislative Affairs then serve within a Congressperson’s office. Fellows are educated and trained in Congressional activities, emphasizing those matters regarding DOD. Fellows are typically given responsibility for drafting legislation, arranging Congres- sional hearings, writing speeches and floor statements, and briefing Members of Congress for committee deliberations and floor debate (captain/major). (3) Regional Fellowships (lieutenant colonel level) (Research Fellowship). Applicants must have no more than 17 years Federal commissioned service. AR 621–7 governs these programs. (a) Asia-Pacific Center Fellowship. Participants conduct research with primary focus on exploring ways to cope with the increasingly complex interrelationships of the military, economic, political, and diplomatic policies releveant to security issues (Asia-Pacific Center for Security Studies, Honolulu, HI). (b) George C. Marshall European Center for Security Studies. Participants conduct research or participate in other activities related to supporting newly democratic nations transitioning into free market economies (G.C. Marshall European Center for Security Studies, Garmisch, GE). (c) Department of State Strategic Policy Planning Fellowship. Participants conduct research, information gathering and other liaison activities in order to ensure the Army’s position is understood and appropriately factored within DOD policy development and decision-making. This program is designed to expand the officer’s executive-level skills (Office of Plans, Policy, and Analysis, Bureau of Political and Military Affairs, Department of State, Washington, DC). (4) George and Carol Olmstead Scholarship. Participants and their Family members immerse themselves in a foreign culture, while the officer attends the host country’s university pursuing a graduate degree in Liberal Arts. The general purpose of the program is to broadly educate young, career military line officers who exhibit extraordinary potential for becoming this country’s future military leaders (captain or junior major). (5) The General Wayne A. Downing Scholarship. Participants pursue a graduate degree focused on terrorism, counterinsurgency, comparative politics, or a closely related discipline at a foreign or U.S. University. The purpose and target population for this scholarship mirrors that of the George and Carol Olmstead Scholarship Program. (6) Strategic Education and Development Program. Participants pursue a master’s degree in Public Administration at Harvard University. After successful completion of the program, officers are designated into the Army Strategic Plans and Policy career field (FA 59) (captain or major). (7) Department of Defense Information Assurance Scholarship Program. Participants pursue a graduate degree in an Information Assurance discipline. This program is designed to assist in recruiting and retaining highly qualified personnel in the field of Information Assurance (captain/major/warrant officer/NCO) (Air Force Information Technol- ogy (IT), National Defense University, Washington, DC and Partner University; Naval Postgraduate School). (8) The Joint Chief of Staff/Office of the Secretary of Defense/Army Staff Intern Program. This program provides participants with a broader perspective of operations within the military and our government. Interns begin by pursuing a master’s degree in Policy Management, followed by integration into the policy and operational activities of the nation’s senior military staff (Joint Staff or Office of the Secretary of Defense (OSD)). Interns are ultimately placed into positions within the Army Staff (captain/major). (9) Training With Industry. The Training With Industry Program was established to provide training and develop- ment of skills in U.S. private sector procedures and practices not available through existing military or Advanced 32 DA PAM 600–3 • 3 December 2014 Civilian Schooling Programs. Participants develop experience in higher-level managerial techniques and an understand- ing of the relationship of their industry as it relates to specific functions of the Army. (10) White House Fellowship. Fellows are assigned to work with senior White House officials, cabinet secretaries, or other deputies. Their duties include writing speeches, reviewing and drafting proposed legislation, answering congressional inquiries, chairing meetings, conducting briefings, and otherwise assisting high-level Government offi- cials (major, lieutenant colonel, NCO). (11) Cyber Command Scholarship. This is a 2 year, degree producing program open to RA captains and majors in the Operations, Operations Support, and Force Sustainment Assignment Divisions. Selected officers will pursue a master’s degree in Cyber Security at the University of Maryland (other universities will be added in the coming years), and then will complete a mandatory 3-year utilization assignment. (By year group, majors cannot have more than 18 months time in grade). 4–18. Tuition assistance Eligible officers pursuing off-duty undergraduate or graduate civilian education courses may apply for tuition assist- ance under the provisions of AR 621–5. If approved, the Army pays up to 100 percent of tuition costs. Individual officers pay all other amounts, such as fees for registration and matriculation and the cost of books and supplies. Participants agree in writing to remain on active duty for a minimum of 2 years after completing the course or courses. (See AR 621–5.) 4–19. Eligibility criteria and application procedures a. Since many elements of the programs discussed in this chapter differ, officers should consult the governing Army regulations for the specific eligibility criteria and application procedures. b. Selection for full-time civil schooling is governed by the needs of the Army, the officer’s demonstrated performance, and his or her academic background. Officers pursuing a graduate degree should choose a discipline that fulfills the professional development requirements of the officer’s designated branch, FA or MOS. In addition, applicants must have completed the CCC. Since selection for full-time schooling programs is based in part on the availability of the officer, Officer Personnel Management Directorate retains schooling applications until the applicant withdraws from further consideration or becomes ineligible by virtue of military performance or years of service. Officers selected for Advanced Civilian Schooling should expect a utilization assignment immediately after graduation. Officers who attend fully funded educational programs are normally subject to recoupment if, prior to completing their required service obligation, they separate from the Army voluntarily or involuntarily. Chapter 5 Officer Promotions 5–1. General This chapter covers the active duty promotion system for officers through the grade of colonel. This system constitutes a vital aspect of military personnel management affecting each officer and, therefore, must be legally correct and logically sound. Further, it must be administered fairly and equitably; to do otherwise would jeopardize the effective- ness of the officer corps. 5–2. Promotion process objectives a. Though the specific procedures for selecting officers for grade advancement have varied over time, the objectives of this process have remained constant— b. Ensure advancement to the higher grades of the best-qualified officers. c. Meet Army branch, MOS, FA, and grade requirements. d. Provide career incentive. e. To promote officers based on the whole person concept and potential to serve in the next higher grade. f. Although not an objective, identifying and eliminating ineffective officers is another result of the promotion process. 5–3. Statutory requisites The objectives of the promotion system are consistent with statutory requisites and the realities of the Army structure and authorizations. a. The legal basis for the officer promotion system is contained in 10 USC. This law prescribes strength and grade authorizations, promotion list components, promotion procedures, and separation procedures resulting from non- selection. The statutory requirements of 10 USC have been promulgated through regulatory, directive, and policy means in the establishment and administration of the promotion system. b. DOPMA became effective 15 September 1981. The DOPMA was a major revision to 10 USC and is still the 33DA PAM 600–3 • 3 December 2014 13, is the percentage of total selects over the eligible in the zone population. Promotion timing and opportunity objectives are shown in table 5–2. d. Changes in authorizations, losses, and promotions to the next higher grade create fluctuations in the point within a warrant officer’s career at which promotions occur. Under ideal circumstances, each qualified warrant officer should advance through the grade structure with some degree of predictability. This relatively standardized promotion flow is not consistently obtainable due to expansion and contraction of the Army, changes in promotion policies, and variations in warrant officer losses each year. e. The WOMA establishes minimum time in grade requirements for promotion to the next higher grade. The warrant officer promotion flow objective may be expressed in terms of years at which, WOS promotions occur. History has consistently revealed that rapid promotions, in terms of reduced time in grade, have occurred during periods of force expansion. Conversely, promotions have always slowed down when force reductions occur. The current warrant officer promotion flow objectives are shown in table 5–2. Table 5–2 Time in service, time in grade, and promotion opportunity Promote to: Time in service (DODI and 10 USC) Time in grade (DODI) Promotion opportunity CW2 2 years WOS 18 months Fully qualified CW3 7 years WOS1 3 years Best qualified (80 percent) CW4 12 years WOS 3 years Best qualified (74 percent) CW5 17 years 3 years Best qualified (44 percent) 1LT/0–2 18 months 18 months Fully qualified CPT/0–3 4 years plus 1 year 2 years Best qualified (90 percent MAJ/0–4 10 years +/- 1 year 3 years Best qualified (80 percent) LTC/0–5 16 years +/- 1 year 3 years Best qualified (70 percent) COL 22 years +/- 1 year 3 years Best qualified (50 percent) Notes: Time in service is separated into years of WOS for Technician and Aviation warrants. 5–8. Below the zone promotions The below the zone or secondary zone promotion capability is designed to allow the accelerated promotion of outstanding officers who have demonstrated performance and indicated potential clearly superior to those who other wise would be promoted. Below the zone promotions apply only to promotion to the ranks of CW3, CW4, CW5, major, lieutenant colonel, and colonel. Officers will normally receive only one below the zone consideration per grade. By law, the number of officers recommended for promotion from below the zone may not exceed 10 percent of the total number recommended; except that the Secretary of Defense may authorize that percentage to be increased to no more than 15 percent. Army policy sets the ACC below the zone promotion capability at 5.0 to 7.5 percent. Note. AMEDD, Chaplain Corps, and JAGC are not part of the ACC. 5–9. Competitive categories Each officer on the ADL is grouped in a competitive category for promotion as authorized in Title 10 USC and prescribed in DODI 1320.12. Competitive categories are established to manage the career development and promotion of certain groups of officers whose specialized education, training, or experience, and often relatively narrow utiliza- tion, make separate career management desirable. Officers in the same competitive category (see para 8–1b) will compete among themselves for promotion. There are six competitive categories for officers: the ACC includes all branches and FAs other than the special branches; chaplains and judge advocates are in separate categories; and the AMEDD has a category for the Medical Corps, a category for the Dental Corps, and a category for all other medical department branches. There are two competitive categories for the warrant officer corps, Technical and Aviation warrants. 5–10. Impact of the Officer Personnel Management System evolution With the implementation of OPMS revisions, changes have occurred in company grade, field grade, and warrant officer personnel management. These changes affect only ACC officers and warrant officers. a. Promotion plan. As part of OPMS, the Army defines primary and secondary zones of consideration for field 36 DA PAM 600–3 • 3 December 2014 grade promotions by basic year groups. The in the zone population, or primary zone, is usually established by the dates the first and last due course officer was promoted from a specific year group. A due course officer is one who has been on continuous active duty since commissioning as a second lieutenant and who has neither failed selection for promotion nor been selected for promotion from below the zone. This primary zone is accessed into the Army, and at times shaped, to achieve a promotion opportunity (table 5–2) that is relatively similar over a period of the next 5 years. This procedure has become known as the 5-year Field Grade Promotion Plan. OPMS revisions have not changed this policy. b. Decentralized selections. The officer’s local commander approves promotion to first lieutenant and CW2. Nor- mally, the battalion commander promotes with the recommendation of the company commander. Although the promotion is thought of as being automatic upon completion of a specific period of active duty, the promotion is based on an officer’s demonstrated performance. Officers who fail promotion to first lieutenant and CW2 are generally released from active duty or discharged. c. Centralized selections. Officers promoted from captain through colonel and CW3 to CW5 are selected by HQDA centralized boards. Selection boards are asked to recommend fully or best qualified (as appropriate) officers from an inclusive zone of consideration. The zone of consideration includes officers from above, in and below the promotion zone. When the number of officers being considered exceeds the maximum number to promote, the boards operate under best-qualified criteria. Centralized boards, except captain, are provided minimum promotion requirements (floors) by branch, FA, or AOC to ensure the Army’s skill and grade mix balances with its needs. Recommendations are based upon branch, MOS, and FA competency, the potential to serve in the higher grade and the whole person concept. Factors considered include: (1) Performance. (2) Embodiment of Army Values. (3) Professional attributes and ethics. (4) Integrity and character. (5) Assignment history and professional development. (6) Military bearing and physical fitness. (7) Attitude, dedication, and service. (8) Military and civilian education and training. (9) Concern for Soldiers and Families. d. Special branches. Promotion within special branches (AMEDD, Chaplain Corps, and JAGC). The officer promo- tion system reinforces all other personnel management programs to acquire and retain the right number of officers, with the proper skills, to meet the Army’s needs. The objective of promotion within the special branches is to maintain an orderly promotion flow that replaces losses, meets changing requirements, and recognizes uneven attrition rates within these competitive categories. Provisions of the system include mandated floors by branch, FA, or AOC and the optional employment of selection ceilings. Selection opportunity may vary among competitive categories based upon projected requirements in the higher grades. e. Instructions to promotion boards. Each board receives a memorandum of instruction from the Secretary of the Army providing guidance for the selection process. Copies of these memorandums are released to the officer corps following approval and public release of the board results. That portion pertaining to specialization has been expanded significantly to indicate that, in today’s Army, the specialist has a significant role and responsibility. The instructions highlight the need for the different officer professional development patterns required for accomplishing the Army’s total mission. Instead of a single traditionally accepted career pattern through various grades, multiple paths for advancement exist as the Army recognizes divergent Service needs and individual capabilities. Further, instructions to promotion boards prescribe that promotion potential will be determined, for the most part, based on an officer’s record of performance in their designated branch or FA and the officer’s overall performance. f. Promotion board membership. Personal qualifications, experience, and performance determine promotion board membership. The ACOM, ASCC, and DRU commanders recommend board members (colonel and below) from lists provided by the HQDA Secretariat for Selection Boards of eligible candidates who meet qualifications in a broad spectrum of military fields. Following policy guidance from the Secretary of the Army, membership is designed to adequately reflect the skills, commands, and diversity of the competitive category under consideration. The Director of Military Personnel Management, DCS, G–1, approves the final slate of members on behalf of the Secretary of the Army. The CSA, approves general officer membership. g. Special selection boards. Special selection boards (SSBs) are convened, as required, to consider officers with dates of rank above or in the promotion zone that were erroneously omitted from consideration or whose official records contained material errors seen by the original board. Erroneous entries or omissions on DA Form 4037 generally do not justify reconsideration by a SSB. The officer’s responsibility to review his or her DA Form 4037 at 37DA PAM 600–3 • 3 December 2014 least annually and the provision of AR 600–8–29 entitling officers in the zone of consideration to submit a letter to the president of the board are considered sufficient opportunity to overcome minor administrative deficiencies. Chapter 6 Officer Evaluation System 6–1. Overview a. The Officer Evaluation System identifies those officers most qualified for advancement and assignment to positions of increased responsibility. Under this system officers are evaluated on their performance and potential through duty evaluations, school evaluations, and HQDA evaluations (both central selection boards and HRC officer management assessments). b. The assessment of an officer’s potential is a subjective judgment of the officer’s capability to perform at a specified level of responsibility, authority, or sensitivity. Potential is normally associated with the capability to perform at a higher grade. However, the Army also assesses the officer’s potential for retention and increased responsibility within a specified grade. c. Officer qualifications provide the real link between the needs of the Army and individual officer performance. They focus on an officer’s background in terms of experience and expertise and include such items as specialty qualification, successful performance in demanding positions, civil and military schooling, and physical profile. Performance is the execution of tasks in support of the organization or Army missions. While results or accomplish- ment of a series of tasks is the primary focus, the manner in which tasks are approached and a general adherence to officer corps professional values are also important. The performance assessment by HQDA differs significantly from that accomplished in the organizational duty environment. The organizational duty assessment involves personal knowledge of the situations surrounding a specific performance for a specified period of time. The HQDA assessment is accomplished by an after-the-fact assessment of a series of reports on performance over a variety of duty positions and covering the officer’s entire career. 6–2. Officer evaluation reporting a. The officer evaluation reporting is a subsystem of the Officer Evaluation System. It includes the methods and procedures for organizational evaluation and assessment of an officer’s performance and an estimation of potential for future service based on the manner of that performance. b. The official documents of these assessments are the DA Forms 67–10 series and DA Form 1059. (1) The performance evaluation contained on the OER is for a specific rating period only. It focuses on comparing the officer’s performance with the duty position requirements and the standards of the rating officials. Performance includes the methods or means of effort used by an officer in accomplishing tasks assigned by superiors or implied by the duty position. Performance assessments are then determined as a result of the rated officers efforts, degree of task accomplishment, and the degree of compliance with competencies and attributes encompassed within the leadership requirements model that apply to all officers, regardless of duty position, grade, or specialty. (2) The potential evaluation contained on the OER is a projection of the performance accomplished during the rating period into future circumstances that encompass greater responsibilities. The primary focus of this assessment is the capability of the officer to meet increasing levels of responsibility in relation to his or her peers. (3) DA Forms 1059 are prepared for officers who take part in resident and nonresident training at service schools and civilian educational institutions. It explains the accomplishments, potential, and limitations of students while attending courses. Furthermore, performance assessments are linked to the leadership requirements model in accord- ance with ADP/ADRP 6–22. c. The OER system is directly linked to the OPMS. Raters and senior raters are required to recommend a potential functional category Branch and/or FA for future service on all ACC captains in Parts Vc and VIId on each OER. These rating chain recommendations, given by rating officials over a series of OERs, will provide pertinent information for Functional Designation Boards and for the VTIP that provides for lateral movement between specialties. 6–3. Relationship with the Officer Personnel Management System, leader development, and character development process a. The primary function of the OERS is to provide information from the organizational chain of command to be used by HQDA for officer personnel decisions. The information contained in the OER is correlated with the Army’s needs and individual officer qualifications. It provides the basis for OPMS personnel actions such as promotion, branch and FA designation, elimination, retention in grade, retention on active duty, reduction in force, command and project manager designation, school selection, assignment, and specialty designation. b. An equally important function of the OERS is to encourage the professional development of the officer corps. To accomplish this, the system uses the Army’s leadership doctrine to relate teaching, coaching, counseling, and assessing core leader competencies and attributes to improve performance and enhance professional development. Particularly 38 DA PAM 600–3 • 3 December 2014 voluntarily participate in training for retirement points and promotions with or without pay. IRR members may be required to meet the same training requirements as Selected Reservists. Required training (involuntary) may not exceed 30 days a year. The IRR is vital to the expansibility and reversibility of the active officer force pool. It provides officers the opportunity to continue serving in a more limited capacity to facilitate pursuit of a civilian career track or other personal life obligations. Members of the IRR will be affiliated with an Army Reserve unit for the purpose of maintaining communication and a channel of support resources for Soldiers who transitioned off of active duty The IRR officers serve in one of three control groups— (a) Control Group–Annual Training. Ready Reserve officers with a training obligation, but who do not belong to an Army Reserve unit. They must perform annual training when so directed. (b) Control Group–Reinforcement. All other non-unit Ready Reserve officers not assigned to another control group. (c) Control Group–Officer Active Duty Obligor. Active duty officers who are appointed in the Army Reserve but do not enter onto active duty at the time of their appointment. These officers maintain their obligated status and may be ordered to active duty or to serve with an USAR unit. (3) The Standby Reserve is a pool of trained individuals manpower needs in specific skills. The Standby Reserve is managed in accordance to DODI 1235.09. These officers maintain their military affiliation without being in the Ready Reserve. They may be designated as key civilian employees, or have a temporary hardship or disability. These individuals are not eligible for mobilization. (a) Active status list. Standby Reservists temporarily assigned for hardship or other cogent reasons. Officers in this status may attend battle assemblies and perform annual training. Officers in this status are considered during mandatory promotion boards. (b) Inactive status list. Standby Reservist are not required by law or regulation to remain in an active status to retain their Reserve affiliation in a nonparticipating status, and those who have skills which may be of possible future use to the Armed Forces. Standby Reservist include members transferred to an inactive status in lieu of separation. Officers in this status are prohibited from attending battle assemblies and performing annual training. Time served in this status is considered a break in service. (4) The Retired Reserve is comprised of all Reserve officers who receive retired pay on the basis of active duty and/ or Reserve service; all Army Reserve officers who are otherwise eligible for retired pay but have not reached age 60 and who have not elected discharge and are not voluntary members of the Ready or Standby Reserve; and other retired reservists. All retired members who have completed at least 20 years active duty (RA or USAR), regardless of the retired list to which assigned, may be ordered to active duty involuntarily whenever required as determined by the Secretary of the Army. Table 7–1 U.S. Army Reserve categories USAR categories See paragraph Ready Reserve 7–2c Selected Reserve 7–2c(1) TPU members 7–2c(1)(a)1 AGR 7–2c(1)(a)2 IMA 7–2c(1)(a)3 IRR 7–2c(2) Control Group–Annual Training 7–2c(2)(a) Control Group–Reinforcement 7–2c(2)(b) Control Group–Officer Active Duty Obligor 7–2c(2)(c) Stand-By Reserve 7–2c(3) Active status list 7–2c(3)(a) Inactive status list 7–2c(3)(b) Retired Reserve 7–2c(4) 41DA PAM 600–3 • 3 December 2014 7–4. Officer Personnel Management System a. The flexibility of the OPMS enables USAR and ARNG unique policies, where necessary, to facilitate officer management and development for RC officers. The OPMS subsystems of: Strength Management, Assignments, Professional Development, Evaluation, Centralized Selection, and Review Process, described in paragraph 3–3 apply to both the AA and RC. Examples of RC-unique policies within these subsystems are: (1) Assignments. Assignments for USAR TPU, IMA, and ARNG M–Day officers may be constrained by geography and structure. Assignment policies for the RC take into account these constraints and enable officers not serving full time to continue to develop while allowing those officers to establish and maintain civilian occupations. Assignment policies for AGR personnel have constraints, however USAR AGR assignments are not limited by geography, and ARNG AGR assignments are limited only by State boundaries. (2) Centralized selection. The implementation of the Reserve Officer Personnel Management Act in 1996 brought the RC company and field grade officer promotion systems in synchronization with the AC. It established a best- qualified promotion system for RC officers, replacing the fully qualified system previously used. There is a centralized selection process for officers in the USAR and ARNG. However, there are also policies and procedures to conduct decentralized unit vacancy promotions to fill critical positions, and both the USAR and the ARNG have policies and processes within OPMS for a decentralized selection process where required to account for geographic constraints. Within the ARNG, States conduct selection for brigade and battalion-level commands. Within the USAR, regions conduct selection for battalion-level commands under the new consolidated command selection boards AGR officers and TPU officers are considered under the best-qualified principle. (3) Professional development. While RC officers share the same mission as their AA counterparts, the unique nature of the RC officer’s role as a “citizen Soldier” poses a challenge for professional development. RC officers are expected to follow AA officer development patterns as closely as possible, except that RC officers, in some instances, have increased windows to complete mandatory educational requirements. To meet professional development objectives, RC officers may need to rotate among TPU, the IRR, and the IMA programs. These transfers are necessitated by geographical considerations, as well as the need to provide as many officers as possible the opportunity to serve with troops in leadership and staff positions. Additionally, there may be occasions when officers need to transfer to the IRR while they complete mandatory educational requirements. Such transfers will be temporary and should not be seen as impacting negatively on the officer’s career. The success of an officer is not measured by length of service in any one component or control group, but by the officers breadth of experience, duty performance and adherence to branch and functional requirements. b. The OPMS model described in paragraph 3–3b applies to the AA and RC. The OPMS model provides the flexibility to allow officers to grow in their basic branch or FA, and gain and breadth of experience. Managing officers within the functional aligned design will provide opportunities for officers to be well-grounded in their branch and FA, provide opportunities to gain additional competencies to create multiple-skilled leaders, and still provide the flexibility necessary to compensate for the challenges of civilian employment, geography, and structure. 7–5. Officer development a. RC officers are accessed into the RC at company grade and field grade level. Initial accession is into the Army’s basic branches; and officers should seek educational and developmental assignment opportunities outlined by their proponent to gain depth in their chosen branch. Officers previously commissioned by another component are accessed in either their current branch/FA or will undergo a branch/FA transfer. b. RC officers do not have a centralized functional category designation, but choose to transition to a FA and functional categories at critical points of their career. Officers who choose to designate in a FA will complete PME or other qualification training necessary. Once a RC officer commits to a FA designation, normally at the senior company grade/junior field grade level, officers should seek assignment to positions requiring expertise in the particular specialty associated with the officer’s functional category branch or FA skills. Senior RC officers well-grounded in their branch/ FA should increase their breadth by seeking assignments outside their basic branch/FAs, in broadening and develop- mental positions that require leadership and managerial skills common to all officers. Add assignments to the Operational and Generating Force. c. The objectives of OPMS in the RC are achieved through interaction between the individual, proponent, career managers, and the field commander. The level of control and the nature of that interaction differ based on the component and status of the officer. Each plays a vital role in the officer’s development. As a general rule human resources (HR) organizations at the Army and State level play a greater role in AGR officer’s assignment development. Individuals and commanders are more influential in the development of TPU and M–Day officers. (1) Development in a designated specialty. Although RC officers serve in the same branches and FAs as the AA, RC officers may be limited to certain branches and FAs based on their geographic location and the military structure. (2) Progressive operational assignments. Progressive operational assignments serve to give officers depth in their chosen branch or FA. RC officers should aggressively seek operational assignments of increasing responsibility and complexity. The assignment and transfer of officers is a collective effort between the assignment officer, the officer and his or her unit. The applicable TOE or TDA prescribes the grade, branch, and MOS requirements for positions to which officers may be assigned. In the RC environment, assignment options are constrained by the force structure and 42 DA PAM 600–3 • 3 December 2014 demographic and geographic limitations. For these reasons, RC officers may need to accept assignments throughout the Selected Reserve. RC officers must also realize the possibility of occasional temporary transfers to the IRR, especially in conjunction with the completion of PME requirements. These transfers provide the officer an opportunity to complete required studies without the distraction of a troop assignment and allow other officers the opportunity to gain troop leadership experience. The concepts of equivalent assignment and constructive credit should be considered when determining RC operational assignments. There are numerous leadership positions within the RC structure that do not fall into the traditional definition of TOE/TDA command. TOE leadership and command positions should be recog- nized, and desired as potential assignments, however there are also TDA staff positions in Regional and State commands that require quality leaders and provide similar operational experience as battalion and brigade staff positions. Careful planning and programming by agencies, commanders and the individual officer are essential to maximize the career potential and efficient use of officer skills, knowledge, and attributes. Experience gained through challenging and varied assignments enhances officer development and provides trained officers able to meet the dynamic needs of the RCs. (3) Professional development counseling and mentoring. Counseling and mentoring is a critical component of RC officer development and is conducted by commanders at all levels as well as by assignment officers at HRC or the State. However, the development of each officer will vary due to the assignment opportunities available to the officer given his geographic location and civilian occupation. These realities of RC service make mentors especially critical for RC officer professional development. (4) Designation and election of branches, functional areas, and functional categories. (a) Branch designation. Upon commissioning, lieutenants are designated in a basic branch for training and initial assignment. Officers attend the company grade level education at the school of the branch to which they are detailed. During the early years of service, professional development within the branch follows the proponent’s life-cycle model. Generally, the first 8 to 12 years of service are devoted to branch developmental assignments and training that prepares the company grade officer for further advancement. Company grade officers may request, in writing, a voluntary branch transfer in accordance with AR 140–10. (b) Functional designation. The Army promotion list groups interrelated branches and FAs into officer management categories called functional categories and functional groups. The RC officers may choose, based on operational or civilian experience, structure limitations, or personal preference to specialize in a FA. AR 140–10 outlines how RC officers are designated in a FA. Officers who choose to designate in a FA are encouraged to continue to choose assignments that continue to build depth in their chosen specialty. Education, training and experience; and evaluation reports are taken into account in determining an officer’s suitability to serve in a FA and additional training required to be qualified in the chosen FA. 1. Many RC officers are leaders in industry, the community and in the corporate world. Many positions in corporations provide training and experience not only useful to the military but closely related to military specialty skills. Officers at all levels should be sensitive to the relationship between civilian occupations and training and military skills. Being the financial officer for a corporation certainly provides evidence of qualification as a military finance officer. Leadership in a civilian occupation provides evidence of potential for military leadership positions. These are examples of constructive credit possibilities that should be considered in determining an officer’s qualifica- tion for branch and FA designation, and award of AOCs and skills. AR 611–1 provides guidance for evaluating civilian education and occupation experience in the classification of RC officers. Officers may also apply for constructive or equivalent credit for military education courses in accordance with AR 135–155. 2. The ARNG Officer Personnel Classification Boards can determine an officer to be qualified in his or her duty position, however, the officer may not be considered fully qualified until meeting other related criteria in this pamphlet (for example 12 months service in a FA assignment or 36 months as a commander). The officer does not have to be considered fully qualified in his or her branch (BR) AOC or FA AOC to be considered for favorable personnel actions. Additional requirements beyond the mandatory military education for award of the AOC will not preclude the officer from being promoted or reassigned. (c) Joint duty assignment Reserve. Officers in the RC serve in Joint Headquarters, Joint State Task Force Headquar- ters, and in other assignments that interact with other services and agencies. The definitions and management processes for Joint accreditation for RC officers were established 1 October 2007 as part of the John Wagner National Defense Authorization Act 2007. Experience-based Joint duty assignments are assignments and experiences that demonstrate an officer’s mastery of knowledge, skills, and abilities in joint matters. Experience-Joint duty assignments include non- Joint duty assignment list RC in OSD, the Joint Staff, Combatant Command headquarters, and Defense Agencies headquarters. This includes joint credit for Desert Shield/Desert Storm and for service in designated Joint Task Forces. All officers are eligible to have their non-Joint duty assignment list billet experiences reviewed for possible award of joint experience points. These points, along with completion of the requisite JPME would make them eligible for joint qualifications. RC officers have opportunities to gain JPME I and II credit, and will gain JPME credit along with their AA counterparts at ILE (JPME I) and at the Joint Forces Staff College, or in a SSC (JPME II). RC officers also serve in numerous positions that involve assignments/experiences in the JIIM arena. d. The RC has positions that are independent of branch or FA coding and are designated as branch/FA generalist, immaterial positions. RC company and field grade officers can expect to serve in these assignments at various times 43DA PAM 600–3 • 3 December 2014 (8) Selection for promotion to major. Below the zone opportunities are currently being considered for USAR officers. Below the zone opportunities occur approximately a year earlier than officers are currently considered for the DA Board. 7–7. Major development mandatory intermediate level education enrollment a. This phase begins with selection for promotion to major. The junior field grade years serve to develop the officer cohort in a variety of branch or FA assignments within their functional category. b. The general development goals are to complete MEL ILE, and successfully complete other branch, FA or broadening assignments prior to consideration for promotion to lieutenant colonel. The ILE will provide a quality education for all field grade officers and prepare them for their next 10 years of service. See paragraph 4–7e for further discussion of ILE. c. The minimum time in grade for majors is 4 years and the maximum time in grade is 7 years. d. Resident ILE selections are made via DA-centralized selection board and USAR TPU graduates are assigned to organizations based on guidance from the Chief, Army Reserve (CAR). Assignments for USAR AGR resident ILE graduates will be made by HRC to fill operational assignments. e. School of AMSP. TPU officers who are selected to the SAMS Course will agree to a 2 year utilization tour upon completion of the course. Their assignment will be based upon guidance from the CAR. AGR graduates will be assigned by the officer’s assignment officer with input from the HRC SAMS manager. 7–8. Lieutenant colonel development—mandatory Advanced Operations Course attendance and completion a. This phase generally occurs when an officer has at least 3 years time in grade. Officers in the grade of lieutenant colonel serve as senior leaders and managers throughout the Army providing wisdom, experience, vision, and mentorship mastered over many years. b. The professional development goals for a lieutenant colonel are to broaden their branch, FA and skill proficiency at the senior levels through assignments and schooling. Most of these officers will serve in high visibility billets in their branch, FA or JIIM positions, and a possible assignment to a cross-branch/FA developmental position. (1) Branch assignments. RC lieutenant colonels can expect branch-coded assignments to both TDA and TOE positions. These billets can range from positions within a battalion through echelons above corps. Branch proponents have outlined developmental standards in their respective chapters of this pamphlet. (2) Functional area assignments. The OPMS design allows officers to serve in repetitive assignments within a FA to gain a high degree of expertise. FA proponents have outlined developmental standards in their respective chapters of this pamphlet. (3) Joint duty assignments. The RC does not have a formal Joint Credentialing program, and there are limited assignments available in the RC to gain exposure and experience in joint operations. RC officers may apply for joint duty credit for qualifying assignments as specified for AC officers. (4) Branch/functional area generalist assignments. Some officers will serve outside their branch or FA in billets coded as branch/FA generalist. Such assignments are found throughout the Army in troop and staff organizations from the installation to Department of the Army level. (5) Semi-centralized selection. A semi-centralized board is held by each Regional Readiness Command (RRC)/ Regional Support Command (RSC) which selects a limited number of officers for command and key billets. The Lieutenant Colonel Command Assignment Selection Board contains both TOE and TDA positions. The command board meets at least annually (usually semi-annually) to select commanders from the eligible officers. Command opportunity varies based on force structure and the command categories for which an officer competes. On average, lieutenant colonels serve in their command tours during their 18th through 20th years of service (6) Senior Service College. The Army War College does not accept individual applications into its SSC programs except through special exceptions. A DA-centralized board is held on behalf of the CAR to identify officers to attend SSC. USAR officers are selected according to AR 350–1. Commissioned officers from all components should remember that according to the provisions of AR 350–100, attendance at the Army War College incurs a 2-year service obligation. U.S. Army War College Distance Education Course allows you to participate in a 2-year, rigorous program of instruction that results in the award of the same graduation certificate and the same fully accredited master of science degree awarded to graduates of the resident program. You will need to devote 15 hours each week to a program that is delivered to you via the Internet, one that leverages technology to enhance the educational experience. Only the resident SSC courses and nonresident Army War College course award MEL SSC and JPME II upon completion. SSC graduates are assigned to organizations based on guidance from the CAR, and Director of ARNG. Tours following graduation are to the Army Staff, the Joint Chiefs of Staff, Secretary of Defense, ACOM, and combatant command staffs in branch, FA, branch/FA generalist or joint positions. c. Below the zone selection is possible, and officers will only be considered once prior to their primary zone consideration. 46 DA PAM 600–3 • 3 December 2014 7–9. Colonel development a. Those officers selected for promotion to colonel continue their senior field grade phase that concludes with their separation or retirement from an active status or selection for promotion to brigadier general. Attaining the grade of colonel is realized by a select few and truly constitutes the elite of the officer corps. As colonels, their maximum contribution to the Army is made as commanders and senior staff officers. b. The general professional development goals for colonels are to further enhance branch or FA skill proficiency through additional senior-level assignments and schooling. (1) Branch assignments. Many colonels can expect to receive assignments to branch coded or immaterial positions at the brigade, division, corps and echelons above corps in the TOE environment. TDA organizations throughout the Army also need the expertise of senior field grade officers. (2) Functional area assignments. Under OPMS, FA officers should strive to work predominantly in their specialties after selection for promotion to major. Having risen above their peers at the grade of major and lieutenant colonel, those promoted to colonel are truly the world-class specialists in their respective fields. These officers should seek senior managerial billets in the RC coded for their specialty. (3) Joint duty assignment. Although there is currently no RC Joint duty assignment reserve list, officers should seek joint development in positions that provide Joint experience. Credit for the joint duty can be applied for in the same manner used by AC for non-Joint duty assignment list duties that qualify as joint service. (4) Command selection. Some officers are selected for command at the colonel level. Most positions are branch- coded and branch officers compete within designated categories for these positions. The command billets are board- selected positions in the USAR. Command selections are approved by the CAR or the State AG. The majority of officers in a cohort year group do not command; they make their maximum contribution to the Army in other important branch or FA senior staff assignments. 7–10. Warrant officer development Career management is of critical importance to the modern RC warrant officer. The modern RC warrant officer is a complex person with numerous skills and disciplines, both civilian and military. The need for a thorough, profession- ally designed leader development plan is both obvious and imperative. The career RC warrant officer must be well trained to fill his or her mobilization role. a. Army National Guard. (1) ARNG warrant officer career management is the responsibility of the State AG. (2) The National Guard Bureau (NGB) communicates DA policy to the State AG in all matters concerning warrant officer career management. (3) Leader development is a primary command responsibility. Commanders at all levels assist in the administration of WOLDAP–ARNG by coordinating with the officer personnel manager to develop and properly guide the career of each officer in their command, recommending assignments according to qualifications, aptitudes, potential and desires of their officers, serving as mentors, conducting periodic evaluations and counseling, and recommending leader development schools and training. (4) Organization personnel officers, especially at battalion level, play a vital role in career management for ARNG warrant officers. The responsibilities of the personnel officer include maintaining liaison with the officer personnel manager, assisting warrant officers in maintaining their records, counseling warrant officers concerning requirements for designation of MOS and FA, and making recommendations to the commander and the Military Personnel Management Office (ARNG) for changes to the personnel status of warrant officers. (5) Warrant officers have the final responsibility for ensuring they are progressing satisfactorily in their professional development. They establish goals and evaluate progress, making necessary adjustments to achieve personal goals and professional proficiency. (6) The Army Military Human Resource Records for all ARNG warrant officers are maintained at NGB. The appropriate State AG office maintains a field military personnel record jacket for each warrant officer. (7) The AG of the State establishes unit location and stationing. b. U.S. Army Reserve. (1) Commanders and assignment officers are charged with the duty of developing the most professionally competent USAR warrant officers possible by consistently providing meaningful training opportunities for the warrant officers within their area of management responsibility. The assignment officer has training programs available which are designed to provide a balance of military experience during each USAR warrant officer’s career. (2) The TPU is one important training vehicle. In the TPU, warrant officers gain the operational assignment experience necessary for leader development. In this area, commanders must be closely involved with the developmen- tal process of their subordinate warrant officers by offering progressive and sequential assignments and ensuring that appropriate skills, knowledge, and attitudes are developed. (3) A balance must be maintained between assignments to TPUs and assignments within the IMA and IRR. Diversity of assignment reduces the probability of narrow, limited training and assignment experience. Stagnation in any category of assignment can be counterproductive to the development of the individual officer, as well as 47DA PAM 600–3 • 3 December 2014 improperly utilizing the availability of assignments to enhance the professional capability of the entire warrant officer cohort. (4) In the IRR, the warrant officer is able to "update" his background by training with the AA in progressive career field assignments. This type of assignment is called “counterpart training.” IMA assignments may also be available. c. Warrant officer management considerations. (1) Army National Guard. To properly plan for the development and assignment of warrant officers into positions of increasing responsibility, it is necessary to have an overview of the State force structure and an inventory of warrant officer positions. States develop a State Master Development Plan (SMDP) as a tool for this purpose. The SMDP allows for analysis of all MOSs authorized by State force structure documents, to determine career progression patterns for warrant officers within the State. The SMDP is used to determine how many warrant officers in each MOS the AG needs to develop. The proper selection, training, and utilization of warrant officers is dependent on each State’s MOS requirements. Institutional training must be completed at the appropriate warrant officer career point, the best-qualified warrant officers must receive progressive operational assignments in recognition of their demonstrated skills, and all warrant officers must be aware of their responsibility to achieve the highest possible goals of self-development. (a) All warrant officers are assigned according to individual qualifications that are properly documented. (b) The professional capabilities of all warrant officers are developed through planned and progressively responsible assignments. This ensures a sufficient number of qualified warrant officers at all times to accomplish assigned missions. (c) All warrant officers have equal opportunity for promotion selection and for higher assignments on the basis of their demonstrated abilities. (d) All warrant officers are aware of the guidelines and expectations in their career planning. (2) U.S. Army Reserve. Decisions on assignments will be made on the basis of the "whole person" concept and unit requirements. Military training priorities must be integrated with the officer’s civilian job as well as personal and community responsibilities. (a) The assignment officer/career manager will ensure that the background information on each warrant officer is complete. Each record will be reviewed to determine the extent and quality of activity during service. Those IRR officers without recent active participation may be programmed for counterpart training, if available, with an ACunit prior to consideration for assignment to a troop unit. (b) Warrant officers serving in the IRR will be considered for reassignment to a TPU or an IMA assignment based on the following factors. The assignment officer/career manager and when applicable the senior leader development office senior warrant officer must ensure that officers have the prerequisite and, when appropriate, civilian schooling required to prepare them for the reassignment. 1. Availability and type of TPUs within a reasonable commuting distance (AR 140–1), normally within a 50-mile radius or a 90-minute travel time. Distance is based on travel by car, one way, under normal traffic, weather, and road conditions over the most direct route to the warrant officer’s home or current residence. 2. Prior experience, both active and RC, and the level of this experience compared to a typical warrant officer of the same grade, MOS/FA, and age. 3. Career field and level of military schooling or potential to acquire the required skills within 3 years of assignment. 4. Amount of time the warrant officer can make available for military activities and officer’s preferences for types of assignments. 7–11. Warrant officer one development A WO1 is appointed by warrant with the requisite authority pursuant to assignment level and position given by the Secretary of the Army. WO1s are basic level, technically and tactically focused officers who perform the primary duties of technical leader, trainer, operator, manager, maintainer, sustainer, and advisor. They also perform any other branch-related duties assigned to them. They also provide direction, guidance, resources, assistance, and supervision necessary for subordinates to perform their duties. WO1s have specific responsibility for accomplishing the missions and tasks assigned to them and, if assigned as a commander, the collective or organizational responsibility for how well their command performs its mission. The WO1s primarily support levels of operations from team through battalion, requiring interaction with all Soldier cohorts and primary staff. They provide leader development, mentorship, and counsel to enlisted Soldiers and NCOs. The appropriate WOBC must be completed within 2 years of appointment to be a mobilization asset and remain in the ARNG and USAR. 7–12. Chief warrant officer two development A CW2 is a commissioned officer with the requisite authority pursuant to assignment level and position as given by the Secretary of the Army. CW2s are intermediate level technical and tactical experts who perform the primary duties of technical leader, trainer, operator, manager, maintainer, sustainer, and advisor. They also perform any other branch- related duties assigned to them. They provide direction, guidance, resources, assistance, and supervision necessary for subordinates to perform their duties. They have specific responsibility for accomplishing the missions and tasks 48 DA PAM 600–3 • 3 December 2014 staff element in which they are employed. USAR members should report employment conflicts to their proponent agencies and HRC assignment officers when they occur. 7–18. Company and field grade officer education a. Resident courses. The RC officers are authorized to attend resident Army service schools to become qualified in their present or projected assignments as funds and allocations allow. Attendance at resident service schools is the preferred option for all RC officers since it allows for peer-to-peer interaction and an ongoing exchange of ideas and experiences. It also allows RC officers to interact with their AA counterparts and provide them with information about the RC. It is understood, however, that not all RC officers will be able to attend all service schools in residence due to budgetary, time or training seat constraints. For this reason, type of school attendance (resident or nonresident) is not a discriminator for promotion or duty assignment in the RC. Officers may also attend courses that contribute to the military proficiency of the unit or enhance their specific abilities. b. Nonresident courses. With the exception of the BOLC, military schools may be taken through nonresident courses, TASS and through Distributed Learning courses. The CCC and ILE are available in both TASS and nonresident versions. The CMOs at HRC (for Army Reserve) and the State officer personnel manager (for ARNG) should ensure that officers are enrolled in military education courses in a timely manner to ensure that all RC officers remain fully competitive for promotion and assignment considerations. Table 7–2 discusses the options available for RC officers to complete their military education and the amount of time that each officer has to complete the nonresident instruction after enrollment before being dropped from the school. c. Branch and functional area educational requirements. All RC officers are designated a branch upon appointment. Branching decisions are made based upon the needs of the Army, although officer preference is considered. Branching is usually determined prior to commissioning, although RC officers can be re-branched at any time based upon the needs of the service until they attend BOLC; at which point their branch is fixed. Once an officer has attended BOLC, he or she cannot be re-branched until they have either attended another BOLC or completed other branch development courses, such as CCC. (1) Basic Officer Leaders Course. All officers attend BOLC in their branch to meet branch development and mobilization requirements; no alternative training method is available. Although attendance at BOLC immediately after commissioning is preferable, RC officers must complete BOLC within 2 years of commissioning. (2) Captain Career Course. The RC officers will enroll in the RC CCC upon completion of BOLC III and promotion to first lieutenant. Those who desire to enroll prior to this time require a waiver by the unit commander, or by the Commander, HRC–Fort Knox for members of the IRR. The RC officers must enroll in the CCC prior to completing 8 years of commissioned service. RC officers must satisfy the following prerequisites for enrollment into the CCC: (a) Be a commissioned officer in the grade of first lieutenant or captain. (b) Meet the standards of AR 140–1, AR 600–9, and AR 350–1. (3) Functional area training. RC officers may apply for FA designation once promoted to captain. Although a FA is not a branch, it is an area of specialization requiring additional training or experience. Many courses provided through the DOD and in the civilian community support FA training and qualification, as does civilian work experience. For example, some officers are qualified as Operations Research/Systems Analysts in their civilian profession; yet do not possess the Operations Research/Systems Analysis (FA 49) FA. Since this FA is chronically short throughout the Army, these officers will be strongly encouraged to apply for it based on their civilian experience. FA selection is therefore based on such factors as the officer’s experience and abilities, geographical requirements and the needs of the Army. FAs allow RC officers to broaden the scope of their experience and enhance both their assignment and promotion potential. d. Intermediate level education. This mid-level school prepares majors for assignments at the division and corps level, as well as joint assignments. The school is branch non-specific and provides training in the military arts and sciences, as well as introductory courses in geopolitical issues and on how the Army runs. RC officers also receive credit for ILE by attending the resident Marine Corps, Navy or Air Force Command and General Staff College and the Western Hemisphere Institute for Security Cooperation. e. Associate Theater Logistics Studies Program. The Associate Theater Logistics Studies Program (ATLog) replaces the Associate Logistics Executive Development Course and is offered to officers in Ordnance, Transportation, Quarter- master, and some Medical Service. Attendance at the Combined Logistics Officer Advanced Course or the Combined Logistics Captains Career Course (CLC3) at Fort Lee satisfies the prerequisites for ATLog. The course targets logisticians at the Operational level who will be positioned in the Army as multifunctional, joint, and multinational logistics problem solvers. ATLog consists of five phases. Phase I and Phase V are mandatory resident phases. Phases II, III, and IV are nonresident phases. All nonresident phases are offered via blackboard. All phases are required to be taken in sequence (1, 2, 3 and so forth). This ensures that all students have the same educational background. ATLog requires students to take the 2 week resident Joint Course on Logistics as a prerequisite prior to enrollment into Phase IV. Students have 3 years to complete the entire ATLog course. ATLog also provides Defense Acquisition University (DAU) course equivalency for five DAU courses: ACQ 101, ACQ 201, CON 100, LOG 101, and LOG 201. HRC has approved award of a SI to ATLog graduates. This SI is for logistics officers focused upon becoming the Army’s 51DA PAM 600–3 • 3 December 2014 logistics planners and problem solvers in theater and expeditionary sustainment commands (ESCs), as well as joint and multinational staffs. The phases of ATLog are: (1) Phase 1—Theater Logistics (TLog) (resident). (2) Phase 2—Data Analysis and Application (nonresident). (3) Phase 3—Capabilities and Requirements/Contracting (nonresident). (4) Phase 4—Material and Distribution Management/Battle Logistics Analysis Paper (nonresident). (5) Phase 5—TLog (Capstone)/Regional Economic Implications (resident). f. Senior Service School requirements. The SSCs provide field grade officers with advanced professional education in both military and sociopolitical topics. The SSCs, which include the Army War College and university fellowships, prepare officers for senior leadership positions throughout the DOD. g. Field grade refresher courses. Branch refresher courses are conducted by branch proponent schools to provide current doctrine in branch matters and special subjects for field grade officers. While no credit for promotion is given for attendance at these courses, the opportunity to update professional knowledge is of great value to RC officers. h. Language training. Where a TOE or TDA position requires language proficiency, officers may apply for language acquisition or sustainment training at either the Defense Language Institute in Monterey, CA, or the ARNG Language Center. These resident courses are very lengthy, lasting from 25 to 60 weeks. i. Civilian education. The standard for civilian education for officers in the U.S. Army is a baccalaureate degree. Most officers commissioned into the RC already have a baccalaureate degree; however, some officers commissioned through the State OCS do not. Table 7–3 lists the educational requirements applicable to the appointment and commissioning of officers without baccalaureate degrees. Effective 1 October 1995, in accordance with the National Defense Authorization Act for FY 1995, a baccalaureate degree from an accredited educational institution is required for promotion to any grade above first lieutenant. Army Nurse Corps officers appointed on or after 1 October 1986 must possess a baccalaureate degree in nursing (accredited by an agency acceptable to HQDA) prior to promotion to major. j. Other military education. (1) Total Army School System. The TASS offers ILE to RC officers. Since 1 October 1993, CCCs have been offered through the branch proponent schools in RC configured courses. The TASS option offers an excellent opportunity for completing educational requirements because of the presence of qualified instructors and the interaction with fellow officers. (2) The Army Institute for Professional Development. The Army Institute for Professional Development at Fort Eustis, VA, administers the Army Correspondence Course Program (ACCP). The ACCP provides progressive educa- tional opportunities through correspondence for a wide variety of subjects. This type of military education is particu- larly well suited for RC officers who cannot take advantage of resident courses. Many courses are targeted at specific assignments, such as motor officer, personnel officer, or dining facility officer. 7–19. Warrant Officer Education System a. Purpose. The purpose of this section is to outline the methods available to warrant officers in completing military education requirements and civilian education goals as they progress through their military careers. b. Military education. (1) The Department of the Army MOS proponents conduct courses in both AA and RC configured versions combining correspondence and active duty for training phases for most occupational specialties. (2) Warrant officer training under Warrant Officer Education System has five levels that provide warrant officers with performance-based certification and qualification training. Warrant Officer Education System trains and develops warrant officers for progressively more difficult and complex assignments. The new course titles align more closely with comparable commissioned officer courses for consistency and ease of understanding by the Army at large. All warrant officers, supervisors, and commanders must familiarize themselves with the new Warrant Officer Education System and understand the affect on warrant officer leader and professional development. The five levels of Warrant Officer Education System are: (a) Warrant Officer Candidate School. This course provides candidates with initial warrant officer training. Gradu- ates are appointed to warrant officer (WO1). Completion of WOBC within 2 years (a 1-year extension may be granted on a case-by-case basis) of warrant officer appointment is required. (b) Warrant Officer Basic Course. This is proponent training that provides MOS-specific instruction and certifica- tion following WOCS and is characterized by an increased emphasis on leadership. This course is an ARNG requirement for promotion to CW2, and an Army Reserve requirement for promotion to CW2 for a warrant officer with a date of rank of 1 January 05 or later. (Warrant officers with date of rank prior to 1 January 05 are grandfathered for promotion to CW3.) (c) Warrant Officer Advanced Course. This training provides additional training for warrant officers serving at the company and battalion level and is a two phase course consisting of: 1. Warrant Officer Advanced Course Prerequisite Studies Phase. This is a mandatory nonresident course that must be completed prior to attending resident WOAC training. Effective 1 October 1998, the Action Officer Development 52 DA PAM 600–3 • 3 December 2014 Course (ST7000) was adopted as the resource for this DL course. It can be completed online via the Internet, and provides warrant officers serving in CW2 or higher duty positions relevant training in topics such as management techniques, communication skills, preparing and staffing documents, meetings and interviews, problem solving, writing, coordinating, briefings, and ethics. In keeping with the Warrant Officer Education System model, enrollment must occur after promotion to CW2 in order to qualify for WOAC Prerequisite Studies credit. The course must be completed within 1 year of enrollment; however, CW2s now have the flexibility to enroll at any convenient time between 24 and 48 months of total warrant officer service. Completion of the Action Officer Development Course is mandatory requirement for promotion of all ARNG warrant officers to CW3 including those awarded an MOS that does not have an advanced course. To enroll online, go to http://www.adtdl.army.mil/cgi-bin/atdl.dll/accp/st7000/top.htm and follow the enrollment instructions. 2. The resident phase of the Warrant Officer Advanced Course. This course is administered and conducted by individual proponents and is an ARNG requirement for promotion to the grade of CW3. For USAR warrant officers, successful completion is a requirement for promotion to CW4 and CW5 until 2010 when it will be a requirement for promotion to CW3 for a warrant officer with a date of rank of 1 January 05 or later. (Warrant officers with date of rank prior to 1 January 05 are grandfathered for promotion to CW4.) (d) Warrant Officer Staff Course. This common core 5-week resident course prepares warrant officers to serve in staff positions at the brigade and higher levels. WOSC is an ARNG requirement for promotion to CW4. (At this time, WOSC is not a prerequisite for the WOSSC). For Army Reserve warrant officers, successful completion will be a requirement for promotion to CW4 and CW5 beginning in 2010. (e) Warrant Officer Senior Staff Course. This 2-week resident course is conducted at the Warrant Officer Career Center (WOCC), Fort Rucker, AL and prepares warrant officers selected for promotion to chief warrant officer (CW5) to serve at the highest level staff positions. (This course is an RC requirement for promotion to CW5). (3) Correspondence courses. The Army Institute for Professional Development at Fort Eustis, VA is responsible for the administration of the ACCP. The ACCP provides progressive education opportunities through correspondence for a wide variety of subjects. This type of military education is particularly suited for RC personnel who cannot take advantage of resident courses. Many courses are targeted at specific assignments. (4) Language training. Where the MTOE or TDA position requires language proficiency, warrant officers may apply for language training at the Defense Language Institute in Monterey, CA or the ARNG Language Center in Puerto Rico. c. Civilian education. There is a demand for warrant officers with an education beyond high school level to accommodate the changing technological environment within the Army. The RC warrant officer corps must keep pace with these changes if it is to meet the challenges of the future. Applicants for initial appointment must meet all MOS- specific additional civilian education requirements as specified for the particular warrant officer specialty. Applicants whose native language is not English must be tested and achieve a minimum raw score of 80 on the English Comprehension Level Test. Civilian education goals are as follows: (1) The ARNG goal for warrant officers is the attainment of a specialty-related associate degree or 60 college semester hours by the eighth year of warrant officer service. (2) The Army Reserve goal for warrant officers is the attainment of a specialty-related associate degree or 60 college semester hours by the 5th year of warrant officer service, and a bachelors degree by the 10th year of warrant officer service. Table 7–3 Nonresident military schools Nonresident school Method allowed Time allotted for instruction BOLC Resident only N/A CCC Distributed Learning and Resident 13 months ILE Distributed Learning; TASS 3 years WOBC Resident only 2 years WOAC Phase I—Action Officer Development Course Phase II—Resident 1 year WOSC Resident 5 weeks WOSSC Resident 2 weeks 53DA PAM 600–3 • 3 December 2014 JIIM environment. The assignment of Infantry officers will continue to be made based on (1) the needs of the Army, (2) the professional development needs of the officer and (3) the officer’s preference. While HRC will make every effort to synchronize the three priorities, the needs of the Army and the professional development needs of the officer must continue to take precedence over individual preference. c. Unique functions performed by the Infantry Branch. Infantry leaders are expected to synchronize all elements of combat power on the battlefield to defeat the enemy. Infantry officers are prepared to train, lead, and employ all types of Infantry and other maneuver and fire assets on the battlefield in unified land operations (offense, defense, and stability operations). The Infantry arrives on the battlefield by parachute assault, air assault, mechanized vehicle, wheeled vehicle or on foot. Insertion means are dependent upon the mission, enemy, terrain and weather, troops and support available, time available and civilian considerations. d. Unique features of work in the Infantry Branch. Infantry officers work at all levels of command and staff and can perform the following functions and tasks: (1) Execute mission command of infantry and combined arms forces in combat. (2) Provide coordination for employment of combined arms forces at all levels of joint, Army, and coalition commands. (3) Develop doctrine, organizations, and equipment for Infantry unique missions and formations. (4) Instruct Infantry skills at service schools and CTCs. (5) Serve in positions requiring general combat skills such as staff officers in all levels of headquarters and activities requiring Infantry or maneuver expertise. (6) Serve as Infantry instructors at pre-commissioning programs, service schools, and colleges. (7) Serve as Infantry advisors to DOD, ARNG, USAR, and JIIM organizations. e. Branch detail. Infantry Branch participates in the branch detailing of officers into Infantry for development and growth at the grade of lieutenant. Officers detailed Infantry (branch code 11) will lose their Infantry designation once they reach their branch detail expiration date and they have been reassigned into their new branch. Although branch detail times vary they generally occur prior to selection for captain and attendance at the CCC. f. Branch eligibility. Specific eligibility requirements can be found in DA Pam 611–21. Officers of other branches who desire a branch transfer to Infantry should submit a request in accordance with AR 614–100. 8–2. Officer characteristics required a. General. Infantry Branch requires officers who are, first and foremost, leaders of Soldiers. They should be mentally and physically disciplined and well-versed in Infantry and combined arms tactics, techniques and procedures. Infantry leaders will embody the Warrior Ethos. They will place the welfare of their Soldiers ahead of their own, and they will live the Army Values without exception. Their example will inspire others to achieve the same level of commitment and professionalism. The Infantry must produce agile and adaptive leaders who are flexible, critically reflective, and comfortable with ambiguity and uncertainty, and agents of change. Infantry officers must be challenged and imbued with the confidence to be innovative and adaptive while competently performing in a JIIM environment. Infantry officers must be: (1) Proficient in the art and science of the profession of arms. (2) Comfortable employing both lethal and nonlethal means. (3) Able to confront the uncertain situations of the contemporary operational environment. (4) Adept at using ethical decision-making to solve complex, dynamic problems. (5) Team builders, able to confidently lead Soldiers while engendering loyalty and trust. Additionally, there are several branch-unique skills that require professional development. Infantry Branch is the proponent for the following SIs (detailed descriptions contained in DA Pam 611–21): (a) 2B–Air Assault. (b) 3X–Bradley Leader. (c) 3Z–Mortar Unit Officer. (d) 5P–Parachutist. (e) 5R–Ranger. (f) 5S–Ranger/Parachutist. (g) 5Q–Pathfinder. (h) 5W–Jumpmaster. b. Competencies and actions common to all. Infantry officers are valued for their skills as leaders, trainers, and planners: these skills are acquired and perfected through realistic training, PME and service in the most demanding positions Infantry Branch offers. Infantry officers must be proficient at maneuvering both vehicular and non-vehicular Infantry formations as well as serving in equally critical assignments within the generating force. The goal of the branch is to provide each officer with a series of leadership, staff, and developmental assignments; institutional training; and self-development opportunities in order to develop combined arms warriors with broad experience who can successfully operate in infantry specific, branch immaterial and JIIM assignments. 56 DA PAM 600–3 • 3 December 2014 c. Unique skills. Infantry officers should consistently display outstanding performance across a wide variety of operating and generating force positions. Infantry officers should demonstrate excellence in their warfighting skills; technical proficiency; a well developed understanding of combined arms, joint, and coalition warfare; and the ability to lead, train, motivate, and care for Soldiers. 8–3. Critical officer developmental assignments a. Lieutenant. The professional development objective for this phase of an officer’s career is to develop the requisite Infantry Branch skills, knowledge, and abilities. Lieutenants will focus on development of Infantry tactical and technical warfighting skills and the utilization of these skills in an operating force assignment. (1) Education. Infantry officers will attend the Infantry BOLC. The Infantry BOLC course takes the graduate of OCS/BOLC I and continues development with the mission to “Educate and train Infantry lieutenants who are competent, confident, and professional leaders; able to lead platoons to fight and win in any operational environment.” The Infantry BOLC endstate is: A physically rugged, competent, and confident Infantry officer proficient in Infantry skills who is adaptable, flexible, and prepared to train and lead Infantry platoons on any mission in any terrain. To further the development and tactical and technical proficiency required of Infantry officers there are a multitude of functional and combat/specials skills courses available following Infantry BOLC. It is the goal of the branch to provide all Infantry lieutenants with the opportunity to attend the Airborne Course and Ranger Course following Infantry BOLC. The Ranger Course is essential in developing the knowledge, skill, abilities required to serve as a rifle platoon leader. Additionally, any officer assigned to an armored BCT or a Stryker Brigade Combat Team (SBCT) should attend the Bradley Leaders Course or the Stryker Leader Course prior to reporting for duty. Some officers will be selected to attend the Infantry Mortar Leader Course. Regardless of unit of assignment and follow-on schools, the objective is for Infantry lieutenants to complete all the required and branch directed training within 10 months from the 1st day of Infantry BOLC in order to ensure that they are able to complete the requisite assignments in their first duty station to provide them with the skills, knowledge, and experience necessary to build a strong foundation. The Infantry expects all Infantry lieutenants to volunteer for and complete Ranger training. The Ranger course develops the technical and tactical proficiency of Soldiers to improve their ability to plan and conduct missions to close with and destroy the enemy in direct ground combat normally associated with Infantry platoons. Successful completion of the Ranger Course is an indication that an officer possesses the skills and stamina necessary to effectively lead Soldiers in the Infantry. (2) Operational and broadening assignments. The typical Infantry lieutenant will be assigned to a BCT as his first unit of assignment. The KD assignment during this phase is serving as a platoon leader in an operating force unit. Early experience as a rifle platoon leader is critical, as it provides Infantry lieutenants with the opportunity to gain tactical and technical expertise in their branch while developing leadership skills. Other typical assignments for lieutenants are battalion specialty platoon leader (recon, mortar, or weapons), company executive officer, or battalion staff officer. (3) Self-development. Self-development during this phase should focus on Infantry tactical fundamentals, troop- leading procedures, leadership skills, organizational maintenance, resupply operations, basic administrative operations, and other branch technical proficiency skills. Infantry lieutenants must take the initiative to gain knowledge and experience for the next level of assignments and responsibilities as a captain. Self-improvement and development can be achieved through observing different activities and officers at the battalion and brigade levels, seeking out mentors and by gaining experience in other duty positions after successfully serving as a rifle platoon leader. The CSA’s Professional Reading List for Company Grade Officers is an excellent source of information to assist the lieutenants in the self-development process. Additional resources are available through the U.S. Army Maneuver Center of Excel- lence Maneuver Self Study Program available online. (4) Desired experience. Each Infantry lieutenant must complete all BOLC phases, successfully serve as a rifle platoon leader in an operating force assignment, and continue development of his technical and tactical abilities through assignment to a specialty platoon, executive officer, or in a staff position. The goal is a lieutenant with an understanding of how to employ an Infantry Platoon independently or in support of a company or larger combined arms team. He should have a working knowledge of special operations and air ground operations. A limited number of Infantry lieutenants will also serve in generating force assignments as executive officers, instructor/writers, or com- manders prior to attending Maneuver Captain’s Career Course (MC3). b. Captain. The professional development objective for this phase is to develop Infantry officers with the technical, tactical, and leadership skills to serve successfully as a company commander and staff officer at the BCT level within the operating force, and who have rounded out their knowledge through successfully completing an assignment in the generating force. Infantry captains who have served in both operating and generating force positions have honed their tactical skills and expanded their capabilities through their developmental assignments. (1) Education. Completion of the MC3 is mandatory during this period. Specialized training will be scheduled for officers after MC3 on an as needed basis. The majority of officers attending MC3 will be assigned to a different type of Infantry organization (vehicular or non-vehicular) than they served in at their first duty station. Exceptions may be made based on operational needs. Infantry officers who have not successfully completed the Ranger course should attend prior to or immediately following their career course. Infantry captains on orders to an armored BCT as a first 57DA PAM 600–3 • 3 December 2014 time assignment will attend the Bradley Leaders Course and those assigned to SBCTs will attend the SBCT Leader Course prior to reporting. (2) Operational and broadening assignments. The KD assignment for a captain is command of an operating force Infantry company for 12 to 18 months for a single command and no more than 24 months for two commands. Infantry captains should bear in mind that they will most likely be assigned to a type of Infantry unit they did not serve with as a lieutenant (vehicular or non-vehicular). Officers who command generating force companies encounter significant responsibilities and are therefore, extremely well prepared for operating force command. Generating force company commanders, having their first commands at the United States Army Infantry School, will be given a follow-on operating force assignment and the opportunity to compete for company command in operational BCTs. The Infantry encourages officers to seek company command opportunities on Fort Benning, prior to attendance at MC3. Infantry captains can expect to command within these organizations for 10 to 12 months and then immediately attend MC3. Officers who command in these generating force assignments will be provided the opportunity to compete for command in operating force units. Captains should aggressively seek command and developmental assignments in battalion and brigade-level staff positions in order to further their understanding of Infantry leadership and tactics. Some officers will have the opportunity to compete for selection and assignment to unique units where they may command again, such as the 75th Ranger Regiment, 3rd Infantry Group (Old Guard), SMUs, and the Ranger Training Brigade. Upon completion of company command, a wide variety of developmental assignments are available. The purpose of these assignments is to meet critical Army requirements, further develop the officer’s knowledge base and provide him broad professional experience. Broadening assignments for Infantry captains include— (a) Service school instructor or small group leader. (b) Aide-de-camp. (c) AC/RC and CTC observer/coach-trainer or staff positions. (d) Generating force staff. (e) Doctrine developer. (f) Training developer. (g) ACOM and higher-level DA staff. (h) USMA faculty and staff. (i) U.S. Army Recruiting Company command and staff. (j) ROTC Assistant Professor of Military Science. (k) Multinational and coalition trainer and staff officer. (l) Army sponsored fellowships and scholarships. (m) Other combat arms or branch generalist positions. (n) JIIM organizations and commands. (3) Self-development. During this phase, Infantry officers must hone their leadership, tactical, and technical skills and concentrate on those critical tasks required to accomplish their wartime mission while winning on the battlefield. The officer should also begin to develop a more thorough understanding of combined arms operations in a joint environment. Captains must take the initiative to gain knowledge and experience for the next level of assignments and responsibilities as a field grade officer. Self-improvement and development can be achieved through observing staff activities at the battalion and brigade levels, seeking out mentors, and by gaining experience in other duty positions after successful completion of company command. Officers should continue their professional military reading with books from the CSA’s Professional Reading List for Field Grade Officers. (4) Desired experience. There is no substitute for an operating force company command. It develops an Infantry officer’s leadership and tactical skills and prepares him for future leadership assignments at successively higher levels of responsibility. (5) Voluntary Transfer Incentive Program. This program allows officers to transfer into another branch or FA beginning in their 4th year of active Federal service all the way through their 14th year. This program also allows officers who are branch detailed into another branch to remain Infantry if they so desire. The VTIP panel meets every quarter to determine if an officer is eligible to transfer into another branch/FA. Submission of a VTIP packet does not guarantee that an officer will be branch transferred. Small numbers of Infantry officers from each year group will volunteer and be accessed into the Army Acquisition Corps through the VTIP process. These officers form a critical link between the operational and material development that benefits all branches. c. Majors. The professional development objective for this phase is to expand the officer’s tactical and technical experience and continue to broaden the officer as a combined arms warrior and leader with a comprehensive understanding of operations in a JIIM and expeditionary environment. Additionally, through a series of operating and generating force developmental assignments, the Infantry major continues to increase his understanding of how the Army operates. The goal is to provide the Infantry major with the tools that prepare the officer for future battalion command and for increasingly complex developmental assignments. (1) Education. Military education required during this phase is completion of ILE conducted under the auspices of the Command and General Staff College or sister Service/foreign equivalent. The Army conducts ILE selection boards in conjunction with the Major ACC Promotion Selection Board to consider officers for resident or nonresident ILE 58 DA PAM 600–3 • 3 December 2014 opportunity to fully use his depth of experience in joint and combined arms warfare and to capitalize on his generating force assignments in service to the Army. Only a limited number of Infantry officers will have the opportunity to command. Those officers not selected for command will continue to provide exceptional service in developmental assignments within the Army and in JIIM assignments. These officers also provide the critical bridge between the operating and generating force, and serve as the advocate of commanders in staff positions at all echelons. f. Joint assignments. Infantry officers will be considered for joint duty assignment based on the needs of the Army, professional development needs of the officer and availability of a joint assignment. Infantry officers and units will continue to be called on to participate in joint operations around the world. Joint experience, developed through sequential assignments, will provide the joint perspective on strategic operations to be successful now and in the future. 8–4. Assignment preferences The professional development goal of Infantry Branch is to produce and sustain highly-qualified officers who are tactically and operationally oriented to lead Soldiers and command units in combat and perform other assigned missions. Assignments in combined arms organizations will be made to develop the officer’s overall ability to achieve that goal. The officer’s assignments will be based on the needs of the Army, the officer’s professional development needs and the officer’s preference. While Infantry Branch, HRC makes every effort to support individual officer’s assignment preferences, the needs of the Army and the officer’s professional development needs must take priority. 8–5. Duration of critical officer life-cycle assignments a. Infantry Branch assignments. The Infantry Branch officer will serve in several KD and broadening positions as they progress through their career in order to develop a joint and expeditionary mindset, tactical and technical expertise in combined arms warfare, a firm grounding in Infantry operations, and knowledge of JIIM organizations. There is no substitute in the Infantry Branch for service with troops in leadership positions. The goal of the Infantry officer PDM is to provide the Infantry officer a series of leadership and operational staff positions, supplemented by opportunities to round out their knowledge in generating force positions, in order to achieve success in positions of leadership at successively higher levels. The primary positions that develop this level of expertise, in sequence, are platoon leader, company commander, S3/XO, battalion command, and garrison/brigade/regimental command. The goal is to ensure that every Infantry officer is given the opportunity to serve in each of these leadership assignments (based on their individual manner of performance at each preceding level). While operational realities and the limited number of positions will prevent the branch from providing every officer the opportunity to command at the battalion and brigade level, the goal remains to provide every Infantry officer a variety of leadership, command, and developmental assignments at each grade to develop and use their skills as combined arms warriors. Those officers who do not command at the battalion level will continue to provide critical support to the Army. b. Infantry Branch life-cycle. Figure 8–1 shows how Infantry Branch time lines, military and additional training, KD assignments, and self-development fit together to support the Infantry Branch goal of growing agile and adaptive leaders. 61DA PAM 600–3 • 3 December 2014 Figure 8–1. AA Infantry officer development 8–6. Requirements, authorizations, and inventory a. Goal. The goal is to maintain a healthy, viable career path for all Infantry Branch officers. To do this, the field grade inventory must be optimized in order to meet branch authorizations, to provide sufficient flexibility to support branch/FA generalist positions, and to provide majors with the opportunity to serve in KD assignment. The branch’s goal is to afford every major 24 months S3/XO time. b. Officer Personnel Management System implementation. The number of authorized Infantry billets, by grade, will vary as force structure decisions are made, and actions to implement them are taken. Officers who desire more information on Infantry Branch authorizations or inventory, by grade, are encouraged to contact their HRC branch assignment officer. 8–7. Officer life-cycle initiatives for Infantry a. Structure. The majority of assignment opportunities in the operating force will reside within the Armored, Infantry, and Stryker BCTs. As an officer progresses in rank, there are significantly greater opportunities to serve within the generating force. b. Acquire. Infantry officers are accessed through USMA, ROTC, and OCS. Officers are accessed into Infantry based on proponent criteria, commissioning source selection processes, needs of the Army, and individual preference,. Infantry is a recipient branch under the current system of branch detailing. Infantry receives officers from the other operations, Force Sustainment, and operations support branches to fill lieutenant authorizations. Branch detailed officers return to their basic branch upon their selection to captain and assignment to their branch transition course. c. Distribute. The goal of Infantry Branch is to provide a variety of assignments to Infantry officers that will develop their skills, broaden their experience base and prepare them for higher levels of responsibility and service to the Army. The priority is on developing a depth of experience in Infantry operations while concurrently developing a depth of experience in JIIM organizations and combined arms warfare. They will also be provided the opportunity to 62 DA PAM 600–3 • 3 December 2014 serve in generating force assignments in order to fully develop their knowledge of how the Army operates. Officers may also rotate between CONUS and OCONUS assignments. Officers will have more time to gain the requisite skills in their branch and their branch/FA generalist assignments. Infantry officers are rotated between assignments to ensure they develop the full range of skills necessary to perform as senior leaders. d. Deploy. Infantry officers remain the Army’s principal warfighters. Whether assigned to the operating or generat- ing force, all Infantry officers must be prepared to deploy on short notice anywhere in the world to lead Soldiers. Infantry officers may deploy with their units or as individuals to deter potential adversaries, protect national interests, or conduct humanitarian and peace keeping missions. Infantry Branch officers must prepare themselves and their families for this most challenging life-cycle function. e. Sustain. Infantry combat skills are maintained through institutional training, assignments in the operational force, and self-development. (1) Promotion. Field grade officers designated to remain in Infantry and in the Operations functional category will compete for promotion only within this functional category. If an Infantry officer is designated to one of the two other functional categories, he will no longer compete against Infantry officers for promotion. (2) Command. Infantry Branch commanders will continue to be centrally selected (CSL) for command at the battalion and brigade level. These commands are organized into four command categories: operations, strategic support, recruiting and training and installation. Recent changes require officers to compete for all categories and through an additional process will be slated to units based on their skills and experience, their personal preference, their position on the OML and Army requirements for that CSL cycle. (3) Officer evaluation report. The OER is the single most important tool for the management assignment, promo- tion, selection, and slating of officers. Raters and senior raters must ensure they fairly and honestly articulate an officers abilities, performance, and potential for service in increasingly complex and higher echelon organizations. f. Develop. Infantry officers are developed through a logical progression of operating and generating force assign- ments. The focus of Infantry officer professional development is on the attainment and utilization of warfighting skills, and the utilization of those skills to support the critical doctrine, organization, training, materiel systems, leader development, personnel, and facility development missions of the branch. The goal is to professionally develop officers to employ firepower and maneuver skills in support of combined arms, joint, and coalition unified land operations. Development also occurs through the TASS; all officers selected for major should complete some form of ILE education, and all officers selected for colonel should complete SSC. g. Separate. The Infantry Branch has no unique separation processes. 8–8. Infantry Reserve Component officers a. General career development. (1) RC Infantry officer development objectives and qualifications parallel those planned for their active duty counterparts, with limited exceptions. The increase in advanced technology weaponry and the lethality of modern weapon systems requires that RC officers train at the appropriate level. This is necessary in order to acquire those skills required for commanding, training and managing RC organizations for peacetime operation, as well as mobilization. The RC officer must realize that a large portion of his education and training will be accomplished on his own time, in accordance with his unit duty assignments. A variety of correspondence courses are available as well as a full range of schools that he may attend as a resident student. Junior officers must develop a strong foundation of Infantry tactical and technical expertise through assignments in their branch before specializing in a specific area/skill. (2) The RC Infantry officer serves the same role and mission as his AA counterpart. The unique nature of his role as a "citizen Soldier" will pose a challenge to his professional development program. However, RC officer professional development is expected to mirror AA officer development patterns as closely as possible, except as noted below. The two primary exceptions are: RC officers tend to spend more time in leadership positions and RC officers have increased windows to complete mandatory educational requirements. Refer to chapter 7 for a detailed description of RC officer career management and development. b. Branch development. Even though RC officer development is challenged by geographical considerations and time constraints, each officer should strive for Infantry assignments and educational opportunities that yield the same developmental opportunities as their AA counterparts. (1) Introduction. RC (ARNG and USAR) officers must also meet certain standards in terms of schooling and operational assignments to be considered fully qualified in the Infantry Branch at each grade. Due to geographical, time and civilian employment constraints, RC Infantry officers may find it difficult to serve in the operational assignments required at each grade in order to remain fully qualified as an Infantry officer. Nevertheless, RC Infantry officers are expected to complete the educational requirements discussed below and to aggressively seek out the operational assignments to remain proficient in the branch. (2) Lieutenant. The professional development objective for this phase of an officer’s career is to develop the requisite Infantry Branch skills, knowledge, and abilities. The focus of the officer at this stage of his career is on development of Infantry tactical and technical warfighting skills and the utilization of these skills in an operational assignment. 63DA PAM 600–3 • 3 December 2014 Chapter 9 Armor Branch 9–1. Unique features of Armor Branch a. Unique purpose of Armor Branch. The Armor Branch is a command centric branch that prepares officers to command combined arms formations across the full spectrum of military operations. The Armor Branch serves two primary functions in support of unified land operations: firstly, to provide combined arms formations the capability to close with and destroy the enemy using fire, maneuver, and shock effect; secondly, to provide cavalry and scout formations the capabilities to perform reconnaissance and security during combined arms maneuver and wide area security operations. b. The way ahead. The Army’s continual change, limited resources, and lessons learned from more than a decade of war continually impact how the Armor Branch trains, assigns and develops officers. The Armor Branch develops agile and adaptive experts in branch competencies, who are multi-skilled leaders that readily operate in a JIIM environment. Armor officers are assigned based on the needs of the Army in accordance with the HQDA manning guidance, the professional development needs of the officer and the officer’s preference. While HRC makes every effort to synchronize the three priorities, the needs of the Army and the professional development needs of the officer take precedence over individual preference. c. Unique functions performed by Armor Branch. Armor officers initially focus on development of the core technical and tactical Armor mobile protected firepower and reconnaissance and security skills. Following initial focus on skills development, Armor officers continually deepen their core skills while developing broader skills in combined arms maneuver, wide area security in support of unified land operations as they progress through their careers. Armor officers fulfill their mission through: the application of mission command and synchronization and integration of warfighting functions; providing expertise on the employment of combined arms forces at all command levels; and developing doctrine, organizations, training, materiel and leaders necessary to support the mission. d. Unique features of work in Armor Branch. The Armor Branch currently has one AOC and eight SIs. Detailed descriptions of the AOC and SIs listed below can be found in DA Pam 611–21. (1) Armor officer, general (19A). These officers will receive technical and tactical institutional Armor School and Maneuver Center of Excellence training. Training is focused on the core competencies associated with mobile protected firepower, reconnaissance and security to successfully lead and employ mounted and dismounted formations in combined arms maneuver and wide area security. (2) SIs associated with Armor AOCs: (a) M1A2 Abrams Tank (3J). (b) M2 BIFV/M3 CFV/M7 Bradley fire integration support team leader (3X). (c) Stryker Leader Course (R4). (d) Army Reconnaissance Course (R7). (e) Ranger/Ranger-Parachutist (5R/5S). (f) Airborne (5P). (g) Air Assault (2B). (h) Pathfinder (5Q). e. Branch detail. Armor Branch participates in the branch detailing of officers into Armor at the grade of lieutenant. Officers detailed Armor will lose their Armor designation once they reach their branch detail expiration date and have been re-assigned into their basic branch. f. Voluntary Transfer Incentive Program. The VTIP program replaces the functional designation board. This program allows officers to transfer into another branch or FA from their 4th year of active Federal service through their 15th year. This program also allows officers who are branch detailed into another branch to request to remain in Armor. The VTIP panel meets quarterly. Submission of a VTIP packet does not guarantee branch transfer. g. Branch eligibility. Officers of other branches who desire a branch transfer to Armor should submit a request in accordance with AR 614–100 DA Pam 611–21; and VTIP MILPER messages. 9–2. Officer characteristics required a. Competencies. Armor officers are valued for their skills as leaders, trainers, and planners. Skills are acquired and perfected through realistic training, PME, self-study and service in the most demanding positions. Armor Branch values assignments in both the operational force and generating force. Armor officers are effective leaders that possess competence, confidence, social, and cultural awareness, and effective oral and written communications skills to cultivate trust, teamwork and commitment, all oriented towards mission accomplishment. The goal of the branch is to provide each officer with a series of leadership, staff and functional assignments, institutional training, broadening and 66 DA PAM 600–3 • 3 December 2014 self-development opportunities to develop combined arms warriors with well-rounded backgrounds and the ability to successfully operate in the JIIM environment. b. Unique skills. Armor officers should display consistent outstanding performance across a wide variety of opera- tional and generating force assignments. Armor officers demonstrate excellence in their warfighting skills, technical and tactical proficiency, a well developed understanding of joint and combined arms warfare, a superior ability to integrate a wide variety of lethal and non lethal assets to support the mission, and the ability to lead, train, motivate, and care for Soldiers. Armor officers maintain a high-level of resilience to retain the ability to lead and operate across a myriad of organizations. 9–3. Key officer life-cycle initiatives for Armor a. Structure. The primary operational assignments for Armor officers include combined arms battalions and cavalry squadrons across all three types of BCTs. Armor officers may also serve in critical developmental assignments in generating force organizations. b. Acquire. Armor officers are accessed through USMA, ROTC, and OCS. Officers are accessed into Armor based on their branch preference, assessment of their talents, and the needs of the Army. Armor is a recipient branch under the current system of branch detailing. Armor receives detail officers from the combat support and service support arms to fill lieutenant authorizations. c. Distribute. The goal of Armor Branch is to provide every Armor officer a variety of leadership, staff, functional and broadening assignments at each grade to develop and employ their skills as combined arms leaders. The priority is on developing a depth of experience in Armor and Cavalry operations while concurrently developing a depth and breadth of experience in JIIM organizations, combined arms maneuver and wide area security. Officers may also have the opportunity to serve in key generating force assignments to develop their knowledge of how the Army operates. Officers will have opportunities to serve in key staff, functional and broadening assignments to further develop their warfighting skills and provide value to the Army. Officers may also rotate between CONUS and OCONUS assign- ments. Armor officer assignments are managed with a goal to develop the full range of skills necessary to perform as senior leaders. d. Deploy. Armor Branch officers are warfighters who remain personally and professionally prepared to deploy worldwide at all times. Whether assigned to operational force units with high levels of readiness or fixed-site generating force organizations, all Armor officers remain deployable to accomplish missions across the full spectrum of conflict. Armor officers may deploy with units at any time to deter potential adversaries and to protect national interests, or as individuals to support joint and multinational operations. Armor officers prepare themselves and their families for this most challenging and rewarding expeditionary mindset. e. Sustain. Armor combat skills develop through institutional training, experience in assignments, self-development, and personal and professional commitment to resilience (physical, social, family, spiritual, and emotional). (1) Promotion. Armor Branch field grade officers designated to remain in Armor and the Operations functional category will compete for promotion only within their functional category. If an Armor officer is designated to one of the two other functional categories, the officer no longer competes with Armor officers for promotion. (2) Officer evaluation report. The OER requires the rater and senior rater to recommend a functional category for all ACC captains through lieutenant colonels. When recommending functional categories for rated officers, rating officials will consider the whole person with factors such as: demonstrated performance, educational background, technical or unique expertise, military experience or training, and the personal preference of the officer. Functional category recommendations of raters and senior raters on the OER will be an important factor taken into consideration during the functional category designation process. f. Develop. Armor officers are developed through a progression of operational and generating force assignments, broadening assignments, institutional training, and self-development. The focus of Armor officer professional develop- ment is on the growth and utilization of warfighting skills. Armor officer development seeks to prepare officers for ever-increasing command and staff responsibilities at higher levels to successfully lead organizations to mission success. These skills support the critical doctrine, organization, training, material, leader development, personnel, and facility solutions for branch Force Management. g. Separate. Armor Branch has no unique separation processes. All current and former Armor force Soldiers are strongly encouraged to remain involved with the development of the branch. This involvement increases participation in professional associations and through editorial contributions to Army official journals and online forums. Current online sources include: the Armor School website (https://www.benning.army.mil/armor), the Maneuver Net Forum (https://forums.army.mil), and the Office of the Chief of Armor (https://www.benning.army.mil/armor/ocoa). 9–4. Officer developmental assignments a. Lieutenant. The professional development objective for this phase of an officer’s career is to develop requisite baseline Armor Branch skills, knowledge and attributes. The focus of the Armor lieutenant is on the development of Armor and cavalry tactical and technical warfighting skills and the utilization of these skills in an operational assignment as a tank, MGS, or scout platoon leader. 67DA PAM 600–3 • 3 December 2014 (1) Education. Armor BOLC provides the Armor lieutenant the baseline skills necessary to function as a tank and scout platoon leader. Armor lieutenants receive assignment oriented training following Armor BOLC to prepare them for their specific assignments as tank, MGS, or scout platoon leaders. These courses include, but are not limited to: Army Reconnaissance Course, Airborne, Air Assault, Ranger, Infantry Mortar Leader Course, Bradley Leader Course, and Stryker Leader Course. Army Reconnaissance Course is required for all Armor lieutenants. Assignment oriented training will be synchronized to minimize the delay between courses and get the lieutenant to the unit of assignment in the shortest time possible. The requisite assignment oriented training for the Armor lieutenant based on the officer’s initial assignment is: (a) Armored brigade combat team. The officer attends the Army Reconnaissance Course and is strongly encouraged to attend Ranger School. The officer will attend other functional training based on availability and the needs of the unit. If the dates for Army Reconnaissance Course and any other functional training conflict, Army Reconnaissance Course is the priority. (b) Infantry brigade combat team. The officer will attend Army Reconnaissance Course. The officer is also required to attend Ranger School. If the dates for Army Reconnaissance Course and any other functional training conflict, Army Reconnaissance Course is the priority. Armor officers assigned to an Infantry brigade combat team (IBCT) Airborne brigade will also attend Airborne School enroute to their assignment. (c) Stryker brigade combat team. The officer will attend Army Reconnaissance Course and is strongly encouraged to attend Ranger School. The officer will attend the Stryker Leader Course. The officer may also attend other functional training courses based upon availability and the needs of the unit. If the dates for Army Reconnaissance Course and any other functional training conflict, Army Reconnaissance Course is the priority. (2) Assignments. The KD assignment during this phase is serving in an operational force operational unit as a tank, MGS, or scout platoon leader. (a) Armor lieutenants should be assigned as platoon leaders or staff officers in a Cavalry squadron or combined arms battalion upon completion of Armor BOLC and requisite functional training. The goal of the branch is to assign lieutenants to the operational force as an initial assignment. (b) A limited number of Armor lieutenants will serve as TRADOC training company executive officers or staff officers for up to 12 months followed by assignment to the operational force. Armor lieutenants that have completed a minimum of 24 months in an operational force unit may be assigned as a TRADOC training company executive officer or staff officer. (c) Other typical assignments for lieutenants are battalion or squadron specialty platoon leader (scout or mortar), company or troop executive officer, /battalion/squadron or IMCOM staff officer. An Armor officer may also serve in a staff position after promotion to captain, prior to attendance at the MC3. (3) Self-development. Self-development during this phase focuses on Maneuver Leader Development Strategy (MLDS) tactical fundamentals, technical proficiency, troop-leading procedures, leadership skills, gunnery, organiza- tional maintenance, resupply operations, basic administrative operations, and resiliency and other technical proficiency skills. Armor lieutenants are responsible to take the initiative to gain knowledge and experience to prepare themselves to be a captain. Self-improvement and development is gained by observing different activities of both officers and NCOs at the battalion and brigade levels, mentorship, gaining experience in duty positions following a tank, scout and/ or MGS platoon leader duties, and a well developed self-study program. Additional information can be found at the following address: http://www.benning.army.mil/mssp/. (4) Desired experience. Each Armor lieutenant must successfully serve in an operational force tank or scout platoon leader assignment. Ideally, the officer’s technical and tactical abilities will be augmented through assignment to a specialty platoon, company/troop executive officer, or battalion/squadron staff officer position. The goal is to serve a minimum of 12 months in a platoon leader position to develop lieutenants with expertise in mounted and dismounted maneuver. A limited number of Armor lieutenants will also serve in generating force assignments prior to attending MC3. b. Captain. The professional development objective for this phase of an officer’s career is to develop officers as a company/troop commander and staff officer in an operational unit. They may also professionally develop through successfully completing one or more command/staff assignments in the generating force. (1) Education. Completion of MC3 or a branch CCC is mandatory during this period. Some Armor officers will attend other branch CCCs or the Marine Corps Expeditionary Warfare School. (2) Assignments. The KD assignment during this phase is company/troop command in either the operational or generating Army. Service as a primary or assistant staff officer is also desirable. Armor officers may serve on operational or generating force unit staffs at the brigade/regiment and battalion/squadron level prior to and/or following command. (a) Most Armor officers will be assigned to a BCT immediately following completion of the CCC. Armor captains will attend the Cavalry Leader Course. All Armor captains assigned to IBCTs will attend the Ranger Course. All captains assigned to SBCTs will attend the Stryker Leader Course and are encouraged to attend the Ranger Course. All captains assigned to armored BCTs are encouraged to attend the Ranger Course. Select Armor captains will serve their company command and staff assignments initially in a generating force organization, with a follow-on assignment to an 68 DA PAM 600–3 • 3 December 2014 (2) Assignments. Lieutenant colonels in Armor seek assignments of greater responsibility in branch and branch immaterial positions. Lieutenant colonel assignments allow the potential for greater contribution to the branch and the entire Army. This important phase of an Armor officer’s career provides for assignments that further develop joint combined arms skill sets and improved warfighting skills. The most critical assignment for Armor lieutenant colonels in the Operations functional category is battalion/squadron level command. Armor lieutenant colonels selected for command will normally serve 18 to 24 months in command at battalion level. Armor officers are selected for command selection list commands in four major command categories: operations, strategic support, recruiting and training, and installation. All battalion-level commands are opt-in boards, and officers will compete for all command categories. Examples of duty assignments for lieutenant colonels are listed below. Note that assignment opportunities for some Armor lieutenant colonel positions are limited to former battalion commanders. (a) Instructor at ILE. (b) Nominative positions. (c) Brigade DCO. (d) CTC observer combat trainer. (e) Division G3. (f) Corps staff. (g) HQDA or joint staff, NATO staff, combatant command staff. (h) AC/RC CDR/observer/controller/staff. (i) ROTC PMS. (j) Maneuver Center of Excellence staff (doctrine, capabilities). (k) Service branch school staff and instructors. (3) Self-development. During this phase of an Armor officer’s career, self-development takes the form of self- assessment, off-duty civil schooling, perfecting mentoring and managerial skills and sustaining resiliency. The officer continues to hone combined arms warfighting skills and the understanding of the joint operational environment. Additional information can be found at the following address: http://www.benning.army.mil/mssp/. (4) Desired experience. The goal of Armor officer development is to prepare every officer for command of a combined arms battalion, cavalry squadron, generating force training battalion, or other institutional command at the lieutenant colonel level. While not every officer will command, Armor lieutenant colonels provide exceptional contributions to the Army outside of command. The focus remains the development of officers imbued with technical and tactical knowledge of the joint, combined arms, maneuver warfare. The critical assignment for an Armor lieutenant colonel is command. e. Colonel. The professional development objective for this phase of an officer’s career is improvement of warfight- ing, training, and staff skills, along with leadership, managerial and executive talents. Colonels are expected to be multi-skilled leaders: strategic and innovative thinkers; builders of leaders and teams; competent warfighters; skilled in governance, statesmanship, and diplomacy; and able to understand and operate within a cultural context. (1) Education. Historically, the majority of officers selected for promotion to colonel are selected to attend SSC. Colonels not selected for resident attendance must complete SSC by correspondence to achieve MEL 1. (2) Assignments. Armor colonels contribute to the Army by serving in crucial assignments in both branch and branch immaterial positions. The critical task during this phase is to fully develop the broad skills and competencies required of a multi-skilled leader, while maintaining and improving branch/maneuver competency (warfighting skills). Armor colonels will make full use of their broad operations and JIIM experiences, managerial skills and executive talents to meet the needs of the Army. A critical assignment for an Armor colonel is selection for command. Armor officers selected for brigade-level command will serve in the same four command CSL categories as lieutenant colonels. Critical assignments for colonels include: (a) Brigade, regiment, or garrison command. (b) CTC operations group commander. (c) Combat trainer/leader developer. (d) Department director, Maneuver Center of Excellence. (e) Division chief of staff. (f) Division or corps G–3. (g) Executive officer to a general officer. (h) HQDA or joint staff. (i) TRADOC capabilities manager. (3) Self-development. Armor colonels maintain their branch skills and keep current on all changes that affect the Soldiers they command and/or manage. JIIM assignments are important during this phase. (4) Desired experience. The primary goal at this stage is to exploit the significant breadth and depth of experiences and knowledge gained in a position where the officer can provide a significant contribution to the operational and generating force. The critical assignment for an Armor colonel is brigade-level command. No other position provides the Armor officer with the opportunity to fully use depth of experience in joint and combined arms warfare and to 71DA PAM 600–3 • 3 December 2014 capitalize on functional generating force assignments in service to the Army. However, only a limited number of Armor officers will have the opportunity to command. Those officers not selected for command will continue to provide exceptional service in Army and JIIM assignments of increasing responsibility. These officers also provide the critical bridge between the operational and generating force, and serve commanders in key staff elements. f. Joint, interagency, intergovernmental, and multinational assignments. The development of Armor officers will also focus on the development of agile, adaptive, and multi-skilled leaders who collectively embody knowledge of JIIM organizations. Armor officers will be considered for a billet on the Joint duty assignment list based on the needs of the Army, professional development needs of the officer and availability of a joint assignment. JIIM experience, developed through sequential assignments, provides the broad perspective necessary to be successful now and in the future. 9–5. Assignment preferences and precedence. The professional development goal of Armor Branch is to produce and sustain highly-qualified officers who are tactically and operationally oriented to lead Soldiers, command units in combat and perform other assigned missions. Assignments in combined arms organizations develop the officer’s overall ability to achieve that goal. The officer’s assignments are based on the needs of the Army, the officer’s professional development needs and the officer’s preference. While the senior leader development office makes every effort to support individual officer’s assignment preferences, the needs of the Army and the officer’s professional development needs are the priority. 9–6. Duration of officer life-cycle assignments a. Key developmental Armor Branch positions. The Armor Branch officer will serve in several KD positions as they progress through their career in order to develop a joint and expeditionary mindset, tactical and technical expertise in combined arms warfare, a firm grounding in Armor and Cavalry operations, and knowledge of JIIM organizations. There is no substitute in the Armor Branch for service with troops in key leadership positions. The goal of the Armor officer PDM is to provide the Armor officer a series of operational staff and leadership positions, supplemented by opportunities to augment their knowledge in key generating force positions, in order to achieve success in positions of leadership at successively higher levels. The primary positions that develop this level of expertise, in sequence, are platoon leader, company/troop commander, S3/XO. The goal is to ensure that every Armor officer is given the opportunity to serve in each of these key leadership assignments. While operational realities and the limited number of positions will prevent the branch from providing every officer the opportunity to command at the battalion and brigade level, the goal remains to prepare every Armor officer for command. Those officers who do not command at the battalion level will continue to provide critical support to the Army in key positions. Their role will remain to ensure that generating force organizations continue to maintain focus on their critical role in supporting the warfight. Armor officers, experts in combined arms maneuver and wide area security, serve as the critical link between the operational and generating force. b. Armor Branch life-cycle. The Armor Branch developmental goals directly support the goal of the Army with joint and expeditionary capabilities. Figure 9–1 shows how Armor Branch timelines, military and additional training, KD assignments and self-development fit together to support the Armor Branch goal of growing future combined arms warriors. 72 DA PAM 600–3 • 3 December 2014 Figure 9–1. AA Armor officer development 9–7. Requirements, authorizations and inventory a. Goal. The goal is to maintain a healthy, viable career path for all Armor Branch officers. To do this the Armor officer assessment will be optimized to meet branch authorizations, to provide sufficient flexibility to support branch/ FA generalist positions. b. Officer Personnel Management System implementation. The number of authorized Armor billets, by grade, will vary as force structure decisions are made, and actions to implement them are taken. Officers who desire more information on Armor Branch authorizations or inventory, by grade, are encouraged to contact their HRC assignment officer. 9–8. Armor Army National Guard officers ARNG Armor officer career development objectives and qualifications parallel those of their AC counterparts. The two primary exceptions are: ARNG officers tend to spend more time in key leadership positions, and ARNG officers have increased windows to complete primary military educational requirements. A balance of realistic training, PME, self- development, and operational experience is necessary to develop those skills required for commanding, training and managing ARNG organizations for peacetime and deployment operations. The ARNG officer must realize that a portion of the officer’s education and training will be accomplished during personal time. Refer to chapter 7 for a detailed description of ARNG officer career management and development. a. Lieutenant. The professional development objective for this phase of an officer’s career is to develop the requisite Armor Branch skills, knowledge and attributes. The focus is on development of Armor and Cavalry tactical and technical warfighting skills and the utilization of these skills in an operational assignment. (1) Education. PME during this phase is completion of the resident BOLC, which should be completed within 12 months (no later than 18 months) of commissioning and is a prerequisite for promotion to first lieutenant. BOLC provides the Armor lieutenant the basic skills necessary to function as a tank platoon leader and an overview of 73DA PAM 600–3 • 3 December 2014 Apache), assault (equipped with assault helicopters, primarily the UH–60 Blackhawk), command and control (also primarily equipped with the UH–60 Blackhawk), heavy helicopter (equipped with the CH–47 Chinook), medical evacuation (primarily equipped with the HH–60 Blackhawk variant), UAS (equipped with either the Hunter, Shadow, or Gray Eagle UAS), security and support (equipped with the LUH–72 Lakota helicopter), fixed-wing (equipped with manned fixed-wing aircraft such as the C–12 and UC–35), ATS (equipped with the a mobile ATS tower and supporting communications equipment), and Aviation maintenance (equipped to provide maintenance and supply support for the aircraft). These companies are organized into functional attack-recon battalions/squadrons, assault helicopter battalions, and fixed-wing battalions or into multifunctional general support Aviation battalions, security and support battalions, and Aviation sustainment battalions. Various mixes of these battalions are organized into Combat Aviation Brigades (CABs) and theater Aviation brigades, Army Aviation’s primary warfighting formations. In addition to these primary organizational structures, a number of Aviation platoons, detachments, and TDA organizations are to be found throughout the force. There are also specialized ATS (airfield operations battalions and theater airfield operations groups) and Aviation maintenance (theater Aviation sustainment maintenance groups) formations. In addi- tion to conventional Aviation formations, there is also special operations Aviation units organized under the Army Special Operations Aviation (ARSOA) Command. (3) Army Aviation manpower consists of Aviation officers, warrant officers, NCOs, and enlisted Soldiers. The officers and warrant officers are categorized by various AOCs, and MOSs outlined below. The majority of Aviation officers and warrant officers are aviators, although not exclusively so. The 150A ATS, 150U UAS, and 151A Aviation maintenance (nonrated) warrant officers are the most notable exceptions. The majority of Aviation NCOs and enlisted Soldiers are Aviation maintainers, but-again-not exclusively so. The major exceptions are the 15P Flight Operations Specialist, the 15Q ATS Specialist, and the 15W UAS Operator. b. Aviation career development and progression. Like other branches, Aviation career development is based on operational experience and training, institutional education, and self-study/development. Early career development focuses on developing tactical expertise in Aviation employment and sustainment as part of the air ground, integrated, combined arms team and technical expertise in the operation of Aviation platforms/systems. Mid-career development continues to refine tactical and technical expertise and focuses on developing competency in operational-level employ- ment and sustainment of Aviation and integration into JIIM environments. Later career development focuses on the strategic level employment and sustainment of Aviation and integration into the force as a whole. Progression is dependent upon a number of factors, including: time in grade, duty performance, experience, schooling, and skills acquired. The Army dictates minimum time in grade requirements for progression to the next rank. Officers and warrant officers will only be considered for promotion when they have met the minimum time in grade requirement for their present rank. Duty performance—no matter what the position—is the single most important factor in selection to progress to the next higher rank. Exceptional duty performance at the current rank is normally considered a strong indicator of potential at the next higher rank. Operational experience is also a factor in progression, particularly in the early and mid-career development periods. Operational assignments that develop tactical and technical expertise are important at these stages. Broadening assignments that develop competencies beyond tactical and technical Aviation expertise become increasingly important during the mid-career and later development periods. Schooling and the acquisition of critical or unique skills can also enhance potential for progression. Certain PME courses are required for advancement to the next rank. Overall, officers and warrant officers should strive to first establish a solid foundation of Aviation tactical and technical expertise, then expand their operational and strategic level competence in respect to the Army and JIIM environments. All Aviation AOCs and skills are open to women. Female Aviation officers and warrant officers have career opportunities equal to those of their male counterparts. c. Unique features of work in Army Aviation. As mentioned above, most officers and warrant officers in Army Aviation are aviators. These officers and warrant officers must achieve designation as an Army aviator at the beginning of their officer/WOS and maintain the rating through annual flight proficiency and aeromedical assessments. Aviators must also undergo readiness level training and certification upon arrival at each new flight unit to confirm their competency to perform as a crew member in their assigned aircraft. Aviators must achieve pilot-in-command status in order to be entrusted as the ‘aircraft commander’ in an aircraft crew. Certain non-flight AOC warrant officers also have annual proficiency and medical assessments to maintain certification in their particular skill area. In order to maintain aircrew incentive pay, Aviation officers and warrant officers must accrue mandated thresholds of total operational flying duty credit through assignment to positions designated as operational flying positions (see AR 600–105). The employment of Aviation units as part of combined arms or joint teams in support of the broad range of unified land operations brings a number of unique challenges. Aviation officers and warrant officers must understand all aspects of integrating Aviation platforms/systems/units into effective air ground operations. Aviation officers and warrant officers must understand the fundamentals of airspace management and ATS requirements. This includes compliance with the airspace regulations of the Joint Force Airspace Control Authority, the host nation, the International Civil Aeronautics Organization, the Federal Aviation Administration, and/or other airspace governing bodies-as applicable. Sustainment of Aviation platforms/systems-particularly aircraft maintenance-offers other unique aspects of work in Army Aviation. Aviation maintenance standards, processes, and procedures are distinctly different from those for ground systems and Aviation officers and warrant officers need a solid understanding of Aviation sustainment. 76 DA PAM 600–3 • 3 December 2014 10–2. Characteristics required of Aviation officers Talents/attributes. Army Aviation demands intellectually agile leaders who can operate within a multidimensional world. They must be able to translate vast amounts of complex data into abstract concepts and solutions. Aviators must be able to recognize and mitigate unacceptable risks and be able to identify new and creative solutions to problems that occur during Aviation operations in all environments. Aviation Branch has identified six talents/attributes that are essential to success in such environments. While this list is not all-inclusive, it does highlight those talents or attributes that are of particular importance for Army aviators: a. Interdisciplinary. Defines an individual who integrates and applies expert knowledge from multiple disciplines into a coherent overarching perspective. Aviators must operate in fast-paced, dynamic environments that call for a wide base of knowledge and competencies. Aviation operations encompass a wide variety of complex missions conducted in challenging and potentially unfamiliar environments. Consequently, aviators must draw from a broad-based perspective to identify, prioritize, and develop solutions for the challenges posed by the broad spectrum of problem sets they will face. b. Prudent risk taker. This person recognizes and mitigates unacceptable risks, enabling mission accomplishment without unnecessarily compromising safety. Aviators are responsible for the safe operation of extremely expensive aircraft in challenging environments, including combat, adverse weather, obscured battlefields, and at night. While always focused on mission accomplishment, aviators must be able to make tough, timely decisions, often independently and without firm guidance from higher, to find the right balance between mission accomplishment and the safe operation of their aircraft and formations. There are often ways to accomplish difficult missions with lower levels of risk; aviators must be able to quickly and effectively adjust their operations to reduce the likelihood of mishap, damage, or injury while at the same time achieving the commander’s intent. c. Interpersonal. This individual is able to connect with others and is skilled in developing appropriate relationships. Army aviators support many types of units and communities. Frequently called upon to bring their unique flexibility and capabilities to bear on short notice, aviators must quickly and effectively establish relations with outside organiza- tions. Increasingly, these organizations are outside of familiar chains of command and often outside of the military itself. Aviators must be able to establish trust, exchange nuanced communications, and perceive the intents of others, often in dangerous, confusing, and rapidly changing situations. Strong interpersonal skills will be essential in ac- complishing missions under these circumstances. d. Spatially intelligent. This person easily perceives, understands, and operates within the multidimensional world. Army aviators must be able to quickly and accurately define their own position with respect to other aircraft, airspace control measures, instrument flight procedure components, and other objects that influence or operate in three- dimensional space. The ability to quickly orient oneself and gain situational understanding in complex, crowded airspace is increasingly important for the successful Army aviator. e. Innovative. Suggests an individual who is creative, inquisitive, and insightful and who easily identifies new solutions and catalyzes change. Army Aviation’s ability to quickly overcome distances and obstacles that challenge peers on the ground are great strengths, but will also often thrust aviators into complex, rapidly changing environments that present unusual or unfamiliar problem sets. Aviators must be able to quickly identify and implement solutions to these problems. The increasingly complex and technological aspects of Army Aviation operations will pose difficult challenges for which Army aviators must quickly devise effective, executable courses of action that lead to mission accomplishment. f. Multi-tasker. This person rapidly processes and prioritizes multiple demands simultaneously and then takes appropriate action. Army aviators must be able to successfully manage a variety of tasks at once, whether personally operating aircraft or supervising unit operations. The modern cockpit calls for the simultaneous and precise execution of a variety of complex tasks, many of which will be vital to mission accomplishment. Aviators must prioritize, control, monitor, assess, and sometimes take emergency actions on multiple systems and processes. Similarly, most operations involving Army Aviation will include a wide variety of participants and systems, including those from other branches, other services, and other nations. Successful Army aviators will be able to comprehend, communicate with and synchronize the effects of these external organizations and systems. 10–3. Aviation branch officer development The primary domains of leader development—PME (institutional training), KD assignments, developmental assign- ments, broadening assignments, and self-development—define and engage a continuous cycle of education, training, selection, experience, assessment, feedback, reinforcement and evaluation which helps to encourage officer develop- ment throughout career progression. a. Lieutenant. Lieutenants must meet the requirements outlined in AR 611–110 for entry into the Aviation Branch. (1) Professional military education. All newly commissioned Aviation lieutenants attend BOLC and Initial Entry Rotary Wing training at the U.S. Army Aviation Center of Excellence (USAACE), Fort Rucker, AL. BOLC includes training on general military subjects such as leadership, weapons, combined arms operations, physical training and warrior skills training. Initial Entry Rotary Wing or flight school, training consists of aeromedical factors, basic flight, aerodynamics, meteorology, instrument flight and combat skills training. Training is conducted from the preflight through the primary and instrument qualification phases in the TH–67 aircraft. Basic warfighting skills, such as 77DA PAM 600–3 • 3 December 2014 navigation, are trained in the OH–58C. Students then transition into one of 4 advanced aircraft: the AH–64D/E Apache, UH–60A/L/M Blackhawk, OH–58D Kiowa Warrior and CH–47D/F Chinook to complete day and night advance combat skills. Students must also complete survival, evasion, resistance, and escape level C and helicopter overwater survival (dunker) training prior to being awarded the Basic Army Aviator Badge. Follow-on schooling en route to the officer’s next assignment (for example, Airborne, Air Assault, Ranger, and Cavalry Leader’s Course) may be approved based on mission requirements. (2) Key developmental assignment. The single most important assignment consideration for personnel managers and commanders is ensuring that the new lieutenant is assigned to a job which will allow the officer adequate opportunity to develop flight experience and troop-leading skills. Lieutenants should serve 18 to 24 months in a platoon leader position. Due to the length of flight school, this may overlap into the officer’s first year as a captain. Promotions will not automatically alter positions. Promotion from lieutenant to captain while still serving in an operational assignment such as platoon leader will not be a negative consideration when determining the officer’s future potential for promotion. The overall goal is for an officer to attain pilot-in-command status and gain as much flight and leadership experience as possible prior to moving to another operational assignment. (3) Developmental assignments. Junior officers initially assigned to a CONUS or overseas installations (OCONUS) will be stabilized at their first installation for an extended period of time that allows for branch advancement to the rank of captain. This initial extended tour may include hardship tours or attendance at leader development schools (in TDY or PCS status) but in each case the officer should return to their stabilization installation. Lieutenants should serve at the platoon and company level to gain troop-leading and flight experience. The officer will concentrate on planning and executing the tactics, techniques and procedures specific to their weapons platform and unit mission. (4) Self-development. All officers should be afforded every opportunity to achieve qualification as a pilot-in- command prior to attendance of the Aviation Captains Career Course (AVCCC) or CCC equivalent. A lieutenant’s focus should be to refine troop-leading, aviator, tactical, logistic (maintenance and supply), force protection (risk management) and administrative skills. The key milestone in a lieutenant’s development should be attaining pilot-in- command status. In doing so, lieutenants will acquire much needed technical and tactical experience, which will serve them well in future assignments. For example, company commanders are expected to set the standard for other pilots within their company. Being a pilot-in-command better enables commanders to be in the position to direct critical assets where needed. Lieutenants should also strive to obtain key training experiences that enhance normal garrison training, including, but not limited to: CTC rotations, joint and combined exercise deployments, and worldwide contingency operations. To successfully compete for promotion to captain, an officer must possess a thorough knowledge of Aviation tactics and principles and have obtained a baccalaureate degree. Officers may take advantage of pre-commissioning educational incentives such as incurring an additional 3 year ADSO in exchange for the opportunity to pursue a master’s degree later in their careers. b. Captain. A captain must successfully complete a branch CCC. (1) Professional military education. (a) Captains Career Course. Captains must earn a baccalaureate degree prior to attending a CCC. Aviation officers will attend a branch CCC between their 5th and 8th year of commissioned service and will be awarded AOC 15B upon successful completion. Aviation officers may attend other branch’s CCC. The branch phase of the AVCCC is 21 weeks. It prepares officers to serve as combined arms experts, company commanders and battalion/brigade staff officers. The AVCCC meets established prerequisites for total operational flying duty credit assignments. Aviators earn 1 month of total operational flying duty credit for each month spent at AVCCC. Aviators attending another branch CCC do not earn total operational flying duty credit. (b) Military Intelligence Captains Career Course. Officers selected for AOC 15C (All-Source Intelligence Officer) attend the Military Intelligence Officer Transition Course if they did not attend Military Intelligence BOLC. The AOC 15C officers attend the 20-week Military Intelligence CCC and receive training as a branch 35 (All-Source Intelligence Officer). They attend the Fixed Wing Multi-Engine Qualification Course before or after the Military Intelligence CCC with appropriate follow-on Aircraft specific training. (c) Aviation Captains Career Course. Officers selected for AOC 15D Aviation Maintenance Officers will attend either the AVCCC or the CLC3. The officer will also attend the Aviation Maintenance Officers Course and the Maintenance Test Pilot course for AOC designation as a 15D. (2) Key developmental assignments. Captains serving in one of the following assignments for 12–24 months acquire KD time: (a) Platoon leader (15D) in an Aviation support company. (b) Captain-level company/detachment command. (3) Developmental assignments. Captains are utilized as the senior leader at the company level. Their primary goal is to successfully command a TOE/TDA company for 18–24 months. Captains can hold platoon leader positions in units authorized captains as platoon leaders. These units include the Aviation support company and ARSOA units. Captains also fill key staff positions at the battalion and brigade level, in addition to positions within the brigade Aviation element, Air Defense Airspace Management (ADAM) cell, CTC/observer/controller positions, and small 78 DA PAM 600–3 • 3 December 2014 d. Lieutenant colonel. Lieutenant colonels should serve in an Aviation-coded position for 18 to 24 months. (1) Professional military education. No specific military education requirements exist for lieutenant colonels. A HQDA board determines selection for resident SSC or the U.S. Army War College Distance Education Course. Officers selected for command selection list battalion command will attend the Army’s PCC at Fort Leavenworth, KS, and the Aviation PCC at Fort Rucker, AL. Select TDA battalion command designees may also be slated for attendance at the TRADOC PCC at Fort Jackson, SC. Battalion command designees who have special courts martial convening authority will attend the Senior Officers Legal Orientation Course at Charlottesville, VA. A master’s degree is strongly recommended, but is not required for promotion. Aviation maintenance officers are strongly encouraged to attend the Army Logistics Management College (Senior Leaders Course). (2) Key developmental. Lieutenant colonels should seek (KD) assignments that assist them in promotion, either in the Aviation Branch or in a FA. Lieutenant colonels serving in one of the following assignments for 12 to 24 months acquire KD time. (a) Battalion commander. (b) Brigade deputy CDR/XO/S3. (3) Developmental assignments. Lieutenant colonels that successfully complete a CSL battalion-level command may remain competitive for brigade command and enjoy a higher potential for promotion to colonel and SSC selection. Commands on the CSL are organized into four functional categories: operations, strategic support, recruiting and training, and installation. the following assignments are not necessarily coded as Aviation, however they are considered developmental assignments: lieutenant colonel positions at the CTCs, brigade/regiment/corps assistant for DCS, G–3/5/ 7 or DCS, G–4, deputy assistant for DCS, G–3/5/7 or DCS, G–4, operations officer for DCS, G–3/5/7, assistant plans officer for DCS, G–3/5/7, ROTC or recruiting duty, ACOM/ASCC/DRU staff, Army Staff, joint staffs, and selected AA/RC assignments. Performance in demanding assignments is a prime consideration for promotion and school selection boards. Officers should complete a field grade joint duty assignment to be competitive for promotion to brigadier general. (4) Broadening assignments. The following assignments are not necessarily coded as Aviation, however they are considered broadening assignments: lieutenant colonel positions at USAACE, CTCs, brigade/regiment/group XO, division primary staff, corps assistant for DCS, G–3/5/7 or DCS, G–4, deputy assistant for DCS, G–3/5/7 or DCS, G–4, operations officer for DCS, G–3/5/7, assistant plans officer for DCS, G–3/5/7, ROTC or recruiting duty, ACOM/ ASCC/DRU staff, Army Staff, joint staffs, and selected AA/RC assignments. Performance in demanding assignments is a prime consideration for promotion and school selection boards. Lieutenant colonels should also seek a joint duty assignment. (5) Self-development. Officers should continue to build warfighting, joint, expeditionary, and FA expertise. e. Colonel. The professional development objective for this phase of an officer’s career is sustainment of warfight- ing, training, and staff skill, along with utilization of leadership, managerial and executive talents. The majority of strategic level leaders in the Army are colonels. Colonels are expected to be multi-skilled leaders—strategic and creative thinkers, builders of leaders and teams, competent decisive action warfighters, skilled in governance, states- manship, and diplomacy, and understand cultural context and work effectively across it. Aviation colonels are assigned by the Army’s Senior Leader Development Office. Colonels should serve 18–24 months in an Aviation assignment coded at the grade of colonel. (1) Professional military education. Although no specific mandatory military education requirement exists for colonels, the primary professional development goal is completion of SSC. Resident or nonresident Attendance at a SSC also identifies those officers with exceptional promotion potential for service in positions of increased responsibil- ity. An HQDA board determines who attends the resident course and participates in the U.S. Army War College Distance Education Course. Officers selected for CSL brigade Command will attend the Army’s PCC at Fort Leavenworth, KS, and the Aviation PCC at Fort Rucker, AL. Brigade command selectees may also attend the Senior Officers Legal Orientation Course at Charlottesville, VA. Officers selected as TRADOC capability managers (TCMs) will attend the Combat Developers Course at Fort Lee, VA and the Project Manager’s Acquisition Category III Course (commonly known as the Project Manager’s Survival Course) at Fort Belvoir, VA. The Acquisition Category III Course has several prerequisites. Officers selected for TCM billets should contact their assignment officer to discuss requirements. (2) Key developmental assignments. Colonels serving in brigade command for 12 to 24 months acquire KD time. Successful brigade-level command marks officers as qualified for increased responsibility at the highest levels in the Army and DOD. (3) Developmental assignments. The following positions (some not necessarily coded as Aviation) are also develop- mental assignments: senior-level joint duty, division (former brigade commander position), corps-level officer for DCS, G–3/5/7, or DCS, G–4, U.S. Army Aviation and Missile Command, or deputy chief of staff, deputy assistant commandant, director of training development and doctrine, director, TRADOC program office-Aviation brigades, director of evaluation and standardization (DES), director of simulations, director, organization and personnel force development, chiefs of staff (at division, corps, USAACE) colonel positions at the CTCs, Army Staff, ACOM/ASCC/ DRU staff, joint staffs, and selected AC/RC assignments. 81DA PAM 600–3 • 3 December 2014 (4) Broadening assignments. The following assignments are not necessarily coded as Aviation, however they are considered key broadening assignments: colonel positions at CTCs brigade/regiment/group XO, division primary staff, corps assistant for DCS, G–3/5/7 or DCS, G–4, deputy assistant for DCS, G–3/5/7 or DCS, G–4, operations officer for DCS, G–3/5/7, assistant plans officer for DCS, G–3/5/7, ROTC or recruiting duty, ACOM/ASCC/DRU staff, Army Staff, joint staffs, and selected AA/RC assignments. Performance in demanding assignments is a prime consideration for promotion and school selection boards. Colonels should also seek a joint duty assignment. Officers should complete a field grade joint duty assignment to be competitive for promotion to brigadier general. (5) Self-development. Self-development goals should focus on perfecting organizational level leadership skills, joint and coalition operations, and theater-level operations. An advanced degree is not required but is strongly recommended. f. Reserve Component officer. Development opportunities. RC Aviation officer development objectives and qualifi- cations parallel those planned for their AA counterparts (see fig 10–5). The nature of the RC Soldier’s role as a “citizen Soldier” poses a unique challenge for professional development. The RC officers are expected to follow AC officer development patterns as closely as possible, except that RC officers have increased time windows to complete mandatory professional educational requirements. Civilian career opportunities, military promotions and educational opportunities may force RC officers to transfer between ARNG units, USAR TPUs, IRR, IMA Program, and the AGR Programs. These transfers are often hindered by geographical considerations, as well as a limited number of positions to serve with troops in leadership and staff positions. Additionally, there may be occasions when ARNG officers will be transferred to the IRR or Army Reserve officers to the trainees, transients, holdees, and students (TTHS) account while they complete mandatory educational requirements. Such transfers are usually temporary and should not be seen as impacting negatively on the officer’s career. The success of the RC officer is not measured by length of service in any one component or control group, but by the officer’s breadth and depth of experience which are the metrics that accurately reflect an officer’s potential to serve in positions of increasing responsibility. Officers should focus on job performance, as there are many paths that define a successful career within the Aviation Branch. (1) Professional military education. As RC officers simultaneously advance both civilian and military careers, they have less available time than their AA counterparts to achieve the same military professional education levels. To minimize this problem, RC courses are specifically tailored to reduce the resident instruction time. This cannot be accomplished with graduate flight training courses. (2) Key developmental assignments. The AGs of the 50 States, 3 U.S. Territories, and the District of Columbia (DC) primarily manage the officers within their States. HRC and USAREC manage officers in the Army Reserve. (3) Self-development through the military schooling system. The Aviation RC officer plays an important role in the Aviation Branch mission. RC officers normally develop through one AOC and in one FA. However, a lack of suitable positions in a geographic area may lead to some RC officers becoming qualified in multiple AOC or FAs. The RC officers must attain educational levels commensurate with their grade and assignment, using resident and nonresident instruction options. RC officers have increased windows to complete military education requirements. g. Reserve Component lieutenant. Lieutenants must meet the requirements outlined in AR 611–110 for entry into the Aviation Branch. (1) Professional military education. RC officers commissioned into the Aviation Branch attend BOLC and Initial Entry Rotary Wing with their AA counterparts. RC officers must have completed this training by their 2nd year of commissioned service. (2) Key developmental assignments. The single most important assignment consideration for personnel managers and commanders is ensuring that the new lieutenant is assigned to a job which will allow the officer adequate opportunity to develop flight experience and troop-leading skills. Lieutenants should serve 18 to 24 months in a platoon leader position. A lieutenant normally serves at company level to gain troop-leading and flight experience. (a) Platoon leader. (b) Battalion staff. (c) XO. (d) Section leader. (3) Developmental assignments. Lieutenants should serve at the platoon and company level to gain troop-leading and flight experience. The officer will concentrate on planning and executing the tactics, techniques and procedures specific to their weapons platform and unit mission. (4) Self-development. Lieutenants focus on gaining and refining troop-leading, aviator, joint and combined arms tactics, logistics, and administrative skills. Effective 1 October 1995, a baccalaureate degree from an accredited institution is required for promotion to captain or higher. h. Rersve Component captain. Captains should seek the KD assignments that assist them in promotion and create the qualities of a tactically and technically proficient Aviation officer. In addition, opportunities exist at TRADOC organizations as staff and logistics officers (1) Professional military education. Captains must complete a CCC. Options are as follows: CCC–AC (CCC AA curriculum), CCC–RC (RC curriculum), or the four-phase CCC–USAR. (2) Key developmental assignments. Captains serving in one of the following assignments for 12 to 24 months acquire KD time: 82 DA PAM 600–3 • 3 December 2014 (a) Platoon leader (15D) in an Aviation support company. (b) Captain-level company/detachment command. (3) Developmental assignments. Captains are utilized as the senior leader at the company level. Their primary goal is to successfully command a TOE/TDA company for 18 to 24 months. Captains also fill key staff positions at the battalion and brigade level. Even when assigned to staff positions, captains should continue to hone their direct leadership skills, build flight experience, and achieve/maintain pilot-in-command status. (4) Broadening assignment opportunities available for captains include, but are not limited to: (a) Brigade staff. (b) Theater Aviation Sustainment Maintenance Group. (c) NGB. (5) Self-development. Captains should broaden their understanding of warfighting through extension courses and independent study. Captains should gain an in-depth understanding of joint and combined arms operations. i. Reserve Component major. To achieve branch leadership developmental standards at this level, majors must have enrolled in the Command and General Staff College/ILE course prior to 18 years time in service. They must have completed 50 percent of Command and General Staff College/ILE to be competitive for promotion to lieutenant colonel. (1) Professional military education. Most RC officers will complete the Command and General Staff College/ILE Common Core via TASS or an upgraded advanced distributed learning program. Some RC officers will continue to attend the Command and General Staff College/ILE in residence at Fort Leavenworth, some will depart upon completion of the Core Course and others will remain for the Advanced Operations Course. (2) Key developmental assignments. Majors serving in one of the following assignments for 18 to 24 months acquire KD time: (a) Company/detachment command. (b) Battalion S3/XO/support operations. (c) Group/brigade primary staff. (3) Developmental assignments. RC Aviation majors serve as company commanders, and in staff assignments. These staff positions are at the battalion, group, brigade, HQDA, or Joint Staff levels. Some majors also serve as instructors or staff at Reserve Forces Service Schools. (4) Broadening assignment. Opportunities available for majors include, but are not limited to: (a) CTC observer controller/evaluator. (b) ARNG Aviation Training Site branch chief. (c) Reserve Forces service school instructor or staff. (d) USAREC staff. (e) State JFHQ staff. (f) Branch chief. (g) Aviation staff officer at the ACOM/ASCC/DRU level. (h) Brigade Aviation element positions. (i) Army Staff, joint staff and branch/FA generalist positions. (5) Self-development. Self-development efforts should focus on becoming an expert in all aspects of Aviation support operations, including joint and combined arms operations. These objectives can be accomplished through correspondence courses or institutional training. Majors should also devote time to a professional reading program to broaden their Joint and combined arms operations perspectives. j. Reserve Component lieutenant colonel. Lieutenant colonels should serve in an Aviation-coded position for 12 to 24 months. (1) Professional military education. In order to qualify for promotion to colonel, RC officers must have completed Command and General Staff College/ILE. (2) Key developmental assignments. Lieutenant colonels serving in one of the following assignments for 18 to 24 months acquire KD time: (a) Battalion command. (b) Brigade S3/XO/support operations. (c) Brigade deputy commander. (3) Developmental assignments. RC Aviation lieutenant colonels serve in staff positions at group/brigade, major subordinate commands, USAR GOCOMs, or joint staff levels. Some RC officers may also serve as Reserve Forces Service School instructors or staff. (4) Broadening assignment. Opportunities available for lieutenant colonel include, but are not limited to: (a) State JFHQ staff. (b) Reserve school positions. (c) ARNG Aviation Training Site branch chief or deputy commander. 83DA PAM 600–3 • 3 December 2014