ODAP 4

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ODAP 4 Officer Education System (TAB F)
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Officer Education System
ODAP 4
Lead TRADOC as of 18 May 01
CSA Decisions 13, 14, 15, 17
Status RED
Key Actions
Issue Need to revise the officer education
system to better prepare field grade officers for
the 21st Century.

G A R

• Conduct Detailed Studies for OPMS Initiatives
• Convene OES Conference
• Identify OPMS OES Issues
• Integrate OES Initiatives within each of the
  four Career
• Fields
• Implement ILE way Ahead
• Assist in implementation of OES initiatives
• Integrate OPMS OES Initiatives into Army and TR
  TXN
• Plans
• Assist in implement OPMS XXI OES Initiatives

Goal Implement officer education system
improvements into OPMS officer development
system.

Target Completion Date FY04

• Key Decision Points
• Approve integration of Joint Education
• Extend ACS Requirements
• Approve SAMS Utilization
• Approve and Implement ILE
• Approve Slating and Attendance Policy
• For CGSOC
• Resource Distance Learning
• Approve stabilization of ISC Instructors
• Resource Career Long Learning

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Officer Education System Issue

• Integration of Joint Education
• Issue Integrating Joint Education with OPMS XXI
  OES Initiatives
• Discussion
• Phase I (Requirements), JPME 2010 Study
  complete. Results to be
• briefed at MECC and to Service DCSOPS.
• Phase II (COA Development), JPME 2010 Study
  begins 2 QTR FY99.
• Potential impacts of JPME 2010 Study unknown.
• Potential for expansion of Joint curriculum
  currently being taught at
• CGSC and AWC may add resource and time
  requirements.
• Results of this study are necessary to fully
  understand the implications
• on OES.
• Recommendation Approve a delay of full
  implementation until JPME 2010 Study is complete
  and resources are available.

7 Feb 99
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Officer Education System Issue

• ACS Requirements
• Issue Advanced Civil Schooling and Army
  Transformation
• Discussion
• Educational requirements under OPMS XXI will be
  different between each
• Branch, Functional Area (FA), and Career Field
  (CF). Currently viewed as
• greater for FAs as specialists.
• Current allocation of ACS opportunities does not
  support all Branches,
• FAs, and CFs equally. No analysis of overall
  Army needs by CF.
• Combat Arms branches concerned that CPTs
  receiving ASC schooling will have an advantage
  over contemporaries for promotions and selection
  into CFs outside the OPCF. Reduces officers time
  to gain tactical and technical experience.
• Potential exists that fewer Senior Army Leaders
  from OPCF will have the opportunity to obtain
  hard skill advanced degrees necessary to
  integrate complex programs and policies interact
  with industry and government. Impact on GO
  development.
• Recommendation Establish an Army-wide PAT to
  review AERS, ACS, and TWI determine the
  programs applicability to a CF-based officer
  management system and Army Transformation.

7 Feb 99
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Officer Education System Issue

• SAMS Utilization
• Issue Current assignment policy for SAMS
  graduates has reduced number of applications each
  year.
• Discussion
• Over the past seven years the number of
  applicants for SAMS has decreased by 50.
• Students believe they are at risk by not going
  directly back to units to compete for critical
  branch qualified (BQ) positions.
• One of the OPMS XXI goals is to have officers
  serve in BQ positions for up to 24 months. With
  individuals serving longer in BQ positions, the
  opportunity for individuals going to SAMS to
  serve in these positions after their utilization
  tour is less likely prior to LTC board.
• The OPCF is focused on Warfighters and as
  such SAMS should be available to all without
  impact to their careers.
• Recommendation DCSPER re-look utilization tour
  requirement for SAMS graduates.

7 Feb 99
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Officer Education System Issue

• Implementation Of ILE
• Issue Implementation of ILE requires more than
  just redoing CGSOC
• Discussion
• ILE is not just focusing on the curriculum of
  CGSOC.
• Program management of ILE (common core and
  branch / FA specific education and training) is
  not holistic.
• ILE also requires resources to properly educate
  and train officers in their designated functional
  areas and determining appropriate education and
  training opportunities across all four career
  fields.
• ILE requirements will include continuing
  education and training for branches and FAs.
• TTHS by Functional Area will also increase.
• Funding streams for ILE are disjointed with no
  proponent in charge (TRADOC / DCSOPS?).
• Increased education and training may require a
  relook at the AERS and ACS Programs to conform
  with Army Transformation initiatives .
• Recommendation Approve establishing a OES PAT
  under DCSOPS
• Conduct a holistic review of officer education
  from pre-commissioning to senior service school.
  Products should include recommendations for
  establishing program management guidelines to
  support Army Transformation. Approve overall
  proponency for Army Officer Education System and
  ILE.

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Officer Education System Issue

• CGSOC Slating and Attendance Policies
• Issue ILE requires decisions on slating
  procedures and who attends CGSOC
• Discussion
• HQDA developed an interim attendance policy in
  June 99. (50 of ea BR and FA - 2 yr look)
• CAC has developed a proposed attendance policy
  based on the redesign of the intermediate level
  PME (a common core and an advanced warfighting
  course).
• TRADOC Transformation Study requires
  operational officers to attend CGSOC while
  non-operational officers attend regional DL
  centers (TASS classrooms, extended campuses, or
  DL).
• TR Transformation Study identifies two major
  decisive points in an officers leader
  development - initial entry education and
  training and when transitioning from CPT to MAJ.
  Changes in CGSOC will have a ripple affect
  throughout an officers leader development. This
  effect has not been studied, nor planned or
  resourced for.
• Recommendation Establish PAT under DCSPER to
  develop and staff appropriate policies for ILE
  attendance and slating. Action to be completed
  by 1 October 01.

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Officer Education System Issue

• Reliance on Distance Learning
• Issue Army espouses Distance Learning as a Means
  to reduce TTHS
• Discussion
• Efforts to inculcate distance learning as a
  great savings in TTHS and funding has increased
  over the last three years.
• However, funding to develop, implement, and
  maintain these courses has been inadequate. One
  result has been a less than enthusiastic
  acceptance by the field.
• Army Transformation requires a more modular
  approach to education and training, I.e. right
  education, right time, right soldier, and right
  place!
• Army Transformation to multifunctional units
  and soldiers requires leaders with additional
  skills and knowledge.
• Current program funding is inadequate and
  disjointed.
• Recommendation HQDA establish a PAT to examine
  and develop a comprehensive and holistic distance
  learning campaign plan to include program funding
  and management.

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Officer Education System Issue

• Stabilization of ISC Instructors
• Issue DCSPER identified the need to stabilize
  CGSC Instructors for three years.
• Discussion
• The OPMS XXI Study identified a need to
  stabilize instructors at CGSC for three years
  (platform time).
• Actual policy is two years plus one year as a
  student.
• Lack of experienced instructors has second and
  third order effects lack of mentorship, lack of
  experienced instructors to update or create
  courseware, lack of adequate preparation time for
  new instructors, and lack of resources to meet
  special projects and update courseware for the M
  and S Courses.
• Recommendation HQDA review assignment
  priorities to meet the three year stabilization
  goal set by the DCSPER.

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Officer Education System Issue

• Career Long Learning
• Issue Army espouses Career Long Learning as a
  supplement to institutional education and
  training
• Discussion
• Career-long learning as a concept briefs well.
• Funding to develop, implement, and maintain the
  necessary courses has been inadequate.
• Army Transformation requires a more modular
  approach to education and training, I.e. right
  education, right time, right soldier, and right
  place! This includes a continuing education
  (career-long learning) methodology for meeting
  the needs of soldiers and leaders performing
  multifunctional and multidimensional tasks. This
  will require additional education and training
  resources.
• The Armys current Army Distance Leaning Plan
  is inadequate and does not really address several
  components for a successful continuing education
  program.
• Recommendation HQDA establish a PAT to examine
  and develop a comprehensive career-long education
  and training campaign plan to include program
  funding and management.