Department of the Army *TRADOC Pamphlet 350-70-3

Headquarters, United States Army

Training and Doctrine Command
Fort Eustis, Virginia 23604-5700

4 October 2018

Training and Education

FACULTY AND STAFF DEVELOPMENT

FOR THE COMMANDER:

OFFICIAL: THEODORE D. MARTIN

Lieutenant General, U.S. Army
Deputy Commanding General/
Chief of Staff

BRETT E. REISTER
Colonel, U.S. Army
Acting Deputy Chief of Staff, G-6

History. This publication is a major revision of U.S. Army Training and Doctrine Command
(TRADOC) Pamphlet (TP) 350-70-3.

Summary. This pamphlet provides implementation guidance for developing, sustaining and
promoting the Faculty and Staff Development Program (FSDP). It defines the FSDP target
audience and outlines certification processes in support of regulatory requirements. The FSDP
provides the organization and learning plan for Soldiers, Department of the Army Civilians
(DAC) (Career Program 32), and contractor personnel to the Army Enterprise Accreditation
Standards (AEAS) across The Army School System (TASS).

Applicability. This pamphlet sustains the applicability from TR 350-70, applying to all Army
Training and Educational proponent organizations such as Army Centers of Excellence (COE),
Army schools, Army institutes, and Army colleges (TRADOC and non-TRADOC) that produce,
implement, and/or evaluate learning. It applies also to non-TRADOC agencies and organizations
possessing memoranda of understanding, memoranda of agreement, and contracts involving
learning product functions. The target audience for the FSDP includes all personnel involved
with learning, to include development, delivery and support of Army learning products and
programs. This pamphlet uses the phrase “centers and schools” to denote the applicable
organizations. This pamphlet applies to TRADOC activities and TASS staff elements, major
*This pamphlet supersedes TRADOC Pamphlet 350-70-3, dated 4 February 2013.
TRADOC Pamphlet 350-70-3

subordinate commands, centers and schools, and all Active Army (AA), U.S. Army Reserve
(USAR), and Army National Guard (ARNG) personnel involved in faculty and staff instruction.
This publication contains copyrighted material which may not be reproduced without permission.
See Appendix B.

Proponent and Exception Authority. Headquarters (HQ) Army University (ArmyU), Fort
Leavenworth, Kansas is the proponent for TP 350-70-3. ArmyU/Vice Provost for Academic
Affairs/Center for Teaching and Learning Excellence (CTLE) is the authority to approve
exceptions to policy and waivers regarding this pamphlet consistent with controlling law and
regulations, unless otherwise designated. Exceptions to policy and waivers are granted on an
individual basis. The commander or senior leader of the requesting activity must endorse all
exception to policy and waiver requests before forwarding them through higher headquarters to
the policy proponent. Requests must include requestor contact information; type of request
(initial, extension, modification, appeal, or cancellation); specific pamphlet line items requested
for exception to policy or waivers; unit; institution, center, or school affected; proposed
alternative; justification; impact; expected benefits; anticipated effective dates; and duration
requested.

Suggested Improvements. The proponent seeks continual innovation and process

improvements. The proponent must consider significant process improvements and global
exceptions for addendum to policy prior to the next revision. Submit changes for improving this
publication on Department of the Army (DA) Form 2028 (Recommended Changes to
Publications and Blank Forms) directly to the Provost, Army University, ATTN: Vice Provost
for Learning Systems (VPLS), Policy and Governance Division (PGD) (ATZL-AUL), Fort
Leavenworth, KS 66027-2300. Additionally, individuals and organizations may send comments
electronically using ArmyU@mail.mil.

Distribution. The official published version of this pamphlet is available only on the TRADOC
Administrative Publications Website (http://adminpubs.tradoc.army.mil/).
______________________________________________________________________________

Summary of Change

TP 350-70-3
Faculty and Staff Development

This revision, dated 4 October 2018-

o Updates implementation guidance, processes, procedures, standards, and terminology pursuant

to and aligned with United States Army Training and Doctrine Command Regulation TR 350-70
(paras 1-8a, 2-4 and chap 5).

o Reflects the Army University’s organizational structure, realignment and transfer of

responsibility for Faculty and Staff Development from Army Training Support Center to Vice
Provost for Academic Affairs and Army University (para 2-2a).

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o Revises the Faculty and Staff Development Program to implement guidance regarding
development, resourcing, conduct, and sustainment mandated in United States Army Training
and Doctrine Command Regulation 350-70 (paras 1-4a, 2-2, 2-3).

o Updates learning policies, processes, systems, procedures, standards, and terminology

pursuant to and aligned with United States Army Training and Doctrine Command Regulation
350-70 (paras 1-4b and c, 2-2, 3-4b, 4-5, 5-1a).

o Describes processes and procedures for Faculty and Staff Development Program qualification,
certification, and subsequent recertification requirements to facilitate increasing rigor in the
curriculum (paras 1-4d, 3-2a, 4-5b, 4-6, 5-1a, 5-1b, 6-1b).

o Establishes a systematic continuing professional development program to facilitate and

support the development and sustainment of world-class faculty (paras 5-1a, 6-1b).

o Revises and standardizes training and curriculum developer courses in all Faculty and Staff
Development programs (paras 1-4d, 2-2a and c, 3-2a, 5-1, chap 4, and table B-2).

o Introduces new terminology for implementation in the Faculty and Staff Development
Program and its three component programs (paras 1-4b and c, 4-5).

o Describes model courses and course programs of instruction in Training Development

Capability with the course data loaded in Army Training Requirements and Resources System
(paras 2-3f and 3-6).

o Introduces Faculty and Staff Development Program course waivers as a request for exception
to policy to the approving authority, with approval criteria and requirements (paras 3-2b and 3-5,
and app B-2).

o Implements enterprise-wide identification and validation of contractor mandatory/required

training essential to satisfy contract performance and supporting procedures (para 3-2a, 4-4).

o Updates and corrects the listing of International Board of Standards for Training, Performance
and Instruction for instructor and developer competencies by domain (tables B-1 and B-2, app B-
3).

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Contents
Page
Chapter 1 Introduction ................................................................................................................... 7
1-1. Purpose ................................................................................................................................ 7
1-2. References ........................................................................................................................... 7
1-3. Explanation of Abbreviations and Terms ........................................................................... 7
1-4. Faculty and Staff Development Program (FSDP) Overview .............................................. 7
Chapter 2 Responsibilities ............................................................................................................. 8
2-1. Commanding General (CG), Headquarters (HQ), U.S. Army Training and Doctrine
Command (TRADOC) ................................................................................................................ 8
2-2. ArmyU, CTLE, Faculty and Staff Development Division (FSDD).................................... 8
2-3. Proponent and School Support to FSDP ............................................................................. 9
Chapter 3 Management ................................................................................................................ 10
3-1. Overview ........................................................................................................................... 10
3-2. Records Management........................................................................................................ 11
3-3. Requirements .................................................................................................................... 12
3-4. Program Evaluations ......................................................................................................... 13
3-5. Waivers and Exceptions to Policy .................................................................................... 13
3-6. Requests for Training ........................................................................................................ 13
Chapter 4 Faculty and Staff Personnel Development .................................................................. 14
4-1. Overview ........................................................................................................................... 14
4-2. Instructor or Developer Assignments ............................................................................... 14
4-3. Military Instructor and Developer Requirements ............................................................. 14
4-4. Civilian and Contractor Instructor and Developer Requirements..................................... 14
4-5. Term Definitions for Instructor and Developer Qualification and Certification .............. 15
4-6. Skill Identifiers/Special Qualification Identifiers ............................................................. 15
4-7. The Train-the-Trainer Faculty and Staff Development Program (T3FSDP) .................... 16
Chapter 5 Common Faculty Development Program (CFDP) ...................................................... 17
5-1. Overview ........................................................................................................................... 17
5-2. The Four Phases of the CFDP........................................................................................... 17
5-3. The CFDP: Competency-based and Site-specific ............................................................ 18
Chapter 6 Faculty Development and Recognition Program ........................................................ 19
6-1. Overview ........................................................................................................................... 19
6-2. The TRADOC Instructor/Educator of the Year (I/EOY) Program ................................... 19
Appendix A References ............................................................................................................... 20
Appendix B Sample Faculty and Staff Documents ..................................................................... 22
Glossary ................................................................................................................................. 25

Table List
Table 4-1. Skill identifiers/special qualification identifiers ......................................................... 16
Table B-1. Army instructor/facilitator competencies .................................................................. 25
Table B-2. Army developer/writer competencies ........................................................................ 25

Figure List
Figure B-1. AAR performance checklist ..................................................................................... 23
Figure B-2. Waiver memorandum format ................................................................................... 24

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Chapter 1
Introduction

1-1. Purpose
This pamphlet establishes guidance and procedures for the Faculty and Staff Development (FSD)
Program (FSDP).

1-2. References
Appendix A lists the required, related, and referenced publications.

1-3. Explanation of Abbreviations and Terms

The Glossary lists the abbreviations, acronyms, and terms this pamphlet uses.

1-4. Faculty and Staff Development Program (FSDP) Overview

a. The FSDP is designed to prepare Soldiers, DACs, and authorized contractors for positions
of responsibility as professional Army faculty and staff. Faculty includes instructors, coaches
and facilitators, developers, writers, training and instructional development managers, course
managers, and Army authorized contractor personnel who have a role in the training, education,
and professional development of US Army personnel. Staff is the academic support workforce
at the centers and schools that includes administrators, technicians, assistants, and contractor
personnel. The FSDP outcome is that individuals certified through the program will display
competence in instructional techniques and courseware development, demonstrate subject matter
expertise, and embody the professional, legal, and ethical behavior in the performance of their
duties as World Class Faculty.

b. World Class Faculty is the ArmyU description and goal for faculty development and
achievement. A World Class Faculty includes superior teaching quality as a key driver to
achieve academic excellence, and military personnel must augment the core faculty with recent
operational experience and facilitator skills. 1 It is critical to expand the pockets of faculty talent
0F

and excellence across the learning enterprise, and the operational force benefits as the military
faculty returns to the force with improved skills in critical thinking, communication, and
research.

c. The FSDP consists of three major components: The Common Faculty Development
Program (CFDP), Faculty Development and Recognition Program (FDRP), and the Train-the-
Trainer FSDP (T3FSDP). These components are described in subsequent chapters of this
pamphlet.

d. All qualification and certification requirements for Reserve Component (RC)

instructor/facilitators and/or developer/writers must be achievable within one training year (13
months) under The Army Training System (TATS) and should not require travel to an institution
location for Phases II and III of the certification process. However, before an RC

1
TRADOC, TRADOC Pamphlet (TP) 525-8-2 (The U.S. Army Learning Concept for 2015) (superseded),
leveraged precision talent management to recruit, value, develop, and sustain excellent and diverse military and
civilian faculty.

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TRADOC Pamphlet 350-70-3

instructor/facilitator or developer/writer is fully certified, the institution must determine whether

the instructor/facilitator or developer/writer has demonstrated proficiency with the course content
and approved competencies. The RC personnel are required to participate in the continuing
professional development, recertification, and credentialing opportunities as determined by the
proponent COE or school. Army proponent schools will develop risk mitigation strategies to
ensure that RC personnel have regular access to professional development, re-certification, and
credentialing opportunities in order to achieve TASS goals. The proponent certifying authority
for RC personnel should be the same authority that certifies faculty and staff and AA Soldiers
and DACs.

e. The Skill Identifier (SI) or Special Qualification Identifier (SQI) is awarded only after
completion of the certification process. This includes completion and approval of the
certification request packet and Army Human Resources Command (HRC) approval of the
request for award of an SI or SQI.

Chapter 2
Responsibilities

2-1. Commanding General (CG), Headquarters (HQ), U.S. Army Training and Doctrine
Command (TRADOC)

a. Serves as the Army's proponent for training and leader development and education
(LD&E).

b. Advises and provides oversight for the establishment, vetting and maintenance of faculty
and staff management policy and processes.

c. Serves as manager for the TRADOC Instructor/Educator of the Year (I/EOY) Program;
works closely with ArmyU/CTLE/Faculty and Staff Development Division (FSDD) and other
entities to ensure alignment of Army Learning Areas (ALA) and General Learning Outcomes
(GLO) with faculty and staff Training & Education (T&E) objectives.

d. Serves as the Functional Chief for Career Program 32.

2-2. ArmyU, CTLE, Faculty and Staff Development Division (FSDD)

a. Serves as the Army's proponent for the FSDP. In collaboration with COEs, schools, and
other organizations’ Faculty and Staff Development Offices (FSDOs), develops FSDP
curriculum for instructor and developer certification.

b. Provides FSDP training and education policies, programs, and instruction or training to
prepare faculty and staff for their duties and responsibilities as trainers and educators.

c. Establishes, provides, and develops training and education instructor and developer
support materials.

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d. Evaluates the Army's FSDP curriculum in support of the TRADOC Quality Assurance
Office (QAO) Accreditation standards for The Army School System, as requested.

e. Recommends to Headquarters, Department of the Army the experience and education

criteria required for award of appropriate instructor and developer SIs or SQIs.

f. Ensures compliance with Army Enterprise Accreditation Standards (AEAS) across

learning institutions related to Faculty and Staff functions, as required. TRADOC QAO remains
proponent for AEAS.

g. Analyzes faculty and staff functions across Army learning institutions and measures
common training and education knowledge, skills, and abilities. This includes assessments of
the promulgation of instructional strategies, emerging technology, Army Learning Model
concepts, International Board of Standards for Training, Performance and Instruction (IBSTPI)
facilitator competencies, the ALAs and the GLOs.

h. Applies the Analysis, Design, Development, Implementation, and Evaluation (ADDIE)

process to all products and courses supporting the FSDP. Ensures the FSDP course materials are
student centric, relevant, realistic, rigorous, collaborative, engaging, and current.

i. Reviews and updates faculty and staff functions at least once each fiscal year.

j. Coordinates with TRADOC and non-TRADOC institutions to verify the adequacy of

instructor and developer certifications, and shares best practices that align with new instructional
strategies, emerging technology, Army Learning Model concepts, IBSTPI competencies, ALAs,
and GLOs.

k. Provides TRADOC and non-TRADOC institutions information and guidance related to

new educational trends and challenges in support of the training and education objectives.

l. Ensures the FSDP curriculum includes the responsibility of instructors and developers to
simultaneously develop character, competence, and commitment within education and training.
Instructors and developers should learn to integrate ethical reasoning within critical thinking.

2-3. Proponent and School Support to FSDP

COEs with proponent schools will carry out the following roles and responsibilities in order to
maintain and improve their FSDPs for all cohorts.

a. Establishes, staffs, and maintains an FSDO or functional equivalent to conduct FSDP

courses.

b. Develops local FSD Standard Operating Procedures (SOP).

c. Provides school personnel to serve as subject matter experts (SME), developers, and
instructors to collaborate on the development and validation of FSDP course content.

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d. Ensures faculty are provided opportunities to attend specialized training and education
required prior to or immediately after assuming a new duty position, as operational requirements
allow.

e. Ensures instructors are T3FSDP certified before they conduct FSDP courses.

f. Generates programs of instruction (POIs) for locally customized FSDP courses in training
development capability (TDC) for approval by phase as appropriate.

g. Confirms FSDP courses are listed under the appropriate proponent school code and
documented in the Army training requirements and resources system (ATRRS).

h. Establishes structured faculty and staff development events for continuing professional
development, recertification, and credentialing opportunities.

i. Develops a course-specific certification process for proponent courses, if needed.

j. Ensures the RC schools follow the same faculty and staff development certification
process as AA COE, schools, and other organizations.

k. Supports the ArmyU reporting process; collects data on the areas indicated below to
facilitate compiling the data annually or as requested for submission to the CG, Combined Arms
Center (CAC).

(1) Faculty and staff qualifications (managed by local FSDO).

(2) Faculty and staff certifications (managed by unit).

(3) Faculty and staff recognition of achievements.

(4) Faculty and staff credentialing achievements.

l. Ensures that faculty have an equal opportunity to participate and represent their respective
organizations for I/EOY.

Chapter 3
Management

3-1. Overview
This chapter provides guidance in managing recordkeeping, development of local FSD policies
and procedures, FSDP assessment, and the processes for waivers or exceptions to policy.

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3-2. Records Management

Managers should ensure learning product documentation and records management of assigned
FSD faculty and staff are a priority. This includes documentation for all phases of development,
regardless whether a learning product is developed in-house or by contract. It is important to
maintain detailed documentation of contractor-assisted efforts.

a. Soldier, DA Civilian (DAC), and contractor instructor and developer records include
qualification credentials, certification, recertification, written performance evaluations, and
information stored in personnel databases such as Digital Training Management System (DTMS)
that verify Soldiers, DACs, and contractor instructors and developers are in compliance with
regulatory guidance and contract requirements. All enlisted and noncommissioned officer
(NCO) Soldiers must meet Army Regulation (AR) 614-200 guidelines, and all Soldiers, to
include enlisted, NCOs, Warrant Officers, and officers must meet AR 614-100 guidelines, AR
600-9 requirements, and Army Physical Fitness Test (APFT) standards. DAC instructors and
developers must be in compliance with TR 350-70, this pamphlet, and their job description.
Contractor instructors must be in compliance with the qualification requirements stated in the
Performance Work Statement (PWS).

(1) Qualification credentials consist of documentation of the completion of required

CFDP courses in Phase I (Foundation) and any other required qualifications. The new
instructors and developers are not certified to teach CFDP courses until they have completed all
three phases—Phases I, II and III—and have received proponent certification for the site-specific
course content. Only certified faculty assigned or attached to the local FSDOs or functional
equivalent within the centers and schools may conduct CFDP qualification and certification
courses and/or programs to train new faculty.

(2) Dispose of records pursuant to AR 25-400-2.

b. FSD student records. The FSDOs and related T&E organizations create and maintain
student academic records as applicable. Specifically, FSDOs have access to ATRRS FSD-
related course records and center and school T&E organizations annotate student individual
training records via DTMS pursuant to AR 25-400-2, AR 350-1, and TR 350-10. Managers and
instructors should refer to AR 25-400-2 for specific guidance on how long to maintain these
records and the disposition and storage of permanent records. Each student record file should
contain the following, if applicable:

(1) Evaluations.

(2) Counseling records.

(3) Test/summative assessment scores (do not include answer sheets in student record).

(4) DA Form 1059 (Service School Academic Evaluation Report), if applicable.

(5) DA Form 1059-1 (Civilian Institution Academic Evaluation Report), if applicable.

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(6) Copy of student's course attendance pre-execution checklist, if applicable.

(7) Copy of any approved waivers the student needs to attend the course, signed by the
appropriate approving authority.

(8) Certificates of course attendance and completion, including Standard Form (SF) 182
(Authorization, Agreement and Certification of Training).

(9) DA Form 87 (Department of the Army Certificate of Training) including

authorization, agreement and certification of training.

(10) Other student performance evaluation records and supporting documentation listed
in TR 350-18.

c. Course records. Course records are important tools in course management. Course
records provide important information to faculty and staff about the course history and student
completion data for the conduct and improvement of courses.

(1) Course Management Plan (CMP). The CMP is a document that provides course
managers and instructors/facilitators the information required to manage and conduct the course.
It is required for courses, phases, and modules. Its development starts upon completion and
approval of the course design. The CMP and all its components will be available at the school or
organization.

(2) Course feedback. End-of-course feedback/end of course surveys are issued to

students to provide them an opportunity to provide anonymous input to help improve CFDP
courses. The local FSDO will review comments and significant trends for possible revision of
FSDP courses to support its target audience.

(3) After-action reviews (AAR). Instructors should conduct AARs, surveys, or use some
form of feedback such as questionnaires at the end of every training event or major block/module
of instruction in order to assess student mastery of course content and to improve and continually
refine learning products. Refer to Appendix B for a sample AAR performance checklist.

(4) Course roster. Local FSDOs should establish procedures for creating, updating, and
maintaining historical records of course rosters, ensuring protection of PII and sensitive
information.

(5) Student Registration, approved Training Schedules, and POI Exceptions to Policy.
These documents provide historical data especially when confirming student attendance and
lessons taught to include those lessons that were not executed due to resource constraints or lack
of a SME.

3-3. Requirements
All local FSDOs or functional equivalents at TRADOC and non-TRADOC institutions must
develop their own local policies and procedures pursuant to TR 350-70 and this TRADOC

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pamphlet. These local policies and procedures may be captured in a regulation, a policy
memorandum, or SOP.

3-4. Program Evaluations

Continual growth and development of the FSDP is maintained and improvements are identified
through both formal and informal program evaluations.

a. Evaluate all FSDP instruction by providing each student completing the course an
opportunity to offer feedback through end-of-course surveys or questionnaires. Evaluations and
feedback from students should be written, anonymous, and provide students an opportunity to
evaluate course content, accomplishment of course objectives, conduct of instruction, instructors,
and instructional support. Local FSDO personnel should analyze student comments regarding
FSDP classes to determine if changes are needed or warranted. Student evaluations and
feedback should be provided to managers, supervisors, and instructors for review and action, and
then filed.

b. In addition to end-of-course surveys, instructors should conduct AARs immediately after

completion of a learning and achievement event. The purpose of an AAR is to use student
assessment and reflective practices as part of evaluation to measure achievement of AEAS and
outcomes. When using multiple instructors to present instruction in a classroom, AARs are even
more important to ensure the standards for a given learning objective are met. See a sample
AAR performance checklist at Appendix B-1. Refer to Army Doctrine Reference Publication 7-
0, Training Units and Developing Leaders, for discussion of AARs and to TP 350-70-14,
Training and Education Development in Support of the Institutional Domain, for an AAR
format.

c. Post-Instruction Conferences (PIC) are designed to identify major and minor content
modifications, effectiveness of delivery methods, and resource issues across the doctrine,
organization, training, materiel, leadership and education, personnel, facilities and policy
(DOTMLPF-P) domains. The audience for a PIC is local leadership and the primary
representatives involved with developing, planning, presenting, and resourcing a course. The
conference participants report timelines, actions, present executive summaries, and provide
substantive information to the leadership in order for them to make decisions regarding CFDP
course design and implementation.

3-5. Waivers and Exceptions to Policy

If a Faculty and Staff Development Office determines that there is a need for a waiver due to not
being able to fulfill the policies outlined in this document, a request for a waiver or exception to
published policy should be submitted using the process outlined in the cover letter to this
pamphlet and appendix B.

3-6. Requests for Training

a. Individual students. Administrators and/or training personnel should use ATRRS to

check availability of courses and seating and may register their Soldiers, DACs, and faculty
members to attend the CFDP phases and the T3FSDP, respectively.

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b. Local FSDO. The offerings, locations and enrollment framework supporting the FSDP
model courses are loaded and available in ATRRS. Model courses and their lesson plans are
listed in TDC. Leaders and administrators should use ATRRS and TDC to access the required
CFDP Phases I-III course list and schedule to include the CFDP Phase I models with referenced
documentation to understand where the requirements are listed, and why they are required.

Chapter 4
Faculty and Staff Personnel Development

4-1. Overview
Faculty and staff encompass personnel involved with training and education, to include
development, delivery, and support of Army learning programs.

4-2. Instructor or Developer Assignments

All personnel seeking certification should be assigned to an instructor/facilitator or
developer/writer table of distribution and allowances (TDA) position, subject to local policy.

4-3. Military Instructor and Developer Requirements

The military instructor and developer requirements are enumerated below.

a. Possess required military occupational specialty (MOS), or be a graduate of an advanced

officer course, and be a graduate of the course to be taught.

b. Successfully complete the current foundational, ArmyU-provided instructor/facilitator or

developer/writer course or ArmyU-approved equivalent course.

c. Hold the rank of Staff Sergeant E-6 or higher or be a qualified Sergeant E-5 with a waiver.

d. Be in compliance with AR 600-9 (The Army Body Composition Program).

e. Pass the APFT, as outlined in AR 350-1 and AR 614-200.

f. Receive instructor/facilitator or developer/writer certification approval by the Commander,

Commandant, Director of Training (DOT), Deputy/DOT (D/DOT), Chief, FSDO, or designated
authority.

4-4. Civilian and Contractor Instructor and Developer Requirements

a. DAC and contractor instructors and developers must successfully complete the current
Foundational, ArmyU-provided instructor/facilitator or developer/writer course or ArmyU-
approved equivalent course. DACs and contractors must be graduates of the course/block of
instruction they will teach.

b. The Commander, Commandant, Director of Training (DOT), Deputy/DOT (D/DOT),

Chief, FSDO, or designated authority will provide instructor/facilitator or developer/writer

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certification approval to DACs and contractors following completion of all three phases of
certification.

c. The contractor is responsible for providing the FSDO Contracting Officer Representative
(COR) with the required skills and resources to perform the contract. Contractor instruction
must be in compliance with Defense Finance and Accounting Service, Instruction Regulation 37-
1, Chapter 13, and TRADOC Regulation 350-70, Chapter 8.

d. Contractors may only be trained in skills they are not required to bring to the job, such as
command unique rules, practices, procedures and/or systems that are essential for the
contractor’s satisfactory contract performance. The Army considers this type of training to be
mandatory/required and it must be identified in the contract. The cost of mandatory/required
training is the full responsibility of the Army/command. The command requiring or providing
the training may not seek payment from the contractor. All such training must be validated as
essential to satisfy contract performance. FSDs must establish the following supporting
procedures:

(1) Identify and publish mandatory courses of instruction required for contractors.

(2) Identify mandatory courses of instruction by position in the contract.

e. Use ATRRS where applicable to identify and manage contractor training requirements
and allocated training seats. Use ATRRS to indicate if contractors are allowed to attend courses
of instruction within the FSD area of responsibility.

4-5. Term Definitions for Instructor and Developer Qualification and Certification

a. "Qualification" means the instructor/facilitator and/or developer/writer has successfully

completed the CTLE approved qualification course to complete Phase I (Foundation).

b. "Certification" means the instructor/developer, in addition to completing Phase I

(Foundation), has completed Phase II (Technical) and Phase III (Certification). Completion of
the certification process will result in the instructor and developer certification as a primary
instructor/ facilitator in the classroom and developer/writer that writes courseware in support of
classroom instruction. Additionally, certification recognizes the certifying authority has verified
and validated that the individual has demonstrated the character, competence, and commitment
to be an instructor/facilitator or developer/writer. The IBSTPI standards referenced in Appendix
B include competencies related to the professional foundations domain that support the
certification criteria of trusted Army professionals in accordance with Army Doctrine Reference
Publication 1, The Army Profession.

4-6. Skill Identifiers/Special Qualification Identifiers

Upon successful completion of FSDP instructor or developer certification, the SI/SQI packet will
be submitted through the local school's DOT/D/DOT or authorized personnel to the S-1/G-1
Military Personnel Office for action. The SI/SQI is awarded only after completion of the
certification process and includes completion and approval of the certification request packet and

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approval by Army HRC of the request for award of an SI/SQI. All requests for award of an SI
(instructor and developer) will comply with AR 611-1 and DA Pamphlet (PAM) 611-21. See
Table 4-1, Skill Identifiers/Special Qualification Identifiers.

Table 4-1
Skill identifiers/special qualification identifiers
Category SI / SQI Instructor Developer
Officer SI 5K 7Q
Warrant Officer and/or SQI 8 2
NCO

4-7. The Train-the-Trainer Faculty and Staff Development Program (T3FSDP)

a. FSD educators have an important and unique responsibility: they are charged with
teaching faculty and staff (instructors and developers) how to teach and write courseware.
Successfully executing that responsibility requires the FSD educators, trainers, instructors, and
developers to be world class experts in their respective field. FSD educators are essential to the
development of World Class Faculty, which is one of the core missions of ArmyU, CTLE, and
ultimately FSDD and all FSDOs across the Army. Therefore, it is incumbent upon all FSD
educators to be exceptionally competent at teaching faculty development courses. Such courses
include, but are not limited to, CFDP-Instructor Course, CFPD-Developer Course, the
Evaluating Instructor’s Course, the Training and Education Developer Middle Manager Course,
the Asynchronous Distributed Learning Instructor Course, and TDC course. The program for
establishing that level of exceptional competence consists of three phases described below.

(1) Phase I: Attendance. FSD educators must attend and successfully complete the
course(s) they are going to teach. For example, an FSD educator preparing to teach the
Evaluating Instructor’s Course must have first successfully completed that course as a student.
This requirement is non-waivable.

(2) Phase II: Technical. After successful completion of a course, the FSD educator must
then serve as an intern or observer for an entire iteration of the course. The purpose of the
internship is to allow the FSD educator an opportunity to observe the conduct of the course from
the instructor’s perspective with the lesson plans, courseware, and training support package, in-
hand. During the observation, the FSD educator should take notes, observe how the course is
being taught or facilitated, and reflect on how he or she would achieve the same learning
objectives as the lead instructor. At the discretion of the certified instructor leading the class, the
internship may also include co-facilitation of a small portion of the course.

(3) Phase III: Certification. After observing a course, the final phase involves the FSD
educator serving as the lead or primary instructor under the observation and supervision of a
certified instructor. This phase is the FSD educator’s opportunity to demonstrate proficiency
with teaching the entire course. After successfully leading a course/block/module, and upon
receipt of feedback and counseling by the certified faculty instructor/developer who observed the

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instruction, the new FSD educator is certified and receives a certificate or memorandum of
certification.

b. The Chiefs of the local FSDOs are the certifying authority for their own T3FSDP courses.
COEs, schools, and other organizations may develop their own formats for the certificates and
memoranda. Organizations that do not have a local FSDO from which to gain official signatures
on T3FSDP certificates and memoranda should contact the FSDO with which they have a
habitual relationship, FSDD/ArmyU, or the first individual in the organization that is certified to
sign such certificates or memoranda.

Chapter 5
Common Faculty Development Program (CFDP)

5-1. Overview
The CFDP provides new instructors and curriculum authors the required skills to perform their
duties as instructors and developers. The program has four phases and those phases are applied
in each of two courses: an instructor course and a developer course. The four CFDP phases
follow: Foundation, Technical, Certification, and Continuing Professional Development.
Instructors and developers must each complete the first three phases in their respective course,
learn and achieve the rigorous AEAS, and receive their certification before beginning their duties
as primary instructor/facilitator or writer/curriculum developer. Phase IV, Continuing
Professional Development, is a continuing, life-long learning effort that contributes to further
faculty professional development.

5-2. The Four Phases of the CFDP

a. Phase I, Foundation. To meet the qualification standard, prospective faculty members

successfully complete the CFDP instructor or developer foundation course. Phase I addresses
adult learning principles articulated in the Army Learning Model, and incorporates nationally
and/or internationally recognized faculty competencies and outcomes that complete the entire
foundational instructor or developer course.

b. Phase II, Technical. Phase II combines foundational educational methodology with

technical content. Following completion of Phase I (Foundation), qualified faculty members
serve as assistants to a certified faculty member to learn/achieve the technical standard for
mastery of the site-specific learning content to be taught.

c. Phase III, Certification. Following satisfactory completion of Phase II, Phase III
certification culminates the certification process that includes the prospective instructor or
developer being evaluated teaching a course as the primary instructor/facilitator in the classroom
or as a developer/writer that writes courseware in support of classroom instruction. The
qualified faculty member will meet the certification requirement based on a minimum of one
evaluation by a certified faculty member. Centers and schools have the discretion to determine if
more than one evaluation is needed prior to granting certification.

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Following certification Army military faculty can work through Army HRC to request the
awarding of an SI/SQI.

d. Phase IV, Continuing Professional Development Program (CPDP). Phase IV provides

the opportunity for certified faculty and staff to continue to develop professionally. Phase IV
includes a five-year faculty re-certification. Phase IV re-certification may include advanced
faculty development courses, credentialing opportunities, a short-term faculty development
program, and opportunities for additional professional development.

5-3. The CFDP: Competency-based and Site-specific

a. “Competency-based” means the CFDP incorporates nationally and internationally

recognized instructor and instructional design competencies based on the IBSTPI that are
enumerated in Appendix B.

b. “Site-specific” means the CFDP is adaptable to the requirements found at each of the
local centers and schools for their unique content and faculty populations. The CFDP does not
standardize the faculty development process and programs, but rather establishes standards for
the various COEs, schools, and other organizations to adhere to in the establishment of their
programs.

c. The CTLE, FSDD will provide the courseware, teaching materials, and lesson plans for
the instructor and developer courses. Content may be customized by the local FSDOs to
accommodate individual center and school instructor capabilities, requirements, or preferred
learning strategies. However, the learning objectives and outcomes may not be customized since
they are based on the IBSTPI competencies.

d. Only certified faculty assigned to the local FSDOs, or the functional equivalent within the
centers, schools, or other organizations, will conduct CFDP qualification and certification
courses to qualify new faculty.

(1) "Qualification" means that the faculty member has successfully completed the
CFDP-Instructor Course or –Developer Course, as appropriate.

(2) "Certification" means that the faculty member, in addition to completing the CFDP-
Instructor Course or –Developer Course, has been observed performing the function he or she
recently became qualified to do.

(3) Instructor “certification” requires teaching a class to actual students. That

observation, with feedback, must be performed by the new instructor’s supervisor, director of
training, director of instruction, or other certified faculty member.

(4) Developer certification requires someone in his or her organization responsible for
the quality of the developer’s products (e.g. training support packages, lesson plans, or
instructional programs) to assess, evaluate, and provide feedback to the new developer on that
product.

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Chapter 6
Faculty Development and Recognition Program

6-1. Overview

a. FDRP is a voluntary portion of Phase IV of the CFDP. It replaced the Instructor

Development and Recognition Program (which only applied to NCOs teaching in an instructor
billet) with a program that applies to NCOs, officers, warrant officers, and civilians teaching in
instructor billets. The FDRP provides ArmyU instructors the opportunity to receive
credentialing credit for their successful completion of FSDP courses and recognizes superior
performance in the classroom toward the awarding of Army Instructor Badges. The FDRP
contributes to the improvement and professional development of ArmyU instructors and staff by
developing, training, and mentoring those who demonstrate excellence in their performance. It
also provides added value to unit training, education, and professional development programs
when the instructor returns to the field.

b. The recognition portion of the FDRP is based on the former instructor development and
recognition program, which includes the Army Instructor Badges: Basic, Senior, and Master.
The badging program portion of the FDRP is voluntary, requires successful completion of
faculty qualification and certification standards, and includes professional development
counseling and evaluation of performance in the classroom using an Instructor Observation
Rubric. The FDRP is detailed in TRADOC Regulation 600-21.

6-2. The TRADOC Instructor/Educator of the Year (I/EOY) Program

a. Local FSD and other agency instructor/facilitator and developer/writer recognition

programs employ policies and programs that align with the TRADOC faculty recognition
program and are used to recognize outstanding instructors and developers and promote
excellence in instruction and training development.

b. The TRADOC I/EOY award program is designated to promote and recognize excellence
in instruction. The program is used to recognize outstanding individual instructors and educators
across ArmyU and TRADOC. The most outstanding instructors and educators from all ArmyU
and TRADOC instructional elements participate in their respective categories: commissioned
officer, warrant officer, noncommissioned officer, USAR, National Guard, and Army Civilian
I/EOY.

c. Non-TRADOC schools can participate in the I/EOY program. Nomination procedures

may change from year to year. The TRADOC organizational point of contact for information on
the most current procedures is the Learning Enterprise Division, Training Integration
Directorate, at TRADOC G-3/5/7.

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Appendix A
References

Section I
Required Publications
ARs, DA pamphlets, and DA forms are available at http://www.usapa.army.mil/. TRADOC
publications and forms are available at http://www.tradoc.army.mil/publications.htm.

AR 611-1
Military Occupational Classification Structure Development and Implementation

AR 614-100
Officer Assignment Policies, Details, and Transfers

TR 350-10
Institutional Leader Training and Education

TR 350-18
The Army School System (TASS)

TR 350-70
Army Learning Policy and Systems

TR 600-21
Noncommissioned Officer Education System Instructor Development and Recognition Program

Section II
Related Publications
A related publication is a source of additional information. The user does not have to read a
related reference to understand this publication.

Army Doctrine Publication 3-0

Operations

AR 25-50
Preparing and Managing Correspondence

AR 25-400-2
The Army Records Information Management System (ARIMS)

AR 350-1
Army Training and Leader Development

AR 600 series
Personnel — General

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AR 600-9
The Army Body Composition Program

AR 614-200
Enlisted Assignments and Utilization Management

ATP 5-19, C1
Risk Management

DA Pam 25-40
Army Publishing Program Procedures

DA Pam 385-10
The Army Safety Program

DA Pamphlet 385-30
Risk Management

DA Pam 611-21
Military Occupational Classification and Structure

Department of Defense 5500.7-R

Joint Ethics Regulation

Defense Finance and Accounting Service, Instruction Regulation 37-1

Finance and Accounting Policy Implementation

FM 7-22, C1
Army Physical Readiness Training

Memorandum, Army G-3/5/7, DAMO-TRI, 4 August 2017, subject: Contractor Attendance at

Army Provided Training

National Environmental Policy Act of 1969 (42 United States Code Sec 4321)

TP 350-70-6
Systems Approach to Training Analysis

TP 525-8-2, C1
The U.S. Army Learning Concept for 2015

TR 25-30
Preparation, Production, and Processing of Army-wide Doctrinal and Training Literature
(ADTL)

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TRADOC Pamphlet 350-70-3

TR 350-36
Basic Officer Leader Training Policies and Administration

Section III
Prescribed Forms

This section contains no entries.

Section IV
Referenced Forms

DA Form 87
Certificate of Training (available through Army Publishing Directorate)

DA Form 705
Army Physical Fitness Test Scorecard (available through Army Publishing Directorate)

DA Form 2028
Recommended Changes to Publications and Blank Forms (available through Army Publishing
Directorate)

SF 50
Notification of Personnel Action (available through the General Services Administration (GSA)
Forms Library)

SF 182
Authorization, Agreement, and Certification of Training (available through the General Services
Administration (GSA) Forms Library)

Appendix B
Sample Faculty and Staff Documents

B-1. After-Action Review (AAR) Performance Checklist

Figure B-1 is a sample AAR performance checklist. An AAR captures student perspectives and
facilitates continuous improvement. The purpose of an AAR is to use student assessment and
reflective learning and achievement practices as part of evaluation to measure achievement of
AEAS and outcomes. In addition, the AAR provides an opportunity to provide input on the
conduct of the course or class. Conduct AARs immediately after completion of a learning event.

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After Action Review (AAR) Performance Checklist

Put a check in all boxes that were completed for the AAR.
Before the The instructor/facilitator completed these actions before conducting the AAR:
AAR Instructor/facilitator prepared an AAR procedural outline.
The room (or training area) was appropriate and facilitated the review.
During the The instructor/facilitator carried out the following AAR steps:
AAR Began the AAR: explained any ground rules, stated the purpose of the AAR,
restated the learning objective, and listed the learning events to be discussed.
Directed students to discuss strengths and recorded the strengths on a flip
chart or computer.
Directed students to discuss weaknesses and possible causes, and recorded
them.
After all strengths and weaknesses were discussed, the instructor added their
own observations, insights, and lessons.
Students discussed what to do differently and why, and recorded the ideas.
When all students had finished, the instructor added his/her own suggestions.
Specifically recommended to students what to do next: reflect, study, more
training, more practice, or other improvement actions.
Summarized the AAR.
Overall Overall observations, insights, and lessons of the AAR:
Students talked 75% of the time. The instructor/facilitator did not lecture the
students.
All the students participated in the AAR.
Instructor/facilitator asked questions to clarify and to get students to consider
the consequences of what they said and/or did. Reinforce what went well.
Instructor/facilitator made the students' actions visual: drew diagrams, and had
students re-enact what they did and describe why they had done it.
Instructor/facilitator kept discussion focused on the tasks or topics relating to
the learning objective.
The "what to do differently" ideas are consistent with AEAS.

Figure B-1. AAR performance checklist

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B-2. Waiver Memorandum Format

Figure B-2 is an example of a waiver memorandum format.

DEPARTMENT OF THE ARMY

ORGANIZATIONAL NAME/TITLE
STANDARDIZED STREET ADDRESS
CITY STATE ZIP+4

OFFICE SYMBOL XX Month 20XX

MEMORANDUM FOR Director, Center for Training and Learning Excellence (ATTN:
FSDD), Army University, Fort Leavenworth, Kansas 66027

SUBJECT: Request for exception to policy or waiver

1. State the purpose of the request for exception to policy or waiver.

a. Requestor contact information.

b. Type of waiver request (eg. Initial, Extension, Modification, Appeal, Cancellation).

c. Pamphlet line items requested for waiver.

d. Proposed alternative procedures and the institutions, centers, or schools affected.

e. Justification.

f. Impact statement and expected benefits.

g. Waiver period of time covered (duration).

h. Anticipated implementation date.

2. The point of contact for this action is _____________.

Encl SIGNATURE BLOCK

Figure B-2. Waiver memorandum format

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B-3. Army Instructor/Facilitator and Developer/Writer Competencies: “International

Board of Standards for Training, Performance and Instruction” (IBSTPI)
There are two tables of competencies, one for instructor/facilitators and one for
developer/writers. The tables are not reproduced in this document due to copyright restrictions
but are available on the Army Training Network (ATN)/Training and Education Developer
Toolbox (TED-T).

Table B-1
Army instructor/facilitator competencies

Table B-1 is located for access on Army Training Network (ATN)/Training and Education
Developer Toolbox (TED-T).

Table B-2
Army developer/writer competencies

Table B-2 is located for access on Army Training Network (ATN)/Training and Education
Developer Toolbox (TED-T).

Glossary

This glossary is specific to and represents the Learning Enterprise abbreviations and terms.
Therefore, the same abbreviations and terms may be defined differently outside of the Learning
Enterprise. The information in this glossary applies to Army organizations generating learning
products used by the Active Army, Army National Guard of the U.S. (ARNGUS), Army
National Guard (ARNG), and U.S. Army Reserve (USAR).

Section I
Acronyms

AA Active Army
AAR after-action review
ACCP Army correspondence course program
ADDIE analysis, design, development, implementation, and evaluation
AEAS Army enterprise accreditation standards
ALA Army Learning Area(s)
APFT Army physical fitness test
AR Army regulation
ARNG Army National Guard
ATRRS Army training requirements and resources system
CAI computer-aided instruction
CBI computer-based instruction
CBT computer-based training
CFDP common faculty development program
CG commanding general

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CMP course management plan

COE center of excellence
DA Pam Department of the Army pamphlet
DA Department of the Army
DAC DA Civilian
DDOT deputy director of training
DOT director of training
ELO enabling learning objective
FDRP faculty development and recognition program
FSD faculty and staff development
FSDO faculty and staff development office
FSDP faculty and staff development program
GLO general learning outcome
HQ headquarters
I/EOY instructor/educator of the year
IBSTPI international board of standards for training, performance and
instruction
ICW interactive courseware
IMI interactive multimedia instruction
ITP individual training plan
MOS military occupational specialty
POC point of contact
POI program of instruction
RC Reserve Component
SF standard form
SI skill identifier
SOP standard operating procedure
SQI skill qualification identifier
T&E training and education
TADSS training aids, devices, simulators, and simulations
TC training circular
TDC training development capability
TLO terminal learning objective
TP TRADOC pamphlet
TR TRADOC regulation
TRADOC U.S. Army Training and Doctrine Command
TSP training support package
T3FSDP train-the-trainer faculty and staff development program
USAR U.S. Army Reserve
VTT video tele-training

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Section II
Terms

Analysis, design, development, implementation, and evaluation (ADDIE) process

The process that supports the Army's mission by providing mission-focused, task-based Army
T&E to Soldiers and DACs. It determines whether T&E is needed; what is instructed; who
receives the instruction; how, how well, and where the instruction is presented; and the support
and resources required to produce, distribute, implement, and evaluate those learning products.
The process involves five T&E-related phases: analysis, design, development, implementation,
and evaluation. In the past, ADDIE was called the Systems Approach to Training process.

Army correspondence course program (ACCP)

An overall program supported by AR 350-1. The ACCP is a formal non-resident extension of
the TRADOC service schools. It offers individual and group study enrollments in
correspondence courses. Based on course eligibility requirements, individuals enroll at their own
discretion and determine their own course of study for either correspondence courses or sub-
courses. The ACCP offers courses and sub-courses free of charge to members of the U.S.
military (both active and reserve components), Reserve Officer Training Corps and military
academy cadets, authorized federal civilian employees, and non-U.S. citizens who are employed
by the Department of Defense. Correspondence materials are also available for foreign military
students through the foreign military sales program. AA and USAR Soldiers in grades E4 and
E5 can accrue promotion points, and USAR Soldiers can accrue retirement points through the
ACCP.

Army Learning Area(s) (ALA)

The Army Learning Areas are broad categories that form the foundation to provide directional
orientation in the development of General Learning Outcomes (GLO). The four ALAs are Army
Leadership and the Profession, Human Dimension, Mission Command, and Professional
Competence. The ALAs foster the tenets of leader development and the vocation of the
profession, emphasize human dimension, stress empowering subordinates through well-
structured intent in Mission Command, and incorporate employment of crucial skill sets to be
successful in Unified Land Operations through professional competence. The broad ALA
categories serve as the framework to catalogue the 14 GLOs.

Computer-aided instruction (CAI)

A type of IMI. CAI, also referred to as "computer-assisted instruction," involves the use of
computers to aid in the delivery of instruction. CAI exploits computer technology to provide for
the storage and retrieval of information for both the instructor/facilitator and student. CAI
usually refers to the use of computers to support instructor/facilitator-led classroom instruction.
Using computers as a presentation medial for slides, audio, or motion pictures which support
large- or small-group instruction is an example of CAI.

Computer-based instruction (CBI)

A type of IMI. CBI usually refers to course materials presented or controlled by a computer
which use multiple requirements for student responses as a primary means of facilitating

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learning. It is essentially individualized self-paced or group-paced interactive instruction

combined with multimedia presentations.

Computer-based training (CBT)

A type of IMI. CBT usually refers to course materials presented or controlled by a computer and
that use multiple requirements for student responses as a primary means of facilitating mastery of
a skill or task.

Computer-managed instruction
A type of IMI. Computer-managed instruction involves the use of computers and software to
manage the instructional process. Functions of computer-managed instruction can include a
management administration system designed to track student performance over time, provide
information concerning performance trends, record individual and group performance data,
schedule training, and provide support for other training management functions. Computer-
managed instruction functions may be used with CBT, CBI, CAI, or IMI based on need.

Correspondence course
A formal, centrally managed, series of self-study, self-paced instructional material prepared by
TRADOC proponents; identified by a course title and course number; and administered to non-
resident students. A course may include phases, but usually consists of subcourses presented in a
logical, progressively sequenced, and directed toward specific learning objectives. (See Army
correspondence course program.)

Course management plan (CMP)

A document that provides the course manager and instructors/facilitators the information
required to manage and conduct the entire course. It is required for courses, phases, and
modules, and courses designed specifically for the RC. Courses that are taught by multiple
proponents require a CMP. The CMP development begins on approval of the course design and
is completed concurrent with the submission of the POI. The CMP should reflect any
differences for the AA and RC instructor and/or student implementation guidance. An individual
student assessment plan is a component part of a CMP.

Courseware
An instructional package (including content and technique) loaded in a computer, training
device, or other delivery technique.

Critical task
(See task).

Curriculum developer
Anyone who develops curriculum (courses or lessons) or has oversight responsibilities over
curriculum in any school. (TP 350-70-7)

Developer
The individual whose function is to analyze, design, develop, and evaluate learning products, to
include development of training strategies, plans, and products to support resident, non-resident,

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and unit training. Any individual functioning in this capacity is a developer regardless of job or
position title. See training and education developer and/or capability developer (both of which
are cited in Section II, Terms), and material developer.

Distributed learning (DL)

The delivery of standardized individual, collective, and self-development training to Soldiers,
civilians, units, and organizations at the right place and time through the use of multiple means
and technology. DL may involve student-instructor interaction in real time (synchronous) and
non-real time (asynchronous). It may also involve self-paced student instruction without benefit
of an instructor.

Enabling learning objective (ELO)

A learning objective that supports the TLO. It must be learned or accomplished to learn or
accomplish the TLO. It consists of an action, condition, and standard. Enabling objectives are
identified when designing the lesson. ELOs are optional. When ELOs are used, there must be a
minimum of two.

Formative assessment
A range of formal and informal assessment procedures employed by instructor/facilitators during
the learning process in order to modify teaching and learning activities to improve learner
attainment. Formative assessments monitor progress toward goals within a course of study. It
typically involves qualitative feedback (rather than scores) for both learner and
instructor/facilitator that focus on the details of content and performance.

Individual student assessment plan (ISAP)

A plan that details how the proponent school will determine whether the student has
demonstrated a sufficient level of competency to pass the specified course or training. It
specifically identifies course completion requirements to include the minimum passing score (or
GO/NO GO) for each written or performance examination, final grade requirement, minimum
course attendance requirements (if applicable), and specific assessments that must be
satisfactorily completed to graduate. It very specifically identifies how the student's performance
will be evaluated. Specific lessons assessed in each assessment are identified. Counseling and
retesting policy are delineated. Other evaluations are identified that impact on graduation, such
as the Army Weight Control (Body Composition) Program and APFT, and their requirements are
included.

Individual training plan (ITP)

A long-range planning and resourcing document that articulates the proponent’s career-long
training and education strategy prepared for each enlisted MOS, warrant officer MOS,
commissioned officer specialty code, or separate functional training program that describes the
overall plan to satisfy T&E requirements for an individual's entire career path.

Interactive courseware (ICW)

A type of IMI. Computer-controlled courseware that relies on trainee input to determine the
pace, sequence and content of training delivery using more than one type medium to convey the
instruction. ICW can link a combination of media, including but not limited to programmed

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instruction, video tapes, slides, film, television, text, graphics, digital audio, animation, and up-
to-full motion video to enhance the learning process.

Interactive instruction
Student/group-centered performance-based IMI training that requires students/groups to practice
what they learn, receives immediate feedback, and is assessed. Students receive rapid feedback
on their progress, and their performance is measured using built-in criterion reference
assessments. Interactive instruction can be used to:

a. Maximize individual or group learning by multiple methods of instruction.

b. Practice activities without damaging personnel or equipment. Students and

instructors/facilitators can use IMI at their own pace, repeating the lessons until mastery is
achieved within the established completion criteria.

Interactive multimedia instruction (IMI)

A group of predominantly interactive, electronically delivered learning products and learning
support products. IMI products include instructional software and software management tools
used in support of instructional programs. A hierarchical representation of IMI products is
provided as follows:

a. Interactive Courseware (ICW).

b. Electronic publications.

(1) Electronic guides.

(2) Interactive electronic technical manuals.

c. Electronic assessments.

d. Simulation and gaming.

e. Electronic management tools.

(1) Electronic performance support systems.

(2) Computer-aided instruction (CAI).

(3) Computer-managed instruction.

(4) Electronic job aids.

Intern
A person engaged in the second step of the Train-the-trainer (T3) process that begins after a
person has graduated the course they plan to teach. They are actively watching a certified

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instructor teaching a course in order to prepare themselves to teach the class as a primary
instructor under observation - the third step of the T3 process.

Learning management system

A software application or web-based technology used to plan, implement, and assess a specific
learning process. It usually provides an instructor/facilitator with the ability to create and deliver
course content, monitor student participation, and assess student performance.

Learning objective
A precise three-part statement describing what the student is to be capable of accomplishing in
terms of the expected student performance under specific conditions to accepted standards.
Learning objectives clearly and concisely describe student performance required to demonstrate
competency. Learning objectives focus the training development on what needs to be trained
and focus student learning on what needs to be learned. Both terminal and enabling objectives
are learning objectives. (TR 350-70)

Learning product development plan

A generic name for a master planning document. Different proponent schools may have used
different titles in the past. It functions as a top-level plan covering all resourced requirements
(reflected in learning product development plans) and un-resourced requirements. It includes all
required learning products (such as resident courses, non-resident courses, and TSPs) and all
ADDIE phases. It shows what T&E workload must be accomplished during the execution,
budgeting, and programming years; and it increases in detail up to the execution year. It does
not have to be a formal plan. The requirements can be in a database and not formalized in a
report. The plan is for internal proponent school use.

Program objective memorandum (POM)

An annual memorandum that recommends the total resource requirements and programs within
the parameters of SECDEF’s fiscal guidance. The program objective memorandum is a major
document in the planning, programming, budgeting, and execution (PPBE) process, and the basis
for the component budget estimates. The program objective memorandum shows programmed
needs for the next six years. (TR 350-70)

Program of instruction (POI)

A POI covers a course/phase. It is a requirements document that provides a general description
of course content, duration of instruction, and methods and techniques of instruction. It lists
resources required to conduct peacetime and mobilization training. (TP 350-70-9)

Self-development
A proponent-produced strategy that enables Soldiers and DACs to supplement their professional
growth in the skills and competencies they need as leaders and technical specialists. Self-
development is continuous and takes place during institutional instruction and operational
assignments. Self-development strategies are created for each enlisted and warrant officer MOS,
Army officer occupation code, and civilian career field. They are published as Part 2 of the
professional development model. The self-development strategy consists of structured and self-
guided components.

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a. The structured component identifies training required (or suggested) by the Army for
promotion or performance improvement.

b. The self-guided component focuses on general recommendations that address skills and
knowledge successful individuals have found beneficial to their professional development. It
consists of the training individuals personally select to improve their performance, gain new or
additional capabilities, or prepare for a new job prior to being assigned.

Simulation

a. A method for implementing a model(s) over time.

b. Any representation or imitation of reality, to include environment, facilities, equipment,

mechanical and maneuver operations, motion, role playing, and/or leadership. It is the
representation of salient features, operation, or environment of a system, subsystem, or scenario.

c. Simulations enable the proponent to:

(1) Replace live training.

(2) Provide the means to safely practice an action or activity under any condition.

(3) Provide individual training (such as "repair of equipment") or group training (such as
"fighting a tank or tank company").

Simulator

a. A device, computer program, or system that performs simulation (for training). A device
that duplicates the essential features of a task situation and provides for direct practice.

b. A physical model or simulation of a weapons system, set of weapons systems, or piece of

equipment which endeavors to replicate some major aspect of the equipment's operation.

Summative assessment
A process that concentrates on learner outcomes rather than only the program of instruction. It is
a means to determine learners’ mastery and comprehension of information, skills, concepts, or
processes. Summative assessments occur at the end of a formal learning/instructional
experience, either a class or a program and may include a variety of activities (for example: tests,
demonstrations, portfolios, internships, clinical experiences, and capstone projects).

Sustainment training
Individual and collective training conducted in the unit or resident schools, units, and
organizations to ensure continued expertise on the operations, employment, and logistics support
of fielded systems or equipment.

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Task
A clearly defined and measurable activity accomplished by individuals and organizations on the
job. It is the lowest behavioral level in a job or unit that is performed for its own sake. It must
be specific; usually has a definite beginning and ending; may support or be supported by other
tasks; has only one action and, therefore, is described using only one verb; generally is
performed in a relatively short time (however, there may be no time limit or there may be a
specific time limit); and must be observable and measurable. The task title must contain one
action verb and an object, and may contain a qualifier. Types of tasks include:

a. Collective task. A clearly defined, discrete, and measurable activity, action, or event that
requires organized team or unit performance and leads to accomplishment of a mission or
function. A collective task is derived from unit missions or higher level collective tasks. Task
accomplishment requires performance of procedures composed of supporting individual or
collective tasks. A collective task describes the exact performance a group must perform in the
field under actual operational conditions.

b. Common task.

(1) Common skill level task. An individual task performed by every Soldier in a specific
skill level regardless of MOS or branch (for example, a task performed by all captains).

(2) Common Soldier task. An individual task performed by all Soldiers, regardless of
grade. Example: All Soldiers must be able to perform the task Perform mouth-to-mouth
resuscitation.

Note: There are common Soldier tasks that apply to all Army Civilian employees as well.
Example: Maintain security of classified information and material.

c. Critical task. A task a unit/organization/individual must perform to accomplish their

mission and duties and survive in the full range of Army operations. Critical tasks must be
trained. Types of tasks that can be identified as critical include:

(1) Common skill level task.

(2) Common Soldier task.

(3) Individual task.

(4) Shared task.

d. Individual task. The lowest behavioral level in a job or duty that is performed for its own
sake. It should support a collective task; it usually supports another individual task. Types of
individual tasks include:

(1) Common Soldier task.

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(2) Leader task.

(3) Common skill level task.

(4) Organizational level task.

(5) Staff task. An individual task that is performed by a staff member at unit staff level.

e. Organizational level task. Common skill level task shared by other skill levels. Example:
company commanders and first sergeants may perform the same tasks.

f. Shared task.

(1) Organizational. (See organizational level task.)

(2) Shared individual task. An individual task performed by Soldiers from different jobs
and/or different skill or organizational levels. Shared tasks are usually identified when
conducting an analysis of a specific job. For example, the lieutenant and sergeant in the same
platoon perform some of the same tasks.

(3) Shared collective task. A shared collective task applies to or is performed by more
than one type unit; for example, units which have different proponents, or different echelon units
within a single proponent's authority. Since the task, conditions, standards, task steps, and
performance measures of shared collective tasks do not change, the collective task is trained and
performed in the same way by all units that "share" the task.

Terminal learning objective (TLO)

The main objective of a lesson. It is the performance required of the student to demonstrate
competency in the material being taught. A TLO describes exactly what the student must be
capable of performing under the stated conditions to the prescribed standard on lesson
completion. There is only one TLO per lesson regardless of delivery technique or method of
instruction and it has only one verb. The TLO may cover one critical task, part of a critical task
(for example, a skill or knowledge), or more than one critical task. The TLO may be identical to
the critical task being taught, or there may be a disparity between them. Where there is a
disparity, it is the TLO standard that the student must achieve to demonstrate competency for
course completion. See learning objective and ELO. (TR 350-70)

The Army School System (TASS)

A composite system made up of ARNG, USAR, and AA schools. TASS conducts initial military
training (IMT), reclassification training, officer, WO, NCO and DA Civilian professional
development training, functional training, and education. Training and education are accomplished
through standard resident, active duty for training, inactive duty training, and distributed/distance
learning courses. (TR 350-18)

The Army Training System (TATS) course

A single course designed to train the same MOS/AOC skill level or additional skill identifier,
language identifier code, and SQI within the Army. The TATS course structure (phases, modules,

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tracks, lessons, and tests) and media ensure standardization by training all Soldiers, regardless of
component, on course critical tasks to task performance standard. It may be trained at different sites
and may involve use of different media/methods to train the various phases/modules/lessons. (TR
350-18)

Training aids, devices, simulators, and simulations (TADSS)

Includes Combat Training Center and training range instrumentation; tactical engagement
simulation; battle simulations; targetry; training-unique ammunition; dummy, drill, and inert
munitions; casualty assessment systems; graphic training aids; and other training support
devices. All of these are subject to the public laws and regulatory guidance governing the
acquisition of materiel. TADSS are categorized as system and non-system.

a. System training devices. System training devices are designed for use with a specific
system, family of systems, or item of equipment, including subassemblies and components.
System training devices may be designed/configured to support individual, crew, collective, or
combined arms training tasks. They may be stand-alone, embedded, or appended. Using
system-embedded TADSS is the preferred approach where practical and cost effective.

b. Non-system training devices. Non-system training devices are designed to support

general military training and non-system-specific training requirements.

Training and education developer (TNGDEV)

An agency or individual responsible for using the ADDIE process to develop training and
education concepts, strategies, and products to support the training and education of Active
Army and Reserve Component Soldiers, civilians, and units across the institutional, self-
development and operational training domains. (TP 350-70-13)

Training support package (TSP)

A complete, exportable package integrating training products, materials, and information
necessary to train one or more critical tasks. It may be very simple or complex. Its contents will
vary depending on the training site and user. A TSP for individual training is a complete,
exportable package integrating training products/materials necessary to train one or more
individual critical tasks. A TSP for collective training is a package that can be used to train
critical collective and supporting individual critical tasks (including leader and battle staff).

Video tele-training (VTT)

Video training delivered via communication links such as satellite or cable links. There are two
types of VTT: broadcast and desktop.

Section III
Special Abbreviations and Terms

This section contains no entries.

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