Army National Guard Officer and Warrant Officer Development Regulations, Study notes of Law

Download Army National Guard Officer and Warrant Officer Development Regulations and more Study notes Law in PDF only on Docsity! UNCLASSIFIED Department of the Army Pamphlet 600 – 3 Personnel—General Officer Professional Development and Career Management Headquarters Department of the Army Washington, DC 3 April 2019 SUMMARY of CHANGE DA PAM 600 – 3 Officer Professional Development and Career Management This expedited revision, dated 3 April 2019— o Replaces Expanded Graduate School Program with Performance Based Graduate School Incentive Program (para 3– 5b(4)). o Changes the requirements for warrant officer development (paras 3–11b, 3–11c, and 3–11d). o Adds the regulations which manage Army National Guard officers and warrant officers (para 7–1b). o Adds the regulation which regulates the Ready Reserve (para 7–2b). o Changes skills, knowledge, and attitudes to align with FM 6 – 22 (throughout). Contents—Continued DA PAM 600–3 • 3 April 2019 iii Chapter 6 Officer Evaluation System, page 30 Overview • 6 – 1, page 30 Officer evaluation reporting • 6 – 2, page 30 Relationship with the Officer Personnel Management System, leader development, and character development pro- cess • 6 – 3, page 31 Chapter 7 Reserve Component Officer Development and Career Management, page 31 Purpose • 7 – 1, page 31 Reserve Component overview • 7 – 2, page 31 Officer Personnel Management System • 7 – 3, page 32 Commissioned officer development • 7 – 4, page 33 Warrant officer development • 7 – 5, page 34 Management considerations • 7 – 6, page 35 Individual mobilization augmentee (U.S. Army Reserve – SELECT Reserve) • 7 – 7, page 35 Officer education • 7 – 8, page 36 Promotion • 7 – 9, page 36 Appendixes A. References, page 37 Glossary DA PAM 600–3 • 3 April 2019 1 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 as- signments or educational requirements that will guarantee success, but rather describes the full spectrum of developmental 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, proponent, and Headquarters, Department of the Army (HQDA) election board members. Its focus is the development and career management of all officers of the U.S. Army. 1 – 2. References and forms See appendix A. 1 – 3. Explanation of abbreviations and terms See 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 expe- rience, 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 publi- cation, 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 evalu- ation apply to all special branches as well. The governing regulations for this pamphlet are AR 600 – 3 and AR 350 – 1. b. Officers are encouraged to read both DA Pam 600 – 3 and Smartbook DA Pam 600 – 3, regardless of branch, functional area (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 section. The Smartbook DA Pam 600 – 3 is available at https://www.milsuite.mil/book/groups/smartbook-da-pam-600 – 3. 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 man- agement studies have shown the need for a development and career management system that provides for the career de- velopment of the warrant officer segment of the Army’s 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, 4 DA PAM 600–3 • 3 April 2019 the Army's capability for professionally developing the Warrant Officer Corps had been significantly expanded and war- rant officers were being offered developmental opportunities not available to their predecessors. In the 1981 DOPMA, officer career management was codified, but specifically excluded warrant officers. To fill that void, the CSA chartered a Total Warrant Officer Study (TWOS) in 1984. The TWOS introduced a number of changes including a new definition of the warrant officer. The TWOS also resulted in requirements-based position coding in authorization documents and a training philosophy of "select, train, and utilize." The Warrant Officer Management Act (WOMA) was signed into law (see PL 102 – 190) in December 1991, and is the current basis for the management of warrant officers on the ADL. WOMA provides management of warrant officers by years of warrant officer service (WOS) rather than total service, automatic RA integration at the chief warrant officer three (CW3) level, created the rank of chief warrant officer five (CW5), per- mitted selective retention and retirement, and eliminated the dual promotion system. In February 1992, the CSA approved the warrant officer leader development action plan (WOLDAP). The WOLDAP provided a blueprint for the leader devel- opment of Army warrant officers and contained specific recommendations on issues dealing with training, assignments, civil education, and other subjects for both active and reserve warrant officers. In 2000, the CSA chartered the Army Training and Leader Development Panel to recommend changes to leader development education for all segments of the Army. The Warrant Officer Study by this panel revised the definition of warrant officers as: "The warrant officer … is a self-aware and adaptive technical expert, combat leader, trainer, and advisor. Through progressive levels of expertise in assignments, training, and education, the warrant officer administers, manages, maintains, operates, and integrates Army systems and equipment across the full range of Army operations. Warrant officers are innovative integrators of emerging technologies, dynamic teachers, confident warfighters, and developers of specialized teams of Soldiers. They support a wide range of Army missions throughout their careers." The warrant officer specific component of OPMS features— (1) A structure that manages warrant officer utilization and inventories. (2) Incorporation of warrant officer management into applicable individual branches. (3) An acquisition program to access quality candidates with appropriate requisite background and skills to meet Army requirements. (4) Defined warrant officer personnel policies and professional development requirements. (5) A means to maintain warrant officers' technical expertise on current and new systems in their units. (6) Distribution of warrant officers in the force to meet Army requirements. The warrant officer component of OPMS provides mechanisms for professional development and personnel management for warrant officers throughout their ca- reers. b. Purpose. The purpose of the warrant officer component of OPMS is to provide a deployable, professional, and ready warrant officer cohort capable of meeting the challenges of the Army. The OPMS encompasses all policies and procedures by which Army warrant officers are procured, trained, educated, developed, assigned, evaluated, promoted, and separated from active duty. c. Coordination. The proponent provides guidelines concerning career patterns and leader development. The coordinat- ing agency for AC warrant officers is HRC, Officer Personnel Management Directorate; for ARNG warrant officers, the Chief, National Guard Bureau (CNGB – ARNG – HRH – O), 111 South George Mason Drive, AHS2, Arlington, VA 22204– 1373; and for Reserve warrant officers, the Commander, U.S. Army Human Resource Command (ARPC – OPS), 1600 Spearhead Division Avenue, Fort Knox, KY 40122– 5200. 1 – 10. Evaluation Entry System overview Critical information on the Evaluation Entry System (EES) is documented on the DA Form 67 – 10 series (DA Form 67 – 10 – 1 (Company Grade Plate (O1 - O3; WO1 – CW2) Officer Evaluation Report), DA Form 67 – 10 – 2 (Field Grade Plate (O4 - O5; CW3 - CW5) Officer Evaluation Report), DA Form 67 – 10 – 3 (Strategic Grade Plate (O6) Officer Evalua- tion Report), and DA Form 67 – 10 – 4 (Strategic Grade Plate General Officer Evaluation Report), hereafter referred to as DA Form 67 – 10 series or officer evaluation report (OER)) for officer evaluations, and DA Form 1059 (Service School Academic Evaluation Report) and DA Form 1059 – 1 (Civilian Institution Academic Evaluation Report) for Service school and civilian institution academic evaluations. The information contained on these evaluation reports is correlated with the Army’s needs and individual officer qualifications to provide the basis for officer personnel actions such as promotion, functional description, retention in grade, elimination, retention on active duty, reduction in force, command and project manager designation, school selection, and assignment. An equally important function of EES is to encourage the profes- sional development of the officer corps through structured performance and developmental assessment and counseling. The EES is an important tool for leaders and mentors to counsel officers on the values and any specific elements of the Army leadership doctrine necessary to improve performance and enhance potential. DA PAM 600–3 • 3 April 2019 5 Chapter 2 Officer Leader Development 2 – 1. Leader development overview a. The Army Leader Development Strategy defines leader development as the deliberate, continuous, and progressive process, founded in Army Values, that grows Soldiers and Army Civilians into competent, committed, professional leaders of character. Leader development is achieved through the career-long synthesis of the training, education, and experiences acquired through opportunities in the institutional, operational, and self-development domains, supported by peer and de- velopmental relationships. Army leaders must be able to understand the conditions of the modern global environment, analyze them in terms of the problems they face and reframe them in mission command terms. Our leaders must be able to apply problem solving and decision-making skills to defeat an enemy who presents asymmetric threats, who is a fleeting target and embedded in the populace, who is adaptive and unpredictable, who has the capability to shift between irregular and conventional warfare, and who is a near peer enemy capable of conventional offense and defense operations as well. Our officers must have the leadership capabilities to fight among the populace and deny support to our adversaries while encouraging support to the local government. Leaders must recognize changing operational environments and remain fully prepared to reconfigure resources to undertake a range of altered missions. b. The leader and functional competencies we develop through training and experience must provide us with the capa- bility to successfully interact at the human level with not only our own Soldiers, but with unified action partners; the indigenous populace and government; and with local, national, and international media. To develop this complex and comprehensive set of leader capabilities requires a strategy that employs military and civilian education, leverages expe- rience gained during assignments in operational or generating force units (as well as during broadening assignments), and utilizes self-development activities that are broad ranging. This strategy must produce a steady flow of talented, agile leaders who are proficient in core leader and functional competencies across the operational themes and comfortable with risk. Leader competencies for decisive action will expand to encompass cross-cultural communications, language, and the ability to enable economic development, governance, and conflict resolution through negotiation. 2 – 2. Leader development strategy Pursuit of the Army Leader Development Strategy employs the three domains of leader development—institutional, oper- ational, and self-development. These domains define and engage a continuous cycle of education, training, selection, ex- perience, assessment, feedback, reinforcement, and evaluation. Learning, experience, and feedback provide the basis for professional growth. Overall, leader development enhances leader capabilities for positions of increasing responsibility. The goal of Army leader development is to create the training, education, and experience conditions that produce agile, innovative, and adaptive leaders of unimpeachable integrity, character, and competence who act to achieve decisive results and who understand and are able to exploit the full potential of current and future Army doctrine. 2 – 3. Domains of leader development a. Institutional. The institutional Army (schools and training centers) is the foundation for lifelong learning. Training is an organized, structured, continuous, and progressive process based on sound principles of learning designed to increase the capability of individuals, units, and organizations to perform specified tasks or skills. The objective of training is to increase the ability of leaders to competently perform in training and operational situations. Individual task training builds individual competence and confidence to perform these tasks in support of collective training and operations. Education is the process of imparting knowledge and developing the competencies and attributes Army professionals need to accom- plish any mission the future may present. Education contributes to the development of Soldier and Army Civilian leader competencies, focusing on fundamentals which are later practiced, expanded, and improved in training and experience. Education occurs in the institutional, operational, and self-development domains. As a component of leader development, education contributes to the growth of the three leader attributes of character, presence, and intellect. Education focuses on intellect and moral character of leaders to improve judgment and reasoning and hone the habits of the mind: agility, adaptability, empathy, intellectual curiosity, and creativity. Education in the Army is primarily professional military edu- cation (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 pro- vides them the opportunity to use, hone, and build on what they learned through the formal education process. Experience 6 DA PAM 600–3 • 3 April 2019 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. 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 pro- fession 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 require- ments, 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 suc- cess. Self-development programs include activities that stretch the individual beyond the demands of on-the-job or insti- tutional training. Self-development, consisting of individual study, research, professional reading, practice, and self-as- sessment, 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 https://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 proponent. a. Leader development is based on 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 con- cerning 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 creating the conditions for sustained organizational success. b. Leader development programs should be responsive to the environment, including such factors as law, policy, re- sources, 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. f. Leader development is cooperative and holistic. The individual officer, unit commanders, mentors, and Army educa- tional institutions all share in the responsibility for developing leaders at every level. DA PAM 600–3 • 3 April 2019 9 e. Promote. Identify and advance officers with the appropriate skills, experience, competencies, manner of perfor- mance, and demonstrated potential to meet Army requirements. f. Transition. Separate officers from the Army in a manner that promotes a lifetime of support to the Service. 3 – 2. Factors affecting the Officer Personnel Management System Various factors continuously influence the environment in which OPMS operates. In turn, changes in that environment necessitate continuous adjustments and alterations of policy by the DCS, G – 1. Factors that influence OPMS policy are— a. Law. Congress passes legislation that impacts officer professional development through required changes in related Army policy. b. Policy. New laws often create changes in policy. The provisions of this document are in accordance with current law and policy. Changes to those laws and policies will affect future versions of this document. c. Budget. The size and composition of the officer corps, accessions, strength management, promotion rates and pin- on-points, schooling, education programs, and permanent change of station (PCS) timing are but a few areas affected by budget decisions and subsequent policies. d. Officer Personnel Management System vision. The OPMS vision includes the overarching concept of growing and developing adaptive leaders capable of employing mission command to successfully accomplish the spectrum of estab- lished and emerging missions. Adaptability is a key tenet of ADP 3 – 0. e. Proponent strategy. Each branch or FA has a proponent responsible for coordinating the development of its officer population. Proponent responsibilities are in part executed through the publication of this pamphlet. To fulfill these re- sponsibilities the proponent must— (1) Project future requirements for officer skills and sustain or modify elements of force structure and inventory to meet future needs. (2) Define the three domains of leader development—institutional, operational, and self-development—balanced be- tween the specific requirements for their particular skill and specialty and the broader developmental requirements defined by the respective functional category proponents and the Army. (3) Articulate competencies required for specific branches, FAs, or area of concentration (AOC) or MOS by grade, and provide general guidance on table of organization and equipment (TOE) or table of distribution and allowances (TDA) positions, and educational and training opportunities that enable development of those competencies. (4) Develop generic patterns of officer development embodied in branch and FA officer development models. These models are used by Officer Personnel Management Directorate assignment branches to execute the proponent professional development programs, but are not intended as prescriptions for a path to success in the Army. As proponents modify officer skill requirements or development models to meet changing conditions, OPMS and Smartbook DA Pam 600 – 3 will be modified. f. Officer needs. The OPMS responds to the mission and requirements of the Army and attempts to balance force structure requirements, officer professional development, and individual needs and preferences of the officer. 3 – 3. Officer Personnel Management System a. The Officer Personnel Management System. The OPMS is an evolutionary system that balances the needs of the Army with the developmental requirements of the entire officer corps: warrant, company, and field grade. Inherently flex- ible, the system is designed to respond to a variety of doctrinal, proponent, commander, and individual initiatives to meet emerging needs. Flexibility is embedded in OPMS subsystems, which are interrelated and affected by each other’s changes. These subsystems are— (1) Strength management. The number of officers, by grade and specialty, are defined by Army requirements, law, budget, and policy. The combination of these factors results in the determination of the numbers of officers to access, promote, develop, assign, and separate. Since each of these factors is dynamic, the number, grade, and branch of officers within the inventory are also dynamic. As Army requirements for force structure change, the officer inventory will also change and be realigned to meet the needs of the resulting force structure. (2) Assignments. Officers are assigned to fulfill current and future Army requirements while meeting the professional development needs of the various branches, FAs, and functional categories. These assignments are balanced with the best interest of the officers. (3) Professional development. Each branch, FA, or officer skill proponent defines the appropriate mix of education, training, and experience needed by the officer corps at each grade level within the context of the overarching requirement to develop adaptive leaders. The demands of each specialty balanced with broadening opportunities are reflected in the branch or proponent sections in Smartbook DA Pam 600 – 3 at https://www.milsuite.mil/book/groups/smartbook-da-pam- 600 – 3. HRC must develop each officer, both active and RC, by using these models while balancing Army requirements. To ensure the professional development of all officers, HRC operates in concert with various responsible agents to include 10 DA PAM 600–3 • 3 April 2019 the individual officer; the Army and branch proponents; the DCS, G – 3/5/7; commanders in the field; and the senior Army leadership. Officer professional development is a responsibility shared by all. Life cycle development models portray the full range of training, education, and experiences for the development of our future leaders. (4) Evaluation. The Army officer structure is pyramidal. The apex contains very few senior grades in relation to the wider base. Advancement to increasingly responsible positions is based on relative measures of performance and potential. The mechanism to judge the value of an individual’s performance and potential is the OER described in detail in chapter 6. All OPMS subsystems are affected by the evaluation report. Promotion, school selection, functional designation, com- mand and key billet selection, retention in service, and development opportunities are all based on the information con- tained in the OER. (5) Centralized selection. The hub around which all the subsystems revolve is centralized selection. Strength manage- ment, professional development, and evaluation of individual contribution occur in the series of centralized DA and HRC selection boards for retention, career status, schooling, promotion, field grade command designation, and selective early retirement. These boards employ evaluation reports, competency guidance, and strength requirements to advance individ- uals to the next stage of professional development. Officers generally flow through the centralized selection subsystem by groupings based on date of rank. Company and field grade officer groupings are termed cohort year groups. Warrant officer groupings are called the inclusive zone of eligibility. Each board is preceded by a zone announcement that specifies the makeup of the cohort or inclusive zone. Centralized selection perpetuates the ideals, cultural values, ethics, and profes- sional standards of the Army by advancing and retaining only those individuals best qualified to assume positions of greater responsibility. Centralized selection has evolved over time to account for the impact of law, policy, budget, Army and officer needs, and proponent vision. (6) Review process. The OPMS was designed to be reviewed periodically. At the discretion of the CSA, the DCS, G – 1 and the CG, HRC will conduct a review of OPMS to determine the health of the system and to recommend changes. b. A comprehensive system. The OPMS model is a developmental system focused more on the quality and range of experience, rather than the specific gates or assignments required to progress. (1) Initial entry officers gain branch technical and tactical skills to develop a warrior ethos and gain important leadership experience in company grade assignments. (2) Throughout an officer’s career, the model highlights windows of opportunity to gain broadening experience or exposure. The concept of broadening is addressed in greater detail in paragraph 3 – 4. (3) Voluntary transfer opportunities (via the Voluntary Transfer Incentive Program (VTIP)) between branches and FAs and branch transfer between branches, announced and adjudicated several times a year, develop both specific and broad functional competencies. (4) Lifelong learning, supported by both civilian and military education, bolsters the development of joint and expedi- tionary competencies. Expeditionary competencies are those needed by officers in an expeditionary force—regional knowledge, cultural awareness, foreign language, diplomacy, statesmanship, and so on. (5) Flexible timelines 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 as- signments 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. (6) 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 four 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. (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. (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. A part of force sustainment but separately managed are the Army Medical Department (AMEDD) (Medical Corps, Dental Corps, Veterinary Corps, Nurse Corps, Medical Specialist Corps, and Medical Services Corps), Chaplain Corps, and The Judge Advocate General (TJAG). (d) Information dominance. This functional category gathers two currently existing FAs that have similar battlefield tasks or complementary functions along with the creation of a new branch. DA PAM 600–3 • 3 April 2019 11 3 – 4. Officer development a. Key terms. A number of terms are used when describing assignments. (1) 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. (2) Functional area. An 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 repetitive and progressive assignments within their FA. (3) Command. 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, coordinating, and controlling military forces to accomplish assigned missions. It includes responsibility for unit readiness, health, welfare, morale, and discipline of assigned personnel. (4) 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. b. Branch designation. Upon commissioning, lieutenants are designated in a basic branch for entry on active duty, training, and initial assignment. During the early years of service, professional development within the branch follows the proponent’s life cycle model. Generally, the first 6 to 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. Upon commissioning, selected 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. 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. AR 614 – 100 outlines how the branch detail program is managed and provides the branch detail periods for each branch. c. Functional designation process. Army competitive category (ACC) groups interrelated branches and FAs into of- ficer management categories called functional categories and functional groups. The functional designation process deter- mines 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 fourth 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 military personnel (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. d. Centralized selection list. A listing of command or key billet positions by type category to be filled by officers selected under the Centralized Command or Key Billet Selection System. Centralized selection list command positions fall into four categories listed below. (1) Operations. Battalion and brigade sized units, expeditionary in nature and deployable worldwide with approved TOE. Joint organization and special mission units (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. Key general staff positions (for example, G1, G2, G6, and G8) also exist within this subcategory. (2) Strategic support. Battalion and brigade sized units, mainly approved TDA DA units focused on providing support such as analysis, intelligence, communications, materials, medical, logistics, and technology to a theater. (3) Recruiting and training. 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. 14 DA PAM 600–3 • 3 April 2019 Note. This paragraph discusses branch opportunities in general. For information unique to a particular branch, refer to that branch’s section in the Smartbook DA Pam 600 – 3 at https://www.milsuite.mil/book/groups/smartbook-da-pam-600 – 3. b. Post-initial branch development. After company grade officers have been afforded branch development opportuni- ties, 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 prefer- ences, and Army requirements available for the next developmental stage. 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 re- quirements and officer availability. These assignments may include staff and faculty positions at Service schools, Combat Training Center 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 attitudes. (2) Branch or functional area generalist assignments. Some company grade officers may serve in positions coded 01A (officer generalist) or 02A (combat arms generalist). These branch or 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 demon- strated potential. Such assignments include U.S. Army Recruiting Command staff and command positions, Reserve Offic- ers’ Training Corps or U.S. Military Academy faculty and staff, and major command staff positions. Recruiting and other challenging generalist command positions should be afforded to officers who have previously and successfully served in a command position. (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. The Smart- book DA Pam 600 – 3 outlines developmental positions of each branch and FA. (4) Advanced civilian schooling or Performance Based Graduate School Incentive 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. Advanced civilian schooling is a requirements-based program that supports the Army Education Requirements System where specific TOE and TDA posi- tions are identified as requiring skills provided by an advanced degree. Not all branches get advanced civilian schooling quotas. Performance Based Graduate School Incentive Program (PB – GSIP) is an incentive program for basic branch, top performers who are selected by their branch. AR 621 – 1 is the governing regulation. Career managers are the best place for information and specifics about the method by which officers may apply for advanced civilian schooling and become competitive for PB – GSIP. (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 (TWI), 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 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 TWI program is outlined in AR 621 – 1. 3 – 6. Major development This phase 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 or joint professional military education (JPME) I, and successfully complete other branch, FA, or broadening assignments prior to consideration for promotion to lieutenant colonel. ILE provides a quality education for all field grade officers and prepares them for their next 10 years of service. Officers must be ILE or JPME I complete to be eligible for SSC attendance. Most branches and some FAs have identified positions as KD for majors. It should be noted that in all branches or 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 and 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. DA PAM 600–3 • 3 April 2019 15 3 – 7. Lieutenant colonel development 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 mentorship 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 unified action positions, and a possible assignment to a cross-branch or 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 re- quires the greater portion (almost 70 percent) of the senior field grade expertise and experience. Here, the officer’s devel- opment 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 sections of the Smartbook DA Pam 600 – 3 at https://www.milsuite.mil/book/groups/smartbook-da-pam-600 – 3. (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 an FA to gain a high degree of expertise. FA proponents have outlined developmental standards in their respective sections in the Smartbook DA Pam 600 – 3. (3) Joint duty assignments. The JDAL contains approximately 1,350 lieutenant colonel authorizations and officers will continue to have the opportunity for assignment to joint duty positions as an integral part of their development. (See para 3 – 13 for additional details on the joint officer program.) (4) Branch or functional area generalist assignments. Some officers will serve outside their branch or FA in billets coded as branch or FA generalist. Such assignments are found throughout the Army in troop and staff organizations from the installation to DA level. (5) Centralized selection. A centralized board at HQDA selects a limited number of officers for command and key billets. The lieutenant colonel centralized selection list 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 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 MEL selection board reviews the files of lieutenant colonels. 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 or JPME I qualified to be eligible for SSC attendance consideration. Resident seats include attendance at the U.S. Army War College, the Advanced Strategic Leadership Studies Program within the School of Ad- vanced Military Studies at Fort Leavenworth, the Eisenhower School for National Security, 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. Foreign SSC does not award JPME II. The SSC selection board examines the eligible population and produces an order of merit list. Officers are activated for resident attendance while the remainder are contacted by their branch or FA managers and encouraged to apply for the 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 or 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 or 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), direct reporting units (DRUs), and combatant command staffs in branch, FA, branch or FA generalist, or joint coded positions. (7) Former battalion commander assignments. Lieutenant colonels completing battalion command are assigned to po- sitions designated as requiring the skills of former battalion commanders. These post-command assignments may be to 16 DA PAM 600–3 • 3 April 2019 branch, branch or 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) Functional 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 JDAL contains a number of colonel billets in branch and FA positions. Officers who did not serve as majors or lieutenant colonels in a JDAL 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, see 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 23rd year of service. Officers must be JPME I qualified to be eligible for SSC attendance consideration. The majority of colonels will either attend the resident training or be awarded MEL SSC certification from the U.S. Army War College Distance Education Course during the latter 3 years of their eligibility window. (5) Centralized 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. An HQDA-level board also selects Army Acquisition Corps program managers. Officers are eligible for colonel command selection until their 26th year of service. The HQDA command boards meet annually to select promotable lieutenant colonels and serving colonels for assignment to command positions during the following fiscal year (FY). The opportunity varies by branch and ranges from 16 percent to 50 percent. The command board prepares a slate to category and an initial slate to units. The final slate to unit is prepared by Officer Personnel Management Directorate. Slates are approved by the CSA and are coordinated with the ACOMs, ASCCs, and DRUs. 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. (6) Former brigade commander assignments. Colonels completing brigade command are assigned to positions desig- nated by the CSA, as requiring the skills of former commanders. These post-command assignments may be to branch, branch or FA generalist assignments, or joint coded positions. Emphasis is placed on joint duty assignments for those officers without a joint qualifying tour. b. Promotion. Promotion to general officer is managed separately and is beyond the scope of this pamphlet. 3 – 9. Warrant officer definitions The Army warrant officer is a technical expert, combat leader, trainer, and advisor. Through progressive levels of expertise in assignments, training, and education, the warrant officer administers, manages, maintains, operates, and integrates Army systems and equipment across unified land operations. Warrant officers are innovative integrators of emerging technolo- gies, dynamic teachers, confident warfighters, and developers of specialized teams of Soldiers. They support a wide range of Army missions throughout their career. Warrant officers in the Army are accessed with specific levels of technical ability. They refine their technical expertise and develop their leadership and management skills through tiered progressive assignment and education. The following are specific characteristics and responsibilities of the separate, successive warrant officer grades— a. Warrant officer one and chief warrant officer two. A WO1 is an officer appointed by warrant with the requisite authority pursuant to assignment level and position given by the President of the United States. CW2s and above are commissioned officers with the requisite authority pursuant to assignment level and position as given by the President of the United States. WO1’s and CW2’s primary focus is becoming proficient and working on those systems linked directly DA PAM 600–3 • 3 April 2019 19 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 for the “good of the Service.” c. Joint duty credit. The statutory tour length for most S-JDAs is 24 months to the day for field grade officers and for general officers. After completing a full tour of duty in a S – JDA, officers will be awarded the 3A (joint duty qualified) SI. An officer begins to accrue joint duty credit upon assignment to an S – JDA billet and stops accruing joint duty credit on departure. d. Experience-based joint duty assignment. An experience-based joint duty assignment may include non-JDAL assign- ments 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-JDAL assignments vali- dated 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 an S – JDA. 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 conti- nuity 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 perfor- mance, complete both Phase I and II of a JPME program, and successfully complete a full tour of duty in an S – JDA or have the necessary points from experience-based joint duty assignments. Officers approved by the Secretary of Defense will be awarded the 3L (joint qualified officer) SI. f. Joint professional military education. The Army Officer Education System is in compliance with CJCSI 1800.01E. The requirement for joint education stems from the Goldwater-Nichols Act. The Goldwater-Nichols Act makes the Chair- man, 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. Interme- diate 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 1800.01E defines Chairman, Joint Chiefs of Staff objectives and policies regarding the Army educational institutions that comprise the officer PME and JPME systems. The CJCSI 1800.01E also identifies the fundamental re- sponsibilities 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 ap- proved 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 or flag officer rank. (2) JPME is a Chairman, Joint Chiefs of Staff-approved body of objectives, outcomes, policies, procedures, and stand- ards supporting the educational requirements for joint officer management. The JPME is embedded in Army programs of instructions and, in concert with PME, produces desired outcomes in support of the Joint Officer Management System. The JPME is a three-phase joint education program taught in the Command and General Staff School (Fort Leavenworth, KS), the U.S. Army War College, 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. Incorporated throughout Army PME, officers receive JPME from pre-commissioning through general or 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 of- ficers 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 or flag officer. Education received as a general or flag officer. (4) All Army branch and FA officers will complete pre-commissioning, primary, and intermediate (JPME I) education. Award of JPME credit is dependent on completion of education appropriate to the grade, branch, and FA. 20 DA PAM 600–3 • 3 April 2019 (a) Joint professional military education I. The JPME I is incorporated into the curricula of intermediate and senior level military service JPME I schools and other appropriate educational programs that meet JPME I criteria and are ac- credited by the Chairman of the Joint Chiefs of Staff. JPME 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 JPME I requirement. (b) Joint professional military education II. The JPME II is that portion of the Program for Joint Education that com- plements JPME I. The JPME II is taught at the Joint Forces Staff College to both intermediate and senior level students. Field grade officers must complete JPME I to be eligible to attend JPME II. Under exceptional conditions, the Chairman of the Joint Chiefs of Staff may approve a direct-entry waiver to permit an officer to complete JPME II without having completed JPME I. The JPME II is integrated, along with JPME I, into the curricula at all senior level colleges to include the U.S. Army War College. (5) 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 and Resource Strategy, 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 duty assignment following graduation. (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 WOS. The assignment process throughout an officer’s career is based on several factors and considerations. The environmental factors in which the Army operates can affect the assignments an officer may receive. The assignment process has these elements— a. Army requirements. Army requirements prioritize the selection of an officer for assignment. 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 or MOS is important to the career manager; however, force stabilization will be an equally important consideration. Each 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 as- signment 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. Career 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, career managers provide schooling en route to the officer’s next as- signment to meet the special requirements of the position. Civilian educational goals that are specific requirements 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 Man- agement Directorate career managers attempt to assist in such circumstances by adjusting the assignment. However, offic- ers should apprise their career 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 DA PAM 600–3 • 3 April 2019 21 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 Excep- tional 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 career 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 Management Direc- torate career 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 dic- tate the final outcome of all development actions, in every case the officer must participate in such decisions. 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, advance- ment, assignment, and retention. Officers should review, update, and maintain these records throughout their careers. Of- ficers 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 or family milestones so that when the time comes to discuss assignments with branch managers or raters and 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. Re- gardless 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 career as providing no guidance at all. To that end, DA Pam 600 – 3 and the Smartbook DA Pam 600 – 3 contain many of the professional development facts that commanders need to give wise counsel. Commanders should mentor their junior officers on the timing of PME at- tendance command application windows. c. The proponents. Proponents design life cycle development models for their branches, FAs, and AOC or MOS and monitor the overall professional development of officer populations. Logical and realistic career patterns, qualifying ob- jectives, and an accurate understanding of attrition and promotion flows are vital ingredients in each branch or FA. Leader development action plans and life cycle development models should be constructed to meet overall Army requirements as well as branch, FA, and functional category objectives. Constant contact with the officer population and the Officer Per- sonnel Management Directorate assignment branches should be sustained to communicate goals and objectives of the branch and FA. d. Officer Personnel Management Directorate career managers. Assignment and career managers at HRC, Officer Personnel Management Directorate are responsible for fulfilling current and future Army requirements while meeting the professional development needs of the various branches, FAs, and functional categories. Additionally, they balance the best interests of the individual officers against the Army requirements. Career managers can provide candid, realistic ad- vice to officers about their developmental needs. As the executors of Army and proponent programs, they operate within 24 DA PAM 600–3 • 3 April 2019 4 – 6. Educational counseling The numerous educational opportunities and frequent moves in the Army often make it difficult to plan educational pro- grams. 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, assign- ment officer local Army Education Center, or an education counselor at the appropriate Service school. The Warrant Of- ficer Career College at Fort Rucker, AL, is another source for warrant officer education counseling. In addition, many civilian institutions provide counseling services. 4 – 7. Military schools The Army expects all officers to attend and complete a variety of military schools throughout their career. AR 350 – 1 identifies the available education opportunities as well as the military schools required for each rank from initial military training to general officer training. 4 – 8. Department of Defense and Department of State schools Based on Army requirements, the Officer Personnel Management Directorate may designate officers to attend courses at schools operated by the DOD, Department of State, and Foreign Service Institute. 4 – 9. Foreign schools Each year, based on quotas received by the U.S. Government, approximately 30 qualified officers are selected to attend 26 foreign schools in 15 different countries as students. AR 350 – 1 contains a list of the foreign schools that U.S. officers attend. Foreign area officers receive preference for most of these schools. 4 – 10. Language training More than 50 language courses are offered to meet Army requirements for officer linguists. The majority of these courses are longer than 20 weeks, requiring the officer to PCS to a Defense Language Institute in Monterey, CA, or Washington, DC. Officers receive language training only if being assigned to a language-coded position. Officers trained at Government expense test in that language every year and are expected to maintain their proficiency at a 2/2 level as measured by the Defense Language Proficiency Test. 4 – 11. Aviation training All aviation officers attend initial entry flight training in conjunction with their officer basic course (WOBC or BOLC). Company grade officers may volunteer for initial entry flight training under the provisions of AR 611 – 110. Aviation qualification and transition training is based on worldwide aviation requirements. Aviators requiring additional skills nor- mally receive training during a PCS move. All officers may volunteer for aircraft specific or MOS-specific training. Course descriptions and prerequisites are in the ATRRS online catalog. 4 – 12. Command team training and education The Pre-Command Course (PCC) is the CSA’s program. It prepares selectees for command by providing a common un- derstanding of current doctrine and by providing both new and refresher training in selected functions and duties. Brigade and battalion command preparation is a multi-phase program that provides focused leader development opportunities for all of the Army’s future senior leaders. RA and Active Guard Reserve (AGR) brigade and battalion level command select- ees will attend a three- or four-phase pre-command continuing education and training program, depending on type and level of command prior to assuming command. Phase I is the branch immaterial PCC at Fort Leavenworth, KS, followed by two or more of the following PCC phases prior to assuming command. Phase II is training for specific command categories (modified TOE operational, initial military training, garrison, recruiting, and Acquisition Corps and Corps of Engineers division or district commands). Phase III is branch or functional training. Phase IV is the senior officer’s legal orientation course at Charlottesville, VA. Troop program unit (TPU) commanders attend Phases I and II on a space avail- able basis. TPU commanders must attend Phase III if Phase I is not attended. Prerequisites for the branch immaterial PCC and the Tactical Commanders Development Program are outlined in ATRRS at https://www.atrrs.army.mil. Attendance at PCC is scheduled by HRC, the Senior Leader Development Office, or the ARNG, as appropriate, unless otherwise stated. The PCC requirements are detailed in AR 350 – 1. DA PAM 600–3 • 3 April 2019 25 4 – 13. Other military schooling Many military school courses provide the knowledge or skills necessary for a specific assignment. Officers may apply for these courses or are scheduled by Officer Personnel Management Directorate, HRC for such courses to qualify for a spe- cific assignment. Complete information on such courses is contained in the ATRRS online catalog. 4 – 14. Application for military schools Officers do not apply as students to centrally selected military schools. They receive automatic consideration for centrally selected schools when they enter the appropriate zone of eligibility (except those officers who have completed the U.S. Army War College Distance Education Course). Officers may apply for training through their assignment officers if they desire training en route to the next assignment or through their command channels if temporary duty (TDY) and return to the installation is appropriate. The Officer Personnel Management Directorate, HRC may automatically schedule such training if necessary for the position. 4 – 15. Service obligation a. Attendance at military courses of instruction or civilian education programs at Government expense will incur a service obligation. AR 350 – 100 governs service obligations to include which courses of instruction result in an ADSO, what the policies and procedures are for computing service obligations, and how service obligations are fulfilled. b. An ADSO differs from a requirement to be assigned to an Army Educational Requirements System position. An ADSO is a specific period of active duty that an officer serves before eligible for voluntary separation. Assignment to an Army Educational Requirements System position will be required in addition to the ADSO for the Army to derive the greatest benefit from Government sponsored civilian education. AR 621 – 1 specifies the types of education that require assignment to an Army Educational Requirements System position. 4 – 16. Civilian education a. The Army advanced education programs have several objectives: to meet Army requirements for advanced educa- tion, to provide selected officers the opportunity to satisfy their educational aspirations, and to provide a broadening effect. b. 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 disci- pline (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. c. The appropriate proponent determines academic disciplines that support each branch, FA, or MOS. See branch and FA-specific information in the Smartbook DA Pam 600 – 3 at https://www.milsuite.mil/book/groups/smartbook-da-pam- 600 – 3. 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 tuition and most mandatory fees, 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 – 24 months. Officers may not draw veterans’ education benefits while participating in the Army fully funded program. AR 621 – 1 has further details about what is or is not funded through these programs. (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 – 1 for a minimum of 24 months, and will normally occur immediately following such education, but no later than the second assignment following education com- pletion. Primary zone of consideration to attend graduate school normally occurs on completion 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. 26 DA PAM 600–3 • 3 April 2019 (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 Judge Advocate General’s Corps (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. The purpose of the TWI program is to provide selected DOD personnel the opportunity to gain career broadening experience while working in an industry environment. It also provides the participant’s organization the means to acquire needed skills or expertise to accomplish their mission. TWI is a non-degree producing program and provides training and skills in best business procedures and practices not available through existing military or advanced civilian schooling programs for identifiable DOD requirements. (See AR 621 – 1 for further details.) 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. (1) Degree Completion Program. 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. Com- pany 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 Program. The Cooperative Degree Program enables selected officers to complete degree re- quirements. An accredited college or university awards an academic degree for course work done as part of a program of instruction at a military school and course work done at the civilian college or university. The civilian education may occur before or after the service course of instructions (see AR 621 – 1 for further details). (3) Fellowships or scholarships. According to AR 621 – 7 eligible officers may apply for permission to accept fellow- ships or scholarships offered by corporations, foundations, funds, or educational institutions. Participation in such pro- grams normally does not exceed 1 year in advanced civilian schooling and officers will incur an ADSO in accordance with AR 350 – 100. Program and eligibility criteria are subject to change; refer to annual MILPER messages for the most current information. (4) Broadening Opportunities. For a list of available Broadening Opportunity Programs and detailed program infor- mation, please go to https://www.hrc.army.mil/bop. 4 – 18. Tuition assistance Eligible officers pursuing off-duty undergraduate or graduate civilian education courses may apply for tuition assistance 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 for additional information). 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 pro- fessional 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 con- sideration or becomes ineligible by virtue of military performance or years of service. Officers selected for advanced DA PAM 600–3 • 3 April 2019 29 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 con- sistently revealed that rapid promotions, in terms of reduced time in grade, have occurred during periods of force expan- sion. Conversely, promotions have always slowed down when force reductions occur. 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 otherwise would be promoted. Below-the-zone promotions apply only to promotion to the ranks of CW3, CW4, CW5, major, lieutenant colo- nel, 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. 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 10 USC and prescribed in DODI 1320.13. 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 utilization, make separate career management desirable. Officers in the same competitive category will compete among themselves for promotion. 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 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 contin- uous 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 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. Normally, 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 in- clusive 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) are subject to addi- tional consideration. The officer promotion system reinforces all other personnel management programs to acquire and 30 DA PAM 600–3 • 3 April 2019 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 recog- nizes 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 pro- vided 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. 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. Officers are responsible for reviewing their DA Form 4037 at least annually and AR 600 – 8 – 29 allows them to submit a letter to the president of the board when they are in the zone of consideration. This is 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 as- sessments). 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 accomplishment 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 organiza- tional 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 pro- cedures 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 Form 67 – 10 series and DA Form 1059. DA PAM 600–3 • 3 April 2019 31 (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 accomplish- ment, 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 capa- bility of the officer to meet increasing levels of responsibility in relation to his or her peers. (3) DA Form 1059 is 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 accordance with ADP 6 – 22 and ADRP 6 – 22. 6 – 3. Relationship with the Officer Personnel Management System, leader development, and character development process a. The primary function of the EES 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 EES 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 improved performance and enhanced professional development. Particularly valuable is the developmental counseling fostered through senior officers linking the Army’s evaluation system to its leader development and personnel management systems. Developmental counseling is the responsibility of senior officers to provide feedback concerning professional growth, potential, and career pathways to success. While these aspects of developmental counseling through mentorship have always been a major element of the evaluation process, they must be continually emphasized. c. For further information on the Officer Evaluation System, see AR 623 – 3 and DA Pam 623 – 3. Chapter 7 Reserve Component Officer Development and Career Management 7 – 1. Purpose a. The RCs of the Army include the ARNG and the USAR. This chapter discusses the unique aspects of OPMS for the RC. The OPMS for the RC is executed by HRC for lieutenant colonels and below (AGR, individual mobilization aug- mentee (IMA), and Individual Ready Reserve (IRR)) for the USAR. The Office of the Chief, Army Reserve manages the Ready Reserve colonels, sergeants major, and command sergeants major for the USAR. The state adjutants general (AGs) and the National Guard Bureau (NGB) manage the officer population for the ARNG. b. When not in a federalized status (under Federal control), the ARNG comes under control of the states, the territories of Guam and the Virgin Islands, the Commonwealth of Puerto Rico, or the District of Columbia. The overall management of ARNG officers is stipulated in NGR 600 – 100 and is stipulated in NGR 600 – 101 for Warrant Officers. 7 – 2. Reserve Component overview a. The RC consists of three categories: the Ready Reserve, the Standby Reserve, and the Retired Reserve. All Reserve and Guard officers are assigned to one of these three categories. It is common for an RC officer to serve in various capac- ities in a variety of duty statuses during a career. b. The Ready Reserve consists of the Selected Reserve, the IRR, and the Inactive National Guard (ING) and is regulated by NGR 614 – 1. (1) The Selected Reserve. The Selected Reserve consists of the following: (a) Units manned and equipped to serve or train either as operational or as augmentation units. This category consists of officers who are required to perform 48 unit training assemblies per year and 14 days (15 days for ARNG) per year in annual training status or officers in the training pipeline (for example, officers who have not yet completed initial active 34 DA PAM 600–3 • 3 April 2019 (4) The RC has positions that are independent of branch or FA coding and are designated as branch or FA generalist, immaterial positions. RC company and field grade officers can expect to serve in these assignments at various times during their careers, regardless of their functional designation. Officers are selected for these positions based on overall manner of performance, previous experience, military and civilian education, and estimated potential for further service. 7 – 5. Warrant officer development Career management is of critical importance to modern RC warrant officers. Modern RC warrant officers are complex people with numerous skills and disciplines, both civilian and military. The need for a thorough, professionally designed leader development plan is both obvious and imperative. The career RC warrant officers must be well trained to fill their mobilization role. a. Army National Guard. (1) ARNG warrant officer career management is the responsibility of the state AG. (2) The 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 man- ager, assisting warrant officers in maintaining their records, counseling warrant officers concerning requirements for des- ignation 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 appropri- ate state AG office maintains a field MILPER record jacket for each warrant officer. (7) The state AG 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 developmental 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 improperly utilizing the availability of assignments to enhance the professional capability of the entire warrant officer cohort. (4) In the IRR, the warrant officers are able to update their backgrounds by training with the RA 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. Institu- tional 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. DA PAM 600–3 • 3 April 2019 35 (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 commu- nity responsibilities. (a) The assignment officer or 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 AC unit 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: 1. Availability and type of TPUs within a reasonable commuting distance in accordance with AR 140 – 1. 2. Prior experience, both active and RC, and the level of this experience compared to a typical warrant officer of the same grade, MOS or FA, and age. 3. Career field and level of military schooling. 4. Amount of time the warrant officer can make available for military activities and officer’s preferences for types of assignments. (c) The assignment officer or 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 reassignment. 7 – 6. Management considerations a. Previous active duty assignments. When evaluating an officer’s active duty assignments, consideration should be given to the duty positions held by the officer, as well as his or her experience level. Active duty experience should be capitalized upon by assigning these officers to positions in which they can share their experiences and expertise. b. Civilian background. Assignment officers should evaluate the officer’s civilian education and occupational back- ground for potential skills, knowledge, and attitudes that have military applications. Consideration may be given for des- ignation of an SI for a civilian-acquired skill. 7 – 7. Individual mobilization augmentee (U.S. Army Reserve – SELECT Reserve) a. General. The overall objective of the IMA program is to facilitate the rapid expansion of the Active Army wartime structure of the DOD and other departments or agencies of the U.S. Government to meet military manpower requirements in the event of military contingency, premobilization, mobilization, sustainment, or demobilization operations. Preselected, fully qualified officers are assigned to these positions and are trained during peacetime to augment the commands and agencies to enhance mission accomplishment upon mobilization. These officers are referred to as IMAs and remain part of the Selected Reserve status. IMAs are assigned to the Active Army organization to include Uniform Code of Military Justice authority in accordance with AR 27 – 10. Annual training and individual duty for training are coordinated between the assigned unit or organization and the officer (for further guidance on the IMA program, see AR 140 – 145). b. Training. IMA officers are to coordinate directly with their proponent agency to arrange and schedule annual train- ing and individual duty for trainings which include PME required for promotion purposes. As IMA Soldiers are required to be fully AOC qualified upon assignment to an IMA authorization, there are no other training opportunities that will be funded (unless required by the AOC, not by the assigned position). Requests for annual training and PME are to be sub- mitted and coordinated with the appropriate team that serves the Soldier’s AOC within U.S. Army Human Resources Command, 1600 Spearhead Division Road, Fort Knox, KY 40122 – 5200. Review the HRC website, available at https://www.hrc.army.mil, to locate the IRR or IMA team that manages the IMA Soldier by AOC. HRC publishes all training orders. c. Attachment. Coordination and approval of the assigned agency, an IMA Soldier may be afforded the opportunity to perform their individual duty for trainings (for pay or points) with another unit closer to their home of record. An attach- ment order is required to assure payment and points. Complete and submit a DA Form 4651 (Request for Reserve Com- ponent Assignment or Attachment) to the appropriate IRR or IMA team within HRC for publication of the attachment order. 36 DA PAM 600–3 • 3 April 2019 7 – 8. Officer education a. Resident courses. 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 RA 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 is completed through a blended (distributed learning and resi- dent) model. ILE is available in both TASS and nonresident versions. The career management officers 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 consid- erations. c. Civilian education. (1) The standard for civilian education for officers in the U.S. Army is a baccalaureate degree. Most officers commis- sioned into the RC already have a baccalaureate degree; however, some officers do not. Effective 1 October 1995, in accordance with PL 103 – 337, 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 bac- calaureate degree in nursing (accredited by an agency acceptable to HQDA) prior to promotion to major. (2) 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 edu- cation requirements as specified for the particular warrant officer specialty. Applicants whose native language is not Eng- lish must be tested and achieve a minimum raw score of 80 on the English Comprehension Level Test. Civilian education goals are as follows: (a) 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 WOS. (b) 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 WOS, and a bachelor’s degree by the 10th year of WOS. 7 – 9. Promotion a. See AR 135 – 155 and NGR 600 – 101 for all promotion details. Law for promotion automatically considers commis- sioned officers of the RCs who are on the Reserve active status list for 1 year or more and when they have served the required years in grade per the 1-year rule outlined in 10 USC 14301. AR 135 – 155 requires that each USAR warrant officer who is in an active status be considered for promotion at such time as he or she has served the required number of years in grade. Promotion consideration occurs whether officers are assigned to an ARNG unit, TPU, or a control group, except for the Standby Reserve (Inactive) and the Inactive ARNG. The RC officers assigned to an ARNG unit or USAR TPU have an additional opportunity for promotion to fill unit position vacancies at such time as they have completed the education and time in grade requirements. b. Warrant officers in the Standby Reserve (Inactive) and ING are not considered for promotion. Army Reserve warrant officers assigned to TPUs have the additional opportunity to be considered for promotion to fill unit vacancies at such time as they have completed the required years in grade, without regard to total years of service. The ARNG warrant officers are promoted by the state AG to fill vacancies in ARNG units. Time in grade requirements for vacancy promotions are contained in AR 135 – 155. Army Reserve warrant officer promotion time lines are shown in AR 135 – 155. ARNG promo- tion timelines are outlined in NGR 600 – 101. DA PAM 600–3 • 3 April 2019 39 CJCSI 1800.01E Officer Professional Military Education Policy (Available at http://www.jcs.mil/library/.) DA Pam 623 – 3 Evaluation Reporting System DODI 1235.09 Management of the Standby Reserve DODI 1320.13 Commissioned Officer Promotion Reports (COPRs) DODI 1320.14 Commissioned Officer Promotion Program Procedures Secretary of the Army Principal Official Guidance Human Capital Management Reform 10 USC Armed Forces 10 USC Chapter 36 Promotion, Separation, and Involuntary Retirement of Officers on the Active Duty List 10 USC 101 Definitions 10 USC 641 Applicability of chapter 10 USC 741 Rank: commissioned officers of the armed forces 10 USC 742 Rank: warrant officers 10 USC 12310 Reserves: for organizing, administering, etc., reserve components 10 USC 12731 Age and service requirements 10 USC 14301 Eligibility for consideration for promotion: general rules 32 USC National Guard 32 USC 502 Required drills and field exercises 32 USC 709 Technicians: employment, use, status Section III Prescribed Forms This section contains no entries. Section IV Referenced Forms Unless otherwise indicated, DA forms are available on the Army Publishing Directorate website (http://armypubs.army.mil). DA Form 67 – 10 – 1 Company Grade Plate (O1 - O3; WO1 - CW2) Officer Evaluation Report 40 DA PAM 600–3 • 3 April 2019 DA Form 67 – 10 – 1A Officer Evaluation Report Support Form DA Form 67 – 10 – 2 Field Grade Plate (O4 - O5; CW3 - CW5) Officer Evaluation Report DA Form 67 – 10 – 3 Strategic Grade Plate (O6) Officer Evaluation Report DA Form 67 – 10 – 4 Strategic Grade Plate General Officer Evaluation Report DA Form 1059 Service School Academic Evaluation Report DA Form 1059 – 1 Civilian Institution Academic Evaluation Report DA Form 2028 Recommended Changes to Publications and Blank Forms DA Form 4037 Officer Record Brief (S&I, Commander, USAISC – ARPERCEN, 9700 Page Boulevard, St. Louis, MO 63132 – 5200) DA Form 4651 Request for Reserve Component Assignment or Attachment DA PAM 600–3 • 3 April 2019 41 Glossary Section I Abbreviations AC Active Component ACC Army competitive category ACOM Army command ADL active duty list ADP Army doctrine publication ADRP Army doctrine reference publication ADSO active duty service obligation AG adjutant general AGR Active Guard Reserve AMEDD Army Medical Department AOC area of concentration AR Army regulation ARNG Army National Guard ASCC Army service component command ATRRS Army Training Requirements and Resources System BOLC Basic Officer Leaders Course CCC Captain Career Course CG commanding general CJCSI Chairman of the Joint Chiefs of Staff Instruction CONUS continental United States CSA Chief of Staff, Army 44 DA PAM 600–3 • 3 April 2019 SI skill identifier S – JDA standard joint duty assignment SMDP State Master Development Plan SMU special mission unit SSB special selection board SSC Senior Service College TASS Total Army School System TDA table of distribution and allowances TDY temporary duty TJAG The Judge Advocate General TOE table of organization and equipment TPU troop program unit TRADOC U.S. Army Training and Doctrine Command TWI Training with Industry TWOS Total Warrant Officer Study USAR U.S. Army Reserve USC United States Code VTIP Voluntary Transfer Incentive Program WO1 warrant officer one WOAC Warrant Officer Advanced Course WOBC Warrant Officer Basic Course WOCS Warrant Officer Candidate School WOILE Warrant Officer Intermediate Level Education DA PAM 600–3 • 3 April 2019 45 WOLDAP warrant officer leader development action plan WOMA Warrant Officer Management Act WOS warrant officer service WOSSE Warrant Officer Senior Service Education Section II Terms Area of concentration Identifies a requirement and an officer possessing a requisite area of expertise (subdivision) within a branch or FA. An officer may possess and serve in more than one AOC. Branch A branch is a grouping of officers that comprises an arm or service of the Army in which, at a minimum, officers are commissioned, assigned, developed, and promoted through their company grade years. Officers are accessed into a single basic branch and will hold that branch designation, which is later augmented between the fifth and sixth years of service with an FA. An accession branch admits officers upon commissioning; a nonaccession branch admits experienced officers from the accession branches. With the exception of SF, all other branches are accession branches. SF recruits officers with a minimum of 3 years’ experience. Officers will serve their first 8 to 12 years developing the leadership and tactical skills associated with their branch. They will continue to wear their branch insignia throughout their military service. All career branches are in the operations career field. Branch or functional area generalist position A 01A or 02A-coded position that may be filled by any officer, regardless of branch or FA designation. This is an umbrella term used to collectively describe two subset categories defined as officer generalist and combat arms generalist positions. Note. Previously termed immaterial positions. Captain Career Course This course is the second major branch school officers attend before company-level command. It combines the instruction formerly taught in the branch Officer Advanced Course and the Combined Arms and Services Staff School. The ACC CCC is supported by a 20 – 21 week PCS course. The branch phase of the course consists of 12 – 13 weeks of branch specific technical and tactical training (depending on the branch) with 8 weeks of integrated common core instructions. The RC CCC is a blended course that is supported by both distributed learning phases and resident phases at the assigned branch school. Career field A specific grouping of functionally related officer, warrant officer, enlisted, and civilian positions into management cate- gories having a common mission area. Career fields consist of officer branches and FAs, warrant officer and enlisted military occupational specialties, and civilian occupational series. There are four career fields: operations, information operations, institutional support, and operational support. (The term career field in lower case is also a generic term com- monly used by military and civilian personnel when referring to their branch, FA, MOS, or civilian occupational series.) Combat arms generalist position A duty position requiring a broad understanding of combined arms doctrine, training, and force structure. A combat arms generalist position is not identified with one specific branch or FA, but is limited to officers whose branches are infantry, armor, field artillery, air defense artillery, aviation, SF, and U.S. Army Corps of Engineers, and who are currently managed in the operations career field. These positions are documented in The Army Authorization Documents System with code 02A. Note. Previously termed combat arms immaterial positions. Functional area An FA is a grouping of officers by technical specialty or skill, which usually requires significant education, training, and experience. An officer receives their FA between the fifth and sixth years of service. Individual preference, academic 46 DA PAM 600–3 • 3 April 2019 background, manner of performance, training, and experience, and needs of the Army are all considered during the desig- nation process. Functional designation The process whereby officers are reassigned from an accession branch to an FA or other branch. This designation is made by a formal panel within HRC that weighs factors including needs of the Army, officer preference, rater and senior rater recommendations, education, training, and unique skills or attributes. Officer generalist position A duty position requiring a broad understanding of Army leadership, doctrine, policy, force structure, and management. An officer generalist position is not identified with or limited to one specific branch or FA, but indicates that any officer may be assigned to the position. For example, both armor branch officers in the operations career field and FA 45 Comp- trollers in the institutional support career field are eligible to serve in officer generalist positions. These positions are documented in The Army Authorization Document System with code 01A. Note. Previously termed branch immaterial positions. Skill Identifies a requirement and an officer possessing specialized skills to perform duties of a specific position that may require significant education, training, and experience. A skill can be related to more than one branch or FA. An officer may have more than one skill. Special branches A grouping of branches and officers primarily concerned with providing combat service support and administration to the Army as a whole but managed separately from combat service support branches. Special branches include AMEDD, Chap- lain Corps, and JAGC. Strategic human resource management A broader, more holistic perspective on personnel management that extends beyond the fundamental life cycle functions. Strategic human resource management focuses on the long-term vision of OPMS and links fundamental personnel man- agement decisions to the desired end state. Strategic human resource management links character and leader development, the new OERs (DA Form 67 – 10 Series) and the personnel life cycle management functions addressed in OPMS XXI. While the initial focus of strategic human resource management is on officer personnel, strategic human resource manage- ment will encompass the total force of officers, warrant officers, enlisted, and civilian personnel. Unified action The synchronization, coordination, and integration of the activities of governmental and nongovernmental entities with military operations to achieve unity of effort.