P-385-63 US Army Noncommissioned Officer Professional Development Guide Download
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DA PAM 600–25 • 11 December 2018 7 need. Third, the learning model can continuously adapt to persistent conflict and exponential change. It will require coor- dinated efforts across the Army to build a sustainable learning environment that is essential to support operational adapta- bility. c. The Army Learning Concept for Training and Education (TRADOC Pam 525–8–2) lays out an educational approach to training and education that horizontally and vertically aligns training and education outcomes across personnel cohorts (officer, warrant officer, NCO, and the Army Civilian Corps) and leader development domains (operational, institutional, and self-development). This education framework consists of four Army learning areas: Army leadership and the profes- sion, human dimension, mission command, and professional competence. The Center of Excellence and proponent cohorts in turn are developing general learning outcomes (GLOs) to link their training and education strategy’s outcomes within the self-development, institutional, and operational domains. Learning content provided to Soldiers should be outcomes- based and associated with the Army learning area (ALA) and/or the GLOs individual competencies framework. 2–7. Leader development imperatives The Army will adhere to seven leader development imperatives that will guide policy and actions, to develop leaders with the required qualities and enduring leader characteristics. These guiding principles remain constant and consistent from initial Service affiliation to retirement, creating a leader development process that is deliberate, continuous, sequential, and progressive. These obligations will drive the synchronization and implementation of the ALDS. They are to: a. Commit to the Army profession, lifelong learning, and development. b. Balance the Army’s commitment to the training, education, and experience components of leader development. c. Manage military and civilian talent to benefit both the institution and the individual. d. Select and develop leaders with positive leader attributes and proficiency in core leadership competencies for re- sponsibility at higher levels. e. Prepare adaptive and creative leaders capable of operating within the complexity of the operational environment and the entire range of military operations. f. Embed mission command principles in leader development. g. Value a broad range of leader experiences and developmental opportunities. 2–8. Leader development lines of effort There are three lines of effort for implementing this strategy-these are the three components of developing leaders: training, education, and experience (see fig 2–3). Each of these has specified supporting efforts that primarily occur in the three domains (operational, institutional, and self-development) as illustrated below. These supporting efforts are not compre- hensive. Additional Armywide efforts should be presented at future Army leader development forums.