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TRADOC Pam 525-8-2
institutions today are achieving their goals, although with significant challenges in maintaining
Army leader and performance requirements. This is evident in the exceptional performance of
an All-Volunteer Army in unprecedented times of complexity.
Figure D-1. The three domains of learning
D-2. TRADOC institutional changes and throughput
a. TRADOC CoEs have been organized to leverage Base Closure and Realignment
Commission decisions and consolidate branches and functions to the maximum extent possible.
CoEs are structured around TRADOC’s core functions and emerging imperatives (such as
knowledge management and lessons learned integration). CoE staffs focus on staff management
functions, allowing branch schools to focus on execution. This maintains branch identity and
allows commandants to focus on training, education, and experience. It allows close interaction
between Operational Army and Generating Force entities and facilitates outreach to the joint
community.
b. TRADOC institutional throughput changes continuously based on the needs of the Army.
Total resident throughput for all TRADOC courses for FY09 was 583,078, an increase of almost
57,000 or 10.8 percent over the previous year. Projected total throughput for FY10 is 579,551
with little change for FY11 at 574,675. In a snapshot of throughput from one day in January
2010, resident instruction totaled 80,340 (37,625 Active Army, 11,967 ARNG, 5,047 USAR, and
25,701 other) and dL (nonresident) instruction attendees numbering approximately 130,000.
This represents 101,000 more than the same time in 2009.
D-3. TRADOC institutional learning structure and courses
Curricula of learning within TRADOC institutions are divided into three major categories: IMT,
PME, and functional courses. Both IMT and PME have a schedule of courses required for career
progression. Functional courses apply to the specific individual career and position
requirements. One of the biggest impediments to changing the Army learning environment is the
cold war model embedded in Army internal and external systems of group-style, course-based
learning with specified course-start and course-end dates that preclude self-paced course
progression. Army institutional planning, strategies, resourcing, scheduling, and implementation
all are based on the course model.
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