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contractor development times that exceed the lifespan of the material, delivery of products that
cannot be updated or maintained except by that contractor, claims of higher levels of
interactivity, and content not amenable to bandwidth availability for online delivery. In addition,
use of dL is not typically as satisfying for leadership courses and does not provide the social
benefits or professional relationships as that encountered in resident PME. dL is seen as a
necessity or enabler and not the preferred solution. There are those who persist in moving
beyond the perceptions and reality of poor dL examples and development in the Army.
Challenges for dL today include lack of required instructor training in the dL environment;
competing demands and limited personnel at proponent schools for development and subject
matter expertise; responding to rapid changes in learning technologies; funding priorities; and
maintaining relevancy and currency of legacy dL products for use and reuse.
Appendix E
Career Span Implications
E-1. Career span implications
This appendix describes the intended outcomes and proposed delivery strategies at the initial,
mid-grade, intermediate, and strategic levels of learning. Applying the continuous adaptive
learning model across the career span requires that each proponent examine the content of every
course to determine what must be taught in a resident learning setting and what material is more
appropriately delivered at the point of need. Intended outcomes for each level are described in
this appendix.
E-2. IMT
a. This is the critical entry point for the Soldier that combines indoctrination into the Army
culture, values, and Warrior Ethos, with basic skills training, comprehensive fitness, and the
development of a lifelong learning mindset whereby the Soldier takes responsibility for
individual career progress. IMT includes enlisted BCT, one station unit training, and AIT, as
well as small unit officer skills in the BOLC and the WOBC.
b. IMT will continue to focus on soldierization, military bearing, discipline, and basic skills
(such as, shoot, move, communicate, and first aid training) and will begin the emphasis on key
skills that must become ingrained to the point that these skills can be performed under conditions
of high stress. Soldiers will spend some time in the classroom (and that time will vary, based on
specific skill designations), in various types of learning environments, and they will test and
prove proficiency in tactical training environments more closely aligned to the core operational
environment. Therefore, many of the key aspects of this training will remain grounded in
rigorous physical, emotional, and intellectual experiences that are the bedrock for developing
new Soldiers and junior leaders.
c. IMT must increase precision, rigor, and intensity, given the entry-level physical, emotional,
mental, and social standards Soldiers bring from the civilian society into the training base. As
they transition from civilians, new Soldiers in IMT must quickly become physically fit, mentally
agile, morally prepared to join the profession of arms, and competent in a wide range of new
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