K3zgZ

TRADOC Pam 525-8-2
Course content will also be aligned closely with academic programs that help Soldiers pursue
associate and bachelor’s degrees in coordination with the College of the American Soldier.
b. OES.
(1) WOAC. WOAC, a branch proponent school course designed to enhance the
specialized expertise of a CW3, is currently taught by 15 different schools. Common core leader
development is based upon a subset of the branch-immaterial instruction for the CCC. This
common core will replace the current prerequisite distributed learning phase provided through
the AODC. As possible, common core subjects will be integrated into the branch education,
placing it into an appropriate context to demonstrate applicability and facilitate learning. The
WOAC educational goal will remain to provide new CW3s with the knowledge and influential
leadership skills necessary to apply their technical expertise in support of leaders in a tactical
level joint, interagency, intergovernmental, and multinational organization during full-spectrum
operations. The CW3 should pursue opportunities to earn a bachelor's degree.
(2) CCC. Currently the CCC is a 20-24 week course offered at 15 branch schools. It
provides captains the tactical, technical, and leadership knowledge, skills, and attributes needed
to lead company-size units and serve on battalion and brigade staffs. The course emphasizes the
development of leader competencies while integrating students’ recent operational experiences.
Curriculum includes common core subjects, branch-specific tactical and technical instruction,
and branch-immaterial staff officer instruction.
(a) By 2015, the CCC is envisioned to be a more tailored, modular learning approach
completed over time, with a mix of resident and nonresident-gated learning events that include
both standardized and tailored learning modules. This may include face-to-face common core
instruction taught at installation regional learning centers and branch technical and tactical
resident module. Newly promoted captains, in coordination with their chain of command, can
use the Army Career Tracker to develop a sequence of mandatory and elective learning modules
that, along with operational experiences, would be completed to pass established career gates in
preparation for position assignments. Tailored learning modules would include some self-paced,
structured self-development combined with networked links to other students and branch school
facilitators in a blended learning approach. A student cohort group will be established and
mentored by a facilitator from the branch school. The facilitator encourages peer-to-peer
learning, collaboration, problem solving, and social networking.
(b) Common core leader development modules are envisioned to be conducted in a crossbranch,
face-to-face setting at the regional learning center by on-site faculty, mobile training
teams, networked links to schoolhouse, or a combination of methods depending on location
throughput. At this point in the officer’s career, broadening opportunities are available for
advanced civil schooling, partnerships with industry, and developmental assignments with other
government agencies. Reserve component officers will be able to complete their course through
a combination of collaborative dL modules and brief resident instruction. Before the transition
to field grade, captains should have achieved at least half of the credits necessary to earn a
master’s degree.
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