K3zgZ

TRADOC Pam 525-8-2
E-4. Intermediate level
a. NCOES SLC. The SLC will be conducted primarily through distributed learning at home
stations. NCOs have enough operational experience and experience learning with technology
that long trips to the school are not necessary. Simulations, games, and social networking will
provide adequate learning mechanisms. Resident instruction at the school will be for live
assessments and field training that cannot be administered electronically. SLC will also begin to
integrate Soldiers from various MOSs into online combined arms exercises that mirror the
complexity and interactions of the operational environment. SLC course content will be aligned
with academic programs that help Soldiers complete a bachelor’s degree. Increased use of
assessments and customized learning means that SLC may have a very different structure.
Rather than discrete start and end dates for a course, SLC may be conducted over the course of a
year or two where Soldiers proceed through learning activities at their own pace. Cohorts may
be established, however, it is also possible that Soldiers will form ad hoc groups each time they
begin an online learning activity. Flexibility and precision in the learning system will be more
important than the current rigid course management structure.
b. OES.
(1) The WOSC educational goal will be to provide new CW4s with the ILE knowledge
and influential leadership skills necessary to apply their expertise in support of leaders on an
operational or upper tactical level joint, interagency, intergovernmental, and multinational staff
during full-spectrum operations. By 2015, the blended learning provided by combined dL and
the 5-week resident phases will include electives in partnership with civilian education
institutions. Content will be based upon that provided at ILE, with project management,
knowledge management, and developing staff and systems integrator skills. Selected branch
proponent schools will provide a third WOSC phase to maintain and enhance the CW4's
specialty knowledge. The new CW4 should pursue opportunities to earn a master's degree.
(2) At the senior captain and major level, officers transition to field grade level
responsibilities with a resident or distributed ILE experience. At this phase, leaders are prepared
to expand their scope of responsibilities through educational experiences that foster advanced
critical thinking, adaptability, agility, and problem solving skills. Instructional strategies focus
on developing higher-level cognitive skills along with acquiring knowledge of Army-level
issues. Small or large group problem-centered instruction is the primary instructional strategy
augmented by operationally relevant scenarios and decision dilemmas. Graduates of ILE should
possess a master’s degree.
(3) School for Command Prep. The School for Command Prep supports command teams
throughout the command life cycle by way of a multiphased learning program and readily
available command team experts as part of the Army’s command team enterprise. Company,
battalion, and brigade commanders and 1 st sergeants and command sergeants majors as well as
their spouses are integrated into the command team enterprise from time of selection through the
relinquishing of command. Their support and education includes the continuous adaptive
learning model as it pertains to their roles as command team members and supported by all
stakeholders of the command team enterprise.
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