U.S. Army Training and Education Modernization Strategy

(Pre-Decisional DRAFT)
16 October 2014
Version 0.37
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FOREWORD
From the Commanding General
U.S Army Training and Doctrine Command
Place Holder
Army Training and Education Modernization Strategy (Final Draft)
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EXECUTIVE SUMMARY
Training and educating Army leaders, Soldiers, and Civilians is the key to the Armys
future sucess. To be successful, the Army requires modernized, integrated, and
adaptive training and education capabilities to rapidly assess outcomes and OE
conditions, develop programs and products, replicate the OE, and distribute training
and education at the point of need. The Army must anticipate change, adapt so that it
trains the way it fights, and do so faster than its adversaries to maintain training
overmatch. Additionally, the Army must leverage emerging technologies that can
transform the way it develops and delivers training and education to enable versatile,
agile, and adaptive Soldiers, leaders, units and Army Civilians.
The Army Training and Education Modernization Strategy (ATEMS) describes the ends,
ways, and means to modernize training and education (see graphic). Implementing the
strategy will achieve unity of effort across all training domains and environments in
order to better integrate, synchronize, and prioritize modernization activities and ensure
the most effective and timely development and delivery of Army training and education.
Ends
Future Army training and education capabilities modernized and

integrated across all training domains and environments.
Operational
Institutional
Self-Development
Homestation Training
Training While Deployed
CTC Program Training
Distributed Learning (DL)
Training Centers and Schools

IMT / Functional Training
Professional Military Ed.
Professional Growth
Counseling
Synthetic Training Environment (STE)
Ways
Future Holistic Training Environment Live/Synthetic (FHTE-LS)

Training Information Infrastructure (TII)
Army Learning Model (ALM)
TRAINING
EDUCATION
EXPERIENCE
Trainability Considerations
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Resources/Capabilities: Products, Services, Facilities, & Equipment in DOTMLPF-P

TRAINING LEADERSHIP & EDUCATION FACILITIES
Means DOCTRINE
ORGANIZATIONS MATERIEL PERSONNEL
POLICY
The strategy also provides the near-, mid-, and far-term objectives that support the
effective resourcing, transitioning, and anticipation of capabilities necessary to meet
current and future Army training and education needs. Stakeholders in the
implementation of the strategy include Army military and civilian leaders within HQDA,
the Army commands (ACOMs), Army Service Component Commands (ASCCs), Direct
Reporting Units (DRUs), Army National Guard (ARNG), U.S. Army Reserve (USAR),
and the Joint community. Existing training and education governance processes will
provide the framework for implementing the strategy.
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TABLE of CONTENTS
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PURPOSE....................................................................................................................... 1
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SCOPE............................................................................................................................ 1
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BACKGROUND .............................................................................................................. 1
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ASSUMPTIONS .............................................................................................................. 2
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STRATEGIC ENVIRONMENT ........................................................................................ 2
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NEED FOR ARMY TRAINING AND EDUCATION MODERNIZATION ........................... 3
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DESIRED CHARACTERISTICS OF MODERNIZED TRAINING AND EDUCATION ...... 3
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MODERNIZATION VISION ............................................................................................. 4
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NEAR-TERM OBJECTIVES ............................................................................................ 5
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MID-TERM OBJECTIVES ............................................................................................... 6
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FAR-TERM OBJECTIVES .............................................................................................. 7
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TRAINABILITY CONSIDERATIONS ............................................................................... 8
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IMPLEMENTATION STRATEGYENDS, WAYS, AND MEANS ................................... 8
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RISKS AND CHALLENGES .......................................................................................... 11
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GOVERNANCE ............................................................................................................. 12
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SUMMARY .................................................................................................................... 14
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SUPPORTING ANNEXES
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ANNEX A: ANNOTATED REFERENCES ................................................................... A-1
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ANNEX B: SCIENCE AND TECHNOLOGY CAPABILITY NEEDS ............................. B-1
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ANNEX C: SYNTHETC TRAINING ENVIRONMENT/FUTURE HOLISTIC TRAINING

ENVIRONMENT LIVE/SYNTHETIC ................................................................... C-1
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ANNEX D: TRAINING INFORMATION INFRASTRUCTURE .................................... D-1
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ANNEX E: ARMY LEARNING MODEL ....................................................................... E-1
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ANNEX F: THE ARMY DISTRIBUTED LEARNING PROGRAM ................................. F-1
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ANNEX G: ARMY LIVE FIRE TRAINING FACILITIES MODERNIZATION ............... G-1
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ANNEX H: DOTMLPF-P MEANS ............................................................................... H-1
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GLOSSARY
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ACRONYMS AND TERMS .............................................................................. Glossary-1
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PURPOSE
The Army Training and Education Modernization Strategy (ATEMS) describes how the
Army will modernize its training and education over time to generate and sustain
adaptable Soldiers, leaders, units, and Army Civilians. It identifies the ends, ways, and
means for implementation using established processes to integrate, synchronize, and
prioritize modernization activities. The ATEMS will provide direction to the Armys
training and education community in honing and maintaining the Armys competencies
in all learning environmentsclassrooms, home station, Combat Training Centers
(CTCs), deployed, and self-development. See Annex A for a list of annotated
references to the strategy.
SCOPE
Stakeholders include all military and Army Civilians, Army commands (ACOMs), Army
Service Component Commands (ASCCs), Direct Reporting Units (DRUs), Army
National Guard (ARNG), U.S. Army Reserve (USAR), Army Secretariat, the Army staff,
and the Joint community. The operational and institutional forces, including the
education, training, and force modernization communities, have vital roles and
responsibilities to fulfill in order to realize the desired strategic end state. This strategy
emphasizes the near-term (2014 to 2020), mid-term (2021-2030) and far-term (2031
and beyond) planning horizons. The ATEMS will be reviewed and updated biennially.
BACKGROUND
The Army is a learning organization. Training and education are at the core of Army
professionalism. However, the Army has not adequately modernized or fully integrated
current training and education capabilities and training support enablers into its
doctrine, policies, procedures, and tactics for warfighting. Training and education
modernization must be done across the learning environment to enable the most
effective and efficient learning experiences for Soldiers, leaders, units, and Army
Civilians in order to successfully execute Army missions.
The Army must learn from recent operations, refine training and education processes
and capabilities, and maintain Army readiness in the face of changing operational
environments (OE) and constrained resources. Army training and education capabilities
must be dynamic to support doctrine development and fully represent the OE to ensure
the Army trains as it fights. The Army will do this by identifying emerging requirements,
applying best practices in acquisition and sustainment, and seeking prioritized,
incremental improvements in existing capabilities. The Army will harness network
enabled capabilities to solve near-term capability gaps and invest in evolutionary and
revolutionary technologies to solve future capability gaps.
The ATEMS is only one element of Army modernization and is a subset of the overall
Army modernization effort that includes doctrine, organizations, training, materiel,
leadership and education, personnel, facilities, and policy (DOTMLPF-P). The three
high level Army strategies that drive the ATEMS include the Army Training Strategy
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(ATS), Army Leader Development Strategy (ALDS), and Army Mission Command
Strategy (AMCS).
ASSUMPTIONS
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Future Army deployments will occur with less notification and shorter preparation
time, requiring units to conduct a greater amount of deployment training and
preparation at home station and while deployed.
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The Army will face diminished funding for new system development and training
and education program implementation. Training solutions must have low
overhead requiring less external support, be simple to use, and easy to maintain.
They must be expeditionary in nature to support training at the point of need.
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Army automated training management capabilities will enable leaders, training

managers, and analysts to make consistent, fact-based decisions on how best to
align and prioritize training and education resources to Army mission
requirements.
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Army leaders and Soldiers will demand a training environment that is as complex
as the situations they have faced in combat and will not be satisfied with homestation training (HST) that does not challenge them physically and intellectually.
STRATEGIC ENVIRONMENT
The future strategic environment will be complex with no single adversary but rather
interconnected global threats created by a multitude of actors and environmental
conditions. Army forces will operate under conditions of uncertainty and chaos while
facing highly adaptive, innovative, and technology-savvy adversaries. Threats may
include regular and irregular forces, criminals, terrorists, and even hybrid mixtures.
These threats will interact with civilian populations, coalition partners, non-governmental
organizations and others in this complex environment.
Besides a broad range of readily available conventional weapons, state and non-state
actors will be able to select from an array of affordable technologies and adapt them to
create unexpected, lethal weapons. Social media and other emerging means of
communication will enable small groups to mobilize people and resources in ways that
can quickly constrain or disrupt military operations. The ease with which individuals can
communicate with each other, be it political, military, or social in nature, can lead to
flash-mobs and even full-scale riots or military operations. Capability gaps and threats
will emerge and disappear rapidly in this complex environment. The ability to train and
educate must remain agile to adapt to the Armys needs.
The Army Vision Force 2025: The AllVolunteer Army will remain the most highly
trained and professional land force in the world. It is uniquely organized with the
capability and capacity to provide expeditionary, decisive landpower to the Joint Force
and ready to perform across the range of military operations to Prevent, Shape, and
Win in support of Combatant Commanders to defend the Nation and its interests at
home and abroad, both today and against emerging threats.
Chief of Staff, US Army, FY 14 Strategic Priorities
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NEED FOR ARMY TRAINING AND EDUCATION MODERNIZATION

The Army provides capabilities and capacities not available through other services in
order to provide decisive landpower to the joint force. To prepare for this, the Army
must be proficient in its core competencies. The Army must train the way it fights to
develop agile and adaptive leaders and versatile units. Combatant commanders will
use Army formations from the individual Soldier through Corps level. Army equipment
and systems (and training support enablers) must be scalable to different size
formations and retain the capacity to surge to meet mobilization needs. Equipment that
is energy efficient and easy to train on and use will greatly increase operational
versatility. The Army Operating Concept (AOC) describes the Armys core
competencies as:
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Shape the security environment
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Set the theater
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Project power
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Combined arms maneuver
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Wide area security
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LandCyber operations
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Special Operations
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While progress has been made to properly resource the Armys training and education
capabilities, significant risk still exists in the ability to modernize these capabilities. The
global and national fiscal environments continue to challenge the Army to be creative
and innovative in the way it trains and educates its force. The Army will make tough
decisions relating to structure, readiness, and training and education modernization.
Decisions made today will impact the nations military capability (and the supporting
training and education) for decades to come. Current fiscal limitations and the uncertain
nature of the future strategic environment call for a refinement and modernization of the
Armys capability to train and educate Soldiers, leaders, units, and Army Civilians to
ensure that they reach and maintain the highest levels of readiness. The ATEMS is
intended to guide training and education modernization efforts.
DESIRED CHARACTERISTICS OF MODERNIZED TRAINING AND EDUCATION
Optimize Human Performance: The Army must maintain a decisive edge in the
human dimension to prevail in complex environments. With a shrinking force
structure and growing demands on the individual Soldier, it is essential for the
Army to develop and sustain TL&E programs and systems that will optimize the
potential of every Soldier and civilian in the Total Army. The Army requires the
ability to provide rigorous training that not only fully replicates the physical
stresses of combat, but also represents the social and cultural aspects. This
includes all of the activities related to the creation of cohesive teams of Army
professionals who have the basic foundation of trust upon which to build a culture
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that practices mission command, adapting to ambiguous situations through the

decentralized execution of commanders intent. Successful human performance
optimization must involve simultaneous and integrated efforts focused at the
individual, team, and institutional level. We must adopt a new training paradigm
that emphasizes a mastery of the basics and incorporates complexity and the
human dimension into training.
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Commander-Driven: Commanders have the authority and responsibility to train

their units to a high state of readiness. Commanders and leaders must
reassume their responsibilities to plan, prepare, execute, and assess training
after more than a decade of prescribed and delivered training during deployment
preparation. Commanders require training capabilities that are simple, scalable,
and composable/decomposable. Complex training capabilities must be delivered
through simple interfaces.
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Learner-Centric: Understanding individual learner needs, interests, and abilities

to inspire, challenge, and enable Army learning is critical. A learner-centric
environment supported by an adaptive development and delivery infrastructure
will enable career-long learning. Leaders, Soldiers, and Army Civilians will be
more engaged and enthusiastic about learning if it is adjusted to their individual
learning needs and they understand the value of applying newly learned skills to
their duty assignment. The use of distributed technologies enhances this
learning capability by making content more individually tailored, accessible,
relevant, and engaging.
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Models and Simulations-Enabled: Simulations and associated technology

continues to improve, due in part to the tremendous growth within the gaming
industry. Soldiers and leaders have gained confidence in using simulations and
games. The next training revolution will be empowered by the growth in realism
and ease of use of games, Soldier avatars, 3-D mapping, artificial intelligence,
and advanced simulations. Simulation-based capabilities will become the
foundation for creating realistic and relevant training environments. Live training,
while reduced in frequency and cost, will improve in complexity through
integration with simulations.
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Globally Available and Low Overhead: Army training and education must be
expeditionary in nature. It must provide reach and access to products and
enablers, to include reasonable access to subject matter experts, at the point of
need, whether the transaction is across post, to a remote location within CONUS,
or a distant site overseas. Training and education must also be low overhead
requiring less external support and be simple to use and easy to maintain.
Globally available training and education capabilities with low overhead will
ensure learner access to the schoolhouse, other learners, and information
repositories so that Army Soldiers, leaders, units, and Civilians will be able to
train in a distributed fashion anytime, anywhere.
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MODERNIZATION VISION
The vision is a modernized, integrated, and adaptive training and education capability to
rapidly assess outcomes and OE conditions, develop programs and products,
replicate the OE, and distribute training and education at the point of need.
Capabilities will leverage mobile and cloud computing and other relevant emerging
technologies that can transform the way we develop and access information and adapt
to the context, the user, and usage. Capabilities will not be limited by physical, domain,
or echelon boundaries but will provide persistent access to training and education that
enables the development of versatile, agile, and adaptive units and leaders anytime,
anywhere.
Rapidly assess training and education outcomes, Soldier and unit performance
data, and current OE conditions in order to adapt, refine, or influence the
development and delivery of training and education products or solutions.
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Rapidly develop Army training and education programs, products, and training
support of major anticipated needs to provide relevant training and education to
Soldiers, leaders, units, and Army Civilians.
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Rapidly replicate a complex OE in training activities and events, to include Joint,

Interagency, Intergovernmental, and Multinational (JIIM) enablers, in order to
provide a tough and realistic training environment.
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Rapidly distribute Army training and education products to provide on-demand

training and education support at the point of need.
Training for the Future: Training must be "Better, cheaper, faster with lower
overhead to best represent the Operational Environment (OE)Better fidelity, more
rigor, less costs."
Deputy Commanding General, Combined Arms Center Training, 2013
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NEAR-TERM (FY 14-20) OBJECTIVES

The near-term objective is to sustain Program Objective Memorandum (POM)
resourcing to enable modernization while operating in a projected resource-constrained
environment. This will be done through:
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Implementing the ATEMS as a roadmap for modernization.
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Seeking fundamental improvements in current training and education Programs

of Record (PORs) and transitioning these programs to sustainment level funding
while emerging capabilities are being identified and developed.
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Implementing the Institutional Training Mission Management Tool (ITMMT) to

provide a traceable view between the resource requirements document (the
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Program of Instruction) and Army systems that plan and program training
resources.
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Utilizing existing venues and processes such as the Force 2025 Maneuvers
(F25M) which include wargaming, exercises, experiments, and evaluations to
demonstrate or assess emerging capabilities to close high-risk training gaps
identified through Army Capabilities Based Assessments (CBA), Capabilities
Needs Analysis (CNA), and other analytical processes.
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Initiating a program of investment in training and education related Science and

Technology (S&T) experimentation to research and demonstrate emerging
capabilities.
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Implementing the Army Learning Concept for Training and Education (ALC TE)
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Implementing the Army Learning Model (ALM).
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Fielding of the Integrated Training Environment (ITE).
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Engaging industry through the research and development community, Training

and Education 2025 Industry Forums, and other activities to maximize potential
for identification and development of new or revolutionary technologies.
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Exploring existing and emerging technologies to maximize delivery of training

and educational content and products such as mobile computing, devices, and
gaming capabilities.
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Implementing trainability metrics into new systems development to reduce costs

and improve Soldiers ability to safely and effectively train, maintain, and employ
the system. Trainability ensures that systems can be easily learned, operated
and sustained by users and operators without requiring frequent and costly
refresher training.
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Developing ability to rapidly develop, update, and refine instructional modules to

meet Army learning requirements.
MID-TERM (FY 21-30) OBJECTIVES

The mid-term objectives enable the transition from the Integrated Training Environment
(ITE) to the Synthetic Training Environment (STE) as an interim step in setting the
condition to create the Future Holistic Training EnvironmentLive/Synthetic (FHTE-LS)
in the Far-Term. The Force 2025 and Beyond (F2025B) initiative is a midpoint in this
time horizon. This will be done through:
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Integrating the ITE with the Training Information Infrastructure (TII) and ALM.
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Merging virtual, constructive, gaming and augmented reality (VCG-AR) enablers

to create the Synthetic Training Environment (STE).
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Achieving capabilities envisioned in the ALC TE to include enhanced distributed

and mobile learning and computing capabilities.
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Establishing one-world terrain for use in training, education, and operations.
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Migrating training and education networks to the mission command (MC)

networks.
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Maturing the S&T investments in future technologies that support development of

the STE and other training and education related initiatives. To support this
effort, the Army has established a prioritized list of future capability needs for
S&T focus. Annex B contains expanded details of training and education related
capability needs for the mid and far-term. Mid-term technology candidates for
S&T focus include:
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Future Holistic Training Environment-Live/Synthetic (FHTE-LS)
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Artificial Intelligence (AI) for Operations and Training
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Training Methods for Operational Dominance
The STEmerging VCG-AR enablerswill bring the best of the ITE and high fidelity
CTC training environment and training enablers to any location any time. It will enable
commanders at home station to combine the eight (8) elements of the ITE with select
high payoff cost efficient components of the CTC high fidelity training environment.
And, set the conditions to create the FHTE-LS.
FAR-TERM (FY 31 and Beyond) OBJECTIVES
The far-term objectives are to focus S&T research on the Armys top priority training and
education related capability needs to discover affordable, leap-ahead technologies.
Research and investments in S&T are essential to maximize the Armys strengths and
ensure the Army maintains the ability to train better than its adversaries (training
overmatch). This will support development of the FHTE-LS and expand the Armys
capability to meet future Army training and education requirements. See Annex B for
the prioritized list of future capability needs for S&T focus in both the mid and far-terms.
Far-term objectives include:
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Combining the live and STE to create the FHTE-LS, a single live/synthetic
training environment transparent to the training audience.
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Maturing the S&T investments in training and education to support the FHTE-LS
and related initiatives. Far-term technology candidates for S&T focus include:
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- Holistic Training Enterprise
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- Adaptive Learning/Learner Centric Enterprise
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- Virtual Human
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- Adaptive Leader Development and Unit Training

The FHTE-LS will provide a training and education common operational picture (COP)
that allows commanders to train as they will fight and access information and data when
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and where needed. Live training, while reduced in frequency and cost, will leverage
synthetic enablers, such as simulations and games, into a single training event to
improve live training complexity while reducing the risks and resources associated with
a fully live training event. The FHTE-LS will enable commanders to plan, prepare,
execute, and assess training faster, more effectively, at lower cost, and with greater
realism and repetition.
TRAINABILITY CONSIDERATIONS
Trainability of systems must be considered across all training objectives and be fully
integrated across all training domains and environments. Modernized systems must be
easily learned, operated, and sustained by users without requiring frequent and costly
refresher training thus allowing commanders to train more complex collective training
tasks. Training that is planned for and integrated early into system design will reduce
training costs over non-system training aids, devices, simulators and simulations
(TADSS), allow more time for training unit and collective tasks, and significantly reduce
program life-cycle costs. This will contribute to greater individual and unit readiness
when the system is fielded.
Training considerations must be addressed from the beginning of the acquisition
process and incorporated into system development. Reduced equipment complexity
will improve the individuals ability to more safely and effectively train, maintain and
employ the system. Trainability is critical in new system development and should be
established as a key/mandatory element in Army systems development, Joint
Capabilities Integration Development System (JCIDS), and Business Capability
Lifecycle (BCL) Model processes in the near-term.
IMPLEMENTATION STRATEGYENDS, WAYS, AND MEANS
Ends
To achieve the vision the ability to rapidly assess, develop, replicate the OE, and
distribute training and education at the point of needthe Army must modernize and
integrate future Army training and education capabilities across all training domains and
environments. Modernized training and education capabilities will enhance the ability of
Soldiers, leaders, and Army Civilians to master the individual attributes necessary for
the Army to be proficient in its core competencies. Units will be more versatile and
tailorable to support Army Force Generation. The future training environment will:
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Leverage mobile and cloud computing and other relevant emerging technologies.
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Provide persistent access to training and education anytime, anywhere.
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Combine training capabilities, systems, and processes and not be limited by

physical, domain, or echelon boundaries.
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Fully integrate training capabilities to simplify the science of training management

and enable leaders to focus on the art of planning, preparing, executing, and
assessing training.
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Challenge commanders, leaders, and Soldiers through greater fidelity and

realism to synchronize the application of warfighting functions.
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Provide commanders and leaders the ability to rapidly assess, replicate, and
adapt to all OEs to include JIIM enablers to train as the Army fights, understand
the OE, and develop agile leaders.
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Deliver low-overhead and cost effective training and education support and
distributed learning (DL) products/content at the point and time of need.
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Reduce the number of existing information systems, eliminate redundancy, and

create interoperability among databases.
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Reduce the number of training environments, overhead and complexity involved

in training and education.
Ways
The Army will create a modernized and integrated future training and education
capability enabled through the Synthetic Training Environment (STE), the Future
Holistic Training Environment Live/Synthetic (FHTE-LS), the Training Information
Infrastructure (TII), and the Army Learning Model (ALM). Together they provide the key
enablers necessary to effectively train and educate the force.
The STEmerging VCG-AR enablerswill bring the best of the ITE and high fidelity
CTC training environment and training enablers to any location any time. It will enable
commanders at home station to combine the elements of the ITE with select high payoff
cost efficient components of the CTC high fidelity training environment and set the
conditions to create the FHTE-LS.
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Integrating the ITE with the TII, and ALM.
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Merging VCG-AR enablers to create the STE.
The FHTE-LS combines the STE and the finalized TII integration to provide a
distributed, integrated, and globally available network that seamlessly develops and
distributes training and education products. These products will effectively replicate OE
conditions while reducing the complexity of unit training management and readiness
reporting. The live training environment will merge with the STE to create a single
live/synthetic training environment that provides a training and education COP
available through Army MC systems. The FHTE-LS will connect installations and
training domains to effectively execute training, training development, and training
management from any location. This will allow commanders and leaders to focus on
the art of training and education versus the science of planning. See Annex C for a
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detailed discussion of the STE and FHTE-LS. The following describes how the FHTELS supports the operations process.
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During the planning and preparation phases, the installation will become a
docking station, providing connectivity to the tactical network and MC systems.
This allows seamless integration and interoperability among unit training records,
TADSS, institutional training resources, scenario databases, and resource
scheduling.
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During the execution phase, live and synthetic capabilities will be fully integrated
across both selected system and non-system TADSS to provide an immersive
training environment. The complexity of the OE and JIIM enablers will be
replicated through semi-automated functions/forces and artificial intelligence.
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During the assessment phase, After Action Review (AAR) capabilities, Mission
Essential Task List (METL) assessment, readiness reporting, and retraining
requirements will be seamlessly integrated.
The TII includes the hardware, software, communications, classrooms, and services
necessary to develop, store, retrieve, deliver, and manage training and education
information and content for use by individuals, units, and institutions worldwide. The TII
will reduce the number of existing training and education information systems, reduce or
eliminate redundancy of data among these systems, and create interoperability among
databases to ensure accurate information is available to users. It consists of two
components: the Army Training Information System (ATIS) and Points of Delivery
(POD). See Annex D for a detailed discussion of the TII.
The ALM will help achieve the FHTE-LS by revolutionizing the Armys approach to
individual learning with a comprehensive change in how and where learning is
delivered. The ALM focuses on individual leader, Soldier and Army Civilian learning in
Initial Military Training (IMT), Professional Military Education (PME), and Functional
Courses in all Army learning proponents. The learning model enhances the rigor and
relevance of individual learning through routine assessment of Soldier competencies
that enable success across ULO. The ALM is supported by an adaptive development
and delivery infrastructure that enables a continuum of learning and sustained adaption.
The Army Distributed Learning Program (TADLP) will assist in delivery of Army training
and education products and content. See Annex E for a detailed discussion of the ALM.
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Future Holistic Training Environment - Live/Synthetic (FHTE-LS)

Time Horizon:
Near (FY14-20)
Far (FY31+)
Evolve the ITE

Force 2025
Leverage S&T for

Training & Education
LIVE
FHTE-Live/Synthetic
Synthetic Training
Environment (STE)
GAMING
VIRTUAL / Augmented Reality
CONSTRUCTIVE
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ATIS
POD
ALM
Integration & Capability
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Cost & Complexit y
Learners
Commanders / Leaders
NIE/Sustainment
Mid (FY21-30)
TRAINABILITY
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Development
Sustainment
Fundamental change to the way

we train and educate the Army
Figure 1. The Future Holistic Training Environment Live/Synthetic (FHTE-LS)
Means
The available means to modernize Army training and education are the resources and
capabilities, such as products, services, facilities, and equipment, in each of the
DOTMLPF-P domains. However, limited resources will provide challenges to fully
modernize all training and education. To help mitigate these challenges, the Army must
focus on refining training and education processes, maintaining and improving existing
training programs, limiting new system starts, leveraging existing Commercial and
Government Off-the-Shelf (COTS and GOTS) solutions, reducing the number of training
environments to a single live/synthetic environment, and creating a learner-centric
learning environment. See Annex H for a list of DOTMLPF-P means.
RISKS and CHALLENGES
Funding challenges and program tradeoffs may impact implementation of the
modernization strategy and require adjustment of strategy timelines.
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The availability of advanced or leap ahead technologies to meet future T&E

requirements may be limited by the technologys maturity level to meet program
timelines.
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Ongoing development of FORCE 2025 and Beyond concepts and plans may
impact force structures and require adjustment of strategy timelines and
implementation.
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Synchronizing and integrating multiple programs of record (POR) objectives and

timelines will be challenging and require a comprehensive transition/bridging
strategy to ensure success.
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Long-range investment plans and setting priorities across those plans with
defined decision points will help mitigate risk and enable the ability to achieve
objectives that may range across periods of 10-30 years.
GOVERNANCE
The ATEMS will use existing training, education, and leader development governance
processes and forums to ensure program requirements are prioritized, integrated, and
synchronized with current and future training and education needs. The intent is to
develop defendable metrics that support the planning, programming, and execution of
program requirements and inform the Army Program Evaluation Group (PEG) and POM
on training and education investment decisions.
The Training Support System Enterprise (TSS-E) governance process validates,
prioritizes, and resources Training Support System (TSS) enablers, ensuring the
training products, facilities, and services are in place to support approved unit,
institutional, and self development training strategies. The TSS programs include:
Sustainable Range Program (SRP), Integrated Training Area Management (ITAM)
Program, Soldier Training Support Program (STSP), Mission Command Training
Support Program (MCTSP), Combat Training Center Modernization (CTC Mod)
Program, and Training Information Infrastructure (TII) Program. The TSS-E leverages
the following governance processes:
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Modernization Reviews (MOD Reviews) will validate projected training support

modernization requirements, funding strategies, and investment strategies.
HQDA G3/7 (DAMO-TRS), CAC-T TRADOC Capability Managers (TCMs) and
related product managers from PEO-Simulations, Training, and Instrumentation
(PEO-STRI) conduct this review.
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Program Management Reviews (PMRs) receive requirements from the

Commands to enable training and education at home station, schools and
centers, and while deployed. HQDA G3/5/7 (DAMO-TRS), CAC-T TCMs, CAC-T
TSSE representatives, and ACOM/ASCC/DRU representatives conduct this
review.
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Training Support Working Groups (TSWGs) address issues from PMRs, resolve
issues, and forward unresolved issues through the Combined Councils of
Colonels (CoCs) to the Training General Officer Steering Committee (TGOSC)
for action.
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The CoCs include the Institutional (including DL) Training CoC, Home
Station/Deployed Training CoC, Army Civilian Training CoC, and Joint
Interagency, Intergovernmental, Multinational, and Combat Training Center CoC.
The CoCs address TSWG issues and recommend approval of program funding,
POM submissions, and program recapitalization and modernization priorities.
CoCs decisions are reviewed by an integration forum, which, in coordination with
the DA G3/5/7 Director of Training (DOT), determine which issues are brought
before the TGOSC for approval and guidance.
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The TGOSC synchronizes issue development with the POM and Budget
Estimate Submissions (BES). It identifies and resolves issues, determines
priorities, provides guidance, and makes decisions in support of Army training
and leader development.
The Army Learning Coordination Council (ALCC) implements and governs the ALM.
The ALCC synchronizes products and courseware provided by the Army Training and
Doctrine Command (TRADOC) centers, schools, institutes, and colleges to ensure an
integrated and sequential program of career-long learning from IMT to Senior Level
Education that fulfills the intent of the ALM and the Army Leader Development Strategy
(ALDS). The ALCC focuses on the impact of institutional training and education on
individual learning. In addition to setting process objectives and policy
recommendations, the ALCC monitors and reports the degree to which learning
outcomes are being met.
TRADOC coordinates, synchronizes, and integrates these efforts through a three-tiered
ALCC process. The ALCC Principals are the three-star senior management forum cochaired by the TRADOC DCG and CG CAC for learning synchronization and ALM
implementation. This group directs the activities and focus of the ALCC Working Group
and approves critical issues for CG TRADOC decision or information. The Principals are
supported by an ALCC Working Group that is a Council of Colonels-level management
forum. The ALCC Working Group: establishes subordinate panel-oriented objectives
(as required) and synchronizes project execution; identifies and recommends
implementation and evaluation strategies for ALCC-approved initiatives; facilitates the
ALCC Principals agenda; and ensures integration of ALCC work.
The Army Leader Development Program (ALDP) Process identifies leader
development related initiatives; produces the ALDP priority list to ensure consistency
between leader development program priorities and resourcing decisions. Many
education initiatives are reviewed by this forum.
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The Structure Manning Decision Review (SMDR) synchronizes and coordinates

DOTMLPF integration requirements between the training developers and capability
developers. The SMDR determines training and education requirements for the first
three years of the POM; validates training requirements, compares training
requirements with schoolhouse resource capabilities such as manpower, facilities,
equipment, and dollars, and reconciles differences into an affordable, acceptable, and
executable training program. Documenting modernization efforts facilitates validation of
a new requirement, triggers changes to resources, and results in improved integration of
new programs and relevant training.
The Army Force Generation (ARFORGEN) Training Support and Resourcing
Process is designed to synchronize and de-conflict manning, equipping, and training
requirements of all units in transition from the train/ready period to the available force
pool.
The Training and Education Development Enterprise (TED-E) integrates training
and education capability development at the Centers of Excellence (CoEs) and
proponent schools through an enterprise approach to policy and regulation updates,
and identification and justification of funding, personnel, and capabilities resources. The
TED-E ensures training and education products are adequately resourced, developed to
standard, and shared without redundancy. Products include: concepts, strategies,
courses, lesson plans, Programs of Instruction (POIs), Training Support Packages
(TSPs) and Individual Critical Tasks List (ICTL). The TED-E is anticipated to achieve
initial operating capability by late FY14 and achieve the same level of maturity as the
TSS-E no later than fall Fiscal Year (FY) 15.
The Army Quality Assurance Program is a supporting governance process that
identifies issues across the enterprise and provides recommendations on training,
education, and training support issues via accreditations of all Army learning institutions.
Department of the Army Accreditations result in improvement of programs for
enhancement of learning for Soldiers and Army Civilians across the entire enterprise
and across all components.
SUMMARY
The U.S. Army is the worlds most decisive land force capable of operating and winning
in complex environments and on uncertain battlefields. It is organized with the
capability and capacity to provide expeditionary, decisive landpower to the Joint Force
to defend the nation and its interests both at home and abroad. To remain the most
decisive land force in the world, the Army must be capable of developing and
maintaining the most highly trained and professional Soldiers, leaders, organizations,
units, and Army Civilians in the world. The challenge is to find ways to modernize and
deliver the most effective and efficient training and education to provide the Army with
greater capability while maximizing the use of critical resources. The ATEMS identifies
the ends, ways, and means for implementation of Army training and education
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modernization and provides direction to the Armys training community to integrate,

synchronize, and prioritize modernization activities.
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Annex A Annotated References

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ANNOTATED REFERENCES
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AR 350-1. Army Training and Leader Development, Rapid Action Revision (RAR), 4
August 2011.
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TRADOC Pamphlet 525-3-0. The Army Capstone Concept (ACC). 19 December 2012.
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TRADOC Pam 525-3-1 (Version 0.8.9.1). The Army Operating Concept (AOC). TBP.
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TRADOC Pam 525-8-2, Army Learning Concept for 2015, Change 1, 6 June 2011.
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TRADOC Pam 525-8-2 (Version 0.7). Army Learning Concept: Training and Education
2018-2030. TBP.
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Army Equipment Modernization Strategy (AEMS). 4 March 2013.
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Army Leader Development Strategy (ALDS) 2013. 5 June 2013.
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Army Mission Command (MC) Strategy FY 13-19. June 2013.
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Army Training Strategy (ATS). 3 October 2012.
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Operational Environment to 2028: The Strategic Environment for Unified Land

Operations, TRADOC G2, August 2012.
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Training Support System Interim Assessment (TSS IA) FY 13. 4 April 2013.
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DCG CAC-T Description of the Complex Training Environment and Updated

Implementing Guidance. 6 January 2014.
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The Future Army: Preparation and Readiness, GEN Robert W. Cone, US Army.
Published in Military Review, July-August 2013.
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Training the Army of 2020: Another Training Revolution Coming, GEN William S.
Wallace, US Army Retired. Published in Army magazine, November 2013.
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Army Trainability White Paper. 4 June 2013.
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Integrated Training Environment (ITE) Information Paper. 21 October 2013.
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Army of the Future Strategy Brief. 4 December 2012.
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Army Training and Education Modernization Strategy
Annotated References A-1
Annex B Science and Technology Capability Needs

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SCIENCE AND TECHNOLOGY PRIORITIZED CAPABILITY NEEDS

The rapid advancement of new and affordable technologies across the globe will create
vulnerabilities for todays Army. The Army will face declining training and education
budgets at home while its adversaries create periods of calculated operational
overmatch by leveraging opportunity and existing technology. Adversaries will be
adaptive, innovative, and technology-savvyadapting readily available and affordable
technologies to create unexpected and potentially lethal outcomes. The challenge to
the Army will be in finding ways to successfully modernize Army training and education
capabilities during a time of diminishing resources while still maintaining the most highly
trained and professional land force in the world.
Research and investments in science and technology (S&T) are essential to help
maximize the Armys strengths while offsetting its weaknesses in order to meet future
training and education challenges. Research must be focused on the top priority
training and education capability needs. To do this, the Army has established a
prioritized list of the most promising training and education related S&T technologies
that represent those candidates believed to support future training and education needs.
This list is focused on the mid and far-term timeframes and will help to inform S&T
efforts and influence resource decisions.
MID-TERM CAPABILITY NEEDS (FY 21-30)
Mid-term technology candidates focus on three training-related capability needs: Future
Holistic Training Environment-Live/Synthetic (FHTE-LS), Artificial Intelligence (AI) for
Operations and Training, and Training Methods for Operational Dominance. These
capability needs are aligned with the Chief of Staff of the Armys vision for Force 2025
and Beyond.
1. Future Holistic Training Environment-Live/Synthetic (FHTE-LS): This capability
combines the virtual, constructive, gaming (VC&G) and augmented reality (AR)
environments into a single synthetic training environment (STE) that is coupled to live
training and integrated with the Army Training Information Infrastructure (TII). This will
allow Commanders to fully plan, prepare, execute and assess training with one
capability. FHTE-LS will require less hardware, lower integration costs, provide greater
agility to maintain currency, have fewer hardware components and require significantly
less contractors; while still maintaining a medium level of fidelity for home station (HS),
Institutional Training, Operational (multi-echelon Mission Command Training) and SelfDevelopment (Army Learning Model and Mobile Distance Learning). Potential
technology candidates include:
Augmented Reality (AR) technologies that integrate with the live training
environment. AR enables realistic training by providing computer generated
entities which replicate enablers for tasks previously not allowed because of
safety or environmental concerns (e.g.: artillery, close air support or role players).
S&T Capability Needs B-1

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Terrain Generation Framework. Rapid Unified Generation of Urban Databases

(RUGUD) - a database generation capability supporting terrain representation
within the STE. It will significantly lower the cost, time and skill required to author
and produce fully functional, highly effective terrain generation.
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Distributed Simulation Environments and Virtual Worlds. These

technologies allow the Army to conduct collective training anywhere and anytime
in distributed simulations that model individual to Joint Task Force aggregate
modeling in a single, non-federated synthetic environment coupled with live
training on a single, global terrain database.
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Human Interaction Design with Synthetic Environment to Facilitate

Effective Training. Technology to support on-demand, cloud-based framework
for automating synthetic environment production, from source to Soldier.
Objective system will quickly integrate future data sources and algorithms. We
will improve current data fusion techniques, automatically processing sensor
data, reducing manual labor.
2. Artificial Intelligence (AI) for Operations and Training: Enhances the immersive
training experience for dismounted soldiers in virtual and augmented reality
environments. Improved AI promotes realism in the synthetic environment; replicating
Soldier characteristics and behaviors allows for human-AI swapping. AI enables
intelligent tutoring for individual Soldier tasks and collective training feedback for unit
commanders. Potential technology candidates include:
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Adaptive Tutoring System Architecture. Artificially-intelligent agents for

automated authoring of intelligent tutoring systems and analysis of usability and
learning effect.
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Large Scale Distributed Training. Integrated, technology-enabled learning

environment that bridges across platform scale and computational capacity (e.g.,
personal computer, mobile device, virtual worlds) to include social media for
sharing expertise/lessons learned. The purpose is to prototype a technologyenabled, data-driven, learning environment for integrated training across multiple
platforms
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Intelligent Agents for Command Decision support. To provide the

Commander unit and Soldier training performance data and assist in the
development, refinement and delivery of training and education products to train
their unit.
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Intelligent Agents for Constructive Training. Intelligent agents that possess a

number of technology-enabled characteristics which provide the capability to
represent combatant and non-combatant forces, indigenous populations, and
JIIM players across the integrated training environment (ITE) to replicate the
complexities of the operational environment (OE).

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3. Training Methods for Operational Dominance: Measures and Methods for

Training for the Individual Soldier which directly uses the Intelligent Tutoring methods
and environments and helps the Army accomplish the Army Learning Model goals.
Specifically, the measures and methods will facilitate the Soldier achieving proficiency
faster; enable the Leaders/instructors to better utilize classroom, virtual, mobile,
computer based training technologies; and allow training developers to develop
adaptive tailored training within time and resource constraints. These measures and
methods will be fielded iteratively as changes to Army policy and procedures.
FAR-TERM CAPABILITY NEEDS
Far-term technology candidates focus on four training-related capability needs: Holistic
Training Enterprise, Adaptive Learning/Learner Centric Enterprise, Virtual Human, and
Adaptive Leader Development and Unit Training. These capability needs are for the
time period beyond 2025.
1. Holistic Training Enterprise that is fully embedded into the operational Mission
Command network:
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The capability to rapidly develop and conduct synchronized live training, up

to brigade level, in conditions that replicate the complexities of the OE.
This includes a comprehensive (individual and collective), embedded, combinedarms training capability that includes mission command and maneuver (mounted
and dismounted) tasks. An immersive virtual training capability that fully
represents the physical aspects of the OE. This immersive capability must
provide individual and multi-echelon low-overhead simulation(s) that enable a
small unit collaborative training experience using Synthetic enablers, and limited
mission planning and rehearsal capabilities in the OE.
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Stimulate mission command systems and sensors, realistically replicate

combined arms effects and capabilities, realistically replicate hybrid threat
capabilities and the capabilities of JIIM partners, be interoperable among air,
ground, and other Service training systems, and provide rapid and realistic
feedback to the individual, vehicle or equipment. Provide a network with the
capacity and infrastructure to support worldwide, secure, wireless delivery of
training and education products on platforms that range from fixed computers
and simulation centers to mobile platforms across all training environments and
domains.
2. An Adaptive Learning/Learner Centric Enterprise: An accessible, responsive,

and adaptive learning capability that is available worldwide at the point and time of
need. The learning capability must provide mobile access to learning content, ondemand, at the point of need. Be designed with device agnostic architecture with
clearly defined protocols and standards that allows interoperability to support multiple
training and education products; agnostic so that the products can be played on multiple
types of devices and systems and facilitates content validation and assessment of

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content and effectiveness. Enable Soldiers, Army Civilians, and their leaders the ability
to conduct accurate self-assessments to determine future training and education
requirements to improve knowledge, skills, behaviors, and abilities. Include technologydelivered instruction that mimics a one-on-one expert tutor by adapting and tailoring
individualized learning to the learner's prior knowledge and learning style preferences
(i.e. an intelligent digital tutor).
3. Virtual Human: Future training, leader development and education require virtual
human capabilities to represent combatant and non-combatant forces, indigenous
populations, and JIIM players across the ITE to replicate the complex OE. The virtual
humans must have a cognitive architecture capable of supporting a natural language
processing capability that enables virtual human entities to interact autonomously with,
humans, and other computer generated forces in the virtual, gaming and
distance/distributed learning environments. Have the ability to understand, reason and
make assumptions about the environments supporting virtual, gaming and
distance/distributed learning training applications. Populate large-scale simulations to
expand the range of on-demand, interactive training opportunities and reduce human
overhead support.
4. Adaptive Leader Development and Unit Training: Future training, leader
development and education requires responsive and adaptive training and education
infrastructure, development capabilities, and applications, that rapidly and effectively
infuse operational experience and knowledge into training and education in the schools,
home station, combat training centers, while deployed, and through self-development.
An adaptive training capability must provide advanced automated training development
tools, collaborative development capabilities, and shared information repositories to
rapidly and efficiently capture, incorporate, and disseminate relevant information
through effective learning means at the point of need. Soldiers must be able to learn
quicker and retain skills longer through neuroscience applications and by using the art
and science of learning.
The current path of S&T funding is unlikely to sustain the Armys current
competitive advantage. By 2025, the Army is at risk of adversary overmatch.
The availability of advanced or leap ahead S&T technologies to meet future

TL&E requirements may be limited by technology maturity levels.
Annex C Synthetic Training Environment/Future Holistic Training EnvironmentLive/Synthetic

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SYNTHETC TRAINING ENVIRONMENT and FUTURE HOLISTIC TRAINING

ENVIRONMENT LIVE/SYNTHETIC
With the number of deployments expected to decrease, commander-driven homestation training (HST) will be the focus for preparing units for future operations. Limited
training resources and training land availability has driven higher reliance on blended
training. Blended training combines live, virtual, constructive, and gaming to achieve
training objectives, but does it in a non-networked and resource intensive fashion. The
ability to merge training environments will simplify training and reduce overhead costs
while increasing training integration and capability allowing commanders and leaders to
focus on the art of training versus the science of planning training.
SYNTHETC TRAINING ENVIRONMENT
The Synthetic Training Environment (STE) will serve as the interim step in setting the
condition to create the Future Holistic Training Environment Live/Synthetic (FHTELS). The STE will merge virtual, constructive, gaming and augmented reality (VCG-AR)
enablers to create one synthetic environment. The STE will bring together the best of
the Integrated Training Environment (ITE) and high fidelity Combat Training Center
(CTC) training environment and training enablers to any location any time. It will enable
commanders at home station to combine the elements of the ITE with select high payoff
cost efficient components of the CTC high fidelity training environment.
FUTURE HOLISTIC TRAINING ENVIRONMENT LIVE/SYNTHETIC
The FHTE-LS will be an evolution from the current ITE and will be formed from the
merging of STE and the Live training environments. When fielded, the FHTE-LS will
integrate training technology, programs, and processes from across the Army into a
seamless whole to support individual and collective training in the institutional and
operational Army. As envisioned, it provides the ability to rapidly assess the OE;
determine training and education outcomes; develop training and education programs,
products, and support; replicate the OE; and distributes Army training and education at
the learning point of need. The FHTE-LS improves upon the interim STE and combines
it with the Training Information Infrastructure (TII) to provide a world-wide, distributed,
integrated, and cloud-based architecture that enables seamless development and
distribution of training and education products. The FHTE-LS will reduce the complexity
of unit training management allowing commanders and leaders the ability to seamlessly
plan, prepare, execute and assess training to achieve levels of training realism never
before achieved at home station.
STE/FHTE-LS C-1
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Figure C-1. The Future Holistic Training Environment Live/Synthetic
The FHTE-LS when fully implemented will support operations and training management
processes, offer opportunities to manage training resources, save the Army money,
save leaders time, and support unit and leader readiness. Live/Synthetic training will
leverage simulations and gaming into a single HST event to improve live training quality
while reducing the risks and resources associated with previous fully live training
events. The end result is a training environment that:
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Is commander and leader driven
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Is learner centric
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Is integrated and adaptive
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Leverages S&T, COTS and GOTS
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Reduces hardware requirements
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Reduces contract support
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Provides good-enough fidelity to train to standard
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Uses a Common Graphical User Interface (GUI)
STE/FHTE-LS C-2

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The primary risk in implementing a leap ahead is the competing demand to

maintain current home station training capability supported by the ITE while
transitioning to the STE. The ITE is expensive and there is a potential risk that
the Army will lose some near-term training capabilities as funding is reprioritized
to transition to the STE and operationalize the FHTE-LS in the mid and longterms.
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Synchronizing the collapse of ITE program of record (POR) into the STE POR
and eventual FHTE-LS POR is a challenge and will require a comprehensive
transition/bridging strategy to ensure success.
NEAR-TERM OBJECTIVES (FY 14-20)
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Identify critical programs that are currently part of the ITE and ensure they
maintain training relevancy.
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Begin STE Research, Development, Test, and Evaluation (RDTE) efforts.
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Develop the S&T strategy to achieve STE objectives.
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Establish the infrastructure required for STE.
MID-TERM OBJECTIVES (FY 21-30)
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Transition legacy ITE POR into sustainment and eventual divestment.
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Begin FHTE-LS RDTE efforts.
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Establish the infrastructure required for FHTE-LS.
FAR-TERM OBJECTIVES (FY 31 and beyond)
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Continue to product-improve FHTE-LS.
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Execute S&T strategy to achieve next future-training environment.
ROAD MAP
The following road maps lay out the modernization plan to transition from the ITE to
STE during the near and mid-term and from the STE to the FHTE-LS during the mid
and far-term planning horizons. It includes anticipated timelines, expected divestment
and decision points, and plans for procurement and sustainment. Given the period of
STE/FHTE-LS C-3

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time under consideration, it is likely that the dates shown may change significantly
based on funding decisions and technological challenges.
ITE, STE, and FHTE-LS Integration

FY 14-20
FY 21-30
FY 31 & Beyond
FHTE-LS
STE
LVC IA
14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
LVC IA V1
P&D
LVC IA V2
TMRR/EMD
P&D
36 37 38 39 40 41 42 43 44
SUSTAINMENT
LVC IA
V3 & V4
V3
STE (IA & Next

Gen C&V
Capabilities
CDD
TMRR/EMD
V4
S
TMRR/EMD
AoA
PROCUREMENT
SUSTAINMENT
STE IS CDD
Capability
Drops 2, 3, 4
TMRR/EMD 2
TMRR/EMD 3
TMRR/EMD 4
F
FHTE
(STE with
Live/TII)
CDD
AoA
TMRR/EMD
PROCUREMENT
I
Preliminary Work
Sustainment
Inventory exists/
but not sustained
Blend: Procurement/
Sustainment
Non Materiel Solution
RDT&E/EMD
Procurement
Changes in
Procurement
916
917
35
Decision Point
IOC / FOC
Transition IPT
S&T Insertion
Overhaul
Divestment
New Start
Upgrade
MILCON
Figure C-2. ITE, STE, and FHTE-LS Capabilities Development Road Map
Live Systems Integration

FY 14-20
CTIA
14
15
A-TESS
Training Instrumentation Systems
17
18
19
20
LT2-FTS ICD
JROC
TMRR/EMD
CTIA
PROCUREMENT
21
22
23
24
25
26
27
PROCUREMENT
I-MILES
918
919
16
FY 21-30
AoA
A-TESS Inc 1
TMRR/EMD
A-TESS Inc 2
PROCUREMENT
33
34
35
36 37 38
39
40
41
42
43
44
SUSTAINMENT
F
IOT&E PROCUREMENT
TMRR/EMD
SUSTAINMENT
IOT&E PROCUREMENT SUSTAINMENT
SUSTAINMENT
SUSTAINMENT
PROCUREMENT
SUSTAINMENT
IMTS
PROCUREMENT
SUSTAINMENT
T-IS CTCs
32
SUSTAINMENT
PROCUREMENT
CDD
31
SUSTAINMENT F
PROCUREMENT I
CTC-IS
T-IS Digitized
Ranges
PROCUREMENT
30
CTC-MOUT
T-IS
T-IS
Homestations
29
PROCUREMENT
TMRR/EMD
DRTS
JPMRC
28
SUSTAINMENT
IOT&E
A-TESS Inc 3
HITS
FY 31 & Beyond
AoA
TMRR/EMD
I PROCUREMENT
PROCUREMENT
I
SUSTAINMENT
SUSTAINMENT
PROCUREMENT
SUSTAINMENT
Figure C-3. Live Systems Capabilities Development Road Map
STE/FHTE-LS C-4
Virtual Systems Integration

FY 14-20
FY 21-30
FY 31 & Beyond
Small Unit
Aviation
Ground
14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
CCTT
AoA
AVCATT/
NCM3
PROCUREMENT
I
PROCUREMENT
PROCUREMENT
TMRR/EMD
B
PROCUREMENT
B
CDD
CFFT III
SUSTAINMENT
SUSTAINMENT
PROCUREMENT
TMRR/EMD
GFT II
SUSTAINMENT
AVCATT-F
GFT
36 37 38 39 40 41 42 43 44
SUSTAINMENT
TMRR/EMD
B
EST IIGFT
Soldier
PROCUREMENT
VBCT
35
SUSTAINMENT
CPD
PROCUREMENT
SUSTAINMENT
PROCUREMENT
S2 VT
SUSTAINMENT
PROCUREMENT
TMRR/EMD
S2 VT II
SUSTAINMENT
TMRR/EMD
PROCUREMENT
PROCUREMENT
SUSTAINMENT
SUSTAINMENT
MSTC
TMRR/EMD
B
920
921
PROCUREMENT
I
SUSTAINMENT
Figure C-4. Virtual Systems Capabilities Development Road Map
Constructive Systems Integration

FY 14-20
FY 21-30
FY 31 & Beyond
14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44
IEWTPT
PROCUREMENT
SUSTAINMENT
TMRR/EMD
SE Core
TMRR/EMD
PROCUREMENT
C
JLCCTC
PROCUREMENT
SUSTAINMENT
TMRR/EMD
922
923
Figure C-5. Constructive Systems Capabilities Development Road Map
STE/FHTE-LS C-5
Annex D Training Information Infrastructure
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931
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933
934
935
936
937
938
939
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950
TRAINING INFORMATION INFRASTRUCTURE

The TII program serves as the management integrator of training information
technology programs and systems, which include the Army Training Information System
(ATIS) and Points of Delivery (POD). TII includes the hardware, software,
communications, classrooms, and services necessary to develop, store, retrieve,
deliver, and manage training information and content for use by individuals,
organizations, units, and institutions worldwide. The intent of the TII is to provide Army
commanders, Soldiers, and Army Civilians with a capability to quickly access reliable
information that supports training development, management, and delivery across all
training domains.
The delivery of training and education products is often challenged by users ability to
find and access content, restrictive net policies, obsolete or non-intuitive delivery
platforms, and outdated development and revision processes. The TII through ATIS
and POD provides rigorous, relevant, and tailored distributed training and education to
Soldiers, leaders, and Army Civilians at the point of need from a responsive and
accessible delivery capability. The end result is a TII that better enables the Army to
train as it will fight.
The establishment of the TII program under the Training Support System Enterprise
(TSS-E) ensures that governance processes are in place to identify, validate, prioritize,
and resource capabilities across the Enterprise. TII management also helps ensure the
most effective and efficient use of limited resources.
Figure D-1. Army Training Information Infrastructure (TII)
TII D-1
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968
969
970
ATIS
ATIS is the component of TII that provides centralized access to authoritative training
and education information and data. ATIS is currently transforming to better serve the
training and education community as a program of record. As such, it will be better
postured to eliminate redundancies and ensure common standards and interfaces
among systems.
When fully established, ATIS will provide a common operating picture (COP) of the
training environment through integrated, interoperable training development,
management, scheduling, and content and training resource management capabilities.
These capabilities will enable Commanders, leaders, Soldiers, and civilians to better
understand, visualize, describe, direct, lead, and assess training requirements so they
can more effectively plan, prepare, execute, and assess training.
ATIS CAPABILITIES
ATIS has established a plan to converge all existing training and education information
systems into five enterprise capabilities described below. ATIS will sustain each
capability with scheduled upgrades on a roughly three year basis and ongoing periodic
reviews to ensure that fielded capabilities continue to meet the needs of the Army or if a
systemic overall or modernization effort is required.
971
972
973
974
975
Training Enterprise Scheduling Capability (TESC): Provides installation

leaders, training managers, trainers, and instructors the ability to manage training
and education resources, including transportation, classrooms, ranges, supplies,
and mandated legal and social individual, organizational, and unit training in a
single integrated set of applications.
976
977
978
979
Army Training Development Capability (ATDC): Provides training developers

and training managers the ability to develop and coordinate training and
education information, including training packages, training events, courses, and
exercises in support of the training development enterprise.
980
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982
983
984
Army Learning Content Management Capability (ALCMC): Provides trainers

and instructors a single application to deliver training and education information,
including educational and professional instruction, to students anytime,
anywhere; provides users centralized access to training and education necessary
to conduct training missions.
985
986
987
988
989
Army Training Management Capability (ATMC): Provides individual and

collective training managers improved ability to manage training and education
information, including military individual and collective training that supports
mission tasks; provides users centralized access to unit training management
and their individual training records.
990
991
992
993
994
Training Resource Management Capability (TRMC): Provides leaders,

training managers, training developers, trainers, and instructors improved ability
to manage training and education resources.
TII D-2
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998
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1000
1001
1002
1003
1004
1005
1006
1007
1008
1009
1010
1011
1012
1013
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1015

The Materiel Development Decision (MDD) directed ATIS to enter the Material Solution
Analysis (MSA) phase to conduct an Analysis of Alternatives (AOA). The MDD decision
by the Assistant Secretary of the Army for Acquisition, Logistics, and Technology
validated the longstanding requirement for the capabilities ATIS will provide. ATIS will
face challenges as it moves toward implementation. Some of those challenges are
described below:
Analysis of Alternatives (AoA) complexities: Accurately understanding all the

existing candidate systems in order to adequately determine which systems need
to be maintained or divested to be part of the objective system future.
Managing the scope of ATIS: DoD and DA ongoing efforts to comply with
appropriate statutes make it difficult to define the scope and number of systems
that will be part of ATIS.
ROAD MAP
The following road map provides the modernization plan for ATIS capability
development as currently envisioned by the TCM ATIS. It includes anticipated
timelines, decision points, and procurement and sustainment intervals. The timeline will
change over time as detailed analysis and funding decisions dictate.
Army Training Information System (ATIS)

(Dates/Phasing subject to AoA study outcomes)
FY 14-20
FY 21-30
FY 31 & Beyond
14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
ATIS
MDD
ATIS PoR
ATIS
MSA
ATIS
AOA
Army Training
Management
Capability (ATMC)
DEV
TESC Procure/Sustain
s
s
ATMC Procure/Sustain
DEV
I
ALCMC Procure/Sustain
Army Learning Content

Management Capability
(ALCMC)
DEV
I
ATDC Procure/Sustain
Army Training
Development Capability
(ATDC)
DEV
I
Training Resource
Management Capability
(TRMC)
RDT&E/EMD
Procurement
Changes in
Procurement
TRMC Procure/Sustain
DEV
Preliminary Work
1016
1017
36 37 38 39 40 41 42 43 44
ATIS Capability
Development
I
Training Enterprise
Scheduling Capability
(TESC)
35
Sustainment
Inventory exists/
but not sustained
Blend: Procurement/
Sustainment
Decision Point
IOC / FOC
Transition IPT
S&T Insertion
Overhaul
Divestment
New Start
Upgrade
MILCON
Figure D-2. ATIS Capabilities Development Road Map
TII D-3
1018
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1020
1021
1022
1023
1024
1025
POD
PODs are the component of the TII Program that includes classrooms and facilities
used to access content and conduct training and education at the point of need. While
current facilities support instructor presentation systems and learners with desktops and
laptops, the POD program recognizes the need to transition to accommodate mobile
devices. The POD program managers seek to ensure there are sufficient numbers and
types of PODs with adequate sustainment and support to accomplish the training and
education support mission. The TII Program charter lists four types of classrooms:
1026
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1028
Classroom XXI (CRXXI): Fixed institutional and collective classrooms primarily

located at TRADOC CoEs that support resident, distributed, and face-to-face
instruction, collaboration and gaming capabilities.
1029
1030
1031
1032
Digital Training Facilities (DTFs): Fixed classrooms located at Active

Component installations and U.S. Army Reserve (USAR) sites that support
resident, distributed and face-to-face instruction along with collaboration and
gaming capabilities.
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1035
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1037
Distributed Learning Classrooms (DLCs): Fixed and mobile Army National

Guard (ARNG) classrooms primarily located within CONUS at armories and
Regional Training Institutes, although they may also support NG training
OCONUS. Mobile DLCs (mDLC) are replacing fixed DLCs to provide an
enhanced capability.
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Deployed Digital Training Campuses (DDTCs): Ruggedized mobile suites that

support deploying and deployed battalion-sized organizations. They provide
reach back to home station and institutional assets and are pre-loaded with
select gaming technology.
While not under the TII Program, other institution-level, fixed classrooms and facilities
provide similar capabilities including the TRADOC-funded Enterprise Classroom
Program (which includes the Mission Command Art & Sciences Program, Institutional
Training Technology Program, and the Basic Combat Training/One-Station Unit
Training Program). There are an unknown number of additional classrooms and
training facilities that are independently resourced at Army installations.
The POD Plan will provide the framework to integrate and synchronize the ends, ways,
and means required to deliver training and education to Soldiers, leaders, and Army
Civilians at the point of need, whether in the operational, institutional, or selfdevelopment domain. The focus of the plan will be on learners who will be a highly
mobile force equipped with secure and persistent access to information, and computing
power anywhere at any time. It is envisioned that they will access, evaluate, and use
training and education from a variety of sources and leverage technology to improve
their effectiveness and that of their teams while executing the Armys missions. This
plan may morph over time with any POD equity from the Army Learning Concept for
Training and Education 2018-2030 and The Force in 2025.
TII D-4
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RISKS and CHALLENGES:

The current portfolio of PODs provides comprehensive means for delivering training and
education content to Soldiers, leaders, and civilians at the point of need. However, it is
anticipated that in the near-, mid-, and far-term planning horizons, POD stakeholders
will encounter the following risks and challenges:
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Changing the mix and type of PODs. Classrooms and schoolhouses will
remain as critical enablers for the delivery of instruction; however, the numbers of
fixed PODs will decrease over time as mobile devices are increasingly utilized.
Ubiquitous mobile devices, together with wireless networks, will facilitate,
support, enhance, and extend the reach of teaching and learning. Also, Soldier
and civilian learners expectations of having training wherever and whenever they
happen to be will further drive increased delivery of learning content via mobile
devices.
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Establishing a centralized management model to determine installation,

classroom, mobile device, and infrastructure requirements. Such a model
must be based on the training and education requirements at the point of need,
capacity, demand, and usage for each installation and institution. Developing the
factors to support this model will be problematic due to:
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Difficulty in identifying classroom assets and requirements. CRXXIs, DTFs,

DLCs, mDLCs, and DDTCs do not account for all types of classrooms used
for training and education. Other types of classrooms are a significant
means of content delivery. However, lack of visibility regarding their
numbers and capabilities puts at risk the accurate determination of capacity
at the point of need.
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The necessity to modify Programs of Instruction as installations and

institutions transition from fixed PODs to Bring Your Own Device (BYOD)
and government-issued mobile devices.
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Developing new IT infrastructure policies and investment solutions. The IT

infrastructure must enable persistent access to learning content in support of the
FHTE-LS so that Commanders, leaders, and Soldiers can attain the critical
training and education needed for confidence and then mastery. The challenge
will be in implementing policies that will allow expansive access while
simultaneously:
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Establishing vigilant cyber-security and encryption measures to ensure a

state of inviolability from hostile acts or influences
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Enacting wireless infrastructure investment solutions that are carefully

synchronized to avoid waste and minimize overhead.
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Implementing technological innovations and initiatives found in science,

industry, academia, and government. The Army must leverage technological
advances or risk losing opportunities to deliver engaging, relevant, and rigorous
resident, distributed, and mobile learning to its learners at the point of need.
TII D-5
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Mobile devices and cloud computing are just two examples of technological
innovations that will change where, when, and how Army training and education
content is delivered. If implemented wisely, these advances will move the Army
from the current generation to a next generation training environment.
ROAD MAP
The following road map lays out the modernization plan of the PODs during the near-,
mid-, and far-term planning horizons. It is based on the POD Plan and includes
anticipated timelines, expected divestment and decision points, and plans for
procurement and sustainment. Given the period of time under consideration, it is likely
that the dates shown may change significantly based on funding decisions and
technological challenges.
Figure D-3. POD Capabilities Development Road Map
TII OBJECTIVES
The overarching objectives for TII for the near, mid, and far terms are to maintain HQDA
and TSS-E management oversight of TII Program to ensure governance processes are
in place that support the identification, validation, prioritization, and resourcing of
capabilities. As the Program lead, TII will integrate and synchronize technology
insertions between ATIS and PODs to ensure interoperability, where applicable.
Additionally, TII will establish internal working groups for collaboration and ensure a
TII D-6
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1127
consistent funding stream to provide program and budget resources. Individual ATIS
and POD objectives are addressed below.
1128
ATIS:
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1130
Establish common standards for integration, interoperability, and data

sharing/framework for information exchange.
1131
1132
Collaborate with key partners and stakeholders to execute the AoA and refine
requirements for ATIS capabilities.
1133
Establish and enforce governance of training and education systems.
1134
Remain abreast of emerging technologies and capabilities for possible ATIS use.
1135
Sustain existing systems until subsumed into ATIS capabilities.
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Develop an S&T strategy to identify/support future ATIS capabilities.
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Remain abreast of emerging technologies and capabilities and exploit relevant

innovations to modernize ATIS.
1141
Collaborate with PM to ensure ATIS reaches full operational capability (FOC).
1142
Sustain an S&T strategy to identify/support future ATIS capabilities.
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Sustain existing ATIS capabilities to ensure they meet user needs.
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Continue collaboration with ATIS stakeholders to gain input and feedback on

system functionality.
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Remain abreast of emerging technologies and capabilities and exploit relevant

innovations to modernize ATIS.
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Maintain consistent coordination with PM to ensure ATIS can sustain existing

capabilities and insert new technologies where necessary.
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Sustain an S&T strategy to identify/support future ATIS capabilities.
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Continue collaboration with ATIS stakeholders to gain input and feedback on

system functionality.
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TII D-7
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POD:
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NEAR, MID, and FAR-TERM OBJECTIVES. The following near-, mid-, and far-term
objectives for PODs are derived from the POD Plan. Numerous organizations across
DoD are working to achieve these objectives over time.
1163
Provide management and oversight for the POD Program.
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Leverage science, technologies, and innovations to improve accessibility and

sustainability across all domains within the STE and FHTE-LS.
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Collaborate with all stakeholders to obtain visibility on all classroom assets and
capabilities.
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Leverage the capabilities of the "Installation as a Docking Station.
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Leverage existing commercial off-the-shelf technologies to both mitigate the

threat against malicious agents as well as to enable the workforce with secure,
managed access to DoD enterprise resources such as Enterprise Email and
SharePoint.
1175
1176
Leverage industry infrastructure, emerging technologies, and commercial off-theshelf products in accordance with policy and standards.
1177
Enable persistent access to training and education content in support of STE.
1178
Evolve infrastructure to support mobile devices and other emerging technologies.
1179
Secure the use of mobile devices.
1180
Institute mobile device lifecycle management.
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1182
Employ technologies such as mobile device management (MDM) and secure app
containerization to centrally manage, query, and configure mobile devices.
1183
1184
Educate and train the workforce on the appropriate use of smart mobile devices
and applications for work-related functions.
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Educate and train the workforce on how to correctly set User Based
Enforcement-controlled security settings.
NEAR and MID-TERM OBJECTIVES (FY 14-30)
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Close the technology and business process gaps that exist between government
and industry, as the use of smart phones, e-readers, and tablet devices evolve.
1191
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Enable Army users to maintain a comparable level of access to Army mission

and business applications and data while away from their government-owned
computer without having to carry additional smart mobile devices to access
privileged Army and/or DOD network resources.
TII D-8
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1196
Realize the vision for the next-generation enterprise network, including the suite
of enterprise services and supporting information technology infrastructure.
1197
1198
1199
1200
Configure and resource every installation to facilitate the same or equivalent level
of modular connectivity for units across the force.
1201
1202
Enable persistent access to training and education content in support of FHTELS.
1203
Provide access to everything from any device at any time and from anywhere.
TII D-9
Annex E Army Learning Model
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ARMY LEARNING MODEL

The Army Learning Model (ALM) is the current framework to operationalize the Army
Learning Concept (ALC). The Army Learning Concept for Training and Education (ALC
T&E) expands upon the original ALC and incorporates the Army Training Concept
(ATC) which addresses learning within the operational domain. The new ALC T&E
focuses on the new Army Operating Concept (AOC) and the requirements and
challenges associated with the evolving Force 2025 and Beyond concept.
The current learning model focuses on institutional training and enhances the rigor and
relevance of individual learning through routine assessment of 21st Century Soldier
Competencies. The ALM is supported by an adaptive development and delivery
infrastructure that enable success across Unified Land Operations (ULO). The Army
Learning Concept for 2015 lists the 21st Century Soldier Competencies as:
1217
Character and Accountability
1218
Comprehensive Fitness
1219
Adaptability and Initiative
1220
Lifelong Learner (includes digital literacy)
1221
Teamwork and Collaboration
1222
Communication and Engagement (oral, written, negotiation)
1223
Critical Thinking and Problem Solving
1224
Cultural and JIIM Competence
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1234
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Tactical and Technical Competence
The ALM revolutionizes the Armys approach to individual learning with a

comprehensive change in learning outcomes, and how and where learning is delivered.
As depicted below, the ALM increases the rigor, relevance and effectiveness of face-toface learning experiences in Army schoolhouses through context-based, collaborative,
problem-centered instructional strategies that focus on mastering fundamentals and
maximizing the effectiveness of limited resident learning time. Enabling capabilities,
such as TADLP, ALCMC, and POD, extend the reach of the schoolhouse in a careerlong continuum of learning enabling Soldiers to reach back to the schoolhouse and
access learning content at the point of need. These learner-centric methods are more
engaging and accessible for a generation of recruits who have grown up in a digital
world, and for seasoned Army professionals, with repeated deployments, who bring a
wealth of experience to the learning system.
ALM E-1
Some Characteristics of a
Learner-Centric 2015 Learning Environment
Blended Learning
Single Portal to Digital
Learning Resources (Virtual
Technology-Based Delivery
with Facilitator in the Loop
Warrior University)
Context-based,
facilitated, problem
solving team exercises
Performance Support Aids

(Mobile Digital Devices-The Game Changer!)
Mobile Learning,
dL Modules
Peer-Based Learning
(Digital Social Networks)
Adaptive Learning,
Intelligent Tutors
Soldier Created Content

(Wikis, Blogs, Apps, etc.)
Assessments,
Evaluations
Virtual Training
Environments
(Rigor & Relevance)
(e.g. Training Brain Ops. Center)
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Self-Structured
Learning
Track Progress
(Army Career Tracker)
Enables Career-Long Learning -- Supports a Learning Army

Figure E-1. Army Learning Model (ALM)

The ALM is transforming Army institutional training and education (learning) by
establishing adaptive development and delivery infrastructures and increasing
workforce skills that support learner-centric instructional strategies within resident,
distributed, and mobile learning environments. The continuously adaptive technologies
and workforce support learning by making content more effective, relevant, engaging,
and accessible.
The ALM contributes directly to the success of operational adaptability. The Army is
first and foremost a learning organization from initial military training and enculturation,
to functional training, career long professional military education of its Soldiers and
leaders, and continuous learning support at home station or operational locations.
STRATEGIC FOCUS AREAS
There are four strategic focus areas (SFA) that underpin ALM implementation and
provide the framework to identify and develop the critical path and high pay-off
requirements to achieve ALM implementation in the near to mid-term.
ALM E-2
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SFA 1 - Resourcing Models, Policy, and Practices to Sustain Adaptation: It is

essential that the Army adapt and improve internal and external resource models,
policies, and practices to inform Army and TRADOC planning, programming, and
decision making to reflect ALM and support more adaptive execution of Army-wide
learning activities. More accurate manpower resource planning and programming are
essential to implement and sustain ALM.
SFA 2 - Analysis, Design, Development and Assessment Capability within
TRADOC: Effective organizations, management, workflow, and processes are required
to enable the training and education development workforce to support ALM-based
changes in learning requirements and products. It is essential to sustain the Armys
analysis, design, development, and evaluation capability and processes to sustain
rigorous and relevant curricula. These capabilities are necessary to provide the
Operational Force with quality and timely learning content that accounts for frequent
updates in equipment, TTP, doctrine, and lessons learned.
SFA 3 - Capabilities (Information Technology (IT), Tools, and Capacity) to
Manage, Develop, and Deliver Learning at the Point of Need: Improving processes,
structures and enterprise-level strategies are necessary to provide synchronized
enabler planning, programming, management, and resolution of technical issues to
enable ALM implementation. Improving synchronization, lifecycle management, and
resourcing for IT and Knowledge Management (KM) infrastructure investment, wireless
campuses, mobile device and security solutions is required to support learning and
provide Soldiers and leaders universal access to networked learning content at the
Point of Need. This is supported by providing learning institutions with the essential
tools to plan, develop, deliver, or manage curricula. In addition to supporting resident
learning, these capabilities support the Operational Force with tools to leverage the
schoolhouse to conduct individual training and prepare for collective training. This
supports home-station training (HST) with more effective learning experiences, job aids,
and potentially less time spent in the schoolhouse.
SFA 4 - Workforce Skills Development and Qualitative Personnel Management: It
is essential to synchronize and align workforce development initiatives, internal and
external processes, and activities to acquire, develop, and sustain quality military and
civilian personnel. The Army must institutionalize and improve development programs
for the training and education workforce. Adapting training developer and instructor
workforce development, and personnel policies and practices is necessary to improve
the quality, utilization and sustainability of military and civilian personnel in Army
Centers and Schools. Adaptive personnel policies and practices will improve the quality,
utilization and sustainability of instructors and training developers and create and
enable more adaptive learning organizations that produce relevant and effective
curricula and supporting multi-media learning content, and applications.
ALM E-3
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TCM TADLP SUPPORT TO ALM

TADLP support to the ALM is done through SFA 3. This includes development and
implementation of a mobile learning (MLng) strategy to improve the efficiency and
effectiveness of training and education delivery to our Army in the operational,
institutional and self development domains. The strategy requires integration of
learning processes and products and leveraging technology to provide distributed
learning content at the point of need. The vision for this strategy is a highly mobile
workforce equipped with secure and persistent access to training and education
information anywhere and at any time for greater mission effectiveness.
The MLng Strategy is being implemented by the establishment of a TRADOC Project
Office assigned under the TCM-TADLP. The first step in this effort is to establish a
mobile learning pilot to assess the performance of Army approved Windows Based
devices in a controlled and analytical environment. Follow-on action includes
development of a strategic framework that involves three lines of effort (LOE). These
LOEs include:
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Integrate mobile learning process.
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Develop robust and relevant MLng products.
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Enable an ubiquitous access to MLng content.
TCM ATIS SUPPORT TO ALM

TCM ATIS and the TII and POD Programs provides direct support across the ALM SFA.
TCM ATIS / TII Program support to SFA 1 includes development and implementation of
models and tools which improve resource management and utilization such as the
Training Resource Management Capability (TRMC) and Training Entries Scheduling
Capability (TESC). TCM ATIS / TII Program support to SFA 2 includes development
and implementation of Army Training Development Capability (ATDC) and Army
Training Management Capability (ATMC). TCM ATIS/TII support to SFA 3 includes
development and implementation of Army Learning Content Management Capability
(ALCMC) and their Points of Delivery programs. Expansion of the Classroom XXI
(CLXXI) program to include wireless infrastructure and tools, is essential to support and
enable mobile delivery within the institution. POD 2025 is essential to evolve the
institutional infrastructure, provide for content delivery to operational learning sites, as
well as individual Soldiers and Leaders across the Army throughout their careers.
TCM ITE SUPPORT TO ALM
The TRADOC Capability Managers for Live, Virtual, Constructive, Gaming, and
initiatives such as Merging Virtual, Constructive, Gaming and Augmented Reality (VCGAR) and Future Holistic Training Environment Live/Synthetic are essential to
achieving the ALM vision. On a day to day basis the TRADOC TCMs help create the
conditions (i.e. training aids, devices, simulations, simulators, games, etc,.) that enable
learning within the institution and that support Soldier and Leader learning across the
force. As the TRADOC CoEs update their programs of instructions and training support
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packages that support the operational force, it is imperative that TCMs have the
capacity to provide enablers of sufficient quality, fidelity, and quantity that are learnercentric, facilitate learning/applying 21st Century Soldier Competencies, and deliver
learning at the point of need. These capabilities support individual, small and large
events, up collective capstone exercises in our institutions and corresponding TSPs
across the force. These enablers must be adaptable to operational changes, emerging
trends, increases in our understanding of learning methods, and more effective or
efficient learning technologies.
Near term objectives under the umbrella of the ALC/ALM enable pilot programs and
prototype capabilities developments to test ALM concepts, build strategic buy-in from
DOD and DA, and modify policies. This phase operationalizes ALM objectives and
lessons learned to develop enduring capabilities that deliver content consistent with
ALM principles. Initial operating capabilities are largely dependent on TRADOC, DOD
and DA substantively resolving policy, resourcing, and network access issues coupled
with optimized and trained staff and faculties. Key elements are:
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Institutionalizing improved staff and faculty development programs.
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Modifying curricula development [processes and programs].
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Adapting resourcing and assurance programs.
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Improving network access for educational purposes.
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Adapting learning methods, models, infrastructure, and tools.

Army schools and COEs use updated learning models and incorporate technological
advances where appropriate. Mid-term objectives will shift from support of the original
ALC concept and ALM programs to support the ALC (T&E) 2025 and Force XXI. Major
objectives include:
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Ensuring a sustained adaptation process that facilitates continuous innovation.
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Linking our future education and training required capabilities with S&T
technology partners.
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Integrating advanced learning technologies and methods into programs of record

and/or programs of instruction.
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Continuous improvement trajectory for learning, learning development, and

learning support.

Army schools must enable adaptation through ongoing innovation to sustain continuous
improvement. Learning, learning development, and learning support must remain
organizational priorities to enable a continuous evolution of learning.
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ROAD MAP
The following road map lays out the modernization plan for the ALM during the near-,
mid-, and far-term planning horizons. It includes anticipated timelines, expected
divestment and decision points, and plans for procurement and sustainment. Given the
period of time under consideration, it is likely that the dates shown may change
significantly based on funding decisions and technological challenges.
Army Learning Model (ALM)

ALM
Strategic
Thrusts
FY 14-20
14
15
16
Resourcing
Adapt & Field

Resourcing
Models
Instructional
Systems
Adapt Dev.
& Delivery
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18
19
FY 21-30
20
21
ALM IOC (Notional)
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23
24
25
26
27
FY 31 & Beyond
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29
30
Assess Force 2025 Implications
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Assess Future Force Implications
Sustain Resourcing Models (re-validate on tri-annual cycle)
Sustain via Training and Developers (TED) Enterprise
- Ind. Tng for Tactical Tasks

- Immersive Virtual Tng Sys.
Adapt Assessment Practices (Outcome and Operational Forces focused)

M&S for TEAs
Technology /
Infrastructure
Tng
Information
Systems
Point of
Delivery
Army Training Dev. Capability
Sustain Training Information Programs
Army Learning Content Management Dev.
Establish TRADOC App Store

Establish CoE
Wireless
Baseline
Mobile Devices Procurement / Sustainment
BYOD Baseline
Sustain POD Programs
Establish Wireless Infrastructure Program
Training
Support System
Training Enabler
Management
Workforce
Establish TSS
Baseline
Sustain Training Support System (IAW Prop Plans)

VCG-AR
Training Resource
Mgt. Capability
Sustain Enabler Management Programs
Establish CP 32
Certification
Sustain via CP 32 Program Management
Update Staff &

Faculty Curriculum
Sustain via TRADOC Staff & Faculty Working Group
Preliminary Work
RDT&E/EMD
Procurement
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FHTE-LS
Changes in
Procurement
Sustainment
Inventory exists/
but not sustained
Blend: Procurement/
Sustainment
Decision Point
IOC / FOC
Transition IPT
S&T Insertion
Overhaul
Divestment
New Start
Upgrade
MILCON
Figure E-2. ALM Capabilities Development Road Map
ALM E-6
Annex F The Army Distributed Learning Program
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ARMY DISTRIBUTED LEARNING PROGRAM

The Army Distributed Learning Program (TADLP) will improve Army readiness by
providing dynamic, adaptive, and tailored distributed training and education to Soldiers,
leaders, and civilians at the point of need. The newly retooled, responsive, and
accessible delivery capability is an integral component of the institutional, operational,
and self-development training domains and supports ARFORGEN training
requirements. It uses information technology to develop, implement, and evaluate
instruction, thereby enhancing and extending traditional methods of learning. It
provides near-term and long-range planning, funding, and requirements to produce
training and education content for delivery to Soldiers, leaders, and civilians anytime,
anywhere.
TADLP is comprised of Army wide contracted content development, the Army eLearning program, the Army Learning Content Management Capability (ALCMC) and
newly formed TCM Mobile. Points of Delivery (POD) enablers such as classrooms,
mobile devices, desktops, and facilities used to access content and conduct individual
and collective training and education are critical to the accessibility of TADLP products.
TADLP supports DODs intent to deliver learner centric training when and where
required, increasing and sustaining readiness throughout the force, Active and Reserve.
TADLP leverages technology, curriculum, and content design to provide cost-effective
and efficient learning content. It establishes a technology-enabled learning environment
at the point of need where formal and informal content is easily discoverable,
accessible, playable, flexible, and trackable through multiple delivery means including
asynchronous, synchronous, and mobile delivery. The key characteristics of TADLP
include:
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Rapid creation and delivery of rigorous digitized learning content
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Mobile learning content and applications
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Knowledge sharing and collaboration among learners
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Dynamic social learning networks
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Peer-based learning interactions, facilitators, and instructors for continual lifelong

learning opportunities
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Tools that support professional and personal development goals
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Life cycle management of courseware
TADLP F-1
The Army Distributed Learning Program (TADLP)

Business Model
TRADOC Priorities
Build a Lethal, Decisive Army
Recruit, Assession and Initial Military Training
Training Development, Training Support,

and Functional Training
Doctrine
Develop Innovative, Agile Leaders

The Army Profession
Leader Development
Professional Education
Mission Command
Create a Versatile, Tailorable Future Force

Develop, evaluate, and integrate capabilities
Concepts, Strategies, and Innovation for the

Future Force
Capabilities/
Resources:
Processes:
Army-wide Courseware/
Product Development
Army Learning Content
Management Capability:
-ALMS/Army E-Learning
-E-LLC/A-LLC
-JKO
Points of Delivery:
-Digital Training Facilities
-Deployed Digital Training
Campus
-Digital Learning Centers
-TRADOC Enterprise
Classroom Program
Points of DL Assistance:
-Army Training Help Desk
-DL Diagnosis Advisement
Research Technical
(DART) Team
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Integrated
Training
Environment
Text
IMT: Initial Military
Training
NCOES: Noncommissioned
Officer Education
System
OES: Officer
Education System
CES: Civilian
Education System
Functional Training
VideoTeletraining
Reachback and
On demand
Gaming
Mobile
Learning
Simulations
Continuum of
Learning
Voice
iBooks
Adaptive
Learning
Audio
Streaming
Complements
Operational and
Institutional
Train and retrain
tasks
Web-based
Content
Podcasting
Interactive Multimedia
Instruction (IMI))
ACCP: Army
Correspondence
Course Program
Structured Self
Development
Continuous adaptation to support a future learning environment

characterized by a learner centric, career-long continuum of learning that
is continuously accessible and provides learning at the point of need
Governance:
-Training Support Enterprise
-DL Strategic Plan
-Quarterly Funding
Development Support:
-New Courseware Contract
-Object Management
-Multiple Platf orms
Capability Development:
-DL Capability Requirements
-DL Specif ications
Implementation:
-SCORM Package Testing
-Government Acceptance
-DL Functional Testing
Delivery:
-ALCMC
-Apps
-Web-based
-Content-based
-Object-based
Metrics:
-Measure of Ef f ectiveness
-Individual Assessment
-Quality Control
Figure F-1. The Army Distributed Learning Program Business Model
RISK and CHALLENGES

The TADLP program will face many challenges as it is transformed. The greatest of
which will be development of agnostic content capable of running properly on different
operating systems. The Army must enlist its industry partners to assist in assuring the
playability of content. Other challenges include pre and post assessment, automated
content development capabilities with ease of functionality, singular individual learning
management system, and evolving portable delivery capabilities. TADLP must employ
these means to adapt, streamline, and improve to be more responsive to the changing
needs of a future learning environment. Implementation of Bring Your Device (BYD)
and ubiquitous access to network and learners accessibility to new technologies and
security policies concerns continues to be an issue that will require solutions ideally
from all disciplines and levels of management. The Army must seek solutions balancing
national defense information security imperatives and the need for Army user access to
authorized and appropriate training and education content, products and services
through wireless networks and mobile devices.
Near -Term objectives for TADLP will be to provide a jump start for the mobile
environment for TRADOC and provide lessons learned to augment an overall posture
for the Army. The program will also begin to explore accessible, responsive, and
adaptive learning capabilities that are available at the point of need. These adaptive
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learning capabilities must provide for mobile access to learning content, and on-demand
training at the self- development, institutional, and operational training domain of the
learner. Systems and devices must be designed with system agnostic architecture with
clearly defined standards that allows interoperability to support multiple training or
blended approaches. Likewise, context neutral and device agnostic content must be
developed so that the products can function on multiple types of devices and systems.
Key activities are:
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Establish TCM Mobile and governance processes
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Establish wireless infrastructure at TRADOC schools and establish and maintain

a TRADOC Application Gateway
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Develop and implement an adaptive learning strategy/capability.
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Develop and pilot Army Distributed Online Collaborative Courses (ARDOCC).
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Upgrade the Army Learning Management System.
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Develop and implement learning and performance assessment.
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Implement social learning in training and education.
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Separate non-sensitive course material to facilitate mobile access from multiple

devices.

Mid-Term Objectives for the program will include use of science and technology
research and output that incorporate technological advances where appropriate.
Emphasis will shift with application of these new technological approaches and learning
science results to enhance the learning process and adaption of content development.
Key activities are:
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Integrate advances in learning sciences and neurosciences to improve learning.
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Improve on adaptive and engaging learning strategies and processes to train

agile and adaptive leaders, Soldiers, and Army Civilians.
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Provide virtual human interaction and intelligent tutors on mobile devices.
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Leverage advances in learning technologies that promote skill acquisition and

cognitive, physical, and social development.
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Improve and enhance Army Learning Management System to encompass new

technological and educational standards and accessibility.
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Develop a technology refresh strategy to support required life cycle

replacements of mobile devices and infrastructure improvements

The TADLP will continue to leverage, investigate, and adapt through ongoing
innovations to sustain continuous program improvement and adaption of newer
technologies. Key efforts are:
TADLP F-3
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Execute technological improvement and advancements to learning strategies

and content development.
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Leverage new automated content development efforts to achieve future training

environment requirement.
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Leverage and execute new technologies for learning management and

implementation capabilities.
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Leverage technological improvements and advancements for delivery of

distributed and persistent content.
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Leverage technological improvement in content and learners assessment.
ROAD MAP
The following road map lays out the modernization plan for TADLP during the near-,
mid-, and far-term planning horizons. It includes anticipated timelines, expected
divestment and decision points, and plans for procurement and sustainment. Given the
period of time under consideration, it is likely that the dates shown may change
significantly based on funding decisions and technological challenges.
The Army Distributed Learning Program (TADLP)

TADLP
Lines of
Effort
Resourcing
FY 14-20
FY 21-30
14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
Adapt
Resourcing
Model
Army Distributed
Collaborative
Online Course
Transform DL
Delivery
35 36 37 38 39 40 41 42 43 44
Sustain Resourcing Models

(re-validate on tri-annual cycle)
Adaptive Learning
Dynamic
Content/Learning Assignment
Intelligent Tutoring
of
Strategies
Content
DL Capabilities
Development/
Implementation
FY 31 & Beyond
Sustain Content and Learning Strategies
Social Learning
Army Learning
Content
Management Dev.
ALMS 4.0
ALCMC
Establish CoE BYOD Baseline
Wireless
Baseline
Sustain DL Learning Management Programs
Sustain DL Delivery Programs
Establish Wireless
Infrastructure Program
Establish TRADOC
App Store
Continuous
Improvement/
Future
Technologies
Establish CPI
Baseline
Preliminary Work
Sustainment
RDT&E/EMD
Inventory exists/
but not sustained
Blend: Procurement/
Sustainment
Procurement
Changes in
Procurement
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Sustain Continuous Improvements, Explore Future Technologies
Decision Point
IOC / FOC
Transition IPT
S&T Insertion
Overhaul
Divestment
New Start
Upgrade
MILCON
Figure F-2. TADLP Capabilities Development Road Map
TADLP F-4
Annex G Army Live Fire Training Facilities Modernization
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INTRODUCTION
In February 1980, the Armys Vice Chief of Staff General John Vessey established the
requirement for a centralized Army Range Modernization Program. He published a
Marksmanship Memorandum dated December 11, 1980. The lead sentence reads:
"Many current Army regulations and policies place insufficient emphasis on individual,
crew, and unit marksmanship. If the fighting Army does nothing else, we must be able
to hit our targets. Conversely, if we do all other things right, but fail to hit and kill
targets, we shall lose."
This annex to the Army Training and Education Modernization Strategy (ATEMS)
provides an overarching live fire training modernization plan for the next 30 year period.
The information in this document was compiled from numerous Army sources, including
the current Training Circular (TC) 25-8 Training Ranges, and TC 25-1 Training Land.
Live Fire Facility Modernization not only includes the training ranges the Army utilizes
for live fire, but also the training land that is critical to the Warfighters maneuver
capability. The Integrated Training Area Management (ITAM) program provides
sustainment of these outdoor classrooms and, more importantly, is dedicated to
making these resources accessible, available, and Operational Environment (OE)
relevant to the Warfighter.
ARMY LIVE FIRE TRAINING FACILITIES MODERNIZATION
Effective live training, carried out to a high doctrinal standard, is the cornerstone of
operational success. The training of the critical tasks that individual, crew, platoon, and
companies have to accomplish to be combat ready is directly related to the availability
and capability of live fire ranges and maneuver areas. The continued improvement of
live fire ranges and facilities is key to developing the go-to-war skills. The availability of
live fire ranges and facilities will be even more important for units in the future as they
must be operational and able to deploy within short periods of time to a combat zone.
The successful implementation of the business end of the Armys Brigade Combat
Team modernization strategy is when the sharing of information in the sensor array
allows for precision targeting and grouping of precision fires for target kills. This
capability can only be validated on a live fire range or complex. Synchronizing the
intelligence and other supporting systems and capabilities with the direct fire assets in
an engagement is a critical function normally performed by the staffs at the battalion
and brigade combat team command posts. Consequently, command post elements
must be included in live fire training.
The Army modernization of combat forces from the current force to the future force will
increase the lethality and precision of weapon systems over greater distances. As
these weapons are introduced and combined with a net centric digital command and
control, the achievement of overwhelming tactical dominance and control of the
battlefield will be obtained. The precision of weapon systems will help determine the
Live Training Modernization G-1
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appropriate force, preventing unnecessary loss of life, as well as laying the foundation
for the future operational environment.
ARMY RANGES
The Armys family of training ranges provides training opportunities to develop and
improve Soldier and team proficiency and competence in the use of sophisticated
weaponry. Individual Soldier proficiency and collective training ranges realistically
portray combat conditions to mold the team into an effective fighting unit.
The computer-controlled ranges of today allow trainers to develop scenarios and control
targets and battlefield simulation devices. This permits Soldiers and units to practice
mission essential tasks in a stressful environment. Computerized systems also provide
performance feedback. After-action reviews (AAR), using data recorded during training,
permits the commander to assess the units performance. The accurate feedback
allows leaders to assess the mission status of their units and design training programs
to overcome the identified shortcomings. Performance feedback highlights positive
actions to reinforce correct procedures and to foster Soldiers confidenceenabling
Soldiers and leaders to recognize and correct their shortcomings.
CHALLENGES
As weapon systems become more lethal and capable of delivering greater firepower
over increased distances, Army ranges must change. Current training ranges are
required to support Soldiers using their weapons through live fire, subcaliber devices,
and laser and simulation technology. The ranges of the future must serve as the focal
point of training as we integrate the Live-Virtual-Constructive training environments and
add digital command and control elements. At company level and below, Soldiers train
and hone their combat skills in live fire and maneuver. At the battalion and brigade
levels, training the staffs to plan and synchronize Joint and supporting systems, assets,
and capabilities with the multiple units maneuvering and engaging direct fire targets will
require live fire areas and target arrays exceeding the current capabilities of most
installations. The maneuver Combat Training Centers (CTCs) provide the only facilities
and infrastructure able to support combined arms live fire training for echelons above
the company level. In an era of intense resource competition, each dollar spent to
develop, mitigate, or restore training ranges must deliver the maximum return in
effective training and combat readiness.
With greater firepower and maneuver capabilities, the requirement for range land will
continue to grow. Acquiring additional range lands will be difficult, so sustaining our
current range lands becomes a critical task. Challenges to range land acquisition
include encroachment of commercial and private development; protection of threatened
and endangered species; loss of wetlands; prevention of soil, surface, and groundwater
contamination; deterioration of air quality; and noise effects.
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Accommodating the effects of force modernization and replicating asymmetric

battlefield conditions will have a major impact on future live fire training. The
requirement to enable units to train the way they fight will require changes to the
design of live fire ranges and training areas. The non-linear battlefield is a 360degree battlespace, populated by mixes of enemy and friendly elements. Another
force for change results from the capability of the modernized force to occupy and/or
control a larger battlespace than before:
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Force modernization factors of extended weapons capabilities and ranges,

increased weapons effects, and digitization of C4ISR would have the greatest
impact on future live fire training.
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The asymmetric battlefield does not have distinctive forward, rear, and lateral
boundaries. It is established by a boundary that encloses the entire area.
Subordinate boundaries will be continuous, 360 degree arcs that coincide
with the unit's area of influence.Units are normally out of supporting range
from each other. Future ranges will have to replicate a threat of this nature.
Realistic live fire training is dependent on development of live fire range complexes
that replicate battlefield conditions by providing doctrinally correct and movable
target arrays, by simulating battlefield effects, and by providing the unit with the
capability to fire and maneuver. Target arrays should present the unit with different
tactical situations requiring different decisions and solution sets. When appropriate
to the training objective, targets should be presented to the unit being trained within
a 360-degree continuum to simulate the asymmetric battlefield.
APPROACHES
One approach to meet the training challenge is to develop ranges capable of supporting
training for multiple purposes, weapons, and combined arms. Multi-purpose range
designs such as the Qualification Training Range and most collective Digital Ranges
(Digital Multi-Purpose Range Complex, Digital Air Ground Integration Range, and Battle
Area Complex) have multi-weapon/multi-training event capability incorporated for
efficiency and effectiveness.
We also must consider the concept of augmented reality. Applying that technology to a
traditional Army training exercise allows planners to add virtual buildings, traps, and
artillery or gun emplacements. It allows trainers to customize exercises at less cost.
The Army has long employed gaming and virtual reality to train soldiers. What it must
do is combine gaming, virtual reality and live action training into one seamless, easy to
use system.
Live-fire ranges set the conditions for Soldiers and units to conduct live-fire tasks to
standard. In terms of conditions, future live fire training should resemble combat
more closely with the inclusion of environmental accompaniments of combat-fires,
tracers, noise, dust, random movement and smokeon all but the most basic
courses. Future live training facilities should have state-of-the-art special effects
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suites with specialists to orchestrate battlefield effects. To improve realism, realistic

battlefield clutter (destroyed vehicles, ruined structures) should be available,
including the ability to replicate electronic interference, broadcast threat emmiters,
and employ combat identification (ID) marking systems. The enemy and civilian
personnel should be part of training scenarios. Unforeseen changes in orientation
and mission combined with unpredictable sequences of engagements should be
routine and easily implemented. The events should be adaptable to the various
levels of proficiency of the training audience.
Future live fire ranges should provide realistic and relocatable target arrays that
can be easily arranged to support training specific missions and tasks. Threedimensional target systems are required because of the unpredictability of
orientation when engagements occur. Simulators that replicate the effects of
friendly and enemy direct and indirect fires should be available. Standards in
Training Commission (STRAC) allocations of pyrotechnics and explosion simulations
should be increased to support live training.
Future live fire training at the CTCs must have flexible target arrays with sufficient
numbers of targets and target sets to support exercises in which the battalion and
brigade command post must plan and synchronize available organic, supporting, and
joint assets within a demanding and dynamic scenario. Unit command posts must train
to be able to plan and execute live fire missions which go beyond servicing target arrays
on fixed or limited ranges.
Weapon systems currently planned or under development will require land resources to
include expanded surface danger zones (SDZs). This may result in the increased
reliance on weapon system training simulators, embedded training devices, and the
tactical engagement simulation (TES) training system. Planning for range development
and range upgrades must anticipate the impact of new weapon systems and training
aids, devices, simulators, and simulations (TADSS).
Ranges must continue to evolve to support both live-fire and tactical engagement
systems using non-live-firing systems. Although the emphasis on multiple-use ranges
will continue, constraints on land and fiscal resources may limit construction of large
range complexes. Long-range, direct-fire gunnery training will concentrate in areas
capable of containing projectiles in existing SDZs or with land available to expand
SDZs. Where expansion is not possible, other solutions must be found, such as shared
use of ranges or use of non- live-fire training systems.
Target control and scoring will continue to improve through more powerful computer
systems. These systems will provide more flexibility to program training scenarios and
permit event-driven target acquisitions. Range instrumentation systems incorporate
position-location technology, identify units and track their relative location to targets.
Improved hit sensors, thermal imagery, and round discriminators will provide more
accurate scoring and feedback on shooter performance.
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ITE INTEGRATION
The Digital Range Training System (DRTS) and Integrated MOUT Instrumentation
System (IMITS) (and future T-IS) will be the primary means of live training integration
with the Synthetic Training Environment (STE) and Future Holistic Training
Environment Live/Synthetic (FHTE-LS). The Family of Army System Integrated
Targetry (FASIT) product line provides targetry control, devices, and training feedback
capability, and will be employed either as a standalone system, or a supporting subset
to the overarching instrumentation system. The STE will merge virtual, constructive,
gaming and augmented reality (VCG-AR) enablers to create one synthetic environment
and the FHTE-LS will further merge live with synthetic.
The STE will bring together the best of the Integrated Training Environment (ITE) and
high fidelity Combat Training Center (CTC) training environment and training enablers
to any location any time. As envisioned, the FHTE-LS will provide the ability to rapidly
assess the OE; determine training and education outcomes; develop training and
education programs, products, and support; replicate the OE; and distributes Army
training and education at the learning point of need.
Near term objectives under the Sustainable Range Program will be to continue to
sustain and maintain existing live training and range capabilities. Key elements are:
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Sustain training facilities currently modernized.
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Modernize outdated capabilities to meet current training standards.
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Complete development of the FASIT CDD and implement as a Program of

Record.
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Upgrade range operating systems to a common government owned universal

target controller (as an example, the current Targetry Range Automated Control
and Recording (TRACR)).
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Actively pursue participation and contribution to development actions involving

Augmented Reality and other innovations.

Mid-term objectives will add transition programming to the current near-term objectives
to FASIT based range systems. Major objectives include:
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Implementation of FASIT across collective ranges as required.
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Sustained efforts of modernizing small arms.

Army Live Training Directorate and TCM Ranges will continue to further coordinate
training information system integration in all live training facilities, to ensure LVC
seamless operational capability to further enhance realistic, effective, safe, and efficient
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training. This will be through ongoing Proponent engagement, technology innovation

with our PEO partners, and efforts of continuous improvement of the Sustainable Range
Program (SRP).
ROAD MAP
The following road map lays out the modernization plan for Live Fire Training Facilities
Modernization during the near-, mid-, and far-term planning horizons. It includes
anticipated timelines, expected divestment and decision points, and plans for
procurement and sustainment. Given the period of time under consideration, it is likely
that the dates shown may change significantly based on funding decisions and
technological challenges.
Army Live Training Facility Modernization

FY 14-20
FY 21-30
FY 31 & Beyond
14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
FASIT
Capabilities
Development/
Implementation
Target MOD
CARDs #
FASIT CPD
FRP
Target MOD
FRP
SUSTAINMENT
ATS
FRP
SUSTAINMENT
Digital
Ranges
Design and Build Digital Facilities
Preliminary Work
RDT&E/EMD
Procurement
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35 36 37 38 39 40 41 42 43 44
Changes in
Procurement
SUSTAINMENT
Sustainment
Inventory exists/
but not sustained
Blend: Procurement/
Sustainment
Decision Point
IOC / FOC
Transition IPT
S&T Insertion
Overhaul
Divestment
New Start
Upgrade
MILCON
Figure G-1. Range Modernization Capabilities Development Road Map
Annex H DOTMLPF-P Means

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MEANS
Means are the resources/capabilities in the DOTMLPF-P domains. Each of the
products and services in the DOTMLPF-P domains helps improve Army training and
education, but when developed in combination to address gaps, take advantage of
opportunities, or solve issues, they provide significant advancements in multiple areas.
DOCTRINE
Doctrine is the fundamental principles by which the military forces, or elements thereof,
guide their actions in support of national objectives. Principal training and educationrelated doctrine includes Army Doctrine Publications (ADPs) 7-0, Training Units and
Developing Leaders and its associated Army Doctrine Reference Publications (ADRPs),
Field Manuals (FMs), and Army Tactics, Techniques, and Procedures (ATTPs).
ORGANIZATION
Organization encompasses units and supporting organizations with varied functions
enabled by a structure where individuals cooperate systematically to accomplish a
common mission and directly provide or support warfighting capabilities. Principal
training and education-related organizations include TRADOC centers and schools and
Reserve training units.
TRAINING
An organized, structured process based on sound principles of learning designed to
increase capabilities to perform specific military functions and associated individual and
collective tasks. Principal training and education-related events occur in the
operational, institutional, and self-development training domains enabled by the
personnel, products, facilities, and services that support approved training and
education strategies.
MATERIEL
All items (including tanks, self-propelled weapons, etc., and related repair parts and
support equipment) necessary to equip, operate, maintain, and support military activities
without distinction as to its application for administrative or combat purposes. Materiel
does not include real property, installations, and utilities. Principal training and
education-related materiel include system and non-system training aids, devices,
simulators and simulations (TADSS).
LEADERSHIP AND EDUCATION
Leadership is the process of influencing people by providing purpose, direction, and
motivation to accomplish the mission and improve the organization. Education is
continuous and progressive instruction and other programmed activity designed to
develop knowledge, skills, and abilities. Principal training and education-related
leadership resources include the personnel and products necessary to develop and
deliver professional military education curricula at all levels and across all cohorts,
leveraging resident, distributed learning, and self-development capabilities.
DOTMLPF-P Means H-1
Annex H DOTMLPF-P Means

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PERSONNEL
The development of manpower and personnel plans, programs, and policies necessary
to man, support and sustain the Army. Principal training and education-related
personnel resources include military, Army Civilians, and contract support personnel
responsible for the development, management, delivery, and sustainment of training
and education enablers.
FACILITIES
Facilities include real property consisting of one or more of the following: a building, a
structure, a utility system, pavement, and underlying land. Principal training and
education-related facilities include all real property and infrastructure supporting training
and education at institutions, home station, Mission Training Complexes (MTCs),
Combat Training Centers (CTCs), Reserve training centers and armories, and while
deployed (if US owned or leased).
POLICY
A written communication that initiates or governs action, conduct, or procedures, giving
a definite course or method of action, or determines present and future decisions. Policy
implements, interprets, or prescribes public law and executive orders and explains the
execution of actions, or directives, from a higher level; it delegates authority and assigns
responsibility; and it dictates an action to be carried out, a procedure to be followed, a
form be used, or a report be submitted. Principal training and education-related policy
includes relevant DOD, Army, and TRADOC regulations, directives, and
memorandums.
DOTMLPF-P Means H-2
Glossary
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Section 1: ACRONYMS AND ABBREVIATIONS

AAR
AC
ACOM
ADP
ADRP
AEMS
AI
ALC
ALCC
ALCMC
ALC TE
ALDP
ALDS
ALM
AMCS
AoA
AOC
AR
ARDOCC
ARFORGEN
ARNG
ASCC
ATC
ATDC
ATEMS
ATIS
ATMC
ATPs
ATS
ATS
ATSC
BCL
BES
BYD
C4ISR
CAC-T
CBA
after action review

Active Component
Army Commands
Army Doctrine Publication
Army Doctrine Reference Publication
Army Equipment Modernization Strategy
Artificial Intelligence
Army Learning Concept
Army Learning Coordination Council
Army Learning Content Management Capability
Army Learning Concept for Training and Education
Army Leader Development Program
Army Leader Development Strategy
Army Learning Model
Army Mission Command Strategy
Analysis of Alternatives
Army Operating Concept
augmented reality
Army Distributed Online Collaborative Courses
Army Force Generation
Army National Guard
Army Service Component Commands
Army Training Concept
Army Training Development Capability
Army Training Information System
Army Training Management Capability
Army Techniques and Procedures
Army Training Strategy
Army Target System
Army Training Support Center
Business Capability Lifecycle model
Budget Estimate Submissions
bring your device
Command, Control, Communications, Computers, Intelligence,
Surveillance, and Reconnaissance
Combined Arms CenterTraining
Capabilities Based Assessments
Glossary - 1
Glossary
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1888
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1898
CDD
CG
CLXXI
CNA
CoC
CoE
COP
COTS
CPD
CRXXI
CSE
CTC
CTC Mod
DA
DA
DCG CAC-T
DDTC
DL
DLC
DOD
DOT
DOTMLPF
DOTMLPF-P
DRTS
DRU
DTF
EMD
FASIT
FHTE-LS
FOC
FORGEN
FRP
FSA
FY
F25M
GOTS
GUI
Capability Development Document

commanding general
Classroom XXI
Capabilities Needs Analysis
Council of Colonels
Centers of Excellence
common operational picture
Commercial Off-the-Shelf
Capabilities Production Document
Classroom XXI
Common Simulation Environment
Combat Training Centers
Combat Training Center Modernization Program
Decisive Action
Department of the Army
Deputy Commanding General Combined Arms Center Training
Deployed Digital Training Campuses
distributed learning
Distributed Learning Classrooms
Department of Defense
Director of Training
Doctrine, Organization, Training, Materiel, Leadership and
Education, Personnel, Facilities
Doctrine, Organization, Training, Materiel, Leadership and
Education, Personnel, Facilities, and Policy
Digital Range Training System
Direct Reporting Units
Digital Training Facilities
Engineering and Manufacturing Development
Family of Army System of Integrated Targetry
Future Holistic Training Environment Live/Synthetic
Full Operational Capability
Force Generation
Full Rate Production
Functional Solutions Analysis
Fiscal Year
Force 2025 Maneuvers
Government Off-the-Shelf
Graphical User Interface
Glossary - 2
Glossary
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1911
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1929
1930
1931
1932
1933
1934
1935
1936
1937
1938
HQDA
HS
HST
ICD
ICTL
ID
IMITS
IMT
IOC
IS
ITAM
ITE
ITMMT
JCIDS
JIIM
LOE
LREC
LVCG
LS
METL
MC
MCTSP
MDLC
MLng
MOD Review
MOUT
MS
MTC
MTOE
NLT
OE
P&D
PEG
PEO
PEO STRI
PME
PMESII+PT
PMR
Headquarters, Department of the Army

home-station
home-station Training
Initial Capabilities Document
Individual Critical Tasks List
Identification
Integrated MOUT Instrumentation System
Initial Military training
Initial Operational Capability
Information Systems
Integrated Training Area Management program
Integrated Training Environment
Institutional Training Mission Management Tool
Joint Capabilities Integration Development System
Joint, Interagency, Intergovernmental, and Multinational
lines of effort
Language, Regional Expertise and Cultural Proficiency
Live, Virtual, Constructive, and Gaming
Live/Synthetic
Mission Essential Task List
Mission Command
Mission Command Training Support Program
Mobile Distributed Learning Classrooms
Mobile Learning
Modernization Review
Military Operation in Urban Terrain
Milestone
Mission Training Complex
Modified Tables of Organizational Equipment
no later than
Operational Environment
Production and Development
Program Evaluation Group
Program Executive Office
Program Executive Office, Simulation, Training and
Instrumentation
Professional Military Education
Political, Military, Economic, Social, Infrastructure, Information,
Physical Environment and Time
Program Management Reviews
Glossary - 3
Glossary
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1964
1965
1966
1967
1968
1969
1970
1971
1972
1973
1974
1975
1976
1977
1978
POD
POI
POM
POR
RDTE
RUGUD
SDZ
SFA
SMDR
SRP
STRAC
STSP
STE
S&T
TADLP
TADSS
TBD
TBP
TCM
TCM-ADLP
TCM-ATIS
TCM-C
TCM-G
TCM-ITE
TCM-L
TCM-V
TEA
TED-E
TES
TESC
TGOSC
TII
T-IS
TMRR
TOE
TRADOC
TRL
TRACR
Point of Delivery
Programs of Instruction
Program Objective Memorandum
Program of Record
Research, Development, Test and Evaluation
Rapid Unified Generation of Urban Databases
Surface Danger Zones
Strategic Focus Areas
Structure Manning Decision Review
Sustainable Range Program
Standards in Training Commission
Soldier Training Support Program
Synthetic Training Environment
science and technology
The Army Distributed Learning Program
Training Aids, Devices, Simulations, and Simulators
to be determined
to be published
TRADOC Capability Manager
TRADOC Capability ManagerArmy Distance Learning
Program
TRADOC Capability ManagerArmy Training Information
System
TRADOC Capability ManagerConstructive
TRADOC Capability ManagerGaming
TRADOC Capability ManagerIntegrated Training Environment
TRADOC Capability ManagerLive
TRADOC Capability ManagerVirtual
Training Effectiveness Analysis
Training and Education Development Enterprise
Tactical Engagement System
Training Enterprise Scheduling Capability
Training General Officer Steering Committee
Training Information Infrastructure
Training Instrumentation System
Technology Maturation and Risk Reduction
Tables of Organizational Equipment
Training and Doctrine Command (US Army)
Technology Readiness Levels
Targetry Range Automated Control and Recording
Glossary - 4
Glossary
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1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
TRMC
TSAID
TSIMS
TSP
TSS
TSS-E
TSS MP
TSWG
ULO
USAR
VCG-AR
3-D
Training Resource Management Capability

Training Support Analysis and Integration Division, ATSC
Training Support Information Management System
Training Support Packages
Training Support System
Training Support System Enterprise
Training Support System Master Plan
Training Support Work Group
Unified Land Operations
U.S. Army Reserve
Virtual, Constructive, Gaming and Augmented Reality
Three Dimensional
Section 2: TERMS
Army Command (ACOM). An Army force, designated by the Secretary of the Army
(SA), performing multiple Army Service Title 10 USC functions across multiple
disciplines. Responsibilities are those established by the SA. (U.S. Army Forces
Command, U.S. Army Training and Doctrine Command, U.S. Army Materiel Command)
(AR 1087)
Army Force Generation (ARFORGEN). A structured progression of increased unit
readiness over time, resulting in recurring periods of availability of trained, ready, and
cohesive units prepared for operational deployment in support of geographic CCDR
requirements (AR 1087; AR 525-29)
Army Service Component Commands (ASCCs). An Army force, designated by the
SA, comprised primarily of operational organizations serving as the Army component of
a combatant command or subunified command. (AR 1087)
Blended Training Event. Initiative that will give commanders the ability to build
training scenarios that seamlessly integrate live, virtual, constructive and game-based
training.
Business Capability Lifecycle (BCL) Model. The overarching framework for review,
approval, and oversight of the planning, design, acquisition, deployment, operations,
maintenance, and modernization of a defense business system (DBS).
Glossary - 5
Glossary
2017
2018
2019
2020
2021
2022
2023
2024
2025
2026
2027
2028
2029
2030
2031
2032
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Capability. The ability to complete a task or execute a course of action under specified
conditions and level of performance. (Proposed for JP 1-02. SOURCE: CJCSI
5123.01/3170.01)
Capability Gap. The inability to meet or exceed a capability requirement, resulting in
an associated operational risk until closed or mitigated. The gap may be the result of no
fielded capability, lack of proficiency or sufficiency in a fielded capability solution, or the
need to replace a fielded capability solution to prevent a future gap. (Proposed for JP 102. SOURCE: CJCSI 5123.01/3170.01)
Capability Requirement (need). A capability which is required to meet an
organizations roles, functions, and missions in current or future operations. To the
greatest extent possible, capability requirements are described in relation to tasks,
standards, and conditions in accordance with the Universal Joint Task List or equivalent
DOD Component Task List. If a capability requirement is not satisfied by a capability
solution, then there is also an associated capability gap. A requirement is considered to
be draft or proposed until validated by the appropriate authority. (Proposed for JP 102. SOURCE: CJCSI 5123.01/3170.01)
Capability Requirement Document. Any document used to articulate either deliberate
or urgent/emergent capability requirements and associated information pertinent to
review and validation. (SOURCE: CJCSI 5123.01/3170.01)
Capability Solution. A materiel solution or non-materiel solution to satisfy one or more
capability requirements and reduce or eliminate one or more capability gaps. (Proposed
for JP 1-02. SOURCE: CJCSI 5123.01/3170.01)
Capacity. Having adequate capability and resources to successfully perform a given
task or mission (Improved force effectiveness).
Collective Training. Training either in institutions or units that prepares cohesive
teams and units to accomplish their missions on the battlefield and in operations other
than war.
Combat Training Centers (CTC). The Armys CTC Program comprises the Mission
Command Training Program (MCTP), Joint Multinational Readiness Center (JMRC),
Joint Readiness Training Center (JRTC), and the National Training Center (NTC). A
CTC rotation is all training events conducted through the Armys CTC program in
accordance with Army Regulation (AR) 350-50, Combat Training Center Program.
Glossary - 6
Glossary
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2061
2062
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2065
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2085
2086
2087
2088
2089
2090
2091
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2094
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2096
Combat Training Center Modernization (CTC MOD). CTC MOD provides

modernization and life cycle technology refreshment of the Maneuver Combat Training
Centers in support of ULO executed through Decisive Action. Modernization includes
the fielding of Instrumentation and TADSS (ITADSS) necessary to replicate a hybrid
threat Opposing Force (OPFOR) and a realistic operational environment for Army
Brigade Combat Teams in force-on-force, force-on-target, and live fire training. CTC
MOD enables CTCs to provide relevant JIIM context to the operational environment and
enables production of doctrinally based feedback facilitating leader development and
unit collective training in support of the progressive readiness force generation process.
A synopsis of the CTC Master Plan is contained in Annex N. The lead agent for the
CTC MOD program is the Combat Training Center Directorate (CTCD).
Currency. The condition of an education/training product containing relevant content
that is based on the newest approved doctrine, validated lessons learned, policy and
procedures. (REF: AR 3501 18 December 2009/RAR 4 August 2011). (Also referred
to as concurrency).
Direct Reporting Units (DRUs). An Army organization comprised of one or more units
with institutional or operational support functions, designated by the SA, normally to
provide broad general support to the Army in a single, unique discipline not otherwise
available elsewhere in the Army. DRUs report directly to a HQDA principal and/or
ACOM and operate under authorities established by the SA.
DOD Components. The Office of the Secretary of Defense, the Military Departments,
the Chairman of the Joint Chiefs of Staff, the CCMDs, the Office of the Inspector
General of the Department of Defense, the Department of Defense Agencies, field
activities, and all other organizational entities in the Department of Defense. (SOURCE:
CJCSI 5123.01/3170.01)
Force 2025 and Beyond (F2025B). A holistic and comprehensive approach to
development of landpower concepts and capabilities for the Joint Force and integration
into DOTMLPF-P.
Force 2025 Maneuvers (F25M). Described as the efforts to coordinate and
synchronize concepts with capability development and deliver the proposed solution
sets for Force 2025. Force 2025 Maneuvers consist war games, seminars,
experimentation, the Network Integration Evaluation, and live and virtual field tests.
F25M coordinates and synchronizes the modernization efforts that will deliver a future
Army.
Glossary - 7
Glossary
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2100
2101
2102
2103
2104
2105
2106
2107
2108
2109
2110
2111
2112
2113
2114
2115
2116
2117
2118
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2120
2121
2122
2123
2124
2125
2126
2127
2128
2129
2130
2131
2132
2133
2134
2135
2136
Home StationTraining (HST). All training conducted in locations exclusive of the

Combat Training Centers (CTC), TRADOC institutions, or deployed locations (home
station = local + regional training locations). Local: Unit stationing locations and readily
accessible nearby training areas (e.g. Active Component installations, Reserve Centers,
Armories, etc.). Regional: Geographically dispersed training locations that provide
collective training enablers and/or maneuver space not available at the units local
training areas.
Integrated Training Area Management (ITAM). ITAM program provides the
management and decision-making process that integrates Army training and other
mission requirements for land use with sound natural resource management of land.
The overall goal of the ITAM program is to achieve optimum, sustainable use of training
lands by implementing a uniform management program, which includes inventory and
monitoring land conditions, integrating training requirements with land capacity,
educating land users to minimize adverse impacts, and providing for land rehabilitation
and maintenance. Although SRP Geospatial Information System (GIS) is a foundational
support element to the total SRP Enterprise, it is resourced and executed under the
TATM MDEP. The lead agent for ITAM is TCM Ranges.
Live, Virtual, Constructive, Gaming (LVCG). A common acronym used to describe
the family of enablers (Live, Virtual, Constructive, & Gaming) that enables the Integrated
Training Environment.
Low-Overhead. Requires less external support to operate or train on, is simple to use
and easy to maintain.
Mission Command Training Support Program (MCTSP). The MCTSP provides
mission training capability to the Army through a combined arms training environment
that replicates JIIM operations for unified land operations at worldwide locations.
MCTSP products include virtual, constructive and games for training (GFT) TADSS to
sustain Soldier individual digital skills and provide for unit mission command training. It
also provides Mission Training Complex (MTC) manning and operations services,
facilities, and Information Assurance certification and accreditation support. The MCTSP
objective is to integrate the separate live, virtual, constructive and GFT training
capabilities with the installations' training infrastructure and Mission Command systems
into an Integrated Training Environment (ITE). The lead agent for the MCTSP is the
National Simulation Center.
Mission Training Complex (MTC). Provides commanders and staffs the capability to
sustain individual digital mission command network and system skills, conduct individual
Glossary - 8
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delta training and unit Mission Command (MC) collective training. The MTC offers a
toolkit of Virtual, Constructive, and Gaming training enablers set in a replicated
Operational Environment. It is staffed to provide government oversight, scheduling,
individual and collective MC training, and exercise design and technical control. MTC
facilities include classrooms, reconfigurable TOCs furnished with MC systems, and, in
some instances, co-located TOC pads. The MTC is fully networked to distribute
training.
Mobile Learning (MLng). The mobile capability to access training and education
content at the "point of learning" and authoritative information at the "tactical edge." It
involves training, educational, or job -specific content that can be accessed, viewed or
created across multiple contexts, through social and content interactions, using mobile
electronic devices.
Operational Environment (OE). A composite of the conditions, circumstances, and
influences that affect the employment of capabilities and bear on the decisions of the
commander. Also called OE. Source: JP 3-0
Overmatch. Ability to maintain comparative advantage over adversaries.
Points of Delivery (POD). POD is the infrastructure component of the TII Program. It
includes mobile and fixed training and education classrooms, mobile devices, desktops,
facilities, and other enablers used to access content and conduct training and education
at the point of need.
Point of Need. The location when and where training or education products are
required.
Products. A component of the TSS that includes training aids, devices, simulators, and
simulations (TADSS); instrumentation; and other training enablers.
Services. A component of the TSS that includes enablers, such as training support
operations and the manpower, including contactor support personnel.
Soldier Training Support Program (STSP). Includes individual Soldier through crew
level virtual and live TADSS, training support center (TSC) operations, and TSC
facilities.
Glossary - 9
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Soldier Training Support Program (STSP). Includes individual Soldier through crew
level virtual and live TADSS, training support center (TSC) operations, and TSC
facilities.
Sustainable Range Program (SRP). The SRP goal is to maximize the capability,
availability, and accessibility of ranges and training lands. Capability refers to the SRP
core programs Range and Training Land Program (RTLP) and Integrated Training Area
Management (ITAM) program. The RTLP provides for the central management,
programming, and policy for modernization of the Army's ranges and their day-day
operations. It is the Armys approach for improving the design, management, usage,
and long-term sustainability of ranges. The goal of the RTLP is to maximize the
capability, availability, and accessibility of ranges and training lands to support doctrinal
requirements, mobilization, and deployments under normal and surge conditions. The
lead agent for the RTLP is the U.S. Army Training and Doctrine Command (TRADOC)
Capability ManagerLive (TCM Ranges).
Training Information Infrastructure (TII). TII includes the hardware, software,
communications, classrooms, and services necessary to develop, store, retrieve,
deliver, and manage training information and content for AC, ARNG and USAR
individuals, units, and institutions worldwide. The TII includes the Army Training
Information System (Army Learning and Content Management Capability, Training
Management Capability, Training Development Capability, Training Delivery Capability,
and Enterprise Architectures and Framework) and Points of Delivery (Classroom XXI,
Digital Training Facilities (DTFs), Deployed Digital Training Campuses (DDTCs), and
fixed and mobile ARNG DL Classrooms (DLCs)). The lead agent for the TII is TCM
ATIS.
Training Overmatch. Anticipating and adjusting our training and education across all
training domains faster than our adversaries.
Training Support System Enterprise (TSSE). An integrated training support structure
that encompasses management of TSS products, services, and facilities for the five
(Sustainable Range, Soldier Training Support Program, Mission Command, Training
Information Infrastructure, Combat Training Center) TSS programs, which support the
operational, institutional, and self-development training domains. (HQDA G-3/5/7
Execution Order 360-08, Establishment of the Training Support System Enterprise, 22
Sep 08)
Trainability. Trainability is the set of principles that simplifies system design so that
Soldiers can easily learn and retain the knowledge to effectively operate the system
without requiring frequent refresher training to meet training standards. The trainability
Glossary - 10
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and usability of a system is improved by reducing tasks, steps, and memorization

requirements, as well as by providing job aids, performance support, and integrated
training support.
U.S. Army Reserve (USAR). Provides trained and ready units and qualified Soldiers
that are prepared to mobilize and support the armed services during time of war or
national emergency, and at such other times as national security may require filling the
needs of the Armed Forces. (AR 1087)
U.S. Army Training and Doctrine Command (TRADOC). Recruits, trains, and
educates the Armys Soldiers; develops leaders; supports training in units; develops
doctrine; establishes standards; and builds the future Army. (AR 1088)
Glossary - 11

U.S. Army Training and Education Modernization Strategy

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(Pre-Decisional DRAFT)

Army Training and Education Modernization Strategy (Final Draft)

Future Army training and education capabilities modernized and

Training Centers and Schools

Synthetic Training Environment (STE)

Future Holistic Training Environment Live/Synthetic (FHTE-LS)

Resources/Capabilities: Products, Services, Facilities, & Equipment in DOTMLPF-P

STRATEGIC ENVIRONMENT ........................................................................................ 2

NEED FOR ARMY TRAINING AND EDUCATION MODERNIZATION ........................... 3

DESIRED CHARACTERISTICS OF MODERNIZED TRAINING AND EDUCATION ...... 3

MODERNIZATION VISION ............................................................................................. 4

NEAR-TERM OBJECTIVES ............................................................................................ 5

MID-TERM OBJECTIVES ............................................................................................... 6

FAR-TERM OBJECTIVES .............................................................................................. 7

TRAINABILITY CONSIDERATIONS ............................................................................... 8

IMPLEMENTATION STRATEGYENDS, WAYS, AND MEANS ................................... 8

RISKS AND CHALLENGES .......................................................................................... 11

ANNEX A: ANNOTATED REFERENCES ................................................................... A-1

ANNEX B: SCIENCE AND TECHNOLOGY CAPABILITY NEEDS ............................. B-1

ANNEX C: SYNTHETC TRAINING ENVIRONMENT/FUTURE HOLISTIC TRAINING

ANNEX D: TRAINING INFORMATION INFRASTRUCTURE .................................... D-1

ANNEX E: ARMY LEARNING MODEL ....................................................................... E-1

ANNEX F: THE ARMY DISTRIBUTED LEARNING PROGRAM ................................. F-1

ANNEX G: ARMY LIVE FIRE TRAINING FACILITIES MODERNIZATION ............... G-1

ANNEX H: DOTMLPF-P MEANS ............................................................................... H-1

ACRONYMS AND TERMS .............................................................................. Glossary-1

Army Training and Education Modernization Strategy (Final Draft)

Army automated training management capabilities will enable leaders, training

NEED FOR ARMY TRAINING AND EDUCATION MODERNIZATION

Shape the security environment

Set the theater

Combined arms maneuver

Wide area security

Army Training and Education Modernization Strategy (Final Draft)

that practices mission command, adapting to ambiguous situations through the

Commander-Driven: Commanders have the authority and responsibility to train

Learner-Centric: Understanding individual learner needs, interests, and abilities

Models and Simulations-Enabled: Simulations and associated technology

Army Training and Education Modernization Strategy (Final Draft)

Rapidly replicate a complex OE in training activities and events, to include Joint,

Rapidly distribute Army training and education products to provide on-demand

NEAR-TERM (FY 14-20) OBJECTIVES

Implementing the ATEMS as a roadmap for modernization.

Seeking fundamental improvements in current training and education Programs

Implementing the Institutional Training Mission Management Tool (ITMMT) to

Army Training and Education Modernization Strategy (Final Draft)

Initiating a program of investment in training and education related Science and

Implementing the Army Learning Model (ALM).

Fielding of the Integrated Training Environment (ITE).

Engaging industry through the research and development community, Training

Exploring existing and emerging technologies to maximize delivery of training

Implementing trainability metrics into new systems development to reduce costs

Developing ability to rapidly develop, update, and refine instructional modules to

MID-TERM (FY 21-30) OBJECTIVES

Merging virtual, constructive, gaming and augmented reality (VCG-AR) enablers

Achieving capabilities envisioned in the ALC TE to include enhanced distributed

Army Training and Education Modernization Strategy (Final Draft)

Establishing one-world terrain for use in training, education, and operations.

Migrating training and education networks to the mission command (MC)

Maturing the S&T investments in future technologies that support development of

Future Holistic Training Environment-Live/Synthetic (FHTE-LS)

Artificial Intelligence (AI) for Operations and Training

Training Methods for Operational Dominance