CP26 - Manpower and Force Management

  Section 2 - Building a Career in CP26

CP26 Competencies

There are technical competencies which support our work. There are also professional competencies which support our abilities to engage with leadership and offer a strategic perspective. Careerists are strongly encouraged to continually review these competencies. When doing a self-assessment, identify those already acquired or mastered. In developing an Individual Development Plan (IDP), determine what training, OJT, assignments or education will provide opportunities to develop or broaden competencies.

  • Technical. Appendix B lists the 42 technical competencies identified with CP26. For ease, these competencies are divided into five broad categories:

    • Policies and Procedures
    • Systems
    • Concept Plans / In-Sourcing / Commercial Activities
    • Lean Six Sigma / Studies / Surveys
    • Budget
  • Professional. Appendix C lists the eleven professional competencies we expect of our CP26 careerists. These competencies also support advancement to leadership positions within not only CP26 but across the Army.

    • Administration and Management
    • External Awareness
    • Innovation
    • Integrity/Honesty
    • Oral Communication
    • Organizational Awareness
    • Planning and Evaluating
    • Reasoning
    • Teamwork
    • Vision
    • Writing

Training, Education, and Development for the CP26 Careerist

Planned training and development are essential elements to building a successful career. Consider the opportunities available to a CP26 careerist: /p>

  • Formal Classroom and Self-Directed Training includes formal classroom training, courses, workshops, seminars and conferences offered Army, DOD, colleges and universities, training organizations and professional associations.
  • On-the-Job Training (OJT) is the primary means of training and development for CP26 careerists. In the job setting, careerists learn skills and duties aligned to his/her position description. Typically a supervisor or senior analyst provides instruction and guidance on the task and feedback when the work is completed. Most of our experiences and skills are acquired through OJT.
  • Developmental Assignments are temporary work assignments or details allowing a careerist to gain competencies that he/she cannot easily obtain in his/her current position. This training opportunity is generally a 90-120 day rotation to a new position or new organization.
  • Self-Development is an employee-initiated activity to advance their knowledge or skill set. Apart from reading books or journals, an employee may participate in or complete:

    • An Army distributed learning course
    • A course at a local college or university
    • A professional organization or association

The following pyramids identify the logical progression of functional training, leader development/ education and professional experiences. You are strongly encouraged to review these pyramids when developing, reviewing and updating your Individual Development Plan (IDP).

Functional Competency Training

Leadership Training

Professional Development Experiences

CP26 Master Training Plan

The CP26 Master Training Plan (MTP) is presented at Appendix D [PDF]. This spreadsheet identifies the formal training class, the preferred training source, the training priority (see Universal Training Requirements) and the appropriate level (entry, mid-level or senior level) for the course. Entry level courses cover GS-5 through GS-9. Mid-level indicates GS-11s through GS-13s. Senior level courses are targeted for GS-14 and GS-15. Review the training as shown in the Functional Competency Pyramid. Remember, the point of training is to build your competencies and then to apply what you have learned.

The ACTEDS defines training under the MTP as either Universal or Competitive.

  • Universal training requirements provide the means for acquiring the competencies expected of all personnel who have similar duties and responsibilities. This plan aligns competencies to formal training courses, training source, training priority (defined below) and progression. Training courses are prioritized to assist employees, supervisors and commanders in planning and programming training and development funds.

    - Priority 1 - Mandatory training that is typically a condition of employment, must be successfully completed within a specified time period and meets one or more of the following criteria:

    • Employee must have acceptable performance
    • Training is essential for mission accomplishment
    • Training is mandated by higher authority (law or DoD) or is required for certification, health or safety reasons
    • Training is mandated by the Functional Chief or Functional Chief Representative as an ACTEDS leader development course
    • Training is a foundation course for interns.


    - Priority 2 - Training should be successfully completed within a specified time period but may be delayed if funding is not available and should meet one or both of the following criteria:

    • Employee should have for maximum proficiency and or
    • Training improves the quality of mission accomplishment.


    - Priority 3 - Recommended training that should be funded after Priority 2 and 3 requirements and should meet one or both of the following:

    • Provides or enhances competencies needed on the job or
    • Leads to improvement of mission accomplishment


  • Competitive Training

    Competitive training is a special focus specifically set to include developmental opportunities for which individuals are competitively selected with the purpose of developing these careerists for positions of greater responsibility. Employees may also compete for seats in Senior Service Colleges or Congressional Fellowships. HQDA issues notice of application timelines, requirements and processes by email and message traffic. Additional information can be found on the ACTEDS homepage. Careerists need to be aware of all application suspense dates, to include those set by their own organizations.

    Under the provisions of ACTEDS Competitive Training, the CP26 Proponency office manages a Competitive Professional Development (CPD) program. CPD is a career program specific plan that enables CP26 Proponency Office to offer training and developmental opportunities through a centrally managed fund. This program is intended to develop individuals for positions of greater responsibility in their career fields. In this way, CP26 can offer funding for those training and educational opportunities deemed essential for the advancement of CP26 careerists. CP26 CPD will not fund entry-level training or remedial training.

    Accordingly, the training and education opportunities eligible under CPD are included in the CP26 Master Training Plan at Appendix D. The CP26 Proponency Office will advertise developmental opportunities by separate announcements.

    To be eligible for opportunities under the Competitive Professional Development Program, careerists must:

    • Be a GS-11 or above
    • Be in or have been a permanent DA position for at least 3 years

Career Planning

To build a rewarding and successful career, and to realize potential, CP26 careerists should periodically review the manpower and force management competencies. Training and education can help develop the knowledge we expect of careerists but it is the application of that training and education to our work that enables careerists to demonstrate their competencies.

Enlist your supervisor's support in designing your Individual Development Plan (IDP). Note those courses or developmental assignments that will broaden your knowledge or further your understanding of a particular process or product. During counseling sessions, be sure to discuss opportunities to expand your capabilities. Use this time to review and update your IDP.

Take advantage of the training courses offered through the Civilian Education System (CES). CES courses are centrally funded and are becoming prerequisites for many competitive training opportunities.

Balance your training and development plans with on-the-job experiences. To broaden your experience, consider the advantages of mobility. Mobility includes both geographic movement and organizational changes. Pursue positions that will enable you to grow and develop as a manpower and force management analyst. Geographic moves will enable you to learn more about the breadth of Army missions and organizations, and to develop a more strategic view of our force. Movement between organizations in the same location can also serve to expand your knowledge base and enable you to gain a greater understanding of resource integration. Look for those positions that will stretch you.

Seek out and work with a mentor. Mentors can help you to see things from a more senior analyst point of view. They can also help you learn to manage the demands of our dynamic environment. Senior analysts have mastered workload management skills which are essential to keeping pace and they can offer an independent assessment of your abilities.

CP26 Intern Program

CP-26 Proponency Office recruits interns under the provisions of the Pathways Program. This program is designed to help agencies recruit exceptional individuals into a variety of occupations and grade levels. Individuals hired under this ACTEDS program are appointed to a two-year training program and provided formal training and developmental assignments as established by the agency. Basic qualifications for an intern appointment include a baccalaureate or equivalent degree, or specialized experience which may be considered in lieu of a degree.

ACTEDS interns are HQDA employees rather than command assets. Upon completion of the program, interns are reassigned to their organization at a full performance level GS-11 position.

The CP26 Master Intern Training Plan (MITP) at Appendix E describes the general requirements for training and development of CP26 interns as well as the specialized requirements in each of the Manpower and Force Management functional areas. The two-year training plan is comprehensive, designed for the intern who does not possess specialized experience in manpower and force management. It identifies functional training, leader development training, rotational assignments and on-the-job training (OJT) necessary to acquire the knowledge, skills and abilities necessary to work as an analyst in any of the manpower and force management functions. It was initially developed this way to offer maximum flexibility for custom-tailoring the plan to the meet the needs of the individual intern and the training organization. The General Orientation portion of the MITP applies to every intern.

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