CP 35 ACTEDS Plan - Intelligence Career Program

Section II
Career Program Structure/Master Training Plan
(MTP)/Competency Requirements Determination Process

STRUCTURAL ELEMENTS/TERMS.   Career Program 35 is divided into two Career Tracks, five functional Career Areas, four Career Levels, various Specialties and has identified Key Position categories to help describe the career program and assist in career planning. A new career progression model has also been created to accurately depict what is taking place within Army and the Intelligence Community (IC).

image showing track, level, competency, area, and specialty as a 5 piece jigsaw puzzle


Dual Tracks. CP-35 reflects Army's commitment to the dual track concept, which recognizes equal opportunity for career progression through either supervisor/manager or technical specialist positions. Careerists may choose to move between these career tracks.

Career Levels. Career Levels (or grade bands) are the major divisions within the five functional Career Areas through which careerists progress.

Technical Track and Its Career Levels.
  • Entry/Developmental (grades 05 through 09). Entry level positions such as centrally or locally funded interns receive progressive training and developmental assignments that will prepare them for movement into the full performance or journeyman level.
  • Full Performance or Journeyman (grades 10 through 13). Full performance through senior specialist positions are typically located at operating levels and in production/analysis centers or staff action officer positions on MACOM, theater, joint or HQDA staffs.
  • Expert (grades 14 and 15). Substantive experts at production/analysis organizations and at MACOM, HQDA, Joint Staff or higher levels.
  • Senior Expert (grades above 15). Senior Intelligence Professional (SIP)/Defense Senior Intelligence Level (DISL) positions serving as nonsupervisory senior substantive experts/advisors in very broad and important areas of intelligence, security or training and education at production/analysis organizations, major subordinate commands, MACOM headquarters level, theatres, joint or higher levels.

Supervisory/Managerial Track and Its Career Levels.
  • Team Leader (normally grades 10 through 13) Positions exercising project or activity leadership without formal supervisory designation.
  • Supervisor (normally grades 10 through 13). Typically first-level supervisory positions at operating levels, at production/analysis centers, in joint organizations and in some staff organizations.
  • Manager (normally grades 14 and 15). Positions requiring exercise of broad organizational responsibilities through subordinates who are themselves supervisors, or first line supervisors generally at MACOM or higher echelons.
  • Senior Executive (Senior Intelligence Executive Service [SIES]/Defense Intelligence Senior Executive Service [DISES]). Senior executive positions exercising broad responsibility for MI programs of Army-wide significance. Generally, organization heads and managers at large organizations, Major Subordinate Command headquarters, MACOM, theater, joint or higher levels.

Career Areas. CP-35 is divided into the following Career Areas with associated job series. Careerists are expected to develop the competencies associated with at least one Career Area.
  • Collection Management - Intelligence Specialists, series 132.
  • Production/Analysis - Intelligence Specialists, series 132 and Engineers and Scientists in the 400, 800, 1300 and 1500 job families.
  • Security Countermeasures (SCM)/Counterintelligence (CI) - Intelligence Specialists, series 132 and Security Specialists, series 080.
  • Education/Training - Education Specialists, series 1701 and Training Instructors and Training Specialists, series 1712.
  • Intelligence Combat Development - Intelligence Specialists, series 132 and 0301 series.

Additional series in DCIPS can be associated with these five Career Areas depending upon the primary reason for the position. Positions in general series, especially those in the 301 series, can normally be placed in one of the above Areas.

Career Subgroups and Specialties. Functional Career Areas are further organized into Subgroups and Specialties. Individual Competencies are tied to these Subgroups and Specialties. From this structure of competencies, supervisors and careerists can determine the "skill sets" needed to support both the Interim and Objective Forces. The following Subgroups, Levels and Specialties are recognized within the Career Areas:


DIAGRAM 2 - OVERVIEW OF CAREER PROGRAM STRUCTURE

# CAREER TRACK SUBGROUPS LEVELS
1 COMMON/CORE
CAREER TRACK
- Universal
- Leadership/Teamwork
- Organizational/Environment
- Functional/Substantive
Entry/Developmental
Full Performance/ Journeyman
Expert
Senior Expert
2 SUPERVISORY/
MANAGERIAL
CAREER TRACK
- Leading Change
- Leading People
- Results Driven
- Business Acumen
- Building Coalitions/Communication
Team Leader
Supervisor
Manager
Senior Executive
  #   CAREER AREA SUBGROUPS LEVELS
3 COLLECTION
MANAGEMENT
- Organizational/Environment
- Functional/Substantive
Requirements
Operations
4 PRODUCTION/
ANALYSIS
- Organizational/Environment
- Functional/Substantive
Analysis
Intelligence Threat Support
Materiel Exploitation
Materiel Acquisition
5 SECURITY
COUNTER-MEASURES (SCM)/
COUNTER-INTELLIGENCE (CI)
- Organizational/Environment
- Functional/Substantive
Technical Security
Physical Security
Information Security
Industrial Security
Disclosure Security
Personnel Security
Automation Security
Operations Security
Counterintelligence
6 EDUCATION/ TRAINING - Organizational/Environment
- Functional/Substantive
Instructor
Education
Training
7 INTELLIGENCE
COMBAT
DEVELOPMENT
- Organizational/Environment
- Functional/Substantive
- General
- Design and Development
- Materiel Acquisition
- Staff Management


Competencies. Seven competency groups have been developed and are explained in detail at Appendix A.

Key Positions. Key Positions are identified to assist MI careerists and their supervisors in planning and achieving career goals within Army. Supervisors, ACPMs and CPMs should encourage careerists to attain the competencies required and seek Army's Key Positions. Incumbents of Key Positions that have met ACTEDS requirements should be well qualified and highly competitive for promotion to senior expert technical or executive positions in Army or other Intelligence Components. All Army CP-35 positions grade 15 and above, whether Supervisory/Managerial or Technical Track, are considered Key Positions. Grade 14 positions meeting the criteria below also are considered Key.
  • Headquarters and Centers. Civilian chief or deputy chief of directorates and/or divisions within staff elements at HQDA, joint headquarters, production/analysis centers or MACOM headquarters.
  • Major Subordinate Commands. Civilian chief or deputy chief at an organizational level reporting directly to a commander of a major subordinate command (to include brigade or equivalent organization).
  • Battalions and Equivalents. Senior civilian or technical advisors to a commander of a battalion, or equivalent organization and above.


MASTER TRAINING PLAN (MTP). The MTP establishes the Career Program's competency requirements and provides guidance on training alternatives. It is contained in Appendix A. This appendix is divided into Career Tracks and Career Areas as well as Subgroups and makes provision for Specialities. The Subgroups describe the full range of required competencies for the Career Area or Track and are used to measure attainment of appropriate breadth or professionalism. Specialties reflect the recognized lines of work within the Career Track or Career Area. Appendix A lists competencies. Appendix B should become a resource to find alternative courses and identify competencies that can be attained from them.

Competency Requirements. Competency requirements are established by Career Track, Career Area and, in many cases, by Specialty. Each Subgroup has a number of competencies. From this structure of competencies, supervisors and careerists can determine the "skill sets" needed to support both the Interim and Objective Force. Appendix A of the ACTEDS plan contains the full description of each competency. A system of alpha-numeric codes is used in the appendices to identify Career Tracks, Areas, Subgroups, and Specialties. These codes assist in the planning and documentation process.

By Career Track. CP-35 recognizes a number of common competency requirements regardless of Career Area or Specialty. They are divided between those required of all non-supervisory personnel (Common/Core group) for those in the Technical Career Track and those required of supervisory/managerial personnel (Supervisory/Managerial group) for those who are in the Supervisory/Managerial Career Track.

  • Common/Core Competencies of the Technical Career Track. This group of competencies is for all non-supervisory careerists in the Technical Career Track. There is great similarity in these Common/Core competencies between Career Programs in Army and in the career programs of other IC Agencies and Services but there is not yet standardization. Four Subgroups of competencies are recognized in Army as follows: Universal; Leadership/Teamwork; Organizational/Environment; and Functional/Substantive.



DIAGRAM 3 - SUBGROUPS OF THE COMMON/CORE (NON-SUPERVISORY)
TECHNICAL TRACK WITH ASSOCIATED COMPETENCIES


UNIVERSAL (CU) LEADERSHIP/
TEAMWORK (CL)
ORGANIZATIONAL/
ENVIRONMENT (CE)
FUNCTIONAL/
SUBSTANTIVE (CF)
CU.1 Written
Communication
CL.1 Project
Management
CE.1 Army Roles,
Customs and
Courtesies
CF.1 Broad Career Area
Expertise
CU.2 Oral Communication CL.2 Teamwork/
Teambuilding/
Leadership
CE.2 Army
Organizational Roles
CF.2 Multi-Career Areas/
Related Disciplines
CU.3 Computer Skills CL.3 Concept
Facilitation/Influencing/
Negotiating
CE.3 DOD and Joint
Organizational
Structures, Roles and
Missions
CF.3 Intelligence Cycle
CU.4 Staff Work CL.4 Decision Making CE.4 Intelligence
Community and the
National Intel Process
CF.4 National Security
and Military Strategy
CU.5 Reasoning/
Problem Solving/
Creative Thinking
CL.5 Evaluation and
Critique
CE.5 Army Intelligence
Roles and Functions
CF.5 Intelligence-Unique
Computer/Network
Systems
CU.6 Self-
Management/
Initiative
  CE.6 Interagency
Coordination
 
CU.7 Security Precepts,
Requirements, and
Procedures
  CE.7 Force Integration  
CU.8 Diversity Awareness      
CU.9 DCIPS/CP-35      
CU.10 Funding and Contracting;
Cost Analysis
     


  • Supervisory/Managerial Competencies of the Supervisory/Managerial Career Track. These competencies are for all careerists in the Supervisory/Managerial Career Track. The competencies below reflect the Office of Personnel Management's (OPM's) Defined Leadership Competencies and are recognized by many Agencies and Services. You will note many similarities between some Common/Core Technical Track competencies and Supervisory/Managerial Competencies. Appendix A provides indication when there is an analogue competency in the other Track. Careerists in the Supervisory/Managerial Career Track are also responsible for the following Common/Core competencies because they do not have an analogue in the Supervisory/Managerial Track: Computer Skills; Staff Work; Security Precepts; Requirements and Procedures; and all the competencies in the Organizational/ Environment and the Functional/ Substantive Subgroups.



DIAGRAM 4 - SUBGROUPS OF THE SUPERVISORY/MANAGERIAL CAREER TRACK
WITH ASSOCIATED COMPETENCIES


LEADING CHANGE (ML) LEADING PEOPLE (MP) RESULTS DRIVEN (MR) BUSINESS ACUMEN (MB) BUILDING COALITIONS/
COMMUNICATIONS (MC)
ML.1 Continual Learning MP.1 Conflict Management MR.1 Account-ability MB.1 Human Resource Management MC.1 Influencing/ Negotiating
ML.2 Creativity and Innovation MP.2 Cultural Awareness MR.2 Customer Service MB.2 Financial Management MC.2 Interpersonal Skills
ML.3 Flexibility MP.3 Integrity/ Honesty MR.3 Decisiveness MB.3 Technology Management MC.3 Oral Communications
ML.4 Resilience MP.4 Team Building MR.4 Problem Solving   MC.4 Partnering
ML.5 External Awareness   MR.5 Technical Credibility   MC.5 Written Communication
ML.6 Service Motivation   MR.6 Entrepreneurship   MC.6 Political Savvy
ML.7 Strategic Thinking        
ML.8 Vision        


Competency Requirements By Career Area. Each Career Program member (careerist) will additionally fall into one of the five Career Areas of Career Program 35 and is responsible for attaining those competencies. Note, however, that the competencies in the Education/Training Career Area reflect only intelligence-related competencies. Careerists in that Career Area are also required to develop appropriate competencies specified in Career Program 32, Training. Appendix A is also divided by Career Area. Each Career Area is begun with a table like the sample found in Diagram 5 below.

Competency Requirements By Specialty. Many of the functional competency Subgroups are further divided or annotated by specialty/discipline/function, etc. Where Specialties are indicated, careerists working in that Specialty are responsible for the competencies that are linked to them in Subgroups as well as any that might be required of all careerists in that Career Area. Note, the "66% Preponderance Rule", discussed on pages 36 and 37 and in the examples on page 20, establishes the overall number of competencies required for certification at aproximately 70% (because of rounding) of all those listed and applicable to Subgroups associated with a Track, Area, and Specialty.

DIAGRAM 5 - SECURITY COUNTERMEASURES/COUNTERINTELLIGENCE CAREER AREA SPECIALTIES AND COMPETENCIES. This diagram is an example of those found in Appendix A for Career Areas. The competencies listed are for all careerists whose main duties/functions relate to either Counterintelligence (CI) or Security Countermeasures (SCM). All careerists are responsible for the competencies under the Organization/Environment Subgroup. Careerists are responsible for the competencies in the Functional/Substantive subgroup relating to their assigned specialties/disciplines/functions.

Key: SPEC=Specialties, CI = Counterintelligence, TECH = Technical Security, INFO = Information Security, DISC = Disclosure Security, AUTO = Automation Security or Information Assurance (IA), OPS = Operations Security, PHYS = Physical Security, IND = Industrial Security and PERS = Personnel Security.

ORGANIZATIONAL/
ENVIRONMENT (SE)
(4 or more)
SPEC   FUNCTIONAL/SUBSTANTIVE (SF)
(11 or more)
C
I
T
E
C
H
I
N
F
O
D
I
S
C
A
U
T
O
O
P
S
P
H
Y
S
I
N
D
P
E
R
S
SE.1 DOD Organizations and their Investigative Responsibilities All   SF.1 Security Laws and Regulations X X X X X X X X X
SE.2 Analysis Organizations All   SF.2 Intelligence Laws & Related Statutes X X X X X X X X X
SE.3 HUMINT Operations All   SF.3 Countermeasure Disciplines X X X X X X X X X
SE.4 Joint Interagency Operations All   SF.4 Foreign Intelligence Threat X X X X X X X X X
SE.5 Multidiscipline SCM or CI Operations All   SF.5 ADP/IA Security Operations X X X X X X X X  
      SF.6 Acquisition Systems Protection Program X X X X X X X X X
      SF.7 Special Access Program Requirements X X X X X X X X X
      SF.8 Foreign Disclosure X X X X X X X X X
      SF.9 Counterterrorism and Antiterrorism X X X X X X X X X
      SF.10 Counterproliferation X X X X X X X X X
      SF.11 Foreign Ground Forces X X X X X X      
      SF.12 Technical Surveillance Countermeasures (TSCM) X X X   X   X    
      SF.13 Counterintelligence (CI) X X X X          
      SF.14 Counterintelligence Requirements and Procedures X X X   X       X
      SF.15 Certification Requirements X X              
      SF.16 Polygraph Operations   X             X


EMERGING OR CHANGING DISCIPLINES AND SUPPORTING COMPETENCIES/LOCALLY DETERMINED SUPPLEMENTAL COMPETENCIES.

Dynamic Nature of the Intelligence Career Field. Existing specialties/functional areas/disciplines and subdisciplines reconfigure and new specialties/functional areas/disciplines and subdisciplines emerge all of the time. In some cases, it is still too early to determine the full impact of a change that is taking place on the Career Program. Open Source Intellingence (OSINT) is a good example. We have not yet fully incorporated that discipline/function in this Appendix. In some cases, it is also hard to determine the competency requirements for reconfiguring or emerging functional areas, specialties, subdisciplines or "strategies" such as Information Operations (IO).

Responsibilities and Authority to Adapt the ACTEDS Plan. MACOM Career Program Managers (CPMs) or local supervisors, as assisted by Activity Career Program Managers (ACPMs), are authorized and required to determine supplementary technical competencies and accompanying training courses/developmental assignments relating to the requirements of changing or emerging subdisciplines/ specialties or positions. In addition, consideration should be given to adapting requirements from closely related ACTEDS plans where appropriate, such as the CP-18 for Scientists and Engineers in CP-35. Careerists in the Training/Education Career Area are required to also include competencies required by Career Program 32. Supervisors will continue to be expected to exercise good judgment in requiring supplementary training and in identifying the need for supplementation or modification to the MTP.

closeup of a soldier's head in helmet, with vision of soldiers in defensive positions, rifles in hand


PROCESS FOR COMPETENCY REQUIREMENT DETERMINATION & CERTIFICATION.

Putting it All Together. The following diagram and 5 step process illustrate how to determine the appropriate competency requirements for a Career Track, Area, and Specialty. Think of it as putting together the list of subjects to be taught/taken at an extended resident training program resulting in a degree, diploma or certificate.

flowchart illustrating competency certification process


======================================================================================

Steps To Determine Your Required Competencies and Attain Certification
PDF file (includes charts and sample application forms) ======================================================================================



CAREER DEVELOPMENT MODEL. Career progression models have substantially changed. It is no longer practical to expect selectees for key Army positions to have had only Army experience or to expect clear or uniform Army progression patterns to achieve every Key Army Position. Under this ACTEDS plan careerists are being expected to take more initiative and operate in a larger and more complex environment. New employees enter at a wide variety of skill levels, with a diverse set of career goals and objectives. This vision of career progression emphasizes enhanced mobility among parallel Specialties and even between career areas and career tracks, external education and training and diverse employment experiences. All employees are expected to develop their Career Area skills through a regular program of training and development; however, to increase alternatives for promotion, employees should comprehensively complete the requirements for their Career Track, Level, Areas and Specialty (if appropriate). Once accomplished they should even consider developing skills in multiple Career Areas and/or participate in broadening assignments to build cross-disciplinary or multi-functional resumes.

Illustration of a signpost pointing directions for Academic Studies, Development Assignment, Self Development, Resident Training, and Computer Based Training


Example. A grade-11 General Military Intelligence Analyst can choose from among a variety of training and professional development options to achieve diverse career-related competencies and enhance potential for further career development within Army and the IC. These might include: Completion of advanced studies such as the Postgraduate Intelligence Program (PGIP) in the Production/Analysis Career Area or advanced civil schooling for foreign language and area studies; acquisition of Leadership skills through Army's or OPM's Leadership Seminars, and/or rotational assignment as an Executive Officer/Assistant; knowledge of parallel Career Areas or fields through attendance at introductory or overview courses (e.g., Intro to CI, Collection Mgt, Military Intelligence Captain's Career Course [MICCC]); and finally, breadth of perspective and expertise gained from rotational or permanent assignments with contractors or other organizations in or outside the Federal Government.

A Place to Start. When developing an individual career development plan, careerist should not only determine the required competencies for the Career Track, Area, Speciality and Level, as demonstrated above, but also ensure that the key policies from "Career Development Policies" contained within Section III below and guidance from other parts of this Plan are understood and applied especially about Self-Development, Functional, Organizational and Geographic Mobility, Academic Studies/Degrees and key Training Programs.

DIAGRAM 8 - CAREER PLANNING GUIDANCE

Career Level Assignments Academic Studies Training
Technical Career Track
Entry/
Developmental
Level
(Grade-5/7/9)
Detailed guidance for developing an intern's training plan is provided in Appendix F.
Full Performance
(10/11/12/13)
Two or more assignments in varied functional, geographical or organizational settings (see page 46 on mobility) such as an Intelligence Community Assignment Program (ICAP) or Equivalent Assignment for GG-13s (p. 52) - A Bachelors Degree In a Related Subject (p. 44)
- Pursuit of Advance Studies in a Related Subject such as from Joint the Military Intelligence College (JMIC) (p. 56)
- Completion of Job Specific Training
- Completion of ACTEDS Training for Track, Area and Specialties (Appendix A)
- Sustaining Base and Leadership Mgmt (SBLM) Program (GG-12+) (p. 49)
- IC Officer Training (ICOT) (GG-13+) (p. 52)
Expert
(14/15)
Two or more assignments in varied functional, geographical or organizational settings such as an ICAP or Equivalent Assignment if not yet completed - A Masters Degree in a Related Subject such as from JMIC
- Further Academic Studies in a Related Subject such as from Senior Service College (p.49)
- Completion of Job Specific Training
- Completion of ACTEDS Training
- SBLM (GG-12+)
- ICOT (GG-13+)
Senior Expert
(SIP/DISL)
 
Two or more assignments in varied functional, geographical or organizational settings
 
- Further Academic Studies in Advanced Areas
 
- IC Senior Leader Program
 
Career Level Assignments Academic Studies Training
Supervisory/Managerial Career Track
Team Leader
(Grade -10/11/12/13)
Two or more assignments in varied functional, geographical or organizational settings (see page. 46 on mobility) such as an ICAP or Equivalent Assignment for GG-13+ (p. 52) - A Bachelors Degree In a Related Subject (p. 44)
- Pursuit of Advance Studies in a Related Subject such as from Joint the Military Intelligence College (JMIC) (p. 55)
- Completion of Job Specific Training
- Completion of ACTEDS Training for Track, Area and Specialities (Appendix A)
- Army's Civilian Leadership Development (p.48)
- Sustaining Base and Leadership Management Program (SBLM) (GG-12+)
- ICOT (GG-13+) (p. 52)
- Defense Leadership and Management Program (DLAMP)(GG-12+) (p. 49)
Supervisor
(10/11/12/13)
Two or more assignments in varied functional, geographical or organizational settings such as an ICAP or Equivalent Assignment for GG-13+ - A Bachelors Degree In a Related Subject (p. 44)
- Pursuit of Advance Studies in a Related Subject such as from JMIC (p.55)
- Completion of ACTEDS Tech Trng
- Army's Civilian Leadership Development Prgm.
- SBLM (GG-12+)
- ICOT (GG-13+)
- DLAMP (GG-12+)
Manager
(14/15)
Two or more assignments in varied functional, geographical or organizational settings such as an ICAP or Equivalent Assignment if not yet completed & assignment to a Key Position (p. 13) - A Masters Degree in a Related Subject such as from JMIC
- Further Academic Studies in a Related Subject such as from Senior Service College (p.49)
-Completion of ACTEDS Training for Track, Area and Specialities
- Army's Civilian Leadership Dev. Program
- SBLM
- ICOT
- DLAMP
Executive
(SIES/DISES)
Two or more assignments in varied functional, geographical or organizational settings. Further Academic Studies in Advanced Areas - Army's Civilan Leadership Development Prgm.
- IC Senior Leader Program


Categories of Training and Development Activities. The following categories of training and development activities should be blended over a career.
  • On-the-Job Training (OJT). OJT is the primary category for training and development, but often least recognized type. OJT can be structured (employee works with an experienced careerist to learn a new skill), or unstructured (employee learns a new skill or work process through doing the work.) OJT should be prudently blended with training from one of more other categories to ensure a comprehensive and professional level of exposure to all aspects of the subject.
  • Developmental Assignments. Developmental assignments allow employees to gain competencies, not easily attained in their current positions. Any position can serve as a developmental assignment if it differs in some manner from other positions an employee has occupied. However, developmental assignments should be designed to enable employees to acquire specific competencies. Such assignments can be invaluable for broadening scope and knowledge within the career program, as well as for providing opportunities to bridge into other Specialties within the five Career Areas. Assignments can range from short periods to longer timeframes requiring formal detail, temporary reassignment, or time-limited promotions for up to several years at different organizations or locations within or outside Army. The Intelligence Community Assignment Program (ICAP) is an example of an important developmental assignment (See Section V for more information on ICAP).
  • Formal Classroom Training or Education. Formal classroom training includes structured courses, workshops, seminars and conferences offered by Army, colleges and universities, training organizations, professional organizations, etc.
  • Self-Directed Study. Self-directed study includes correspondence courses, computer-based instruction, etc. Self-directed courses vary in length. Some are short and can be completed in an hour or two. Others require weeks of time to complete. When personnel are choosing between formal classroom training and self-directed study, they should consider their own schedule and commitments, the way they learn, and their capability to independently develop and carry out a schedule for completing a self-directed course.
  • Collaborative Distance Learning. Distance Learning blends elements of both formal classroom training and computer based training by "connecting" instructors to students at their desktops or in classrooms at remote sites through new computer applications. An example is the Virtual University which is being developed by the Defense Intelligence Agency for the Intelligence Community. This process greatly reduces or eliminates travel costs, and should significantly increase careerists' access to quality training opportunities.
  • Self-Development. Self-development is individual, voluntary effort initiated and conducted by the employee. Self-development includes formal classroom, self-directed study, or "hands-on" self-development experiences such as:
    • College or university courses
    • Correspondence courses
    • Courses offered by professional/civic organizations, public school continuing education departments, etc.
    • Participation in community projects/organizations
    • Membership and participation in Professional associations such as the Military Intelligence Corps Association (MICA).
    • Publishing articles or books
    • Teaching within the Intelligence Community or at Colleges/Universities
    • Self-development also includes less visible methods of learning new skills such as reading professional journals and books.

Types Of Training. The ACTEDS plan recognizes two types of training -- Universal and Competitive.
  • Universal Training and Prioritization. Within Army, universal training requirements provide standardized knowledge, skills and abilities (KSAs) across the occupational area to all individuals who have similar duties and responsibilities. Universal requirements are prioritized to assist commanders in planning and programming for ACTEDS funding. Universal training is further divided into the following three priorities:
    • Priority I - 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 certificaiton, health, or safety reasons.
      • Training is mandated by the ASA(M&RA) as an ACTEDS leader development core course; or
      • Training is essential functional training for interns.
    • Priority II - Training that 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.
      Training that would attain the competencies identified in the ACTEDS Plan will usually fall into Priority II. FCR funding may be sought on a competitive basis if local funding is not available for Priority II training.
    • Priority III - Training should be funded after Priority I and II requirements and should meet one or both of the following:
      • Provides or enhances KSAs needed on the job and/or
      • Leads to improvement of mission accomplishment

    When determining various training and development needs for individual careerists, training to meet immediate needs of the current position will generally come before Priority II training to attain corporate or IC competencies in the assigned Specialty, Career Area, or Track. Similarly, Priority II training required by the Specialty, Career Area or Track should come before that needed to prepare for another Specialty, Career Area or Track.

  • Competitive. This is comprised of IC, DOD, Army or Career Program 35 training opportunities - often important for career development - offered on a competitive basis because of limited spaces or limited funding. Examples include: (IC) Intelligence Community Assignment Program; (DOD) the Defense Leadership and Management Program (DLAMP); and (Army) Sustaining Base Leadership and Management Program (SBLM) at the Army Management Staff College (AMSC). The Functional Chief Representative Competitive Development Program includes many of these training opportunities. The program is flexible and can be used to supplement local and MACOM training efforts. Additional information about these opportunities is found in Chapter V.

    Introductory, Intermediate and Advanced Courses/Career Levels. Appendix B will eventually list many courses that include objectives for attainment of competencies required in Appendix A. Course providers and grade levels required for attendance will also likely be indicated. Course level (Introductory, Intermediate or Advanced) will be often listed to assist in career development planning. The four CP-35 Career Levels (Entry/Developmental, Full Performance/Journeyman, Expert, and Senior Expert) also provide additional planning focus. Introductory courses are not restricted to careerists in the entry/developmental career level/band. They are appropriate for those with limited or no experience or training in the subject. Careerists with substantial experience in a Specialty or Area should generally not consider introductory courses. Careerists and supervisors should focus first on the most important competencies required for the current Career Level.


Training Sources



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