u.s. army training and education modernization strategy

8/10/2019 U.S. Army Training and Education Modernization Strategy

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Army Training and Education Modernization Strategy (Final Draft) Page i

FOREWORD2

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From the Comm anding General4

U.S Army Training and Doctr ine Command5

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Place Holder78

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Army Training and Education Modernization Strategy (Final Draft) Page ii

EXECUTIVE SUMMARY43

Training and educating Army leaders, Soldiers, and Civilians is the key to the Armys44

future sucess. To be successful, the Army requires modernized, integrated, and45

adaptive training and education capabilities to rapidly assessoutcomes and OE46

conditions, developprograms and products, repl icatethe OE, and distr ibutetraining47

and education at the point of need. The Army must anticipate change, adapt so that it48trains the way it fights, and do so faster than its adversaries to maintain training49

overmatch. Additionally, the Army must leverage emerging technologies that can50

transform the way it develops and delivers training and education to enable versatile,51

agile, and adaptive Soldiers, leaders, units and Army Civilians.5253

The Army Training and Education Modernization Strategy (ATEMS) describes the ends,54

ways, and means to modernize training and education (see graphic). Implementing the55

strategy will achieve unity of effort across all training domains and environments in56

order to better integrate, synchronize, and prioritize modernization activities and ensure57

the most effective and timely development and delivery of Army training and education.58

5960

The strategy also provides the near-, mid-, and far-term objectives that support the61

effective resourcing, transitioning, and anticipation of capabilities necessary to meet62

current and future Army training and education needs. Stakeholders in the63

implementation of the strategy include Army military and civilian leaders within HQDA,64

the Army commands (ACOMs), Army Service Component Commands (ASCCs), Direct65

Reporting Units (DRUs), Army National Guard (ARNG), U.S. Army Reserve (USAR),66

and the Joint community. Existing training and education governance processes will67

provide the framework for implementing the strategy.68

Means

Future Army training and education capabilities modernized andintegrated across all training domains and environments.

Ends

Train ing Centers and Sch ools

IMT / Fun ct ion al Training

Professional Mi l i tary Ed .

Dist r ibuted L earning (DL)

Homes tation Train ing

Train ing Whi le Deployed

CTC Program Train ing

Dist r ibuted Learning (DL)

Professional Growth

Counse l ing

Dist r ibuted Learning (DL)

DOCTRINE

ORGANIZATIONS

Resourc es/Capabi l i t ies: Produc ts, Services, Faci l i t ies, & Equ ipm ent in DOTMLPF -P

Operational Institutional

EDUCATIONTRAININGEXPERIENCE

TRAINING

MATERIEL

LEADERSHIP & EDUCATION

PERSONNEL

FACILITIES

POLICY

Trainability Considerations

Self-Development

Army Learning Model (ALM)Training Information Infrastructure (TII)

Future Holistic Training EnvironmentLive/Synthetic (FHTE-LS)

Synthetic Training Environment (STE)

Ways


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Army Training and Education Modernization Strategy (Final Draft) Page iii

TABLE of CONTENTS69

PURPOSE ....................................................................................................................... 170

SCOPE ............................................................................................................................ 171

BACKGROUND .............................................................................................................. 172

ASSUMPTIONS .............................................................................................................. 273

STRATEGIC ENVIRONMENT ........................................................................................ 274

NEED FOR ARMY TRAINING AND EDUCATION MODERNIZATION ........................... 375

DESIRED CHARACTERISTICS OF MODERNIZED TRAINING AND EDUCATION ...... 376

MODERNIZATION VISION ............................................................................................. 477

NEAR-TERM OBJECTIVES ............................................................................................ 578

MID-TERM OBJECTIVES ............................................................................................... 679

FAR-TERM OBJECTIVES .............................................................................................. 780

TRAINABILITY CONSIDERATIONS ............................................................................... 881

IMPLEMENTATION STRATEGYENDS, WAYS, AND MEANS ................................... 882

RISKS AND CHALLENGES .......................................................................................... 1183

GOVERNANCE ............................................................................................................. 1284

SUMMARY .................................................................................................................... 1485

SUPPORTING ANNEXES86

ANNEX A: ANNOTATED REFERENCES ................................................................... A-187

ANNEX B: SCIENCE AND TECHNOLOGY CAPABILITY NEEDS ............................. B-188ANNEX C: SYNTHETC TRAINING ENVIRONMENT/FUTURE HOLISTIC TRAINING89

ENVIRONMENTLIVE/SYNTHETIC ................................................................... C-190

ANNEX D: TRAINING INFORMATION INFRASTRUCTURE .................................... D-191

ANNEX E: ARMY LEARNING MODEL ....................................................................... E-192

ANNEX F: THE ARMY DISTRIBUTED LEARNING PROGRAM ................................. F-193

ANNEX G: ARMY LIVE FIRE TRAINING FACILITIES MODERNIZATION ............... G-194

ANNEX H: DOTMLPF-P MEANS ............................................................................... H-195

GLOSSARY96ACRONYMS AND TERMS .............................................................................. Glossary-197


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Army Training and Education Modernization Strategy (Final Draft) Page 1

PURPOSE98

The Army Training and Education Modernization Strategy (ATEMS) describes how the99

Army will modernize its training and education over time to generate and sustain100

adaptable Soldiers, leaders, units, and Army Civilians. It identifies the ends, ways, and101

means for implementation using established processes to integrate, synchronize, and102

prioritize modernization activities. The ATEMS will provide direction to the Armys103training and education community in honing and maintaining the Armys competencies104

in all learning environmentsclassrooms, home station, Combat Training Centers105

(CTCs), deployed, and self-development. See Annex A for a list of annotated106

references to the strategy.107

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SCOPE109

Stakeholders include all military and Army Civilians, Army commands (ACOMs), Army110

Service Component Commands (ASCCs), Direct Reporting Units (DRUs), Army111

National Guard (ARNG), U.S. Army Reserve (USAR), Army Secretariat, the Army staff,112

and the Joint community. The operational and institutional forces, including the113

education, training, and force modernization communities, have vital roles and114

responsibilities to fulfill in order to realize the desired strategic end state. This strategy115

emphasizes the near-term (2014 to 2020), mid-term (2021-2030) and far-term (2031116

and beyond) planning horizons. The ATEMS will be reviewed and updated biennially.117

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BACKGROUND119

The Army is a learning organization. Training and education are at the core of Army120

professionalism. However, the Army has not adequately modernized or fully integrated121

current training and education capabilities and training support enablers into its122

doctrine, policies, procedures, and tactics for warfighting. Training and education123

modernization must be done across the learning environment to enable the most124effective and efficient learning experiences for Soldiers, leaders, units, and Army125

Civilians in order to successfully execute Army missions.126

127

The Army must learn from recent operations, refine training and education processes128

and capabilities, and maintain Army readiness in the face of changing operational129

environments (OE) and constrained resources. Army training and education capabilities130

must be dynamic to support doctrine development and fully represent the OE to ensure131

the Army trains as it fights. The Army will do this by identifying emerging requirements,132

applying best practices in acquisition and sustainment, and seeking prioritized,133

incremental improvements in existing capabilities. The Army will harness network134

enabled capabilities to solve near-term capability gaps and invest in evolutionary and135

revolutionary technologies to solve future capability gaps.136

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The ATEMS is only one element of Army modernization and is a subset of the overall138Army modernization effort that includes doctrine, organizations, training, materiel,139leadership and education, personnel, facilities, and policy (DOTMLPF-P). The three140high level Army strategies that drive the ATEMS include theArmy Training Strategy141


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The Army Vision Force 2025: The AllVolunteer Army will remain the most highlytrained and p rofessional land force in the wor ld. It is uniquely organized with thecapability and capacity to provide expeditionary, decisive landpower to the Joint Forceand ready to perform across the range of military operations to Prevent, Shape, andWin in support of Combatant Commanders to defendthe Nation and its interests athome and abroad, both today and against emerging threats.

Chief of Staff, US Arm , FY 14 Strate ic Priorities

(ATS),Army Leader Development Strategy(ALDS), andArmy Mission Command142Strategy(AMCS).143

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ASSUMPTIONS145

Future Army deployments will occur with less notification and shorter preparation146

time, requiring units to conduct a greater amount of deployment training and147preparation at home station and while deployed.148

The Army will face diminished funding for new system development and training149and education program implementation. Training solutions must have low150overhead requiring less external support, be simple to use, and easy to maintain.151They must be expeditionary in nature to support training at the point of need.152

Army automated training management capabilities will enable leaders, training153managers, and analysts to make consistent, fact-based decisions on how best to154align and prioritize training and education resources to Army mission155requirements.156

Army leaders and Soldiers will demand a training environment that is as complex157as the situations they have faced in combat and will not be satisfied with home-158station training (HST) that does not challenge them physically and intellectually.159

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STRATEGIC ENVIRONMENT161

The future strategic environment will be complex with no single adversary but rather162

interconnected global threats created by a multitude of actors and environmental163

conditions. Army forces will operate under conditions of uncertainty and chaos while164

facing highly adaptive, innovative, and technology-savvy adversaries. Threats may165

include regular and irregular forces, criminals, terrorists, and even hybrid mixtures.166

These threats will interact with civilian populations, coalition partners, non-governmental167organizations and others in this complex environment.168

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Besides a broad range of readily available conventional weapons, state and non-state170

actors will be able to select from an array of affordable technologies and adapt them to171

create unexpected, lethal weapons. Social media and other emerging means of172

communication will enable small groups to mobilize people and resources in ways that173

can quickly constrain or disrupt military operations. The ease with which individuals can174

communicate with each other, be it political, military, or social in nature, can lead to175

flash-mobs and even full-scale riots or military operations. Capability gaps and threats176

will emerge and disappear rapidly in this complex environment. The ability to train and177

educate must remain agile to adapt to the Armys needs.178


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NEED FOR ARMY TRAINING AND EDUCATION MODERNIZATION179

The Army provides capabilities and capacities not available through other services in180

order to provide decisive landpower to the joint force. To prepare for this, the Army181

must be proficient in its core competencies. The Army must train the way it fights to182

develop agile and adaptive leaders and versatile units. Combatant commanders will183

use Army formations from the individual Soldier through Corps level. Army equipment184and systems (and training support enablers) must be scalable to different size185

formations and retain the capacity to surge to meet mobilization needs. Equipment that186

is energy efficient and easy to train on and use will greatly increase operational187

versatility. The Army Operating Concept (AOC) describes the Armys core188

competencies as:189

Shape the security environment190

Set the theater191

Project power192

Combined arms maneuver193

Wide area security194

LandCyber operations195

Special Operations196

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While progress has been made to properly resource the Armys training and education198

capabilities, significant risk still exists in the ability to modernize these capabilities. The199

global and national fiscal environments continue to challenge the Army to be creative200

and innovative in the way it trains and educates its force. The Army will make tough201

decisions relating to structure, readiness, and training and education modernization.202Decisions made today will impact the nations military capability (and the supporting203

training and education) for decades to come. Current fiscal limitations and the uncertain204

nature of the future strategic environment call for a refinement and modernization of the205

Armys capability to train and educate Soldiers, leaders, units, and Army Civilians to206

ensure that they reach and maintain the highest levels of readiness. The ATEMS is207

intended to guide training and education modernization efforts.208

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DESIRED CHARACTERISTICS OF MODERNIZED TRAINING AND EDUCATION210

Optimize Human Performance: The Army must maintain a decisive edge in the211

human dimension to prevail in complex environments. With a shrinking force212structure and growing demands on the individual Soldier, it is essential for the213

Army to develop and sustain TL&E programs and systems that will optimize the214

potential of every Soldier and civilian in the Total Army. The Army requires the215

ability to provide rigorous training that not only fully replicates the physical216

stresses of combat, but also represents the social and cultural aspects. This217

includes all of the activities related to the creation of cohesive teams of Army218

professionals who have the basic foundation of trust upon which to build a culture219


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that practices mission command, adapting to ambiguous situations through the220

decentralized execution of commanders intent. Successful human performance221

optimization must involve simultaneous and integrated efforts focused at the222

individual, team, and institutional level. We must adopt a new training paradigm223

that emphasizes a mastery of the basics and incorporates complexity and the224

human dimension into training.225

Commander-Driven: Commanders have the authority and responsibility to train226

their units to a high state of readiness. Commanders and leaders must227

reassume their responsibilities to plan, prepare, execute, and assess training228

after more than a decade of prescribed and delivered training during deployment229

preparation. Commanders require training capabilities that are simple, scalable,230

and composable/decomposable. Complex training capabilities must be delivered231

through simple interfaces.232

Learner-Centric: Understanding individual learner needs, interests, and abilities233

to inspire, challenge, and enable Army learning is critical. A learner-centric234

environment supported by an adaptive development and delivery infrastructure235

will enable career-long learning. Leaders, Soldiers, and Army Civilians will be236

more engaged and enthusiastic about learning if it is adjusted to their individual237

learning needs and they understand the value of applying newly learned skills to238

their duty assignment. The use of distributed technologies enhances this239

learning capability by making content more individually tailored, accessible,240

relevant, and engaging.241

Models and Simulations-Enabled: Simulations and associated technology242

continues to improve, due in part to the tremendous growth within the gaming243

industry. Soldiers and leaders have gained confidence in using simulations and244

games. The next training revolution will be empowered by the growth in realism245and ease of use of games, Soldier avatars, 3-D mapping, artificial intelligence,246

and advanced simulations. Simulation-based capabilities will become the247

foundation for creating realistic and relevant training environments. Live training,248

while reduced in frequency and cost, will improve in complexity through249

integration with simulations.250

Globally Available and Low Overhead: Army training and education must be251

expeditionary in nature. It must provide reach and access to products and252

enablers, to include reasonable access to subject matter experts, at the point of253

need, whether the transaction is across post, to a remote location within CONUS,254

or a distant site overseas. Training and education must also be low overhead255requiring less external support and be simple to use and easy to maintain.256

Globally available training and education capabilities with low overhead will257

ensure learner access to the schoolhouse, other learners, and information258

repositories so that Army Soldiers, leaders, units, and Civilians will be able to259

train in a distributed fashion anytime, anywhere.260

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Training for the Future: Training must be "Better, cheaper, faster with lower

overhead to best represent the Operational Environment (OE)Better fidelity, morerigor, less costs."

Deputy Commanding General, Combined Arms CenterTraining, 2013

MODERNIZATION VISION262

The vision is a modernized, integrated, and adaptive training and education capability to263

rapidly assess outcomes and OE conditions,develop programs and products,264

repl icate the OE, and distr ibute training and education at the point of need.265

Capabilities will leverage mobile and cloud computing and other relevant emerging266

technologies that can transform the way we develop and access information and adapt267to the context, the user, and usage. Capabilities will not be limited by physical, domain,268

or echelon boundaries but will provide persistent access to training and education that269

enables the development of versatile, agile, and adaptive units and leaders anytime,270

anywhere.271

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Rapidly assesstraining and education outcomes, Soldier and unit performance273

data, and current OE conditions in order to adapt, refine, or influence the274

development and delivery of training and education products or solutions.275

Rapidly develop Army training and education programs, products, and training276

support of major anticipated needs to provide relevant training and education to277Soldiers, leaders, units, and Army Civilians.278

Rapidly repl icatea complex OE in training activities and events, to include Joint,279

Interagency, Intergovernmental, and Multinational (JIIM) enablers, in order to280

provide a tough and realistic training environment.281

Rapidly distr ibute Army training and education products to provide on-demand282

training and education support at the point of need.283

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NEAR-TERM (FY 14-20) OBJECTIVES285

The near-term objective is to sustain Program Objective Memorandum (POM)286

resourcing to enable modernization while operating in a projected resource-constrained287

environment. This will be done through:288

Implementing the ATEMS as a roadmap for modernization.289

Seeking fundamental improvements in current training and education Programs290

of Record (PORs) and transitioning these programs to sustainment level funding291

while emerging capabilities are being identified and developed.292

Implementing the Institutional Training Mission Management Tool (ITMMT) to293

provide a traceable view between the resource requirements document (the294


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Program of Instruction) and Army systems that plan and program training295

resources.296

Utilizing existing venues and processes such as the Force 2025 Maneuvers297

(F25M) which include wargaming, exercises, experiments, and evaluations to298

demonstrate or assess emerging capabilities to close high-risk training gaps299 identified through Army Capabilities Based Assessments (CBA), Capabilities300

Needs Analysis (CNA), and other analytical processes.301

Initiating a program of investment in training and education related Science and302

Technology (S&T) experimentation to research and demonstrate emerging303

capabilities.304

Implementing the Army Learning Concept for Training and Education (ALC TE)305

Implementing the Army Learning Model (ALM).306

Fielding of the Integrated Training Environment (ITE).307

Engaging industry through the research and development community, Training308

and Education 2025 Industry Forums, and other activities to maximize potential309

for identification and development of new or revolutionary technologies.310

Exploring existing and emerging technologies to maximize delivery of training311

and educational content and products such as mobile computing, devices, and312

gaming capabilities.313

Implementing trainability metrics into new systems development to reduce costs314

and improve Soldiersability to safely and effectively train, maintain, and employ315

the system. Trainability ensures that systems can be easily learned, operated316

and sustained by users and operators without requiring frequent and costly317refresher training.318

Developing ability to rapidly develop, update, and refine instructional modules to319

meet Army learning requirements.320

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MID-TERM (FY 21-30) OBJECTIVES322

The mid-term objectives enable the transition from the Integrated Training Environment323

(ITE) to the Synthetic Training Environment (STE) as an interim step in setting the324

condition to create the Future Holistic Training EnvironmentLive/Synthetic (FHTE-LS)325

in the Far-Term. The Force 2025 and Beyond (F2025B) initiative is a midpoint in this326

time horizon. This will be done through:327 Integrating the ITE with the Training Information Infrastructure (TII) and ALM.328

Merging virtual, constructive, gaming and augmented reality (VCG-AR) enablers329

to create the Synthetic Training Environment (STE).330

Achieving capabilities envisioned in the ALC TE to include enhanced distributed331

and mobile learning and computing capabilities.332


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Establishing one-world terrain for use in training, education, and operations.333

Migrating training and education networks to the mission command (MC)334

networks.335

Maturing the S&T investments in future technologies that support development of336

the STE and other training and education related initiatives. To support this337effort, the Army has established a prioritized list of future capability needs for338

S&T focus. Annex B contains expanded details of training and education related339

capability needs for the mid and far-term. Mid-term technology candidates for340

S&T focus include:341

Future Holistic Training Environment-Live/Synthetic (FHTE-LS)342

Artificial Intelligence (AI) for Operations and Training343

Training Methods for Operational Dominance344

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The STEmerging VCG-AR enablerswill bring the best of the ITE and high fidelity346 CTC training environment and training enablers to any location any time. It will enable347

commanders at home station to combine the eight (8) elements of the ITE with select348

high payoff cost efficient components of the CTC high fidelity training environment.349

And, set the conditions to create the FHTE-LS.350

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FAR-TERM (FY 31 and Beyond) OBJECTIVES352

The far-term objectives are to focus S&T research on the Armys top priority training and353

education related capability needs to discover affordable, leap-ahead technologies.354

Research and investments in S&T are essential to maximize the Armys strengths and355

ensure the Army maintains the ability to train better than its adversaries (training356

overmatch). This will support development of the FHTE-LS and expand the Armys357capability to meet future Army training and education requirements. See Annex B for358

the prioritized list of future capability needs for S&T focus in both the mid and far-terms.359

Far-term objectives include:360

Combining the live and STE to create the FHTE-LS, a single live/synthetic361

training environment transparent to the training audience.362

Maturing the S&T investments in training and education to support the FHTE-LS363

and related initiatives. Far-term technology candidates for S&T focus include:364

Holistic Training Enterprise365

Adaptive Learning/Learner Centric Enterprise366

Virtual Human367

Adaptive Leader Development and Unit Training368

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The FHTE-LS will provide a training and education common operational picture (COP)370

that allows commanders to train as they will fight and access information and data when371


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and where needed. Live training, while reduced in frequency and cost, will leverage372

synthetic enablers, such as simulations and games, into a single training event to373

improve live training complexity while reducing the risks and resources associated with374

a fully live training event. The FHTE-LS will enable commanders to plan, prepare,375

execute, and assess training faster, more effectively, at lower cost, and with greater376

realism and repetition.377378

TRAINABILITY CONSIDERATIONS379

Trainability of systems must be considered across all training objectives and be fully380

integrated across all training domains and environments. Modernized systems must be381

easily learned, operated, and sustained by users without requiring frequent and costly382

refresher training thus allowing commanders to train more complex collective training383

tasks. Training that is planned for and integrated early into system design will reduce384

training costs over non-system training aids, devices, simulators and simulations385

(TADSS), allow more time for training unit and collective tasks, and significantly reduce386

program life-cycle costs. This will contribute to greater individual and unit readiness387

when the system is fielded.388

389

Training considerations must be addressed from the beginning of the acquisition390

process and incorporated into system development. Reduced equipment complexity391

will improve the individuals ability to more safely and effectively train, maintain and392

employ the system. Trainability is critical in new system development and should be393

established as a key/mandatory element in Army systems development, Joint394

Capabilities Integration Development System (JCIDS), and Business Capability395

Lifecycle (BCL) Model processes in the near-term.396

397

IMPLEMENTATION STRATEGY

ENDS, WAYS, AND MEANS398399

Ends400

To achieve the visionthe ability to rapidly assess , develop , repl icatethe OE, and401

distr ibute training and education at the point of needthe Army must modernize and402

integrate future Army training and education capabilities across all training domains and403

environments. Modernized training and education capabilities will enhance the ability of404

Soldiers, leaders, and Army Civilians to master the individual attributes necessary for405

the Army to be proficient in its core competencies. Units will be more versatile and406

tailorable to support Army Force Generation. The future training environment will:407

Leverage mobile and cloud computing and other relevant emerging technologies.408 Provide persistent access to training and education anytime, anywhere.409

Combine training capabilities, systems, and processes and not be limited by410

physical, domain, or echelon boundaries.411


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Fully integrate training capabilities to simplify the science of training management412

and enable leaders to focus on the art of planning, preparing, executing, and413

assessing training.414

Challenge commanders, leaders, and Soldiers through greater fidelity and415

realism to synchronize the application of warfighting functions.416

Provide commanders and leaders the ability to rapidly assess, replicate, and417

adapt to all OEs to include JIIM enablers to train as the Army fights, understand418

the OE, and develop agile leaders.419

Deliver low-overhead and cost effective training and education support and420

distributed learning (DL) products/content at the point and time of need.421

Reduce the number of existing information systems, eliminate redundancy, and422

create interoperability among databases.423

Reduce the number of training environments, overhead and complexity involved424

in training and education.425426

Ways427

The Army will create a modernized and integrated future training and education428

capability enabled through the Synthetic Training Environment (STE), the Future429

Holistic Training EnvironmentLive/Synthetic (FHTE-LS), the Training Information430

Infrastructure (TII), and the Army Learning Model (ALM). Together they provide the key431

enablers necessary to effectively train and educate the force.432

433

The STEmerging VCG-AR enablerswill bring the best of the ITE and high fidelity434

CTC training environment and training enablers to any location any time. It will enable435

commanders at home station to combine the elements of the ITE with select high payoff436cost efficient components of the CTC high fidelity training environment and set the437

conditions to create the FHTE-LS.438

Integrating the ITE with the TII, and ALM.439

Merging VCG-AR enablers to create the STE.440

441

The FHTE-LScombines the STE and the finalized TII integration to provide a442

distributed, integrated, and globally available network that seamlessly develops and443

distributes training and education products. These products will effectively replicate OE444

conditions while reducing the complexity of unit training management and readiness445 reporting. The live training environment will merge with the STE to create a single446

live/synthetictraining environment that provides a training and education COP447

available through Army MC systems. The FHTE-LS will connect installations and448

training domains to effectively execute training, training development, and training449

management from any location. This will allow commanders and leaders to focus on450

the art of training and education versus the science of planning. See Annex C for a451


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detailed discussion of the STE and FHTE-LS. The following describes how the FHTE-452

LS supports the operations process.453

During theplanningandpreparationphases, the installation will become a454

docking station, providing connectivity to the tactical network and MC systems.455

This allows seamless integration and interoperability among unit training records,456

TADSS, institutional training resources, scenario databases, and resource457

scheduling.458

During the executionphase, live and synthetic capabilities will be fully integrated459

across both selected system and non-system TADSS to provide an immersive460

training environment. The complexity of the OE and JIIM enablers will be461

replicated through semi-automated functions/forces and artificial intelligence.462

During the assessmentphase, After Action Review (AAR) capabilities, Mission463

Essential Task List (METL) assessment, readiness reporting, and retraining464

requirements will be seamlessly integrated.465

466The TIIincludes the hardware, software, communications, classrooms, and services467

necessary to develop, store, retrieve, deliver, and manage training and education468

information and content for use by individuals, units, and institutions worldwide. The TII469

will reduce the number of existing training and education information systems, reduce or470

eliminate redundancy of data among these systems, and create interoperability among471

databases to ensure accurate information is available to users. It consists of two472

components: the Army Training Information System (ATIS) and Points of Delivery473

(POD). See Annex D for a detailed discussion of the TII.474

475

The ALMwill help achieve the FHTE-LS by revolutionizing the Armys approach to476

individual learning with a comprehensive change in how and where learning is477delivered. The ALM focuses on individual leader, Soldier and Army Civilian learning in478

Initial Military Training (IMT), Professional Military Education (PME), and Functional479

Courses in all Army learning proponents. The learning model enhances the rigor and480

relevance of individual learning through routine assessment of Soldier competencies481

that enable success across ULO. The ALM is supported by an adaptive development482

and delivery infrastructure that enables a continuum of learning and sustained adaption.483

The Army Distributed Learning Program (TADLP) will assist in delivery of Army training484

and education products and content. See Annex E for a detailed discussion of the ALM.485486


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487488

Figure 1. The Future Holistic Training EnvironmentLive/Synthetic (FHTE-LS)489

490

Means491

The available means to modernize Army training and education are the resources and492

capabilities, such as products, services, facilities, and equipment, in each of the493

DOTMLPF-P domains. However, limited resources will provide challenges to fully494

modernize all training and education. To help mitigate these challenges, the Army must495

focus on refining training and education processes, maintaining and improving existing496

training programs, limiting new system starts, leveraging existing Commercial and497

Government Off-the-Shelf (COTS and GOTS) solutions, reducing the number of training498

environments to a single live/synthetic environment, and creating a learner-centric499

learning environment. See Annex H for a list of DOTMLPF-P means.500501

RISKS and CHALLENGES502

Funding challenges and program tradeoffs may impact implementation of the503

modernization strategy and require adjustment of strategy timelines.504

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

Commanders/Leaders

Learners

I

T

E

Development Sustainment

T

I

I

Near (FY14-20) Mid (FY21-30) Far (FY31+)

CONSTRUCTIVE

VIRTUAL / Augmented Reality

GAMING

ALM

POD

ATIS

NIE/Sustainment

TRAINABILITY

LIVE

Evolve the ITE

Force 2025

Leverage S&T for

Training & Education

Time Horizon:

Fundamental change to the way

we train and educate the Army

FHTE-Live/Synthetic

C

ost&

Complexity

Integration

&

Cap

ability

CVGSynthetic TrainingEnvironment (STE)


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The availability of advanced or leap ahead technologies to meet future T&E505

requirements may be limited by the technologys maturity level to meet program506

timelines.507

Ongoing development of FORCE 2025 and Beyond concepts and plans may508

impact force structures and require adjustment of strategy timelines and509

implementation.510

Synchronizing and integrating multiple programs of record (POR) objectives and511

timelines will be challenging and require a comprehensive transition/bridging512

strategy to ensure success.513

Long-range investment plans and setting priorities across those plans with514

defined decision points will help mitigate risk and enable the ability to achieve515

objectives that may range across periods of 10-30 years.516

517

GOVERNANCE518

The ATEMS will use existing training, education, and leader development governance519processes and forums to ensure program requirements are prioritized, integrated, and520

synchronized with current and future training and education needs. The intent is to521

develop defendable metrics that support the planning, programming, and execution of522

program requirements and inform the Army Program Evaluation Group (PEG) and POM523

on training and education investment decisions.524

525

The Trainin g Suppor t System Enterp rise (TSS-E)governance process validates,526

prioritizes, and resources Training Support System (TSS) enablers, ensuring the527

training products, facilities, and services are in place to support approved unit,528

institutional, and self development training strategies. The TSS programs include:529

Sustainable Range Program (SRP), Integrated Training Area Management (ITAM)530

Program, Soldier Training Support Program (STSP), Mission Command Training531

Support Program (MCTSP), Combat Training Center Modernization (CTC Mod)532

Program, and Training Information Infrastructure (TII) Program. The TSS-E leverages533

the following governance processes:534

Modernization Reviews (MOD Reviews) will validate projected training support535

modernization requirements, funding strategies, and investment strategies.536

HQDA G3/7 (DAMO-TRS), CAC-T TRADOC Capability Managers (TCMs) and537

related product managers from PEO-Simulations, Training, and Instrumentation538

(PEO-STRI) conduct this review.539

Program Management Reviews (PMRs) receive requirements from the540

Commands to enable training and education at home station, schools and541

centers, and while deployed. HQDA G3/5/7 (DAMO-TRS), CAC-T TCMs, CAC-T542

TSSE representatives, and ACOM/ASCC/DRU representatives conduct this543

review.544


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Training Support Working Groups (TSWGs) address issues from PMRs, resolve545

issues, and forward unresolved issues through the Combined Councils of546

Colonels (CoCs) to the Training General Officer Steering Committee (TGOSC)547

for action.548

The CoCs include the Institutional (including DL) Training CoC, Home549

Station/Deployed Training CoC, Army Civilian Training CoC, and Joint550

Interagency, Intergovernmental, Multinational, and Combat Training Center CoC.551

The CoCs address TSWG issues and recommend approval of program funding,552

POM submissions, and program recapitalization and modernization priorities.553

CoCs decisions are reviewed by an integration forum, which, in coordination with554

the DA G3/5/7 Director of Training (DOT), determine which issues are brought555

before the TGOSC for approval and guidance.556

The TGOSC synchronizes issue development with the POM and Budget557

Estimate Submissions (BES). It identifies and resolves issues, determines558

priorities, provides guidance, and makes decisions in support of Army training559

and leader development.560

561

The Army Learning Coord inat ion Counci l (ALCC)implements and governs the ALM.562

The ALCC synchronizes products and courseware provided by the Army Training and563

Doctrine Command (TRADOC) centers, schools, institutes, and colleges to ensure an564

integrated and sequential program of career-long learning from IMT to Senior Level565

Education that fulfills the intent of the ALM and the Army Leader Development Strategy566

(ALDS). The ALCC focuses on the impact of institutional training and education on567

individual learning. In addition to setting process objectives and policy568

recommendations, the ALCC monitors and reports the degree to which learning569

outcomes are being met.570571

TRADOC coordinates, synchronizes, and integrates these efforts through a three-tiered572

ALCC process. TheALCC Principals are the three-star senior management forum co-573

chaired by the TRADOC DCG and CG CAC for learning synchronization and ALM574

implementation. This group directs the activities and focus of the ALCC Working Group575

and approves critical issues for CG TRADOC decision or information. The Principals are576

supported by an ALCC Working Group that is a Council of Colonels-level management577

forum. The ALCC Working Group: establishes subordinate panel-oriented objectives578

(as required) and synchronizes project execution; identifies and recommends579

implementation and evaluation strategies for ALCC-approved initiatives; facilitates the580

ALCC Principals agenda; and ensures integration of ALCC work.581

582

The Army Leader Development Program (ALDP) Processidentifies leader583

development related initiatives; produces the ALDP priority list to ensure consistency584

between leader development program priorities and resourcing decisions. Many585

education initiatives are reviewed by this forum.586

587


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The Structu re Mann ing Decisio n Review (SMDR)synchronizes and coordinates588

DOTMLPF integration requirements between the training developers and capability589

developers. The SMDR determines training and education requirements for the first590

three years of the POM; validates training requirements, compares training591

requirements with schoolhouse resource capabilities such as manpower, facilities,592

equipment, and dollars, and reconciles differences into an affordable, acceptable, and593executable training program. Documenting modernization efforts facilitates validation of594

a new requirement, triggers changes to resources, and results in improved integration of595

new programs and relevant training.596

597

The Arm y Force Generat ion (ARFORGEN) Training Sup port and Resourc ing598

Processis designed to synchronize and de-conflict manning, equipping, and training599

requirements of all units in transition from the train/ready period to the available force600

pool.601

602

The Training an d Educ ation Developm ent Enterprise (TED-E) integrates training603

and education capability development at the Centers of Excellence (CoEs) and604

proponent schools through an enterprise approach to policy and regulation updates,605

and identification and justification of funding, personnel, and capabilities resources. The606

TED-E ensures training and education products are adequately resourced, developed to607

standard, and shared without redundancy. Products include: concepts, strategies,608

courses, lesson plans, Programs of Instruction (POIs), Training Support Packages609

(TSPs) and Individual Critical Tasks List (ICTL). The TED-E is anticipated to achieve610

initial operating capability by late FY14 and achieve the same level of maturity as the611

TSS-E no later than fall Fiscal Year (FY) 15.612

613

The Army Qual i ty Assu rance Programis a supporting governance process that614identifies issues across the enterprise and provides recommendations on training,615

education, and training support issues via accreditations of all Army learning institutions.616

Department of the Army Accreditations result in improvement of programs for617

enhancement of learning for Soldiers and Army Civilians across the entire enterprise618

and across all components.619

620

SUMMARY621

The U.S. Army is the worlds most decisive land force capable of operating and winning622

in complex environments and on uncertain battlefields. It is organized with the623

capability and capacity to provide expeditionary, decisive landpower to the Joint Force624

to defendthe nation and its interests both at home and abroad. To remain the most625

decisive land force in the world, the Army must be capable of developing and626

maintaining the most highly trained and professional Soldiers, leaders, organizations,627

units, and Army Civilians in the world. The challenge is to find ways to modernize and628

deliver the most effective and efficient training and education to provide the Army with629

greater capability while maximizing the use of critical resources. The ATEMS identifies630

the ends, ways, and means for implementation of Army training and education631


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modernization and provides direction to the Armys training community to integrate,632

synchronize, and prioritize modernization activities.633


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21/67

Annex B Science and Technology Capability Needs

Army Training and Education Modernization Strategy S&T Capability Needs B-1

SCIENCE AND TECHNOLOGY PRIORITIZED CAPABILITY NEEDS659

The rapid advancement of new and affordable technologies across the globe will create660

vulnerabilities for todays Army. The Army will face declining training and education661

budgets at home while its adversaries create periods of calculated operational662

overmatch by leveraging opportunity and existing technology. Adversaries will be663

adaptive, innovative, and technology-savvyadapting readily available and affordable664technologies to create unexpected and potentially lethal outcomes. The challenge to665

the Army will be in finding ways to successfully modernize Army training and education666

capabilities during a time of diminishing resources while still maintaining the most highly667

trained and professional land force in the world.668

669

Research and investments in science and technology (S&T) are essential to help670

maximize the Armys strengths while offsetting its weaknesses in order to meet future671

training and education challenges. Research must be focused on the top priority672

training and education capability needs. To do this, the Army has established a673

prioritized list of the most promising training and education related S&T technologies674

that represent those candidates believed to support future training and education needs.675

This list is focused on the mid and far-term timeframes and will help to inform S&T676

efforts and influence resource decisions.677

678

MID-TERM CAPABILITY NEEDS (FY 21-30)679

Mid-term technology candidates focus on three training-related capability needs: Future680

Holistic Training Environment-Live/Synthetic (FHTE-LS), Artificial Intelligence (AI) for681

Operations and Training, and Training Methods for Operational Dominance. These682

capability needs are aligned with the Chief of Staff of the Armys vision for Force 2025683

and Beyond.684

6851. Future Holistic Training Environment-Live/Synthetic (FHTE-LS): This capability686

combines the virtual, constructive, gaming (VC&G) and augmented reality (AR)687

environments into a single synthetic training environment (STE) that is coupled to live688

training and integrated with the Army Training Information Infrastructure (TII). This will689

allow Commanders to fully plan, prepare, execute and assess training with one690

capability. FHTE-LS will require less hardware, lower integration costs, provide greater691

agility to maintain currency, have fewer hardware components and require significantly692

less contractors; while still maintaining a medium level of fidelity for home station (HS),693

Institutional Training, Operational (multi-echelon Mission Command Training) and Self-694

Development (Army Learning Model and Mobile Distance Learning). Potential695

technology candidates include:696

Augmented Real i ty (AR)technologies that integrate with the live training697

environment. AR enables realistic training by providing computer generated698

entities which replicate enablers for tasks previously not allowed because of699

safety or environmental concerns (e.g.: artillery, close air support or role players).700


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Terrain Generation Framework . Rapid Unified Generation of Urban Databases701

(RUGUD) - a database generation capability supporting terrain representation702

within the STE. It will significantly lower the cost, time and skill required to author703

and produce fully functional, highly effective terrain generation.704

Distr ibuted Simu lat ion Environments and Vir tual Worlds. These705

technologies allow the Army to conduct collective training anywhere and anytime706

in distributed simulations that model individual to Joint Task Force aggregate707

modeling in a single, non-federated synthetic environment coupled with live708

training on a single, global terrain database.709

Human Interact ion Design with Synthet ic Environm ent to Faci l i tate710

Effective Training . Technology to support on-demand, cloud-based framework711

for automating synthetic environment production, from source to Soldier.712

Objective system will quickly integrate future data sources and algorithms. We713

will improve current data fusion techniques, automatically processing sensor714

data, reducing manual labor.715

716

2. Artificial Intelligence (AI) for Operations and Training: Enhances the immersive717

training experience for dismounted soldiers in virtual and augmented reality718

environments. Improved AI promotes realism in the synthetic environment; replicating719

Soldier characteristics and behaviors allows for human-AI swapping. AI enables720

intelligent tutoring for individual Soldier tasks and collective training feedback for unit721

commanders. Potential technology candidates include:722

Adapt ive Tutor ing System Arch i tecture. Artificially-intelligent agents for723

automated authoring of intelligent tutoring systems and analysis of usability and724

learning effect.725

Large Scale Distr ibu ted Training . Integrated, technology-enabled learning726

environment that bridges across platform scale and computational capacity (e.g.,727

personal computer, mobile device, virtual worlds) to include social media for728

sharing expertise/lessons learned. The purpose is to prototype a technology-729

enabled, data-driven, learning environment for integrated training across multiple730

platforms731

Intel l igent Agents for Command Decis ion supp ort . To provide the732

Commander unit and Soldier training performance data and assist in the733

development, refinement and delivery of training and education products to train734

their unit.735Intel l igent A gents fo r Construc t ive Training. Intelligent agents that possess a736

number of technology-enabled characteristics which provide the capability to737

represent combatant and non-combatant forces, indigenous populations, and738

JIIM players across the integrated training environment (ITE) to replicate the739

complexities of the operational environment (OE).740

741


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3. Training Methods for Operational Dominance: Measures and Methods for742

Training for the Individual Soldier which directly uses the Intelligent Tutoring methods743

and environments and helps the Army accomplish the Army Learning Model goals.744

Specifically, the measures and methods will facilitate the Soldier achieving proficiency745

faster; enable the Leaders/instructors to better utilize classroom, virtual, mobile,746

computer based training technologies; and allow training developers to develop747adaptive tailored training within time and resource constraints. These measures and748

methods will be fielded iteratively as changes to Army policy and procedures.749

750

FAR-TERM CAPABILITY NEEDS751

Far-term technology candidates focus on four training-related capability needs: Holistic752

Training Enterprise, Adaptive Learning/Learner Centric Enterprise, Virtual Human, and753

Adaptive Leader Development and Unit Training. These capability needs are for the754

time period beyond 2025.755

756

1. Holistic Training Enterprise that is fully embedded into the operational Mission757

Command network:758

The capability to rapidly develop and cond uct syn chron ized l ive training, up759

to br igade level , in con di t ions th at repl icate the complexi t ies of the OE.760

This includes a comprehensive (individual and collective), embedded, combined-761

arms training capability that includes mission command and maneuver (mounted762

and dismounted) tasks. An immersive virtual training capability that fully763

represents the physical aspects of the OE. This immersive capability must764

provide individual and multi-echelon low-overhead simulation(s) that enable a765

small unit collaborative training experience using Synthetic enablers, and limited766

mission planning and rehearsal capabilities in the OE.767

St imulate miss ion command systems and sensors, realistically replicate768

combined arms effects and capabilities, realistically replicate hybrid threat769

capabilities and the capabilities of JIIM partners, be interoperable among air,770

ground, and other Service training systems, and provide rapid and realistic771

feedback to the individual, vehicle or equipment. Provide a network with the772

capacity and infrastructure to support worldwide, secure, wireless delivery of773

training and education products on platforms that range from fixed computers774

and simulation centers to mobile platforms across all training environments and775

domains.776

777

2. An Adaptive Learning/Learner Centric Enterprise: An accessible, responsive,778and adaptive learning capability that is available worldwide at the point and time of779

need. The learning capability must provide mobile access to learning content, on-780

demand, at the point of need. Be designed with device agnostic architecture with781

clearly defined protocols and standards that allows interoperability to support multiple782

training and education products; agnostic so that the products can be played on multiple783

types of devices and systems and facilitates content validation and assessment of784


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content and effectiveness. Enable Soldiers, Army Civilians, and their leaders the ability785

to conduct accurate self-assessments to determine future training and education786

requirements to improve knowledge, skills, behaviors, and abilities. Include technology-787

delivered instruction that mimics a one-on-one expert tutor by adapting and tailoring788

individualized learning to the learner's prior knowledge and learning style preferences789

(i.e. an intelligent digital tutor).790791

3. Virtual Human: Future training, leader development and education require virtual792

human capabilities to represent combatant and non-combatant forces, indigenous793

populations, and JIIM players across the ITE to replicate the complex OE. The virtual794

humans must have a cognitive architecture capable of supporting a natural language795

processing capability that enables virtual human entities to interact autonomously with,796

humans, and other computer generated forces in the virtual, gaming and797

distance/distributed learning environments. Have the ability to understand, reason and798

make assumptions about the environments supporting virtual, gaming and799

distance/distributed learning training applications. Populate large-scale simulations to800

expand the range of on-demand, interactive training opportunities and reduce human801

overhead support.802

803

4. Adaptive Leader Development and Unit Training: Future training, leader804

development and education requires responsive and adaptive training and education805

infrastructure, development capabilities, and applications, that rapidly and effectively806

infuse operational experience and knowledge into training and education in the schools,807

home station, combat training centers, while deployed, and through self-development.808

An adaptive training capability must provide advanced automated training development809

tools, collaborative development capabilities, and shared information repositories to810

rapidly and efficiently capture, incorporate, and disseminate relevant information811through effective learning means at the point of need. Soldiers must be able to learn812

quicker and retain skills longer through neuroscience applications and by using the art813

and science of learning.814

815


The current path of S&T funding is unlikely to sustain the Armys current817

competitive advantage. By 2025, the Army is at risk of adversary overmatch.818

The availability of advanced or leap ahead S&T technologies to meet future819

TL&E requirements may be limited by technology maturity levels.820


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Annex C Synthetic Training Environment/Future Holistic Training Environment-Live/Synthetic

Army Training and Education Modernization Strategy STE/FHTE-LS C-1

SYNTHETC TRAINING ENVIRONMENT and FUTURE HOLISTIC TRAINING821

ENVIRONMENT LIVE/SYNTHETIC822

With the number of deployments expected to decrease, commander-driven home-823

station training (HST) will be the focus for preparing units for future operations. Limited824

training resources and training land availability has driven higher reliance on blended825

training. Blended training combines live, virtual, constructive, and gaming to achieve826training objectives, but does it in a non-networked and resource intensive fashion. The827

ability to merge training environments will simplify training and reduce overhead costs828

while increasing training integration and capability allowing commanders and leaders to829

focus on the art of training versus the science of planning training.830

831

SYNTHETC TRAINING ENVIRONMENT832

The Synthetic Training Environment (STE) will serve as the interim step in setting the833

condition to create the Future Holistic Training EnvironmentLive/Synthetic (FHTE-834

LS). The STE will merge virtual, constructive, gaming and augmented reality (VCG-AR)835

enablers to create one synthetic environment. The STE will bring together the best of836

the Integrated Training Environment (ITE) and high fidelity Combat Training Center837

(CTC) training environment and training enablers to any location any time. It will enable838

commanders at home station to combine the elements of the ITE with select high payoff839

cost efficient components of the CTC high fidelity training environment.840

841

FUTURE HOLISTIC TRAINING ENVIRONMENT LIVE/SYNTHETIC842

The FHTE-LS will be an evolution from the current ITE and will be formed from the843

merging of STE and the Live training environments. When fielded, the FHTE-LS will844

integrate training technology, programs, and processes from across the Army into a845

seamless whole to support individual and collective training in the institutional and846

operational Army. As envisioned, it provides the ability to rapidly assess the OE;847determine training and education outcomes; develop training and education programs,848

products, and support; replicate the OE; and distributes Army training and education at849

the learning point of need. The FHTE-LS improves upon the interim STE and combines850

it with the Training Information Infrastructure (TII) to provide a world-wide, distributed,851

integrated, and cloud-based architecture that enables seamless development and852

distribution of training and education products. The FHTE-LS will reduce the complexity853

of unit training management allowing commanders and leaders the ability to seamlessly854

plan, prepare, execute and assess training to achieve levels of training realism never855

before achieved at home station.856

857


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858859

Figure C-1. The Future Holistic Training Environment Live/Synthetic860

861

The FHTE-LS when fully implemented will support operations and training management862

processes, offer opportunities to manage training resources, save the Army money,863save leaders time, and support unit and leader readiness. Live/Synthetic training will864

leverage simulations and gaming into a single HST event to improve live training quality865

while reducing the risks and resources associated with previous fully live training866

events. The end result is a training environment that:867

Is commander and leader driven868

Is learner centric869

Is integrated and adaptive870

Leverages S&T, COTS and GOTS871

Reduces hardware requirements872

Reduces contract support873

Provides good-enough fidelity to train to standard874

Uses a Common Graphical User Interface (GUI)875

876

877


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The primary risk in implementing a leap ahead is the competing demand to879

maintain current home station training capability supported by the ITE while880

transitioning to the STE. The ITE is expensive and there is a potential risk that881

the Army will lose some near-term training capabilities as funding is reprioritized882

to transition to the STE and operationalize the FHTE-LS in the mid and long-883

terms.884

Synchronizing the collapse of ITE program of record (POR) into the STE POR885

and eventual FHTE-LS POR is a challenge and will require a comprehensive886

transition/bridging strategy to ensure success.887

888

NEAR-TERM OBJECTIVES (FY 14-20)889

Identify critical programs that are currently part of the ITE and ensure they890

maintain training relevancy.891

Begin STE Research, Development, Test, and Evaluation (RDTE) efforts.892

Develop the S&T strategy to achieve STE objectives.893

Establish the infrastructure required for STE.894

895

MID-TERM OBJECTIVES (FY 21-30)896

Transition legacy ITE POR into sustainment and eventual divestment.897

Establish STE full operational capability (FOC).898

Begin FHTE-LS RDTE efforts.899

Develop the S&T strategy to achieve FHTE-LS objectives.900

Establish the infrastructure required for FHTE-LS.901

902

FAR-TERM OBJECTIVES (FY 31 and beyond)903

Establish FHTE-LS FOC.904

Execute FHTE-LS life-cycle management.905

Continue to product-improve FHTE-LS.906

Execute S&T strategy to achieve next future-training environment.907

908

ROAD MAP909

The following road maps lay out the modernization plan to transition from the ITE to910

STE during the near and mid-term and from the STE to the FHTE-LS during the mid911

and far-term planning horizons. It includes anticipated timelines, expected divestment912

and decision points, and plans for procurement and sustainment. Given the period of913


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time under consideration, it is likely that the dates shown may change significantly914

based on funding decisions and technological challenges.915

916

Figure C-2. ITE, STE, and FHTE-LS Capabilities Development Road Map917

918

Figure C-3. Live Systems Capabilities Development Road Map919

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

ITE, STE, and FHTE-LS Integration

LVC IA V1

SUSTAINMENTP&D

LVC IA

V3 & V4TMRR/EMD

PROCUREMENTS

STE IS CDD

CDDD

TMRR/EMD 2 TMRR/EMD 3 TMRR/EMD 4

CDD

LVC IA V2

V4V3

STE (IA & NextGen C&V

Capabilities

S SSUSTAINMENTAoA

CapabilityDrops 2, 3, 4

FHTE(STE withLive/TII)

P&D

S S

D AoA TMRR/EMD PROCUREMENT

TMRR/EMD

LVC

IA

STE

FHTE-LS I

I F

TMRR/EMDI

Overhaul

MILCON

IOC / FOC

New Start

Transition IPT

Divestment

Decision Point

Upgrade

S&T Insertion

Changes inProcurement

Procurement

SustainmentInventory exists/but not sustained

Preliminary Work

RDT&E/EMD

Blend: Procurement/SustainmentNon Materiel Solution

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

Live Systems Integration

SUSTAINMENT

CTC-IS

T-IS

CTIA

TrainingInstrumentationSystems

HITS PROCUREMENT F

LT2-FTS ICD

JROC

AoA TMRR/EMD PROCUREMENT

TMRR/EMD

PROCUREMENT

A-TESS

A-TESS Inc 2

A-TESS Inc 3

A-TESS Inc 1

I-MILES PROCUREMENT SUSTAINMENT

BIOT&E SUSTAINMENT

C I F

TMRR/EMD IOT&E PROCUREMENT SUSTAINMENTB C

TMRR/EMDB

IOT&E PROCUREMENT SUSTAINMENT

I

DRTS PROCUREMENT SUSTAINMENT

JPMRC PROCUREMENT SUSTAINMENT

PROCUREMENT SUSTAINMENT

CTC-MOUT PROCUREMENT SUSTAINMENT

IMTS PROCUREMENT SUSTAINMENT

T-ISHomestations

T-IS CTCs

T-IS DigitizedRanges

CDD AoA TMRR/EMD

CTIA

C

PROCUREMENT

PROCUREMENT

PROCUREMENT

SUSTAINMENT

SUSTAINMENT

SUSTAINMENT

I

I

I

F

F

F


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920

Figure C-4. Virtual Systems Capabilities Development Road Map921

922

Figure C-5. Constructive Systems Capabilities Development Road Map923

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

Virtual Systems Integration

AoA TMRR/EMD PROCUREMENT

Soldier

GFT

VBCT

CCTT PROCUREMENT SUSTAINMENT

B C I FGround

Aviation

SmallUnit

AVCATT/NCM3


AVCATT-F TMRR/EMD PROCUREMENT SUSTAINMENTB C I F

GFT II


PROCUREMENT SUSTAINMENTTMRR/EMDB C

CDD CPD

EST IIGFT

CFFT III

S2 VT II

MSTC

S2 VT



TMRR/EMD PROCUREMENT SUSTAINMENT

TMRR/EMD PROCUREMENT SUSTAINMENT


TMRR/EMD PROCUREMENT SUSTAINMENTFICB

FY 14-20 FY 21-30 FY 31 & Beyond14 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

Constructive Systems Integration

SE Core

TMRR/EMD

PROCUREMENTIEWTPT SUSTAINMENTF

TMRR/EMD PROCUREMENTC

JLCCTC

TMRR/EMD



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Annex D Training Information Infrastructure

Army Training and Education Modernization Strategy TII D-1

TRAINING INFORMATION INFRASTRUCTURE924

The TII program serves as the management integrator of training information925

technology programs and systems, which include the Army Training Information System926

(ATIS) and Points of Delivery (POD). TII includes the hardware, software,927

communications, classrooms, and services necessary to develop, store, retrieve,928

deliver, and manage training information and content for use by individuals,929organizations, units, and institutions worldwide. The intent of the TII is to provide Army930

commanders, Soldiers, and Army Civilians with a capability to quickly access reliable931

information that supports training development, management, and delivery across all932

training domains.933

934

The delivery of training and education products is often challenged by users ability to935

find and access content, restrictive net policies, obsolete or non-intuitive delivery936

platforms, and outdated development and revision processes. The TII through ATIS937

and POD provides rigorous, relevant, and tailored distributed training and education to938

Soldiers, leaders, and Army Civilians at the point of need from a responsive and939

accessible delivery capability. The end result is a TII that better enables the Army to940

train as it will fight.941

942

The establishment of the TII program under the Training Support System Enterprise943

(TSS-E) ensures that governance processes are in place to identify, validate, prioritize,944

and resource capabilities across the Enterprise. TII management also helps ensure the945

most effective and efficient use of limited resources.946947

948949

Figure D-1. Army Training Information Infrastructure (TII)950


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ATIS951ATIS is the component of TII that provides centralized access to authoritative training952and education information and data. ATIS is currently transforming to better serve the953training and education community as a program of record. As such, it will be better954postured to eliminate redundancies and ensure common standards and interfaces955

among systems.956957

When fully established, ATIS will provide a common operating picture (COP) of the958training environment through integrated, interoperable training development,959management, scheduling, and content and training resource management capabilities.960These capabilities will enable Commanders, leaders, Soldiers, and civilians to better961understand, visualize, describe, direct, lead, and assess training requirements so they962can more effectively plan, prepare, execute, and assess training.963

964

ATIS CAPABILITIES965

ATIS has established a plan to converge all existing training and education information966

systems into five enterprise capabilities described below. ATIS will sustain each967capability with scheduled upgrades on a roughly three year basis and ongoing periodic968reviews to ensure that fielded capabilities continue to meet the needs of the Army or if a969systemic overall or modernization effort is required.970

Training Enterprise Scheduling Capability (TESC): Provides installation971leaders, training managers, trainers, and instructors the ability to manage training972and education resources, including transportation, classrooms, ranges, supplies,973and mandated legal and social individual, organizational, and unit training in a974single integrated set of applications.975

Army Training Development Capability (ATDC): Provides training developers976

and training managers the ability to develop and coordinate training and977education information, including training packages, training events, courses, and978exercises in support of the training development enterprise.979

Army Learning Content Management Capability (ALCMC): Provides trainers980and instructors a single application to deliver training and education information,981including educational and professional instruction, to students anytime,982anywhere; provides users centralized access to training and education necessary983to conduct training missions.984

Army Training Management Capability (ATMC): Provides individual and985collective training managers improved ability to manage training and education986

information, including military individual and collective training that supports987mission tasks; provides users centralized access to unit training management988and their individual training records.989

Training Resource Management Capability (TRMC): Provides leaders,990training managers, training developers, trainers, and instructors improved ability991to manage training and education resources.992

993

994


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The Materiel Development Decision (MDD) directed ATIS to enter the Material Solution996

Analysis (MSA) phase to conduct an Analysis of Alternatives (AOA). The MDD decision997

by the Assistant Secretary of the Army for Acquisition, Logistics, and Technology998

validated the longstanding requirement for the capabilities ATIS will provide. ATIS will999

face challenges as it moves toward implementation. Some of those challenges are1000

described below:1001

1002

Analysis of Alternatives (AoA) complexities:Accurately understanding all the1003

existing candidate systems in order to adequately determine which systems need1004

to be maintained or divested to be part of the objective system future.1005

Managing the scope of ATIS: DoD and DA ongoing efforts to comply with1006

appropriate statutes make it difficult to define the scope and number of systems1007

that will be part of ATIS.1008

1009 ROAD MAP1010

The following road map provides the modernization plan for ATIS capability1011

development as currently envisioned by the TCM ATIS. It includes anticipated1012

timelines, decision points, and procurement and sustainment intervals. The timeline will1013

change over time as detailed analysis and funding decisions dictate.1014

1015

1016

Figure D-2. ATIS Capabilities Development Road Map1017

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

Army Training Information System (ATIS)(Dates/Phasing subject to AoA study outcomes)

Overhaul

MILCON

IOC / FOC

New Start

Transition IPT

Divestment

Decision Point

Upgrade

S&T Insertion

Changes inProcurement

Procurement

Sustainment

Inventory exists/but not sustained

Preliminary Work

RDT&E/EMD

Blend: Procurement/Sustainment

Non Materiel Solution

ATIS PoRATIS

AOA

ATISMDD

ATIS Capability

Development

F

Training EnterpriseScheduling Capability

(TESC)DEV

Army TrainingManagement

Capability (ATMC)

DEV

Army Learning ContentManagement Capability

(ALCMC)

DEV

Army TrainingDevelopment Capability

(ATDC)

DEV

Training ResourceManagement Capability

(TRMC)

DEV

I F

I F

I F

I F

I

F

s

s

s

s

s

s s s s

s

s

s

s

s s s s s s

s s s s s s

s s s s s

s s s s s

s s s

s s s s s

TESC Procure/Sustain

ATMC Procure/Sustain

ALCMC Procure/Sustain

ATDC Procure/Sustain

TRMC Procure/Sustain

ATISMSA


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POD1018

PODs are the component of the TII Program that includes classrooms and facilities1019

used to access content and conduct training and education at the point of need. While1020

current facilities support instructor presentation systems and learners with desktops and1021

laptops, the POD program recognizes the need to transition to accommodate mobile1022

devices. The POD program managers seek to ensure there are sufficient numbers and1023types of PODs with adequate sustainment and support to accomplish the training and1024

education support mission. The TII Program charter lists four types of classrooms:1025

Classroom XXI (CRXXI): Fixed institutional and collective classrooms primarily1026

located at TRADOC CoEs that support resident, distributed, and face-to-face1027

instruction, collaboration and gaming capabilities.1028

Digital Training Facilities (DTFs): Fixed classrooms located at Active1029

Component installations and U.S. Army Reserve (USAR) sites that support1030

resident, distributed and face-to-face instruction along with collaboration and1031

gaming capabilities.1032

Distributed Learning Classrooms (DLCs): Fixed and mobile Army National1033

Guard (ARNG) classrooms primarily located within CONUS at armories and1034

Regional Training Institutes, although they may also support NG training1035

OCONUS. Mobile DLCs (mDLC) are replacing fixed DLCs to provide an1036

enhanced capability.1037

Deployed Digital Training Campuses (DDTCs): Ruggedized mobile suites that1038

support deploying and deployed battalion-sized organizations. They provide1039

reach back to home station and institutional assets and are pre-loaded with1040

select gaming technology.1041

1042While not under the TII Program, other institution-level, fixed classrooms and facilities1043

provide similar capabilities including the TRADOC-funded Enterprise Classroom1044

Program (which includes the Mission Command Art & Sciences Program, Institutional1045

Training Technology Program, and the Basic Combat Training/One-Station Unit1046

Training Program). There are an unknown number of additional classrooms and1047

training facilities that are independently resourced at Army installations.1048

1049

The POD Plan will provide the framework to integrate and synchronize the ends, ways,1050

and means required to deliver training and education to Soldiers, leaders, and Army1051

Civilians at the point of need, whether in the operational, institutional, or self-1052

development domain. The focus of the plan will be on learners who will be a highly1053

mobile force equipped with secure and persistent access to information, and computing1054

power anywhere at any time. It is envisioned that they will access, evaluate, and use1055

training and education from a variety of sources and leverage technology to improve1056

their effectiveness and that of their teams while executing the Armys missions. This1057

plan may morph over time with any POD equity from the Army Learning Concept for1058

Training and Education 2018-2030 and The Force in 2025.1059


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RISKS and CHALLENGES:1060

The current portfolio of PODs provides comprehensive means for delivering training and1061

education content to Soldiers, leaders, and civilians at the point of need. However, it is1062

anticipated that in the near-, mid-, and far-term planning horizons, POD stakeholders1063

will encounter the following risks and challenges:1064

Changing the mix and type of PODs. Classrooms and schoolhouses will1065

remain as critical enablers for the delivery of instruction; however, the numbers of1066

fixed PODs will decrease over time as mobile devices are increasingly utilized.1067

Ubiquitous mobile devices, together with wireless networks, will facilitate,1068

support, enhance, and extend the reach of teaching and learning. Also, Soldier1069

and civilian learners expectations of having training wherever and whenever they1070

happen to be will further drive increased delivery of learning content via mobile1071

devices.1072

Establishing a centralized management model to determine installation,1073

classroom, mobile device, and infrastructure requirements. Such a model1074

must be based on the training and education requirements at the point of need,1075

capacity, demand, and usage for each installation and institution. Developing the1076

factors to support this model will be problematic due to:1077

- Difficulty in identifying classroom assets and requirements. CRXXIs, DTFs,1078

DLCs, mDLCs, and DDTCs do not account for all types of classrooms used1079

for training and education. Other types of classrooms are a significant1080

means of content delivery. However, lack of visibility regarding their1081

numbers and capabilities puts at risk the accurate determination of capacity1082

at the point of need.1083

-

The necessity to modify Programs of Instruction as installations and1084institutions transition from fixed PODs to Bring Your Own Device (BYOD)1085

and government-issued mobile devices.1086

Developing new IT infrastructure policies and investment solutions. The IT1087

infrastructure must enable persistent access to learning content in support of the1088

u.s. army training and education modernization strategy

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