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Institutional training. Institutional training includes all of the schoolhouse training and education leaders receive. During institu­tional training, leaders train to perform critical tasks while learning the values, attributes, skills and actions essential to high-quality leadership. When these same leadership dimensions are tested, rein-forced and strengthened by follow-on operational assignments and meaningful self-development programs, leaders attain and sustain true competency in the profession of arms. Institutional training provides the solid foundation upon which all future development rests. Institutional training provides the progressive, sequential edu­cation and training required to develop branch/functional area tech­nical and tactical competencies as well as the core dimensions of leadership. The bedrock institutional training (Officer Basic courses, Captains Career Course and Command and Staff College) is taught in the small group instructional (SGI) mode where greater emphasis is placed on an individual student officer’s contribution to and participation in the learning process.

Operational assignments. Operational assignments constitute the second pillar of leader development. Upon completion of most institutional training, leaders ideally are assigned to operational po­sitions. This operational experience provides them the opportunity to use, hone and build on what they learned through the formal educa­tion process. Experience gained through on-the-job training in a variety of challenging assignments and additional duties prepares officers to lead and train soldiers, both in the field and in garrison. The commander or leader in the unit plays a significant and instru­mental role in this area. Particularly, commanders and other senior leaders are responsible for an officer’s vital initial mentoring. They introduce the officer to their unit and establish leader development programs; explain both unit and individual performance standards; and finally, provide periodic assessments and continual feedback to develop the officer. Beyond accomplishing the mission on a daily basis, developing subordinate leaders is a professional responsibility which must be carried-out to ensure the future leadership of our Army.

Self-development. Institutional training and operational assign­ments alone do not ensure that Army officers attain and sustain the degree of competency needed to perform their varied missions. Thus, self-development must interrelate with each of these other two areas of leader development. Self-development is defined as a planned, progressive and sequential program followed by leaders to enhance and sustain their military competencies. Self-development consists of individual study, research, professional reading, practice and self-assessment. Self-development is accomplished via numer­ous means (i.e., studying, observing and experiencing), all consistent with an officer’s personal self-development action plan and profes­sional goals. Self-development is the key aspect of individual officer qualification that solidifies the Army leader development process.

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Above information derived from Army Pamplet 600-3