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[ A] [B] [C] [D] [E] [F] [G] [H] [I] [J] [K] [L] [M] [N] [O] [P] [Q] [R] [S] [T] [U] [V] [W] [X] [Y] [Z]

A

Academic hours
Time that an instructor or multiple instructors are present with students during a formal lesson and are presenting curriculum and/or executing a training event. Academic hours capture the instructor's work hours when they are with the students formally executing the POI lessons and are the basis for instructor contact hours. Academic hours are used to determine the course length. (TP 350-70-14)

Academic time
Academic time is the total time in a course a student spends towards achieving the learning objectives of the course during the academic day. (TP 350-70-9)

Accountable Instructional System (AIS)
The CGSC ADDIE process. The AIS executes continuous evaluation of the curriculum using the ADDIE phases to ensure the learning objectives and standards remain aligned with the required learning outcomes. Curriculum developers make necessary adjustments in every phase to ensure students achieve the learning outcomes. (TP 350-70-7) 

Accreditation
A disciplined approach to ensuring standardization across the Army. It assures the command that training institutions meet accepted standards and higher headquarters guidance; it addresses the quality of our graduates and other concerns from the field. (TP 350-70-14)

Action
Action is made up of both behavior and meaning (cognition). In Army learning, an action statement specifies what a learner is able to do resulting from the learning experience. (TP 350-70-14)

Action Statement
An element of the learning objective. The learning objective action statement specifies what a student is to be able to do as a result of the educational experience. (TP 350-70-7)

Action verb (standard verb list)
A verb that conveys action or behaviors and reflects the type of leader competency or performance that is to occur (examples: analyze, defend, place, cut, drive, open, and hold). Action verbs reflect behaviors that are measurable, observable, verifiable, and reliable.

Active learning
An approach to instruction in which students engage the material they study through reading, writing, talking, listening, and reflecting. Active learning focuses the responsibility of learning on the learners. (TP 350-70-14)

Administrative Time
Administrative time is the total time in a course a student spends performing activities unrelated to the learning objective of the course during the duty day. (TP 350-70-9)

Advanced individual training (AIT)
Training given to enlisted personnel subsequent to completion of basic training, so as to render them qualified for award of an MOS. Also, training conducted at training centers, at Army service schools, and, when so directed, by U.S. Strategic Army force units which qualifies an individual to perform in an entry or higher MOS. (AR 350-1)

Advance Sheet
Derived from the lesson plan. The advance sheet provides the student with key information about the lesson scope, learning objectives, and study requirements. There are two types of advance sheets: block (or module) advance sheets and lesson advance sheets. (TP 350-70-7)
 
Affective domain
The domain that examines a student's ability to internalize what is learned in the form of feelings and attitude. (TP 350-70-7)
 
Army Learning Enterprise
The Army Learning Enterprise is a framework for learning and leader development supported by leadership and management of policies, standards, networks, data repositories, and delivery platforms. (TP 350-70-14)

Army Learning Management System (ALMS)
Is a Web-based information system that delivers training to Soldiers and civilians, manages training information, provides training collaboration, scheduling, and career planning capabilities in both resident and non-resident training environments. (TP 350-70-9)

Army Management Structure
Provides a management language based on congressional appropriations. It relates program dollars and manpower to a standard classification of activities and functions per DFAS-IN Manual 37-100-XX (where XX stands for the current FY, for example 17 or 18). (TP 350-70-9)

Army Program for Individual Training (ARPRINT)
Is the mission and resourcing document for the training base as well as the Army in terms of recruitment and professional development education? The ARPRINT identifies, by FY, projected individual training and education requirements for established courses and for task-based instruction requiring new courses. Based on identified training and education requirements, subsequent actions are taken to provide resources to train the required number of Soldiers. The desired flow of Soldiers into the schools and training centers aids in development of class schedules to support the ARPRINT for each course. The class schedules are entered into ATRRS. (TP 350-70-9)

Army Training Requirements and Resources System (ATRRS)
A DA centralized management database that supports the HRC by providing accurate information for individual training and education conducted for Army personnel. ATRRS is the key system used as the basis to develop resource requirements for the conduct of individual training and education. TRAS documents provide data inputs into the ATRRS. ATRRS is the system of record for managing individual training and education for Soldiers, Army civilians, and others attending Army quota managed courses and self-directed DL. See AR 350-10 for more information on ATRRS. (TP 350-70-9)

Analysis
A phase of the ADDIE process that involves the detailed breaking down and examination of jobs, functions, tasks, objectives, and performance measures to determine requirements and how those requirements relate to one another. Analysis provides the foundation that justifies the continuation or termination of the ADDIE process.

Analysis Phase
The first phase of ADDIE. The analysis phase is the critical link between identifying the educational requirements and developing the instruction. The phase begins with the learning objective action statement or given topic. In this phase, the lesson author must determine what to teach, how much to teach, the students' backgrounds, and the available resources. (TP 350-70-7)

Analysis, design, development, implementation and evaluation (ADDIE)
The Army’s instructional design framework used by TNGDEV to build learning products. The process involves five interrelated phases: analysis, design, development, implementation, and evaluation. It determines whether training and education is needed; what is instructed; who receives the instruction; how, how well, and where the instruction is presented; and the support and resources required to produce, distribute, implement, and evaluate those learning products. (TR 350-70)

Analyst
An individual assigned to perform the analysis associated with the ADDIE process. Personnel assigned to this position (or who are detailed to assist in analysis) are trained in their area of responsibility and have a knowledge of command/unit mission and structure, analysis techniques, documentation research, and interview techniques. An analyst need not be a SME, but should have access to job experts.

Animation
The simulation of movement produced by displaying a series of successive images on the screen. (TP 350-70-12)

Apply
The fifth and last step of the Army Experiential Learning Model: the "check on learning". The "apply" step is similar to the Assessment, and linked to ELO standards; however, the "apply" should not be delayed. The apply serves as a means for the verification of students' achievement of the ELO standards before they leave the classroom. Instructors have significant latitude on how to accomplish this and may use such techniques as "muddiest point," "one-sentence summary," and other approaches. If the apply indicates that students are unclear about key aspects of the lesson content, the instructor can return to the generalize new information (GNI) step to readdress those key points and ensure the students are adequately prepared to complete any future assessments that may pertain to the lesson content. (TP 350-70-7)

Approval
The formal or official sanction of the identified capability described in the capability requirement documentation. Approval also certifies that the documentation has been subject to the JCIDS process. (TP 350-70-13)

Architecture
The structure of components, their relationships, and the principles and guidelines governing their design and evolution over time. (TP 350-70-13)

Army Collective Task List (ACTL)
The Army Collective Task List consists of the total list of collective sic [tasks] within the Army and from which mission essential tasks and supporting collective tasks are derived in order to develop METL for Army units. (AR 350-1)

Army Correspondence Course Program (ACCP)
An overall program supported by AR 350-1. The ACCP is a formal non-resident extension of the TRADOC service schools. It offers individual and group study enrollments in correspondence courses. Based on course eligibility requirements, individuals enroll at their own discretion and determine their own course of study for either correspondence courses or subcourses. The ACCP offers courses and subcourses free of charge to members of the U.S. military (both active and reserve components), ROTC and military academy cadets, authorized federal civilian employees, and non-U.S. citizens who are employed by the Department of Defense. Correspondence materials are also available for foreign military students through the foreign military sales program. Active Army and USAR Soldiers Specialist, Corporal and Sergeant can accrue promotion points, and USAR Soldiers can accrue retirement points through the ACCP. (TP 350-70-3)

Army leader development strategy (ALDS)
ALDS provides the framework for “developing our leaders in a competitive learning environment, and it is in this environment, above all others, where we must prevail.” See ADP 6-22. (TR 350-70)

Army Learning
The act of acquiring, maintaining, or improving knowledge, skills, and attitudes to achieve required performance. Army learning is a combination of training, education, and experience.

Army Learning Area(s) (ALA)
The Army Learning Areas are broad categories that form the foundation to provide directional orientation in the development of General Learning Outcomes (GLO).  The four ALAs are Army Leadership and the Profession, Human Dimension, Mission Command, and Professional Competence.  The ALAs foster the tenets of leader development and the vocation of the profession, emphasize human dimension, stress empowering subordinates through well-structured intent in Mission Command, and incorporate employment of crucial skill sets to be successful in Unified Land Operations through professional competence.  The broad ALA categories serve as the framework to catalogue the 14 GLOs. (TP 350-70-3)
 
Army Learning Model (ALM)
ALM describes the framework, required capabilities, and on-going actions to implement a learner-centric, technology enabled, and career-long institutional learning model.

Army Learning Management System (ALMS)
ALMS is a web-based information system that delivers training to Soldiers, manages training information, provides training collaboration, scheduling, and career planning capabilities in both resident and non-resident training environments. (AR 350-1)

Army Management Structure
Provides a management language based on congressional appropriations. It relates program dollars and manpower to a standard classification of activities and functions per DFAS-IN Manual 37-100-XX (where XX stands for the current FY, for example 17 or 18). (TP 350-70-9)

Army modernization training
Required training to support Army modernization, includes new equipment training, displaced equipment training, doctrine and tactics training, and sustainment training. Modernization training ensures the skill proficiency required to effectively and efficiently take proper advantage of the new capability. (AR 350-1)

Army program for individual training (ARPRINT)
The mission and resourcing document for the training base as well as the Army in terms of recruitment and professional development education. The ARPRINT identifies, by FY, projected individual training and education requirements for established courses and for task-based instruction requiring new courses. Based on identified training and education requirements, subsequent actions are taken to provide resources to train the required number of Soldiers. The desired flow of Soldiers into the schools and training centers aids in development of class schedules to support the ARPRINT for each course. The class schedules are entered into ATRRS. (TP 350-70-9)

Army Quality Assurance Program
Army QA Program applies to all Army schools (TRADOC and non-TRADOC, military and Army Civilian). HQ, TRADOC QAO is the lead agent for the Army. (AR 350-1)

Army Training Concept
An Army concept that identifies training requirements and capabilities necessary for the Army in 2012-2020. It helps inform development of the ALM. The ALM builds on leader development strategies and embrace concepts of learner-centric instruction blended in the operational, institutional, and self-development (OISD) domains of learning. (TP 525-8-3)

Army Training Management System (ATMS)
The ATMS is an Army-wide (AA/RC), integrated, training management enterprise system that incorporates the Digital Training Management System (DTMS), ATN, and CATS development tool to provide units and institutions the capability to plan, prepare, execute, assess, manage and report training.

Army training requirements and resources system (ATRRS)
A DA centralized management database that supports the HRC by providing accurate information for individual training and education conducted for Army personnel. ATRRS is the key system used as the basis to develop resource requirements for the conduct of individual training and education. TRAS documents provide data inputs into the ATRRS. ATRRS is the system of record for managing individual training and education for Soldiers, Army Civilians, and others attending Army quota managed courses and self-directed DL. See AR 350-10 for more information on ATRRS. (TP 350-70-9)

Army Universal Task List (AUTL)
The Army Universal Task List is a comprehensive listing of Army tactical-level tasks, missions, and operations. The Army Universal Task List complements CJCSM 3500. 04F, the Universal Joint Task List, by providing tactical-level Army-specific tasks. (AR 350-1)

Army values
Principles, standards, and qualities considered essential for successful Army leaders. The Army values are: loyalty, duty, respect, selfless service, honor, integrity, and personal courage. (TP 525-8-2)

Assess
A process for determining the current or projected training proficiency status of leaders and Soldiers and for identifying how to improve training proficiency and the training process. (AR 350-1)

Assessment
The measurement of learning by an individual. Assessment of a learner is often accomplished through a test of whether or not skills, knowledge and/or performance have been attained. (TP 350-70-14)

Assistance visit
A visit to an organization by a person or team having expertise in a particular area to help the organization identify its strengths and weaknesses and to make recommendations for improvement. Within the TRADOC Quality Assurance Program, an assistance visit is a visit to a training or education institution by a person or team representing the accrediting agency to assess the institution’s strengths and weaknesses in terms of the Army’s Enterprise Accreditation Standards and to make recommendations for improvement. (AR 350-1)

Asynchronous learning environment
An asynchronous learning environment exists when communication between the instructor/facilitator and the learner(s) is not simultaneous. (AR 351-9)
 
Attribute
A quality, property or characteristic of an individual that moderates how well learning and performance occur. (TP 350-70-14)

Attitude
Attitude is a way of thinking about a person, place, thing, or event and the behavior displayed that reflects the Soldier's and DA Civilian's way of thinking and defined largely through affective learning. In a learning setting, an attitude is a quality, property or characteristic of an individual that moderates how well learning and performance occur. (TP 350-70-14)

Audit trail
A record of a sequence of events (as actions performed by a computer) from which a history may be reconstructed.

Authoring
Using a software package (sometimes called authoring systems, authoring language, or authoring tools) to create courseware. (TP 350-70-12)

Authoritative Documents
In Army learning product development, documents used to justify Army learning product creation and management across the ALM. Commandant-approved individual critical tasks and learning objectives, DA directed mandatory training and published command directed training are also authoritative documents used to justify Army learning product creation and management.

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B
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Basic combat training
Training in basic military subjects and fundamental skills used in combat, given to newly inducted and enlisted AA and RC personnel without prior military service, or service members with greater than a three year break in service. (AR 350-1)

Behavior
Specifies what a learner must do to satisfy a job performance requirement. Behavior may involve recall, manipulation, discrimination, problem-solving, performing a step-by-step procedure, or producing a product. (TP 350-70-14)

Behavioral statement
Statement of the behavior the learner must exhibit. If required, a condition or standard clarify the behavior, and either or both needs included. (TP 350-70-14)

Best practice
A method or technique that has consistently shown results superior to those achieved with other means, and that is used as a benchmark. A best practice is used to describe the process of developing and following a standard way of doing things that multiple organizations can use. (TP 350-70-14)

Block of instruction 
One or more related units or modules grouped to cover course major subject or task areas. (TP 350-70-7)

Blended learning
Combines face-to-face classroom approaches with technology-delivered instruction that can be delivered either in a resident or non-resident environment to form an integrated instructional approach. (TP 350-70-3)

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C

Capability developer (CAPDEV)
The agency or individual who is involved in analyzing, determining, prioritizing, and documenting requirements for doctrine, organizations, training, leader development and education, materiel and materiel-centric DOTMLPF requirements, personnel, facilities and policy implications within the context of the force development process. Also responsible for representing the end user during the full development and lifecycle process and ensures all enabling capabilities are known, affordable, budgeted, and aligned for synchronous fielding and support. (TP 350-70-13)

Capability gap
The inability to execute a specified course of action. The gap may be the result of no existing capability, lack of proficiency or sufficiency in existing capability, or the need to replace an existing capability solution to prevent a future gap. (TP 350-70-13)

Capability need
A capability identified through the CBA or other studies, required to be able to perform a task within specified conditions to a required level of performance. (TP 350-70-13)

Capstone concept
A holistic future concept that is a primary reference for all other concept development. This overarching concept provides direct linkages to national and defense level planning documents. A capstone concept drives the development of subordinate concepts. For example, the Capstone Concept for Joint Operations (CCJO) drives the development of joint operating concepts, joint enabling concepts, joint integrating concepts, and service concepts. TP 525-3-0 drives the development of Army operating and functional concepts. (TP 350-70-13)

Career field
Includes career program positions (professional and administrative) and functionally related clerical and technical positions which are grouped together for life-cycle management purposes. (AR 350-1)

Career program (CP)
Specified occupational series and functional fields group together on the basis of population, occupational structure, grade range, and commonality of job and qualification characteristics. (AR 350-1)

Career map
Graphic depiction informed by respective individual learning plans that describe where learning objectives and individual tasks are taught by OISD domain, skill level, and frequency across an entire career of an individual. Career maps are created by Proponents in coordination with representatives from the operational domain, active component and reserve component.

(Career path)
Information that provides employees general professional guidance on career progression. (AG–1CP)

Center for Initial Military Training
TRADOC’s CFL for IMT to lead the synchronization and management of initial military training and education to transform civilian volunteers into Soldiers who are able to contribute upon arrival at the first unit of assignment. (TR 10-5-8)

Center of excellence (CoE)
A designated installation, centered on TRADOC core functions, that improves combined arms solutions for joint operations, fosters DOTMLPF-P integration, accelerates the development process, and unites all aspects of institutional training to develop warfighters, leaders, and civilians who embody Army values. CoEs that support warfighting functions will have a Capabilities, Development and Integration Directorate, to focus on concept development, experimentation, and requirements determination in support of the CoE mission. (TP 350-70-13)

Certification
Certification is a proponent organization or certifying agency's formal written confirmation that an individual or team can perform assigned critical tasks to the prescribed standard, for the purposes of this pamphlet. The team or individual must demonstrate its ability to perform the critical tasks to the prescribed standard before certification is issued. In a larger sense for the Army Profession, certification is verification and validation of an Army professional's character, competence, and commitment to fulfill responsibilities and perform assigned duty with discipline and to the standard. (TP 350-70-14)

Check on learning
Check on learning is a type of formative assessment of a learning objective. A short quiz or a hands-on practical exercise are examples, and could be written, verbalized, or performed in a small group. (TP 350-70-14)

Classified military information (CMI)
Information originated by or for the Department of Defense or its agencies or is under their jurisdiction or control and that requires protection in the interests of national security. It is designated TOP SECRET, SECRET, and CONFIDENTIAL. (TP 350-70-14)

Classroom Support Personnel (CSP) (ECP)
Audiovisual industry certified personnel charged with troubleshooting, repair and replacement of parts/devices and provide operational assistance to classroom instructors. First responders to support requests within the CoEs/Schools. (TP 350-70-XX)

Classroom Training Requirements Document (CTRD)
This document provides information regarding the installation, school, building and classroom number at the requested classroom site. The documents capture information crucial to determining capabilities required to support POIs. This document serves as the starting point for the classroom design process. (TP 350-70-XX)

Classroom Validation Requirements Model/Device Validation Requirements Model (CVRM/DVRM)
Through an annual process, the model validates the mission essential classroom and device requirement for ECP supported Schools, consistent with the ATRRS mission load.  (TP 350-70-XX)

Class size(s)
Class size is the number of students in a class. The institution implementing the course can adjust the class size, except when it is based on a specific limiting factor (for example, equipment, safety, and small group instruction (SGI)). 
 
Classified military information
Information originated by or for the Department of Defense or its agencies or is under their jurisdiction or control and that requires protection in the interests of national security. It is designated TOP SECRET, SECRET, and CONFIDENTIAL. (TP 350-70-14)

Cognitive Domain
One of three learning domains defined in Bloom's Taxonomy. The cognitive domain deals with the thinking aspect of learning: acquiring, recognizing, and manipulating facts, developing the intellectual skills to break down these facts effectively into their components, and to recognize the component relationships and how they are organized. Six developmental levels describe the cognitive domain: knowledge, comprehension, application, analysis, synthesis, and evaluation. (TP 350-70-7)

Collaboration Classroom
Previously Level III classrooms, Collaboration Classrooms are student centric classrooms. The Collaboration Classroom contains an IPS and an instructor managed, networked computer for each student.  The capability enables the instructor/facilitator to remotely monitor student computers and control/display select student computers to the entire class using the presentation system, supporting small-group instruction and collaboration. (TP 350-70-XX)

Collective task analysis
Collective task analysis is a direct result of a mission analysis and an approved UTL. Conduct collective task analysis when the mission analysis process identifies gaps in unit training. The mission analysis team provides results in terms of doctrinal deficiencies in the proponent missions and/or tasks in order to conduct collective task analysis. (TP 350-70-14)

Collective task
A clearly defined, discrete, observable and measurable activity or action which requires organized team or unit performance and leads to accomplishment of the task to a defined standard. A collective task describes the performance of a group of Soldiers in the field under actual operational conditions, and contributes directly to mission accomplishment.

Collective training
Training either in institutions or units that prepares cohesive teams and units to accomplish their missions on the battlefield and in operations other than war. (AR 350-1)

Combined Arms Center (CAC)
The proponent for Army TED and critical operational lessons learned, CAC is responsible to support and integrate Army training and education across all cohorts in support of force generation. (TP 350-70-14)

Combined Arms Training Strategies (CATS)
CATS provide a descriptive holistic and METL Focused, task-based, event-driven strategy for all TOE units, developed by the Proponent to provide the unit commanders with a training strategy designed to assist them in developing unit training plans that build or sustain unit training readiness throughout the training cycles.

Common core
The combination of common military tasks, common leader, and directed or mandated tasks for specific courses, grade levels, or organizational levels regardless of branch or career management field or program. (AR 350-1)

Common task
An individual task performed by all Soldiers (and all Army Civilians in selected positions).

Competency
A cluster of related knowledge, skills, and attitudes that affect a major part of an individual’s job (a role or responsibility), that correlates with performance on the job, that can be measured against accepted standards, and that can be improved via training and development. 
 
Computer-aided instruction (CAI)  
A type of IMI.  CAI, also referred to as "computer-assisted instruction," involves the use of computers to aid in the delivery of instruction.  CAI exploits computer technology to provide for the storage and retrieval of information for both the instructor/facilitator and student.  CAI usually refers to the use of computers to support instructor/facilitator-led classroom instruction.  Using computers as a presentation medial for slides, audio, or motion pictures which support large- or small-group instruction is an example of CAI. (TP 350-70-3)

Computer-based instruction (CBI)  
A type of IMI.  CBI usually refers to course materials presented or controlled by a computer which use multiple requirements for student responses as a primary means of facilitating learning.  It is essentially individualized self-paced or group-paced interactive instruction combined with multimedia presentations. (TP 350-70-3)
 
Computer-based training (CBT)  
A type of IMI.  CBT usually refers to course materials presented or controlled by a computer and that use multiple requirements for student responses as a primary means of facilitating mastery of a skill or task. (TP 350-70-3)
 
Computer-managed instruction  
A type of IMI.  Computer-managed instruction involves the use of computers and software to manage the instructional process.  Functions of computer-managed instruction can include a management administration system designed to track student performance over time, provide information concerning performance trends, record individual and group performance data, schedule training, and provide support for other training management functions.  Computer-managed instruction functions may be used with CBT, CBI, CAI, or IMI based on need. (TP 350-70-3)

Concept
A notion or statement of an idea — an expression of how something might be done that can lead to an accepted procedure. A military concept is the description of ways for employing specific military attributes and capabilities (means) in the achievement of stated objectives (ends). An Army concept describes a problem or series of problems to be solved, assumptions, the future operational environment, the central idea, the components of the solution, the interaction of those components in solving the problem, and the required capabilities necessary to achieve desired effects and objectives. (TP 350-70-13)

Concrete Experience (CE)
First step of the Army Experiential Learning Model. The concrete experience serves as a trigger related directly to experience and knowledge, and serves as a focusing mechanism for the lesson that follows and as a support for teaching new content. The CE appeals to the student's affective domain behavior of "valuing" or a higher domain while providing a common "experience" to which those students can connect the new lesson content. (TP 350-70-7)
 
Condition
Specifies the limits under which a behavior is performed. Conditions may include the use of specific equipment provided to perform a task during which the behavior will be demonstrated. Conditions may also be information provided to guide action a specific way. (TP 350-70-14)

Condition Statement
An element of the learning objective. The condition statement describes the learning environment. It states what will be provided (a scenario, small group), what will be denied (without references, closed book), and the time constraints, if any. (TP 350-70-7)
 
Content
Text, visual, and audio elements of courseware. (TP 350-70-12)

Content validation
A type of formative evaluation and the process used to verify that the information in the lesson/course is technically accurate and integrates current and emerging doctrine. Optimally, conduct content validations immediately after the components in each LSA are developed; therefore, perform content validations incrementally. (TP 350-70-14)

Continuum of learning
The relationship between the learner and OISD domains of learning to include resident and non-resident learning events with opportunities designed to achieve established gates at initial entry, midgrade, intermediate, and strategic leadership levels. Learning will continue at unit locations through learning content that is both pushed by the schoolhouse and pulled by the learner and supervisor, mandatory and self-directed, and competency-based.

Controlled unclassified information (CUI)
Unclassified information to which access or distribution limitations have been applied pursuant to national laws, policies, and regulations of the originating country. (TP 350-70-14)

Copyright
A copyright is a legal right that exists in a work of creative expression such as text, drawings, photographs, graphic designs, architectural plans, motion pictures of every kind or technique, music, and sound recordings. Department of the Army policy requires respecting the rights of copyright owners. The U.S. Government may be sued, and may be required to pay damages for copyright infringement. Developers must comply with copyright and intellectual property laws. Anything incorporated into the learning product (such as, text, images, music, audio, or video) developed by others, requires permission for use according to Library of Congress Circular 92, Copyright Law of the United States of America and related Laws contained in Title 17 of the U.S. Code (17 U.S. Code).

Correspondence course
A formal, centrally managed, series of self-study, self-paced instructional material prepared by TRADOC proponents; identified by a course title and course number; and administered to non-resident students. A course may include phases, but usually consists of subcourses presented in a logical flow, progressively sequenced, and directed toward specific learning objectives. (TP 350-70-3)

Course
A complete series of instructional units (phases, modules, and lessons) identified by common title and number consisting of curriculum inclusive of critical tasks or educational requirements to qualify a jobholder for a specific job or function (MOS/AOC skill level, special qualification identifier, additional skill identifier, language identifier code (LIC), and skill identifier within the Total Army). (TP 350-70-14)

Course administrative data (CAD)
A TRAS document that is the proponent's initial estimate or projection of a course’s administrative data and resource requirements; serves as a change document for submission of administrative and resource changes to a specific course or course phase; stimulates changes to the Army's institutional training management systems; and stimulates resource systems and processes needed to acquire the resource before the course implementation date. (TP 350-70-9)

Course changes
Institutions must coordinate with TOMA before revising implementation dates, changing variable course data, or deleting courses.

Course content
Knowledge and skills, including proficiency levels, identified in the applicable training standard which will be taught. Adding or deleting tasks, or changing proficiency levels constitutes a course content change. Rearranging objectives, reallocating times within a course, and inserting technology or updated equipment used to teach course content, address how the course content is taught but do not change actual course content. (TP 350-70-14)

Course design
A complete series of instructional units produced from the institutional learning purpose and tailored to meet learner capacity, expectation, and needs. It addresses how lessons are tied together in a logical flow, progressive, sequential and aligned from simplest to most complex, using various teaching methods, allowing for feedback (includes course evaluation), and learner assessments. It is detailed to meet desired outcomes within a constrained learning environment.

Course implementation
Course implementation begins when the first validation class starts. (TP 350-70-14)

Course management plan (CMP)
A document that provides the course manager and instructors/facilitators the information required to manage and conduct the entire course.  It is required for courses, phases, and modules, and courses designed specifically for the RC.  Courses that are taught by multiple proponents require a CMP.  The CMP development begins on approval of the course design and is completed concurrent with the submission of the POI.  The CMP should reflect any differences for the AA and RC instructor and/or student implementation guidance.  An individual student assessment plan is a component part of a CMP.  (TP 350-70-3)
 
Course manager
The proponent course manager is the individual with overall responsibility for the designing, developing, resourcing, executing, and evaluating a course of instruction. The course manager is responsible for ensuring faculty and staff are qualified to present the course material. See TP 350-70-3, Figure B-3 for a detailed description of the role and functions of a Course Manager. (TP 350-70-14)

Course Level Training Model (CLTM)
Is an interface, on-line transactions model that enables Program of Instruction (POI)-based pricing. CLTM dovetails with the Army’s training development processes and is systemically linked to the Training Development Capability (TDC) model that provides the type and usage of ammunition, equipment, facilities, training aids and devices, and other relevant POI information. (TP 350-70-9)

Course map
The course map is the compilation of the course structure, based on the course content outline previously developed, with the addition of the lessons (sequenced as necessary or appropriate). (TP 350-70-14)
 
Course outcome
Clearly defined, broad statements that specify learning competencies that learners will know, do, or demonstrate when they have completed the instruction. Course outcomes address the knowledge domains a course uses, and align with the course scope, learning objectives, learning assessments, instructional activities and learning strategies. Outcomes list the subjects in performance and/or action statements that are broken down and translated into learning objectives. TNGDEVs translate course outcomes into valid learning objectives that assess learners' achievement of learning standards. The outcomes should be measurable. (TP 350-70-14) 

Course purpose statement
A course purpose statement is a description of how the learning content contributes to Army readiness. (TP 350-70-14)
 
Course scope statement
A course scope statement is a description of the extent to which the subject matter is taught and assessed. (TP 350-70-14)

Courseware
An instructional package (including content and technique) loaded in a computer, training device, or other delivery technique. (TP 350-70-3)

Criterion
The standard used to measure something. In Army learning, the task/topic learning objective standard is the measure of student performance. In assessment validation, it is the standard against which assessment instruments are correlated to indicate the accuracy with which they predict human performance in some specific area. In evaluation, it is the measure used to determine the adequacy of a product, process, or behavior. (TP 350-70-5)

Critical Learning Requirements
Individual tasks and learning objectives derived from analysis of the Army Profession, Army Mission, and specific job or function requirements. These results of various analyses determine the overall job and professional requirements needed to inform Army learning product design and development. Together, individual tasks and learning objectives provide the necessary learning goals to facilitate the attainment of the character, competence, and commitment the Army ethic espouses.

Critical task
A task a unit/organization/individual must perform to accomplish their mission and duties and survive in the full range of Army operations. Critical tasks must be trained.

Critical task and site selection board (CTSSB)
A management device that serves a quality control (QC) function in critical task selection. The board, composed mainly of SMEs, reviews the TTI and job performance data; recommends tasks for approval, revision, or deletion; assigns a criticality rating to each task; and recommends an initial training location. The board may also examine critical related topics.

Cue
Cue is an element of a drill condition. It indicates why the drill is to be performed and the aiding and limiting factors appropriate to set the stage for the conduct of the drill. The TNGDEV must state what triggered the need to perform this drill. This is the only mandatory required entry. Without the trigger, the condition statement is incomplete. (TP 350-70-1)

Curriculum
A course (or set of courses) and their content offered by a school. Curriculum is prescriptive and specifies what topics must be understood and to what level to achieve a particular grade or standard. (TP 350-70-14)

Curriculum developer
Anyone who develops curriculum (courses or lessons) or has oversight responsibilities over curriculum in any school.  (TP 350-70-7)  

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D
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Decisive action
The continuous, simultaneous combinations of offensive, defensive, and stability or defense support of civil authorities tasks. (ADRP 3-0) Decisive action operations entail two core competencies as outlined in ADP 3-0: combined arms maneuver and wide area security.

Decisive Action Training Environment (DATE)
DATE is a tool for the training community to use across training events ranging from rotations at the CTCs to individual home station training (HST) events and the Centers of Excellence and schools. The DATE is centered on a single region of fictitious countries and provides a range of geographical features and conditions. TRADOC Regulation 350-70

Design
A phase in the ADDIE process where managers and TNGDEVs translate analysis data into an outline for learning, create a blueprint for learning product development, and determine the sequence and how to train.

Developer
The individual whose function is to analyze, design, develop, and evaluate learning products, to include development of training strategies, plans, and products to support resident, non-resident, and unit training. Any individual functioning in this capacity is a developer regardless of job or position title. See TNGDEV, CAPDEV, and material developer (MATDEV).

Development
A phase in the ADDIE process that is the act of taking design outputs and expanding on the learning activities, refining the course management plan, refining the resources, and creating the learning products. It is the production phase of ADDIE.

Digital Training Management System (DTMS)
The DTMS is a web-based commercial off the shelf software application customized to implement the concepts in ADP 7-0/ADRP/FM 7-0, Training Units and Developing Leaders. Optimized for use at brigade level and below, DTMS provides the ability to plan, resource, and manage unit, institutional and individual training at all levels. The DTMS is used for METL development and can track Standardized and unit METLs. The DTMS can produce after action reviews and commanders' assessments of training events. It compiles and displays a unit roll-up of training conducted through a series of customizable tabs to track weapons qualification, Army Physical Fitness Test (APFT), Army Warrior Training, AR 350-1 Common Military Training, MOS training, and deployment tasks. DTMS Course Manager is used to administer Army courses and provides course completion data to ATRRS. (TP 350-70-13)

Distributed learning (DL)
The delivery of standardized individual, collective, and self-development training to units, Soldiers, Leaders, and Civilians at the right place and right time, using multiple means and technologies, with synchronous and blended student-instructor interaction. Synchronous interaction occurs when students have immediate communication with their instructor (for example, video tele training, Internet chat rooms, or virtual environments). Asynchronous interaction occurs when students have delayed communication with their instructor (for example, e-mail, recorded video, online asynchronous discussions, and submission of studies and papers) or when students are engaged in self-paced instruction without benefit of access to an instructor (for example, CD-ROM based courseware, web-based courseware, or correspondence courses). Blended learning is a mix of synchronous and asynchronous media methodologies to best meet the instructional goal. It combines face-to-face classroom methods with technology-delivered instruction that can be delivered in a resident or nonresident environment to form an integrated instructional approach. (AR 350-1)

Distributed learning content/courseware (DL CW)
Instructional media, synchronous, asynchronous, and blended, that uses interactive multimedia as the method of instructional delivery. DL courseware includes interactive courseware, electronic TRADOC Regulation 350-70 guides, interactive electronic technical manuals, electronic testing, new equipment training, electronic performance support systems, computer aided instruction, computer managed instruction, electronic job aids, interactive video disc, and other interactive instruction using a technology interface (for example, video tele training, email, chat rooms, and so forth). It includes modeling, simulations, interactive training technologies, mobile learning, knowledge management, and serious gaming when appropriately utilized within the instructional environment. DL courseware excludes full-scale simulators, part-task training devices in which actual equipment or simulated equipment not integral to the courseware is required for instructional performance, and computer-controlled training capabilities embedded in actual equipment. It also excludes interactive multimedia instruction and courseware developed in a non-digital format or media (for example, paper, film, and analog magnetic tape). (AR 350-1)

Doctrine analysis
Doctrine analysis aligns collective tasks with Army universal task list (AUTL) tasks and universal joint task list (UJTL) tasks and identifies the METs needed for units to be able to perform their missions. A formal review process approves the METs and determines a unit's Mission Essential Task List. Develop Combat Army Training Strategy using the unit's Mission Essential Task List, Table of Organization and Equipment, unit task list (UTL), and other key documents. (TP 350-70-14)

Doctrine, organizations, training, materiel, leadership and education, personnel, and facilities-policy (DOTMLPF-P)
A memory aid for recalling the many variables impacting Army structure and development: doctrine, organizations, training, materiel, leadership and education, personnel, and facilities. Developers ensure current data is properly inputted into the TED processes to facilitate integration of doctrine and requirements across the DOTMLPF-P process.

Drill
A collective action (or task) performed without the application of a deliberate decision making process. A drill is initiated on a cue, such as enemy action or a leader's simple command, and is a trained response to the given stimulus. It requires minimal leader orders to accomplish and is standard throughout the Army. The three types of drills are battle, crew, and staff. (TP 350-70-1)

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E

​ Enterprise Classroom Program (ECP)
The ECP centrally manages the design, development, integration, and sustainment of classroom technology capabilities to TRADOC CoEs/Schools, training centers, and other training activities. (TP 350-70-XX)

Education
A structured process that conveys both specific and general bodies of knowledge and develops habits of mind applicable to a broad spectrum of endeavors. As viewed through the prism of “psychomotor, cognitive, affective learning,” education is largely defined through cognitive learning and fosters breadth of view, diverse perspectives, critical and reflective analysis, abstract reasoning, comfort with ambiguity and uncertainty, and innovative thinking, particularly with respect to complex, ill-structured or non-linear problems.

Educational outcome
Educational outcomes are the knowledge and skills required for performance that are attained as a result of involvement in a particular set of educational experiences. Educational outcomes must be observable and measurable and must indicate the type and depth of learning individuals are expected to know or be able to do.

Enabling learning objective (ELO)
ELO defines a subset of the skills and knowledge students must reach in order to successfully complete the TLO. ELOs allow the TLO to be broken down into smaller, more manageable objectives. An ELO supports the TLO and measures an element of the TLO, and addresses knowledge, skill or attitude gaps. ELOs are identified when designing the lesson plan. ELOs are optional based on analysis of the TLO and when used, there must be a minimum of two.

Environmental considerations
The environmental protection factors, concerns, and regulations that must be identified when conducting task or topic analysis and taken into account when designing and implementing instruction. It involves developers, instructors and facilitators working aggressively to avoid or minimize damage to the environment caused by realistic learning courses and events. For more information on environmental considerations see ATP 3-34. 5 Environmental Considerations.

Evaluate
A systematic, continuous process to appraise the quality (or determine the deficiency), efficiency, and effectiveness of an individual. (AR 350-1)

Evaluation
A phase in the ADDIE process that is the quality control mechanism for learning and learning product development. Evaluation is a systematic and continuous method to appraise the quality, effectiveness, and efficiency of a program, process, product, or procedure. It provides the mechanism for decision-makers to ensure the application of consistent standards of quality. All institutions must conduct evaluations on a continual basis pursuant to DA and TRADOC policy and guidance.

Evaluation Phase 
The fifth phase of the AIS. Although depicted last in the AIS, this is actually a continuous process that consists of data collection and analysis to determine effectiveness and value of a course or program. It includes both formative and summative components. Summative evaluation may be internal (inside the schoolhouse) or external (outside the schoolhouse). (TP 350-70-7)

Evolutionary change
The mitigation of a capability gap through the evolution or incremental improvement of an existing system. This change may be accomplished through a modification to the existing system, or by replacing the existing system with a more capable system that mitigates the identified capability need. (TP 350-70-13)

Experiential learning
Assumes learners bring experience and knowledge to the classroom. Learners construct knowledge by synthesizing their real-world experiences and their experiences in the classroom. Learners receive both formative and summative assessments from faculty and peers throughout the course. Experiential Learning creates learning that lasts by balancing both cognitive and affective domains. It allows learners to exercise critical reasoning and creative thinking by identifying problems and working collaboratively to develop possible solutions. (TP 350-70-14)
 
Experiential Learning Model (ELM)
The Army Experiential Learning Model is the principal tool for the delivery of instruction in several Army educational institutions. The ELM serves as a framework for planning the conduct of a lesson. It consists of five steps: concrete experience (CE), publish and process (P&P), generalize new information (GNI), develop (value), and apply (check on learning). Prominent educational theorists such as John Dewey, David Kolb, Jean Piaget, Kurt Lewin, and others provided the historical basis for the ELM. (TP 350-70-7)

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F
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Facilitate
A process for adapting teaching to what students know and how they learn, where the facilitator encourages the sharing of experiences/knowledge between students.(TP 350-70-7)
 
Faculty and staff development
Faculty and Staff encompasses all personnel involved with training, education, development, delivery and support of Army learning programs. Faculty is any member of an Army education or training organization that is responsible for the ADDIE process supporting education and training. Faculty includes instructor and/or facilitators, developers and/or writers, instructors and/or writers, training development managers, and course managers. Staff is the workforce at the centers and schools that includes academic staff, administrators and support personnel including, but not limited to technicians, assistants, and Army authorized contractor personnel.

Feedback
Information provided to an individual or organization derived from observation, conferences, interviews, focus groups, surveys, and so forth, for use in improving performance and/or to elicit a desired performance. Feedback may be positive or negative in nature. Feedback provided in an education/training environment should enhance transfer of learning. (AR 350-1)

Force Generation
The function of military force that creates and provides units for projection and employment to enable military effects and influence across multiple operating environment. It is the primary responsibility of the services to develop, provide and preserve forces in support of the National Military Strategy to enable the combatant commanders (CCDR) to execute their missions. (AR 525-29)

Force modernization proponent
The HQDA principal official, commander, commandant, director, or chief of the respective center, school, institution, or agency with primary duties and responsibilities relative to DOTMLPF-P and matters related to a designated function. See AR 5-22 (TP 350-70-13)

Foreign disclosure (FD)
The conveying of CMI and controlled unclassified information (CUI) through oral or visual means to an authorized representative of a foreign government. Documents require both a classification decision and a foreign disclosure decision. Foreign disclosure markings alert personnel to the sensitivity of information contained in Army learning products. Foreign disclosure restriction statements determine the releasability of the information to military students from foreign countries.

Foreign Disclosure Officer (FDO)
Member of the Department of the Army designated in writing to oversee and control coordination of specific disclosures of controlled military information and controlled unclassified information. The Army authorizes FDOs for appointment to the lowest command level that is the proponent for Army-created, developed, or derived classified military information and controlled unclassified information.  (TP 350-70-7)

Formative assessment
A range of formal and informal assessment procedures employed by instructor/facilitators during the learning process in order to modify teaching and learning activities to improve learner attainment. Formative assessments monitor progress toward goals within a course of study. It typically involves qualitative feedback (rather than scores) for both learner and instructor/facilitator that focus on the details of content and performance. (TP 350-70-14)

Formative evaluation
The monitoring of a learning product as it proceeds through the ADDIE process to make sure the product achieves the desired outcome/objective. This is a check-on-development to control the quality of the learning products developed and their implementation. (TR 350-70)

Function CATS
Task-based event driven training strategies that are designed to assist the unit commander in planning, and executing training events that enable the unit to build and sustain Soldier, leader, and unit proficiency in collective tasks that support a mission or a functional capability common to multiple units and echelons. (TR 350-70)

Functional courses
Courses designed to qualify leaders, Soldiers, and DA Civilians for assignment to duty positions that require specific functional skills and knowledge. (TP 350-70-14)

Functional proponent
Organization providing oversight for the content and function of their functional or specialty course(s). May or may not be the same as the training proponent. (AR 350-1)

Functional training
Training designed to qualify leaders, Soldiers, and DA civilians for assignment to duty positions that require specific functional skills and knowledge. (AR 350-1)

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G

Gap Analysis
A component of the Analysis Phase. Gap Analysis compares the desired educational outcome of the Topic Analysis with the student's pre-instruction foundational knowledge as determined by the Target Audience Analysis. (TP 350-70-7)

General Learning Outcome (GLO)
A general statement for a cohort that identifies essential knowledge, skills and attitudes resulting from training, education and experience at each level along the career continuum of learning. GLOs are provided to focus learning activities for developing individuals with the Army competencies and behaviors described in the ALM.

Generalize New Information (GNI)
Third step of the Army Experiential Learning Model. The GNI is where an instructor teaches the lesson content. The content the instructor teaches must focus on those aspects that are essential to achieve the learning objective standards. The curriculum developer must consider both content and methodology when developing GNI to ensure achievement of the appropriate learning level. GNI can include a wide variety of techniques, including lecture, discussion, demonstration, role-play, simulation, case study, and other approaches. (TP 350-70-7)

GO/NO GO
GO/NO GO are applied to performance measures that are actions that are objectively observable, qualitative and quantitative to the extent possible, and that can be used to determine if a performance step or sub-step is satisfactorily achieved. GO/NO GO can be applied when assessing an individual or collective task. (TP 350-70-1)

Goal Analysis
A component of the analysis phase. Goal analysis identifies specific performance or action statements from broadly stated course outcomes or educational outcomes. The goal analysis determines the domains of knowledge that curriculum developers encompass in the course outcomes, which may also include a list of the subjects the student must learn. These performance or action statements can then be broken down into skill and knowledge components and translated into learning objectives from which to base the design and development of lessons that comprise the course. (TP 350-70-7)

Graphic Training Aid (GTA)
A product created to enable trainers to conduct and sustain task-based training in lieu of using extensive printed material or expensive equipment. GTAs may also increase performance during on-the-job training or as job aids. (TP 350-70-14)

Group trial
Group trial(s) is a process used to validate a lesson/lesson plan’s individual objectives, based on observations and statistical analysis. The trial(s) allow the training developer to gather information, by exposing a group of volunteers from the target audience, or a group of volunteers that possess the critical characteristics of the target audience, to the instructional materials.

Group size
Group sizes are established to make efficient use of facilities and resources, ensure transfer of learning, program classes to satisfy training requirements, determine instructor/facilitator requirements, evaluate training expansion capability, and manage class cancellation. Group sizes are established in coordination with the local manpower office. (TP 350-70-14)


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H

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I
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Implementation
A phase in the ADDIE process that is the conduct and delivery of the course/event in accordance with how the course/event was designed. Implementation applies to the OISD domains and includes student assessment to measure achievement of standards and course outcomes. Implementation of learning products must also include program or course evaluation for continuous improvement of course/event conduct and learning.

Implementation Phase
The fourth phase of the AIS. This phase has two distinct components: Component 1 ensures instructors understand the course vision, content, and delivery methodology, and are ready to teach. Component 2 is the actual conduct of the course. (TP 350-70-7)

Increment
A militarily useful and supportable operational capability that can be effectively developed, produced or acquired, deployed, and sustained. Each increment of capability will have its own set of threshold and objective values set by the user. Spiral development is an instance of an incremental development strategy where the end state is unknown. Technology is developed to a desired maturity and injected into the delivery of an increment of capability. (TP 350-70-13)

Individual critical task
An individual critical task is a task that a Soldier and/or a DA Civilian performs to accomplish their mission and duties and to survive in battle and during other military operations. It is a subset of the total task inventory. (TP 350-70-14)
 
Individual critical task list (ICTL)
The list of critical tasks that job incumbents must perform to successfully accomplish their mission and duties. ICTL includes information that directs in which OISD domain the individual task will be taught, its skill level, and its frequency for instruction.

Individual learning plan (ILP)
Proponent plan for each job and/or function, for which they have functional authority that describes the plan to satisfy training and educational requirements of an individual over a career. Individual learning plans are structured in a progressive and sequential manner. Examples of individual learning plans include: military occupational specialty Individual Training Plans (ITP); functional training resource and milestone plans; and, professional military education (PME) resource and milestone plans. 
 
Individual student assessment plan (ISAP) 
A plan that details how the proponent school will determine whether the student has demonstrated a sufficient level of competency to pass the specified course or training.  It specifically identifies course completion requirements to include the minimum passing score (or GO/NO GO) for each written or performance examination, final grade requirement, minimum course attendance requirements (if applicable), and specific assessments that must be satisfactorily completed to graduate.  It very specifically identifies how the student's performance will be evaluated.  Specific lessons assessed in each assessment are identified.  Counseling and retesting policy are delineated.  Other evaluations are identified that impact on graduation, such as the Army Weight Control (Body Composition) Program and APFT, and their requirements are included.  (TP 350-70-3)
 
Individual task
A clearly defined and measurable activity accomplished by individuals. An individual task must be produced using the construct of action, condition(s), and standard(s) to ensure the task can be assessed against established performance standards that are observable, measurable, and achievable. It is the lowest behavioral level in a job that is performed for its own sake.

Individual task standard
The individual task standard must be objective, valid, reliable, usable, comprehensive, discriminating, and quantifiable. (TP 350-70-1)

Individual training
Training which prepares the soldier to perform specified duties or tasks related to an assigned duty position or subsequent duty positions and skill level.

Individual training plan (ITP)
A document prepared for each enlisted MOS, warrant officer MOS, commissioned officer specialty code, or separate functional training program that describes the overall plan to satisfy training and educational requirements for an individual's entire career. (TP 350-70-9)

Individual Training Resource Model (ITRM)
A model used for calculating and costing institutional training and education requirements. Applying the ITRM links individual training and education requirements to training and education resource requirements by identifying OPTEMPO funding and life-cycle data of equipment required to teach the course as documented in the POI. Additionally, this model assists with integrating the training and education development manpower requirements with PPBE. (TP 350-70-9)

Institutional training domain
The Army's institutional training and education system, which primarily includes training base centers/schools that provide initial training and subsequent PME for Soldiers, DA Civilians and contractors. The institutional training domain includes IMT, PME, CES, and functional training for Soldiers, DA Civilians and contractors. (TP 350-70-14)

Instructional strategy
It describes the process of organizing and specifying learning activities and content delivery. Design an instructional strategy to achieve an overall aim of imparting knowledge using particular methods of instruction. (TP 350-70-14)

Instructor Presentation System (IPS)
The set of A/V and IT components that combine to facilitate delivery of classroom material in support of approved POIs. (TP 350-70-XX)

Institutional Army
Those organizations and activities that generate and sustain trained, ready, and available forces to meet the requirements of the National Military Strategy and support the geographic commander in the performance of the full spectrum of military operations; and administer executive responsibilities pursuant to public law. (TP 525-8-2)

Institutional domain
The Army’s institutional training and education system, which primarily includes training base centers and schools that provide initial training and subsequent professional military education (PME) for Soldiers, military leaders, and Army Civilians. (ADP 7-0).

Institutional Training Mission Management Tool (ITMMT)
A CAC enabled, web-based capability that TOMA utilizes to staff and validate TRAS documents with organizations across the Learning Enterprise. It leverages the current functionality available in the Army Training Requirements and Resources System (ATRRS). (TP 350-70-9)

Instruct
A process where an instructor imparts knowledge based upon approved curriculum and where students adapt to learn new knowledge. (TP 350-70-7)

Instruction
The conduct and enabling of learning during implementation using the validated Army learning products and applies to the OISD domains. Implementation includes student assessment to measure achievement of standards and course outcomes. Implementation of learning products must also include program or course evaluation for continuous improvement of learning. Student assessment and course evaluation instructions are also applied to Distributed learning (DL) instruction.

Instructor actions (IA)
Categories of work performed by instructors that are requirements-producing and documented in the POI. IAs are based on time and instructor-to-student ratios, and are documented just as instructor contact hours (ICH) are documented. They are POI-driven; POI specific; and, performed each and every time the POI is executed.

Instructional design
The process of creating learning products that enhances the quality, efficiency, and effectiveness of education and training. (TP 350-70-14)

Instructional material
Material used by instructors/facilitators and/or learners in formal courses, including training aids, TOs, commercial publications, and visual aids. (TP 350-70-14)

Instructor contact hour (ICH)
The work hour an instructor devotes to the delivery of learning content to students to accomplish the course learning objectives during the academic day. (TP 350-70-9)

Instructor/facilitator certification
Certification refers to criteria specified by proponent for instructors working in given disciplines. Instructors/facilitators not using the Accountable Instructional System model must meet all certification requirements prior to conducting SFCT/SFLT courses. This requirement includes both military and civilian personnel. (TP 350-70-3)

Instructor/facilitator requirements
Instructor and facilitator knowledge and performance determine the quality of instruction. (TR 350-70-3)

Intellectual property
A product of the human mind that is protected by law. It includes, but is not limited to, patents, inventions, designs, copyrights, works of authorship, trademarks, service marks, technical data, trade secrets, computer software, unsolicited inventive proposals, and technical expertise. The intangible rights in such property are described as intellectual property rights.

Interactive courseware (ICW) 
A type of IMI.  Computer-controlled courseware that relies on trainee input to determine the pace, sequence and content of training delivery using more than one type medium to convey the instruction.  ICW can link a combination of media, including but not limited to programmed instruction, video tapes, slides, film, television, text, graphics, digital audio, animation, and up-to-full motion video to enhance the learning process. (TP 350-70-3) 
 
Interactive instruction 
Student/group-centered performance-based IMI training that requires students/groups to practice what they learn, receives immediate feedback, and is assessed.  Students receive rapid feedback on their progress, and their performance is measured using built-in criterion reference assessments.  Interactive instruction can be used to:   
            a. Maximize individual or group learning by multiple methods of instruction.   
            b. Practice activities without damaging personnel or equipment.  Students and instructors/facilitators can use IMI at their own pace, repeating the lessons until mastery is achieved within the established completion criteria. (TP 350-70-3)
 
Interactive multimedia instruction (IMI)  
A group of predominantly interactive, electronically delivered learning products and learning support products.  IMI products include instructional software and software management tools used in support of instructional programs.  A hierarchical representation of IMI products is provided as follows (TP 350-70-3):       
      a.  Interactive Courseware (ICW).   
      b.  Electronic publications.            
            (1)  Electronic guides.  
            (2)  Interactive electronic technical manuals. 
      c.  Electronic assessments.  
      d.  Simulation and gaming.  
      e.  Electronic management tools.   
                        (1)  Electronic performance support systems.   
                        (2)  Computer-aided instruction (CAI).   
                        (3)  Computer-managed instruction.  
                        (4)  Electronic job aids.  
 
Intern 
A person engaged in the second step of the Train-the-trainer (T3) process that begins after a person has graduated the course they plan to teach.  They are actively watching a certified instructor teaching a course in order to prepare themselves to teach the class as a primary instructor under observation - the third step of the T3 process.  (TP 350-70-3)

Internal evaluation
The evaluation process that provides the means to determine whether the training and training development efforts have accomplished what was intended. It determines if the objectives of the training have been met and verifies the effective use of the ADDIE process to meet minimum essential analysis, design, development, implementation and evaluation requirements. (AR 350-1)

Interoperability
Principle that systems, units, and forces shall be able to provide and accept data, information, materiel, and services to and from other systems, units, and forces and shall effectively interoperate with other U.S. forces and coalition partners. Information technology and national security systems interoperability includes both the technical exchange of information and the end-to-end operational effectiveness of that exchanged information as required for mission accomplishment. (TP 350-70-13)

Inter-service Training Review Organization (ITRO)
Proponents prepare POIs for courses that fall under the ITRO. AR 351-9 sets policies, responsibilities, and procedures for inter-service training and nonresident courses to include: DOD executive agent (EA) training; joint training; quota training; and, ITRO training. The ITRO provides a forum to share ideas, information, and technology related to inter-service training. TRADOC G-3/5/7, Training Integration Directorate hosts an Inter-service Training Office website where proponents can obtain assistance to resolve inter-service training issues. (AR 351-9) 

J

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Job (or duty position)
A job is a collection of unique, specific, and related activities (tasks or skill sets) performed by a unique, defined set of personnel. (TP 350-70-14)

Job aid
A supporting product that can be a checklist, procedural guide, decision table, worksheet, algorithm, or other device used as an aid in performing duty position task. (TP 350-70-14)

Job analysis
A type of analysis used to identify individual tasks (including leader tasks) and at times, the associated knowledge and skills a job incumbent must know or perform to successfully accomplish the mission and duties of a specific MOS. The output of a job analysis is a total task inventory.

Joint Capabilities Integration and Development System (JCIDS)
JCIDS is a key supporting process for DOD acquisition and planning, programming, budgeting, and execution (PPBE) processes. The primary objective of the JCIDS process is to ensure joint warfighters receive the capabilities required to successfully execute the missions assigned to them. This is done through an open process that provides the Joint Requirements Oversight Council (JROC) the information it needs to make decisions on required capabilities.

Joint force
A general term applied to a force composed of significant elements, assigned or attached, of two or more military departments operating under a single joint force commander. (TP 350-70-13)

Joint Professional Military Education (JPME)
A Chairman of the Joint Chiefs of Staff-approved body of objectives, outcomes, policies, procedures and standards supporting the educational requirements for joint officer management. (CJCSI 1800. 01E)

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K

Knowledge
Information required to perform a skill or supported task. Knowledge is the basic building block of all learning. (TP 350-70-14)

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L
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Leader development
The deliberate, continuous, sequential and progressive process, grounded in the Army Ethic that grows Soldiers and Army Civilians into leaders of character, competence, and commitment who make the right decisions and take the right actions to accomplish the mission. Leader development is achieved through the life-long synthesis of the knowledge, skills, and experiences gained through the development of institutional, operational and self-development. (Army Leader Development Program, DA PAM 350–58/AR 350–1)

Leadership
The process of influencing people by providing purpose, direction, and motivation to accomplish the mission and improve the organization. (ADP 6-22)

Learner-centric
Learner-centric education broadly encompasses methods of teaching to shift the focus of instruction from the teacher to the student. Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem solving. (TP 350-70-7)

Learning
Learning is a process of acquiring new, or modifying existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. Learning involves a change in the behavior of the learner because of experience. The behavior can be physical and overt, or it can be intellectual or attitudinal. (TP 350-70-14)

Learning assessment
A learning assessment is the measurement of an individual learner's performance pre-instruction and post-instruction, to verify attainment of the skills, knowledge, and/or attitudes specified in the learning objective(s) and attainment of the learning outcome(s) of the lesson and/or course. (TP 350-70-14)

Learning Enterprise
Learning Enterprise is a framework for learning and leader development that is supported through leadership and management of policies, standards, networks, data repositories, and delivery platforms. 

Learning Level
An element of the learning objective based on Bloom's six cognitive domain levels of learning. (TP 350-70-7)

Learning management system 
A software application or web-based technology used to plan, implement, and assess a specific learning process.  It usually provides an instructor/facilitator with the ability to create and deliver course content, monitor student participation, and assess student performance.  (TP 350-70-3)

Learning objective 
A precise three-part statement describing what the student is to be capable of accomplishing in terms of the expected student performance under specific conditions to accepted standards.  Learning objectives clearly and concisely describe student performance required to demonstrate competency.  Learning objectives focus the training development on what needs to be trained and focus student learning on what needs to be learned.  Both terminal and enabling objectives are learning objectives.  (TR 350-70)

Learning outcome
A statement that indicates the level and type of competence a learner will have at the end of a course. The specification of what a student should learn as the result of a period of specified and supported study. (TP 350-70-14)

Learning product
Any training or education deliverable developed by the proponent to deliver learning content. Critical learning requirements are the basis for learning products. Learning products support defined learning outcomes and are simple or complex depending on the content involved. Examples of institutional learning products are career maps, TRAS documents (ITP, POI, and CAD), lesson plans, learning objectives, individual tasks, ICTLs, and TSPs. (TP 350-70-14)

Learning product development plan 
A generic name for a master planning document.  Different proponent schools may have used different titles in the past.  It functions as a top-level plan covering all resourced requirements (reflected in learning product development plans) and un-resourced requirements.  It includes all required learning products (such as resident courses, non-resident courses, and TSPs) and all ADDIE phases.  It shows what T&E workload must be accomplished during the execution, budgeting, and programming years; and it increases in detail up to the execution year.  It does not have to be a formal plan.  The requirements can be in a database and not formalized in a report.  The plan is for internal proponent school use. (TP 350-70-3) 

Learning step activity (LSA)
LSAs are the foundation for a lesson and support learning objectives. LSAs also provide a structured means to focus learning on a small part of what a student needs to learn. LSAs provide the basis for identifying specifications including such items as the method of instruction and resources required to present the lesson. LSAs are sequenced to maximize learning

Lecture Classroom
Previously known as Level I classrooms, they are instructor-centric classrooms configured to engage students in a mix of live and technology-delivered content. The Lecture Classroom contains an IPS with either projectors or video displays. (TP 350-70-XX)
Lesson
A period of time where learning is intended to occur. During a lesson, learners are taught about a particular subject or taught how to perform a particular activity. A lesson provides the instructional content for a lesson plan. (TP 350-70-14)

Lesson plan
A lesson plan is the detailed development of information and resources used by instructors/facilitators to execute the instruction prescribed in one lesson within the prescribed time limits using the specified resources. A lesson plan includes the content and supporting information for only one lesson which supports the learning and assessment of one TLO. (TP 350-70-14)

Lesson plan design
A detailed description of learning content, instructor actions, and assessment(s) associated with a single lesson needed to teach a single terminal learning objective tied to a learning objective or individual task. Instruction is completed within a structured period of time needed to assimilate the required knowledge, skills, attitudes, and abilities. It includes the required resources to complete the learning and the training aids in achieving a course outcome.

Lifelong learning
Individual lifelong choice to actively and overtly pursue knowledge, the comprehension of ideas, and the expansion of depth in any area to progress beyond a known state of development and competency. (TP 525-8-2)

List of Materials (LOM) (ECP)
The Engineering Design Package (EDP) includes a List of Materials document. That document is loaded to the repository, along with the rest of the EDP for future comparison to the as-built diagrams and as-built inventory (e.g. DA Form 2062 or DA Form 3161).

Long-Range Planning and Management Process
Initial training strategy or changes to an approved training strategy that will become effective in the first POM year or later. (TP 350-70-9)

M

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Management Decision Package (MDEP)
Describes a particular organization, program, or function and records the resources associated with the intended output. An individual MDEP applies uniquely to one of the following six management areas for the AA, USAR, or ARNG: mission of MTOE units; missions of TDA units and Army-wide standard functions; missions of standard installation organizations; acquisition, fielding, and sustainment of weapon and information systems; special visibility programs; and short-term projects. (TP 350-70-9)

Mandatory training
Training required on specific subjects as required by law, DOD, and/or HQDA. Mandatory training may apply to units, institutions, and civilians. (TP 350-70-14)

Manpower and Personnel Integration (MANPRINT)
The Army's MANPRINT Program focuses on the integration of human considerations into the system acquisition process to enhance Soldier-system design, reduce life cycle ownership costs, and optimize total system performance. MANPRINT accomplishes this by ensuring that the "human" is fully and continuously considered as part of the total system in the development and/or acquisition of all systems. Human performance is a key factor in "total system performance, and enhancements to human performance will correlate directly to enhanced total system performance and help reduce life cycle ownership costs. See AR 602-2 (Human Systems Integration in the Acquisition Process) for more information on MANPRINT. (TP 350-70-9)

Master evaluation plan (MEP)
The planning document that provides the proponent's overall strategy for accomplishing all evaluation requirements for the next fiscal year (FY) and evaluation/QA function projections for the following three years. The MEP provides specific program descriptions. QAOs develop and post MEPs to the TRADOC QAO SharePoint site with a cover memorandum signed by the commander/commandant and executive summary (signed by the QAO director) annually, no later than 1 June. (TR 11-21)

Mastery
The ability to perform the task instinctively, regardless of the conditions, is the desired level of proficiency. (ADRP 7-0), see “standard“.

Materiel developer (MATDEV)
The agency or individual responsible for research, development, and production validation of a system that responds to HQDA requirements. (Program Executive Officers, Program Managers, and Class I, II, and III level managers wear the MATDEV label. However, their functions differ.) (TP 350-70-13)

Media
Any means or instrument of communication (auditory, visual, or written) that is used as a part of an instructional sequence to demonstrate or clarify course content and to facilitate learning or increase comprehension of course material. Examples include video, printed material, and audio. (TP 350-70-14)

Mentor
A mentor is a leader who assists personal and professional development by helping a mentee clarify personal, professional, and career goals and develop actions to improve attributes, skills, and competencies. (This definition originated in FM 6-22 and ADP 6-22 has superseded that.) (TP 350-70-7)

Method of instruction (MOI)
A type of activity used to facilitate the accomplishment of the learning objective(s). Specific methods require varying degrees of learner participation. Selection of the best MOI requires consideration of the learner, the content, the goals, the learning environment, the instructor/facilitator, and the available resources. (TP 350-70-14)

Military occupation specialty - transition (MOS-T)
MOS-T (reclassification training) course remains the preferred procedure to award a new MOS. However, operational credit provides commanders with another tool to accomplish MOS–T without significant investments in time and other scarce resources. Operational credit is not a program with lower quality standards and course task-condition-standards will not be compromised. Reclassification training is conducted in accordance with AR 140–1, AR 614–200, and AR 611–1.

Milestone Plan
A component of the Analysis Phase. The milestone plan defines deadlines associated with such tasks as obtaining copyrights and publication requirements and serves as a road map for managing the development process. (TP 350-70-7)

Milestones (MS)
Major decision points that separate the phases of an acquisition program. (TP 350-70-13)

Mission analysis
A process to review mission requirements and develop a unit task list (UTL). This process identifies unit, organizational, and functional structure, stated and implied missions, and collective and individual tasks.

Mission Command Arts and Science Program (MCASP)
The MCCoE executes the MCASP by partnering with the Center/School leadership to provide the resources for conducting MC training and education for the eleven common and warfighting functional MC systems. CoEs/Schools provide the operational force with Soldiers and leaders of the appropriate grade and cohort who can competently execute MC critical tasks. (TP 350-70-XX)

Mission Command learning environment (MCLE) Classrooms
Previously known as level IV and simulation classrooms, MCLE classrooms support the increased requirements for experiential learning and student interaction in the application of all Mission Command Systems (MCS). These classrooms allow learners to perform as they would in the operational domain across all the entire MCS and leverage live, constructive, virtual and gaming technologies to achieve Mission Command (MC) learning outcomes. The application of MC tasks in these classrooms places the learners in an environment that exposes them to the operational MC requirements of their gaining units. MCLE classrooms vary in configuration and capability and are resourced to meet MC learning outcomes. They can be configured as a room or a group of rooms to replicate the operational conditions of mission command facilities at different echelons and type units (TP 350-70-XX).

Mission Command Training and Education Plan (MCTEP)
The MCTEP provides a roadmap of progressive learning requirements throughout a Soldiers/civilians career. The MCTEP provides a holistic view of training and education outcomes at specific cohorts, ranks, and echelons to facilitate a shared understanding of expectations on what Soldiers/civilians should "know" or be able to "do" when they transition between the institutional, operational, and self-developmental domains. (TP 350-70-XX)

Mission-essential task
A collective task on which an organization trains to be proficient in its designed capabilities or assigned mission. Also called MET. (FM 7-0)

Mission-Essential Task List (METL)
A tailored group of mission-essential tasks. Also called METL. (FM 7-0)

Module
A group of multiple related lessons that promotes efficiency in the course structure. In rare cases a module may be comprised of only one lesson based on a single TLO. (TP 350-70-14)

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Needs analysis
Needs analysis is a process that identifies gaps between current and required Army operational capabilities or performance. (TP 350-70-14)

Nonresident training
Individual training distributed to students for completion without the presence of an on-site instructor/facilitator, small group leader or otherwise designated trainer. (AR 350-1)

Non-TRADOC proponents
A generic term to refer collectively to the non-TRADOC force modernization proponents conducting DOTMLPF-P capability developments as designated by AR 5-22. (TP 350-70-13)

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One Army School System (OASS)
OASS is comprised of RC and active component (AA) institutions that utilize training resources to train Soldiers in the most efficient and effective manner possible without regard to component. One Army School System is more responsive to the mission by using various means to provide relevant and realistic institutional training. (AR 350-1)

Operating Tempo (OPTEMPO)
The rate at which a single system is projected to be reasonably used for training in a single iteration of a designated course. Rates are expressed in miles, hours, or systems. Direct OPTEMPO costs are based on POI pricing which will include ammunition, equipment, facilities, and manpower. Indirect OPTEMPO includes travel, contracts, supplies, and equipment. (TP 350-70-9)

Operational adaptability
The ability to shape conditions and respond effectively to changing threat and situations with appropriate, flexible, and timely actions. (TP 525-8-2)

Operational environment (OE)
A composite of the conditions, circumstances, and influences that affect the employment of capabilities and bear on the decisions of the commander. (ADRP 1-02) (JP 3-0)

Operational domain
The training activities organizations undertake while at home station, at maneuver combat training centers, during joint exercises, at mobilization centers, and while operationally deployed. (ADP 7-0).

Operational, institutional, and self-development (OISD) domains
Encompass three Army domains for training and education described as: (1) operational domain; (2) institutional domain; and, (3) self-development domain.

Optimum class size (OCS)
The largest number of students in a class that can be taught indefinitely with no degradation in the effectiveness of instruction. HQ TRADOC, G-8 validates a course's optimum class size. The optimum class size is considered when developing ICH, scheduling classes, and determining total resource requirements.

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Performance measures
Actions objectively observed and measured to determine if a task performer has performed the task to the prescribed standard. These measures are derived from the task performance steps during task analysis.

Performance step
A single discrete operation, movement, or action that comprises part of a task.

Phase
A major part of a course that may be taught at different locations. Phases are required as a necessary break-up of a course version due to time, location, equipment, facility constraints, or delivery options such as DL, IMI, resident, or any combination. For resourcing purposes, a phase is an instructional unit identified by a common course title and number consisting of curriculum inclusive of critical tasks or educational requirements constructed as a portion or segment of a course. (TP 350-70-14)

Planning, programming, budgeting, and execution (PPBE)
The process for justifying, acquiring, allocating, and tracking resources in support of Army missions. (AR 1-1)

Portfolio assessment
A type of assessment that considers a collection of work that demonstrates a student’s activities, skills, and achievements to highlight his/her talents or show progress over time. (TP 350-70-14)

Problem Solving
Problem solving involves situation assessment (understanding), imagining (visualizing), and converging on a solution (directing). (This definition originated in FM 6-22 and superseded by ADP 6-22). (TP 350-70-7)

Procedure
Standard, detailed steps that prescribe how to perform a specific task. (ADRP 1-02)

Professional military education (PME)
Progressive levels of military education that convey the broad body of knowledge and professional competence essential for the military professional’s career progression. (TP 350-70-14)

Program
The integrated courses and other formally planned or scheduled experiences which constitute a particular body of study. (TP 350-70-7)

Program design
A specialized course of instruction only used when the instruction is very complex and lengthy, and multiple courses are required to achieve the overall outcomes to support a particular body of study. It addresses how courses are tied together in a logical flow to support outcomes. It makes use of Army course design hierarchical structures. Program design is primarily used by institutions that require a heavy emphasis on educational solutions.

Program objective memorandum (POM)
An annual memorandum that recommends the total resource requirements and programs within the parameters of SECDEF’s fiscal guidance. The POM is a major document in the PPBE process, and the basis for the component budget estimates. The POM shows programmed needs for the next six years.

Program of instruction (POI)
A POI is a Training Requirements Analysis System (TRAS) document that covers a course/phase. It provides a general description of the course content, the duration of instruction, the methods of instruction, and the delivery techniques. It also lists resources required to conduct peacetime and mobilization training. (TP 350-70-9)

Program of instruction (POI) manager
The POI Manager has POI approval authority in TDC. POI approval is required prior to posting final versions in support of a course. (TP 350-70-14)

Proponent
Army organization or staff element designated by the HQDA DCS, G-3/5/7 that has primary responsibility for materiel or subject matter expertise in its area of interest or charged with accomplishment of one or more functions. (TP 350-70-14)

Proponent Learning (Training and Education) Strategy
Developed by the proponent to determine who (Soldiers and Army Civilians), what (Critical Learning Requirements), where (site), when, how [the learning approaches involving physical (psychomotor), mental (cognitive), and emotional (affective) learning], and at what cost of learning requirements will be developed and implemented for inclusion in learning products. This determination facilitates development of career field, MOS/AOC, and systems training learning objectives, for implementing proponent responsibilities through training, education, and experience across the OISD domains of Army learning to foster capability and capacity within the operational force. 

Proponent Training and Education Development Plan
A proponent's internal living document that includes requirements for both resourced and un-resourced requirements. If a new training/educational requirement is identified or an existing one is changed, the proponent training and education development plan must be adjusted. The proponent training and education development plan is a roll-up of the requirements outlined in the proponent training and education development project management plan. It is a long-range document covering multiple years and provides data to various resource, budget, and manpower reports such as the strategic management system, POM, and command operating budget. (TP 350-70-9)

Public Domain
Information deemed to be actually or potentially in the public domain and suitable for release to the public at large (not only citizens of the U.S. and immigrant aliens, but also citizens of all foreign countries acting in a private capacity). (TP 350-70-7)

Publish and Process (P&P)
The second step of the Army Experiential Learning Model. The "publish & process" step is the critical link between the concrete experience and the "generalize new information". It consists of two distinct components: the publish surfaces the student reactions to the CE, reflecting their experience and knowledge of the topic, while the process initiates a reconciliation of where the student is and, where the student should be at lesson end. The P&P may also reveal student bias and other preconceptions that an instructor must deal with if learning is to occur. This is the first opportunity in the ELM for students to demonstrate critical thinking. (TP 350-70-7)

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Q

Quality control (QC)
A management and employee responsibility by which process data are systematically gathered to determine product quality. Process standards are established and the data gathered are subjected to analysis. Quality control results are used to determine process changes, staff training requirements and administrative procedure improvements as necessary. (TP 350-70-14)

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Relevancy
The condition of education/training presenting learning material that is essential to the performance of tasks by Soldiers or Army units. Sometime referred to in education communities as “authenticity.” (AR 350-1)
 
Requirement
An established need justifying the timely allocation of resources to achieve a capability to accomplish approved military objectives, missions or tasks. (TP 350-70-13)

Resource Analysis
A component of the Analysis Phase in which the developer or author identifies resources and constraints.  (TP 350-70-7)

Reserve Component (RC)
The Reserve Component is made up of both the USAR and the ARNG. (TP 350-70-14)

Resident training
Training presented, managed, and controlled by an on-site instructor or facilitator, small group leader, or otherwise designated trainer. (AR 350-1)

Risk
Probability and severity of loss linked to hazards. (ATP 5-19)

Risk assessment
The identification and assessment of hazards (the first two steps of the risk management process). (ATP 5-19)

Risk management
The process of identifying, assessing, and controlling risks arising from operational factors and making decisions that balance risk cost with mission benefits. Also called RM. See risk. Source: JP 3-0.

Rubric
A guide listing specific criteria for grading or scoring academic papers, projects, or tests. Rubrics are also used for assessing levels of learner achievement of competencies. (TP 350-70-14)
A scoring tool that clarifies the specific expectations for an assignment and provides a detailed description of what constitutes acceptable or unacceptable levels of performance. A rubric answers these questions: By what criteria will the instructor judge the work? What is the difference between good work and weaker work? How can we make sure our scores are valid and reliable? How can both students and faculty members focus their preparation on excellence? A basic rubric includes four components: a task description that clearly details the assignment or activity the student needs to accomplish, a performance scale that describes each level of the performance or points the instructor should assign, criteria that define the conditions of successful performance, and standards that describe how well the student met the criteria. (TP 350-70-7)

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S

Scenario
A graphic and narrative description of an operational environment, means, and events of a current or hypothetical conflict that sets a context for specific activities and establishes the conditions to achieve desired educational and/or training outcomes. (TRADOC FRAGO 19, dated 3 FEB 10)

Scope
The area covered by an activity or topic written as a clear, concise statement to achieve an end state that meets Army learning requirements. In Army learning, scope statements are not required but may be used to identify the course and/or lesson purpose or intent.

Self-development 
A proponent-produced strategy that enables Soldiers and DACs to supplement their professional growth in the skills and competencies they need as leaders and technical specialists.  Self-development is continuous and takes place during institutional instruction and operational assignments.  Self-development strategies are created for each enlisted and warrant officer MOS, Army officer occupation code, and civilian career field.  They are published as Part 2 of the professional development model.  The self-development strategy consists of structured and self-guided components.   
            a.  The structured component identifies training required (or suggested) by the Army for promotion or performance improvement.   
            b.  The self-guided component focuses on general recommendations that address skills and knowledge successful individuals have found beneficial to their professional development.  It consists of the training individuals personally select to improve their performance, gain new or additional capabilities, or prepare for a new job prior to being assigned.  

Self-development domain
Planned, goal-oriented learning that reinforces and expands the depth and breadth of an individual’s knowledge base, self-awareness, and situational awareness; complements institutional and operational learning; enhances professional competence; and meets personal objectives. (ADP 7-0)

Self-paced learning
Individuals move through the course at varying rates according to parameters established during validation. Learners move through the course individually at their own speed and are not dependent on group times. (TP 350-70-14)

Seminar
An advanced course of study for discussion and research under the guidance of a recognized expert. (TP 350-70-14)

Sharable content object (SCO)
A learning object representing the smallest unit of instruction. A learning object is any entity (digital or non-digital) which can be used, reused, or referenced during technology-supported learning. (TP 350-70-12)

Sharable Content Object Reference Model (SCORM)
Specifies a framework for content that meets the following requirements for Web-based content: interoperability, accessibility, reusability, durability, maintainability, and adaptability. (TP 350-70-12)

Short Range Planning and Management Process
Initial training strategy or changes to an approved training strategy that will become effective in the execution or budget year. (TP 350-70-9)

Simulation
Any representation or imitation of reality, to include environment, facilities, equipment, mechanical and maneuver operations, motion, role playing, and/or leadership. It is the representation of salient features, operation, or environment of a system, subsystem, or scenario. Simulations enable the proponent to replace live training and provide the means to safely practice an action or activity under any condition. (TP 350-70-3)

Simulation Classroom
Previously known as Level IV classrooms, they are designed to support student interaction providing the capability to imitate reality, functionality and operations to include fielded systems such as Mission Command (MC). The MC Simulation Classroom contains an IPS and an instructor managed, networked computer for each student while other classrooms (simulation, lecture and/or collaboration) include simulation content as well as devices that enable immersion into simulated environments to include the Synthetic Training Environment and/or Army-Virtual Learning Environment. Simulation Classrooms vary in configuration and capabilities based on the fielded systems they support (TP 350-70-XX).

Simulator
A device, computer program, or system that performs simulation (for training). A device that duplicates the essential features of a task situation and provides for direct practice. (TP 350-70-3)

Skill
A skill designates one’s ability to perform a job-related activity, which contributes to the effective performance of a task performance step. There are three types of skills: physical mental, and emotional.

Skill level
The identified task proficiency or the ability typically required for successful performance at the grade with which the skill level is associated. There are 6 skill levels (1-6) for enlisted personnel defined for entry-level positions to positions requiring organizational leadership roles. (DA PAM 611-21)

Small group instruction (SGI)
The means of delivering training which places the responsibility for learning on the Soldier through participation in small groups led by small group leaders who serve as role models and mentors throughout the course. This instruction uses small group processes, methods, and techniques to stimulate learning. (AR 350-1)

Soldier competencies (professional development)
ALM identifies a set of nine critical core competencies that provide Soldiers and leaders a foundation for operational adaptability. (TP 525-8-2)

Soldier training publication (STP)
A training publication that contains critical tasks and other information used to train all Army Soldiers to the same standards. It provides guidance on the conduct of individual Soldier training in the unit and aids all Soldiers in the training of critical tasks. (AR 350-1)

Soldiers manual (SM)
A MOS-specific Soldier training publication that contains task summaries for the critical tasks in each skill level of a MOS. These task summaries identify for the trainers and Soldiers the conditions under which the task must be performed, the required standards, and the performance measures for evaluating the Soldier’s performance. (AR 350-1)

Sponsor
The DOD component, principal staff assistant, or domain owner responsible for all common documentation, periodic reporting, and funding actions required to support the capabilities development and acquisition process for a specific capability proposal. (TP 350-70-13)

Standard
The accepted proficiency level required to accomplish a task or learning objective. In Army learning, standard is a statement that establishes criteria for how well a task or learning objective is performed. The standard specifies how well, completely, or accurately a process is performed or product produced. (TR 350-70)
An element of the learning objective. The standards help to define the action statement by specifying what constitutes successful accomplishment of the learning objective. Standards provide the criteria used to measure if and how well the student mastered the task. (TP 350-70-7)

Standard METL
A METL that has been vetted by a HQDA-chartered board (that is Army METL Review Board (AMRB), Army METL Working Group (AMWG), or Standards for Training Readiness Advisory Group (STRAG)) and approved by HQDA (DCS, G-3/5/7). (TP 350-70-1)
 
Structure manning decision review (SMDR)
The process by which the Army establishes training and education requirements for the first and second POM years and reconciles those requirements to an affordable, acceptable, and executable training and education program, which is published using the ARPRINT. The purpose of the SMDR is to reach a consensus within the Army for the institutional training and education program two years out and reconcile any major changes for the upcoming budget year. The Army G-1 and G-3 conduct the SMDR annually in the September/October timeframe. (TP 350-70-9)

Student handout
A booklet, schematic, circuit diagram, table, or similar material that augments the study guide, work book, learner text, or otherwise supports course objectives. (TP 350-70-14)

Subcourse (for correspondence courses)
Basic unit of instruction in an Army correspondence course. A grouping of lessons in the course. Synonymous for module. (AR 350-1)

Subject matter expert (SME)
An individual with a thorough knowledge of a job (duties and tasks). This knowledge qualifies the individual to assist in the training development process (such as, consultation, review, analysis). Normally, SMEs instruct in their area of expertise.

Sustainment Support Requests (ECP)
Through the ECP Support Center, classroom managers and CSPs have access to a toll-free number to troubleshoot A/V equipment issues and a web based ticketing system to enter repair requests.  Instructors contact CSPs or other local POCs for assistance. The objective repository will accommodate the ticketing system (TP 350-70-XX).

Summative assessment
A process that concentrates on learner outcomes rather than only the program of instruction. It is a means to determine learners’ mastery and comprehension of information, skills, concepts, or processes. Summative assessments occur at the end of a formal learning/instructional experience, either a class or a program and may include a variety of activities (for example: tests, demonstrations, portfolios, internships, clinical experiences, and capstone projects). (TP 350-70-14)

Summative evaluation
A process that concerns final evaluation to determine if the project or program met its goals. Typically the summative evaluation concentrates on the program of instruction and the learning products.

Supported individual task
The individual tasks that must be performed to accomplish the collective task. (TP 350-70-1)

Sustainable Readiness
The Army's force generation process postures the Army to manage risk effectively while preparing a force that is more agile, adaptive, and necessary to win in a complex world. (AR 350-1)

Sustainable readiness model
The Sustainable Readiness Model replaced ARFORGEN as the Army's sustaining readiness concept for force generation. The purpose of SRM is to maximize available resources in order to generate and maintain a higher level of overall readiness, while minimizing risk to meet current operational demands and remaining postured for contingency operations. (TP 350-70-1)

Sustainable Readiness Process (SRP)
The Army’s strategic process for planning, synchronizing, governing, and executing Sustainable Readiness across the Total Force. The SRP enables informed senior leader readiness decision-making, shaping the annual planning, programming, and budgeting process to maximize readiness and generate forces in support of Global Force Management. SRP replaces the Army’s progressive readiness process known as Army Force Generation (ARFORGEN). (AR 525-29)

Sustainment
The provision of personnel, training, logistic, environment, safety and occupational health management, and other support required to maintain and prolong operations or combat until successful accomplishment or revision of the mission or of the national objective. (TP 350-70-13)

Sustainment training
Individual and collective training conducted in the unit or resident schools, units, and organizations to ensure continued expertise on the operations, employment, and logistics support of fielded systems or equipment. (TP 350-70-3)

Synchronous learning environment
The synchronous learning environment supports communication in which interaction between the participants is simultaneous through two-way audio or video, computer document conferencing, or chat rooms (AR 351-9).

Synchronization meeting
Institutional meetings that involve Staff and Faculty development and delivery activities that support the Army mission. Meetings include representatives from the operational domain: Active Army, Reserve Component, and Army National Guard. The meeting will address the following: coordinate training and education solutions; publish authoritative documents covering respective functional areas of responsibility that provide the justification for learning product production; and ensure support to the Army mission. Examples of synchronization meetings include critical task and site selection boards (CTSSB), course design reviews (CDR), and post instructional conferences.

System MANPRINT Management Plan (SMMP) Terminal
A managerial tool to facilitate planning, organizing, and managing MANPRINT activities. See AR 602-2 for more information on SMMP. (TP 350-70-9)

System training
All training methodologies (embedded, institutional, mobile training team, computer, and Web-based) that can be used to train and educate operator and maintainer personnel in the proper technical employment and repair of the equipment and components of a system and to educate and train the commanders and staffs in the doctrinal tactics, techniques, and procedures for employing the system in operations and missions. (TP 350-70-13)

System Training Plan (STRAP)
STRAP outlines the development of the total training concept, strategy, and training support system requirements for integrating the materiel system or family-of-systems into the operational, institutional, and self-development training domains.

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Target Audience Analysis
A component of the Analysis Phase. Target audience analysis uses the following elements to inform curriculum design, development, and implementation. Potential elements identified during a target audience analysis include: Characteristics, knowledge, existing experiences, abilities, attitudes, reading grade level, workplace conditions, demographics, Armed Services Vocation Aptitude Battery (ASVAB) scores required for the job, computer or device literacy, size of population, location(s) of population, maturity, motivation to learn, and interests. (TP 350-70-7)

Target population
Persons for whom the instructional or training materials are designed. Samples from this population are used in evaluating training materials during their development. Also called target audience. (TP 350-70-13)

Task
A clearly defined and measurable activity accomplished by individuals and organizations. It is the lowest behavioral level in a job or unit performed for its own sake. It must be specific; usually has a definite beginning and ending; may support or be supported by other tasks; has only one action and, therefore, is described using only one verb; generally, is performed in a relatively short time (however, there may be no time limit or there may be a specific time limit); and must be observable and measurable. The task title must contain one action verb and an object and may contain a qualifier. (TP 350-70-14)

Task analysis
A type of analysis used to determine the skills and knowledge, equipment and/or facilities, attitudes, critical tasks, and proper sequence of actions, necessary to perform a task (or tasks).

Task reinforced
Task reinforced (identified in a lesson plan) is the task for which the lesson provides refresher training. The task reinforced was completely trained in a previous lesson(s) within the course. (TP 350-70-14)

Task selection model
A model used to apply statistically valid task selection data to identify critical individual tasks. There is a variety of models available for use. Those commonly used are below: 
      a. Difficulty-Importance-Frequency Model - An individual critical task selection model that uses difficulty, importance, and frequency factors. 
      b. Eight-Factor Model - An individual critical task selection model that uses percent performing, percent time spent performing, consequence of inadequate performance, task delay tolerance, frequency of performance, task learning difficulty, probability of deficient performance, and immediacy of performance. 
      c. Four-Factor Model - An individual critical task selection model that uses percent performance and task learning difficulty. 
      d. Probability of Task Criticality Model - An individual critical task selection model used by the Occupational Data, Analysis, Requirements, and Structure Program. 
      e. Training Emphasis (TE) Model - An individual critical task selection model that uses the training emphasis factor to determine if a task is critical or not. Supervisors of jobholders collect the TE factor. It reflects the level of emphasis the task has in training for a specific task. The TE is the most useful single training factor for critical task selection. (TP 350-70-14)

Task supported
Task supported is an individual task partially taught in the lesson. Not all of the task's knowledge, skills, and/or performance steps are taught in the lesson.
Note. The rest of the task is taught in another lesson or across other lesson plans. (TP 350-70-14)

Task taught
Task (identified in a lesson plan) that the lesson either completely trains to the standard, or the lesson results in the completion of training of the task to the standard within the course. Trains the remaining knowledge, skills or performance steps of the task supported in previous lesson(s) within the course. (TP 350-70-14)

Task-based training
Training developed and implemented to train units and Soldiers to perform tasks to an established standard. (TP 350-70-1)

Teach
Any manner of imparting information or skill so others may learn. (TP 350-70-7)
 
Technical manual (TM)
A publication that describes equipment, weapons, or weapons systems, with instructions for effective use. It may include sections for instructions covering initial preparation for use and operational maintenance and overhaul. (TP 350-70-6)
 
Techniques
Non-prescriptive ways or methods used to perform missions, functions, or tasks. (ADRP 1-02)

Technology Refresh (ECP)
Partial or full replacement of existing capabilities in a classroom. A full technology refresh includes refreshing all essential classroom capabilities and supporting technologies. A partial refresh occurs when a portion of classroom technology is replaced and may occur when a particular item is broken and too costly to repair; a room has multiple pieces of equipment that must be replaced due to compatibility issues; a specific functional capability (VTC, microphones or display) must be added to the classroom; or a specific technology or capability is directed by senior leadership. AR 25-1 does not identify a standard lifecycle replacement for classrooms. The ECP uses an 8-year timeline for lifecycle refresh for classrooms for planning and budgeting purposes. The ECP identifies recurring refresh requirements through analysis of the Repository (TP 350-70-XX).

Terminal learning objective (TLO)
TLO is the main objective of a lesson. It is the performance required of the student to demonstrate appropriate knowledge and skills required of the performance requirement in the material being taught. A TLO describes exactly what the student must be capable of performing under the stated conditions to the prescribed standard on lesson completion. There is only one TLO in accordance with lesson regardless of delivery technique or instructional method, and it has only one verb. The TLO may cover one learning objective or individual task or a part of a learning objective or individual task (for example, a knowledge, skill). Where there is a disparity, it is the TLO standard that the student must achieve to demonstrate competency for course completion.

Test
A means of examination, trial, or proof designed to determine knowledge or competency; determine if a student or group can accomplish the objective to the established standard; determine it training does what it is designed to do, efficiently and effectively; or measure the skill, knowledge, intelligence, abilities, or other aptitudes of an individual or group.

Test control
The application of security measures to protect tests and test items and related sensitive material from unauthorized disclosure from the time of their creation until they become obsolete or are destroyed. (TP 350-70-14)

Test validation
A process used to determine if a test successfully measures the intended objectives. (TP 350-70-14)

The Army Centralized Individual Training Solicitations (TACITS)
The solicitation of U.S. military, civilian, and to attend TRADOC or other training and education commands. This is accomplished via the TACITS survey subsystem of ATRRS. The HRC distributes the TACITS survey annually with the primary individual training and education solicitation surveys distributed in March each year. This solicitation includes all courses for which the training and education requirement is determined by solicitation (normally functional courses) that are attended by DA personnel regardless of the training and education provider; or all courses conducted by the Army that are attended by other than Army personnel.  (TP 350-70-9)

The Army School System (formerly Total Army School System) (TASS)
A composite school system comprised of accredited and integrated AC, ARNG, and USAR institutional training systems. The TASS provides standard training courses to America’s Army, focusing on three main points of effort—standards, efficiencies, and resources. (TR 350-18)
 
The Army Training System (TATS) course
A single course designed to train the same MOS/AOC skill level or additional skill identifier, language identifier code, and SQI within the Army.  The TATS course structure (phases, modules, tracks, lessons, and tests) and media ensure standardization by training all Soldiers, regardless of component, on course critical tasks to task performance standard.  It may be trained at different sites and may involve use of different media/methods to train the various phases/modules/lessons.  (TR 350-18)

Topic
A discrete piece of content that is about a specific subject and has an identifiable purpose. Topics describe the standards of the learning objective. (TP 350-70-7)

Topic Analysis
A component of the Analysis Phase. Topic analysis uses the general statement of what the learner needs to know for successful job performance, and breaks it down into measurable performance or actions (such as specific intellectual skills or cognitive procedures) that will enable the learner to demonstrate mastery of the knowledge content. (TP 350-70-7)

Total Ammunition Management Information System (TAMIS)
Official Army system for establishing, maintaining, and managing requirements, authorizations, forecasts, requests, and expenditures of ammunition to achieve a full trained and ready force. (TP 350-70-9)
 
Total task inventory (TTI)
The total task inventory is a comprehensive list of all individual tasks an incumbent performs as part of a job. Critical tasks for the job are derived from this inventory. (TP 350-70-14)

TRADOC Capability Manager (TCM)
Chartered by the TRADOC CG, the TRADOC managers of selected and integrate DOTMLPF-P requirements for designated capability areas and acquisition category I (ACAT I), ACAT II, or other high priority solutions designated ACAT III materiel systems which capability areas normally include: family of systems or system of systems; and warfighting organizations. Provide added intensive management when a need exists for management outside the normal capacity available to force modernization proponents for capability development integration, synchronization, and accomplishing user requirements in the materiel acquisition process. TCMs consist of two types within TRADOC: those that are functional proponents of Army functional organizations or areas which also tend to have subject matter expert/combat CAPDEV level involvement with specific materiel; and those that are strictly materiel-based. The TCM manages the development of select high-priority programs and associated products and coordinates development of home station and institutional training for individuals, crews and units. Also coordinates development and fielding of training aids, devices (system and non-system), simulations and simulators for use in training in the institution, home station, and combat training centers. See TR 71-12. (TP 350-70-13)

TRADOC proponents
A generic term to refer collectively to the commanders of TRADOC centers and schools designated by AR 5-22 as force modernization and/or branch proponents. (TP 350-70-13)

TRADOC Review of Manpower (TRM)
An annual process where TRADOC schools submit manpower requirements. TRADOC staff validates and recognizes these requirements, and available manpower is allocated to meet TRADOC priorities. (TP 350-70-9)

Train
A structured process designed to increase the capability of individuals or units to perform specified tasks or skills in known situations. (Department of Defense Instruction 1400.25 - V410, AR 350-1) (TP 350-70-7)

Training
A learning event designed to develop, maintain, or improve the capability of individuals or units to perform specified tasks or skills. As viewed through the prism of “psychomotor, cognitive, and affective learning,” training is largely defined through psychomotor learning and fosters mastery of established performance standards in the operational environment.

Training aids, devices, simulators, and simulations (TADSS)
Includes Combat Training Center and training range instrumentation; tactical engagement simulation; battle simulations; targetry; training-unique ammunition; dummy, drill, and inert munitions; casualty assessment systems; graphic training aids; and other training support devices. All of these are subject to the public laws and regulatory guidance governing the acquisition of materiel. TADSS are categorized as system and non-system. 
a. System training devices. System training devices are designed for use with a specific system, family of systems, or item of equipment, including subassemblies and components. System training devices may be designed/configured to support individual, crew, collective, or combined arms training tasks. They may be stand-alone, embedded, or appended. Using system-embedded TADSS is the preferred approach where practical and cost effective. 
b. Non-system training devices. Non-system training devices are designed to support general military training and non-system-specific training requirements. (TP 350-70-3)

Training and education development (TED)
The process of developing, integrating, prioritizing, resourcing and providing quality control/quality assurance of the Army's training and education concepts, strategies and products to support the Army's training and education of Active Army and Reserve Component Soldiers, civilians and units across the institutional, self-development and operational training domains. (TP 350-70-14)

Training and education development – workload management tool
TED-WMT supports the learning product workload management system to identify new or updated Army learning product development resourcing requirements and to report the learning product workload accomplishments of the authorized TED workforce.
 
Training and education developer (TNGDEV)
An agency or individual responsible for using the ADDIE process to develop training and education concepts, strategies, and products to support the training and education of Active Army and Reserve Component Soldiers, civilians, and units across the institutional, self-development and operational training domains. (TP 350-70-13)

Training & Education Developer Toolbox (TED-T)
Electronic repository designed and developed for TNGDEV to promote effective and efficient learning product development. TED-T provides integrated, web-enabled delivery of TRADOC Regulation 350-70, its associated pamphlets, and other TED resources. TED-T provides a repository of government approved job aids.

Training circular (TC)
A publication (paper or computer-based) that provides a means to distribute training information that does not fit standard requirements for other established types of training publications. (TP 350-70-14)

Training Development Capability (TDC)
TDC is the automated development tool used to inform Army electronic repositories and other automated development tools with learning content and resource requirements. TDC supports the automated sharing of learning content and resource information.

Training development plan (TDP)
The title “Training Development Plan” is a generic name for a master planning document. The plan is for internal proponent school use. It functions as a top-level plan, covering all resourced requirements (reflected in TDPMPs), and unsourced requirements. It shows what training development workload is accomplished during the execution, budgeting, and programming years; and increases in detail up to the execution year. It is not necessarily a formal plan; requirements are acceptable in a database, rather than formalized in a report.

Training Resource Arbitration Panel (TRAP)
One process the Army uses to adjust the execution and budget year institutional training and education requirements including personnel, equipment, facility, and dollar resources.  The TRAP is separated by AA/DoD school systems and Reserve Component schools. (TP 350-70-9)

Training Resource Management Information System (TRMIS)
Program that allows the cost and workload results from ITRM, training resource model, and the flying hour program to be available at the lowest level of detail for cost and workload analyses. (TP 350-70-9)

Training Requirements Analysis System (TRAS)
TRAS integrates the training development process with PPBE by documenting training strategies, courses, and related resource requirements. The TRAS integrates external resource acquisition systems for students, instructors, equipment and devices, ammunition, dollars, and facilities with the training development and implementation process. TRAS documents enable Army training institutions to plan and support the development and implementation of individual training courses. (TP 350-70-9)

Training support package (TSP)
A complete, exportable package integrating training products, materials, and/or information necessary to train one or more tasks or competencies. The contents will vary depending on the training site and user. A TSP for collective training is a package that can be used to train critical collective and supporting critical individual tasks (including leader and battle staff). (TP 350-70-14)

Triangulation
A method used in qualitative research that involves crosschecking multiple data sources and collection procedures to evaluate the extent to which all evidence converges. Often, other sources of information supplement qualitative analysis of text to satisfy the principle of triangulation and increase trust in the validity of the study's conclusions. An example is to analyze transcribed interviews along with observational field notes and documents authored by the respondents themselves. The purpose of multiple sources of data is corroboration and converging evidence. (TP 350-70-14)
 
Triggering Event
A change in Joint or Army doctrine, organization, training, materiel, leadership and education, personnel, facility, policy, (DOTMLPF-P) or operational environment (OE) that identifies a gap in readiness and initiates a reaction or response from the learning environment.

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U

Unit task list (UTL)
The set of collective tasks, identified during the mission analysis, that a unit is doctrinally designed to perform. The primary output of a mission analysis is the UTL. The UTL provides the baseline for all unit training and education products. A training developer creates the UTL by linking all existing collective tasks (shared and unique), or identifying collective tasks for design and development for a specific unit supporting its mission requirements and capabilities. (TP 350-70-1)

Universal Joint Task List (UJTL)
A menu of capabilities (mission-derived tasks, with associated conditions and standards, that is, the tools) a joint force commander selects to accomplish the assigned mission. Once identified as essential to mission accomplishment, the tasks are reflected within the command joint METL. It provides a common language and reference system across the DOD. (JP 1-02)

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Validation
The process used to determine if new/revised courses and training products/materials accomplish their intended purpose efficiently and effectively. It is the process used to determine if training accomplishes its intended purpose. Validation and revising training are continuous actions in the teaching/revising process of training improvement. Validation is of the training products themselves, not the training site. (TP 350-70-14)

Verb
In Army learning product development, verbs must be transitive, and must correlate to an observable action so as to create measurable tasks. A transitive verb has two characteristics: (1) it is an action verb, expressing a doable activity; and, (2) it must have a direct object, something or someone who receives the action of the verb.

Video tele-training (VTT) 
Video training delivered via communication links such as satellite or cable links.  There are two types of VTT: broadcast and desktop. (TP 350-70-3)

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Walk-through instructions
Define how to move through the task deliberately to ensure that the unit is performing the drill and all of the task steps and performance measures to standard. The walk-through instructions begin with the initiating cue. The initiating cue can be written as a description of the signal that unit leaders give that causes the unit to perform the drill. The cue may also be written as a description of the trained response to an enemy action that causes the unit to perform the drill. (TP 350-70-1)

Warfighter TSP (WTSP)
A complete, task-based, exportable package integrating training products, materials, and information necessary to train one or more collective tasks and/or one or more individual tasks. WTSPs support one or more CATS events. The WTSP is a separate product that goes through the ADDIE process; however, it is a part of the development phase of other unit training products. (TP 350-70-1)

Written test
Instrument used to sample each learning objective and, when necessary, performance objective knowledge components. Tests can be unit, module, block, or end-of-course tests administered in a formal testing mode during time allotted in the POI. (TP 350-70-14)

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