Training Integration & Quality Assurance Division

Mission

Works in collaboration with G-3/5/7 and all SCoEs. proponent schools to provide CASCOM the capability to develop engaging and immersive training products of varying levels of interactivity that can be published to multiple platforms and accessed at the point of need with precision and without unnecessary cost, to help maintain a shared responsibility to support the learning continuum of Soldiers among the institutional domain and operational force.

Training Integration Branch Functions

1. Serves as the CASCOM/SCoE lead for training, education, and technology strategies that support TRADOC and Army University learning activities in support of TP 525-8-2, the Army Learning Concept for Training & Education 2020-2040.
   1. Directs the command engagement for Army training and education governance, procedures, and standards for the Army Learning Coordination Council (ALCC), Army University, Army Learning Strategy operational planning teams (OPTs), ALCC Council of Colonels Forum, Training Managers and Developers Forum, and Training Development Capability OPTs.
   2. Incorporates DoD, HQDA, TRADOC, Army University, and CASCOM / SCoE governance, procedures, metrics and standards in the development of learning concepts supporting all proponent cohorts (Officer, Warrant Officer, Non-Commissioned Officers, and DAC).
   3. Develops and implements innovative processes and procedures to enhance the command’s ability to maintain current and relevant learning products and minimize the training development backlog.
   4. Provides the CG and other senior leaders with routine quarterly POI status in support of COE MET #4 – Manage Learning Products for the Institutional and Operational Army.
   5. Provides program management oversight and fiscal controls for the CASCOM Distributed Learning Program in support of the Army DL Program’s Army Virtual Learning Environment (AVLE) training and education contracts for SCOE Proponent Schools. This includes the Enterprise Classroom Program (ECP), TRADOC Vice-Provost for Director of Distributed Learning (VPDDL), and the OASS.
   6. Conducts front-end analysis: defines project requirements based on specific needs/gaps, describes the ideal training products to meet the project requirements, and identifies the target audience and distribution methods/platforms of the required training products. Front end-analysis includes input from Subject-Matter Experts, Instructional Systems Designers, Training Specialists and Instructors.
2. Serves as the Lead Training Development Capability (TDC) Administrator for CASCOM.
   1. Provides management, oversight, and guidance to SCOE proponent domain administrators.
   2. Acts as proponent domain administrator when requested.
3. Serves as the ECP SCOE Classroom Modernization Coordinator.
   1. Coordinates the installation, removal, reset, and technology refresh of classroom technology equipment requirements between SCOE schools and TRADOC ATSC-ECP for classrooms located at all SCOE subordinate schools and sites.
   2. Coordinates site surveys and engineering design plans with proponent schools.
4. Develops and provides life-cycle career management resources to develop a competent, adaptive Functional Career Program (FCP32) civilian workforce that keeps pace with learning innovation and technological advancements and is able to incorporate this knowledge into capability and doctrine development documents, as well as training and education curricula.
5. Manages CASCOM Functional Career Program (FCP) 32 - Training, Capability and Doctrine Warfighting Developers. Responsibilities include: Serve as Fort Gregg-Adams FCP regional training site; manages FCP32 Recent Graduates Program for Fort Gregg-Adams ; conducts FCP-32 workforce assessments; identifies training requirements, submits training budget for HQDA resourcing; obligates approved FCP-32 training funds; develops and expands training and development opportunities for the FCP-32 civilian workforce (1701, 1702, 1712, 1750, 301-T, 301-DD); keeps workforce informed of FCP-32 program initiatives.
6. Serves as the Staff lead/integrator for higher HQs (TRADOC/CAC) training initiatives to include Functional Training 1-N reviews and assessments; functional course validation and analysis; and the TRADOC/CAC course growth process.
7. Develops a CASCOM collaborative approach using business rules and procedures for commandants and COE commander to validate and prioritize AC/RC course growth that exceeds approved course resources.
8. Manages training development robotic process automation (Bot).
   1. Ensures the Bot is accurately and efficiently transposing lessons from the SharePoint repositories to the TDC website.
   2. Makes any required changes to the Bot to account for changes in TDC or its follow-on system.
   3. Provides any necessary training to CASCOM training development (TD) community to ensure lessons are properly transposed to TDC.
   4. Leads efforts to expand the Bot to TRADOC.

Quality Assurance Branch Functions

1. Quality Assurance Elements (QAEs). Provides senior leadership with support and feedback on compliance with standards across the DOTMLPF-P domains.
2. Active Army Training Evaluation. Conducts internal evaluation of the CASCOM Headquarters/SCoE functions and aligned sustainment training institutions using Army Enterprise Accreditation Standards (AEAS). Evaluates corrective actions and provides governance procedures to respective commandants through the accreditation process, to include self-assessments. Assesses and assist the improvement of IMT, PME, and functional training as a precursor to formal accreditation visits from HQ TRADOC. Assesses learning outcomes, AC/RC equivalency, and critical task site selection boards, assists in get well plans, and reports observations, findings and trends to the CASCOM and school leadership.
3. Reserve Component (RC) Training Evaluation. Conducts assessment, accreditation, and assistance visits to verify functionally aligned RC training institutes meet TRADOC accreditation standards and verify administration, operations and the sustaining base are adequate to support training course standards.

Organization Chart