Chapter 1
Introduction
1-1. Purpose
This regulation prescribes U.S. Army Training and Doctrine Command (TRADOC) guidance, policies, procedures, and responsibilities for managing and conducting Initial Entry Training (IET). IET is a sub-set of the TRADOC Core Function - Initial Military Training – identified in TRADOC Regulation 10-5, U.S. Army Training and Doctrine Command Functions and Organizations. IET consists of basic combat training (BCT), one station unit training (OSUT), Advanced Individual Training (AIT), and any other formal enlisted Army accomplished within the IET environment training received to include Army elements stationed within Interservice Training Review Organizations (ITRO) for AIT, prior to the awarding of an initial Military Occupational Specialty (MOS) (for example, English language training (ELT)). The regulation supports the design, development, and execution of all IET programs of instruction (POIs), as well as AIT for MOS training for prior service enlisted Soldiers and Noncommissioned Officers (NCOs). The regulation identifies prohibited practices, which are punitive in nature and may subject the offender to disciplinary action.
1-2. References
Related publications and referenced forms are listed in Appendix A.
1-3. Explanation of abbreviations and terms
Abbreviations and special terms used in this regulation are explained in the glossary.
1-4. Initial Military Training (IMT) Mission/Vision/Endstate
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Mission: 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 their first unit of assignment.
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Vision: The Army Profession starts here - by preparing, training, and educating civilian volunteers, and transforming them into Soldiers, who are competent in the military skills, individuals of character, and are committed to serving our nation.
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End State: Provide the Army with Soldiers of Character who are competent and committed to serving our nation honorably.
a. The Center for the Army Profession and Ethic (CAPE) under the US Army Combined Arms Center (CAC) published Army Doctrine Reference Publication (ADRP) 1, The Army Profession on 14 June 2015. The document describes an Army Professional as “a member of the Army Profession who meets the Army’s certification criteria of competence, character, and commitment. Uniformed and civilian, an Army professional is an expert certified within the profession and bonded with comrades in a shared identity and culture of sacrifice and service to the Nation. An Army professional is one who acts as a steward of the Army Profession while adhering to the highest standards of the Army’s Ethic.” ADRP 1 also published a diagram that illustrated the Army Professional certification process. Figure 1-1 below.
b. Leveraging this framework, initial military training encompasses the period on the Army Professional Certification continuum associated with the “aspiring professional.” In that capacity, IMT serves as the foundation on which all Soldier and leader training and education is built and serves as the “front door” to the U.S. Army. It supports the Army Professional Certification continuum and begins when a person voluntarily enters the Army and ends when they are certified to serve as a professional Soldier.
 Reference: ADRP 1, The Army Profession
Figure 1-1 Professional Certification Process
c. Strategy.
(1) Ends. IMT is a process within the institutional domain that aligns the development of competencies (knowledge, skills, abilities, attributes) and behaviors in civilian volunteers and enables their transformation into Army military professionals. During this period, aspiring Soldiers and leaders are grounded in the values, norms, and expectations of the Army profession; are prepared physically and mentally to meet the rigors of the warrior tasks and battle drills and trained and educated in the skills of their military occupational specialty or basic branch so they can contribute as leaders or members of a team upon arrival at their first unit of assignment.
The outcome is a person who is competent, confident, and capable of serving honorably as a Soldier and as a trusted member of a team, and one who has a shared professional identity with others who selflessly serve in the profession of arms.
(2) Ways. As stated in The Army Training Strategy, IMT provides the foundation for trainees to be experts in their critical combat skills and cultivates self-confidence, adaptability, physical strength, resilience, and mental agility.
(a) For enlisted trainees, IMT begins with training provided to delayed-entry recruits by recruiters or through distance learning applications prior to an individual reporting to the Military Entrance Processing Station (MEPS) and continues during BCT.
(b) Specific for enlisted Soldiers, IMT ends when the aspiring Army professional graduates from AIT or OSUT and is determined to be qualified by the branch or functional proponent to perform his/her MOS skills.
(3) Means. Central to implementing the IMT process is the need for collaboration, consultation, and cooperation by all leaders within the institutional domain, recruiting, TRADOC Headquarters (HQ), the Army, and units who receive the newly certified Soldiers.
(a) Senior-level oversight of training-related issues is an integral element of the TRADOC mission. TR 10-5 designates the Deputy Commanding General for Initial Military Training (DCG-IMT) as TRADOC’s core function lead for initial military training and the principal representative for the CG for supervision, management, and oversight of policy and resource prioritization on all matters pertaining to IMT.
(b) The Training Operations Management Activity (TOMA) reports to the TRADOC G3/5/7 and is responsible for validating and integrating TRADOC course and resource requirements into the Structure Manning Decision review (SMDR) and Army Program for Individual Training (ARPRINT) development. TOMA also provides oversight of Training Resource Arbitration Panel (TRAP) actions and course mission/resource adjustments, and coordinates Reserve Component training base augmentation (108th TC (IET)), training ammunition management, and Inter-Service Training Review Organization (ITRO).
(c) The USACIMT is dual-hatted and also serves as the CG, Center for Initial Military Training (CIMT). The CG, CIMT synchronizes efforts across Centers of Excellence (CoEs) but does not direct priorities of work, management of allotted resources or how a mission is to be accomplished. The CoE CG must integrate all efforts in support of multiple core functions directed by different core function leads that operate under various Army management and resourcing processes. This requires vigilance in managing internal CoE resources and work priorities to accomplish missions, weighing priorities, and taking prudent risks when necessary. The CoE CG is accountable for ensuring missions are accomplished and integrated.
(d) The CGs for the CoEs serve as the Army’s experts within their respective areas (maneuver, aviation, fires, intelligence, maneuver support, mission command, cyber, and sustainment) and execute TRADOC core functions in support of that area, to include training, doctrine, and capability requirements.
(e) The branch proponent is the school commandant and chief of the designated-branch and is responsible for executing training, leader development and education and manages personnel proponent requirements. Commandants provide command and control for one or more training brigades and ensure the school maintains the highest standards for instructor certification, school accreditation, development and sustainment of courseware, and proper use of Army school system personnel and facilities. Commandants ensure the operational relevance of curricula through the inclusion of lessons learned and realistic scenarios that reflect the operational environment.
(f) The 108th Training Command provides trained and ready drill sergeants, instructors, leader-trainers, and command and control expertise to the Active Army and TRADOC. The 108th TC (IET) is OPCON to TRADOC and supports USACIMT by augmenting the Training Brigades with drill sergeants (male/female), by supporting BCT/OSUT Echo Company requirements and by providing Reception Battalion support. The US Army Reserve and 108th TC (IET) also provide resources that support the US Army Drill Sergeant School located at Fort Jackson, SC as well as specified mission requirements such as Task Force Marshall.
(g) Ultimately the responsibility for training, educating, and development of civilian volunteers into Army military professionals is assigned to IMT unit leaders; this includes BCT, AIT, and OSUT.
(h) In addition leaders within the US Army Recruiting Command (USAREC) have preparatory responsibilities that support the IMT process.
(i) In order to assist the CIMT execute core function lead responsibilities, CIMT manages, synchronizes, and oversees entry-level military training, education, and resource prioritization so Initial Military Training units can transform civilian volunteers into Soldiers who are able to contribute as leaders or members of a team upon arrival at their first unit of assignment.
(j) In keeping with mission command doctrine, the staff aids supports the CG USACIMT in exercising sufficient control to achieve desired effects while allowing subordinate matrix-organizations maximum freedom of action to accomplish assigned tasks.
(k) The staff supports decision making by:
(1) Collecting and analyzing information, assessing relevancy and effectiveness of the training provided to Soldiers and leaders, ensuring a safe and secure environment exists for Soldiers to live and learn, and recommending priorities on how best to use limited resources.
(2) Assisting, coordinating with, and supporting supported organization’s efforts by promoting TRADOC and Headquarters, Department of the Army (HQDA) policy and guidance, monitoring course quotas, managing production throughput, and ensuring subordinate issues, requirements, and priorities are adequately addressed by TRADOC and the Army.
(3) Facilitating coordination and dissemination of plans, doctrine, and training by working closely with the TRADOC HQs staff and external agencies as appropriate.
(4) Monitoring compliance of TRADOC and HQDA policies, procedures, and regulations and ensuring consistent application is occurring across the enterprise.
(5) Enabling the professional development of IMT cadre through management of the IMT Brigade/Battalion Command Pre-Command Course (Phase II), the IMT Company Commander/First Sergeant Course, the Drill Sergeant School, the Advanced Individual Training Platoon Sergeant Course, and other functional training courses.
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