DTIC ADA437325: Can the Use of In-Unit Training Increase Duty Military Occupational Specialty Qualification in the Reserve Component?

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CAN THE USE OF IN-UNIT TRAININGINCREASE DUTY MILITARY
OCCUPATIONAL SPECIALITY QUALIFICATION
IN THE RESERVE COMPONENT?

A thesis presented to the Faculty of the U.S. Army
Command and General Staff College in partial
fulfillment of the requirements for the
degree

MASTER OF MILITARY ART AND SCIENCE
General Studies

by

MAJ WILLIAM P. SCOTT JR., USA
B.S., St. Leo University, St. Leo, Florida, 1997

Fort Leavenworth, Kansas
2005

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17-06-2005 Master’s Thesis Aug 2004 - Jun 2005
4. TITLE AND SUBTITLE 5a. CONTRACT NUMBER

CAN THE USE OF IN UNIT TRAINING INCREASE DUTY MILITARY
5b. GRANT NUMBER
OCCUPATIONAL SPECIALTY QUALIFICATION IN THE RESERVE COMPONENT?

5c. PROGRAM ELEMENT NUMBER

6. AUTHOR(S) 5d. PROJECT NUMBER

MAJ William P. Scott Jr 5e. TASK NUMBER

5f. WORK UNIT NUMBER

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13. SUPPLEMENTARY NOTES

Reserve Component (RC) soldiers often attend reclassification training. Reclassification training is required any time a soldier
is assigned to a position for which he does not posses the correct Military Occupational Specialty Qualification (MOSQ).
Because RC soldiers often change assignments for a number of reasons, such as civilian job location changes or attendance at
college, it generates significant reclassification requirements. The current program to train all these requirements has not
yielded the appropriate training readiness levels.

This thesis will propose an additional method to assist in reclassification training. In-unit training is a method of training that
would provide flexibility to unit commanders to schedule and conduct reclassification training to cover gaps in the current
education system to more closely align with the yearly training schedule. In-unit training is conducted by the unit, with school
certified instructors and with the oversight of accredited training institutions. This provides the commander the ability to
radically increase Duty Military Occupational Specialty Qualification and better support the increasing reliance of the RC to
activate and deploy in support of the operational needs of the Army.

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MASTER OF MILITARY ART AND SCIENCE
THESIS APPROVAL PAGE
Name of Candidate: MAJ William P. Scott Jr.

Thesis Title: Can the Use of In-Unit Training Increase Duty Military Occupational
Specialty Qualification in the Reserve Component?

Approved by:

, Thesis Committee Chair
Donald P. Wright, Ph.D.

, Member
LTC Jerry L. Wood, M.S.

, Member
LTC Tony D. Baker, M.S.

Accepted this 17th day of June 2005 by:

, Director, Graduate Degree Programs
Robert F. Baumann, Ph.D.

The opinions and conclusions expressed herein are those of the student author and do not
necessarily represent the views of the U.S. Army Command and General Staff College or
any other governmental agency. (References to this study should include the foregoing
statement.)
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ABSTRACT
CAN THE USE OF IN-UNIT TRAININGIMPROVE DUTY MILITARY
OCCUPATIONAL SPECIALITY QUALIFICATION IN THE RESERVE
COMPONENT? by MAJ William P. Scott Jr., 72 pages.

Reserve Component (RC) soldiers often attend reclassification training. Reclassification
training is required any time a soldier is assigned to a position for which he does not
posses the correct Military Occupational Specialty Qualification (MOSQ). Because RC
soldiers often change assignments for a number of reasons, such as civilian job location
changes or attendance at college, it generates significant reclassification requirements.
The current program to train all these requirements has not yielded the appropriate
training readiness levels.

This thesis will propose an additional method to assist in reclassification training. In-unit
training is a method of training that would provide flexibility to unit commanders to
schedule and conduct reclassification training to cover gaps in the current education
system to more closely align with the yearly training schedule. In-unit training is
conducted by the unit, with school certified instructors and with the oversight of
accredited training institutions. This provides the commander the ability to radically
increase duty MOSQ and better support the increasing reliance of the RC to activate and
deploy in support of the operational needs of the Army.

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ACKNOWLEDGMENTS
I would like to thank my Committee for their invaluable contributions. Special
thanks to Dr. Wright for your patience and support throughout this process. You provided
great counsel and lent your wisdom and experience to this endeavor. LTC Wood, thank
you for your insights and sage advice on this complicated subject. Special thanks goes to
MAJ (P) Barry Ezell for your assistance and ability to mentor me during this process.
Finally thanks to the entire Graduate Degree Program staff for setting the conditions for
success for each student that undertakes the challenge.
iv
TABLE OF CONTENTS

Page
MASTER OF MILITARY ART AND SCIENCE THESIS APPROVAL PAGE.............ii
ABSTRACT.......................................................................................................................iii
ACKNOWLEDGMENTS.................................................................................................iv
ACRONYMS.....................................................................................................................vi
ILLUSTRATIONS..........................................................................................................viii
TABLES............................................................................................................................ix
CHAPTER 1. INTRODUCTION........................................................................................1
CHAPTER 2. REVIEW OF LITERATURE.....................................................................10
CHAPTER 3. RESEARCH METHODOLOGY...............................................................27
Research Design...........................................................................................................30
Current System.............................................................................................................32
Research Model............................................................................................................33
CHAPTER 4. ANALYSIS.................................................................................................36
Current System Analysis..............................................................................................37
In-unit training Analysis...............................................................................................39
DMOSQ........................................................................................................................44
Modularity Impacts.......................................................................................................48
Unintended Findings.....................................................................................................49
CHAPTER 5. CONCLUSION...........................................................................................53
REFERENCE LIST...........................................................................................................60
INITIAL DISTRIBUTION LIST......................................................................................61
CERTIFICATION FOR MMAS DISTRIBUTION STATEMENT.................................62

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ACRONYMS
AC Active Component
ADT Active Duty for Training
ARNG Army National Guard
ATRRS Army Training Requirements and Resource System
BN Battalion
CSA Chief of Staff of the Army
DMOSQ Duty Military Occupational Specialty Qualification
FORSCOM Forces Command
IDT Inactive Duty Training
IET Initial Entry Training
IMT Initial Military Training
MOSQ Military Occupational Specialty Qualification
NCOES Noncommissioned Officer Education System
NGB National Guard Bureau
OJT On-the-Job Training
POM Program Objective Memorandum
RC Reserve Component
RTI Regional Training Institutions
SMDR Structured Manning Decision Review
TACITS Total Army Centralized Individual Training Survey
TASS The Army School System
TASSD The Army School System Directorate
TRADOC Training and Doctrine Command
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USARC United States Army Reserve Command

vii
ILLUSTRATIONS
Page

Figure 1. SMDR Cycle....................................................................................................11
Figure 2. Modularity Impact on RC Training BNs.........................................................24
Figure 3. Research Design...............................................................................................31
Figure 4. Current Education Training System.................................................................33
Figure 5. Analysis Model................................................................................................34
Figure 6. DMOSQ Trends...............................................................................................45
Figure 7. Current DMOSQ Challenge.............................................................................47

viii
TABLES
Page

Table 1. Reclassification Requirements, 2001-2004.....................................................22
Table 2. Determining Research Approach.....................................................................30
Table 3. Requirements Trend Data................................................................................51
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