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training and retention problems in the reserves and (2) an October 1987 task force (called an "action project" by the Army) formed to develop an overall training strategy for reserve soldiers and units. Each task force was initiated at the direction of the Army Chief of Staff.

The first task force--the Reserve Component MOS Qualification Training and Retention Task Force--was formed to address eight training and retention-related issues that the Army believed required resolution. As a result, the Army has begun to take the following actions:

1. Develop a methodology for evaluating the percentage of soldiers who are MOS-qualified.

2. Identify hard-to-train occupational specialties and develop strategies to train soldiers who have these jobs.

3. Determine what qualification levels are needed for
mobilization.

4. Develop training packages (to be configured specifically for reserve schools) that consider available training time and other factors that influence reserve training.

5. Assess the availability of qualified instructors for

reserve schools.

6. Establish a plan for managing and monitoring training.

7.

Develop and integrate regional and centralized training facilities.

8. Implement personnel procedures to reduce turbulence and attrition.

The second task force--the Reserve Component Training Strategy Task Force--presented the results of its study to the Army Chief of Staff on February 22, 1988. We understand that the task force identified 16 issues and proposed numerous actions that it believes are required to develop a comprehensive strategy for conducting, evaluating, and managing reserve training. A fundamental issue raised by the task force is whether or not reservists should be trained to the same standards as active duty soldiers, that is, whether reserve soldiers should be required to develop proficiency in all critical tasks. The task force proposed that the Army take the following actions, among others:

1. Improve commissioned and noncommissioned officers'
capability to provide training to reserve soldiers.

2.

Reduce the administrative burden on units to make more

time available for training.

3. Improve training management.

4. Reduce the number of battle tasks units are required to accomplish.

5. Increase reservists' access to training devices and
facilities.

Army officials told us that the Army will not decide on the proposed actions until next month.

While these initiatives, if adopted, should help to improve the qualifications of reserve soldiers, the Army's measurement of skill qualifications and its proposals to improve reservists' training appear to be focused on providing training in the basics of an occupational specialty, not on training for all critical tasks. "MOS qualification" does not necessarily mean MOS proficiency. An "MOS-qualified" soldier may have been trained in only a portion of critical tasks, while to be MOS-proficient a soldier should be trained in all critical tasks and receive necessary refresher training. While the Army has established the goal of training 85 percent of its reservists to be "MOS

qualified," it has not yet established a goal for MOS proficiency.

Another issue that the Army must address to ensure fully qualified reserve soldiers is the effectiveness of its training management. Our prior work and work conducted by the Army Audit Agency has shown problems in this area. In this regard we noted that the Department of Defense Annual Statement of Assurance2 for fiscal year 1987 identified training management in the Army National Guard as a "material weakness." The report stated that

"Widespread individual and unit training management
problems were identified in Army National Guard units.
For example, individual training programs had not been
established for soldiers not qualified in their duty
positions; skill qualification test results were not
being used to identify weaknesses in individual or unit
training; [and] mission essential training was not always
scheduled. Consequently, there was no assurance that
soldiers received training in all the required tasks."

Over the next few months, we plan to continue our evaluation of skill qualifications in the Army Reserve and National Guard. This work will focus on identifying underlying causes of skill qualification problems and on evaluating the Army's proposals to address the problems.

2This report is prepared in accordance with the Federal Managers' Financial Integrity Act.

Mrs. BYRON. In light of the number of witnesses we have today. I will try to keep mine fairly brief. You stated that the Army Skill Qualification Test is a means to evaluate the soldiers' proficiency and yet only a small number of those reservists take the test. Why is it that we do not find more reserves being screened in that area. If it does not have-if the Army does not have the results for most of its reserves, is it not sort of lacking in the essential factor in making those decisions that are necessary on developing individual training programs? I think we have got a large number of occupation specialties in which less than 60 percent of the soldiers have the required MOS.

I consistently hear from some of my people that are in the Reserve, that have taken the training and they go back to the same course again which they say is not real exciting. It does not challenge them and they question the wise decision of sending them back to the same scenario again.

Mr. DAVIS. You asked a couple of different questions. I will see if I can remember them in the order that you posed them.

First, I would like to explain that the SQT test-which is a written test-is really the only objective test the Army has to measure the proficiency of its people. It tests soldiers on certain tasks that they are supposed to know in order to be proficient in their particular specialty.

You asked why more reservists do not take the SQT. As I said in my remarks, about 32 percent of the people that were supposed to take the test in 1987 took the test. There are two reasons for this condition. One is because of command in difference and the other is a lack of incentives.

I would like to take a minute to amplify on that a little bit. Mrs. BYRON. Does it go by regions? By areas? By specialty? What is the dividing factor there?

Mr. DAVIS. I do not know.

Mr. CARROLL. Madam Chairman, the Skill Qualification Tests in the Army are developed by proponent schools within the Army's Training and Doctrine Command. There is a different Skill Qualification Test for each military occupational specialty and for each skill level 1 through 4 within that specialty. A soldier takes a skill qualification test according to his assigned primary MOS. In some instances, the primary MOS may be different than the duty MOS the soldier works in in a reserve unit. However, the SQT that a soldier is required to take is the one applicable to his primary MOS and skill level.

Mrs. BYRON. So, conceivably, he will just finish a school which has nothing to do with his MOS?

Mr. CARROLL. No, madam. A soldier, according to the regulations, has to be assigned to a reserve component unit for a minimum of 180 days before he is scheduled to take his first Skill Qualification Test. He would be scheduled to take the Skill Qualification Test for the program of instruction he received in advanced individual training, or AIT, which awards the MOS.

Mrs. BYRON. Yes?

Mr. MONTGOMERY. Why do you have such a low percentage? You told the Army this involved the Air Guard, the Naval Reserve, and

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