cadre identifies and enhances the positive traits the Soldier has brought to the Army, assists the Soldier in overcoming
his/her weaknesses, and reinforces the trust and commitment the Soldier has already demonstrated by joining the
Army.
>
>
(4) Team approach. Each Soldier is made to feel as a valued member of a team. In the end, the Army is a
large team comprised of many smaller ones, all sharing common goals, standards, and culture. Each Soldier must be a
meaningful part of professional military ethic for the team.
>
>
(5) Self-discipline vs. imposed discipline. By the completion of IET, every Soldier should know the Army’s
standards and comply with them because of their adoption of the professional military ethic. The IET process is
designed to demonstrate the Army’s standards and values through role models (DS, AIT PSG, other cadre, etc.),
practical instruction, and situational exercises. This demonstration should instill adherence in the early phases of
training through immediate corrective action and "total control," but overt observation and enforcement should be
gradually relaxed. This gives the Soldiers the opportunity to demonstrate that their self-discipline comes from their
acceptance of the professional military ethic.
>
>
(6) Gradual introduction of Soldier privileges. To create an environment where Army standards of discipline
and conduct can be clearly demonstrated and enforced, privileges associated with their previous civilian life are
withdrawn upon entry in IET. These restrictions are part of an intricate process designed to teach discipline and
subordination of self to a greater purpose. For the process to be complete and assure the orderly transition from IET to
the operational force, it is appropriate to gradually introduce privileges, consistent with individual Soldier ability to
demonstrate adherence to standards. The goal is that each Soldier demonstrates the ability and willingness to adhere
to the Army’s standards by gradually restoring the privileges in a relatively controlled environment where selfmotivated adherence to the standards can be rewarded and failure to adhere can be corrected. This process takes
advantage of the control inherently possible within the IET environment and ensures confidence that Soldiers leaving
the controlled environment will act within the Army’s standards.
>
>
(7) Continual cadre evaluation. An assessment-based strategy for all facets of the Soldier’s development
involves two steps: first, develop and conduct continual evaluations; second, modify the training approach to align
with a Soldier’s progress. Using this approach to Soldier transformation enhances the ability of leaders at every level
to ensure Soldiers achieve the required psychological and physical standards. It also enhances our ability to
appropriately challenge every Soldier during their IET experience.
>
>
(8) Stress in training. Stress experienced by Soldiers in IET is natural, and to an extent, is desired. Learning
how to handle stress is a part of resiliency training, which is a normal part of IET transformation. Stress is not desired
for its own sake. The standards of performance and conduct should be high enough that every Soldier must exert
effort to meet them.
>
>
(9) Cadre behavior. The primary behavioral learning method in IET is through observation requiring consistent
leadership by example. The IET environment fosters learning through observation, making it critical for leaders and
trainers to embrace the "do as I do" mentality. Soldiers observe cadre constantly through specific training tasks. The
cadre’s proper example signifies there is only one standard; it also reinforces that all Soldiers, leaders included, are
expected to maintain these standards.
>
>
>
c. The desired end state of transformation for all Soldiers is to live the following nine outcomes: