HUMAN RESOURCESSENIOR LEADER

S COURSE42A

Examine the Role of the

Human Resources Planner

LESSON PLANVersion 2.0

August 2018

U.S. ARMY SOLDIER SUPPORT INSTITUTENoncommissioned Officer Academy

Human Resources Senior Leaders CourseTLO 4.0 - Conduct HR Planning and Operations

ELO 4.1 - Examine the Role of the HR Planner

LESSON PLANLesson Author: AG Branch, ITDDate prepared: January 2013Last update: August 2018

1. SCOPE: Examine the Role of the HR Planner is a 3-hour lesson. The purpose of this lesson is to examine the Army Doctrine 2015 concept, the Sustainment Warfighting function and characteristics and competencies of the HR Planner. Additionally, we will examine how these elements assist operational commanders understand and develop solutions to problems, anticipate events, adapt to changing circumstances, and prioritize efforts. Planning fundamentals presented during this lesson are expanded and reinforced in subsequent Conduct HR Planning and Operations lessons and applied during the HR Staff Exercise (STAFFEX).

Students will reach the following lesson outcomes by actively participating in class and completing the practical exercises:

Explain the intent of Army Doctrine 2015 and examine the Sustainment Warfighting function.

Enable an understanding of Strategic, Operational, and Tactical HR planning considerations.

Build a foundational understanding of HR planning considerations for SRC 12 units and HR staff elements.

Enabled to logically defend, challenge, or communicate the HR planning doctrinal concepts found in Chapter 6 of FM 1-0, HR Support.

2. LEARNING OBJECTIVE:

ELO 4.1:Action: Examine the Role of the HR Planner

Conditions: Senior HR Leaders in a classroom environment working individually and as a member of a small group, using doctrinal and administrative publications, practical exercises, case studies, personal experience, handouts, and discussion with an awareness of the Operational Environment (OE) variables and actors.

Standard: Analysis includes:

1. Sustainment warfighting function and integration of HR support.

2. Staff and HR Planner characteristics and competencies.

Learning Domain: CognitiveLevel of Learning: Analysis

3. STUDENT PREREQUISITE WORK:

a. Study Requirements: Study:

(1) FM 1-0, April 2014, HR Support, Chapter 6 (9 pages) and Theater Opening and Redeployment Operations, Chapter 7 (8 pages)(2) ADP 4-0, July 2019, Sustainment, Chapter 1 (pages 1 through 5) (5 pages)(3) FM 6-0, May 2014, Commander and Staff Organization and Operations, Chapter 9 (44 pages)

Read: ADP 5-0, May 2019, The Operations Process (16 pages)

Scan: Adjutant General School HR Planner’s Information Handbook, Version 5.0 (70 pages)

b. Bring to class: NA

c. Be prepared to discuss the following: (1) Army Doctrine 2015

(2) Sustainment warfighting function.

(3) Responsibilities and characteristics of an Army Staff

(4) HR Planner critical tasks, skills, and knowledge.

4. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL: ADRP 1- 03 , The Army Universal Task List (AUTL), Chapter 4, Section II, ART 4.2 (8 pages)

5. TRAINING AIDS, REFERENCES, AND RESOURCES: This lesson is taught in a small group classroom setting with the ability to project PowerPoint slides and multimedia. The CE works best when whiteboards or butcher paper pads are available with appropriate writing instruments. Additional resources are available digitally for students to reference on their laptops without having the need to print.

Appendix A: Assessment Plan

Appendix B: List of Slides

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6. CONDUCT OF LESSON:a. Lesson Timeline:

20 minutes Concrete Experience: What is Planning?25 minutes Publish and Process10 minutes Break40 minutes Generalize New Information 15 minutes Develop10 minutes Break60 minutes Apply - HR Planning Considerations

Security Level: This course / lesson will present information that has a Security Classification of: U - Unclassified.

Foreign Disclosure Restrictions: FD1. This training product has been reviewed by the training developers in coordination with the Adjutant General School, Fort Jackson, SC foreign disclosure officer. This training product can be used to instruct international military students from all approved countries without restrictions.

Throughout the lesson discussion, seek opportunities to link the ALAs and GLOs with the lesson content through the student’s experiences.

The Army Learning Areas (ALA) are the baseline focal points Soldiers and Army Civilians must possess to prevail in the ambiguous environments that challenge the Army today. The four ALAs are: Army Profession and Leadership; Mission Command; Human Dimension; and Professional Competence. The Army Learning Area taxonomy provides a framework to assist in grouping the General Learning Outcomes. The four Army Learning Areas serve as the framework to catalogue the 14 General Learning Outcomes.

The General Learning Outcomes (GLOs) are essential outcomes resulting from training, education, and experience along a career continuum of learning. There are three primary purposes for the Army General Learning Outcomes. First, they provide trainers and educators a lens into how effective they are in conveying their support material. Second, it assists in improving instructional design and/or training support packages. Finally, it places responsibility on training and education proponents to be nested with ALAs.

GLO 5: Soldiers and Army Civilians demonstrate proficiency in mission command staff tasks

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Instructor Note: Throughout this lesson, solicit from the students; challenges they experienced in the operational environment (OE); and what they did to resolve them. Encourage students to apply at least one of the critical variables: Political, Military, Economic, Social, Information, Infrastructure, Physical Environment and Time (PMESII-PT). Adjust the Lesson Timeline as necessary to facilitate class schedule, your teaching style, and student learning. There are no time constraints during any particular phase of the ELM model.

NOTE: The purpose of this lesson is not to impart knowledge and move on – it is to get students thinking about the role of the HR Planner. There are not many slides in the lesson, but there is great potential for discussion. While topic slides do introduce knowledge for consideration, they’re designed to start discussions and constantly engage students, even in the GNI portion. The information covered in this lesson is basic, and even students with limited experience can prepare for the lesson by completing the reading assignments.

Your purpose in this block of instruction is to ensure students have a doctrinal understanding of what the planning process is and to facilitate discussion and critical thought of new information, and then to push students to the next level and have them apply their knowledge in a planning process during the HR STAFFEX. Instructors must be thoroughly familiar with the topics and structure of the lesson to properly facilitate a small group. For each topic, ask students “Why is this important – particularly as you prepare for your next assignments?”

b. Concrete Experience (20 min):

Slide 1: Concrete Experience – What is Planning?Focus: The concrete experience serves as a trigger of experience and knowledge, as a focusing mechanism for the lesson that follows, and as a support for teaching new content.

CONCRETE EXPERIENCE

1. Allow students to view the slide.

2. Break the students into three (3) groups and click mouse to display CE question when ready.

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3. Allow groups 15 minutes (+/-) to develop their response to the question.

4. Have each group record their responses on a white board, butcher-block paper, or other media that can be easily viewed by the entire class during the Process Phase.

c. Publish and Process (25 min): This phase is student-centered and instructor facilitated.

The “publish” portion is a short discussion on how group members felt during their experience of generating data. This phase focuses on the group dynamics during the exercise and is NOT intended to be a discussion of the content generated. This can be kept short; once the group moves to “process” they will likely continue to add to “publishing” type information. Do not let the group jump straight to content. When well facilitated, publishing is a good method to relate a discussion of interpersonal communication and group dynamics to the broader topic of leader competencies described in FM 6-22, Army Leadership.

Questions the instructor may ask to assist in the publishing phase:

What happened? How did you feel about that?

Who had a similar or different experience, and why? Were there any surprises?

Did anyone have a hard time contributing? Why? (Knowledge, group dynamics, etc.)

Was everyone engaged in actively listening and/or contributing or were some trying to dominate? If a “dominator” personality exists, how can you ensure participation and commitment of everyone towards shared knowledge and understanding?

The “processing” phase now allows the group to talk about the data they generated. Direct the discussion and questions towards making sense of the data. Since the CE is the same for each group, allow each group to present their response prior to facilitating discussion on the data.

Questions the instructor may ask to assist in publishing: (Intent is to push critical thinking. Push students to defend their answers – allow students to hash out ideas).

Why did you put “item X” in your response? What does it mean to you? (This gets at affective learning and how students find the material relevant from their experiences).

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Did you find that once you got one idea down, it triggered related ideas? (If yes, have them show examples. This shows the interrelatedness of the materials in a larger process).

Would you say you saw any themes develop? (e.g., events vs. processes)

Can you prioritize your response to question like this? (There may be no right answer, but the more interesting development would be if there were disagreements between group members. Have them discuss their differences in thought).

After having talked about this, do you think you left anything critical off?

Is this a “tough” question? Why? (Conversation could include doctrinal changes, how doctrine is applied in different situations, experience level, etc.).

Did the CE demonstrate that HR planning is a complex process?

BREAK. Providing the training schedule provides and available time permits this is a good point to provide the students a short break before transitioning to GNI.

c. Generalize New Information (50 min): Although instructor facilitated, this lesson is designed for student involvement and discussion.

Slide 2: Learning ObjectiveFocus: Review Learning Objective and assessment plan; introduce lesson.

NOTE: This lesson serves has an introduction to the HR planning process. During subsequent lessons, GNI presented here will be expanded and reinforced. These lessons include:

• Analyze Unified Land Operations• Plan for Joint Operations

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• Review the HR Organizational Structure• Analyze HR Planning Considerations Using MDMP• HR Staff Exercise (STAFFEX) (culminating event)

NOTE: For the context of this lesson, “staff officer” and “staff NCO” are synonymous.

NOTE: Pacing of the GNI phase relies on student interaction. The intent is for the group to discuss the topics presented, and by expressing the importance of these subjects in terms of their own knowledge and experience and attach “relevance” to the material. The goal is not to just get through the slides. “Hard data” content varies from topic to topic, and is mainly to serve as anchor points for discussions requiring more thinking that is critical.

Although there are many questions related to the material that may have “right” answers, facilitators should push students to explain why an answer is “right,” or why one answer may be better than another may. Occasionally, students will disagree with you or one another, which is great – encourage professional discussion that relies on critical thinking. Learners are more likely to remember these interactions than a bullet on a slide.

Slide 3: Army Doctrine Focus: Strategy to categorize manuals, differently, reduce their length and number and leverage emerging technology.

NOTE: This is a build slide. There is an embedded link. Click in the white portion outside the box to advance to the next slide.

Under Army Doctrine, doctrinal information will be broken down into its components, making revision quicker, but without losing enduring principles. Army Doctrine will have four categories of operational knowledge: Army doctrine publications (ADPs), Army doctrine reference publications (ADRPs), field manuals (FMs), and Army techniques publications (ATPs).

In addition, digital applications (APPs) will be developed that enable Soldiers to access doctrine information in a repository through a digital device (for example, a smart phone or tablet).

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Why is this important to the Army? As the window on real-world operations and actual combat knowledge starts to close, the drive to capture the lessons from over a decade of persistent conflict is strong. Army Doctrine will be the vehicle for gaining and capturing that knowledge and transmitting it to the Army of the future. By breaking up doctrine into its basic components, the Army will be able to make revisions faster, retain enduring concepts, and gain lessons from battlefield-experienced warriors.

Using MilWiki technology, all Soldiers with combat experience and knowledge will be able shape doctrine for the future force. The addition of digital collaboration to the doctrine production process will draw the recently deployed forces and the Army educational centers closer together than ever before by giving a voice to the true experts, the Soldiers themselves.

Army Doctrine is a significant departure from the way doctrine has been developed in the past. Changing times, technical advances, demands from the field and the ever-changing battlefield environment prompted these significant and necessary changes. The Army’s need to teach both enduring lessons and new concepts remains constant. It will be how the Army obtains and delivers information that must change. The Army Doctrine system will allow this change to happen.

Slide 4: Warfighting FunctionsFocus: Warfighting functions

NOTE: Reference ADP 3-0 para 61 through 67. Extracts are provided below for easy reference by the facilitator.

NOTE: The Sustainment warfighting function is examined in detail on the next slide.

Commanders use the warfighting functions to help them exercise battle command. A warfighting function is a group of tasks and systems (people, organizations, information, and processes) united by a common purpose that commanders use to accomplish missions and training objectives. Decisive, shaping, and sustaining operations combine all the warfighting functions to generate combat power.

MISSION COMMAND. The mission command warfighting function develops and integrates those activities enabling a commander to balance the art of command and the science of control. This fundamental philosophy of command places people, rather than technology or systems, at the center. Under this philosophy,

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commanders drive the operations process through their activities of understand, visualize, describe, direct, lead, and assess. They develop teams, both within their own organizations and with joint, interagency, and multinational partners. Commanders inform and influence audiences, inside and outside their organizations. The commander leads the staff’s tasks under the science of control. The four primary staff tasks are conduct the operations process (plan, prepare, execute, and assess); conduct knowledge management and information management; conduct inform and influence activities; and conduct cyber electromagnetic activities.

MOVEMENT AND MANEUVER. The movement and maneuver warfighting function is the related tasks and systems that move and employ forces to achieve a position of relative advantage over the enemy and other threats. Direct fire and close combat are inherent in maneuver. This function includes tasks associated with force projection related to gaining a positional advantage over the enemy.

INTELLIGENCE. The intelligence warfighting function is the related tasks and systems that facilitate understanding the enemy, terrain, and civil considerations. It includes the synchronization of collection requirements with the execution of tactical tasks such as reconnaissance, surveillance, and related intelligence operations. This warfighting function includes specific intelligence and communication structures at each echelon.

FIRES. The fires warfighting function is the related task and systems that provide collective and coordinated use of Army indirect fires, air and missile defense, and joint fires through the targeting process

PROTECTION. The protection warfighting function is the related tasks and systems that preserve the force so the commander can apply maximum combat power to accomplish the mission. Preserving the force includes protecting personnel (friendly combatants and noncombatants) and physical assets of the United States, host-nation, and multinational military and civilian partners.

SUSTAINMENT. The sustainment warfighting function is the related tasks and systems that provide support and services to ensure freedom of action, extend operational reach, and prolong endurance. The endurance of Army forces is primarily a function of their sustainment. Sustainment determines the depth and duration of Army operations. It is essential to retaining and exploiting the initiative.

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Slide 5: The Sustainment Warfighting FunctionFocus: Integration of HR Support into the Sustainment Warfighting function.

NOTE: Reference ADP 4-0, Sustainment, para 1 through 4, as necessary. Extracts are provided below for easy reference by the facilitator.

The Sustainment warfighting function is related tasks and systems that providesupport and services to ensure freedom of action, extend operational reach, and prolong endurance (ADP 3-0). The endurance of Army forces is primarily a function of their sustainment. Sustainment determines the depth and duration of Army operations.Successful sustainment enables freedom of action by increasing the number and qualityof options available to the commander. It is essential to retaining and exploiting theinitiative. The sustainment warfighting function consists of three major elements:logistics, personnel services, and health service support.

(1) Logistics is planning and executing of the movement and support of forces. It includes those aspects of military operations that deal with: design and development; acquisition, storage, movement, distribution, maintenance, and disposition of materiel; acquisition or construction, maintenance, operation, and disposition of facilities; and acquisition or furnishing of services.

(2) Personnel services are sustainment functions that man and fund the force, maintain Soldier and Family readiness, promote the moral and ethical values of the nation, and enable the fighting qualities of the Army. Personnel services provide economic power at the operational and tactical levels. Personnel services complement logistics by planning for and coordinating efforts that provide and sustain personnel.

(3) Health service support encompasses all support and services performed, provided, and arranged by the Army Medical Department to promote, improve, conserve, or restore the mental and physical well-being of personnel in the Army and, as directed, in other Services, agencies, and organizations (ATTP 4-02). .

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Slide 6: FM 1-0 – Short SummaryFocus: Brief review of structure and content of FM 1-0, HR Support, with emphasis on those chapters and appendices that include HR planning and operations.

NOTE: Reference FM 1-0, Preface and Chapter 1 (for narrative below).

FM 1-0 is the Army’s single source of doctrine for HR Support focuses on deployed operations. It describes HR doctrine and how it fits into the Army’s current and future operational concept in support of Unified Land Operations and promotes a common understanding of HR support fundamentals.

FM 1-0 promotes a common understanding of HR support fundamentals. This manual does not dictate procedures for any particular operational scenario, nor does it provide specific system procedures for HR enablers. It provides the doctrinal base for developing operation plans (OPLANs) and standing operating procedures (SOPs). Leaders and HR operators at all levels must apply these fundamentals using Army planning and decision making processes. This publication is an authoritative guide that requires judgment in application.

Slide 7: FM 1-0 – Short SummaryFocus: Brief review of structure and content of FM 1-0, Provide HR

NOTE: Reference FM 1-0, Preface and Chapter 1

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For the HR Planner, Chapter 6 is the primary doctrinal reference; however, Chapter 7 (Theater Opening/Redeployment Operations) and Chapter 4 (Casualty Estimation) also include important information for the HR Planner.

Chapter 7 describes key HR support functions required for successful HR operations during theater opening and those actions that need consideration after military operations are terminated. The primary focus is on the tasks of Personnel Accountability, casualty, and postal operations; all of which are critical functions and the primary responsibility of HR elements.

Chapter 4. Casualty estimation is conducted at division-level and above as part of the planning process for contingency operations. Casualty estimates support operations planning, future force planning, and staff training.

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Slide 7: HR Support – Enduring PrinciplesFocus: Enduring principles of HR support that are integrated with the HR planning process.

NOTE: Reference FM 1-0, para 1-3.

HR support uses a competency-based and performance-oriented strategy guided by HR enduring principles that assure a higher quality, more diverse and ready Army enabled by effective HR systems and HR planning. HR Planners must not only understand the importance of their efforts and unit mission, but also the missions of all their supported and supporting units.

To meet the challenges of current and future operations, HR leaders and planners are guided by six interdependent enduring principles of HR support that must be thoughtfully weighted and applied during the planning, execution, and assessment of missions. These six principles are:

• Integration. Integration maximizes efficiency by joining all elements of HR support (tasks, functions, systems, processes, and organizations) with operations ensuring unity of purpose and effort to accomplish the mission.

• Anticipation. Anticipation relies on professional judgment resulting from experience, knowledge, education, intelligence, and intuition to foresee events and requirements in order to initiate the appropriate HR support.

• Responsiveness. Responsiveness is providing the right support to the right place at the right time. It is the ability to meet ever-changing requirements on short notice and to apply HR support to meet changing circumstances during current and future operations. It involves identifying, accumulating, and maintaining sufficient resources, capabilities, and relevant information to enable commanders to make rapid decisions.

• Synchronization. Synchronization is ensuring HR support operations are effectively aligned with military actions in time, space, and purpose to produce maximum relative readiness and operational capabilities at a decisive place and time. It includes ensuring the HR operational process is planned, executed, and assessed.

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• Timeliness. Timeliness ensures decision makers have access to relevant HR information and analysis that support current and future operations. It also supports a near real-time common operational picture across all echelons of HR support.

• Accuracy. Accuracy of information impacts not only decisions made by commanders, but impacts Soldiers and their Families. For Soldiers, accurate information impacts their careers, retention, compensation, promotions, and general well-being. For Family members, accuracy of information is critical for next of kin (NOK) notification if a Soldier becomes a casualty. HR providers must understand the dynamic nature of HR system’s architecture and the fact that data input at the lowest level has direct impact on decisions being made at the highest level.

These enduring principles are part of, and must be integrated into, every HR planning process.

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Slide 8: HR Planning Considerations – Group PE#1Focus: HR planning / support performed at the Strategic, Operational, and Tactical levels.

NOTE: This build slide corresponds with the narrative below. Questions will display one-at-a-time upon mouse click.

HR policies and procedures developed at the Strategic (national) level translate into action at the operational and tactical levels.

Question 1: What organizations or elements provide HR planning and support at the Strategic level? Provide specific examples of tasks and/or functions.

Answer: Strategic HR Support (as outlined in FM 1-0) includes Army G-1; Chief, USAR; Director, NGB. The Army G-1 develops Army policy while the Human Resources Command (HRC) applies and implements these policies. The Installation Management Command (IMCOM), the Family and Morale, Welfare, and Recreation Command (FMWRC), and the Military Postal Service Agency (MPSA) provide strategic support to the Force for Morale, Welfare, and Recreation (MWR) services and postal

Question 2: What organizations or elements provide HR planning and support at the Operational? Provide specific examples of tasks and/or functions.

Answer: Operational Level includes: C/JTF J-1; ASCC G-1, Corps G-1; HRSC, HROB (Expeditionary Sustainment Command-level); TG PAT. (FM 1-0 para 1-37 and 1-38)

Question 3: What organizations or elements provide HR planning and support at the Operational and Tactical level? Provide specific examples of tasks and/or functions.

Tactical Level includes: Division G-1, HROB (Sustainment Brigade); Brigade and Battalion S-1.

NOTE: ADRP 1-03, The Army Universal Task List (AUTL), Chapter 4, Section II, ART 4.2, provides a detailed list of HR tasks at the operational and tactical level.

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Slide 9: The StaffFocus: Staff responsibilities, characteristics, and organization.

NOTE: Reference FM 6-0, Commander and Staff Organization and Operations, Chapter 2, as necessary.

NOTE: For the context of this slide, “staff officer” and “staff NCO” are synonymous.

The staff operates the commander’s mission command system by supporting the commander, assisting subordinate units, and informing units and organizations outside the headquarters.

SUPPORT THE COMMANDER. Staffs support the commander in understanding situations, making and implementing decisions, controlling operations, and assessing progress. They make recommendations and prepare plans and orders for the commander. Staff products consist of timely and relevant information and analysis.

Although commanders often personally disseminate their commander’s intent and planning guidance, they rely on their staffs to communicate the majority of it in the form of plans and orders. Staffs communicate the commander’s decisions—and the intent behind them—throughout the force.

Finally, each staff section provides control over its area of expertise within the commander’s intent. While commanders make key decisions, they are not the only decision makers. Trained, trusted staff members, given decision-making authority based on the commander’s intent, free commanders from routine decisions, enabling commanders to focus on key aspects of the operations. These staff members support and advise the commander by assisting the commander within their area of expertise.

ASSIST SUBORDINATE UNITS. Effective staffs establish and maintain a high degree of coordination and cooperation with staffs of higher, lower, supporting, supported, and adjacent units. They do this by actively collaborating and talking to commanders and staffs of other units to solve problems.

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INFORM UNITS AND ORGANIZATIONS OUTSIDE THE HEADQUARTERS. The staff keeps civilian organizations informed with relevant information according to their security classification as well as their need to know. As soon as a staff receives information and determines its relevancy, the staff passes that information to the appropriate headquarters. The key is relevance, not volume. Masses of data are worse than meaningless data; they inhibit mission command by distracting staffs from relevant information. Effective knowledge management helps staffs identify the information the commander and each staff section need, and its relative importance.

Information should reach recipients based on their need for it. Sending incomplete information sooner is better than sending complete information too late. When forwarding information, senders highlight key information for each recipient and clarify the commander’s intent. Senders may pass information directly, include their own analysis, or add context to it. Common, distributed databases can accelerate this function; however, they cannot replace the personal contact that adds perspective.

STAFF CHARACTERISTICS. In addition to the leader attributes and core competencies addressed in FM 6-22, Army Leadership, a good staff officer is competent, exercises initiative, applies critical and creative thinking, is adaptable, is flexible, has self-confidence, is cooperative, and communicates effectively.

STAFF ORGANIZATION. Staff organization is based on the mission, each staff’s broad areas of expertise, and regulations and laws. While staffs at every echelon and type of unit is structured differently, all staffs are similar.

The mission determines which activities to accomplish. These activities determine how commanders organize, tailor, or adapt their individual staffs to accomplish the mission. The mission also determines the size and composition of a staff to include staff augmentation.

Regardless of mission, every Army staff has common broad areas of expertise that determine how the commander divides duties and responsibilities. The duties and responsibilities inherent in an area of expertise are called “functional responsibilities.” Grouping related activities allows an effective span of control and unity of effort. Areas of expertise may vary slightly, depending on the echelon of command and mission. For example, at battalion level there is no resource manager, while certain sustainment units combine the intelligence and operations functions.

Army regulations and laws establish special relationships between certain staff officers and the commander. For example, AR 20-1, AR 27-1, and AR 165-1 require the inspector general, Staff Judge Advocate, and chaplain to be members of the commander’s personal staff.

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Slide 10: The HR PlannerFocus: Critical tasks, skills, and knowledge for HR planners.

NOTE: Reference FM 1-0, HR Support, Chapter 6-2.

REMINDER: This lesson serves has an introduction to the HR planning process. During subsequent lessons, GNI presented here will be expanded and reinforced. The MDMP process and specific HR planning considerations are examined in detail (e.g. Planning tasks/functions of the HROB, Rules of Allocations, OPORDs, HR Rules of Allocation, etc.).

Effective HR Planning and Operations requires HR providers to have a firm understanding of the full capabilities of HR units and organizations. This understanding allows the HR provider to better anticipate requirements and inform the commander. HR providers must understand how to employ doctrine in any operating environment and be technically competent in the current HR systems, processes, policies, and procedures required to support Soldiers and commanders engaged in Unified Land Operations.

HR staff officers/NCOs at every command level starting with the battalion S-1 perform HR Planning and Operations. HR Planning and Operations are also conducted by the HROB within the Sustainment Brigade and ESC, by the HR Company, and by all divisions within the HRSC.

HR Planning and Operations is a continual process that supports a commander’s ability to exercise mission command. HR Planning and Operations requires an understanding of how HR support is delivered in the operational environment. The need for collaboration with other staff elements, HR planners, and HR providers is necessary in order to maximize HR support across operational lines.

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The graphic on the slides depicts the operations process to synchronize the HR planning functions, which include:

• Plan: Making plans that support the operational mission and providing commanders with options on how best to use HR assets within their organizations. The HR planner is focused on translating the commander’s visualization into a specific COA.

• Prepare: Preparing and setting the conditions for success requires an understanding of the operating environment. HR providers anticipate requirements and set into motion activities that allow the force to transition to execution.

• Execution: Making execution and adjustment decisions to exploit opportunities or unforecasted requirements providing commanders with the flexibility required to be proactive.

• Assess: Continual assessment allows the HR provider to learn and adapt as new information becomes available that provides a clearer picture of the operating environment.

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Slide 11: The Keys….. Focus: Success tips for HR Planners

NOTE: Reference is various After Action Reviews (AAR), Reverse-Collection and Analysis Team (R-CAAT) events, and Observations, Insights, and Lessons Learned (OIL). This list is by no means all-inclusive. The facilitator should challenge the students to identify other “keys to success.”

Your HR planning section priorities should emulate the commander’s priorities. Find new and innovative ways to provide timely and accurate information by utilizing the talents of all the members of the section.

Seamlessly coordinate with other staff sections or supported/supporting units.

Bring your HR expertise to table, stay current and knowledgeable on staff roles/duties, and focus the commander (or CSM in some cases) on HR planning considerations, when necessary.

Know and be involved in the staff's Military Decision Making Process (MDMP). MDMP is no longer just in the “officer’s lane.” NCO can and do provide valuable input to the process.

• Know what MDMP should look like.

• Know your boss/commander’s preferences.

• Know key times to interject HR data, such as during courses of action (COA) development, war-gaming (casualty estimations), and rehearsals.

• Understand how operations will affect your HR planning and how HR will affect your commander's decisions.

Learn the systems and become familiar with where critical data is and how to access/retrieve. Be proficient enough to be “dangerous” with the various systems that are at your disposal.

The HR Planner is part of one of the most important planning and coordinating elements for delivery of HR support on the battlefield.

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Slide 12: Learning Objective Focus: Review learning objective, summarize lesson and poll for questions. Transition to Develop Phase.

d. Develop (15 minutes): This phase is student-centered and instructor facilitated.

NOTE: Instructors now initiate a student discussion of how material in the lesson plan will be used in their future assignments. Although instructors can guide students in the discussion, the answers ultimately belong to the students.

NOTE: Instructors should leverage their own experiences and ask pertinent questions pertaining to the information presented. Potential questions may include:

The concrete exercise should have identified many of the primary or related topics brought up in the lesson. Has this lesson helped them see linkages between all the topics?

Could you teach/train your subordinates on how HR support is integrated in the Sustainment Warfighting functions?

Did this lesson increase your awareness of the number of implied/specified tasks involved with HR planning?

Some HR planning tasks/processes are conducted sequentially while others are simply related and may occur before, after, or at the same time as others. Do students see how the relationships between different events?

e. Assessment Plan: See Appendix A.

BREAK. Providing the training schedule provides and available time permits this is a good point to provide the students a short break before transitioning to the Apply Phase Practical Exercise.

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f. Apply (60 minutes). Administer SRC 21 / HR Staff Elements HR Planning Considerations Group Practical Exercise #1.

Slide 13: HR Planning Considerations – Group PE#1 Focus: Application

GROUP PRACTICAL EXERCISE #1

1. Display slide and click mouse to display practical exercise instructions when ready.

2. Divide students into four groups and allow 20 minutes (+/-) for students to conduct group analysis for their assigned organization.

3. Have students record their responses on a whiteboard, butcher-block paper or other media for presentation to the class.

4. Allow each group 10 minutes (+/-) to present their analysis.

NOTE: For the HROB, students should focus on the HROB of the Sustainment Brigade; however, they may also include the Expeditionary Sustainment Command (ESC) HROB if time permits.

**NOTE - IMPORTANT: The intent of this exercise is NOT to have students open FM 1-0 and repeat HR Planning doctrine. The intent is for each group to analyze HR planning doctrinal responsibilities for their assigned organization and clearly and confidently present their analysis to the class for discussion.

NOTE: Refer to FM 1-0, HR Support, as needed, during student presentations.

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Appendix ATLO 5.0 – Conduct HR Planning and Operations Module Assessment Plan

Module AssessmentContribution to

Group WorkWritten

CommunicationOral

CommunicationModule

Post-Assessment TOTAL

20% 20% 10% 50% 100%

ELO 4.1 Examine the Role of the HR PlannerELO 4.2 Analyze Unified Land OperationsELO 4.3 Plan for Joint HR OperationsELO 4.4 Review the HR Organizational StructureELO 4.5 Analyze HR Planning Considerations Using MDMP

Contribution to Group Work. See SLC Contribution to Group Work Rubric for specific grading criteria.

Written Communication. During this module you are required to prepare an Information Briefing during the Analyze Unified Land Operations lesson. Your facilitator will provide detailed instructions. See SLC Written Communication Rubric for specific grading criteria.

Oral Communication. See SLC Oral Communication Rubric for specific grading criteria.

Module Post-Assessment. A comprehensive post-assessment consisting of multiple-choice, matching, fill-in-the-blank and ordering questions will be administered via Blackboard Academic Suite upon completion of the module.

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Appendix BList of Slides

Slide 1: Concrete Experience – What is Planning?

Slide 2: Learning Objective

Slide 3: Army Doctrine 2015

Slide 4: Warfighting Functions

Slide 5: Sustainment Warfighting Function

Slide 6: FM 1-0 – Short Summary

Slide 7: HR Support – Enduring Principles

Slide 8: HR Planning and Support

Slide 9: The Staff

Slide 10: The HR Planner

Slide 11: The Keys….

Slide 12: Learning Objective

Slide 13: SRC 12 / HR Staff Elements HR Planning Considerations Practical Exercise #1

B-1