U.S. Army Soldier Support InstituteAdjutant General School

Adjutant General Basic Officer Leader Course

Prepare Correspondence

Lesson Plan

April 2020

U.S. ARMY ADJUTANT GENERAL SCHOOLAdjutant General Basic Officer Leader Course

Module B – Provide HR Services

Lesson Plan for 805C – CDB42178Prepare Correspondence

Lesson: 16.0 HoursLesson Author: AGS, ITEDLast Review: April 2020

1. SCOPE: Prepare correspondence and effective communication is vital to every leader in the Army. The Army needs and will continue to need Leaders at various levels of responsibility serving in a variety of positions. Comprehending the skills to communicate effectively both written and verbal are essential to the Adjutant General Branch Officer success. Ideally, these Soldiers and NCOs represent the best available. Effective communication is very public and routine event that directly impacts your reputation and that of your organization.

This lesson supports multiple AG Technical desired educational outcomes, preparing students to be confident leaders who are able to communicate effectively apply doctrinal concepts and sound judgment while ensuring personnel receive the proper guidance to become effective communicators.

Army Learning Areas and General Learning Outcomes:

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.

General Learning Outcomes (GLO) 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.

This lesson covers the following ALAs and associated GLOs:

Army Profession and Leadership ALA. The Army Profession is a unique vocation of experts certified in the ethical design, generation, support, and application of land

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power, serving under civilian authority and entrusted to defend the Constitution and the rights and interests of the American people. Leadership is the process of influencing people by providing purpose, direction, and motivation to accomplish the mission and improve the organization.

ALA: Mission Command GLOs

GLO 4: Soldiers and Army Civilians demonstrate proficiency in mission command leader and commander tasks.

Professional Competence ALA. Professional Competence is the demonstrated technical and tactical proficiency in Army and joint doctrine largely revolving around the concept of ULO codified in ADP 3-0.

ALA: Professional Competence GLOs

GLO 8: Soldiers and Army Civilians demonstrate proficiency in communication skillsGLO 13: Soldiers and Army Civilians support Army policies, programs, and processes.GLO 14: Soldiers and Army Civilians are technically and tactically competent.

2. LEARNING OBJECTIVES:

Terminal Learning Objective: Prepare Correspondence

Action: Prepare Correspondence

Condition: In a classroom environment with access to AR 25-50, AR 600-8-22, TR 1-11, Student Reading Material, and an awareness of the Operational Environment (OE) variables and actors.

Standard: Students will meet the standards when they:

1. Identify the principles of the Army Writing Style2. Interpret rules for preparing general correspondence 3. Produce a general correspondence outlines 4. Identify the elements of communication5. Communicate clear verbal message by using projection, pitch, pace, pauses, pronunciation, and minimal distractors (fillers, jargon, etc.)6. Prepare to deliver military briefings

Learning Domain: Cognitive

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Level of Learning: Application

Safety Requirements: In a training environment, leaders must perform a risk assessment in accordance with ATP 5-19, Risk Management. Leaders will complete a DA Form 2977 DELIBERATE RISK ASSESMENT WORKSHEET during the planning and completion of each task and sub-task by assessing mission, enemy, terrain and weather, troops and support available-time available and civil considerations, (METT-TC).

Risk Assessment Level: LowEnvironmental Statement: Environmental protection is not just the law but the right thing to do. It is a continual process and starts with deliberate planning. Always be alert to ways to protect our environment during training and missions. In doing so, you will contribute to the sustainment of our training resources while protecting people and the environment from harmful effects. Refer to ATP 3-34.5 Environmental Considerations and GTA 05-08-002 Environmental-Related Risk Assessment.

3. STUDENT PREREQUISITE WORK:

a. Study Requirements:

Read: 1. AR 25-50, Preparing and Managing Correspondence2. AR 600-8-22 Military Awards 3. TR 1-11 Staff Procedures

b. Bring to Class: None

c. Be prepared to answer the following questions: What are some common Memorandums? How often do military briefings occur?

4. INSTRUCTOR ADDITIONAL READING(S) AND RESOURCES

a. Doctrinal and Administrative References

(1) AR 25-50, Preparing and Managing Correspondence (2) AR 600-8-22 Awards and Decorations (3) TRADOC Reg 1-11

b. Websites

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NA

5. TRAINING AIDS, REFERENCES AND RESOURCES:

a. Lesson Plan. b. AR 25-50, Preparing and Managing Correspondence c. Appendix A: Power Point Presentationd. Practical Exercise

6. CONDUCT OF LESSON

a. Lesson Timeline:15 minutes Concrete Experience10 minutes Publish and Process570 minutes Generalize New Information 100 minutes Practical Exercise 1 100 minutes Practical Exercise 205 minutes Conclusion

SHOW SLIDE 1 PREPARE CORRESPONDENCE

Slide 1: Prepare Correspondence FOCUS: Provide students with resources and tools to communicate effectively both written and oral.

Introduction: Method of Instruction: Discussion (Large Group)Instructor to Student Ratio: 1:36Time of Instruction: 25 minsMedia: Power Point Presentation

SHOW SLIDE 2 WHO’S ON FIRST (CONCRETE EXPERIENCE)

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Slide 2: Who’s On First (Concrete Experience)

b. Concrete Experience (15 minutes). Show video of Who’s on First?

Option 1: https://www.youtube.com/watch?v=sShMA85pv8M&spfreload=10

Have students discuss the video, and share any experiences they had with a project or paper when the information provided was not 100% clear.

Option 2: Have students read the slide; discuss what is wrong with the slide.

c. Publish and Process (10 minutes): This phase is student-centered and instructor facilitated.

Instructor Note: 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.

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).

How difficult could was attempting to accomplish their task without clear guidance? What factors does the rank or position of individual providing unclear guidance

present? Think of the Soldiers serving under you How important is sending clear guidance verbally?

SHOW SLIDE 3 (TERMINAL LEARNING OBJECTIVE - TASK)

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Slide 3: Terminal Learning Objective (Task)Focus: Review TLO.

SHOW SLIDE 4 (TERMINAL LEARNING OBJECTIVE - CONDITION)

Slide 4: Terminal Learning Objective (Condition)Focus: Review TLO.

SHOW SLIDE 5 (TERMINAL LEARNING OBJECTIVE - STANDARDS)

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Slide 5 Terminal Learning Objective –(Standards)

SHOW SLIDE 6 PURPOSE

Slide 6: PurposeFocus

Brief explain of AR 25-50

Instructor NOTE: Adjust the Lesson Timeline as necessary to facilitate class schedule,

Learning Step / Activity 1. Identify the Principles of the Army Writing Style Method of Instruction: Discussion (Large Group) Instructor to Student Ratio: 1:36 Time of Instruction: 25 mins Media: Power Point Presentation

a. Army Leadership, defines leadership as “the process of influencing people by providing purpose, direction, and motivation to accomplish the mission and improve the organization. Central to the definition of influencing entails more than simply passing along orders. All of the Army’s core leader competencies, especially leading others, involve influence. How good leaders, in turn, communicate by listening actively, creating shared understanding, employing engaging communication techniques, and being sensitive to cultural factors in communication.

SHOW SLIDE 7 WRITING REQUIREMENTS

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Slide 7: Writing Requirements

Note: Discuss each assignment and provide due dates to students.

b. Information for each writing assignment is located in slide deck of resources tab under writing assignments.

1. Leadership Philosophy - The purpose of this assignment is to provide students with the opportunity to develop their leadership philosophy prior to arriving at their first position in the Army.

2. Personal Recommendation Memo - The purpose of this assignment is for students to generate a recommendation memorandum on behalf of their battalion commander in a clear, concise format.

3. Prepare EXSUM - Students demonstrate the ability to write succinctly using a 15-Line EXSUM on their assigned military topic, approved by their Class Advisor. Students will format the paper utilizing the rules outlined in DA Memo 25-52.

4. Information Paper - Given a range of subjects, students apply the principles of effective writing to an information paper using the requirements provided below. Students will format the paper utilizing the rules outlined in DA Memo 25-52.

5. Award Recommendation - Students will be required to submit a DA Form 638 (Recommendation for an Award) on themselves for their performance throughout the entirety of the BOLC Course.

6. Congressional - To provide students the opportunity to understand how to create an effective response to a Congressional Inquiry

SHOW SLIDE 8 CHECK ON LEARNING

Slide 8: Check on Learning

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Q: How many writing assignments are there for AGBOLC?A: Six

SHOW SLIDE 9 PRINCIPLES OF ARMY WRITING STYLE

Slide 9: Principles of Army Writing Style Focus:Effective Writing clear and to the pointEmphasis put on the Actor, show who or what does the action

Active Voice helps create shorter sentencesGet example for here:

Note: Take students to AR 25-50 1-36 and 1-37

Learning Step / Activity 2. Interpret Rules for Preparing General Correspondence Method of Instruction: Discussion (Large Group) Instructor to Student Ratio: 1:36 Time of Instruction: 25 mins Media: Power Point Presentation

a. Army writing is understood by the reader in a single rapid reading, free of errors, organized, and correct. It is concise straight to the point with main idea at the beginning of correspondence.b. BLUF: Shows who or what does the action in the sentence putting actor first.

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c. Active Voice: the subject performs the action stated by the verb

1. Active: I’m doing my homework. / I will clean the house every Saturday. 2. Passive: My homework is being done. / The house will be cleaned by me every

Saturday.

SHOW SLIDE 10 KEY FACTORS OF ARMY WRITING STYLE

Slide 10: Key factors of Army Writing Focus: Touch on all points emphasize Spelling and Grammar.

Describe key factors to student direct writing.

Correct Grammar, Spelling, and punctuation (Some CDR’s have English Majors)

Example-were/we’re Their/there/they’reEnsure/insure

d. Memorandums and Letters open up AR 25-50; Chap 2, review each type of Memo.

e. Letters are Chap 3 review different letter formats

f. Acronyms 1-14 spell out first time

g. Abbreviations 1-14 spell out in letters

Note: Ask do the same principles apply to email? Short answer Yes!

h.. Email – Same Principles apply clear and concise, put something in Subject line, Spell Check, All Caps, Acronyms especially those pertaining to a specific unit.

Note: Give Students this example:

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ALCON

TDC is experiencing difficulties today, please take this time to double check your TRAS and POI mirror each other.

MTF.

SHOW SLIDE 11 ADDITIONAL KEY FACTORS

Slide 11: Additional Key FactorsFocus:

i. Capitalization - Capitalize the word “Soldier” when it refers to a U.S. Army Soldier. “Family” when it refers to U.S. Army Family or Family members. “Civilian” when it refers to DA civilians and is used in conjunction with Soldier and/or Family. Example: The commander will give a safety briefing on Friday. (Do not capitalize commander)The Commander CPT Ringo is on leave. (Do capitalize)

j. Time - Discuss difference between Civilian and Military writing.

k. Numbers - Spell out numbers one through nine, Use figures for numbers 10 and higher IAW AR 25-50 pg. 71

SHOW SLIDE 12 CHECK ON LEARNING

Slide 12 Check on Learning

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Q: What numbers are spelled out?A: one through nine

Q: What chapter in AR 25-50 are letters discussed?A: Chapter 3

SHOW SLIDE 13 MEMORANDUMS/LETTERS FORMAT

Slide 13: Memo/Letter FormatFocus: Refer students to AR 25-50

Learning Step / Activity 3. Produce a General Correspondence Outline Method of Instruction: Discussion (Large Group) Instructor to Student Ratio: 1:36 Time of Instruction: 25 mins Media: Power Point Presentation

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a. Have students open up AR 25-50 Go through each Memo (Chap 2)

b. Signature blocks for NCO AR 25-52 Fig E-14 pg. 98

Note: Instructor should review and pull up prior to lesson, be prepared to discuss different Memo’s and Letters

SHOW SLIDE 14 AWARDS/EXSUM SUMMARY FORMAT

Slide 14: Awards/Executive Summary FormatFocus: Awards Refer students to AR 600-8-22 Chap 3 Focus on each bullet Other Key takeawaysRank does not factor into recommendationAwards not automatic, no preconditions see 3-1h. for examples.

EXSUM example in TRDOC Reg 1-113-4 provides step by step along with example.

c. Group Activity

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Divide Students into groups of 3 or 4 have them review the content of each Memo’s and provide feedback based off lesson.

Hints!! If needed Is the content clear and concise? Are there any grammatical errors?Is it written in Passive or Active voice, any other comments good or bad?

See how many comments each group comes up with. Allow 10-15 min for this activity.

Once complete elaborate on how many more negative comments there are.Then ask are individuals remembered more for the positive or negative things?

SHOW SLIDE 15 FIND THE GOOD, THE BAD, AND THE UGLY

Slide 15: Find the Good, The Bad, and the UglyFocus: Memo #1 Passive Voice too wordy not clear and concise#5 should be five

Memo#2 Date, Subject is not (Army), and model is lower case, also ARSM is backwards on line #2, Passive Voice and wordy.

Note: Ask who do you believe wrote these Memo’s? Inform Students they were written by Captain Career Course students.

Remind students in the same capacity you would expect an Infantry CPT to shoot expert with assigned weapon, most other branches are going to expect proper format, spelling, grammar, and content in all forms of correspondence from and AG Officer.

Reiterate how easily someone can be labeled for a single moment or event.

SHOW SLIDE 16 CHECK ON LEARNING

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Slide 16 Check on Learning

Q: All EXSUM must have an attachment: True or FalseA: False

Q: Signature blocks for ____ AR 25-52 ____ pg. 98A: Signature blocks for NCO AR 25-52 Fig E-14 pg. 98

SHOW SLIDE 17: EFFECTIVE COMMUNICATION VEBAL

Slide 17: Effective Communication VerbalFocus: Experimental Learning

Note: Ask if students have ever received a briefing or class and left without feeling they had a clear knowledge of what was being briefed or taught?

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Learning Step / Activity 4. Identify the Elements of Communication Method of Instruction: Discussion (Large Group) Instructor to Student Ratio: 1:36 Time of Instruction: 25 mins Media: Power Point Presentation

Note: Let students share stories (no more than three), do not spend longer than 15 minutes on slide.

SHOW SLIDE 18: COMMUNICATION MODEL

Slide 18: Communication Model Focus: Discuss how communication has many different forms, refer back to previous slide and discussion.

Ask the question “We discussed a briefing or class that left students with less than a clear understanding, now has anyone read any document or FRAGO that was confusing?”

Ask what are other methods of communicating before showing next slide

a. Communication models are systematic representations of the process which helps in understanding how communication works can be done. Models show the process metaphorically and in symbols. They form general perspectives on communication by breaking communication from complex to simple and keeps the components in order.

SHOW SLIDE 19: METHODS OF COMMUNICATION

Slide 19: Method of Communication

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Focus: Briefly discuss each method

Ask if any student had experiences of poor communications not previous mentioned

b. Memorandum is a note or a record for future use. For an organization, it is very important to have an efficient way of communication. ... In simple words, a memorandum is a written message or information from one person or department to another in the same business. It is less formal than a letter.

c. Letter is to practice critical reading and polemical writing. A way of communication and a method of gaining feedback.

d. The act of sending an email is instantaneous and can be very effective when:

1. Sending someone an electronic file 2. Distributing information to a large number of people quickly 3. A written record of the communication

e. Military Briefings are a mainstay of armed forces communication

Note: Instructor should be prepared to share personal experience if student are reluctant to share.

SHOW SLIDE 20: BARRIERS OF COMMUNICATION

Slide 20: Barriers of Communication

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Focus: Group Discussion: Ask students what stands out to them?

Explain each barrier give examples

f. Physical/Environmental- Weather Hot or Cold in class room, or Briefing is done outdoors with loud noises or no Media i.e. Power Point slides. Size of audience larger audience can be more difficult for briefer. Think of common holiday safety briefing for company or larger size element. Do you really hear everything put out?

g. Language/Cultural- HR professionals are subjected to serve in different units i.e. INF/FA/EN/AV, each branch has unique language used to describe elements of respective command. Example Artillery units refer to their Company as Batteries; Cavalry units refer to them as Troops. A PLT SGT in FA is called “Smoke”.

Note: Cultural is not limited to someone’s Nationality. It can be where you are from or what your occupation is.Ask “What is your perspective or stereotype of a Combat Arms Soldier?”Ask “What do you believe their perspective of AG Soldiers are?”

Note: Reminder AG Soldiers must remain flexible assignments are flexible around the world. .

Example of assignments: 1st Aviation Motto “Fly Army” 2nd Air Defense Artillery Motto “If it flies it Dies”

h. Negative Body Language- the fastest way to loose and Audience

i. Suspense Date- short suspense dates may not allot ample time. Which could cause a rushed product, and rushed products are more often than not bad products.

k. Distractors- Filler words are “verbal punctuation”. Minimize them! Jargon and acronyms may confuse the Soldier. Examples: (so, alright, um,)Group Discussion: Ask students what are some attributes of a good speaker?

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SHOW SLIDE 21 CHECK ON LEARNING

Slide 21 Check on Learning

Q: ___________is a note or a record for future use.A: Memorandum Q: A briefing conducted outside with loud noises is consider what time of barrier?A: Physical/Environmental

SHOW SLIDE 22: Attributes of Good Speaker

Slide 22: Attributes of Good Speaker

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Focus: Group discussion:

Pick a Different Student to give you their own definition of each Attribute.

Follow Up with why it is important for Speaker, and how could it affect their briefing.

Learning Step / Activity 5. Communicate Clear Verbal Message Method of Instruction: Discussion (Large Group) Instructor to Student Ratio: 1:36 Time of Instruction: 25 mins Media: Power Point Presentation

a. Motivation-Your goal should be to get your audience motivated about your subject if you’re not motivated why would you expect them to?

b. Knowledge-Know your product, be prepared to answer questions. If a question is asked and you don’t know the answer DO NOT MAKE ONE UP. It’s perfectly fine to not know the answer, just inform individual you will look it up and get back with them.(Don’t Forget to Get Back With Them)

c. Rapport- It’s a relationship of mutual understanding or trust and agreement between people. (Approachability, Consistency,)

d. Observant- Practice active listening along with observing body language.Ask (5-Students), what percentage of communication is non-verbal? After they respond have one student look it up and discuss the importance of non-verbal communication.

e. Credibility- Ties all attributes together; Soldiers credibility is vital, and very difficult to reestablish after it’s lost.

f. Projection- Audience needs to be able to hear you clearly.

g. Pace- Do not speak too fast or too slow maintain a consistent flow.

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h. Pause- Allows the audience time to process content, and provides briefer opportunity to observe body languages.

I. Pitch- Emphasize specific sections of briefing that are of greater importance.

J. Distractors- Identify your own and practice minimizing them.

SHOW SLIDE 23 CHECK ON LEARNING

Slide 23 Check on Learning

Q: All of these are attributes of a good speaker expect:

A: Freestyle, Vocalization

SHOW SLIDE 24: Types of Military Briefings

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Slide 24: Types of Military Briefings Focus: Discuss different types of Briefings

Do Not spend too much time on this slide cover all of them

Learning Step / Activity 6. Types of Military Briefings Method of Instruction: Discussion (Large Group) Instructor to Student Ratio: 1:36 Time of Instruction: 25 mins Media: Power Point Presentation

a. Information Brief – This brief is often used to provide Soldiers with new Army Policies or Procedures i.e. New OER or Unit SOP Changes

b. Decision Brief- This brief is often used in a tactical situation to provide Commanders with different Courses Of Action (COA’s), to make decision

c. Mission Brief – Used to clearly define units mission not for an entire deployment or training exercise, but for a specific mission.

d. Staff Brief – Briefing provided by Primary Staff and All command teams on units readiness state.

SHOW SLIDE 25 CHECK ON LEARNING

Slide 25 Check on Learning

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Q: Match the briefing on the left with the correct title on the right:

____This brief is often used to provide Soldiers with new Army Policies or Procedures i.e. New OER or Unit SOP Changes

____Used to clearly define units mission not for an entire deployment or training exercise, but for a specific mission.

____This brief is often used in a tactical situation to provide Commanders with different Courses Of Action (COA’s), to make decision

A: Information Brief Mission Brief Decision Brief

SHOW SLIDE 26: PRACTICAL EXERCISE

Slide 26: Practical Exercise

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Focus: Break Students into groups of 3 give them 90 min, to complete PE. Set a time for back briefs depending on size of class.

Learning Step / Activity 7. Practical Exercise Method of Instruction: Discussion (Large Group) Instructor to Student Ratio: 1:36 Time of Instruction: 25 mins Media: Power Point Presentation

a. Divide Students into groups of 3 or 4 Provide them with topic have them prepare Information paper on assigned topic.

b. Explain content should be written in proper format, active voice, free of spelling and punctuation errors, and clear and concise information.

c. Additionally, prepare three to five slides for a verbal brief.

d. Randomly select three to four groups to present to class allow students to provide feedback, both positive and negative.

e. See how many comments each group comes up with.

Give students feedback on briefing and allow questions and concerns as it relates tho group topic.. Note: Primary reason topics are not Army related is if you can research and create an information paper, and verbal brief on a random topic.

It should help prepare you identify and overcome any upcoming briefs at your unit.

SHOW SLIDE 27: CONCLUSION

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Slide 27: Conclusion Focus: Allow students opportunity to read slide then. Ask: How do you feel about a conclusion slide that is difficult to read in an effective communication class.

Drive home point again how effective communication must be completed do not take short cuts.

SHOW SLIDE 28: Questions

Slide 28: Questions Focus: Soliciting student questions and explanations. Answer any questions

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SHOW SLIDE 29 (TERMINAL LEARNING OBJECTIVE - TASK)

Slide 29: Terminal Learning Objective (Task)Focus: Review TLO.

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SHOW SLIDE 30 (TERMINAL LEARNING OBJECTIVE - CONDITION)

Slide 30: Terminal Learning Objective (Condition)Focus: Review TLO.

SHOW SLIDE 31 (TERMINAL LEARNING OBJECTIVE - STANDARDS)

Slide 31 Terminal Learning Objective –(Standards)

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Review / Summarize Lesson NOTE: Emphasize what the TLO was for this block of instruction.

Determine if the students have learned the material presented by: Reemphasize the importance of effective communication, and how it can affect the credibility of an AG professional, and cause confusion with what the task or mission intent truly is supposed to be.

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