U.S. ARMY ADJUTANT GENERAL SCHOOL
Adjutant General Captains Career Course
Module B – Man the Force
Lesson Plan for Lesson 805C – CEC42123
Implement Personnel Readiness Management
Lesson: 16.5 Hours
Lesson Author: Mrs. Sharline Brown
Last update: 19 April 2016
1. SCOPE: Implement Personnel Readiness Management (PRM) is a 16.5-hour lesson that provides the students with an introduction to the core competency of Man the Force and the human resources (HR) key function of PRM. This lesson focuses on assessing, monitoring and reporting individual and unit readiness, Army Manning Guidance, and the Army Forces Generation (ARFORGEN) cycle. Additionally, the lesson reinforces the supporting HR key functions of Strength Reporting (SR), Personnel Accountability (PA) and Personnel Information Management (PRM).
This lesson supports multiple AG Technical desired educational outcomes, preparing students to be confident leaders who are able to effectively apply doctrinal concepts and sound judgment.
The expected outcome of this lesson is to reinforce PRM tactics, techniques, and procedures (TTPs) at the foundational battalion/brigade level, while building a greater understanding of higher echelon PRM. This lesson focuses on developing HR officers who can plan, prepare, execute, and assess PRM at battalion and brigade and correlate PRM functions and responsibilities at division/corps, and Human Resources Command (HRC) level. Instructors are encouraged to utilize the milSuite, HRC, and Army G-1 websites for additional information to aid in facilitating this lesson.
2. LEARNING OBJECTIVES:
TLO: Implement Personnel Readiness Management
Action: Implement Personnel Readiness Management
Condition: Using readings, classroom discussions, presentations, doctrinal publications and with an awareness of the Operational Environment (OE) variables and actors.
Standard: Implementation includes:
1. Defining, discussing, and applying important PRM terms, facts, concepts, principles, analytic techniques, and theories.
2. Discussing the relevance and application of HQDA Army Manning Guidance (AMG), Personnel Policy Guidance (PPG) and Army Forces Generation (ARFORGEN) model.
3. Developing solutions to PRM challenges faced in the Contemporary Operating Environment.
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). Note: During MOPP training, leaders must ensure personnel are monitored for potential heat injury. Local policies and procedures must be followed during times of increased heat category in order to avoid heat related injury. Consider the MOPP work/rest cycles and water replacement guidelines IAW FM 3-11.4, NBC Protection, FM 3-11.5, CBRN Decontamination. No food or drink is allowed near or around electrical equipment (CPU, file servers, printers, projectors, etc.) due to possible electrical shock or damage to equipment. Exercise care in personal movement in and through such areas. Avoid all electrical cords and associated wiring. In event of electrical storm, you will be instructed to power down equipment. Everyone is responsible for safety.
Risk Assessment Level: Low
Environmental 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
Learning Domain: Cognitive
Level of Learning: Application
3. STUDENT PREREQUISITE WORK:
a. Study Requirements:
Read:
(1) Advance Sheet
(2) FM 1-0, Chapter 3, Section I (10 pages)
(3) AR 525-29, Army Force Generation, Chapter 1 (8 pages)
(4) HQDA Army Manning Guidance
Scan:
(1) FM 1-0, Human Resource Support, Chapter 3, Sections II, III, and V
(2) Army G-1 Personnel Policy Guidance (PPG)
(3) AR 220-1, Army Unit Status Reporting and Force Registration – Consolidated Policies
(4) AR 600-8-6, Personnel Accounting and Strength Reporting (Reprinted w/Basic Incl C1-2)
(5) AR 614-200, Enlisted Assignments and Utilization Management
(6) DA PAM 611-21, Smartboook
(7) DA PAM 611-21, Military Occupational Classification and Structure
Review: Web Sites
(1) Army G-1
(2) Human Resources Command
(3) milSuite
(4) FMSWeb
b. Bring to Class: None
c. Be prepared to answer the following questions:
· What is personnel readiness management?
· What are the responsibilities of the S-1 section for maintaining personnel readiness?
· What experience do you have with personnel readiness management?
· What challenges do you think the brigade and battalion S-1s face regarding:
1. Projecting unit personnel gains and losses?
2. Managing the PRM for the commander?
3. Managing the inputs and outputs from the various systems?
4. Providing PRM training for human resources Soldiers?
· How does HRC manage and execute assignments to brigade-level?
· How does HQDA Army Manning Guidance influence PRM at unit level?
· How do S-1s assess readiness and project requirements in the ARFORGEN manning environment?
4. INSTRUCTOR ADDITIONAL READING(S) AND RESOURCES
a. Doctrinal and Administrative References
(1) FM 1-0, Human Resource Support, Chapter 3, Sections II, III, and V
(2) Army G-1 Personnel Policy Guidance (PPG)
(3) AR 220-1, Army Unit Status Reporting and Force Registration, Chapters 4, 5, 7, 8
(4) AR 600-8-6, Personnel Accounting and Strength Reporting (Reprinted w/Basic Incl C1-2)
(5) AR 614-200, Enlisted Assignments and Utilization Management
(6) DA PAM 611-21, Smartboook
(7) DA PAM 611-21, Military Occupational Classification and Structure
b. Websites
(1) Army G-1
(2) Human Resources Command
(3) milSuite
(4) FMSWeb
5. TRAINING AIDS, REFERENCES AND RESOURCES:
a. There are six (6) Practical Exercises/Applications available with this lesson.
(1) Assessing Personnel Readiness. Embedded within the lesson (Slide 5).
(2) Doctrinal Responsibilities. Embedded within the lesson (Slide 7)
(3) PRM Challenges/Concerns. Embedded within the Lesson (Slide 11)
(4) Practical Exercise #1. Short Answer/Scenario/eMILPO Scenario
(5) Practical Exercise #2. Multiple Choice. Doctrine. 10 questions.
(6) Practical Exercise #3. TOPMIS II Application.
b. Appendix A: Assessment Plan
c. Appendix B: Slides
6. CONDUCT OF LESSON
a. Lesson Timeline:
50 minutes Pre-Test
10 minutes Concrete Experience: Slide and Video
20 minutes Publish and Process
10 minutes Break
05 minutes Introduction
60 minutes Generalize New Information
30 minutes Practical Exercise – Assessing Personnel Readiness
10 minutes Break
60 minutes Generalize New Information
20 minutes Practical Exercise – Doctrinal Responsibilities
15 minutes Generalize New Information
10 minutes Break
20 minutes Practical Exercise – PRM Concerns
15 minutes Generalize New Information
60 minutes Practical Exercise - ARFORGEN
20 minutes Develop
60 minutes Apply - Additional Practical Exercises including eMILPO/TOPMIS
8 hours Practical Exercise (Strength Management Gunnery Table)
10 minutes Conclusion
Instructor Note: Adjust the Lesson Timeline as necessary to facilitate class schedule, your teaching style, and student learning. You are not bound by any time constraints during any particular phase of the ELM model.
b. Concrete Experience (10 minutes):
Slide - CONCRETE EXPERIENCE· Display slide and allow students time to review.
· Click YouTube logo on slide and play video:
Task Force Smith Ceremony Outside Osan’s Gate (1:38)
·
Link: https://www.youtube.com/watch?v=rNXpfLdg5iU
Instructor Note: After viewing the CE slide and video, have each student write down 2-3 personal experiences or examples they’ve experienced – or observed – with military unpreparedness. Challenge students to identify the “best” and the “worst” unit they’ve been assigned to from a readiness perspective and be prepared to explain why.
d. Publish and Process (20 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.
Instructor Questions:Q1. What happened? How did you feel about it?
Q2. What did you learn during the group discussion?
Q3. Who had a similar or different experience, and why? Were there any surprises?
Q3. What type of positive or negative feedback did your group observe?
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 site “Item X” as an example? What does it mean to you? (This gets at affective learning and how students find the material relevant from their experiences).
· 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 or pattern as you developed your examples? (e.g., events vs. processes).
· Can you prioritize examples like this? (There may be no right answer, but the more interesting development would be if there is a disagreement between students. Have them discuss their differences in thought).
· After having talked about this, can you think of additional examples?
e. Introduction (5 min): Lesson introduction.
f. Generalize New Information (GNI) (10 minutes):
Instructor Note: The purpose of this lesson is not to impart knowledge and move on – it is intended to get students thinking about how important – and how complex – PRM is. There are very few slides in the lesson; however, there are multiple opportunities for discussion. While topic slides do introduce knowledge and provide a focus, they are primarily 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 HR background can prepare for the lesson by completing the reading assignments and sharing their personal experiences. All students have had some experience with PRM during their careers and should contribute to discussions. Encourage students to draw on their experiences in past organizations and previous deployment, integrating Contemporary Operating Environment variables, as appropriate.
Slide : Terminal Learning ObjectiveFocus: Review TLO.
· Review standard.
· Remind students of assessment plan outlined in the Advance Sheet
Slide : PRM Overview
Focus: Overview of PRM
· Refer students to FM 1-0, Chapter 3, Section 1
· Discuss the significance of each key function (PRM, PA, SR, PIM) and their relationship
· Analyze and discuss the mission, organizational structure, and responsibilities of the SRC 12 organizations and G-1s/S-1s.
Instructor Note: Possible questions to facilitate discussion:
What factors make PRM difficult?
What are some of the complexities of PRM? (Deployed and at home station)
What is the most important aspect of PRM from an S-1 viewpoint? G-1? HRC?
What do you think is the G-1/S-1’s perspective of PRM versus SRC 12 units? (e.g., HRSC, HR Co)
What is the most important PRM lesson you’ve learned as an S-1?
Slide : Practical Exercise· Divide class into groups of 3-4 students
· Provide students 10-15 minutes to develop their answers.
· Allow each group to present one of their actions and one system they would use for PRM.
Slide : PRM Tasks and Responsibilities
Focus: PRM Tasks and Responsibilities
Refer students to FM 1-0, Chapter 3
· Army HRC
· Division G-1
· Brigade S-1
· Battalion S-1
Note: Each echelon has additional responsibilities not listed on the slide. These additional responsibilities will be discussed during the Doctrinal Responsibilities PE.
Instructor Note: Possible questions to facilitate discussion:
Explain what tools are available for HRC to maintain visibility of PRM at brigade-level. Are they used effectively?
What are some methods or tools available the Brigade S-1 to manage pinpoint assignment?
Based on your experience, does the Division G-1 still have a relevant role in PRM?
Slide : Practical Exercise – Doctrinal ResponsibilitiesFocus: HR Staff Elements – Doctrinal Responsibilities
· Divide class into small groups
· Provide students 15 minutes to analyze the doctrinal responsibilities of their assigned level.
· Have each group present their top three critical responsibilities to the class
9
Slide : Personnel Policy Guidance – All ComponentsFocus: Army G-1 PPG
http://www.armyg1.army.mil/MILITARYPERSONNEL/PPG.ASP
· General Guidance
· Notification / Alert
· Mobilization
· Deployment
· Employment
· Redeployment/Post Deployment
· Medical/Dental
· Entitlements
· Casualty Operations
· Equipment
· Orders
· Funding
· Personnel Management
· Personnel Actions
Slide : Active Component (AC) Manning Guidance – FY 16-19
Focus: Army Manning Guidance
https://www.milsuite.mil/book/docs/DOC-268745
Discuss roles and challenges in developing and implementing AMG for:
· Army G-1
· Army G-3
· HRC
12
Slide : Active Component (AC) Manning Guidance – FY 16-19Focus: Current Army Manning Guidance Situation
https://www.milsuite.mil/book/docs/DOC-268745
SHOW SLIDE: ACTIVE COMPONENT MANNING GUIDANCE (ACMG) FY16-19
REFERENCE: (CORRECTED COPY) HQDA EXORD 165-16 ISO FY16-19 ACTIVE COMPONENT MANNING GUIDANCE (ACMG).
Currently, the Active Army projected to downsize to an end strength of 450K by the end of FY18.
Current operational requirements and personnel authorizations exceed the distributable inventory and HRC is precluded from manning all personnel assignments with Soldiers possessing the requisite grade and skill authorized.
To maintain readiness at the highest levels, the ACMG prioritizes how the Army fills it units.
Prioritization is based on the Integrated Requirement Priority List (IRPL) generated by HQDA G3/5/7. The IRPL is a SECRET document generated by the HQDA G–3/5/7 Global Force Management Division and provides Army prioritization of all force requirements (both GCC and institutional) within each ARPL category. The IRPL is generally updated each fiscal year (FY) at the beginning of the sourcing process, but may be updated, as required.