UNITED STATES ARMY
SOLDIER SUPPORT INSTITUTE
ADJUTANT GENERAL SCHOOL
ADJUTANT GENERAL
WARRANT OFFICER ADVANCED COURSE
COORDINATE
PERSONNEL READINESS MANAGEMENT
LP LESSON PLAN LP
VERSION 1.0
22 September 2016
U.S. ARMY ADJUTANT GENERAL SCHOOL
Adjutant General Warrant Officer Advanced Course
Coordinate Personnel Readiness Management
Lesson Plan for Lesson CHC4A101 – Coordinate Personnel Readiness Management
Lesson: 7.5 Hours
Lesson Author: CW3 Erica D. Burton
Date prepared: September 22, 2016
1. SCOPE: Coordinate Personnel Readiness Management (PRM) is a 7.5 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 (PIM).
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: Coordinate Personnel Readiness Management
Action: Coordinate Personnel Readiness Management
Condition: Using readings, classroom discussions, presentations and doctrinal publications and awareness of Operational Environment (OE), variables and actors.
Standard: Upon completion, the student will be able to:
1. Define, discuss, and apply important PRM terms, facts, concepts, principles, analytic techniques, and theories.
2. Discuss the relevance and application of HQDA Army Manning Guidance (AMG), Personnel Policy Guidance (PPG) and Army Forces Generation (ARFORGEN) model.
3. Develop solutions to PRM challenges faced in the Contemporary Operating Environment.
Learning Domain: Cognitive
Level of Learning: Application
Instructional Guidance: Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material. Throughout this lesson, solicit from students the challenges they experienced in the current operational environment (OE) and what they did to resolve them. Encourage students to apply at least 1 of the 8 critical variables: political, military, economic, social, information, infrastructure, physical environment and time.
Safety Requirements: In a training environment, leaders must perform a risk assessment in accordance with ATP 5-19, Risk Management. Leaders will complete the current Deliberate Risk Assessment Worksheet (DD Form 2977) in accordance with the TRADOC Safety Officer 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, Multiservice Tactics, Techniques, and Procedures for Nuclear, Biological, and Chemical (NBC) Protection, FM 3-11.5, Multiservice Tactics, Techniques, and Procedures for Chemical, Biological, Radiological, and Nuclear Decontamination.
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 FM 3-34.5 Environmental Considerations and GTA 05-08-002 ENVIRONMENTAL-RELATED RISK ASSESSMENT.
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 (21 pages)
Scan:
(1) FM 1-0, Chapter 3, Sections II, III, and V
(2) Army G-1 Personnel Policy Guidance (PPG)
Review: Web Sites
(1) Army G-1
(2) Human Resources Command
(3) Milsuite
(4) U.S. Army Force Management Support Agency (USAFMSA) FMS Web
b. Bring to Class: None
c. Be prepared to answer the following questions:
· What is personnel readiness management?
· What are the responsibilities of the G-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, Chapter 3, Sections I, II, III, and V
(2) HQDA Army Manning Guidance
(3) Army G-1 Personnel Policy Guidance (PPG), http://www.armyg1.army.mil/MilitaryPersonnel/PPG/PPG_08-Aug-2013.pdf
(4) AR 220-1, Unit Status Reporting and Force Registration, Chapters 4, 5, 7, 8
b. Websites
(1) Army G-1
(2) Human Resources Command
(3) Milsuite
(4) U.S. Army Force Management Support Agency (USAFMSA) FMS Web
5. TRAINING AID, REFERENCES AND RESOURCES:
a. Appendix A: Assessment Plan
b. Appendix B: Slides
6. CONDUCT OF LESSON
a. Lesson Timeline:
20 minutes Concrete Experience:
25 minutes Publish and Process
10 minutes Break
5 minutes Introduction
50 minutes Generalize New Information
10 minutes Break
30 minutes Practical Exercise –
20 minutes Review
10 minutes Break
50 minutes Generalize New Information
10 minutes Break
20 minutes Practical Exercise –
10 minutes Generalize New Information
10 minutes Break
20 minutes Practical Exercise –
10 minutes Generalize New Information
10 minutes Practical Exercise - ARFORGEN
20 minutes Develop
50 minutes Apply - Additional Practical Exercises including eMILPO
10 minutes Conclusion
Instructor Note: Adjust the Lesson Timeline as necessary to facilitate class schedule,
b. Concrete Experience (20 minutes):
Slide 1: CONCRETE EXPERIENCEShow Video
Usain Bolt-False Start at Daegu 2011 World Championships
Instructor Note: After viewing the video, explain to students that preparation is everything and sometimes even the most prepared organizations can have setbacks. Have students break down into groups and discuss unit activities in which they believe that all systems were working perfectly, everything was prepared and something happened in which they had to start over. Have each group come up with one incident and explain what happened, how they handled the situation and its outcome.
c. Publish and Process (25 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?
d. Introduction (5 min): Lesson introduction.
e. 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 2: Terminal Learning ObjectiveFocus: Review TLO.
· Review standard.
· Remind students of assessment plan outlined in the Advance Sheet
NOTE TO INSTRUCTOR: Outline Soldier Competencies to Students
The nine 21st Century Soldier Competencies outlined in Appendix C of TRADOC Pamphlet 525-8-2 (The U.S. Army Learning Concept for 2015) are general areas of competence or attributes required by Soldiers and leaders to prevail in complex, uncertain environments. Together, they provide a foundation for operational adaptability.
Personnel Readiness Management is linked to the following 21st Century Soldier Competencies.
1. Character and Accountability
2. Adaptability and Initiative
3. Lifelong Learner
4. Teamwork and Collaboration
5. Communication and Engagement
6. Critical Thinking and Problem Solving
7. Tactical and Technical Competence
Slide 3: Learning Step Activity 1Focus:
PRM Terms, facts, concepts, principles and analytic techniques
PRM deals with the distribution of Soldiers based on priorities and is a very similar process of conducting Personnel Planning. The most challenging aspects of PRM involve discussing requirements, authorizations, and predictive analysis. Since it is a continuous, strenuous process, HR managers are unable to spend sufficient time completing all required tasks on a daily basis. Therefore, they must prioritize and identify what is absolutely necessary to focus on in order to maintain a unit’s deployable status.
The first step in the PRM process is to determine a unit’s current combat capability. We can do that by comparing the Unit Personnel Accountability Report (AAA-162) against its current MTOE. The MTOE is the base document which shows what and how many personnel (by type of MOS, etc.) a unit is authorized to have assigned – it’s documented strength.
The next step for the S-1 is to project future requirements. The HR manager can accomplish this by identifying the units’ critical information in regards to required MOS. These may include the top five MOSs, Key Leader Positions (i.e., MSG, SGM, CSM, FG Officers, and Warrant Officers), Low Density MOSs, Crew/Team requirements, Mission Specific MOSs, and projected gains and losses.
Next, the HR manager must assess conditions of individual readiness (identify non-deployable Soldiers).
The final step to the PRM process is to reconcile all acquired information and deciding what positions are going to be allocated.
It starts with the comparison of an organization’s personnel strength against its authorizations, includes predictive analysis of manpower changes (e.g. casualty rates, replacement flows, non-deployable rates, evacuation policies), and ends with a personnel readiness assessment and allocation decision. Effective PRM is the end state of the Personnel Running Estimate, individual and unit readiness, and strength management.
PRM is the cornerstone of successful and sustained HR support to combat operations. It is a continuous process that starts at the individual Soldier and continues through the full spectrum of operations. PRM is not solely a wartime task for HR professionals; it is a continuous process, which must occur during peacetime, pre-mobilization, mobilization, deployment, RSOI, major combat operations, sustainment operations, redeployment, reconstitution, and de-mobilization. Discipline in PRM must be maintained at all levels of command.
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 4: PRM terms, facts, concepts, principles, analytic techniques, and theoriesFocus: PRM Terminology
· ARFORGEN
· Operational Readiness Cycles
Note to Instructor: Discuss Terms and incorporate student experiences
ARFORGEN-FM 1-0 AR 525-29 PARA 1-7
The ARFORGEN process is the structured progression of unit readiness over time to produce trained, ready, and cohesive units prepared for operational deployment in support of (ISO) the combatant commander (CCDR) and other Army requirements. The ARFORGEN process is the Army’s core process for force generation, executed with supporting-to-supported relationships, that cycles units through three force pools: RESET, Train/Ready, and Available.
ARFORGEN applies to the active Army (AA), the Army National Guard (ARNG), the Army National Guard of the United States, and the Army Reserve.
The Army is transforming its units into modular theater armies and theater subordinate commands, corps and division headquarters, brigade combat teams (BCTs), and multifunctional and functional support brigades (BDEs) based on standardized organizational designs for the AA and RC. These standardized organizational designs are critical to the Army’s ability to execute ARFORGEN