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US ARMY COMMAND AND GENERAL STAFF COLLEGEAdvanced Applications Program

AAP 443: Human Resources Support Seminar

Lesson Plan for Lesson 3

Human Resource Planning and Execution

1. SCOPE

This class is a 8-hour lesson on human resource (HR) support planning and execution. The objective ofthis lesson is to introduce students to the scope and complexity of HR planning and execution in a fullspectrum environment. Students will analyze a mission, determine HR support requirements, capabilitiesand mitigate support shortfall risks. There are three levels of learning. The first is individual preparationbefore class as outlined in the lesson advance sheet. Second is participation in seminar type discussionswhere students will be expected to maximize the sharing of experiences, information and ideas. The final

activity will be involvement in analysis using a number of analytical tools such as the Military DecisionMaking Process (MDMP) or the Logistics Essential Elements of Information (LOGEEI). Students will beexpected to conduct the analysis at the Brigade Combat Team (BCT), division (UEx) and Joint Task Force(JTF) or UEy level and communicate the HR support requirements, capabilities and shortfalls. This lessonemphasizes three Field Grade Leader Skills that will help students improve Communication, CriticalReasoning, and Systems Understanding. During the practical application portion of this lesson, studentswill be challenged to demonstrate specific leader behaviors which are:

Display openness to work through controversy in a positive way to overcome resistance and buildsupport through effective listening.

Use a systems perspective to understand that an organization is part of a system and has effectson other organizations.

View problems from several perspectives in order to understand situations, find causes, arrive at

justifiable conclusions, make good judgments and learn from experience.

This lesson depends on the knowledge students developed in previously assigned homework, readings, andpractical exercises found in the following Core courses:

C120 - Critical Reasoning Module.

C334 Operational Sustainment

C433.1 Tactical Sustainment

C433.2 - JRSOI

C471 Tactical Problem Solving

Additionally this lesson will contribute to the following AOWC lessons:

W299 UEx Operations Exercise.

W341 Sustainment Enablers.

Student assessment in this lesson includes participation in classroom discussion, group presentations andcompletion of a group presentation practical exercise. Finally, students will have the opportunity tocontinue developing their HR Battle Book which they began in Lessons 1 and 2.

2. LEARNING OBJECTIVES

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TLO 1.0Action: Evaluate the US Army HR environment to include its support concepts, principles, doctrine,systems and organizational structures.Condition: Using readings, classroom discussions, presentations, and doctrinal publications (FM 1-0(Draft), FM 4-0, FM 12-6 and JP 1-0).

Standard: Evaluation will include1. An appreciation of the complexity of the Army HR planning and execution.2. An analysis of Army HR support requirements, capabilities and shortfalls.3. An application of the LOG EEI and the tactical problem solving process (MDMP) at operational andtactical levels.4. A recognition of the risks associated with limited, delayed or mismanaged Army HR capabilities.Learning Level(s): Cognitive: Analysis.

Affective: Valuing.JPME I Learning Areas Supported:4a Comprehend current joint HR doctrine.

ELO 3.1

Action: An analysis of Army HR support at the operational and tactical levels to include the coordination,command and control, and the support requirements versus capabilities.Condition: Using readings, classroom discussions, presentations, and doctrinal publications (FM 1-0(Draft), FM 4-0, FDU 05-02, FM 12-6 and JP 1-0) and an explanation of the GAAT scenario.

Standard: Analysis will include

1. An appreciation for the complexity of the Army HR planning and execution.2. An analysis of Army HR support capabilities versus requirements and mitigation of risk whereshortfalls exist.3. An application of LOG EEI, MDMP or other tools the at operational and tactical level.Learning Level: Cognitive: Analysis.

JPME I Learning Areas Supported:4d Comprehend the interrelationship between Service doctrine and joint doctrine.

3.

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ASSIGNED STUDENT READINGS

See Lesson 3 Advance Sheet AAP 443.

4. INSTRUCTOR ADDITIONAL READINGS/MATERIAL

US, Department of the Army, FMI 4-90.1. Heavy Brigade Combat Team Logistics.Washington DC: Government Printing Office. Introduction, pages xi xxviii [18 pages].

US, Department of the Army, FM 1-0 (Draft), Human Resources. Washington DC: GovernmentPrinting Office, October 2002. Chapter 2, Human Resources Support in Army Transformation,pages 10 16, [7 Pages].

US, Department of the Army G-1, Force Design Update (FDU) 05-01, Briefing Slides to Vice Chief ofStaff of the Army, 7 January 2005 and accompanying FDU Concept Paper, 7 January 2005. [43slides and 18 pages].

US, Department of the Army, TRADOC, Army Comprehensive Guide to Modularity (Version 1.0).Fort Monroe: Task Force Modularity, 8 October 2004. Chapters 1 5, [81 pages].

5.TRAINING AIDS

Appendix AAssessment PlanAppendix BSlides AAP 443 Lesson 1 and Lesson 2

PC (1 per 4 students recommended)LCD projectorWhite BoardFlip Chart(s)

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Lesson Plan for Lesson 3Human Resource Planning and Execution

Appendix A

Conduct of the Lesson

1.Introduction: (5 minutes). In this lesson, students participate in discussions, presentations and

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practical exercises that will prepare them to more effectively participate as HR officers.

2.

Lesson Timeline:

Day 9: Introduction to HR Planning and Execution5 minutes Introduction: Attention and Motivation

10 minutes Concrete Experience: 3ID AAR

10 minutes Publish and Process.25 minutes GNI HR Planning and Execution.

10 minutes Break.

10 minutes Develop: HR Transformation.30 minutes Practical Application GAAT HR Planning

Day 10: Introduction to HR Planning and Execution110 minutes Practical Application GAAT HR Planning

Day 11: Introduction to HR Planning and Execution110 minutes Practical Application GAAT HR Planning

Day 12: Introduction to HR Planning and Execution

10 minutes Practical Application: Preparation for Practical Exercise Briefing.80 minutes HR Planning and Execution Briefing (includes break).20 minutes AAR.

Day 1Introduction to HR Transformation

1. Introduction: (5 minutes).

Slides 13, IntroductionHR Planning and Execution.

Instructor Note: Review the objectives and expectations of this lesson and how they will be accomplishedover the four days. Identify when the group presentation will occur. This lesson will prepare students forthe HR planning requirements in future AOWC lessons. Students should have a base knowledge of thebattle staff functions, the GAAT Scenario, and tactical problem solving based on their lessons in theC400 block, however, dont assume that all students understand this material. .

From your perspective, what expectations do you, as individuals or as a class, have about this lesson?

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Are there any conflicts in the schedule that could hinder your learning during this lesson? (Note thatstudents should be invited to address individual personal issues during the break or after class.Students can reach the instruction via telephone or email as well).

2. Concrete Experience (CE): (10 minutes).

Slide 4, 3ID AAR Comments.

Instructor Note: It is immaterial whether or not a student has had previous HR experience orunderstands the HR planning process. The purpose of this CE is to set the stage for discussion of HRplanning and execution. This CE contains a series of quotes from the 3ID Operation Iraqi Freedom(http://www.strategypage.com/articles/3IDAAR/default.asp). The CE is meant to challenge the studentsmental model about the ability of the G1 and S1 staff to plan and execute HR support for theircommander.

After setting the stage for the CE, allow students to reflect on the slid, write down comments and thenshare their thoughts within small groups of 3 4 students. Have student groups record the summary oftheir discussion on butcher paper.

3. Publish and Process: (10 minutes).

Instructor Note: Facilitate a discussion about what the students experienced during the CE.Remember, there are no correct or incorrect comments and ensure that all students have had anopportunity to participate in the discussion. Using either the white board or a flip chart record the gistof the discussion. Retain the results for future reference.

Can you elaborate on what happened during your conversations with other students?In what ways were you challenged or not challenged? Did you encounter any bias and if you did, howdid your group adjust its thinking?How did your views change or not change? What other perspectives did your group consider during itsdiscussion?What complexities did your group consider?

4.

Generalize New Information: (25 minutes).

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Slide 5 GAAT Scenario

Instructor Note: Students should be familiar with the GAAT scenario from C471 Military ProblemSolving and PE (GAAT). This scenario is the frame of reference for the HR planning practicalapplication. (Note: Refer to the C471 Tactical Problem Solving PE Briefing in order to remindstudents of the context in which they are to plan the HR support for the theater.)

Based on your previous C471 lesson, explain what you understand about the GAAT scenario.

What HR requirements do you think will be necessary in order to successfully complete the GAATmission?What hindrances are there that could cause HR support failure?

Slide 6, HR Planning Tools

Instructor Note: This slide lists some of the HR planning tools. These tools should be made availableto the students on the Student G Drive. If necessary, the various planning tools can be demonstratedusing the Smart Board. Instructors should familiarize themselves with the planning tools prior to thedemonstration.

Have any of you used these planning tools? What were your experiences?Can you give me examples of how these tools helped you plan or failed to help you plan?

5. Develop: (10 minutes).Instructors Note: Although the instructor may ask the develop questions at this point in the class,allocating time after the presentation on day 4 would be appropriate as well. The idea is that studentsneed to incorporate the information received during presentations and discussions on class sessions 9 -12 into their thoughts about how to use the information in future assignments.

How will you use the information gained during this lesson?How can the information help you in future assignments?

6. Apply

Slide 7, Student Presentation Requirement

Instructor Note: The application will take place over3 class sessions (sessions 10 12). Set the stagefor the HR practical exercise by reviewing the course requirement. The senior ranking student will bethe Chief of Staff who will be responsible for planning and executing the HR briefing. The end state ofthis briefing is to provide the entire class with a take away product that describes the analysis of HRrequirements, capabilities, risks, planning tools, planning inputs, and planning products based on theGAAT scenario. Students need to include the following in their briefing:

Organize a briefing presentation that:1. Identifies the HR requirements for the GAAT, by phase at the operational and tactical level.2. Identify the HR capabilities that exist within theater at the UEy (JTF), UEx (4 Division) and BCT

(SBCT) levels.3. Capabilities should be identified for the APOD, SPOD, staging areas, HUBS, and FOBs.Requirement:

1. Conduct research into FM 1-0, FDU 05-02 and other pertinent documents2. Develop a takeaway package for all students (electrons fine)3. Prepare a presentation any methodology or combinations are fine NTE 80 minutes4. Incorporate Lesson 1 information plus outside classes

Students will be assessed based on the ELO 2.1, the leader behaviors and the group presentation.Emphasize that student presentation requirements are an assessed portion of their overall AAP 443grade. Instructors should use CGSC Form 1009 for the assessment.

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Day 10Introduction to HR Planning Practical Exercise (110 minutes).Instructor Note: Students should have delegated responsibilities, gathered materials and started theirresearch on day 9. Day 10 is a continuation of the research and the preparation of the presentationproduct. Have the Chief of Staff account for the students and issue guidance for the remainder of theclass time. Ensure students understand the research and presentation requirement along with thetimeline for Day 12.

Day 11Introduction to HR Planning Exercise (110 minutes).Instructor Note: Students should have delegated responsibilities, gathered materials and started theirresearch on day 9 and 10. Day 11 is a continuation of the research and the preparation of thepresentation product. Have the Chief of Staff account for the students and issue guidance for theremainder of the class time. Ensure students understand the research and presentation requirementalong with the timeline for Day 12.

Day 12Introduction to HR Planning Exercise Presentation (110 minutes).Instructor Note: Provide time at the beginning of class for students to set up the briefing. Students needto manage their time in order to properly set up, conduct the presentation and then complete an AAR.Ensure the Chief of Staff retains a copy of the briefing and remind the students to continue developingtheir handbooks.

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1.

Learning activities are deigned to require students to develop and demonstrate theirabilities to perform the CBLRs listed at the beginning of the advance sheet.

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US ARMY COMMAND AND GENERAL STAFF COLLEGE

Advanced Applications ProgramAAP 443: Human Resources Support Seminar


Appendix BAssessment Plan

1. Weighted Grading. During this lesson, your performance is evaluated through the following:

Group participation 30% of grade.

Group presentation 40% of grade.

Class discussion participation 30% of grade.

2. Performance Measures.

a. Group Participation. Group participation in this lesson will constitute 30% of thestudents overall grade based on the standards expressed in the TLO / ELO for the lesson.

b. Group Presentation. The group presentation will account for 40% of the studentsoverall grade based on the standards expressed in the TLO / ELO for the lesson.

c. Class Discussion. The class discussion in this lesson will constitute 30% of the overallstudents grade based on the standards expressed in the TLO / ELO for the lesson.

3. Performance Criteria. The students demonstration of achieving an objective or competencyis assessed against the following performance criteria:

a. Learning Objectives to Assess. The assessment will consider how well the students have analyzedthe materials, consolidated their information, evaluated that information and packaged what they havelearned. This evaluation will include: An appreciation for the complexity of the Army HR transformationand an evaluation of Army HR transformation to include capabilities, limitations and risks of the emergingdoctrine found in FM 1-0 Human Resources Doctrine.

b. Assessment Criteria. The instructor must do the following to ensure student mastery ofthe lesson ELO:

Promote application of critical thinking and intellectual standards to discussions in smallgroups and in the classroom.

Establish requirements for group presentations that include an analysis of material beyondrecitation of facts or descriptions of HR transformation.

Challenge student discussions with thought provoking questions. During small groupdiscussions, observe the depth of group discussion and intervene if necessary.

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Ensure that students are prepared to ask questions and engage in discussions during grouppresentations.

Check the progress on student battle book preparation.

c. Measures of Assessment.

A-level work: A level work is characterized by the complete integration of criticalreasoning, creative thinking, and evaluative skills as the student achieves course-learningobjectives. The student is fluent in the logic of course content. There is abundant evidence of thisintegration in both individual and group activities and products.

B-level work: B level work is characterized by the consistent application of criticalreasoning skills as the student achieves course learning objectives. The student is competent in theapplication of course content. There is frequent evidence of this application in both individual andgroup activities and products.

C-level work: C level work is characterized by the comprehension of course content, but

the student is inconsistent in application. The student achieves most, but not all, course learningobjectives as evidenced by both individual and group activities and products.

U-level work: U level work is characterized by a consistent failure to achieve courselearning objectives. The student rarely, or minimally, demonstrates comprehension of coursecontent and is not competent in its application.

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36 Group Presentation Topics

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Appendix CSlides

1

Instructor Note: Prior to starting the class complete administrative announcements.

2

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Instructor Note: Review the objectives and expectations of this lesson and how they will be accomplishedover the three days. Students should have read the Advance Sheet and Lesson Plan, remind them that ifthey have not, they need to do so and they need to have read the material prior to the start of the nextclass. The expectation is that all students will contribute to the large and small group class discussions.

Quality of discussion is valued above frequency or length of responses. This is a peer to peer learningenvironment (student centric and instructor facilitated).

3

Instructor Note: Identify when the group transformation presentation will occur. This lesson willprepare students for the Personnel Estimate and employment of HR organizations in the GAAT duringlesson 3. Students should have been exposed to Army transformation changes based on F100 Lesson 3and their Core courses, however, dont assume that all students understand this material. Have some

copies of the sequence of events for lesson two available for the students. On the research day, meet inthe class room followed by research time. Students need to bring their references.

Are there any conflicts in the schedule that could hinder your learning during this lesson? (Note thatstudents should be invited to address individual personal issues during the break or after class.Students can reach the instruction via telephone or email as well).

4

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Instructor Note: The data on this slide are extracted comments from the 3ID OIF AAR that is

online athttp://www.strategypage.com/articles/3IDAAR/default.asp. Allow the students todiscuss these quotes in small groups of 3 4 individuals and then have them share their talkingpoints with the large group.

Can you elaborate on what happened during your conversations with other students?In what ways were you challenged or not challenged? Did your group adjust its thinking?How did your views change? What other perspectives did your group consider during its discussion?Consider Army HR planning and what are some of the complexities that you considered in yourgroup discussion?

Share your experiences . . .

What are your planning experiences?Have any of you been part of a personnel or HR planning cell? Worked in an HR Plans and Opsoffice?How many of you have worked on a battle command team? Participated in MDMP or a rock drill?

5

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Instructor Note: The students should be familiar with the tactical problem solving exercise fromC471 Tactical Problem Solving. They will use the scenario from C471 as the context in whichthey are considering the HR planning aspects in support of the mission. Students need to collecttheir data from C334 Operational Logistics, C334.1 Joint RSOI and C433 Tactical Sustainment.The students should reference their work on the LOGEEI, RSOI planning considerations and theemerging logistics sustainment doctrine that was discussed in C433. They should also bringforward their analysis of the Theater Support Command and their products from AAP443Lessons 1 and 2. There is a hyperlink on this slide to the C471 PE slides. Show these slides sothat students can be reminded of the work they did in that class. Do not teach the C471 slides,just make sure the students understand the context for their planning HR support.

6

Instructor Note: This slide has hyperlinks to programs for the CLAW, LEW, and MCOAT.Simply click on each slide and the hyperlink will take you to the appropriate program. Studentscan access these programs which are stored in a file at G:/Student/AAP443 HR Seminar/CSSTools. Each program has a Getting Started manual that the students can refer to foradditional help. Familiarize the students with the capabilities and shortfalls with the programs.They may have used these programs in other classes or at previous assignments. If students haveused these programs, solicit their discussion.

Have any of you used these programs in other classes or in previous assignments?What were your experiences?

7

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Instructor Note:Review the requirement for the briefing on planning consideration. The pointof the exercise is to familiarize the students with the complexity of the planning process, but evenmore so, to give them exposure to the various planning tools. Such things as the Personnel

Estimate, Logistics Annex, Logistics Overlay, Synchronization Matrix, HR Synchronizationmatrix and other products should become part of the take away product at the end of the class.

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