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US ARMY COMMAND AND GENERAL STAFF COLLEGEAdvanced Applications Program
AAP 443: Human Resources Support Seminar
Lesson Plan for Lesson 2
Human Resource Transformation
1. SCOPE
This class is a 6-hour lesson on human resource (HR) support transformation and modularity. Theobjective of this lesson is to introduce students to the scope and complexity of HR transformation.Students will analyze and evaluate the effects of HR transformation in terms of capabilities and risksassociated with support to the commander. There are three levels of learning. The first is individualpreparation before class as outlined in the lesson advance sheet. Second is participation in seminar typediscussions where students will be expected to maximize the sharing of experiences, information and ideas.
The final activity will be involvement in researching, developing and presenting a group project about HRtransformation. This lesson emphasizes three Field Grade Leader Skills that will help students improveCommunication, Critical Reasoning, and Systems Understanding. During the practical application portionof this lesson, students will be challenged to demonstrate specific leader behaviors which are:
Display openness to work through controversy in a positive way to overcome resistance and build
support through effective listening. Use a systems perspective to understand that an organization is part of a system and has effects
on 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, and
practical exercises found in the following Core courses:
C120 - Critical Reasoning Module.
F103 Operational Change.
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 to
continue developing their HR Battle Book which they began in Lesson 1.
2. LEARNING OBJECTIVES
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 4-0, FM12-6 and JP 1-0).
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Standard: Evaluation will include
1. An appreciation of the complexity of the Army HR environment.2. An analysis of the complex Army HR environment to include support concepts, principles, doctrine, andsystems.3. An evaluation of Army HR support at strategic, operational and tactical levels.4. An evaluation of current and modular Army HR organizations and systems - their design and
capabilities.5. An application of Army HR support, concepts, principles, systems, and current and modularorganizations in an operational level practical exercise.6. A recognition of the risks associated with limited, delayed or mismanaged Army HR capabilities.Learning Level(s): Cognitive: Evaluation.
Affective: Valuing.JPME I Learning Areas Supported:4a Comprehend current joint HR doctrine.
ELO 2.1Action: An evaluation of current and modular Army HR organizations - their design and capabilities.Condition: Using readings, classroom discussions, presentations, and doctrinal publications (FM 1-0,
FDU 05-02, FM 12-6 and JP 1-0) and an explanation of modularity.Standard: Evaluation will include
1. An appreciation for the complexity of the Army HR transformation.2. An evaluation of Army HR transformation to include capabilities, limitations and risks of the emergingdoctrine found in FM 1-0 Human Resources Doctrine.Learning Level: Cognitive: Evaluation
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 2 Advance Sheet AAP 443.
4. INSTRUCTOR ADDITIONAL READINGS/MATERIAL
US, Department of the Army.How The Army Runs. Washington DC: GovernmentPrinting Office, October 2002. Chapter 1, Section II, Army Transformation, [3 pages].
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 of
Staff 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 HR Support, Principles, Systems, Doctrine
PC (1 per 4 students recommended)LCD projectorWhite BoardFlip Chart(s)
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US ARMY COMMAND AND GENERAL STAFF COLLEGEAdvanced Applications Program
AAP 443: Human Resources Support Seminar
Lesson Plan for Lesson 2Human Resource Transformation
Appendix AConduct of the Lesson
1.Introduction: (5 minutes). In this lesson, students participate in discussions, presentations and
practical exercises that will prepare them to more effectively participate as HR officers.
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2.
Lesson Timeline:
Session 6: Introduction to HR Transformation5 minutes Introduction: Attention and Motivation
10 minutes Concrete Experience: Interpretation.
10 minutes Publish and Process.25 minutes GNI HR Transformation.
10 minutes Break.
20 minutes GNI HR Transformation.10 minutes Develop: HR Transformation.10 minutes Practical Application Evaluation of HR Transformation Capabilities
Session 7: Introduction to HR Transformation110 minutes Practical Application - Evaluation of HR Transformation Capabilities.
Session 8: Introduction to HR Principles, Systems, and Doctrine30 minutes Practical Application: Preparation for Practical Exercise Briefing.60 minutes HR Transformation Group Presentation (includes break).20 minutes AAR.
Session 6Introduction to HR Transformation
1. Introduction: (5 minutes).
Slides 13, IntroductionHR Transformation.
Instructor Note: Review the objectives and expectations of this lesson and how they will be accomplishedover the three days. Identify when the group transformation presentation will occur. This lesson will
prepare students for the Personnel Estimate and employment of HR organizations in the GAAT duringlesson 3. Students should have a base knowledge of the transformation changes based on their lessonsin F100 Lesson 3 and their Core courses, however, do not assume that all students understand thismaterial. Instructors can remind students about the Concrete Experience in Lesson 1 challenging themental models that are brought into the classroom. Additionally, students can be reminded about theleader behaviors from the Field Grade Leader Competency Map that are being assessed in the course.The challenge is to move away from the current force model, move toward the future force model butretain the unit titles and identifications / symbols. This may be confusing for some students, especiallysister service and international officers who are not accustomed to Army terminology.
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From your perspective, what expectations do you, as individuals or as a class, have about this lesson?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, Interpretation.
Instructor Note: It is immaterial whether or not a student has had previous HR experience orunderstands the transformation process. The purpose of this CE is to set the stage for discussion oftransformation and modularity of HR operations, organizations and staffing. This CE provides anopportunity to enhance student communication skills, build relationships, confront bias, consider newperspectives and ideas, and to allow them to examine their experiences through sharing what they have
learned. Students may find they have problems relating to the changes in HR organizations, structuresand practices and these biases could hinder accepting new ways of conducting HR support.
After setting the stage for the CE, allow students to reflect on the slide and follow the directions. Asgroups form and begin their discussions, provide an opportunity for them to select a 3 x 5 note cardwith the additional open ended questions. (Instructors need to prepare the cards prior to class). Havestudent groups record the summary of their 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 did, how didyour group adjust its thinking?How did your views change or not change? What other perspectives did your group consider during itsdiscussion?
Consider Army HR transformation and the question your group selected from the note cards. How isthe question you selected relevant to transformation? Why is transformation a difficult issue whenrelating it to HR what are some of the complexities that you considered in your group discussion?
4.
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Generalize New Information: (45 minutes).
Slide 5, Why and What of Modularity
Instructor Note:HR transformation is constantly evolving as evidenced by the FM 1-0 (Draft) Human
Resource Doctrine and the various briefings that are circulating about the HR organizational andstaffing structures. The Why and What come from FMI 4-90.1 pages xii xv. Begin discussion oftransformation by asking students to provide input of what they know about transformation.
Based on your experiences and your ILE course readings and lessons, elaborate on yourunderstanding of transformation?Articulate your perceptions about the risks associated with the transformation and modularity?What obstacles can you identify that could impact transformation and what is your interpretation ofthe impact they have on accomplishing transformation?What do you believe would be the personnel or HR spin-offs, either positive or negative due to thetransformation?
Slide 6, Transformation Function Migration
Instructor Note: This slide shows the changes from the current structure to a future one that reducesthe echelons above brigade to only two levels (UEx and UEy). The brigade focuses at the engagementlevel. Both UEx and UEy can conduct the whole range of tasks above the brigade level. These arecomplementary headquarters with distinct functions. UEx is the senior tactical headquarters withwarfighting as its primary function. UEy serves as Army Service Component Command, exercisesadministrative control over Army forces, plans and controls support to other Services, Interagency, andMultinational forces with selected theater wide support. These headquarters are Joint capable by designand need only Joint manning to achieve Joint Force Land Component Command or Joint Task Forcecapability. This chart shows the functional versus hierarchical basis for the Uey And Uex.The Uex And Uey are complementary functional headquarters with distinct design responsibilities. TheUex may work for the Uey, but the primary separation of responsibilities is by function. Thus, manysituations will find both the Uex and Uey working for joint force commanders, but in different capacities.
Instructors can find more details about this slide at:1. Pages xix xxii in FMI 4-90.1 which provides an overall description of the UEx and UEyresponsibilities.2. Chapter 3, FM 3-93 The Army in Theater of Operations describes the organization of Army forces ina theater (ASCC, ARFOR).3. Chapter 4, FM 3-93 describes the JFLCC.Instructors are encouraged to direct students to review FM 1-02, Chapter 1, which provides a listing ofoperational terms in case they are not familiar with the Command Relationships (e.g. OPCON, TACON,ADCON etc.). Instructors can make this extract available in digital form.UEy Capabilities
Can serve as the Army Service Component Commander ASCC for a regional combatantcommander. It is not a rotational headquarters.
Can provide support to other services, interagency and multinational elements.
Execute administrative control responsibilities. When augmented, can serve at a Joint Task Force (JTF) Headquarters, Coalition Joint Task
Force Land Component Commander (CJTFLCC).
Can provide support to other services.
Designed for operational level control of land forces using deployable command posts,digitization and LNOs.
UEy Organization
Has three components a headquarters, regionally focused assigned units and attached or
OPCON modular forces.
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Attached or OPCON modular units can be tactical or functional and are not regionallyassigned.
The headquarters is joint capable with an early entry command post and a follow-on deployablecommand and control center.
Based on specific theater requirements, the UEy can have sustainment, network, intelligence andcivil affairs headquarters (brigade sized)
The UEy will have a Modular Theater Sustainment Command of which there can be HR units orcells in the Theater Opening Brigade, Theater Sustainment Brigade, and an HRSC.
UEx Capabilities Can be an ARFOR headquarters.
With augmentation can serve as a JTF or JFLCC (needs USMC augmentation).
Is a warfighting headquarters and has joint connectivity and liaison capability.
Can deploy rapidly with an early entry command post.
Is responsible for training and readiness of BCT and Support Brigades.
Note that this headquarters is more than tactical, it is capable of operational level functions.UEx Command Posts
UEx Main Plans and Analysis
TAC 1 Tactical control of Brigades and Operations
TAC 2 Tactical control of Brigades and Operations UEx Mobile Battle command on the move.
CP can cycle between operations. Control separated operations, control different types ofoperations, can be combined into one headquarters or task organize.
What are some of the difficulties we face when we change the command and control structure?Can you give me examples of these difficulties within the context of the HR environment?
Slide 7, Modularity Blue Ribbon Panel Recommendation
Instructor Note: Refer to the previous slide and note that the UEy is now a Corps and the UEx is aDivision. The UA is a Brigade. From a nomenclature standpoint, there is no difference. However,from a structure and employment standpoint, there are huge differences. Instructors need to look forsigns that students have not bridged the change from current force to future force given the UEx, UEy
and UA designations.Does this slide regarding the VCSA endorsement of the Blue Ribbon Panel recommendation aboutnaming the transformed command and control confuse anyone?Articulate your understanding of the implications of the nomenclature versus structure andemployment?Does this naming paradigm further complicate your understanding of transformation?
Slide 8, Modularity Brigade Combat Teams
Instructor Note: Ask students about their familiarity with the units on this slide. Keep in mind thatsome students are up to date on modularity while others have no background. Keep the discussion at ageneralist level. Point out that:
Three types of Maneuver Brigades in the Army.
Symbol changes include the diamond for the battlefield surveillance and those for the Strykerbrigades.
What has happened to the airborne, light infantry, airmobile types of units? (Key is theaviation
ability within each brigade to conduct airmobile operations). Primary organization for fighting tactical engagements. Each BCT includes maneuver, fires, reconnaissance and log battalions or sub units. BCT lost 1 maneuver battalion, but gained a cavalry squadron. Due to the combat, combat support and combat service support in each battalion, cross
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attachment no longer required.
How familiar are these Brigade Combat Team configurations to you?Discuss the difficulties that you think HR officers will face when supporting these organizations?Does anyone have operational examples to share with the class?
Slide 9, Modularity Support Brigades
Instructor Note: Instructors should briefly cover the Support Brigade configurations. Point out that HRcapability exists for each brigade headquarters in the expanded S1 section. Additionally, each battalionhas additional S1 personnel in their respective battalion headquarters. The Sustainment Brigade hasmodular capability for the assignment of support battalions that can be configured with the necessaryPersonnel and Finance capabilities. The premise of transformation is that the brigades will be flexible,scalable and modular meaning that only the necessary capabilities will be added to the brigade. Inaddition to the internal organic or assigned HR capabilities, HR companies will provide support, asdepicted in the next slide. Students should begin to realize, if they have not already caught on, that themodularity concept assumes the enablers are in place for personnel strength and accountability.General comments about the Support Brigades are:Aviation Brigades:
Bulk of aviation combat power is in the BCT.
Aviation BDE commander provides C2 for up to 6 battalions. Units are modular and expandable based on operational requirements. Organized with
multifunctional RSTA, Attack, Life and GS / AS battalions. Can accept other enablers and BCTs when needed. Contains a MEDEVAC company (12 frames) organic.
Fires Brigades: Can control Army and Joint fires. Organic target acquisition capability. Tied to the RSTA, has lethal and non-lethal fires.
RSTA Brigades: Is theater focused, cultural focused. Multidiscipline with SIGINT, HUMINT, IMINT, MASINT, Surveillance and Recon. Plans, directs and executes ISR. Joint enabled with Joint Links
Maneuver Enhancement Brigade: Provides protection and freedom of maneuver. Provides NBC, AMD, MP and construction engineer capabilities. Executes area security, rear area and base security, JRAC functions.
Sustainment Brigade: Senior log commander in the UEx. Joint capability extends log visibility and management using the Distribution Management
Center + BCS3. Provides support to other services for common logistics. Scalable can support 1 10 brigades. Pushes supplies to the brigades.
Assigned and attached units are modular and scalable. No fixed subordinate structure otherthan the BTB.
Share among yourselves some examples of HR considerations that emerge as you consider thesebrigade configurations?Have you thought about the role of the S1 in the battalion and the brigade what are the challengesthey will be facing under modularity?Specifically, what challenges exist when you have to maintain accountability for the addition ordeletion of units from your brigade (or the brigades in your AO)?
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Do the various command relationships provide a challenge? Who does what to whom and where dothe lines of responsibility go?
What other issues do you think you will face as the brigade S1 or the division G1?
Slide 10 What is Changing, HR Organizations
Instructor Note: This slide portrays Army Transformation concurrent with how HR units will transformunder FDU 05-1. Some units migrate into one unit design, functions being taken over by smaller,tailorable platoons with only one headquarters element for command control.This slide, plus the three that follow are critical for understanding HR transformation and modularity.Current slide HR organization transformation.2nd slide HR staff position transformation.3d slide HR support processes transformation.4th slide HR support - operational to tactical comparison of current and transformation structures.The issues that were addressed in the previous slide can be carried over to this slide as well. However,instructors should make sure they address the roles and responsibilities for the G1, S1, SustainmentBrigade HR units and the HRSC.
What are the HR considerations that emerge as you consider the S1, G1, HR Company and HRSC?Elaborate on the clarity of roles and relationships among the HR elements?
Describe the HR center of gravity under the current force and compare that to the HR under FDU 05-02.
Slides 11 - 13 HR Design (Current HR Organizations & Staff to Modular HR Organizations &Staff)
Instructor Note: The previous slide looked at the transformation of personnel units from the currentstructure to the modular HR organizations. This slide considers the changes in HR organizations andstaff positions. The center of gravity has changed from the Personnel Service Detachment, PersonnelServices Battalion commander to the S1 / G1. This is an important point that the students need todiscuss. The previous slide and this slide are critical for understanding the applications in lesson 2 and3. It is also critical for understanding what the HR organizations and staff sections contribute to thesupport of the commander. Students need to digest this information so they can effectively participate in
AOWC discussions and exercises.Discuss the HR considerations that emerge as you consider the modular Army HR staff alignment?How clear are the roles and relationships?Clarify for me, with examples, the problems you think you will encounter when you overlay this charton what you know about the BCT staff configuration?How does the S1 and the G1 fit into the planning process within the Brigade and the Division?
Slide 14 HR Enablers
Instructors Note: Given what the students understand based on the previous slides, the promise ofenablers are critical for the S1 and the G1. Have the students review the enablers and discuss, based ontheir briefings from lesson 1, what are the risks, capabilities and limitations associated with theenablers.
What are the enablers that the S1 and the G1 will require to perform their roles?Are these enablers in existence?Will the enablers be available when deployed?What is the connectivity risk associated with reliance on the internet, VSAT or other systems?Do you have the ability to integrate the enablers within the emerging modular staff environment giventhe constant changes in unit relationships or command relationships?
5. Develop: (10 minutes).
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Instructors Note: Although the instructor may ask the develop questions at this point in the class,allocating time after the presentation on Session 8 would be appropriate as well. The idea is thatstudents need to incorporate the information received during presentations and discussions on days 1 - 2into 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
Slides 15, Student Presentation Requirement
Instructor Note: The application will take place over two class sessions (sessions 2 3). 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 transformation briefing.The end state of this briefing is to provide the entire class with a walk away product that has analyzedand evaluated the modular HR organizations, staff sections, roles, responsibilities within the context ofHR support. Recommend the students consider casualty, replacements and postal as the templates forevaluating HR modularity. The students will be stretched to consider a broader number of functions.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.Presentation requirements are:
Organize a presentation that:1. Evaluates the capabilities and risks of the HR modular organizations.2. Evaluates the ability of organizations to accomplish HR doctrine found in FM 1-0 Human
Resources. (Look as casualty operations, replacement operations and postal operations)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 60 minutes4. Incorporate Lesson 1 information plus outside classes (e.g. Force Management) as appropriate5. Be prepared to take research into Lesson 3 HR Estimate, planning, preparation in GAAT
Session 7Introduction to HR Transformation Practical Exercise (110 minutes).Instructor Note: Students should have delegated responsibilities, gathered materials and started theirresearch on Session 6. Session 7 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 Session 8.
Session 8Introduction to HR Transformation 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 for use in Lesson 3. Remind the students to
continue developing their 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
Lesson Plan for Lesson 2Human Resource Transformation
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 includes 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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US ARMY COMMAND AND GENERAL STAFF COLLEGEAdvanced Applications Program
AAP 443: Human Resources Support Seminar
Lesson Plan for Lesson 2Human Resource Support Concepts, Principles, Doctrine and Systems
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).
From your perspective, what expectations do you, as individuals or as a class, have about this lesson?
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 3
and their Core courses, however, dont assume that all students understand this material. Have somecopies 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 shows the planned sequence of modular conversions ofheadquarters (Units of Employment) and Brigade Combat Teams. During the P&P:
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 transformation and the question your group selected from the note cards. How isthe question you selected relevant to transformation? Why is transformation a difficult issue whenrelating it to HR what are some of the complexities that you considered in your group discussion?
5
Instructor Note: Start discussion then bring up this slide.
Based on experiences and your ILE courses, elaborate on your understanding of transformation?Articulate your perceptions about the risks associated with the transformation and modularity?What obstacles can you identify that could impact transformation?What do you believe would be the HR spin-off issues?
6
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Instructor Note: This slide shows the changes from the current structure to a future one that reducesthe echelons above brigade to only two levels (UEx and UEy). The brigade focuses at the engagementlevel. Both UEx and UEy can conduct the whole range of tasks above the brigade level. These arecomplementary headquarters with distinct functions. UEx is the senior tactical headquarters withwarfighting as its primary function. UEy serves as Army Service Component Command, exercises
administrative control over Army forces, plans and controls support to other Services, Interagency, andMultinational forces with selected theater wide support. These headquarters are Joint capable by designand need only Joint manning to achieve Joint Force Land Component Command or Joint Task Forcecapability. This chart shows the functional versus hierarchical basis for the design Uey And Uex.The Uex And Uey are complementary functional headquarters with distinct design responsibilities. TheUex may work for the Uey, but the primary separation of responsibilities is by function. Thus, manysituations will find both the Uex and Uey working for joint force commanders, but in different capacities.Encourage students to review FM 1-02, Chapter 1, in case they are not familiar with the CommandRelationship. A copy is available for students at their AAP 443 G drive file.
What are some of the difficulties we face when we change the command and control structure?Can you give me examples of these difficulties within the context of the HR environment?
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Instructor Note: Refer to the previous slide and note that the UEy is now a Corps and the UEx is aDivision. From a nomenclature standpoint, there is no difference. However, from a structure andemployment standpoint, there are huge differences. Look for signs that students have not bridged thechange from current force to future force due to using the terms division and corps.
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Does this slide regarding the VCSA endorsement of the Blue Ribbon Panel recommendation aboutnaming the transformed command and control confuse anyone?Articulate your understanding of the implications of the nomenclature versus structure andemployment?Does this naming paradigm further complicate your understanding of transformation?
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Instructor Note: Ask students about their familiarity with the units on this slide. Keep in mind thatsome students are up to date on modularity while others have no background. Keep the discussion at ageneralist level. Provide hard copies of the handout on modularity unit symbols to the students andmake it available at the student G drive AAP 443 file.
How familiar are these Brigade Combat Team configurations to you?Discuss the difficulties that you think HR officers will face when supporting these organizations?Does anyone have operational examples to share with the class?
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Instructor Note: Instructors should briefly cover the Support Brigade configurations. Point out that HRcapability exists for each brigade headquarters in the expanded S1 section. Additionally, each battalionhas additional S1 personnel in their respective battalion headquarters. The Sustainment Brigade hasmodular capability for the assignment of support battalions that can be configured with the necessaryPersonnel and Finance capabilities. The premise of transformation is that the brigades will be flexible,scalable and modular meaning that only the necessary capabilities will be added to the brigade. Inaddition to the internal organic or assigned HR capabilities, HR companies will provide support, asdepicted in the next slide. Students should begin to realize, if they have not already caught on, that themodularity concept assumes the enablers are in place for personnel strength and accountability.General comments about the Support Brigades are:
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Share among yourselves some examples of HR considerations that emerge as you consider thesebrigade configurations?Have you thought about the role of the S1 in the battalion and the brigade what are the challengesthey will be facing under modularity?Specifically, what challenges exist when you have to maintain accountability for the addition or
deletion of units from your brigade (or the brigades in your AO)?Do the various command relationships provide a challenge? Who does what to whom and where dothe lines of responsibility go?
What other issues do you think you will face as the brigade S1 or the division G1?
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Instructor Note: This slide portrays Army Transformation concurrent with how HR units will transformunder FDU 05-1. Some units migrate into one unit design, functions being taken over by smaller,tailorable platoons with only one headquarters element for command control. This slide, plus the threethat follow are critical for understanding HR transformation and modularity. The issues that were
addressed in the previous slide can be carried over to this slide as well. However, instructors shouldmake sure students address roles and responsibilities of the G1, S1, HR units and the HRSC.
What are the HR considerations emerge as you consider the S1, G1, HR Company and the HRSC?Elaborate on the clarity of roles and relationships among the HR elements?Describe the HR center of gravity under the current force as compared to the HR under FDU 05-02.
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Instructor Note: The previous slide looked at the transformation of personnel units from the currentstructure to the modular HR organizations. This slide considers the changes in HR organizations andstaff positions. The center of gravity has changed from the commander to the S1 / G1. This is animportant point that the students need to discuss. The previous slide and this slide are critical forunderstanding the applications in lesson 2 and 3. It is also critical for understanding what the HR
organizations and staff sections contribute to the support of the commander. Students need to digest thisinformation so they can effectively participate in AOWC discussions and exercises.
Discuss the HR considerations that emerge as you consider the modular Army HR staff alignment?How clear are the roles and relationships?Clarify for me, with examples, the problems you think you will encounter when you overlay this charton what you know about the BCT staff configuration?How does the and the G1 fit into the planning process within the Brigade and the Division?
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Instructors Note: Given what the students understand based on the previous slides, the promise ofenablers are critical for the S1 and the G1. Have the students review the enablers and discuss, based ontheir briefings from lesson 1, what are the risks, capabilities and limitations associated with enablers.
What are the enablers that the S1 and the G1 will require to perform their roles?Are these enablers in existence?Will the enablers be available when deployed?What is the connectivity risk associated with reliance on the internet, VSAT or other communicationbased systems?Do you have the ability to integrate the enablers within the emerging modular staff environment giventhe constant changes in unit relationships or command relationships?
