U.S. Army Soldier Support Institute

Adjutant General School

HUMAN RESOURCES

PLANNING & OPERATIONS COURSE

Identify the Role of the Brigade S-1

LESSON PLAN

March 2020

U.S. ARMY ADJUTANT GENERAL SCHOOL Human Resource Planning and

Operations Course

Lesson Plan for 805C-CJAS1002 Identify the Role of the Brigade S-1

Lesson: 3.5 Hours Lesson Author: AGS, ITED Last Review: February 2020 Date prepared: February 2020 1. SCOPE: Identify the Role of the Brigade S-1 is a 3.5-hour lesson. The purpose of this lesson is to examine the function and role of the S-1 section. This lesson builds on previous studies of: • Coordinating Personnel Support. • Identify functions of the Brigade S-1 • Identify organization of the Brigade S-1 Students will reach the above stated lesson outcomes through assigned readings, actively participating in class, and completing the activity exercise: Security Level: This course / lesson will present information that has a Security Classification of: U - Unclassified FD1. This training product has been reviewed by the training developers in coordination with the

Adjutant General School, Fort Jackson, SC foreign disclosure officer. This training product can

be used to instruct international military students from all approved countries without restrictions

Army Learning Areas and General Learning Outcomes:

Army Learning Areas (ALA) are the baseline focal points Soldiers and Army Civilians must

possess to prevail in the ambiguous environments that challenge the Army today. The four

ALAs are: Army Profession and Leadership; Mission Command; Human Dimension; and

Professional Competence. The Army Learning Area taxonomy provides a framework to assist

in grouping the General Learning Outcomes. The four Army Learning Areas serve as the

framework to catalogue the 14 General Learning Outcomes.

General Learning Outcomes (GLO) are essential outcomes resulting from training, education,

and experience along a career continuum of learning. There are three primary purposes for the

Army General Learning Outcomes. First, they provide trainers and educators a lens into how

effective they are in conveying their support material. Second, it assists in improving

instructional design and/or training support packages. Finally it places responsibility on training

and education proponents to be nested with ALAs.

This lesson covers the following ALAs and associated GLOs:

Army Profession and Leadership ALA. The Army Profession is a unique vocation of experts

certified in the ethical design, generation, support, and application of land power, serving under

civilian authority and entrusted to defend the Constitution and the rights and interests of the

American people. Leadership is the process of influencing people by providing purpose,

direction, and motivation to accomplish the mission and improve the organization.

ALA: Mission Command GLOs

GLO 1: Soldiers and Army Civilians proficient in leader attributes and competencies.

GLO 2: Soldiers and Civilians proficient in character, competence, and commitment as trusted Army Professionals

Professional Competence ALA. Professional Competence is the demonstrated technical and

tactical proficiency in Army and joint doctrine largely revolving around the concept of ULO

codified in ADP 3-0.

ALA: Professional Competence GLOs

GLO 12: Soldiers and Army Civilians demonstrate proficiency in Army and joint doctrine.

GLO 13: Soldiers and Army Civilians support Army policies, programs, and processes.

GLO 14: Soldiers and Army Civilians are technically and tactically competent.

2. LEARNING OBJECTIVES: TLO: Identify the Role of the Brigade (BDE) S-1 Action: Identify the Role of the Brigade (BDE) S-1 Condition: Senior HR Leaders in a classroom environment working individually and as a member of a small group. Given classroom instruction, assigned readings, ATP 1-0.1 (G-1/AG S-1 Operations), ATP 1-0.2 (Theater-Level HR Support) and FM 1-0 (Human Resources Support). Standard: Met when student: Score 80% or higher on the BDE S1 course final exam, which includes the following learning activities:

Identify Human Resources Support (FM 1-0) core competencies and key functions.

Identify S-1 organizational structure. Learning Domain: Cognitive

Level of Learning: Comprehension Safety Requirements: In a training environment, leaders must perform a risk assessment in accordance with ATP 5-19, Risk Management. Leaders will complete a DA Form 2977 DELIBERATE RISK ASSESMENT WORKSHEET during the planning and completion of each task and sub-task by assessing mission, enemy, terrain and weather, troops and support available-time available and civil considerations, (METT-TC). Risk Assessment Level: 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. 3. STUDENT PREREQUISITE WORK: a. Study Requirements:

Read:

(1) FM 1-0 Human Resources Support (April 2014)

(2) ADRP 1-03 The Army Universal Task List (October 2015)

b. Study:

(1) ADRP 1-03 The Army Universal Task List (October 2015)

(2) FM 1-0 Human Resources Support (April 2014)

4. INSTRUCTOR ADDITIONAL READING(S) AND RESOURCES: NA

5. TRAINING AIDS, REFERENCES AND RESOURCES:

This lesson is taught in a small group classroom setting with the ability to project PowerPoint slides and play video/audio files. Additional resources are available digitally for students to reference on their laptops without having the need to print.

a. ADRP 1-03 The Army Universal Task List (October 2015)

b. HR Metrics Guide for Commanders (March 2013)

c. FM 1-0 Human Resources Support (April 2014)

d. Appendix A: Power Point Presentation

6. CONDUCT OF LESSON

Lesson Timeline:

20 minutes Concrete Experience

20 minutes Publish and Process

185 minutes Generalize New Information

05 minutes Apply

SHOW SLIDE 1: Conduct the Force Management System Website (FMS Web)

SHOW SLIDE 2: If You Want to Change the World – Video

Slide 2: If You Want to Change the World - Video

Focus:

Slide 2: If You Want to Change the World - Video

Focus: Play Video: The Death Crawl scene from Facing the Giants • https://youtu.be/-sUKoKQlEC4 Instructor Note: After viewing the CE video, have students discuss how being in an S-1 compares to that of a being a partner.

Learning Step / Activity 1. Introduction Method of Instruction: Discussion Instructor to Student Ratio: 1:30 Time of Instruction: 26 mins Media: Video

Instructor Questions: Q1. The video discusses how being a teammate is not always an easy job and not everyone can do it; how is this similar to the job as an S-1? Q2. The video discusses how being a teammate is sometimes a thankless job; how is this similar to the job as an S-1?

a. Concrete Experience (5:36) The Death Crawl scene from Facing the Giants b. 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 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, Army Leadership NOTE: Additional Questions the instructor may ask to assist in the publishing phase:

What happened? How did you feel about that?

How did you form your initial thoughts/responses?

Who had a similar or different experience, and why? Were there any surprises?

Did anyone have a hard time coming up with any examples? Why? (Knowledge, group dynamics, etc.)

The “processing” phase now allows the group to talk about the data they generated. Discussion and questions are directed toward making sense of the data for the individual and the group. Since the CE question is the same for each student, one technique for discussing information may be to go back and forth to see if related items were generated. 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? c. Generalize New Information (GNI): (65 minutes):

Show Slide 3: Terminal Learning Objective

Slide 3: Terminal Learning Objective

Focus:

Show Slide 4: Terminal Learning Objective

Slide 4: Terminal Learning Objective

Focus:

Show Slide 5: Terminal Learning Objective

Slide 5: Terminal Learning Objective

Focus: NOTE: Poll for student questions.

Instructor Note: The purpose of this lesson is not to impart knowledge and move on – it is intended to get students thinking about the importance of the S-1. 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 S-1 operations or activities during their careers and should contribute to discussions. Encourage students to draw on their experiences in past organizations and previous deployment(s), integrating Contemporary Operating Environment variables, as appropriate Show Slide 6: BRIGADE S-1

Slide 6: BRIGADE S-1

Focus: Overview

Learning Step / Activity 2. Discuss Overview of FMS Web Method of Instruction: Discussion (Small Group) Instructor to Student Ratio: 1:30 Time of Instruction: 20 mins Media: Power Point Presentation a. MISSION: Plan, coordinate, and execute Brigade Human Resources Support. The Brigade S-1 Section is an existence based structure and is employed with the Brigade to provide EPS, PA, SR, PRM, PIM, Casualty Operations, and HR Planning and Operations as well as provide policy, procedure and training information and oversight to the BN S-1 Sections within the Brigade. The S-1 Section has all the necessary system accesses and permissions to enter data to or receive data from the top of the HR system (HRC and DFAS) without intermediate steps at the Corps/Div and ASCC G-1/AGs. b. REQUIRED CAPABILITIES: Requires 100% mobility of the section and the ability to communicate digitally via NIPR/SIPR and voice to subordinate S-1 sections, Sustainment Brigade, HR Operations Branch, HR companies, Casualty Liaison Teams, CONUS personnel, and the Corps/Division and ASCC G-1/AG. The S-1 requires access to personnel and finance systems as well as necessary equipment to produce Common Access Cards (CAC)/ID Tags and provides MWR support as necessary in the Brigade AO c. STRUCTURE. The section consists of three teams and totals thirteen personnel. The teams are intended to operate split-based if required by the mission or connectivity availability.

1. The HQs team consists of the 42H MAJ Brigade S1, the CW2 Brigade MIL PERS (HR) Tech, and the E8 Brigade S1 NCOIC. These three HR leaders may work with either section and the S1 also splits his/her time with Adjutant Duties and assisting the Brigade commander. The HQs team performs the HR Planning and Operations core competency.

2. The Personnel Readiness (PR) Team focuses on the PRM, PA, SR and PIM key

functions and is responsible for executing strength management under the supervision of the 42B 1LT for officer management and the Brigade S1 NCOIC who will provide direction for enlisted strength management. Although not reflected on this slide, the Brigade CSM will usually play an active role in the enlisted strength management process. This team manages the Brigade DMSL. The PR team supervises the internal Brigade PAT operation.

3. The HR Services Team performs the EPS, Casualty, Postal, MWR key functions for the Brigade. Replacements will normally be processed by this team and it will often be located in the Brigade Support Area during non-FOB based deployed operations. The Brigade Postal Clerk is also in this section.

Instructor Note: There are no Paralegal clerks (27D) in the Brigade S1 section. The legal section of the Brigade is a part of the S3 Non-lethal Effects Cell, and while deployed focuses on Operational Law. The SJA remains a key advisor to the Brigade S1 and operates out of the Brigade Main CP. Show Slide 7: S.W.O.T. Analysis

Slide 7: S.W.O.T. Analysis

Focus: Strength Weakness Opportunity Threat

Learning Step / Activity 3. Define S.W.O.T. Analysis Method of Instruction: Discussion (Small Group) Instructor to Student Ratio: 1:30 Time of Instruction: 30 mins Media: Power Point Presentation a. Developed in the 1960s by an independent management consultant, Albert Humphrey, the SWOT analysis (or matrix) is an analysis tool used to determine the

Strengths, Weaknesses, Opportunities or Threats of an organization, person, or product. Within the SWOT analysis, an organization’s strengths are described as factors that give the organization a marked advantage. b. Conversely, weaknesses are described as those factors that give the organization a marked disadvantage. c. Opportunities are described as factors that will help the organization exploit one (or more) of its advantages or strengths. d. Lastly, threats are described in the SWOT analysis framework as internal or external factors that would cause a potential negative impact for the organization., e. The SWOT analysis framework is used to test the efficacy of the BCT’s organic force structure in addressing a potential police development mission. Show Slide 8: HR Lines of Effort

Slide 8: HR Lines of Effort

Focus: NOTE: Refer students to JP 5-0, Chapter 3 para 4 and Figure IV-12

Learning Step / Activity 4. Define Line of Effort Method of Instruction: Discussion (Small Group) Instructor to Student Ratio: 1:30 Time of Instruction: 90 mins Media: Power Point Presentation a. Lines of Effort (LOE) are used to visualize the relationships between conditions,

campaign objectives and, by inference, the theoretical end state. Because a campaign is conditions-based and must be adaptive to events, LOEs indicate a

route rather than a precise timetable of events. They indicate how, and in what order (and with what dependencies), it is envisaged that the activities of the joint force will contribute to the achievement of desired objectives.

b. LOEs may intersect and interact. The campaign should identify how success or

failure along a LOE will impact the lines of operation (LOOs) and other LOEs and, if necessary, how resources can be redirected to respond to unexpected effects (successes, failures, or unintended consequences) of operations on both its own and other LOEs.

Show Slide 9: Line of Effort (Personnel Accountability)

Slide 9: Line of Effort (Personnel Accountability)

Focus:

c. Although the deployment checklist will guide deploying Soldiers through the process at both the unit and the installation levels, the brigade or battalion S1 will ensure that Soldiers receive all required briefings and provide them any required guidance.

d. Family members of deploying Soldiers will be provided an opportunity to receive

an orientation briefing and/or printed materials on the mission, available Family readiness groups, and Family member benefits.

e. Each battalion staff activity or unit will accomplish at least the requirements on the deployment checklist.

f. The brigade or battalion S1 will ensure that all deploying citizen Soldiers have an opportunity to fill out and submit Standard Form (SF) 76 (Voter Registration and Absentee Ballot Request: Federal Post Card Application (FPCA)) so that the

voting registrars back home will know where to send absentee ballots during the deployment.

g. The brigade or battalion S1 will perform appropriate checks to ensure that Soldiers process correctly.

h. Appropriate transactions will be done on all Soldiers who deploy.

i. The battalion S2 will ensure Soldiers meet the security and/or background investigation required for deployment.

Show Slide 10: Line of Effort (Strength Reporting)

Slide 10: Line of Effort (Strength Reporting)

Focus: • Technically competent • Know the Doctrine

j. The HR community must meet the requirements of ensuring we have trained HR leaders and technically competent Soldiers who are fully capable of providing HR support while waging war successfully on the modern technological battlefield, whether it be the jungle or on the desert. You must remember that first and foremost, you are the S-1 NCOIC so you must be technically competent and must know what data is important and which subordinate will get it for you or how to get it yourself.

k. Secondly, you must know the doctrine, including Field Manual (FM) 1-0 and the HR core competencies. You must understand Chapter 1 of FM 1-0 which provides the concept of HR Support, HR Focus, HR Enduring Principles and HR Functions (core competencies). You must also understand FM 5-0, Military Decision Making Process (MDMP) and staff roles, and Joint Publication (JP) 1-0 and how it applies to you, your unit, and your mission.

Show Slide 11: Personnel Information Management

Slide 11: Personnel Information Management

Focus:

Show Slide 12: Personnel Information Management (Cont’)

Slide 12: Personnel Information Management (Cont’)

Focus:

Instructor Note: The above listed actions are also some of the principle duties and responsibilities for the S-1 Non-Commissioned Officer in Charge (NCOIC)

Show Slide 13: Personnel Information Management (Cont’)

Slide 13: Personnel Information Management (Cont’)

Focus:

Show Slide 14: Communication & Connectivity

Slide 14: Communication & Connectivity

Focus:

l. The G-1/AG depends on the availability of both secure and non-secure data systems and voice systems, requiring Non-Secure Internet Protocol Router Network (NIPRNET) and SECRET Internet Protocol Router Network (SIPRNET) connectivity

with sufficient bandwidth to facilitate web-based applications. The G-1/AG relies on various HR automated databases to support operations.

m. NIPRNET connectivity is provided by either very small aperture terminal (VSAT) , Combat-Service-Support Automated Information Systems Interface (CAISI) , or with the Joint Network Node. The brigade S-1 section requires access to the Force XXI Battle Command Brigade and Below (FBCB2) , Blue Force Tracker, and similar systems that provide a COP through the Army battle command system (ABCS) infrastructure.

Show Slide 15: S-1 Battle Rhythm

Slide15: S-1 Battle Rhythm

Focus:

n. Personnel readiness management involves analyzing personnel strength data to determine current combat capabilities, projecting future requirements, and assessing conditions of individual readiness. Personnel readiness management is directly interrelated and interdependent upon the functions of PA, SR, and PIM.

Show Slides 16: Enduring Principles

Slide 16: Enduring Principles

Focus:

Learning Step / Activity 5. Enduring Principles Method of Instruction: Discussion Instructor to Student Ratio: 1:30 Time of Instruction: 45 mins Media: Video

a. Now is the perfect time to discuss the enduring principles of a Senior Human Resources Sergeant

Show Slides 17: Enduring Principles

Slides 17: Enduring Principles

Focus:

b. Now is the perfect time to discuss the enduring principles of a Brigade Human Resources Technician

Show Slides 18: Enduring Principles

Slides 18: Enduring Principles

Focus:

c. HR leaders have a responsibility to not only understand the importance of their

efforts and unit mission, but also the missions of all their supported and supporting

units. To meet the challenges of current and future operations, leaders are guided by

six interdependent enduring principles of HR support that must be thoughtfully

weighted and applied during the planning, execution, and assessment of missions.

These six principles are:

1. Integration. Integration maximizes efficiency by joining all elements of HR

support (tasks, functions, systems, processes, and organizations) with operations

ensuring unity of purpose and effort to accomplish the mission.

2. Anticipation. Anticipation relies on professional judgment resulting from

experience, knowledge, education, intelligence, and intuition to foresee events

and requirements in order to initiate the appropriate HR support.

3. Responsiveness. Responsiveness is providing the right support to the right place

at the right time. It is the ability to meet ever-changing requirements on short

notice and to apply HR support to meet changing circumstances during current

and future operations. It involves identifying, accumulating, and maintaining

sufficient resources, capabilities, and relevant information to enable commanders

to make rapid decisions.

4. Synchronization. Synchronization is ensuring HR support operations are

effectively aligned with military actions in time, space, and purpose to produce

maximum relative readiness and operational capabilities at a decisive place and

time. It includes ensuring the HR operational process is planned, executed, and

assessed.

5. Timeliness. Timeliness ensures decision makers have access to relevant HR

information and analysis that support current and future operations. It also

supports a near real-time common operational picture (COP) across all echelons

of HR support.

6. Accuracy. Accuracy of information impacts not only on decisions made by

commanders, but impacts Soldiers and their Families. For Soldiers, accurate

information impacts their careers, retention, compensation, promotions, and

general well-being for family members, accuracy of information is critical for next

of kin (NOK) notification if a Soldier becomes a casualty. HR providers must

understand the dynamic nature of HR systems architecture and the fact that data

input at the lowest level has direct impact on decisions being made at the highest

level.

Show Slides 19: Brigade S-1 Section

Slide 19: Brigade S-1 Section

Focus:

Learning Step / Activity 5. S-1 Key Task Method of Instruction: Discussion Instructor to Student Ratio: 1:30 Time of Instruction: 5 mins Media: Video

a. The brigade S-1 section normally organizes personnel functionally (assigns specific personnel to an area of responsibility), then cross-trains within the section for continuity and consistency IAW METT-TC.

b. The brigade S-1 section includes a leadership section consisting of the S-1, a warrant officer, and a Non-commissioned officer in-charge with two ad-hoc teams: a PR TM and a HR Services Team. The S-1 leadership performs the Conduct HR Planning and Operations core competency and supervises the execution of all other HR mission essential tasks within the brigade.

Show Slide 20: Top 20 Requirements for a Successful S-1

Slide 20: Top 20 Requirements for a Successful S-1

Focus:

Learning Step / Activity 6. Top 20 Requirements Method of Instruction: Discussion Instructor to Student Ratio: 1:30 Time of Instruction: 15 mins Media: Video

a. These are a set of the top 20 tips that have continued to work successfully, these are not by any means the end all be all. Ensure your students are aware of that fact.

Show Slide 21: Top 20 Requirements for a Successful S-1 (Cont’)

Slide 21: Top 20 Requirements for a Successful S-1 (Cont’)

Focus:

b. Remember, these requirements are not set in stone. They will vary from one S-1 to next based on the culture of the unit.

Show Slide 22: Check on Learning

Slide 22: Check on Learning

Focus:

Show Slide 23: Check on Learning

Slide 23: Check on Learning

Focus: Note: There are many different possible answers for all three questions

Instructor Note: Ensure you flip back to the appropriate slides (within your LP) to ensure students are providing you with the correct answers. Show Slide 25: Terminal Learning Objective

Slide 25: Terminal Learning Objective

Focus:

Show Slide 26: Terminal Learning Objective

Slide 26: Terminal Learning Objective

Focus:

Show Slides 27: Terminal Learning Objective

Slide 27: Terminal Learning Objective

Focus:

Show Slides 28: Terminal Learning Objective

Slide 28: Terminal Learning Objective

Focus: