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1. Course Training Overview

We will brief you on the plan for the course, and what you can expect from us.

SECTION I. ADMINISTRATIVE DATA
Academic Hours/Methods
1hrs/00 mins Large Group Instruction
00hrs/00 mins Practical Exercise (Performance)
1 hrs/00 mins Total Hours

SECTION II. INTRODUCTION: During this lesson we are going to discuss HR Plans and Operations Course Overview
Method of Instruction. Conference/discussion
Instructor to Student Ration: 1:16
Time of Instruction: 5 mins
Media: Small Group Instruction

2. Outline

SAFETY REQUIREMENTS. In a training environment, leaders must perform a risk assessment in accordance with FM 5-19, Composite Risk Management. Leaders will complete a DA Form 7566 COMPOSITE RISK MANAGEMENT WORKSHEET during the planning and completion of each task and sub-task by assessing mission, enemy, terrain and weather, troops and support available-time available and civil considerations, (METT-TC). Note: During MOPP training, leaders must ensure personnel are monitored for potential heat injury. Local policies and procedures must be followed during times of increased heat category in order to avoid heat related injury. Consider the MOPP work/rest cycles and water replacement guidelines IAW FM 3-11.4, NBC Protection, FM 3-11.5, CBRN Decontamination. No food or drink is allowed near or around electrical equipment (CPU, file servers, printers, projectors, etc.) due to possible electrical shock or damage to equipment.  Exercise care in personal movement in and through such areas.  Avoid all electrical cords and associated wiring.  In event of electrical storm, you will be instructed to power down equipment. Everyone is responsible for safety.  

RISK ASSESSMENT LEVEL. Low.  

ENVIRONMENTAL STATEMENT. Environmental protection is not just the law but the right thing to do. It is a continual process and starts with deliberate planning. Always be alert to ways to protect our environment during training and missions. In doing so, you will contribute to the sustainment of our training resources while protecting people and the environment from harmful effects. Refer to FM 3-34.5 Environmental Considerations and GTA 05-08-002 ENVIRONMENTAL-RELATED RISK ASSESSMENT.  

EVALUATION: You will be evaluated on the HR Plans and Ops final exam.

INSTRUCTIONAL LEAD-IN

3. HR Personnel Proponency

Learning Step/Activity 1. HR Personnel Proponency.
Method of Instruction: Conference/Discussion
Instructor to Student Ratio: 1:16

Personnel Proponent System objectives
AR 600-3 (26 Feb 2009)

Objectives of the personnel development system are as follows:

  1. Establish responsibilities throughout the Army for all military functional category and civilian career field-related matters involved in the eight personnel development system life cycle management functions (see para 2–21).
  2. Ensure that a single agent is identified and made responsible for analysis of the functional role of all personnel in each career field.
  3. Ensure personnel management policies, programs, and procedures established by HQDA incorporate career field-related considerations.
  4. Foster achievement of the total Army goals and objectives of the Army's OPMS, the Enlisted Personnel Management System (EPMS), the Civilian Personnel Management System (CPMS), and the Department of the Army Defense Civilian Intelligence Personnel System (DCIPS).

4. What Is An HR Professional?

Explain the class make-up (Component). This class is geared to SRC 12 organizations. All students will get something out of the course regardless of component or job.

Learning Step/Activity 2. What is an HR Professional.
Method of Instruction: Conference/Discussion
Instructor to Student Ratio: 1:16

5. HR Planning and Operations

Overview of HR Planning and Operations

Learning Step/Activity 3. HR Planning and Operations.
Method of Instruction: Conference/Discussion
Instructor to Student Ratio: 1:16

6. Army Universal Task List

FM 7-15, Chapter 4. The sustainment warfighting function is the related tasks and systems that provide support and services to ensure freedom of action, extend operational reach, and prolong endurance. The endurance of Army forces is primarily a function of their sustainment. Sustainment determines the depth and duration of Army operations. It is essential to retaining and exploiting the initiative.

Sustainment is the provision of the logistics, personnel services, and health service support necessary to maintain operations until mission accomplishment. Internment, resettlement, and detainee operations fall under the sustainment warfighting function and include elements of all three major subfunctions.

7. Army Universal Task List (AUTL) - Provide Personnel Services Support

FM 7-15, para 4-77. Personnel services are those sustainment functions related to Soldiers' welfare, readiness, and quality of life. Personnel services complement logistics by planning for and coordinating efforts that provide and sustain personnel.

*ART 4.2.1.4.1 Perform Human Resources Planning
FM 7-15, para 4-93. Human resources (HR) planning support the commander's mission requirements. HR planners conducts mission and planning analysis, creates possible courses of action, analyze and compare courses of action, recommends a solution, and produce an operation plan or order annex. (FM 1-0) (USAAGS)

8. Provide HR Support

Army Universal Task List (AUTL).

9. Course Design (1 of 2)

NOTE: Explain course design.

10. Course Design (2 of 2)

Transformation content continually refined and improved, when we get updates from the field, Regs or doctrine, S1NET we make the changes to the course material.

We constantly have connection to the field and talk about what is going on. We also have the flexibility and time to analyze and change how we are teaching our courses.

The S-1 course and the HR Plans and Ops Course will load on to the ORB/ERB as military education. The intent is for all components, senior grades (0-4, WOs, Sr NCOs) when identified to serve in BDE S-1 or HROB, to come here for a two-week course in preparation for their assignment.

Please take out your syllabus now and look it over. The syllabus is arranged based on the Thayer Method, as used at the United States Military Academy. The reading and homework assignments are done prior to the instructional period. This prepares you for active discussion and focused questions during our classroom time.

11. Critical Thinking

You had a reading assignment for this lesson on Critical Thinking. This is vital and expected from Senior HR professionals. The Army expects you to ask the Why question and come up with well-thought, well-planned, smart courses of action. As senior officers and NCOs, you operate at the level of solutions to problems. You synthesize and evaluate information in to knowledge for your commander. You are able to do this based on your education, experience, reason, background and then you take action.

The reason you ask Why and know when you should ask Why is to take care of Soldiers. The critical thinker knows how to solve the right problem and question. Identifying the correct problem statement is the first step in good MDMP and problem-solving. Being able to communicate effectively with others is working with the DCO and battle staff to propose recommended COAs to the commander.

12. Adult Learning

Adult Learning (Andragogic) and teaching is based on recognising and building on experience; being action oriented; being self directed and based on self motivation; being task or problem centred and with a focus on the learning process rather than just the knowledge content.

Core Adult Learning Principles

  1. Learner's Need to Know why, what, how. In school or university learning focuses on what is learned (content). For the adult learner this extended to and overshadowed by the reason for learning (why) and the learning process (how). The why need means that the learning must be relevant to the learner. And, as simulation places the learner in the position of working on a "real" Army problem, there is a direct link to Army. Further, the how need means that the learning process is important and as the learner needs to links the learning (what) to its relevance (why) this process should be self-directing, allow time for reflection and ensure deep cognitive processing.
  2. Self-Concept of the Learner autonomous self-directing. In school and to an extent university, the learner is in the position of subservience and perhaps fear of failing. He or she sees themselves in the context of their parents rather than as individuals. In contrast the adult learner seems herself or himself as an autonomous, self-directing being. Thus at school or university the pupil sees the teacher as a font of knowledge and accepting of the relevance of the learning. In contrast, the adult Soldier, especially the experienced Field Grade Officer, is willing to challenge the trainer and demand that the teaching is relevant.
  3. Prior Experience of the Learner resource mental models. Where Soldiers are learning in small groups the diversity of their experience and prior learning is a rich learning resource. And, the need to argue and negotiate this to contribute to the group means that deep cognitive processing occurs and new learning is linked to and refreshes mental schema. But, experience may have been misinterpreted and create bias. Also, generally, it is important for the trainer to recognise the adult learner's experience and knowledge and his or her role is that of leader rather than instructor.
  4. Readiness to Learn life-related developmental task. Again contrasting learning at school and university with the adult FG Officer suggests that the former is concerned and content with learning to know (and pass exams). In contrast, the FG Officer learning is life related. He or she learns to develop their work skills. And where the relevance of the learning is demonstrated adult learners are motivated to learn.
  5. Orientation to Learning Problem Centred Contextual. Because the adult learner learns to aid his or her work and problem centred activities demonstrate the relevance of the learning, adult learners find these motivational
  6. Motivation to Learn intrinsic value personal payoff. Anyone who has seen Soldiers working into the early hours will not be surprised that adults are motivated to learn - provided that is that they see the relevance, have found the learning process engaging and productive The learning process should be self-directing and provide regular feedback on success. And if the feedback indicates failure there must be ways to overcome this.

13. HR Core Competencies

14. Terminal Learning Objective

15. Course Objectives

The level of learning or knowledge for each task will differ based on the requirement for HR professionals to perform their duties and responsibilities. Once we developed the main objectives from our course goals and doctrine, we compared them to the tasks currently taught. We kept most tasks, but removed those that didn't support the course objectives. We've also added training tasks to those previously taught.

16. Graduation Requirements

17. Questions?

Are there any questions?