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US ARMY COMMAND AND GENERAL STAFF COLLEGEAdvanced Applications Program

AAP 443: Human Resources Support Seminar

Lesson Plan for Lesson 1

Human Resource Support Concepts, Principles, Doctrine and Systems

1. SCOPE

This class is a 10-hour lesson on human resource (HR) support principles, characteristics, and functions atthe strategic, operational and tactical level. The objective of this lesson is to introduce students to thescope and complexity of HR operations as a system of systems. Students will analyze and evaluate thesesystems through three learning activities. The first is individual preparation before class as outlined in thelesson advance sheet. Second is participation in seminar type discussions where students will be expected tomaximize the sharing of experiences, information and ideas. The final activity will be involvement in

researching, developing and presenting a group project about a selected HR topic.

This lesson emphasizes three Field Grade Leader Skills that will help students improve Communication,Critical Reasoning, and Systems Understanding. During the practical application portion of 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 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, and practical exercises found in the following Core courses:

• C120 - Critical Reasoning Module.

• C202 – Strategic Concepts.

• C210 – Strategic Logistics.

• C334 – Operational Logistics.

• C433 – Sustain Tactical Operations.

Additionally this lesson will contribute to the following AOWC lessons:

• W115 – Logistics Support to the JTF/RCC

• W126 – Logistical Support to the LCC.• W135 – LCC Planning Exercise.

• W299 – UEx Operations Exercise.

• W341 – Sustainment Enablers.

Student assessment in this lesson includes participation in classroom discussion, group presentations andcompletion of a practical exercise in Lesson 3. Finally, students will have the opportunity to develop anHR “Battle Book” and attend guest speaker presentations that provide additional currency to coursematerial.

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2. LEARNING OBJECTIVES

TLO 1.0Action: Evaluate the US Army human resource 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).

Standard: Evaluation will include

1. An appreciation of the complexity of the Army human resource environment.2. An analysis of the complex Army human resource environment to include support concepts, principles,doctrine, and systems.3. An evaluation of Army human resource support at strategic, operational and tactical levels.4. An evaluation of current and modular Army human resource organizations and systems - their designand capabilities.5. An application of Army human resource support, concepts, principles, systems, and current andmodular organizations in an operational level practical exercise.6. A recognition of the risks associated with limited, delayed or mismanaged Army human resource

capabilities.Learning Level(s): Cognitive: Evaluation. Affective: Valuing.

JPME I Learning Areas Supported:4a – Comprehend current joint human resource doctrine.

ELO 1.1Action: An analysis of the complex Army human resource environment to include support concepts, principles, doctrine and systems.Condition: Using readings, classroom discussions, presentations, and doctrinal publications (FM 4-0, FM

12-6 and JP 1-0) and an explanation of

1. Human Resource Support (Manning, Personnel Services, Personnel Support)2. Personnel Systems Overview

• Tactical Personnel System (TPS)

• Defense Integrated Military Human Resources System (DIMHRS)

• Electronic Military Personnel Operations System (eMILPO)

• Army/Defense Casualty Information Processing System (ACIPS/DCIPS)

• Unit Status Reporting (USR), Organizational Readiness (OR) (as these pertain to personnel)

3. Battlefield Human Resource Support

• Casualty Reporting

• Personnel accounting and strength reporting (PASR)

• Replacement Operations

• Postal Support

• Personnel services & support

Standard: Analysis will include

1. An appreciation for the complexity of the Army human resource systems.2. An analysis of Army human resource concepts, principles and doctrine as they apply to full spectrumoperations.3. An analysis of the inter-relationships among the Army human resource systems, outputs from thesystems and the impact of non-human resource factors on organizational and individual readiness.Learning Level: Cognitive: Analysis

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JPME I Learning Areas Supported:4a – Comprehend current joint doctrine.

ELO 1.2Action: Evaluate Army human resource support at strategic, operational and tactical levels.Condition: Using readings, class discussions, presentations, and doctrinal publications (FM 4-0, FM 12-6

and JP 1-0).Standard: Evaluation will include1. Identification of the key people and organizations at each level.2. Evaluation of the effectiveness of human resource linkages among each level.3. Evaluation of the effectiveness of HR common use and Army Executive Agent responsibilities.Learning Level: Cognitive: Evaluation.

•

3.

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ASSIGNED STUDENT READINGS

See Lesson 1 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 13 Military Human Resource Management, [53 pages]

US, Department of the Army. FM 3-91. Division Operations. Washington DC: GovernmentPrinting Office, October 2002. Appendix F, Sustaining Operations, F-1–F-39. [39 pages]

US, Department of the Army, FMI 4-90.1. Heavy Brigade Combat Team Logistics. Washington DC:Government Printing Office. Chapter 1, Logistics Overview of the Heavy Brigade CombatTeam, 1-1 - 1-9. [9 pages]

US, Department of the Army. FM 4-0. Combat Service Support. Washington DC:Government Printing Office, October 2002. Chapter 10, Human Resources Support, 10-1– 10-7. [7 pages]

US, Department of the Army. FM 12-6, Personnel Doctrine. Washington DC: GovernmentPrinting Office, October 2002. Chapter 12 Division, 12-1–12-6. [6 pages]

5.

TRAINING AIDS

Appendix A—Assessment PlanAppendix B—Slides AAP 443 Lesson 1 – Human Resource Support, Principles, Systems, Doctrine

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



Lesson Plan for Lesson 1Human Resource Support Concepts, Principles, Doctrine and Systems

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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 human resource officers.

2.

Lesson Timeline:

Day 1: Introduction to Human Resource Principles, Systems, and Doctrine

5 minutes Introduction: Attention and Motivation

10 minutes Concrete Experience: “You are what you were, when.”

10 minutes Publish and Process.20 minutes GNI – Human Resource Principles, Systems and Doctrine.

5 minutes Develop.

10 minutes Break.

50 minutes Apply: Human Resource Principles, Systems and Doctrine PE.


110 minutes Apply: Human Resource Principles, Systems and Doctrine Research PE.


50 minutes Apply: Student presentations and discussion PE.10 minutes Break.50 minutes Student presentations and discussion PE.10 minutes Develop.

Day 4: Introduction to Human Resource Principles, Systems and Doctrine

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50 minutes Student presentations and discussion.10 minutes Break.50 minutes Student presentations and discussion.10 minutes Develop.

Day 5: Introduction to Human Resource Principles, Systems and Doctrine

50 minutes Student presentations and discussion.10 minutes Break.20 minutes Presentation on Human Resource Systems of Systems Wrap Up.10 minutes AAR 20 minutes Human Resource Battle Book

Day 1—Introduction to Human Resource Principles, Systems and Doctrine

1. Introduction: (5 minutes).

Slides 1–5, Introduction—Human Resource Principles, Systems and Doctrine.

Instructor Note: Review the objectives and expectations of this lesson and how they will be accomplished over the five days. Identify when group presentations will occur. This lesson will prepare students for analysis and evaluation of human resource transformation effects on organizations during lesson 2.

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

Slide 6, “You are what you were, when . . .”.

Instructor Note: It is immaterial whether a student has had previous human resource experience. The purpose of this CE is to set the stage for discussion of how student backgrounds influence their views.This CE provides an opportunity to enhance student communication skills, build relationships, confront bias, consider new perspectives and ideas, and to allow them to examine their experiences through sharing what they have learned. Students may find they have been influenced by some senior humanresource leaders in ways that could hinder accepting new ways of conducting human resource support,especially with the transformation of human resource doctrine.

After setting the stage for the CE, allow students to reflect on the statement “You are what you were,when . . .”. Have them record their thoughts on a piece of paper or lesson organizer. After a fewminutes, have the students discuss what they have written with another student and record the exchangeof information.

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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 gist of the discussion. Retain the results for future reference.

What happened during your conversations with other students? In what ways were you challenged or not challenged? Did you encounter any bias? How did your views change or not change?Consider Army human resource support and how do you respond to the statement “You are what youwere, when . . . “?

4.

Generalize New Information: (20 minutes).

Slide 7, Principles of Human Resource Support

Instructor Note: Principles of Human Resource Support are not consistent. FM 12-6 Personnel Doctrine does not list a series of principles, although it refers to individual principles for Personnel Readiness, Personnel Strength and Casualty Operations. JP1-0 Joint Doctrine for Personnel Support and Joint Operations does list a set of joint human resource principles. Finally, Student Text 63-1

Brigade, Division and Corps Combat Service Support provides yet another set of principles. The takeaway is that no coherent set of principles exist. The instructor should approach this topic from theaspect of inconsistency and the implications for human resource support.

Based on your reading prior to the start of class, what conclusions can you make about the principlesof human resource support?What consistencies or inconsistencies exist and how do these differences influence the commonunderstanding of human resource support?

What, if any, are the impacts of inconsistent human resource principles on providing support tothe warfighter?

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Slide 8, Characteristics of Human Resource Support

Instructor Note: Characteristics of Human Resource Support are inconsistent as well. FM 12-6 lists Army characteristics and Sustainment characteristics but does so in terms of human resources. FM 4-0 provides CSS characteristics of which two (responsiveness and integration) are traceable to FM 12-6.The ST 63-1 does not address characteristics. Discussion should focus on the lack of consistency and the implications the inconsistency has on understanding human resource support.

Based on your reading prior to the start of class, what conclusions can you make about thecharacteristics of human resource support?What consistencies or inconsistencies exist and how do these differences influence the commonunderstanding of human resource support?What, if any, are the impacts of inconsistent human resource characteristics on providing support tothe warfighter?

Slide 9, Functions of Human Resource Support

Instructor Note: JP 1-0 does not list functions of human resource operations, rather, it looks at the J-1responsibilities. These responsibilities(primary, support and other) partially correspond to the listing provided in FM 4-0 and FM 12-6. Students should be able to identify the commonalities between the publications, but should also note the differences. Discussion should consider the differences between Joint and Army functions and why those differences exist.

Based on your reading prior to the start of class, what conclusions can you make about the functionsof human resource support?What consistencies or inconsistencies exist and how do these differences influence the commonunderstanding of human resource functions?What, if any, are the impacts of inconsistent human resource functions on providing support to the

warfighter?

Slide 10, Human Resource Support at Strategic, Operational and Tactical Levels

Instructor Note: Students should already be familiar with the strategic, operational and tactical levelsbased on their participation in the following Core courses:

• C202 – Strategic Concepts introduced the 3 levels – strategic, operational and tactical.

• C210 – Strategic Logistics (looked at key strategic logistical tasks, organizations and the LOGEEI)

• C334 – Operational Logistics (considered joint logistics and personnel support in the theater,Title 10 responsibilities, Executive Agent responsibilities, Theater Sustainment Command and

planning for theater level logistical support).• C433 – Sustaining Tactical Operations (analyzed modularity as it affects the Theater

Sustainment Command, Sustainment Brigade and the fueling / fixing / arming / sustaining and moving aspects of tactical operations. Students were also broken down into study groups of whichhuman resources support, financial management and chaplain support were a part).

Students should be broken down into three groups and each group assigned one of the strategic,operational, and tactical levels. The groups should be given 10 minutes to identify the key personnel organizations / agencies at each level, their key functions and the inter-relationships between these

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organizations and functions. Students can also identify human resource support issues at each level, but will not have enough time to analyze the issues or recommend changes; further research into these topicswill come later in the lesson. Have the students report to the large group the results of their discussions.

What was the result of your small group discussion regarding the assigned topic? Did your group identify issues that affect human resource support and what were these issues?What linkages among the 3 levels did your group identify during your discussion?

5. Develop: (10 minutes).

Instructors Note: Although the instructor may ask the develop questions at this point in the class,allocating time after the presentations on days 2 – 5 would be appropriate as well. The idea is that students need to incorporate the information received during presentations and discussions on days 2 – 5 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

Slides 11 - 12, Student Presentation Requirement

Instructor Note: The application will take place over several class sessions (sessions 2 – 5). Set the stage for the human resource topic practical exercise by reviewing the course requirement. Ask for oneof the students to serve as a ‘Chief of Staff’ and another student to serve as a ‘Recorder’. The Chief of Staff will be responsible for executing the topic identification process, and should use delegation,organization, and time management skills to deliver a product at the end of the class session. Ideally,each small group should identify topics, prioritize those topics, write them down on butcher paper and appoint a spokesperson. When all the groups have briefed the results of their small group discussions,the Chief of Staff should allocate time for the large group selection and prioritization of topics,appointment of research teams, and allocate project presentation date.

Emphasize that student presentation requirements are an assessed portion of their overall AAP 443 grade. Instructors should use CGSC Form 1009 for the assessment.

Presentation requirements are:

• Students are required to participate in at least one presentation in lesson 1.

• Small groups will be required to research their topic.

• The presentation can be in any format that generates class participation (e.g. panel discussion, seminar, and presentation with Q&A, small and large group sessions or any combination of activities). This list is not exhaustive.

• Presenters must capture their information so that students can incorporate the information intotheir Battle Book. (E.g. if a panel discussion, then a recorder from the group must capture thecomments and generate a product from the discussion.)

• Presentation time will vary depending on the number of topics identified by the class.

Minimum time is 30 minutes per group.• Groups must move beyond simply describing a process, program or topic. Groups will be

expected to analyze and evaluate the results of their research, and consider the impacts on humanresource operations.

• Groups will be expected to provide the instructor with a copy of their presentation prior to the start of the class in which they are scheduled to deliver their product. Students will be expected to provide a record of discussion outcomes, therefore a recorder is essential.

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Slides 11 – 12, Student Presentation Requirement

Instructor Note: The instructor can use slides 11 – 12 from Day 1 to remind students about the

presentation requirement, although use of the slides are discretionary. Day 2 is devoted to student research. The instructor should determine if there are any administrative announcements or questionsregarding the session activities. If there are announcements or questions, take only enough time toadequately address them with the large group. Once the instructor is assured that students areaccounted for and have presentation project questions answered, they may be released to utilize CGSC resources (e.g. CARL Library, Computer Lab).

Days 3 – 5: Introduction to Human Resource Principles, Systems, and Doctrine

Slides 11 – 12, Student Presentation Requirement

Instructor Note: The instructor can use slides 11 – 12 from Day 1 to remind students about the

presentation requirement, although use of the slides are discretionary. Students who are scheduled todeliver project presentations should arrive at the classroom before the start of class to ensure they are prepared to deliver the presentation. The instructor must ensure wall partitions are opened. Studentsare responsible for ensuring equipment is operable and should contact their class IMO if problems areencountered. Instructors should start the class with a reminder of the requirement, assessment procedures and answer questions that the students may have. Time devoted to these details ought to beminimal in order to maximize the time for student presentations.

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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 thestudent’s 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 student’soverall 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 overallstudent’s grade based on the standards expressed in the TLO / ELO for the lesson.

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

a. Learning Objectives to Assess.

An analysis of the complex Army human resource environment to include support concepts, principles,doctrine and systems. The analysis will include: An appreciation for the complexity of the Army humanresource systems; an analysis of Army human resource concepts, principles and doctrine as they apply tofull spectrum operations; an analysis of the inter-relationships among the Army human resource systems,outputs from the systems and the impact of non-human resource factors on organizational and individualreadiness.

An evaluation of Army human resource support at strategic, operational and tactical levels. Theevaluation will include: An identification of the key people and organizations at each level; evaluation of the effectiveness of human resource linkages among each level; evaluation of the effectiveness of HR common use and Army Executive Agent responsibilities.

b. Assessment Criteria. The instructor must do the following to ensure student mastery of the lessonELO:

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• 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 human resource operations.

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

• Ensure that students are prepared to ask questions and engage in discussions during group presentations.

• 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, butthe 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 course

content and is not competent in its application.

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36 Group Presentation Topics

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Appendix CSlides

1

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Instructor Note: Introduction. Prior to starting the class complete administrativeannouncements and ensure students are in the correct AAP. Introduce faculty members who will be teaching or assisting with the classes.

2

Instructor Note: Review the objectives of the course. Discuss leader behaviors from the Field Grade Competency Map. These leader behaviors will be assessed during small group and classdiscussions, small and large group projects, and presentations.3

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Instructor Note. Lessons scheduled in blocks as noted. Lesson 1 5 sessions 10 hours Lesson 2 3 sessions 6 hours

Lesson 3 4 sessions 8 hours

The actual amount of time may vary slightly with the availability of guest speakers.The primary focus of the seminar is student centric and involves discussions and presentations. Learning through peer involvement is imperative. Each student will bring a unique aspect of HR to theclassroom. . There will be a wide variety of experiences in the classroom (e.g. National Guard, Reserve, Active Duty, Sister Services and International Officers) all of which are valuable when looking at HR from multiple perspectives.

HR is broad based with areas such as recruiting, MEPS command, S1/G1, enlisted systems, and officer systems. The object of the class is to capture the current doctrine, transformation, systems and integrate personal experiences so that students can build their understanding and incorporate that understanding into professional and personal goals and future assignments. An HR battle book is one product that students can compile during the course and take with them into their next assignment.

This class has no exams or quizzes. Students may elect to submit a paper in lesson 2 in lieu of participating in the group project. Students can discuss the requirement for their paper one onone with the instructor.

4

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Instructor Note: Discuss the objectives and expectations for this lesson. Students should haveread the Advance Sheet and Lesson Plan, remind them that if they have not, they need to do soand they need to have read the material prior to the start of the next class.The expectation is that all students will contribute to the large and small group classdiscussions. Quality of discussion is valued above frequency or length of responses. This is a peer to peer learning environment (student centric and instructor facilitated).

5

Instructor Note. Discuss the sequence of events for the course and the dates that students will present their group projects. At the end of the class, students will develop a list of topics for their group presentations. They will be given guidance as to the length of the presentations,contents and research requirements. Have some copies of the sequence of events for lesson oneavailable for the students. Note that the first class session will be a mixture of lecture and classdiscussion during the first hour. The latter half of the class will be devoted to identification of presentation topics, determining who will present the topics and assigning a presentation date. During a small group breakout session, students will come to a small group consensus on the priority of topics. In a large forum, students will determine the topics they want to exploreduring class sessions 3, 4 and 5.

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6

Instructor Note: It is immaterial whether or not a student has had previous human resourceexperience. The purpose of this CE is to set the stage for discussion of how student backgroundsinfluence their views. This CE provides an opportunity to enhance student communication skills,build relationships, confront bias, consider new perspectives and ideas, and to allow them toexamine their experiences through sharing what they have learned. Students may find they havebeen influenced by some senior human resource leaders in ways that could hinder accepting newways of conducting human resource support, especially with the transformation of humanresource doctrine.

After setting the stage for the CE, allow students to reflect on the statement “You are what youwere, when . . .”. Have them record their thoughts on a piece of paper or lesson organizer. After a few minutes, have the students discuss what they have written with another student and record the exchange of information.

The quote, “You are what you were, when . . . “ comes from the work of Dr. Morris Massey, anorganizational behaviorist, whose work in human relations and organizational behavior led to a series of video tapes in the 1970’s. This quote is the title of one of the videos in the series. Dr. Massey and his works are controversial. Some of the students may want to critique the quote – steer students toward their experiences and how those experiences have shaped who they are, professionally and personally.

Objective: The object is to understand that what we bring into the classroom will shape thedynamics of where we head with discussions, presentations and products. Next, the discussionalso allows students to get to know their neighbors.1. Stimulate discussion about experiences that have affected the personal and professional livesof the students.2. Have students write down their thoughts and then do a pair-share with their neighbor.3. Background diversity ought to be apparent in the classroom (e.g. sister service, international officers, various degrees of human resource background.)

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4. This diversity will be useful as the class discusses various aspects of human resources and provide student presentations. Students will be exposed to the thoughts of senior leadership inthe human resources community who may see things from a different perspective, and not necessarily agree with the direction of HR transformation.5. This CE also addresses Leader Behaviors:

1.2.2 Display openness to work through controversy . . .2.2.1 Use a systems perspective . . .2.3.2 View problems from several perspectives . . .

6. If student discussion is headed towards HR, determine how much of the is being focused onthe content of Lesson 1. If the students are moving away from HR (and they probably will be)bring them back by asking some of the open ended questions from the Lesson Plan.7. Ensure all students participate or have an opportunity to share what they were thinking.

Clark’s Quote: Admiral Vern Clark’s, Sea Air Space Exposition, Marriott-Wardman Hotel,Washington, D.C. April 17, 2003

7

Instructor Note: Principles of Human Resource Support are not consistent. FM 12-6 Personnel Doctrine does not list a series of principles, although it refers to individual principles for Personnel Readiness, Personnel Strength and Casualty Operations. JP1-0 Joint Doctrine for Personnel Support and Joint Operations does list a set of joint human resource principles. Finally, Student Text 63-1 Brigade, Division and Corps Combat Service Support provides yet another set of principles. The takeaway is that no coherent set of principles exist. The instructor should approach this topic from theaspect of inconsistency and the implications for human resource support.

Invite discussion on this topic:

• Start by having someone define the term ‘principles of human resources’.

• According to Merriam-Webster’s Collegiate Dictionary, 10th Edition, copy right 2001, page 924 – a principle (noun) is a comprehensive and fundamental law, doctrine or

assumption.

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• Additionally, definitions of human resource management principles often lead to moreconfusion than to greater clarity. Problems arise because definitions principles look likecharacteristics.

• After a quick review of Human Resource textbooks from 1988 to the present, nonecontained a definition, list, or description of human resource principles – almost all of them immediately dealt with HR functions or issues.

• Have students consider the human resource tenets found in FM 12-6 – are these tenets substitutes for principles?

Points for this slide include:• The point to be made is that there are no established Principles of HR.

Confusion as to what constitutes a principle. Can students define this term in context of the Army Human Resources Support or the Joint Human Resources Support? Principlestend to be more theoretical. The chart that follows summarizes the lists of characteristics or descriptions found in FM 1-0 (Draft), FM 3-0, FM 4-0, and FM 12-6.

Some questions that could be asked are:

Based on your reading prior to the start of class, what conclusions can you make about the

principles of human resource support?

What consistencies or inconsistencies exist and how do these differences influence the

common understanding of human resource support?

What, if any, are the impacts of inconsistent human resource principles on providing

support to the warfighter?

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Instructor Note: Characteristics of Human Resource Support are inconsistent as well. FM 12-6 lists Army characteristics and Sustainment characteristics and talks about human resources. FM 4-0 provides CSS characteristics of which two (responsiveness and integration) are traceable to FM 12-6. . Discussion should focus on the lack of consistency and the implications the inconsistency has onunderstanding human resource support.

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FM 1-0 (Draft)

TenetsInitiativeAgilityDepthSynchronizationVersatility

TenetsInitiativeAgility

Depth SynchronizationVersatility

CharacteristicsAnticipationIntegrationContinuityResponsivenessImprovisation

Principles of HR Command

EmphasisJ1 Focal PointSynchronizationUnity of Effort

FelxibilityFlexibility

CharacteristicsResponsivenessSimplicity

FlexibiiltyFlexibility

AttainabilitySustainabilitySurvivabilityEconomyIntegration

Principles of War

ObjectiveOffenseEconomy of ForceMass

ManueverManeuver

Unity of CommandSimplicity

SurpriseSecurity

FM 12-6(Preface, pg xiv – xxiii)

JP 1-0 (Chapter I, pgI-2)

FM 4-0 (Chapter 1, pg 1-4 thru 1-16)

FM 3-0 (Chapter 4, pg 4-3)

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According to Merriam-Webster’s Collegiate Dictionary, 10th Edition, copy right 2001, page 191 – acharacteristic (noun) is a distinguishing trait, quality or property. As an adjective, it is a special quality or identity, it identified a person or thing or class. As was the case with principles, a quick review of Human Resource textbooks from 1988 to the present, none contained a list of human resourcecharacteristics.

Points• FM 12-6, Personnel Doctrine, uses a list of CSS characteristics from FM 4-0 but applies a

human resources aspect to them.• The chart on the next page provides a summary of the lists of terms or descriptions found in FM

1-0 (Draft), FM 4-0, and FM 12-6.

Some questions that could be asked are:

Based on your reading prior to the start of class, what conclusions can you make about thecharacteristics of human resource support?What consistencies or inconsistencies exist and how do these differences influence the commonunderstanding of human resource support?

What, if any, are the impacts of inconsistent human resource characteristics on providing support tothe warfighter?

FM 4-0 (Chapter 1, pg1-4 thru 1-16)

JP 1-0 FM 12-6 FM 1-0 (Draft)

CharacteristicsResponsivenessSimplicityFlexibilityAttainabilitySustainabilitySurvivabilityEconomyIntegration

Characteristics (as they pertainto HR)

ResponsivenessSimplicityFlexibilityAttainabilitySustainabilitySurvivabilityEconomyIntegration

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Instructor Note: JP 1-0 does not list functions of human resource operations; rather, it looks at the J-1responsibilities. These responsibilities (primary, support and other) partially correspond to the listing FM 4-0 and FM 12-6. Students should be able to identify the commonalities between the publications,but should also note the differences. Discussion should consider the differences between Joint and Army functions and why those differences exist. Some questions that could be asked are:

Based on your reading prior to the start of class, what conclusions can you make about the functionsof human resource support?What consistencies or inconsistencies exist and how do these differences influence the commonunderstanding of human resource functions?What, if any, are the impacts of inconsistent human resource functions on providing support to thewarfighter?

10

Instructor Note: Students should already be familiar with the strategic, operational and tactical levelsbased on their participation in the following Core courses:

• C202 – Strategic Concepts introduced the three levels – strategic, operational and tactical.• C210 – Strategic Logistics (looked at key strategic logistical tasks, organizations and the

LOGEEI)• C334 – Operational Logistics (considered joint logistics and personnel support in the theater,

Title 10 responsibilities, Executive Agent responsibilities, Theater Sustainment Command and planning for theater level logistical support).

• C433 – Sustaining Tactical Operations (analyzed modularity as it affects the Theater Sustainment Command, Sustainment Brigade and the fueling / fixing / arming / sustaining and

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moving aspects of tactical operations. Students were also broken down into study groups of whichhuman resources support, financial management and chaplain support were a part).

Students should be broken down into three groups and each group assigned one of the strategic,operational, and tactical levels. The groups should be given 10 minutes to identify the key personnel organizations / agencies at each level, their key functions and the inter-relationships between these

organizations and functions. Students can also identify human resource support issues at each level, but will not have enough time to analyze the issues or recommend changes; further research into these topicswill come later in the lesson. Have the students report to the large group the results of their discussions.Some questions that could be asked are:

What was the result of your small group discussion regarding the assigned topic? Did your group identify issues that affect human resource support and what were these issues?What linkages among the three levels did your group identify during your discussion?

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Instructor Note: The application will take place over several class sessions (sessions 2 – 5). Set the stage for the human resource topic practical exercise by reviewing the course requirement. Ask for oneof the students to serve as a ‘Chief of Staff’ and another student to serve as a ‘Recorder’. The Chief of Staff will be responsible for executing the topic identification process, and should use delegation,organization, and time management skills to deliver a product at the end of the class session. Ideally,

each small group should identify topics, prioritize those topics, write them down on butcher paper and appoint a spokesperson. When all the groups have briefed the results of their small group discussions,the Chief of Staff should allocate time for the large group selection and prioritization of topics,appointment of research teams, and allocate project presentation date. Emphasize that student presentation requirements are an assessed portion of their overall AAP 443 grade. Instructors should use CGSC Form 1009 for the assessment.

Presentation requirements are shown on slides 11 and 12:

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• Students are required to participate in at least one presentation in lesson 1.

• Small groups will be required to research their topic.

• The presentation can be in any format that generates class participation (e.g. panel discussion, seminar, and presentation with Q&A, small and large group sessions or any combination of activities). This list is not exhaustive.

• Presenters must capture their information so that students can incorporate the information into

their Battle Book. (E.g. if a panel discussion, then a recorder from the group must capture thecomments and generate a product from the discussion.)

• Presentation time will vary depending on the number of topics identified by the class. Minimum time is 30 minutes per group.

• Groups must move beyond simply describing a process, program or topic. Groups will beexpected to analyze and evaluate the results of their research, and consider the impacts on humanresource operations.

• Groups will be expected to provide the instructor with a copy of their presentation prior to the start of the class in which they are scheduled to deliver their product. Students will be expected to provide a record of discussion outcomes, therefore a recorder is essential.

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Aap443 Lp1 (Final)