HUMAN RESOURCESSENIOR LEADERS COURSE

42A

Analyze Strength Reporting

LESSON PLAN

Version 2.0

January 2018

U.S. ARMY SOLDIER SUPPORT INSTITUTENoncommissioned Officer Academy

Human Resources Senior Leaders CourseTLO 4.0 – Establish Man the Force Requirements

ELO 4.7 - Analyze Strength Reporting

LESSON PLANLesson Author: AG Branch, ITDDate prepared: January 2013Last update: January 2018

1. SCOPE: Analyze Strength Reporting is a 3.5 hour lesson. This lesson analyzes the strength reporting process and HR staff (S-1/G-1) elements doctrinal responsibilities. Additionally, during this lesson students examine key terminology, strength reporting formats and HR enabling systems that support strength reporting including the Electronic Military Personnel Office (eMILPO), Tactical Personnel System (TPS), Deployed Theater Accountability System (DTAS), and Common Operating Picture Synchronizer (COPS).

Students will reach the following lesson outcomes through assigned readings, actively participating in class, and completing the practical exercises:

Enabled to logically defend, challenge, or communicate strength reporting doctrinal concepts found in Chapter 3, Section III, FM 1-0, HR Support.

Ability to correlate strength reporting responsibilities for HR staff elements (S-1/G-1).

Equipped to advise and teach subordinate HR professionals and Army Leaders on strength reporting.

Enabled to identify HR enabling systems that support strength reporting and manual/automated strength reporting formats.

Demonstrate doctrinal proficiency and apply critical thinking skills.

2. LEARNING OBJECTIVE:

ELO 4.7:Action: Analyze Strength Reporting

Conditions: Senior HR Leaders in a classroom environment working individually and as a member of a small group, using doctrinal and administrative publications, practical exercises, case studies, personal experience, handouts, and discussion with an awareness of the Operational Environment (OE) variables and actors.

Standard: Analysis includes:

1. Strength reporting process and doctrinal responsibilities.

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2. HR enabling systems that support strength reporting.

Learning Domain: Cognitive

Level of Learning: Analysis

3. ASSIGNED STUDENT READINGS:

a. Study Requirements:

Study: (1) FM 1-0 (April 2014) Human Resources Support, Chapter 3, Section III (6 pages)

(2) ATP 1-0.1 (March 2015) G1/AG S-1 Operations, Appendix D, pages D-4 (1 page) note: Strength Reporting (SR) is no longer a standalone subtopic under Man The Force. Information has been blended in the AWOL and DFR subtopic.

Read: Chairman of the Joint Chiefs of Staff Manual (CJCSM) 3150.13C, Joint Reporting Structure – Personnel Manual, Enclosure A, Joint Personnel Status Report (JPERSTAT) (20 pages)

Scan: NA

Review: NA

b. Bring to Class: NA.

c. Be prepared to discuss the following in class: (1) Strength reporting doctrinal responsibilities.

(2) S-1 and unit-level leader’s roles and responsibilities for strength reporting.

(3) Strength reporting challenges S-1s face in the operational environment.

(4) Strength reporting formats and HR enabling systems.

4. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL: ALARACT 130/2012, Subject: Automated Rear Detachment Report (ARDR) and Reporting Requirements, DTG: 081616Z May 12

5. TRAINING AIDS, REFERENCES, AND RESOURCES:

This lesson is taught in a small group classroom setting with the ability to project PowerPoint slides and multimedia. The CE works best when whiteboards or butcher paper pads are available with appropriate writing instruments. Additional resources are available digitally for students to reference on their laptops without having the need to print.

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Appendix A: Assessment PlanAppendix B: List of Slides

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6. CONDUCT OF LESSON:

a. Lesson Timeline:

15 minutes Concrete Experience: S-1 Strength Reporting15 minutes Publish and Process25 minutes Generalize New Information10 minutes Break50 minutes Group Practical Exercise #1 - Doctrinal Responsibilities10 minutes Break30 minutes Generalize New Information 15 minutes Develop10 minutes Break60 minutes Apply – Practical Exercise

NOTE: The purpose of this lesson is not to convey knowledge and move on – it is to get students thinking about how to effectively analyze and conduct strength reporting regardless of location or environment. There are not many slides in the lesson, but there is great potential for discussion. While topic slides do introduce knowledge for consideration, 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 background can prepare for the lesson by completing the reading assignments.

Your purpose in this block of instruction is to ensure students understand the fundamentals of strength reporting and to facilitate discussion and critical thought of new information, and then to push students to the next level and have them apply their knowledge during the HR STAFFEX. Instructors must be thoroughly familiar with the topics and structure of the lesson to properly facilitate a small group. For each topic, ask students “Why is this important – particularly as you prepare for your next assignments?”

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Security Level: This course / lesson will present information that has a Security Classification of: U - Unclassified.

Foreign Disclosure Restrictions: 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.

Throughout the lesson discussion, seek opportunities to link the ALAs and GLOs with the lesson content through the student’s experiences.

The 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.

The General Learning Outcomes (GLOs) 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.

GLO 6: Soldiers and Army Civilians demonstrate proficiency in the mission command system.

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.

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b. Concrete Experience (15 min):

Slide 1: S-1 Strength Reporting Concrete ExperienceFocus: The concrete experience serves as a trigger of experience and knowledge, as a focusing mechanism for the lesson that follows, and as a support for teaching new content.

CONCRETE EXPERIENCE

1. Display slide and allow students to read the situation.

2. Break the students into two groups and click mouse to display CE questions.

3. Allow groups 15 minutes to brainstorm their responses.

4. Have each group record their responses on a white board, butcher-block paper, or other media that can be easily viewed by the entire class during the Process Phase.

NOTE: Throughout this lesson, solicit from students the challenges they experienced in the operational environment (OE) and what they did to resolve them. Encourage students to apply at least one of the critical variables: Political, Military, Economic, Social, Information, Infrastructure, Physical Environment and Time (PMESII-PT). Consider selecting students with less background in this area to be the recorders. It provides a low-stress method to participate and absorb information. The recorder only captures information, but could be responsible to summarize generated information to the other group at the beginning of the process phase. If the recorder has difficulty with any items, team members can help.

c. Publish and Process (15 min): This phase is student-centered and instructor facilitated.

The “publish” portion is a short discussion on how group members felt during their experience of generating data. This phase focuses on the group dynamics during the exercise and 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

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“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.

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Questions the instructor may ask to assist in the publishing phase:

What happened? How did you feel about that? Who had a similar or different experience, and why? Were there any surprises? Did anyone have a hard time contributing? Why? (Knowledge, group dynamics,

etc.) Was everyone engaged in actively listening, or were some trying to dominate? If a

“dominator” personality exists, how can you ensure participation and commitment of everyone towards shared knowledge and understanding?

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 questions for each group are the same, one technique for discussing information may be to go back and forth to see if related items were generated from each group or have one group provide their answers to all questions and then move on to the second group and then contrast/compare.

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 include “item X”? 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 develop as you worked through the questions? (e.g. events vs. processes)

How did you determine which step or process should occur first? (There may be no right answer to their list, but the more interesting development would be if there is a disagreement between group members. Have them discuss their differences in thought).

After having talked about this, do you think you left anything critical off?

Answers to these questions contain processes that are ongoing, so where do you start? Why is there not just one process that already has this task figured out? (Conversation could include doctrinal changes, how doctrine is applied in different situations).

Did the CE demonstrate that strength reporting is a complex process and requires a methodical approach?

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d. Generalize New Information (25 min): Although instructor facilitated, this lesson is designed for maximum student involvement and discussion.

Slide 2: Learning ObjectiveFocus: Review Learning Objective and Assessment Plan.

NOTE: Pacing of the GNI phase relies on student interaction. The intent is for the group to discuss the topics presented, and by expressing the importance of these subjects in terms of their own knowledge and experience, to thereby attach “relevance” to the material. The goal is not to just get through the slides. “Hard data” content varies from topic to topic, and when information is provided, it is mainly to serve as anchor points for discussions requiring thinking that is more critical. Although there are many questions related to the material that may have “right” answers, facilitators should push students to explain why an answer is “right,” or why one answer may be better than another may. Occasionally, students will disagree with you or one another, which is expected – encourage professional discussion that relies on critical thinking. Learners are more likely to remember these interactions than a bullet on a slide.

Properly managing strength reporting can be overwhelming at first. After completion of this lesson, students should have an idea of where to start, how to sift through the large amounts of information available to them, and how to categorize and prioritize that information for use in problem solving.

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Slide 3: Strength Reporting3Focus: Doctrinal overview; sets the scope of the lesson for contingency operations while recognizing that strength reporting is a critical HR key function.

Strength Reporting is a numerical end product of the accountability process. It is achieved by comparing the by-name data obtained during the personnel accountability process (faces) against specified authorizations (spaces or in some cases requirements) to determine a percentage of fill.

Strength data reflects a unit’s authorization and required base-line strength. It starts with strength-related data submitted at unit level and ends with an updated database visible at all echelons, to include Human Resources Command.

Personnel strength reporting is a command function conducted by G-1/AGs and S-1s to enable them to analyze manning levels and readiness, which provide a method of measuring the effectiveness of combat power. As strength reports may impact tactical decisions, the timely and correct duty status of individuals are critical to the strength reporting process.

Personnel strength reporting includes reporting all personnel who deploy with the force. This includes Soldiers, military Servicemembers from other Services, DoD civilians, and contractors.

NOTE: Instructors should leverage their own experiences and ask pertinent questions pertaining to the information presented. Potential questions may include:

• How can Strength Reporting affect the commander’s decision-making process and the unit’s mission? Provide examples.

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Slide 4: Strength Reporting ProcessFocus: Strength reporting process for HR staff elements and supporting HR enabling systems.

HR staffs perform HR core competencies and key functions at theater-level and below. Not all HR key functions are executed at each level of command. For example, personnel accountability is conducted at the S-1 level and monitored at division and above levels. However, Strength Reporting is conducted at every level.

The strength reporting process begins by unit S-1s processing strength related transactions into various HR automated systems that update the HR common operational picture at all levels and ends with the production of a PERSTAT report (JPERSTAT in a Joint environment). This report can be either manual or automated.

Greater accuracy in the strength reporting process is achieved by generating reports from automated systems that perform personnel accountability functions. These automated reports reduce error by treating each entry as a record versus a data element that requires separate update. Additionally, automated processing is capable of simultaneous (real-time in some cases) versus sequential reporting, which provides greater responsiveness to HR providers and commanders.

The strength reporting process provides commanders with a snapshot of the personnel component of their combat power and capabilities. Every level of command develops their requirements for data elements reflected on the strength report. At a minimum, commands should report strengths by unit, location, component, category (military, DoD civilian, contractor, etc.), and duty status. Internally, commanders may use additional data elements that provide a better snapshot of actual capabilities by weapon system, cohort (officer/warrant/enlisted), MOS additional specialties, language ratings, etc. Unit G-1/AGs and S-1s should develop strength reports that best represent the personnel component of combat power for their organizations. Within a deployed theater, the ASCC G-1/AG will establish PERSTAT reporting requirements for unit strengths to include required “as of” times. If operating in a Joint environment, the PERSTAT should require the same data elements as the JPERSTAT.

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NOTE: Several items in the diagram are discussed in more depth as the lesson progresses. Most NCOs have some familiarity with these items; the discussion here is general enough to understand the flow of information.

Slide 5: Key TerminologyFocus: Understanding key terminology used and the importance of command relationships in the strength reporting process

NOTE: Reference FM 1-0, para 3-67 and ADRP 5-0, Chapter 2

An effective strength manager must understand the key terminology in the Strength Reporting process. Command relationships define superior and subordinate relationships between unit commanders and impact strength reporting responsibilities.The use of command and support relationships in personnel strength reporting operations must be clearly understood by the losing and gaining S-1 section, to ensure there is no “double counting” of task organized units. The most common discrepancy with strength reporting is the double counting of units the day of a change in task organization.

Effective date/time groups for task organization changes are critical to reporting timelines and the “as of” data reflected in strength reports. Battalion and brigade S-1 sections must maintain operational awareness for task organization changes and ensure strength reporting reflects task organization changes. S-1s must communicate laterally to ensure gaining and losing S-1s are clear on reporting conditions.

NOTE: Instructors should leverage their own experiences and ask pertinent questions pertaining to the information presented. Facilitate discussion on key terminology, as necessary, and ensure students understand the meaning and importance of each. The definitions below are extracts from FM 1-0 and ADRP 5-0 and provide a quick reference for the facilitator. Refer to ADRP 5-0, Table 2-1, if necessary to clarify command relationships.

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STRENGTH CATEGORIES

Required Strength - Unit wartime requirements, are normally found on a unit’s MTOE or an RC unit’s mobilization/deployment order; normally the same as authorized strength given recent Army leadership guidance.

Authorized Strength - Unit peacetime requirements; the number against which personnel assignments are made and can normally be found on a unit’s MTOE or an RC unit’s mobilization/deployment order, may be directed by PMAD.

Operating Strength - Soldiers who are available to deploy as compared to authorizations. This relates to available strength on the Unit Status Report (USR) and does not include Soldiers who are non-deployable or not available.

Assigned Strength - Includes all Soldiers currently assigned on orders to the unit; however, the Soldier’s duty status may vary.

OTHER

Task organization - a temporary grouping of forces designed to accomplish a particular mission. Commanders task organize the force by establishing command and support relationships. Command relationships define command responsibility and authority. Support relationships define the purpose, scope, and effect desired when one capability supports another. The unit’s task organization is in the base plan or order or in Annex A (Task Organization).

Personnel Summary - Displays a unit’s personnel strength in aggregate numbers, as of a given time. It reports strength by personnel category (officer, warrant, enlisted, andcivilian), gains, losses, and duty status changes since the last report. Commanders and personnel readiness managers use the report to assess organizational combat power and set priorities.

Personnel Requirements Report—HR managers report personnel requirements through a PRR. This report lists unit personnel replacement requirements by grade/MOS, and is based on comparison of authorized versus assigned strength.

COMMAND RELATIONSHIPS

Organic: Those assigned to and forming an essential part of a military organization. Organic parts of a unit are those listed in its table of organization (TOE). Joint command relationships do not include organic because a joint force commander is not responsible for the organizational structure of units. That is a Service responsibility.

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Assigned: To place units or personnel on orders in an organization where such placement is relatively permanent, and/or where such organization controls and administers the units or personnel for the primary function of the unit or personnel. Unless specifically stated, this includes administrative control (ADCON). This means the unit or personnel are fully “owned” by the gaining organization to include strength reporting, awards, postal, casualty support, supply, transportation, etc. Also, includes less obvious areas like evaluations, contact with rear detachments, R&R planning, etc.

Attached: The placement of units or personnel in an organization where such placement is relatively temporary. A unit that is temporarily placed into an organization is attached.

Operational Control (OPCON): Transferable command authority for a specific operational mission, Operational control may be delegated and is the authority to perform those functions of command over subordinate forces involving organizing and employing commands and forces, assigning tasks, designating objectives, and giving authoritative direction necessary to accomplish the mission. Operational control does not, in and of itself, include authoritative direction for logistics or matters of administration, discipline, internal organization, or unit training (JP 1-02). This command relationship has the least impact on HR operations. Generally, this control is related to a specific mission with a short duration timeline. HR personnel will normally be expected to monitor the units’ personnel status; but not take direct action to influence it.

Tactical Control (TACON): command authority over military capability or forces made available for tasking, that is limited to the detailed and, usually, local direction and control of movements or maneuvers necessary to accomplish missions or tasks assigned. Tactical control is inherent in operational control. Tactical control allows commanders below combatant command level to apply force and direct tactical use of logistic assets but does not provide authority to change organizational structure or direct administrative and logistic support.

Administrative control - The direction or exercise of authority over subordinate or other organizations in respect to administration and support, including organization of Service forces, control of resources and equipment, personnel management, unit logistics, individual and unit training, readiness, mobilization, demobilization, discipline, and other matters not included in the operational missions of the subordinate or other organizations (JP 1).

BREAK. Providing the training schedule provides and available time permits this is a good point to provide the students a short break before transitioning to Strength Reporting Group PE#1.

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Slide 6: Strength Reporting – Group Practical Exercise #1Focus: Strength reporting doctrinal responsibilities for HR staff elements.

• ASCC / Corps / Division G-1

• Brigade S-1

• Battalion S-1

GROUP PRACTICAL EXERCISE #1 (50 minutes)

1. Display slide and click mouse to display practical exercise instructions when ready.

2. Divide students into three groups and allow 20 minutes (+/-) for students to conduct group analysis for the question posed.

3. Have students record their responses on a whiteboard, butcher-block paper or other media for presentation to the class.

4. Allow each group 10 minutes (+/-) to present their analysis.

**NOTE - IMPORTANT: The intent of this exercise is NOT to have students open FM 1-0 and repeat Strength Reporting doctrine. The intent is for each group to analyze strength reporting doctrinal responsibilities for their assigned organization and clearly and confidently present their analysis to the class for discussion.

NOTE: Refer to FM 1-0, HR Support, Section III, as needed, during student presentations. Additionally, the opening slide after the break (Slide 7) is a build slide that walks through the entire manual and strength reporting process and reinforces doctrinal responsibilities.

BREAK. Providing the training schedule provides and available time permits this is a good point to provide the students a short break before transitioning to Strength Reporting Formats.

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Generalize New Information (30 min)

Slide 7: Battlefield FlowFocus: Strength reporting battlefield flow and reinforcement of doctrinal responsibilities.

NOTE: This is a build slide requiring six (6) mouse clicks.

CLICK 1: Prior to arriving in theater, the ASCC G-1/AG establishes theater policy for personnel strength reporting to include reporting standards and timelines. Coordination with the G-6 is necessary to ensure access to NIPRNET and SIPRNET is established for required HR databases and automated systems. During initial entry, strength managers must be prepared to operate with limited or no connectivity.

CLICK 2: The early entry element of the HRSC establishes the DTAS and initiates database hierarchy management. The TG PAT, supported by an HR Company, establishes theater personnel accountability operations at theater reception points (APOD/SPOD). The TG PAT ensures all personnel and units arriving in theater are accurately entered into DTAS. For units, the S-1 normally provides a copy of their unit’s database, which the TG PAT then uploads into DTAS.

CLICK 3: The strength reporting process begins with unit S-1s processing strength related transactions into various HR automated systems.

CLICK 4: During initial entry, strength managers must be prepared to use Manual Strength Reports when operating with limited or no connectivity.

CLICK 5: Brigade S-1 Strength Reporting Doctrinal Responsibilities.

CLICK 6: Battalion S-1 Strength Reporting Doctrinal Responsibilities.

NOTE: Figure depicts the information flow for both automated and manual personnel accountability reporting.

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Slide 8: Strength Reporting FormatsFocus: Different strength reporting formats.

NOTE: Reference FM 1-0, Chapter 3, Section III and ALARACT 130/2012, Subject: Automated Rear Detachment Report (ARDR) and Reporting Requirements

As we discussed, the strength reporting process provides commanders with a “snapshot” of the personnel component of their combat power and capabilities. Every level of command develops their requirements for data elements reflected on the strength report. Again, at a minimum, commands should report strengths by unit, location, component, category (military, DoD civilian, contractor, etc.), and duty status.

Internally, commanders may use additional data elements that provide a better snapshot of actual capabilities by weapon system, cohort (officer/warrant/enlisted), MOS additional specialties, language ratings, etc.

Remember, G-1/AGs and unit S-1s should develop strength reports that best represent the personnel component of combat power for their organizations.

Within a deployed theater, the ASCC G-1/AG establishes PERSTAT reporting requirements for unit strengths to include required “as of” times. If operating in a Joint environment, the PERSTAT should require the same data elements as the JPERSTAT.

NOTE: Instructors should leverage their own experiences and ask pertinent questions pertaining to the information presented. Facilitate discussion on strength reporting formats, as necessary, and ensure students understand the intent and purpose of each. Refer to FM 1-0, Chapter 3, Section III, as necessary. The definitions below are extracts from FM 1-0 and provide a quick reference for the facilitator.

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Personnel Summary (PERSUM). This report displays a unit’s personnel strength in aggregate numbers, as of a given time. It reports strength by personnel category (officer, warrant, enlisted, and civilian), gains, losses, and duty status changes since the last report. Unit SOPs will determine report format and reporting times. Reports from subordinate units are rolled up and reported higher. Commanders and personnel readiness managers use the report to assess organizational combat power and set priorities.

Personnel Requirements Report (PRR). Human resource managers report personnel requirements through a personnel requirements report. This report lists a unit’s personnel replacement requirements by grade/MOS based on a comparison of authorized versus assigned strength. The PRR is primarily used to manage replacement operations. Unit SOPs will determine report format and reporting times.

Personnel Status Report (PERSTAT). The PERSTAT gives the unit and the Army commander a strength summary. FM 1-0 recommends that the Army unit’s PERSTAT be in exactly the same format as the final theater JPERSTAT product. Unit SOPs may have different formats in order to provide the commander the information they need to make decisions. To prevent double counting, units do not report personnel strength on their OPCON and TACON units to higher HQs. Those reports are made by the parent unit. However, commanders may require a status report of those units’ operation strength in order for the commander to make tactical decisions.

Joint Personnel Status Report (JPERSTAT) also gives the unit and commander a strength summary. It provides an assigned and available strength count, and captures gains and losses since the last reporting period. Data is broken down by unit and deployed installation and includes Army Soldiers of all components, DOD civilians and contractors, allied, multi-national and joint personnel in theater. Soldiers on leave, TDY, emergency leave, etc. in CONUS are not included on the JPERSTAT.

NOTE: Chairman of the Joint Chiefs of Staff Manual (CJCSM) 3150.13C, Joint Reporting Structure – Personnel Manual, Enclosure A, Joint Personnel Status Report (JPERSTAT) provides detailed information on the JPERSTAT.

The J-1 develops and publishes the JPERSTAT format and enforces its use. The unit’s PERSTAT should be in exactly the same format as the final theater JPERSTAT product. Additionally, the unit’s numbers on the JPERSTAT must match the unit’s numbers in the Deployed Theater Accountability Software (DTAS) database. Army planners rely on theater database to make operational decisions, budgeting requirements, AAFES, MWR and intra-theater pass program planning and executions.

S-1s may also be required to report civilian and coalition partners that are assigned or attached to their unit. This is usually done on a separate spreadsheet of the JPERSTAT than the U.S. military personnel. These personnel can be challenging to account for and coordination must be made to insure they are not being double counted or not accounted for at all.

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NOTE: Explain that there may be many different formats for a JPERSTAT in theater, but that they have the same basic elements.

Automated Rear Detachment Report (ARDR). The ARDR replaced the manual Rear Detachment Report (RDR) in May 2012

NOTE: See ALARACT 130/2012, Subject: Automated Rear Detachment Report (ARDR) and Reporting Requirements, DTG: 081616Z May 12, for detailed information.

The ARDR reflects personnel deployable information derived from eMILPO and provides a common operating picture of readiness data for all units. The ARDR also serves as a management tool to monitor readiness of all units. Units should use the ARDR as a primary tool to manage personnel readiness management and non-deployables.

The Army G-1 generates an ARDR on the following Active Component units:

• Corps HQs• Division HQs• Brigade Combat Teams• Combat Aviation Brigades• Other units on demand.

To maintain the integrity of the report, unit S-1 sections are required to ensure all transactions are completed in eMILPO. Although S-1s will not update MEDPROS, they are required to have routine liaison with their supporting medical treatment facility to resolve discrepancies with medical readiness data in eMILPO.

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Slide 9: Strength Reporting HR Enabling SystemsFocus: HR enabling systems that support Strength Management

• DTAS

• eMILPO

• COPS

• TPS

NOTE: This is a build slide requiring four (4) clicks to display each system.

NOTE: Explain to the students that this portion of the lesson will be a general overview of the systems that support strength reporting and in subsequent lessons; they will receive more in-depth, hands-on training for eMILPO, TPS, and DTAS.

Deployed Theater Accountability Software (DTAS) is the database of record for accountability (boots on ground) in the deployed theater of operations. It is the ‘boots on ground’ strength, or deployed strength, for all military and civilian personnel, to include Army personnel, joint service members, DOD civilians, and contractors. It provides commanders with a standardized database for near real-time visibility of the duty status of all deployed personnel by name (SSN), unit, location, and date. It is a web enabled software application accessible worldwide via physical connection to the Secret Internet Protocol Router Network (SIPRNET) or by mobile computers.

Electronic Military Personnel Office (eMILPO) is the Army’s personnel accountability system of record. It is an unclassified web-based application that provides the Army with a reliable, timely, and efficient mechanism for managing strength accountability and performing personnel actions.

eMILPO provides visibility of location, status, and skills of Soldiers both from a high level (top of the system) and a unit level (bottom of the system). This visibility is vital in determining the war fighting capability of the Army and subordinate commands. The active component is responsible for maintaining the eMILPO data in peacetime and while deployed. During mobilization, U.S. Army Reserve and National Guard personnel are also entered into eMILPO for accountability purposes. Reserve component units are responsible for maintaining eMILPO data throughout their mobilization.

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Common Operating Picture Synchronizer (COPS). COPS provides users a single view of authorization and strength data for enlisted and officer personnel. COPS presents a view-only capability of existing data derived from multiple sources. According to FM 1-0, COPS is the most powerful personnel information management enabling system available to S-1s.

HRC utilizes the Personnel Management Authorization Document / Updated Authorization Document (PMAD/UAD) to manage strengths based on authorizations while MACOM managers utilize both The Army Authorization Documents System (TAADS) and PMAD/UAD. COPS enable users to see both management documents simultaneously. COPS also incorporates personnel strength information extracted from existing EDAS and TOPMIS data. COPS merges this authorization and strength data to create a common operating picture.

COPS provides the capability to view authorization and strength information, by specialty and grade, at the MACOM, Distribution Management Level (DML), Distribution Management Subordinate Level (DMSL), Parent Unit Designator (PUD), and Unit Identification Code (UIC) levels. Strength projections can be displayed for up to six months, at one-month increments. Additionally, COPS provides a drill down capability to view assigned strength at the individual Soldier level. This capability enables the user to concurrently see officer and enlisted assigned strengths for the current month, down to the individual Soldier level.

Tactical Personnel System (TPS) is software that supports real-world rapid deployment accountability. It utilizes barcode scanner functionality for deployment manifesting and for jump manifests. It serves primarily to create deployment and redeployment manifests for all military personnel (to include Army AC/USAR/ARNG and joint personnel), for DOD/DA civilians, for contractors, and for foreign nationals. TPS can construct a limited task force organization database, and provides the capability to query and view/print reports, such as the personnel summary and crew status. TPS is highly mobile and can be used as a hasty field reporting system. Some of the systems that TPS interface with include:

(1) Real-Time Automated Personnel Identification System (RAPIDS) is the current DOD identification system. TPS interfaces with RAPIDS by reading a Soldier’s SSN from a barcode. TPS takes the SSN into the Windows buffer and pulls the Soldier’s record from a resident database.

(2) DOD Smart Card/Common Access Card (CAC). TPS reads the barcode located on the back of the CAC. DOD is looking at the possibility of accessing the Integrated Circuit Chip via an Integrated Circuit Chip Reader (ICCR).

(3) Deployed Theater Accountability Software (DTAS). TPS can create a personnel roster or manifest (TRN file) that is uploaded into DTAS. TPS helps establishes the deployed personnel database for Army, Joint, and Coalition operations which enhances the Army’s ability to account for personnel in a theater of operations.

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NOTE: Instructors should leverage their own experiences and ask pertinent questions pertaining to the information presented. Potential questions may include:

What are some of the similarities and differences in the systems?

Do the various strength reporting systems complement each other? How?

Which HR system is the most difficult / easiest to use? Why?

How can you ensure your S-1 sections are properly trained on each system? How to you measure “properly trained?”

Are there other HR enabling systems not listed here that you use for strength

reporting?

Slide 10: Learning ObjectiveFocus: Review learning objective, summarize lesson, poll for questions and transition to Develop Phase.

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e. Develop (15 minutes): This phase is student-centered and instructor facilitated.

NOTE: Instructors now initiate a student discussion of how material in the lesson plan will be used in their future assignments. Although instructors can guide students in the discussion, the answers ultimately belong to the students.

NOTE: Instructors should leverage their own experiences and ask pertinent questions pertaining to the information presented. Potential ideas may include:

Ask what the importance is of the relationship between the questions posed in the concrete experience. Students should be able to see many of the actions required for accurate strength reporting can be anticipated and pre-planned.

Students in the concrete exercise should have identified many of the primary or related topics brought up in the lesson. Has this lesson helped them see linkages between all the topics?

Some strength reporting tasks/processes are conducted sequentially while others are simply related and may occur before, after, or at the same time as others. Do students see how the relationships between different events can create opportunities or limitations in trying to accurately report strength in a time-constrained or austere (e.g., no connectively to HR enabling systems) environment?

Students conducted a PE analyzing strength reporting doctrinal responsibilities. Do students see doctrinal responsibilities replicate tasks performed in the real world?

Are students more familiar now with knowing where to look for information?

f. Assessment Plan: See Appendix A.

g. Apply (60 minutes). Administer Practical Exercise

20

Appendix ATLO 4.0 – Establish Man the Force Requirements Module Assessment Plan

Module AssessmentContribution to

Group WorkWritten

CommunicationOral

CommunicationModule

Post-Assessment TOTAL

20% 20% 10% 50% 100%

ELO 4.1 Coordinate Personnel Information ManagementELO 4.2 Analyze PRM Planning ConsiderationsELO 4.3 Manage the Enlisted Strength Management ProcessELO 4.4 Communicate Officer Distribution and Assignments ProcessELO 4.5 Coordinate the Deployment Cycle Support ProgramELO 4.6 Implement Personnel AccountabilityELO 4.7 Analyze Strength ReportingELO 4.8 Validate Unit Status Reporting

Contribution to Group Work. See SLC Contribution to Group Work Rubric for specific grading criteria.

Written Communication. During this module you are required to prepare an Information Paper during the Analyze PRM Planning Considerations lesson. Your facilitator will provide detailed instructions. See SLC Written Communication Rubric for specific grading criteria.

Oral Communication. See SLC Oral Communication Rubric for specific grading criteria.

Module Post-Assessment. A comprehensive post-assessment consisting of multiple-choice, matching, fill-in-the-blank and ordering questions will be administered via Blackboard Academic Suite upon completion of the module.

.

A-1

Appendix BList of Slides

Slide 1: Concrete Experience – S-1 Strength Reporting

Slide 2: Learning Objective

Slide 3: What is Strength Reporting?

Slide 4: Strength Reporting Process

Slide 5: Key Terminology

Slide 6: Strength Reporting Doctrinal Responsibilities- Group PE#1

Slide 7: Battlefield Flow

Slide 8: Strength Reporting Formats

Slide 9: Strength Reporting HR Enabling Systems

Slide 10: Learning Objective

C-1