UNITED STATES ARMYSOLDIER SUPPORT INSTITUTE

ADJUTANT GENERAL SCHOOL

HUMAN RESOURCES TECHNICIANWARRANT OFFICER INTERMEDIATE LEADERS EDUCATION

FOLLOW-ON COURSE

Recommend Talent Management of Senior Warrant Officers to Commands

Lesson Plan

March 2020

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U.S. ARMY SOLDIER SUPPORT INSTITUTEUS ARMY ADJUTANT GENERAL SCHOOL

Warrant Officer Intermediate Leaders Course – Follow-on CourseRecommend Talent Management of Senior Warrant Officers to Commands

Lesson Plan

Lesson: 6.0 HoursLesson Author: CW4 Andrea Ebanks-JoynerDate Lesson Prepared: March 2020Last Update: March 2020

1. SCOPE: The Army is undertaking the most comprehensive reform of its three officer personnel systems (Active, Guard, and Reserve) across the Total Force since the Officer Personnel Act of 1947. The 2019 National Defense Authorization Act granted several new authorities that provide the Army flexibility to determine the characteristics of a future talent-based system. The Army has determined how it will implement the new authorities and is on the verge of releasing several new policies and initiatives that set Army Talent Management in motion. Recommend Talent Management of Senior Warrant Officers to Command is a 6.0 Hour lesson aimed at providing the basic knowledge of managing Senior Warrant Officers at Corps-level and above.

While the lesson provides basic key information you must know and understand to be successful in your strategic future assignments, it cannot and will not provide you with everything you need to know. Executing human resources actions at the strategic level, like many HR services and functions, are filled with complex and dynamic events. To best prepare you for these events, this lesson uses information to highlight responsibilities and challenges faced by HR providers at echelon above corps. You are expected to come to class prepared to participate, sharing knowledge and your real-world experiences to reach conclusions. Often you will find that there is no one “right” answer to a question. Instead you will be required to propose and defend possible “best” answers. If your group works together well, you may even find the “best” questions are the ones you ask yourselves.

Take note that there is one reading assignment due before the lesson begins in addition to your pre-class reading. Several self-development products are also provided for you to learn more about what interests you, or what you feel you need to spend more time on. We will discuss the FY19 NDAA, Talent Management, Strength Management and tackle real world issues. Think about these topics now, and what questions you may want to raise during class.

The lesson is interrelated with most of the other key function lessons you have had or will receive, and will support the other lessons in the WOILE-FO Course.

2. LEARNING OBJECTIVES:

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TLO: Recommend Talent Management of Senior Warrant Officers to Commands

Action: Recommend Talent Management of Senior Warrant Officers to Commands

Condition: Senior Human Resources Warrant Officers in a classroom environment working individually and as a member of a small group, using doctrinal and administrative publications, handouts, personal experience, discussions, and with an awareness of the operational environment (OE) variables and actors.

Standard: 1. Integrate Army Talent Alignment Process (ATAP) into your Organization’s

Strength Management Procedures. Identify the seven principles and four essential characteristics to produce results for units without error.

2. Designate Senior Warrant Officer Assignments to comply with the HQDA Talent Management directives. Identify officers’ Knowledge, Skills and Behaviors using the AIM 2.0 Resume without error.

3. Prepare for Senior Warrant Officer Brief by generating three clear andconcise questions in reference to Talent Management for Senior Warrant Officers

Learning Domain: Cognitive

Level of Learning: Assess

Instructional Guidance: Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material. Throughout this lesson, solicit from students the challenges they experienced in the current operational environment (OE) and what they did to resolve them. Encourage students to apply at least 1 of the 8 critical variables: political, military, economic, social, information, infrastructure, physical environment and time.

Safety Requirements: In a training environment, leaders must perform a risk assessment in accordance with ATP 5-19, Risk Management. Leaders will complete the current Deliberate Risk Assessment Worksheet (DD Form 2977) in accordance with the TRADOC Safety Officer 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, Multiservice Tactics, Techniques, and Procedures for Nuclear, Biological, and Chemical (NBC) Protection, FM 3-11.5, Multiservice Tactics,

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Techniques, and Procedures for Chemical, Biological, Radiological, and Nuclear Decontamination.

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 theEnvironment from harmful effects. Refer students to FM 3-34.5 Environmental Considerations and GTA 05-08-002 ENVIRONMENTAL-RELATED RISK ASSESSMENT.

3. STUDENT PREREQUISITE WORK:

a. Online familiarization:

1) Army Talent Management: https://talent.army.mil/

2) The Army People Strategy: https://people.army.mil/wordpress/wp-content/uploads/2019/10/The-2020-Army-People-Strategy-Final.pdf

3) 600-8-6, Personnel Accounting and Strength Reporting: https :// armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/r600_8_6.pdf

4) HRC Officer Personnel Management Directorate: https://www.hrc.army.mil/content/Officer%20Personnel%20Management%20Directorate

5) Army Directive 2015-30, PME, Leader Development and Talent Mangment https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/ad2015_30.pdf

6) FY19 National Defense Authorization Act Conference Summary https://www.nationalguard.mil/Portals/31/Documents/PersonalStaff/LegislativeLiaison/FY19/NGB-LL%20FY19%20NDAA%20Conference%20Summary.pdf

7) DODI 1320.14 Commissioned Officer Promotion Program Procedures: https://www.esd.whs.mil/Directives/issuances/dodi/

b. Assigned Readings. Review the Following and be prepared to discuss:

1) Senior Officer Talent Management: Fostering Institutional Adaptability: https://talent.army.mil/documents/#research**Review Book; However, focus on Chapter 4 to answer the question “What is differentiation?”

2) Talent Management Strategy Force 2025 and Beyond

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**Review Book; However forcus on Chapter 2 to answer the question “What is Institutional Agility?”

3) Talent Management Concept of Operations for Force 2025 and Beyond**Review Book; However forcus on Chapter 3 to answer the question “Has the Army overcome the obstacles in 3-3 a-h?”

4) FM 4-0, Sustainment Operations, Chapter 25) FM 3-0, Operations, Chapters 1 and 2

Assignment reading times based on the following guidelines for reading rates:

1. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL:

NOTE: In addition to the student readings listed above, instructors should visit each website listed to learn the navigation prior to the execution of the lesson.

5. TRAINING AIDS, REFERENCES, AND RESOURCES:

This lesson is intended to be taught in a small group classroom setting with the ability to project PowerPoint slides. Several additional resources are available digitally for students to reference on their laptops without having the need to print.

6. CONDUCT OF LESSON:

a. Lesson Timeline: 5 minutes Introduction20 minutes Concrete Experience20 minutes Publish and Process10 minutes Break5 minutes Introduction50 minutes Generalize New Information10 minutes Break50 minutes Generalize New Information10 minutes Break50 minutes Generalize New Information10 minutes Break 50 minutes Generalize New Information10 minutes Break 40 minutes Apply (Practical Exercise-Student Discussion)10 minutes Break10 minutes closing

NOTE: While the main purpose of this lesson is to impart knowledge – it is also intended to get students thinking about the differences between human resources management at echelons above and below corps. There are not many slides in the lesson, but there is great potential for discussion. While topic slides do introduce

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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 no background can prepare for the lesson by completing the reading assignment. There is no reason for anyone to not participate!

Your purpose in this block of instruction is to first help students review the source documents that support the lesson, to facilitate discussion and critical thought of new information, and then to push students to the next level and have them apply their knowledge in an application process. 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 strategic assignments?”

Motivator: Talent management moves the Army toward a people management system that meets readiness requirements, incentivizes officer and unit participation, and regulates if necessary. This new and improved system, of putting the right people in the right place at the right time, is a radical shift from how we manage talent; however, with education, training, and cooperation from the Officer, the unit, and HRC will ensure this system is integrated and successful.

Instructor Lead-in: If you are attending the WOILE-FO Course, the Department of the Army has designated you as an HR professional to serve at corps-level and above. The information in this class will provide an introduction of the Department of the Army exemplary screening process; however, you are required to conduct research, collaborate, and learn on your own the process required to provide effective and efficient advice to commanders.

a. Introduction (5 min):

Slide 1: Title SlideObjective: Introduce the lesson to the students.

c. Concrete Experience (20 min):

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Slide 2 OpenerObjective: This ice breaker is designed to have students discuss and collaborate. It will also teach them how individual decisions have an effect on the people associated with you.

Please note: There are no wrong answers, this question is intent to generate discussion.

Objective: Ice breaker to become better acquainted

Group size: Any number, in groups of two to four (instructor discretion). To form groups, instructor can have them count of in sets of threes (1, 2, 3; 1, 2, 3…) all the 1s, 2s, and 3s will form a group.

Time: 10 to 20 minutes

Equipment: Pen and paper to record the group answer (or use blackboards if available).

Process: Instructor will have the students read the following quote and have the students ponder its meaning. And present the group activity below

1. Divide the class into groups.

2. They should brainstorm the question below and collectively vote on the top three responses

3. Each group will select a member of the group to present their responses

4. Groups will not research the answer but provide their assumption of the following

Question: Differentiation breeds meritocracy; sameness breeds mediocrity?

Please note: There are no wrong answers. The question is meant to generate discussion. Additional follow-up questions should be asked to keep generating ideas and allow for class participation. Some follow-up/substitute questions are below.

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1) What were some options that were not presented?

2) Were there members of the group that went along to get along?

d. Publish and Process (20 min): This phase is student-centered and instructor facilitated.

The “publish” portion is a short discussion on how group members felt during their group exercise. This can be kept short; once the group moves to “process,” they will likely continue to add to “publishing” type information. Do not let the group jump straight to content. When well facilitated, publishing is a good method to relate a discussion of interpersonal communication and group dynamics to the broader topic of leader competencies described in ADP 6-22. Questions the instructor may ask to assist in the publishing phase:

1) During your group, what happened (How did you go about generating ideas to meet the object)? How did you feel about that?

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

Discussion and questions are directed toward making sense of the data for the individual and the group.

e. Introduction (5 min): Although instructor focused, this lesson has been designed for student involvement and discussion.

Slide 3-5: Terminal Learning ObjectiveNOTE: Inform the students of the Terminal Learning Objective (TLO) requirements. Remind them that all references are available on Blackboard and they should have review the references prior to class.

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We have discussed FM 3-0 in previous lessons during this course; however, I wanted to highlight that integrating all Army Compos during the planning phase of LSCO will

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ensure that we are manned, equipped and trained to accomplish the Army’s assigned mission.

The Role Shape is one of the most important roles of the Army strategic Role and Joint Phases because it gives the services and components the opportunity to analyze, plan and train together prior to transitioning to the other roles.

FM 4-0, Sustainment Operations, which supports FM 3-0, Operations, highlights Army Sustainment.

Refer students to FM 4-0, Sustainment Operations, and Chapter 1.

This paragraph is highlighting that a part of improving Soldier Readiness, as reported on Personnel Readiness Metrics and Unit Status Reports, is helping Commanders and the affected Soldiers to understand and resolve the issue of being a part of a Scroll Withhold due to exemplary Conduct screening. As we continue in this lesson you will see how FM 3-0 and FM 4-0 is related to this lesson because it all comes back to “Force Readiness”

Slide 8

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The purpose of this lesson is to provide a basic overview of Talent Management of Senior Warrant Officer

The purpose of the lesson is to review the Army Talent Management System in order to recommend talent management of senior warrant officers to commands.Please Note: Instructor should briefly describe the purpose of each regulatory guidance used in the course.

The next few slides will display the regulations we will be using during this lesson.

If you have not done so, the regulations should be downloaded and saved in a folder on your desktop for easy access.

Slide 9

The next few slides will display the regulations we will be using during this lesson.

If you have not done so, the regulations should be downloaded and saved in a folder on your desktop for easy access.

The next two slides will display the regulations we will be using during this lesson.

If you have not done so, the regulations should be downloaded and saved in a folder on your desktop for easy access.

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Slide 10The next few slides will display the regulations we will be using during this lesson.If you have not done so, the regulations should be downloaded and saved in a folder on your desktop for easy access.

Slide 11The next two slides will display the regulations we will be using during this lesson.If you have not done so, the regulations should be downloaded and saved in a folder on your desktop for easy access.

Slide 12The next two slides will display the regulations we will be using during this lesson.If you have not done so, the regulations should be downloaded and saved in a folder on your desktop for easy access.

Learning Step/Activity 1: Integrate Army Talent Alignment Process (ATAP) into your Organization’s Strength Management Procedures. Identify the seven principles and four essential characteristics to produce results for units Method of Instruction: Conference/DiscussionInstructor to Student Ratio: 1:15Time of Instruction: 50Media Type: Small Group Instruction

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Slide 14Quote from the Former Secretary of the Army, Honorable Dr. Esper,

o;

Slide 15Notify the students that you are aware there is a new NDAA. This NDAA is important because it implemented or implemented some functions in the Army.

Refer students to the FY19 NDAA Summary, located on the Army National Guard Page. https://www.nationalguard.mil/Portals/31/Documents/PersonalStaff/LegislativeLiaison/FY19/NGB-LL%20FY19%20NDAA%20Conference%20Summary.pdf

§501 Repeal of Age Limit: Removes the requirement to complete 20 years of service by age 62. This authority complements Direct Commission up to O6 to bring in SMEs over the age of 42 from the private sector.

§502 Direct Commission up to O6: The Army can access private sector expertise up to the rank of COL to both the Active and Reserve Components.

§503 Brevet Promotions: The Army can temporarily promote up to 770 officers to the next grade that serve in positions the SECARMY deems a critical shortage. The officer would receive financial compensation of the new rank while in a brevet status.

§504 Merit Based Promotion Lists: Officers with a high promotion board score can be promoted first instead of by seniority.

§505 Opt Out of a Promotion Board: An officer in both the Active and Reserve Components can opt-out of a promotion board due to the impact of advanced

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education, broadening assignments, or assignments of significant value that impact the officer’s competitiveness for promotion.

§506 40-Years Time in Service: CPTs to COLs can request to remain on active duty up to 40-years.

§507 Alternate Promotion Authority: SECARMY can designate alternate promotion board categories providing up to 5 considerations for promotion. Time in grade requirements do not apply.

§513 Reserve Officers Not Considered for Promotion: An officer in the Individual Ready Reserve would not be required to meet a mandatory promotion board until they have been in the IRR status for more than two years. A legal review is being conducted for further analysis.

§518 Federal Recognition. The SECARMY can adjust the effective date of promotion in the event of an undue delay in receiving federal recognition.

Slide 16

Instructor: Refer students to the Army People Strategy 2020.

Instructor: Solicit feedback on what the Army People Strategy publication is saying about talent management?

Refer students to the Army People Strategy 2020, pg 2 under introduction.

The Army People Strategy describes how we will shift from simply “distributing personnel” to more deliberately managing the talents of our Soldiers and Civilians. This means creating a 21st century talent management system with policies, programs, and processes that recognize and capitalize the unique knowledge, skills, and behaviors possessed by every member of the Army team, allowing us to employ each to maximum effect.

Instructor: Notify the students that the definition listed is the strategic definition for Talent Management that is listed on page 4.

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STRATEGIC APPROACH – Talent management is transformational, increasing organizational agility, focusing on productivity, and manifests as readiness and lethality. It also integrates all people practices, generating a positive effect on organizational outcomes and leveraging each individual’s knowledge, skills, behaviors, and preferences (KSB-Ps) for the mutual benefit of the Army and the individual. Lastly, this approach supports Army Strategy LOE 3, Reform, which calls for a talent management-based personnel system.

Instructor: Inform the students that the Army people strategy also mentions four lines of effort in managing people and the are:

To achieve our vision of cohesive teams for the Joint Force, the Army People Strategy pursues four Strategic Outcomes, supported by four Critical Enablers, along four Lines of Effort: Acquire, Develop, Employ, and Retain Talent.

Instructor: Refer students to the ATAP Officers Guide, Page 1, for the definition of ATAP.

1. What does Talent Management and ATAP have in common?

ATAP is how we hire officer by reviewing their talents which is made up of their knowledge, skills, and abilities. As HR professionals and leaders, we manage talent by reviewing the officer resume, DA PAM 600-3, HRC guidance, and most importantly input from the Commander and the officer.

2. What does ATAP and the MER have in common?

ATAP is a part of the MER because ATAP is how we hire to fill the vacancies advertised on the MER. In order for units to be effective during the MER process. They have to set the marketplace by knowing what they are looking for in an officer to fill vacancies.

Slide 17

This slide was a part of a presentation created by COL Bob O’Brien

Operations Officer, Army Talent Management Task Force. The slide has simple and easy to comprehend definition common words that will be used during this lesson.

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Slide 18

Instructors: Refer students to the ATAP Officers Guide, page 1 to review ATAP Benefits.

Benefits of ATAP

1. The Army Talent Alignment Process offers many benefits over the

traditional assignment system because ATAP uses more detailed

information to match officers to jobs than the traditional system.

Furthermore, ATAP empowers individuals and organizations by giving them

access to more information to inform their decisions.

2. ATAP provides individual officers greater freedom to choose from a wider

variety of assignments which best fit their KSB-Ps, while organizations now

have the freedom to search across the entire slate of moving officers to

preference the right people for their teams.

Instructors: Discuss specific benefits under each one as highlighted below.

3. More Benefits of ATAP:

a. Officers

i. Gain transparency in the assignment process (Previously, you would be placed on orders to parts unknown, now the officer has communication with the unit as part of the hiring process)

ii. Individual preference carries more weight

iii. Improves officers’ ability to manage their own careers

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b. Units

i. Gain transparency in the assignment process (previously, the unit did not know who was arriving unless it was a local direct hire, by name request, notification from HRC concerning a portion of the gains, or they recognize a name on the gain roster)

ii. Build teams based upon their unique KSBs

iii. Improves readiness by employing officers’ talents effectively

Army

i. Gains insight into its officers (There is not an entry in the database for everything. There are officers that speak languages or dialects that is not captured…)

ii. Increased ability to impact long-term retention

iii. Manage talents vs. manage strength

iv. Manage talent using multiple variables

v. Learns about officer preferences

Slide 19

Instructors: Refer students to the ATAP Guide for Officers

Principles and Characteristics of ATAP

1. Seven principles and four essential characteristics define ATAP and will produce optimal outcomes for participating units and officers.

a. Principles:

i. Every officer is in ATAP and self-professes their talent information using AIM 2.0.

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ii. Every unit is in ATAP, advertises and describes their organizational vacancies, and commanders actively participate in the hiring process using AIM 2.0.

Instructors: As the students, Do you believe every unit will participate? Why and why not?

iii. Readiness determines which positions are in ATAP and available for fill.

iv. Every job is filled through ATAP using AIM 2.0; units provide the data to turn a vacancy into a job.

v. Readiness, professional development, and senior leader guidance determine the eligibility rules for assignments.

vi. ATAP operates with increased transparency and, if the market fails, OPMD, HRC clears the market with an emphasis on officer and it preferences.

vii. ATAP operates with increased transparency and, if the market fails, OPMD, HRC clears the market with an emphasis on officer and unit preferences.

b. Characteristics:

i. Thick – contains numerous and proportionate amount of unit positions to officers to produce optimal outcomes for both participants. This creates competition and increases chances for an assignment match.

ii. Fast – ATAP is easy to use, customizable, and filterable, permitting officers and units to quickly sort through hundreds of résumés or job descriptions to focus on the group of candidates or assignments that are most deserving of their attention.

iii. Smart – governed by business rules that provide the right incentives for all participants.

iv. Transparent – participants have access to assignment and candidate information, and understand the business rules that shapes how officers match to jobs.

Instructors: Ask the student if they believe that the program is transparent,

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Slide 20

Instructors: Refer students to the ATAP Officers Guide

Business Rules

1. Appendix I: MOI for ATAP Marketplace Business Rules provides guidance on

business rule implementation for the Summer 20-02 personnel assignment

cycle.

2. Appendix III: Marketplace Business Rules and Responsibilities provides a

summary of the ATAP Business Rules that (1) govern unit responsibilities,

officer responsibilities, and HRC responsibilities; (2) permits the Army to

change an assignment even when officer and unit preferences align.

3. The business rules incorporate Army requirements, professional

development, and Army Senior Leader (ASL) guidance. The rules are

presented by phase and provide tasks throughout each phase to guide units

and officers on the ATAP Process.

4. Officers in ATAP who do not submit preferences are at increased risk of

being assigned to units for which they are a poor talent fit. HRC will assign

officers who do not submit preferences through AIM 2.0 in accordance with

the needs of the Army

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Slide 21

Refer students to the ATAP Officers Guide

Brevet Promotion was one of the initatives approved in the FY19 NDAA

A. Brevet Promotions:

1. Army Directive 2019-xx (Temporary (Brevet) Promotion of Officers) -TBP.

The Army approved a policy to temporarily promote Army officers to the

next rank if they are qualified and selected to fill a position that the Army

designates as critical.

2. The Army will pilot brevet promotions by opening 225 positions during the

summer 2020 assignment cycle and up to 770 for following cycles. The

positions will be included in the market under ATAP in AIM 2.0. Officers will

have visibility of brevet positions for which they are eligible in their

assignment marketplace.

3. A breveted officer would receive pay and benefits for the higher grade while

in a brevet status.

4. The implementation of this new authority moves the Army toward more

flexible career paths for its officers and allows the Army to fill critical

shortages with officers who possess the right talent.

5. All 1LTs thru LTCs that possess the KSB-Ps appropriate for the designated

positions at the next higher grade are eligible for assignment to a

designated critical position.

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6. All brevet promotions require Senate confirmation (10 U.S.C. § 605(a)).

B. Critical Shortage

1. A critical shortage is any critical position in the Army that is unable to be

filled with a volunteer from the desired grade plate who possesses the

unique knowledge, skills, and behaviors for that position. The 2019 John S.

McCain National Defense Authorization Act (NDAA) authorizes temporary

promotion of certain officers when those officers have a skill in which the

Army is critically short and are assigned to a critical position.

2. Brevet positions will be identified in ATAP by a standard banner in the AIM

2.0 market. When a brevet position opens, officers will see the banner with

position requirements.

3. An officer currently residing on the installation, who is best qualified and

possesses the KSB-Ps for the critical position, may compete for the brevet

position if recommended by the unit. If the officer is not scheduled to move,

units must coordinate release from losing unit to gaining unit (cross

division-level moves must be adjudicated by HRC). The losing unit may not

receive a backfill, if the losing unit position is not competed in the ATAP

cycle.

4. If unit selects a junior grade officer at the installation, the unit must notify

HRC via the submission of the brevet packet (4187) of the intent to fill the

brevet position with the officer (See Appendix IX: 4187 Example – Brevet

Promotion Nomination).

5. Eligible officers must have at least one year remaining time in service to

serve in a qualifying position following the date of the commander’s

recommendation for brevet promotion or from the expected reporting date

to the qualifying position, whichever is later.

6. Officers whose projected PCS date precludes eligibility for brevet promotion

may request HRC adjustment of availability to meet the one year

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requirement. Requests for HRC adjustments, with appropriate

endorsements by O6 level commanders, shall be forwarded to HRC for

consideration.

7. Officers at, and below grade, can self-nominate for a brevet critical position.

8. All officers of junior grade that are matched for a brevet critical position,

will be forwarded to the Department of the Army Secretariat for approval.

Once a DA selection board has recommended officers for brevet promotion,

the officer will be assigned to the critical position.

9. Following the board, officers will be Senate confirmed authorizing the

brevet promotion.

10. Officers assigned through ATAP as incoming to a brevet position cannot be

diverted or reassigned by the senior commander for the following reasons:

a. Officers will be approved through a centralized selection board to

qualify for the brevet promotion position.

b. Officers will be Senate confirmed authorizing the brevet promotion.

c. In many cases brevet promotions will be used as incentives to attract

officers to hard-to-fill positions.

11. Upon termination or completion of the assigned brevet position, officers will

revert to the highest permanent grade held prior to appointment, unless the

officer has been selected for permanent promotion to the next grade.

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Slide 22

Instructors: Refer students to the Talent Management Website. https://talent.army.mil/#opt-in

Merit based promotions begin this year for majors, lieutenant colonels, and colonels starting with the FY20 Army Competitive Category O-4 promotion list. The Army will promote the top performers based on their promotion board order of merit list and the remaining officers will be promoted by seniority.

Brevet Promotions: The Army piloted 225 brevet positions in move cycle 20-02 and up to 770 will be completed by the end of FY20. All positions will be included in the market under the Army Talent Alignment Process in AIM 2.0. Officers will have visibility of brevet positions for which they are eligible in their assignment marketplace. A brevetted officer would receive financial compensation of the new rank while in a brevet status. The Brevet Promotion Program is intended to alleviate critical shortages of officers to better leverage the talents of junior officer, and to incentivize retention of those officer’s in whom the Army invested for education and experience

Opt in to Promotion: Majors in the Information Dominance Competitive Category with a date of rank from 1 Apr 16 thru 11 Feb 17 participated in a pilot for opting in for promotion consideration in the FY20 Lieutenant Colonel Active Competitive Category Promotion Selection Board.

The Army is scaling this initiative to include all captains that meet the eligibility criteria for the FY20 Major Active Competitive Category Promotion Selection Board.

Officers whose date of rank to captain is 6 October 2015 thru 8 July 2017 are eligible to request early consideration by “opting into” this board if they meet the following eligibility conditions :

•Completed the Captains’ Career Course.

•Basic branch officers must have completed their Key Developmental position per DA Pamphlet 600-3 as of 16 March 2020.

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•Functional area officers must have 24 or more months in the functional area and 12 or more OER-rated months in the new functional area as of 16 March 2020.

To learn more about Opt-In read MILPER 20-050 or contact your branch manager

Opt out of Promotion: The 2019 National Defense Authorization Act granted the authority for Army officers to opt out of promotion boards. This allows qualified officers to optout of their consideration for promotion to complete special assignments, advanced educational opportunities, or pursue required developmental milestones at their current grade level

Slide 23

Across an ATAP cycle, there are

three key players: units, Human Resources Command (HRC), and officers. The intent is

to demystify ATAP for officers to better improve their experience throughout the

process.

B. Phase I: Set the Market

1. Officer

a. Build Résumé: During Phase I, an officer’s primary responsibility is to

build their résumé and identify KSBs through AIM 2.0. Unit

commanders can search all active component officer résumés, to

identify and recruit talent to their commands. As such, all officers

should complete résumés, even officers not expected to move in the

summer 20-02 cycle.

b. Update your personal records to include medical (e.g. EFMP, PHA,

Dental, Immunizations, etc).

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c. Officers applying for special considerations such as High School

Stabilization (HSS) or Foreign Service Tour Extensions (FSTE) need

to ensure these are submitted in accordance with (IAW) Army

Regulation and/or HRC Policies and Procedures. This will ensure

officer requirements are communicated and actioned prior to the

market opening.

2. Units: A commander and unit have various roles and responsibilities during

the ATAP process. ATAP for units is a collaborative process, which requires teamwork to effectively set the market. Units will accomplish the below tasks.

a. Update Unit Information and Unit Pages in AIM 2.0. This is the unit’s opportunity to advertise the unit and location to prospective officers and provide a point of contact (POC) for engagement.

b. Identify all Officers Identified to Move (OIM). It is critical to ensure OIMs are ccurately reflected up front and as soon as possible. This is accomplished by reviewing and adjusting officers’ Year Month Available to Move (YMAV) dates. This increases a unit’s chance of receiving a backfill during ATAP. Additionally, identifying OIMs early ensures officers are not disadvantaged by entering the market late, which could potentially prevent an officer from receiving a market match. Units should compete positions that will be vacant, and not positions of departing officers. (e.g. HHC, 1-2 CAV Commander is departing the unit, but has a backfill on the Brigade staff. The backfill position should be competed, not the outgoing commander position).

c. Build Job Vacancies. Units will build vacancies through their Mission Essential Requirements (MER) list, and submit this list to HRC. Units will provide detailed descriptions of job vacancies and unit information through AIM 2.0. See below for unit requirements:

i. Vacancy Information: Unit comments, special remarks (additional requirements not otherwise indicated-i.e. polygraph,security clearance, certifications, interviews, etc), report date.

ii. Personnel Information: input desired KSBs required for the

position (i.e. language, military education level, etc).

iii. Incumbent Information: input the incumbent’s name.

Recommended to include incumbent’s POC information.

iv. Security clearance Information: label positions with required

clearance levels.

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v. Command (CMD) and Key Developmental (KD) Queue: place

wait times for key developmental positions in the related job

descriptions.

d. Determine Priority of Position Vacancies. This is important when

building manning documents. There are a finite number of officers

available during an ATAP cycle. Prioritizing positions ensures unit

must-haves are validated by HRC.

e. Brevet Positions. Identify brevet critical positions that could be

vacant based on YMAV. Identify officers within the unit (DML or

DMSL) that have the KSB-Ps to serve in the critical position if

applicable.

f. Commander Coaching. It is expected that unit commanders coach

OIMs on completion of their AIM résumé, career development, and

participation in the marketplace. Some suggested topics on

commander coaching are provided below.

i. AIM résumé to include formatting, content, observed KSB-Ps.

ii. Career Development to include DA PAM 600-3 and DA PAM 600-4 requirements and selecting assignments based on an officer’s KSB-Ps.

iii. For questions that cannot be answered by unit commanders, it is recommended that officers be referred to their HRC Career Manager.

3. Human Resources Command (HRC)

a. Identify Supply and Demand. HRC will identify and validate both the unit positions to be filled and available population of officers Requirements will be validated based on Active Component Manning Guidance (ACMG).

b. Labeling Standard Operating Procedure (SOP). Develop, publish and integrate the assignment labeling SOP. Labels are non-binding guides provided by Career Managers to direct an officer’s attention to certain jobs that align with career progression and for units to see officers recommended for unit requirements.

c. Officer Eligibility. Allow officers to compete for as many eligible positions as possible; eligibility is to be determined in the broadest possible terms.

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d. Brevet Positions. Identify brevet critical positions that will be vacant based on YMAV. Provide instructions to units to self-nominate an officer(s) on station to fill a critical position in AIM 2.0.

C. Phase II: Execute the Market

1. Officer a. Preference Job Vacancies. Officers will interact with desired units regarding position vacancies, provide references as requested by units, and rank order references for all available assignments. Only officers who expect to move in the summer 20-02 assignment cycle can preference units through AIM 2.0.

i. Screen Available Positions: Officers should screen available positions for interest, qualifications, and special considerations. Officer matching under ATAP is preference based. It is recommended that officers rate all positions from one (1) to N to increase their chances of a market match. Officers are at risk of not receiving a market match, if they do not preference all available assignments.

ii. Reach out to Unit POCs and Incumbents. Dialogue and engagement are an important part of ATAP. Officers are encouraged to initiate dialogue with unit POCs and incumbents to determine suitability and interest for a position.

iii. Participate in Interviews. Commanders and commander representatives may choose to visit locations such as CCC andCGSC to achieve face-to-face engagement. Understanding that budgets and timing may not allow for all units to schedule TDY

trips, VTC, DCS sessions, and telephonic interviews are also great mediums to reach out to officers moving within the upcoming assignment cycle. If an officer has interest in a unit, they should reach out to the unit to schedule an interview with the unit commander or commander representative.

b. Brevet Positions: Officers at, and below grade, can self-nominate themselves into a brevet critical position. See Chapter IV: Brevet Promotions for more information.

c. Position Qualification: Officers have an inherent responsibility to only compete for positions for which they are qualified. If an officer happens to obtain a job for which they are not qualified, then the officer will be reassigned in accordance with the needs of the Army and/or the senior commander.

2. Units

a. Preference Officer Candidates. Units will establish a process to search for candidates, review résumés, and conduct interviews. Units are encouraged to preference and rank order at least 10% of available officers, or as deeply as possible to ensure maximum unit information is available during the Army Talent Alignment lgorithm (ATAA) slating process.

b. Security Clearance Requirements. Ensure officers competing for your unit’s vacant position acknowledge the required security clearance requirements, if applicable.

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c. Brevet Positions.i. Preference and rank order officers in AIM 2.0 for brevet critical positions. Preference should include a statement that the desired officer(s) possess the required KSB-Ps to serve in the critical position. Commanders and units may recommend, inAIM 2.0, specific officers already residing on the installation who are best qualified and possess the KSB-Ps for the critical position.ii. See Chapter IV: Brevet Promotions for more information.d. Submit Preferences in AIM 2.0 - Upon completion of interviews for potential candidates, units will enter preferences into AIM 2.0. This will allow the algorithm to slate officers with units based off their preferences in ATAP. Prior to submission into AIM 2.0, Brigade-level preferences must be approved by the Division-level Commander to ensure concurrence. This step is necessary to support Senior Commander Authorities.3. HRCa. Measure Market Participation: HRC will capture and measure both unit and officer metrics during the ATAP market. HRC will ensure only OIMs are in the market.b. Brevet Positions: HRC will advertise brevet critical positions at and below grade for officers to self-nominate as well as maintain a list of critical positions that are vacant.c. Shape Preferences: HRC Career Managers will serve as a resource to moving officers for career planning enabling officers to shape their preferences.12D. Phase III: Clear the Market1. Officera. Officers will provide updates and status of information requested by gaining units. (e.g. sponsorship)b. If an officer is preferenced for a positon that requires an elevated security clearance, officers are responsible for initiating clearance requests in coordination with the unit upon notification of the clearance requirement. If the officer fails to receive the requiredclearance level, then the officer will be reassigned based upon needs of the Army and/or the senior commander.c. Coordinate and dialogue with HRC Career Manager to adjudicate any outstanding issues related to the market (e.g. Exceptional Family Member Program (EFMP)).2. Unita. Confirm Incoming Officer Data: Brigade S1s provide the unit commander with officer data prior to arrival. (e.g. KD Requirements, Joint Data, Personal Considerations (EFMP/ MACP), etc.b. Initiate Sponsorship: Commanders will ensure that officers inbound to their unit are sponsored in accordance with Army Regulations.c. Brevet Positions: Officers assigned through ATAP as incoming to a brevet position cannot be diverted or reassigned by the senior commander (See Chapter IV Brevet Promotions).3. HRCa. Match Officers to Jobs According to Preference (ATAA). OPMD will match officers to jobs according to the instructions below.i. Clear ATAP using the ATAA; digitally piloted for certain portions of the market, and manually applied for the remainder.

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13ii. The system will honor 1-to-1 matches unless slate regulation is required.iii. Output: HRC will brief ASL (SA, CSA, and ASA (M&RA) on the algorithm pure slate (COA#1), and COA#1 modified to refine ASL and other applicable distribution guidance (COA#2).

Slide 24

ATAP Phases 1 and 2 are displayed and annotated on page 41 of ATAP Officers Guide

The slides breaks down what units should be doing at each phase as they prepare for the MER. On the slide, I highlighted under Phase II, what you, the strength manager at Division or Corps-level, if there is not a Division, will do as a part of the MER Process.

DML Commander will review the DMSL Slate for accuracy to ensure they are requisitioning base on valid positions, current and projected vacancies, and any other un-forecasted losses (i.e. resignations)

Refer students ATAP Guide for officers, page 41

The ATAP for the upcoming assignment cycle consists of three (3) distinct phases:

A. Phase II: Set the Market. This phase begins with identifying unit position vacancies and officers available to move and ends with validating both the unit positions to be filled and the population of officers available. Units will inventory their officers, validate projected position-vacancies, and post detailed position descriptions within AIM 2.0 that describe the knowledge, skills, and behaviors (KSBs) desired for the assignments. fficers identified to move will update their résumés in AIM 2.0, describing the unique KSBs they possess. HRC will validate the list of vacant positions in accordance with manning priorities and senior leader guidance.

B. Phase II: Execute the Market. This phase begins when ATAP opens and ends with a predetermined date-time-groups published by HRC. ATAP opens with officers reviewing unit position vacancies, interacting with a unit POCs or the position incumbent to gather more information, then preferencing their desired assignments in rank order. Units assess available officers’ résumés, dialogue with officers who may have yet to express interest, conduct interviews, and preference available officers in rank order.

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C. Phase III: Clear the Market. This phase begins at the end of phase II and ends with officers receiving their RFOs. OPMD is responsible for matching available officers to validated positions in accordance with he instructions below and in Appendix III. Officer and unit preferences will be the primary factors to determine assignment matches. Professional development and senior leader guidance will be secondary assignment considerations.

Learning Step/Activity 2: Evaluate U.S. Army Human Resources Command Promotion Review Board (PRB) to provide advice to commands. Method of Instruction: Conference/DiscussionInstructor to Student Ratio: 1:15Time of Instruction:Media Type: Small Group Instruction

Slide 25

Q1. What is ATAP?

A: The Army Talent Alignment Process (ATAP) is a decentralized, regulated, market - style hiring system that aligns officers with jobs based on preferences.

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Learning Step/Activity 1: Designate Senior Warrant Officer Assignments to comply with the HQDA Talent Management directives. Identify officers’ Knowledge, Skills and Behaviors using the AIM 2.0 Resume Method of Instruction: Conference/DiscussionInstructor to Student Ratio: 1:15Time of Instruction:Media Type: Small Group Instruction

Slide 26

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Senior Warrant Officer assignment is a very collaborative process that involves multiple people and agencies to ensure regulatory compliance.

Talent Management of SR WO is collaborative process that involves multiple personnel:

G-1 WO Strength Manager HRC Career Manager Corps or Installation SR WO

o Some installations have a Branch Senior WO that manages the local population

Commanders SR WO (Soldier)

Assignments should be inline with:

DA Pam 600-3o Key Developmental (Preferred) o Broadening (If KD Complete)

HQDA Talent Management Directives

Slide 28

Refer students to DA Pam 600-3, AG Branch

Key Developmental assignments.

(a) G-1 HR Tech.

(b) ACOM/ASCC Staff.

(c) HRSC Tech.

(d) Writer/Developer, AG School.

(e) HHBN Tech.

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(f) FORSCOM Strength Manager.

(g) 420C-Commander/Bandmaster.

Post-KD (Broadening Assignments).

(a) WO Branch Manager.

(b) AG WO Proponent.

(c) Special Operations HR Tech.

(d) WO Recruiter, USAREC.

(e) Army G3/5/7 HR Tech.

(f) WO Advisor/Assistant XO-4 Star.

(g) Inspector General.

(h) WOCC SGL.

(i) HRC, Deputy Chief Awards and Decorations.

(j) OCSA ECC.

(k) CJCS Secretary, Joint Staff HR Tech.

(l) White House Communications Agency HR Tech.

(m) NATO Allied Command Transformation HR Tech.

(n) SACEUR.

(o) COCOM HR Tech.

(p) GO Executive Officer.

(q) WOCC Chief of Communications Education Department.

(r) AVNCOE HR Tech.

(s) Any additional HR Tech coded positions (420A).

(t) Any branch immaterial assignment (to include JIIM opportunities).

(u) 420C - Commander/Bandmaster OF/GF MPU A4/A5. (v) 420C – Commander, Old Guard Fife and Drum Corps. (4) Broadening Opportunity. TWI and DCP.

Desired experience. CW4s should focus on expanding their operational and strategic experience and skills while seeking greater levels of responsibilities for promotion to CW5. Experience should focus on organizational leadership with an increased strategic perspective for CW5 assignments.

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Slide 29

e. CW5 (420A/420C) development.

(1) Professional Military Education.

CW4s should complete the Warrant Officer Senior Service Education (WOSSE) no later than promotion to CW5 and consideration for Capstone assignments.

All Capstone assignments require WOSSE.

Assignments.

(a) Corps Staff.

(b) HRSC Senior HR Tech.

(c) FORSCOM Senior HR Tech.

(d) 420C – Deputy Director of Training, USASOM.

Capstone.

(a) CWO of the Adjutant General Corps.

(b) WO Advisor/Assistant XO, CSA.

(c) WO Advisor/Assistant XO, VCSA.

(d) WO Advisor/Assistant XO, Sec Army.

(e) WO Advisor (TAG).

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(f) HRC G3. (g) WO Advisor (HRC TAG).

(h) 420C – Chief, Army Music Proponency.

(i) Any branch immaterial assignment (to include JIIM opportunities).

Desired experience. CW5s will focus on gaining experience which will supplement assignments at the JIIM levels. CW5s should be versatile, experienced strategic leaders and creative thinkers. The sum of their skills, assignments, experience, and development should have prepared them for Capstone and influential positions. They should be the Senior HR Technician or Bandmaster to mentor, coach, develop and teach other Adjutant General Branch professionals; ensuring relevant and reliable HR support is being provided to Soldiers and commanders.

Slide 30

Along with the information annotated in DA PAM 600-3 for key and development assignments, the KSBs listed are what should be displayed for each rank.

The KSB displayed were developed by the Ajutant General Proponent. They list the desired KSB for an HR Technician at each rank, They should possess or striving to possess the KSB displayed through key and developmental assignments, training (institutional, unit, or individual) and self-development.

WO1/W2: Should possess basic to intermediate knowledge of AG Core Competencies, How the Army is governed and understand HR Laws, policies and directives.

W4: Should be the an expert or striving towards this expertise through key and developmental assignments, training (institutional, unit, or individual) and self-development.

W5: Master of the craft! Understand HR Core Competencies at a strategic level. They should possess the KSB displayed or striving towards it through key and developmental assignments, training (institutional, unit, or individual) and self-development.

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Slide 31

The tools displayed are basic tools used to conduct Talent Management of Senior Warrant Officers. Talent Managers should collaborate with others in their field to identify a tool they can incorporate to manage their population.

AIM 2.0 is the tool the Army developed to manage talent and it should be used.

1. Units should advertise vacancies to attract candidates2. Talent Managers will use the system to select, review and provide feedback on

resumes3. Units will select personnel using AIM 2.0

IPPS-A (Legacy: TOPMIS II)

1. Units will use IPPS-A to generate strength reports (laydowns, gains, losses, YMAV Reports)

2. Review SRB (AIM 2.0 is also used to generate SRB)

Officer Slate (Laydown-Excel)

An officer slate contains an officer’s personal (name, MOS, Branch, YMAV, arrival date, etc, PME) and organizational information (Unit name, UIC, Postion title, paragraph number, line numer, etc. The slate can be as simple or detailed based on the Senior Commander and G-1’s guidance. The slate should be updated often to reflect the current status of an officer

See the next slide

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Slide 32

The displayed is a basic slate. Most of you have or have used a more robust slate. For the sake of this lesson, simplicity is best.

Notify the students that most slates at Corps-level or above will have other organizations annotated; however, for this block of instructions, one unit is annotated.

Please note: This slate will be used for the vingettes we have during the group activities.

One of the areas highlighted on the displayed slate is the MER data in the projected backfill area..

To obtained this data, reviewed the YMAV of every officer and annotate a MER cycle that falls 6 to 9 months prior to the officer’s departure (in some cases, 12 months prior to the departure).

Also annotated are unique situations that affects the officer (such as MACP, reassignments locally)

Additionally and as previously discussed, at the Corps-level and above, the Warrant Officer Talent Manager must know the senior WOs for each branch on the installation. In most cases, they are the advocate for the WOs of that branch. Additionally, some organizations assign a Senior WO to mentor all WOs at the installation or in an organization.

Solicit from students what fields have they seen on a officer slate.

Slide 33

This slide is reiterating what was previously stated during the ATAP Phases.

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Senior Commander Authorities

Hiring will occur at the DMSL Level between the unit and the HRC Account Manager.

Hiring slates will be coordinated between DMSL and DML to ensure units are requisitioning as required.

DML authority will personally approved the slate (after validation).

Slide 34

Q: IAW DA Pam 600-3, what are the two categories of assignment for CW5?

A: CW5 Assignments and Capstones Assignments

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During this LSA, we will obtain concrete experience from a SR HR Technician working in a position at HRC, G1 and above.

Instructor: Students should have been notified about the lesson guest speaker’s duty title and organizations. Students will develop a minimum of 3 questions based on the lesson and their interest in the speaker’s duties and responsibilities in support of the Department of Army’s mission.

(Display briefers slides if available)

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Instructor: In Summary, this course briefly discusses enterprise HR and the duties and responsibilities at Department of Defense, HQDA G1, and HRC levels. As the course continues, we will discuss additional HR duties and responsibilities.

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