ADJUTANT GENERAL WARRANT OFFICER ADVANCED COURSE

MOS 420A - Human Resources TechnicianWarrant Officer Advanced Course

Prepare the Personnel Services Support Appendix

LESSON 805C-CHE4A104VERSION 1.2

LP LESSON PLAN LP

April 2020

U.S. ARMY ADJUTANT GENERAL SCHOOLWarrant Officer Advance Course

Module E – HR Planning and Operations

Lesson Plan for Lesson 805C-CHE4A104Prepare the Personnel Services Support Appendix

Lesson: 15.0 HoursLesson Author: CW4 Andrea A. Ebanks-JoynerDate: April 2020

1. SCOPE: This lesson will produce Warrant Officers with the confidence and competence in preparing the Personnel Services Support Appendix for their units/organizations. The lesson includes a doctrinal foundation on the concepts of Human Resource Planning and Operations and the Military Decision Making Process (MDMP). Real world examples of where and how planning went wrong and where it went right provide opportunities for the student to put these concepts and responsibilities into practice.

This lesson supports multiple AG Technical desired educational outcomes, preparing students to be confident leaders who are able to apply doctrinal concepts and sound judgment while planning, preparing and managing personnel accountability.

2. LEARNING OBJECTIVES:

TLO: AGWOAC-2301Action: Prepare the Personnel Services Support Appendix

Condition: Given classroom instruction, FM 1-0 (HR Support), ADP 3-0 (Operations), and ADP 5-0 (The Operations Process), FM 6-0 (Commander and Staff Organization and Operations) and awareness of Operational environment (OE), variables and actors.

Standard: Students will meet the standard when they score 80% or higher on a knowledge based final exam covering the following learning activities:

1. Define the Operational Environment and Full Spectrum Operations

2. Identify the types and components of the Operation Order

3. Communicate the characteristics of an effective military ordersrunning estimates

4. Develop a Personnel Service Support Appendix

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

Learning Domain: CognitiveLevel of Learning: Application

3. STUDENT PREREQUISITE WORK:

a. Assigned Readings.

Study:

(1) FM 1-0 (HR Support)(2) ADP 3-0 (Operations)(3) ADP 5-0 (The Operations Process)

(4) FM 6-0 (Commander and Staff Organization and Operations)(5) FM 3-0 (Operations), Chapter 1 & Appendix A

Read: (1) FM 1-0 (HR Support)(2) ADP 3-0 (Operations)(3) ADP 5-0 (The Operations Process)(4) FM 6-0 (Commander and Staff Organization and Operations) (5) FM 3-0 (Operations), Chapter 1 & Appendix A

Review: (1) FM 1-0 (HR Support)(2) ADP 3-0 (Operations)(3) ADP 5-0 (The Operations Process)(4) FM 6-0 (Commander and Staff Organization and Operations)(5) FM 3-0 (Operations), Chapter 1 & Appendix A

4. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL: None.

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. The CE works best when whiteboards or butcher paper pads are available (x2) with appropriate writing instruments. All references are available digitally for students to reference on their laptops without having the need to print.

Appendix A: Assessment PlanAppendix B: List of SlidesAppendix C: Additional Resources for Students

6. CONDUCT OF LESSON:

a. Lesson Timeline:

20 minutes Concrete Experience: “Video”30 minutes Publish and Process5 minutes Introduction50 minutes Generalize New Information10 minutes Break50 minutes Generalize New Information10 minutes Break50 minutes Generalize New Information50 minutes Generalize New Information10 minutes Break

15 minutes Develop600 minutes Apply (Practical Exercise)

NOTE: The purpose of this lesson is not to impart knowledge and move on – it is to get students thinking about how to best prepare for developing a Personnel Services Support Appendix to support the warfighter and to manage HR operations in a joint environment. Topic slides introduce knowledge for consideration, they are primarily designed to start discussions and constantly engage students, even in the GNI portion. The information covered should incorporate knowledge learned in previous lessons. Encourage everyone participate!

Your purpose in this block of instruction is to encourage students to expand their knowledge of HR and incorporate what they learned in earlier lessons regarding the MDMP process to help students prepare a Personnel Services Support Appendix. 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?”

b. Concrete Experience (20 min):

Slide 1: US Army Adjutant General Officer Video

Focus: Prepare the Personnel Services Support Appendix

SHOW SLIDE: US ARMY ADJUTANT GENERAL OFFICER

Concrete Experience: Show video of US Army Adjutant General Officer video to students. Upon completion of video, have students reflect upon their experiences as an AG Warrant Officer and share with class the differences they have made within their units. Have Soldiers share recognition of service they received with class mates

c. Publish and Process (30 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 is NOT intended to be a discussion of the content generated. This can be kept short; once the group moves to “process,” they will likely continue to add to “publishing” type information. Do not let the group jump straight to content. When well facilitated, publishing is a good method to relate a discussion of interpersonal communication and group dynamics to the broader topic of leader competencies described in FM 6-22, Army Leadership.

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

Who had a similar or different experience, and why? What role does HR play on the battlefield?

From the video, discuss and elaborate on some of the important HR functions expected on the battlefield.

The “processing” phase now allows the group to talk about the data they generated. Discussion and questions are directed toward making sense of the data for the individual and the group. Since the CE question for each group relates to the other, one technique for discussing information may be to go back and forth to see if related items were generated from each group.

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).

d. Generalize New Information (5 min): Although instructor focused, this lesson has been designed for student involvement and discussion.

Slide 2: Prepare the Personnel Services Support Appendix

Focus: Prepare the Personnel Services Support Appendix

INTRODUCTION. Commanders direct operations and communicate their visualization, commander’s intent, and decisions through plans and orders. Effective plans and orders clearly describe how the commander intends to combine offensive, defensive, and stability or civil support operations throughout the conduct of operations. They synchronize subordinate activities in time, space, and purpose to achieve objectives and accomplish missions.

It is a critical time in all combat operations when the commander translates his thoughts and his decisions into orders. The commander must rapidly transmit instructions to subordinate commanders for prompt, unerring Execution. You must be ready to assist the commander by knowing the characteristics, preparation techniques, sources of information, and standardized formats of plans and orders.

Slide 3: Historical PerspectiveFocus: Historical Perspective

SHOW SLIDE 3: Historical Perspective

Plans and orders express the commander's battlefield visualization, intent, and decisions focusing on results the commander expects to achieve. They are the primary tool the Commander uses to synchronize military operations. They provide the who, what, when, where, and why of an operation, but leave the how for subordinates to decide. Good orders allow subordinates operational and tactical freedom by providing only as much restriction and detail as is necessary for synchronization and coordination.

NOTE: Allow students to read Von Kiesling’s quote on orders. Facilitate discussion on the students’ experience with the relevance, complexity, and significance of plans and orders.

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

NOTE:

Allow students to read Von Kiesling’s quote on orders. Facilitate discussion on the students’ experience with the relevance, complexity, and significance of plans and orders.

Slide 4: Terminal Learning Objective

Focus: TLO

SHOW SLIDE 4: TLO

NOTE: Review TLO with students.This lesson is one of the most important lessons you will receive during this course. This lesson covers the techniques and procedures you will use in preparing plans, orders, and annexes. We will discuss their characteristics, preparation techniques, sources of information, and standardized formats.

Army Learning Area (ALA): The ALA provides a framework to assist in grouping General Learning Outcomes (GLO). The learning areas foster the tenets of leader development and the vocation of the profession, emphasize human dimension, and stress empowering subordinates through well-structured intent in Mission Command. This lesson has the following ALAs and GLOs.

1) ALA: Mission CommandGLO: Soldiers and Army Civilians demonstrate proficiency in mission command

staff tasks GLO: Soldiers and Army Civilians demonstrate proficiency in the mission

command system. GLO: Soldiers and Army Civilians demonstrate proficiency in mission command staff tasks.

2) ALA: Human Dimension

GLO: Soldiers and Army Civilians demonstrate proficiency in communication skills

3) ALA: Professional CompetenceGLO: Soldiers and Army Civilians support Army policies, programs and

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

Note: Large Scale Combat Operations (LSCO) Introduction, The below is not in the regulation but is included to generate critical thinking points. (Instructor can solicit from students planning without specific HR guidance is important)

The Personnel Services Support Appendix is one of the most important part of an Operation Order and will be beneficial to organizations deployed in support of LSCO. The Personnel Services Support Appendix illustrate to deployed organizations the human resources support available in the deployed area of responsibilities. HR professionals should evaluate higher command personnel support appendix (OPORD) and the services they are able to provide based on available resources to ensure all possible HR support is listed in the appendix created.

Note: Refer Students to FM 3-0, Operations, and discuss the definition of LSCO.

FM 3-0, Operations, covers large scale combat operations. Once FM 1-0, Human Resources Support is updated and FM 4-0, Sustainment Operations is implemented, they will align with FM 3-0. Therefore, some of the information presented during this course may change. Until regulations change, the information presented is valid.

Note: Refer students to paragraph 1-4, to understand FM 3-0’s description of Large-scale combat operations.

Large-scale combat operations are intense, lethal, and brutal. Their conditions include complexity, chaos, fear, violence, fatigue, and uncertainty. Future battlefields will include noncombatants, and they will be crowded in and around large cities. Enemies will employ conventional tactics, terror, criminal activity, and information warfare to further complicate operations. To an ever-increasing degree, activities in the information environment are inseparable from ground operations. Large-scale combat operations present the greatest challenge for Army forces.

Note: Notify to students that the passage that states “uncertainty” is the primary reason organizations needs a personnel services support appendix that contains various HR information to obtain guidance. War is an uncertainty, the personnel service support appendix should not be.

Note: Refer students to FM 3-0, Operations, Figure 1-4. Figure l-4 shows the Army's strategic roles. The Army strategic roles are nested with joint phases to highlight the actions the Army will take in each phase.

Note: Ask the students, of the Army roles listed which is the most important for preparing the personnel services support appendix?

(Students should respond with Shape)

Note: Refer students to FM 3-0, Operations, paragraph 1-143. During LSCO, deployments will be conducted at Corps level with Divisions, Brigades and other units as identified by the operational order, deploying in support of the Corps’ mission. This means Corps will be supporting a Theater Army Organization’s mission.

Note: While not currently in any regulation. This following are ideas to discuss with their command concerning Theater HR Operations.

During LSCO, Some of the services offered may be affected due to the intensity of the conflict. Should courses of actions for various services be added in the personnel services support appendix?

Answer: No, if there are changes to services offered due to LSCO, units should be notified separately from the personnel services support appendix.

Note: Review the definition of SHAPE to highlight its importance during LSCO. Emphasize that all the strategic roles are important; however, SHAPE will be reviewed because it ensures the successful execution of the other roles.

Shape definition: paragraph 1-62.

Army operations to shape bring together all the activities intended to promote regional stability and to set conditions for a favorable outcome in the event of a military confrontation. Army operations to shape help dissuade adversary activities designed to achieve regional goals short of military conflict. As part of operations to shape, the Army provides trained and ready forces to geographic combatant commanders (GCCs) in support of their theater campaign plan. The theater army and subordinate Army forces assist the GCC in building partner capacity and capability and promoting stability across the AOR. Army operations to shape are continuous throughout a GCC's AOR and occur before, during, and after a joint operation within a specific operational area.

Refer Students to FM 3-0, Appendix A, Command and Support Relationships.

Note: Highlight to the students that your organization’s command and support relationships with other organizations are vital during LSCO.

A-1. Establishing clear command and support relationships is a key aspect of any operation. Large-scale combat operations present unique and complex challenges that demand well defined command and support relationships among units. These relationships establish responsibilities and authorities between subordinate and supporting units. Some command and support relationships limit the commander's authority to prescribe additional relationships. Knowing the inherent responsibilities of each command and support relationship allows commanders to effectively organize their forces and helps supporting commanders understand their unit's role in the organizational structure.

Review Table A1-A3, Command Relationships.

Slide 5: Outline

Focus: Provide students with the understanding of how the military has moved to the current structure that includes the Department of Defense (DoD) and subordinate services managed by cabinet-level secretaries.

SHOW SLIDE 5: Outline

Slide 6: Operational Environment

Focus: Operational Environment

SHOW SLIDE 5: Operational Environment

1-2. An operational environment is a composite of the conditions, circumstances, and influences that affect the employment of capabilities and bear on the decisions of the commander (JP 3-0). Commanders at all levels have their own operational environments for their particular operations.

1-3. Important trends such as globalization, urbanization, and failed or failing states can affect land operations. These trends can drive instability in an operational environment as well as a continuing state of persistent conflict

1-4. All actors—enemy, friendly, or neutral—remain potentially vulnerable to attack by physical means, cyberspace means, electronic means, or a combination thereof. Actions in and through cyberspace and the electromagnetic spectrum can affect the others.

1-5. An operational environment consists of many interrelated variables and sub-variables, as well as the relationships and interactions among those variables and sub-variables.

1-6. In addition, an operational environment is not static but continually evolves. This evolution results from people interacting within an operational environment as well as from their ability to learn and adapt. As they take action within an operational environment, the operational environment changes. Some of these changes are anticipated while others are not. Some changes are immediate and apparent, while other changes are delayed or hidden. The complex and ever-changing nature of an operational environment makes determining the relationship between cause and effect difficult and contributes to the uncertainty of military operations.

1-7. An operational environment is both complex and continuously changing. Complexity describes things or situations with many parts and subparts (structural complexity), as well as the behaviors and resulting relationships among those parts and subparts (interactive complexity). How the many entities behave and interact with each other within an operational environment is difficult to discern and always results in differing circumstances. No two operational environments are the same. While aspects of an operational environment may be less complex than other aspects, an operational environment as a whole is both structurally and interactively complex.

Uncertainty is what is not known about a given situation or a lack of understanding of how a situation may evolve. Effective leaders accept that they conduct military operations in operational environments that are inherently uncertain. They realize that concrete answers or perfect solutions usually do not exist. For example, friendly forces may be uncertain about existing conditions, such as the exact location and strength of enemy forces. Even if the staff feels confident about the location and strength of an enemy force, the commander still questions what to infer from those facts—the enemy’s intentions, for example. And even if the commander makes a reasonable inference, the many options available to the enemy make predicting the enemy’s exact behavior quite difficult.

Slide 7: REVIST/ENERGIZE

Focus: Revisit/Energize

Top Ten List. Working in groups or individually, have participants generate a Top Ten list of factors that affect the operational environment

Top Ten List. Working in groups or individually, have participants generate a Top Ten list of factors that affect the operational environment. Upon completion, have students pick a group leader and share/discuss results with class. Allow for 20-25 minutes to complete and discuss

Slide 8: Unified Land Operations

Focus: Unified Land Operations

SHOW SLIDE 6: Unified Land Operations

ADP 3-0, Unified Land Operations, updates the operating concepts from earlier doctrine to reflect the conditions of the operational environment. Unified land operations is not a new operating concept. It represents the current expression of the proven formula for success: seize, retain, and exploit the initiative to gain and maintain a position of relative advantage in sustained land operations through simultaneous offensive, defensive, and stability or defense support of civil authorities operations in order to prevent or deter conflict, prevail in war, and create the conditions for favorable conflict resolution. Army forces conduct decisive and sustainable land operations through the simultaneous combination of offensive, defensive, and stability operations (or defense support of civil authorities) appropriate to the mission and environment. Conduct regular and irregular warfare against both conventional and hybrid threats.

Offensive operations are conducted to defeat and destroy enemy forces and seize terrain, resources, and population centers – including movement to contact, attack exploitation and pursuit.Defensive operations are conducted to defeat an enemy attack, gain time, economize forces, and develop conditions favorable for offensive and stability tasks - includes mobile defense, area defense, and retrograde.Stability operations are military missions, tasks, and activities conducted outside the U.S. to maintain or reestablish a safe and secure environment and to provide essential governmental services, emergency infrastructure reconstruction, and humanitarian relief. They include five tasks: establish civil security, establish civil control, restore essential services, support to governance, and support to economic and infrastructure development.

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Slide 9: Range of Military Operations

Focus: Range of Military Operations

SHOW SLIDE 7: Range of Military Operations

The various regulations that support the range of military operations are listed.

Slide 10: Operational Environment

Focus: Operational Environment

SHOW SLIDE 8: Operational Environment

Reference: ADP 3-0, Chapter 1; ADP 5-0, Chapter 1

Operational Variables

1-14. Army planners describe conditions of an operational environment in terms of operational variables. Operational variables are those aspects of an operational environment, both military and nonmilitary, that may differ from one operational area to another and affect operations. Operational variables describe not only the military aspects of an operational environment, but also the population’s influence on it. Using Army design methodology, planners analyze an operational environment in terms of

eight interrelated operational variables: political, military, economic, social, information, infrastructure, physical environment, and time (known as PMESII-PT). As soon as a commander and staff have an indication of where their unit will conduct operations, they begin analyzing the operational variables associated with that location. They continue to refine and update that analysis throughout the course of operations.

Mission Variables

1-15. Upon receipt of an order, Army leaders filter information from operational variables into mission variables during mission analysis. They use the mission variables to refine their understanding of the situation. The mission variables consist of mission, enemy, terrain and weather, troops and support available, time available, and civil considerations (METT-TC). Incorporating the analysis of the operational variables with METT-TC ensures that Army leaders consider the best available information about the mission.

Slide 11: WindowpaneFocus: 7 Ways to Remember Anything

Window paning offers a means of visual representation that codes, or organizes information to anchor concepts so relationships are established with prior knowledge and synthesis (a higher order thinking skill) is more likely to take place. In the technique of window paning, the graphic plus a cue word works as a priming mechanism for the brain to recall the stored (target) information. If the student understands (or directly makes) the relationship between the graphic, cue word, and information, then retrieval is more likely and easier for the student. During this exercise have students break into groups and draw a pictorial representation of the operational and mission variables that affect the operational environment. Students are free to work independently if they choose to do so. Allow for 20-25 minutes for this exercise.

Slide 12: Plans and Orders

Focus: Plans and Orders

SHOW SLIDE: Plans and Orders NOTE: Plans and Orders

Effective plans and orders clearly describe how the commander intends to combine offensive, defensive, and stability or civil support operations throughout the conduct of operations. They synchronize subordinate activities in time, space, and purpose to achieve objectives and accomplish missions. Plans and orders not only direct subordinate units but provide information to facilitate coordination among organizations outside the command. Effective plans and orders account for those joint, interagency, intergovernmental, multinational, and host-nation organizations involved in the operation.

The slide above shows the planning process of the Responsible Drawdown of Forces (RDoF) in Iraq.

Article titled “Moving People and Equipment out of Iraq”. http://www.dvidshub.net/news/42893/moving-people-and-equipment-out-iraq-schedule

Focus: Plans and Orders (Cont)

SHOW SLIDE 13: Plans and Orders (Cont)

FM 6-0, Appendix C

TYPES OF PLANS C-12Plans come in many forms and vary in scope, complexity, and length of planning horizons. Strategic plans establish national and multinational military objectives and include ways to achieve those objectives. Operational-level or campaign plans cover a series of related military operations aimed at accomplishing a strategic or operational objective within a given time and space. Tactical plans cover the employment of units in operations, including the ordered arrangement and maneuver of units in relation to each other and to the enemy within the framework of an operational-level or campaign plan. There are several types of plans:

Campaign plan. Operation plan. Supporting plan. Concept plan. Branch. Sequel.

TYPES OF ORDERS C-19. An order is a communication—verbal, written, or signaled—which conveys instructions from a superior to a subordinate. Commanders issue orders verbally or in writing. The five-paragraph format (situation, mission, execution, sustainment, and command and signal) remains the standard for issuing orders. The technique used to issue orders (verbal or written) is at the discretion of the commander; each technique depends on time and the situation. Army organizations use three types of orders:

Operation order (OPORD). Fragmentary order (FRAGORD). Warning order (WARNORD).

C-20. An operation order is a directive issued by a commander to subordinate commanders for the purpose of effecting the coordinated execution of an operationC-21. A fragmentary order is an abbreviated form of an operation order issued as needed after an operation order to change or modify that order or to execute a branch or sequel to that order.C-22. A warning order is a preliminary notice of an order or action that is to follow. WARNOs help subordinate units and staffs prepare for new missions by describing the situation, providing initial planning guidance, and directing preparation activities.

Slide14: Functional and Integrating Cells

Focus: Functional and Integrating Cells

SHOW SLIDE 14: Functional and Integrating Cells

COMMAND POST CELLS, STAFF SECTIONS, AND ELEMENTS

1-28. Within CPs, commanders cross-functionally organize their staffs into CP cells and staff sections to assist them in the exercise of mission command. A command post cell is a grouping of personnel and equipment organized by warfighting function or by planning horizon to facilitate the exercise of mission command. Staff sections are groupings of staff members by areas of expertise under a coordinating, special, or personal staff officer. Elements are groupings of staff members subordinate to specific staff sections. Staff sections and elements of staff sections are the building blocks for CP cells. (See chapter 2 for a detailed discussion on the duties and responsibilities of staffs.)

1-29. Commanders organize their CPs by functional and integrating cells. Functional cells group personnel and equipment by warfighting function (minus mission command). Integrating cells group personnel and equipment by planning horizon. Not all staff sections permanently reside in one of the functional or integrating cells. The G-6 (S-6) signal and G-9 (S-9) civil affairs sections are examples. These staff sections do, however, provide representation to different CP cells as required, and they coordinate their activities in the various meetings established in the unit’s battle rhythm.

1-36.The sustainment cell coordinates activities and systems that provide support and services to ensure freedom of action, extend operational reach, and prolong endurance. It includes those tasks associated with logistics, personnel services, and health service support. The following staff sections form this cell: personnel, sustainment, financial management, and surgeon. The chief of sustainment (or logistics officer at brigade and below) leads this cell.

Slide 15: Planning Horizons

Focus: Planning Horizons

SHOW SLIDE: Planning Horizons (FM 6-0, Figure 1-2)

ADP 5-0 1-66. A planning horizon is a point in time commanders use to focus the organization’s planning efforts to shape future events. The three planning horizons are long, mid, and short. Generally, they are associated with the plans cell, future operations cell, and current operations integration cell respectively. Planning horizons are situation dependent; they can range from hours and days to weeks and months. As a rule, the higher the echelon, the more distant the planning horizon with which it is concerned.

Slide16: Operation Order Characteristics

Focus: Operation Order- Characteristics

SHOW SLIDE 16: Operation Order Characteristics

CHARACTERISTICS OF EFFECTIVE PLANS AND ORDERS

C-27. The amount of detail provided in a plan or order depends on several factors, including the cohesion and experience of subordinate units and complexity of the operation. Effective plans and orders encourage subordinates’ initiative by providing the “what” and “why” of tasks to subordinate units; they leave how to perform the tasks to subordinates. To maintain clarity and simplicity, planners keep the base plan or order as short and concise as possible. They address detailed information and instructions in attachments as required.

C-28. Effective plans and orders are simple and direct to reduce misunderstanding and confusion. The situation determines the degree of simplicity required. Simple plans executed on time are better than detailed plans executed late. Commanders at all echelons weigh potential benefits of a complex concept of operations against the risk that subordinates will fail to understand it. Multinational operations mandate simplicity due to the differences in language, doctrine, and culture. The same applies to operations involving interagency and nongovernmental organizations.

C-29. Effective plans and orders reflect authoritative and positive expression through the commander’s intent. As such, the language is direct and affirmative. An example of this is, “The combat trains will remain in the assembly area” instead of “The combat trains will not accompany the unit.” Effective plans and orders directly and positively state what the commander wants the unit and its subordinate units to do and why.

C-30. Effective plans and orders avoid meaningless expressions, such as “as soon as possible.” Indecisive, vague, and ambiguous language leads to uncertainty and lack of confidence.

C-31. Effective plans and orders possess brevity and clarity. These plans use short words, sentences, and paragraphs. Plans use acronyms unless clarity is hindered. They do not include material covered in SOPs, but refer to those SOPs instead. Brief and

clear orders use doctrinally correct terms and symbols, avoid jargon, and eliminate every opportunity for misunderstanding the commander’s exact, intended meaning.

C-32. Effective plans and orders contain assumptions. This helps subordinates and others better understand the logic behind a plan or order and facilitates the preparation of branches and sequels.

C-33. Effective plans and orders incorporate flexibility. There is room built into the plan to adapt and make adjustments to counter unexpected challenges and seize opportunities. Effective plans and orders identify decision points and proposed options at those decision points to build flexibility.

C-34. Effective plans and orders exercise timeliness. Plans and orders sent to subordinates promptly allow

Slide17: Operation Order

Focus: Operation Order

SHOW SLIDE 17: Operation Order

C-20. An operation order is a directive issued by a commander to subordinate commanders for the purpose of effecting the coordinated execution of an operation (JP 5-0). Commanders issue OPORDs to direct the execution of long-term operations as well as the execution of discrete short term operations within the framework of a long-range OPORD. An example of the proper naming convention for an OPORD is“OPORD 3411 (OPERATION DESERT DRAGON) (UNCLASSIFIED).”Operation orders and plans have a standardized format that includes a heading, a body, and an ending. Traditionally called the five paragraph field order, the Army Operation Order (OPORD) is composed of five paragraphs:

1. Situation2. Mission3. Execution4. Sustainment5. Command and Control

The first item you enter in the heading is the security classification. Center the security classification at the top and bottom of each page of the order or plan. You classify OPORDs and OPLANs in accordance with AR 380-5. You normally use "derivative" classification authority to classify OPORDs/OPLANs at the tactical level. In other words, use the same classification that is on the OPORD from the next higher headquarters unless you "derive"information for your OPORD from sources with a higher classification. Paragraph 4, SUSTAINMENT, details the operation’s sustainment and human resources support plan. The SUSTAINMENT paragraph contains the support concept and information on logistics, personnel and health system support. ADP 5-0 ATTP 5-0-1 (The Operations Process), contains additional information and guidance on the orders process.

Slide 18: Operation Order (Cont)

Focus: Operation Order

SHOW SLIDE 18: Operation Order (Cont)

Attachments to OPORD (annexes and appendixes) are information management tools. They simplify orders by providing a structure for organizing information. The S-1 or a member of the S-1 staff is normally responsible for developing Tab A (HR Support) to Appendix 2 (Personnel Services Support) to Annex F (Sustainment). Additional information and guidance on SUSTAINMENT, paragraph 4, is located in ANNEX F (SUSTAINMENT) of the OPORD. While the information in ANNEX F is always specific to the mission and commander’s intent, Tab A (HR SUPPORT) to Appendix 2 (PERSONNEL SERVICES SUPPORT) TO ANNEX F (SUSTAINMENT) contains detailed information on HR core competencies.

For every HR leader, it is critical that you are knowledgeable and understand APPENDIX 2 (PERSONNEL SERVICES SUPPORT) to ANNEX F (SUSTAINMENT) and how it supports the commander’s concept of operation. Additionally, you must maintain situational awareness and be prepared to brief subordinate S-1s and unit

leaders on the HR support plan derived from the appendix. Remember that not only does the appendix describe the concept of HR support, it also communicates directives to subordinate commanders and staffs.

Slide19: Fragmentary and Warning Orders

Focus: Fragmentary and Warning Orders

SHOW SLIDE 19: Fragmentary and Warning Orders

C-21. A fragmentary order is an abbreviated form of an operation order issued as needed after an operation order to change or modify that order or to execute a branch or sequel to that order (JP 5-0). FRAGORDs include all five OPORD paragraph headings and differ from OPORDs only in the degree of detail provided. An example of the proper naming convention for a FRAGORD to an OPORD is “FRAGORD 11 toOPORD 3411 (OPERATION DESERT DRAGON) (UNCLASSIFIED).” If a FRAGORD contains an entire annex, then the proper naming convention for the annex would be “Annex A (Task Organization) to FRAGORD 12 to OPORD 3411 (OPERATION DESERT DRAGON) (UNCLASSIFIED).”

C-22. A warning order is a preliminary notice of an order or action that is to follow (JP 5-0). WARNORDs follow the five-paragraph format and help subordinate units and staffs prepare for new missions by describing the situation, providing initial planning guidance, and directing preparation activities. For example, the proper naming convention for WARNORD number 8 is “WARNORD #8.”

Slide 20: Personnel Appendix

Focus: Personnel Appendix

SHOW SLIDE 20: Personnel Appendix

REFERENCE: Figure D-6 Appendix D FM 6-0

We use annexes , appendixes, tabs, and enclosures to expand on an OPORD/OPLAN and increase the clarity and usefulness of the basic order:

• Annexes amplify and supplement instructions in the basic order.

• Appendixes expand annexes. Number the appendixes sequentially with Arabic numbers.

• Tabs expand appendixes. Letter them consecutively with capital letters.

• Enclosures expand tabs. Number them consecutively with Arabic numbers.

Note that Battalions seldom use appendixes, tabs, or enclosures in their orders and brigades use them sparingly in their orders. Battalion and brigade orders usually do not contain enough information to warrant the use of these expanders.

NOTE: Transition Slide to composition of the Personnel Appendix

Slide 21: Running Estimates

Focus: Running Estimates

SHOW SLIDE 21: RUNNING ESTIMATES

TYPES OF RUNNING ESTIMATES.

8-1.A running estimate is the continuous assessment of the current situation used to determine if the current operation is proceeding according to the commander’s intent and if planned future operations are supportable (ADP 5-0). The commander and each staff element maintain a running estimate. In their running estimates, the commander and each staff element continuously consider the effects of new information and update the following:

Facts. Assumptions. Friendly force status. Enemy activities and capabilities. Civil considerations. Conclusions and recommendations.

8-2. Commanders maintain their running estimates to consolidate their understanding and visualization of an operation. The commander’s running estimate summarizes the problem and integrates information and knowledge of the staff’s and subordinate commanders’ running estimates.

8-3.Each staff element builds and maintains running estimates. The running estimate helps the staff to track and record pertinent information and provide recommendations to commanders. Running estimates represent the analysis and expert opinion of each staff element by functional area. Staffs maintain running estimates throughout the operations process to assist commanders in the exercise of mission command.

8-4.Each staff element and command post functional cell maintains a running estimate focused on how its specific areas of expertise are postured to support future operations. Because an estimate may be needed at any time, running estimates must be developed, revised, updated, and maintained continuously while in garrison and during

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operations. While in garrison, staffs must maintain a running estimate on friendly capabilities. Running estimates can be presented verbally or in writing.

Slide 22: Tab A To Appendix 2 To Annex F

Focus: Tab A To Appendix 2 To Annex F HR Inputs .

SHOW SLIDE 22: Tab A To Appendix 2 To Annex F

RUNNING ESTIMATES IN THE OPERATIONS PROCESS8-7. Commanders and staff elements immediately begin updating their running estimates upon receipt of a mission. They continue to build and maintain their running estimates throughout the operations process in planning, preparation, execution, and assessment.

RUNNING ESTIMATES IN PLANNING8-8.During planning, running estimates are key sources of information during mission analysis. Following mission analysis, commanders and staff elements update their running estimates throughout the rest of the military decision-making process. Based on the mission and the initial commander’s intent, the staff develops one or more proposed courses of action (COAs) and continually refines its running estimates to account for the mission variables. The updated running estimates then support COA analysis (war-gaming) in which the staff identifies the strengths and weaknesses of each COA. The staff relies on its updated running estimate to provide input to the war game. Following COA analysis, the staff compares the proposed COAs against each other and recommends one of them to the commander for approval. During all these activities, each staff element continues to update and refine its running estimate to give commanders the best possible information available at the time to support their decisions. The selected COA provides each staff element an additional focus for its estimates and the key information it will need during orders production. Key information recorded in the running estimate may be included in orders, particularly in the functional annexes.RUNNING ESTIMATES IN PREPARATION8-9.The commander and staff transition from planning to execution. As they transition, they use running estimates to identify the current readiness of the unit in relationship to

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its mission. The commander and staff also use running estimates to develop, then track, mission readiness goals and additional requirements.

RUNNING ESTIMATES IN EXECUTION8-10.During execution, the commander and staff incorporate information included in running estimates into the common operational picture. This enables the commander and staff to depict key information from each functional area or warfighting function as it impacts current and future operations. This information directly supports the commander’s visualization and rapid decision-making during operations.

RUNNING ESTIMATES IN ASSESSMENT8-11.Each staff element continuously analyzes new information during operations to create knowledge and to understand if operations are progressing according to plan. During planning, staffs develop measures of effectiveness and measures of performance to support assessment, including analysis of anticipated decisions during preparation and execution. The assessment of current operations also supports validation or rejection of additional information that will help update the estimates and support further planning. At a minimum, a staff element’s running estimate assesses the following:

Friendly force capabilities with respect to ongoing and planned operations. Enemy capabilities as they affect the staff element’s area of expertise for current

operations and plans for future operations. Civil considerations as they affect the staff element’s area of expertise for current

operations and plans for future operations.

NOTE: Facilitate student-led classroom discussion on the sections, format, and content.

Slide 23: Tab A To Appendix 2 to Annex F HR Inputs

Focus: Tab A To Appendix 2 To Annex F HR Inputs

SHOW SLIDE 23: Tab A to Appendix 2 to Annex F HR Inputs

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NOTE: This is a build slide that will walk you through each HR input area. Facilitate student-centered discussion on each area, as appropriate.

Slide 24: Tab A To Appendix 2 To Annex F HR Inputs (Cont)

Focus: Tab A To Appendix 2 To Annex F HR Inputs

SHOW SLIDE 24: Tab A to Appendix 2 To Annex F HR Inputs

This is a build slide that will walk you through each HR input area. Facilitate student-centered discussion on each area, as appropriate. Slide 25: Check on Learning

Focus: Check On Learning

SHOW SLIDE 25: Check on Learning

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Slide 26: Additional Considerations

Focus: Additional Considerations

SHOW SLIDE 26: Additional Considerations Slide 27: Sustainment Operations

Focus: Sustainment Operations

SHOW SLIDE 27: Sustainment Operations

When preparing the Support Annex always keep in mind the key elements of Sustainment Operations.

• Sustainment Warfighting Function• Sustainment Operations

• Functions• Principles• Levels of Support• Command and Support Relationships

• Sustainment Organizations • Theater Sustainment Command (TSC)• Expeditionary Sustainment Command (ESC)• Sustainment Brigade (SB)• Combat Sustainment Support Battalion (CSSB)

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Slide 28: Prepare for Mission

Focus: Prepare for Mission

SHOW SLIDE 25: Prepare for Mission

ADP 5-0, Chapter 3Mission success depends as much on preparation as on planning. Subordinates need enough time to understand plans well enough to execute them. Subordinates develop their own plans and prepare for the operation. After they fully comprehend the plan, subordinate leaders rehearse key portions of it and ensure Soldiers and equipment are positioned and ready to execute the operation. NOTE: Briefly discuss activities on the slide. Have students:

1. Identify which tasks would include S-1/HR Operations2. Explain how they could support the commander and other staff sections complete these activities from an HR perspective and what the role of the SRC-12 element would be

Focus: Rehearsals

SHOW SLIDE 29: Rehearsals

REHEARSAL BASICS

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12-1. Rehearsals allow leaders and their Soldiers to practice key aspects of the concept of operations. These actions help Soldiers orient themselves to their environment and other units before executing the operation. Rehearsals help Soldiers build a lasting mental picture of the sequence of key actions within the operation.

12-2. Rehearsals are the commander’s tool to ensure staffs and subordinates understand the commander’s intent and the concept of operations. They allow commanders and staffs to identify shortcomings in the plan not previously recognized. Rehearsals also contribute to external and internal coordination, as the staff identifies additional coordinating requirements.

12-3. Effective and efficient units habitually rehearse during training. Commanders at every level routinely train and practice various rehearsal types. Local standard operating procedures (SOPs) identify appropriate rehearsal types and standards for their execution. All leaders conduct periodic after action reviews to ensure their units conduct rehearsals to standard and correct substandard performances. After action reviews also enable leaders to incorporate lessons learned into existing plans and orders, or into subsequent rehearsals.

12-4.Adequate time is essential when conducting rehearsals. The time required varies with the complexity of the mission, the type and technique of rehearsal, and the level of participation. Units conduct rehearsals at the lowest possible level, using the most thorough technique possible, given the time available. Under time-constrained conditions, leaders conduct abbreviated rehearsals, focusing on critical events determined by reverse planning. Each unit will have different critical events based on the mission, unit readiness, and the commander’s assessment.

12-5.The rehearsal is a coordination event, not an analysis. It does not replace war-gaming. Commanders war-game during the military decision-making process (MDMP) to analyze different courses of action to determine the optimal one. Rehearsals practice that selected course of action. Commanders avoid making major changes to operation orders (OPORDs) during rehearsals. They make only those changes essential to mission success and risk mitigation.

SUPPORT REHEARSAL

12-10.The support rehearsal helps synchronize each warfighting function with the overall operation. This rehearsal supports the operation so units can accomplish their missions. Throughout preparation, units conduct support rehearsals within the framework of a single or limited number of warfighting functions. These rehearsals typically involve coordination and procedure drills for aviation, fires, engineer support, or casualty evacuation. Support rehearsals and combined arms rehearsals complement preparations for the operation. Units may conduct rehearsals separately and then combine them into full-dress rehearsals. Although these rehearsals differ slightly by warfighting function, they achieve the same result.

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Slide 30: Why Rehearse

Focus: Why Rehearse

SHOW SLIDE 30: Why Rehearse

NOTE: There hyperlink imbedded in both pictures and the http://www.dvidshub.net/news/33901/responsible-drawdown-rehearsal-concept-drill

The rehearsal of concept drill—commonly referred to as a ROC drill—is an important tool in the commander’s arsenal for planning and executing complex events. Two opportunities exist to execute a ROC drill during the mission planning process: early in the process as a “proof of concept” and a tool for fleshing out the commander’s intent and guidance, and later in the plan’s development as a means to walk through the plan to ensure that everyone understood it and identify any “holes.”

Slide 31: Rehearsal Techniques

Focus: Rehearsal Techniques

SHOW SLIDE 28: Rehearsal Techniques

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12-13. Methods for conducting rehearsals are limited only by the commander’s imagination and available resources. Several methods are illustrated in figure 12-1. Resources required for each method range from broad to narrow. As listed from left to right, each successive method takes more time and more resources.Each rehearsal method also imparts a different level of understanding to participants.

12-14. Paragraphs 12-15 through 12-51 address these implications for each method: Time—the amount of time required to conduct (plan, prepare, execute, and

assess) the rehearsal. Echelons involved—the number of echelons that can participate in the rehearsal. Operations security (OPSEC) risks—the ease by which an enemy can exploit

friendly actions from the rehearsal. Terrain—the amount of space needed for the rehearsal.

NOTE: Briefly address the various techniques and resource implications Discuss the most often used technique - the Terrain Model

TERRAIN-MODEL REHEARSAL

12-27.The terrain-model rehearsal is the most popular rehearsal method. It takes less time and fewer resources than a full-dress or reduced-force rehearsal. An accurately constructed terrain model helps subordinate leaders visualize the commander’s intent and concept of operations. When possible, commanders place the terrain model where it overlooks the actual terrain of the area of operations. The model’s orientation coincides with that of the terrain. The size of the terrain model can vary from small(using markers to represent units) to large (on which the participants can walk). A large model helps reinforce the participants’ perception of unit positions on the terrain.

Slide 32: Relationships

Focus: Relationships

SHOW SLIDE: Relationships

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A key element for Sustainment Operations lies in the type of relationship established between commands for support.Command relationships define superior and subordinate relationships between unit commanders. By specifying a chain of command, command relationships unify effort and enable commanders to use subordinate forces with maximum flexibility. Army command relationships identify the degree of control of the gaining Army commander. The type of command relationship often relates to the expected longevity of the relationship between the headquarters involved and quickly identifies the degree of support that the gaining and losing Army commanders provide. (See FM 3-0 for additional discussion on command relationships.)Army support relationships are not a command authority and are more specific than the joint support relationships. Commanders establish support relationship when —

• The support is more effective if a commander with the requisite technical and tactical expertise controls the supporting unit rather than the supported commander.

• The echelon of the supporting unit is the same as or higher than that of the supported unit. For example, the supporting unit may be a brigade, and the supported unit may be a battalion. It would be inappropriate for the brigade to be subordinated to the battalion; hence, the echelon uses an Army support relationship.

• The supporting unit supports several units simultaneously. The requirement to set support priorities to allocate resources to supported units exists. Assigning support relationships is one aspect of mission command.

Slide 33: Command Relationship

Focus: Command Relationships

SHOW SLIDE 33: Command Relationships

Table B-1, lists the Army command relationships. Command relationships define superior and subordinate relationships between unit commanders. By specifying a chain of command, command relationships unify effort and give commanders the ability to employ subordinate forces with maximum flexibility. Army command relationships identify the degree of control of the gaining Army commander. The type of command

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relationship often relates to the expected longevity of the relationship between the headquarters involved and quickly identifies the degree of support that the gaining and losing Army commanders provide.

Slide 34: Support Relationship

Focus: Support Relationship

SHOW SLIDE 34: Support Relationship Table B-2 lists Army support relationships. Army support relationships are not a command authority and are more specific than the joint support relationships.

Slide 32: Check on Learning

Focus: Check On Learning

SHOW SLIDE 32: Check On Learning

NOTE: Conduct a check on learning and summarize the learning activity.

Slide 33: Summary

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Focus: Summary

SHOW SLIDE 33: Summary

This lesson discussed plans, orders, annexes and the Personnel Appendix (Appendix 2) to Annex F (Sustainment). Plans, orders, and annexes are the means that the commander uses to convey his intent to his subordinates in a rapid, clear, brief, simple, but complete manner. Remember that clarity is the ultimate goal of any order. Plans differ from orders in that you base plans on assumptions. Plans have an additional paragraph, (paragraph 1d), to list the assumptions. Orders have a specific time of execution while plans have an unspecified time of execution, such as D-day and H-hour. Plans may become orders if the commander issues a FRAGO and changes H-hour and D-day to a specific execution time and date.

You must always strive to have the plan or order in the hands of your subordinates in sufficient time to allow them to conduct their planning sequence. Follow the "One-Third/Two-Thirds" rule to issue orders.

A NATO Agreement (STANAG 2014) governs the preparation of plans, orders and annexes. It is imperative that you follow this format when operating with allied forces to ensure the swift transmission of information.

Slide 34: Terminal Learning Objective

Focus: TLO

SHOW SLIDE 34: Restate TLO

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NOTE: Review TLO with students.This lesson is one of the most important lessons you will receive during this course. This lesson covers the techniques and procedures you will use in preparing plans, orders, and annexes. We will discuss their characteristics, preparation techniques, sources of information, and standardized formats.

Slide 35: Prepare Personnel Service Support Appendix

Focus:

SHOW SLIDE 35: Administer PE

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