AGCCC_Analyze _PRS_Metrics_LP

Analyze PRS Metrics

United States ArmySoldier Support InstituteAdjutant General School

Adjutant General Captains Career Course

Analyze Human Resources Metrics Program

Lesson Plan

Version 8.0

February 2018

U.S. ARMY ADJUTANT GENERAL SCHOOLAdjutant General Captains Career Course

HR Planning and Operations

Lesson Plan for 805C-CEB-42114Analyze Personnel Readiness Summary Metrics

Lesson: 16.0 Hours (This lesson may not cover all listed hours, you may be referred back to this material later in the course)Lesson Author: CPT Philip TarvainenLast Review: 9 February 2018

1. SCOPE: The intended outcome of this lesson is to produce officers who can confidently analyze Personnel Readiness Summary (PRS) Metrics in their future assignments. The lesson begins by reviewing a baseline of doctrinal concepts that are expected to be familiar to all command teams, regardless of their basic branch and HR officers.

While the lesson provides basic key information students must know and understand to be successful in future assignments, it cannot and will not provide them with everything they need to know. PRS Metrics, like many Man the Force lessons and functions, are complex and dynamic events. To best prepare students for these events, this lesson uses information to highlight responsibilities and challenges faced by HR providers, primarily at the battalion and brigade level. Students are expected to come to class prepared to participate, sharing knowledge and real-world experiences to reach conclusions. Often, they will find that there is no one “right” answer to a question. Instead, students will be required to propose and defend possible “best” answers. If the student’s groups work well together, they may even find the “best” questions are the ones they ask themselves.

Take note that several HR Gunnery products are provided for students to learn more about what interests them, or what the instructor feels students need to spend more time on. During this lesson, instructors will discuss the baseline principles of PRS Metrics, measurement standards, and analyzing PRS Metrics standards. Instructors should think about these topics now, and what questions they may want to raise during class.

This lesson is interrelated with most of the other key function lessons, and will support the other Man the Force blocks of instruction later in the course.

Army Learning Areas and General Learning Outcomes

Army Learning Areas (ALA) are the baseline focal points Soldiers and Army Civilians must possess to prevail in the ambiguous environments that challenge the Army today. The four ALAs are: Army Profession and Leadership; Mission Command; Human

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Dimension; and Professional Competence. The Army Learning Area taxonomy provides a framework to assist in grouping the General Learning Outcomes. The four Army Learning Areas serve as the framework to catalogue the 14 General Learning Outcomes.

The following ALAs corresponds with this lesson:

(1) ALA: Army Profession, Human Dimension and Professional Competence- the demonstrated technical and tactical proficiency in Army and joint doctrine largely revolving around the concept of ULO codified in ADP 3-0. There are five GLOs for the Army Profession, Human Dimension and Professional Competence ALAs.

(2) The GLOs are essential outcomes resulting from training, education, and experience along a career continuum of learning. There are three primary purposes for the Army General Learning Outcomes. First, they provide trainers and educators a lens into how Army Learning Areas (ALA) are the baseline focal points Soldiers and Army Civilians must possess to prevail in the ambiguous environments that challenge the Army today. The four ALAs are: Army Profession and Leadership; Mission Command; Human Dimension; and Professional Competence. The Army Learning Area taxonomy provides a framework to assist in grouping the General Learning Outcomes. The four Army Learning Areas serve as the framework to catalogue the 14 General Learning Outcomes.

(3) The following GLOs corresponds with this lesson:

GLO 2: Soldiers and Army Civilians proficient in character, competence, and commitment as trusted Army Professionals. This includes the Army Profession, Army Ethic, Army Values, and Character Development.

GLO 7: Soldiers and Army Civilians demonstrate capacity in critical thinking. This GLO includes Applied Critical Thinking and Groupthink Mitigation, Strategic Thinking, Problem Solving, and Decision Making.

GLO 8: Soldiers and Army Civilians demonstrate proficiency in communications skills. This includes Verbal Communication, Written Communication, Active Listening, Facilitation, Negotiations, Social Media, and Digital Communications.

GLO 13: Soldiers and Army Civilians support Army policies, programs, and processes; includes Understanding and contributing to Army Systems that manage, develop, and transform the Army.

GLO 14: Soldiers and Army Civilians are technically and tactically competent; includes Branch and Career Management Field proficiency, Career Programs, Series Technical Certifications, and Warfighting Skills.

2. LEARNING OBJECTIVES:

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TLO: AGCCC

Action: Analyze Personnel Readiness Summary Metrics.

Condition: Given a small group classroom instruction, assigned readings, classroom discussions, Personnel Readiness Summary Guide, and an awareness of the OE variables and actors.

Standard: Demonstrate knowledge in the capability to measure and assess the levels of HR support and readiness at both the unit and installation levels and provide a common understanding of the HR standards of performance.

Evaluation: Students will be evaluated and must obtain an 80% or higher (70% for international students) on the end of module, MOD “B” assessment for Man the Force.

Safety Requirements: In a training environment, leaders must perform a risk assessment in accordance with DA PAM 385-30, Risk Management. Leaders will complete a DD Form 2977 Deliberate Risk Assessment Worksheet during the planning and completion of each task and sub-task by assessing mission, enemy, terrain and weather, troops and support available-time available, and civil considerations (METT-TC). Local policies and procedures must be followed during times of increased heat category in order to avoid heat related injury. Consider the work/rest cycles and water replacement guidelines IAW TRADOC Regulation 350-29. No food or drink is allowed near or around electrical equipment (CPU, file servers, printers, projectors, etc.) due to possible electrical shock or damage to equipment. Exercise care in personal movement in and through such areas. Avoid all electrical cords and associated wiring. In event of electrical storm, students will be instructed to power down equipment. Everyone is responsible for safety.

Risk Assessment Level: Low

Environmental Considerations: 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 ATP 3-34.5 Environmental Considerations and GTA 05-08-002 ENVIRONMENTAL-RELATED RISK ASSESSMENT.

Learning Domain: Cognitive

Level of Learning: Application

3. STUDENT PREREQUISITE WORK:

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a. Study Requirements: Read:

Advance SheetATP 1-0.1, G1/AG and S-1 Operations, Chapter 3, paragraph 3-35 thru 3-41

Scan:Personnel Readiness Summary Guide, 12 June 2017 Army Directive 2016-07, Redesign of Personnel Readiness and Medical Deployability

Review: None

b. Regulations/Forms Referenced in Lesson: Available on the SSI website.

c. Students must be prepared to discuss the following during class:

(1) The objectives of PRS

(2) Tier 1 – Readiness Metrics

(3) Tier 2 – Personnel Indicators

(4) Variables and actors in the operating environment (ADP 3-0)

d. Electronically provided Materials:

Evaluation Student Handout (located on Blackboard)

e. During Class:

Lesson – Analyze PRS MetricsPractical Exercise – Analyze HR Metrics

4. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL: NA

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 Concrete Experience works best when whiteboards or butcher paper pads are available with appropriate writing instruments. Several additional resources are available digitally for students to reference on their laptops without having the need to print.

Appendix A: Assessment PlanAppendix B: List of Slides

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6. CONDUCT OF LESSON:

a. Lesson Timeline:

05 minutes Introduction10 minutes Concrete Experience 15 minutes Publish and Process05 minutes Introduction50 minutes Generalize New Information10 minutes Break50 minutes Generalize New Information 10 minutes Break50 minutes Generalize New Information10 minutes Break15 minutes Develop4 hours Apply (Practical Exercise)

b. Discussion Begins (5 min):

Slide 1: Title SlideLesson Introduction

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 operational environment (OE) and what they did to resolve social, information, infrastructure, physical environment, and time challenges.

Motivator. Human Resources (HR) support is critical to sustaining trained and ready units and installations. To be effective, HR organizations (including G1s, S1s, installation DHRs and MPDs) must have quantifiable standards, reliable systems, efficient business processes and trained personnel to perform the core competencies

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and major functions described in Field Manual 1-0. Command involvement by Senior Commanders, Garrison Commanders and Unit Commanders (at all levels) is essential to achieving peak performance in HR Support. The purpose of the PRS is to support the Army Sustainable Readiness Program by providing commanders a snapshot of their unit’s personnel readiness to accomplish the operational mission; the priority of the PRS is to reflect critical personnel objectives to increase unit readiness rates. The PRS Guide serves as a “how to” for HR professionals tasked with gathering personnel readiness data and providing analysis to commanders.

c. Concrete Experience (10 min): Students should be able to discuss the questions on this slide if they have had experience with analyzing PRS Metrics (HR Metrics prior to 12 June 2017) for their units. The purpose of this concrete experience is to invoke students to openly discuss their points of view.

Slide 2: PRS Metrics and the CommanderFocus: This CE provides a common frame of reference for students by generating discussion on similar experiences, problems, and challenges.

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

NOTE: 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 ADP 6-22, Army Leadership.

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

• What happened? How did you feel about that?

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

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• Did anyone have a hard time contributing? Why? (Knowledge, group dynamics, etc.)

• Is everyone engaged in actively listening, or are some trying to dominate? If a “dominator” personality exists, how can you ensure participation and commitment of everyone towards shared knowledge and understanding?

The “processing” phase now allows the group to talk about the data they generated. Discussion and questions are directed toward making sense of the data for the individual and the group. Since the concrete experience 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 processing: (Intent is to push critical thinking. Push students to defend their answers – allow students to hash out ideas).

• What does this information mean to you? (This gets at affective learning and how students find the material relevant from their experiences).

• Did you find that once you expressed one idea, it triggered related ideas? (If yes, have students show examples. This shows the interrelatedness of the materials in a larger process).

• Would you say you saw any themes develop? (e.g., events vs. processes)

• Can you prioritize your thoughts? (There may be no right answer to their prioritization, but the more interesting development would be if there is a disagreement between group members. Have them discuss their differences in thought).

• After having talked about this, do you think you left anything out of the discussion?

e. Generalize New Information (180 min):

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Slide 3: Terminal Learning ObjectiveInstructional Lead-In: Your commanders at all levels have an expectation that, as a member of the G1/S1, you are aware of the current personnel readiness status of the force you manage. You can anticipate various forums like the Unit Status Reports (USR), etc. where you will present this information. Moreover, they will expect you to understand how the various PRS metrics measure readiness and how they can be corrected or mitigated to improve Soldier/Unit readiness.

Safety Requirements: See Paragraph 2.

Risk Assessment Level: Low.

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

Evaluation: Students must successfully complete all practical exercises and pass the Gunnery Table with a score of 80% or higher.

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Slide 4: Measurement to a StandardFacilitate a brief discussion on why commanders need HR information to make decisions and what type of information that might be. Possible answers include: Soldier availability, personnel strengths, critical MOS shortages, and crew manning levels.

Commanders own the PRS and are responsible for directing actions required to correct readiness deficiencies. Providing support to HR professionals through active enforcement of AR 600-8-104 and Sustainable Readiness Program standards is critical to the effectiveness of the PRS. Without this involvement, HR personnel have limited capability to implement and enforce measures that improve readiness on a continuous basis.

NOTE: Follow the above discussion with another based on this question, “Was preparing for the USR a major event in your organization?” Facilitate a brief discussion on why or why not. Possible answers include: subordinate unit commanders and/or S1s would not update their data until forced, difficulties getting command involvement except once a month, leaders more focused on training and maintenance readiness rates.

Ultimately, the leadership team (Division/Brigade/Battalion Commanders) must be comfortable with the use of eMILPO Commander Overrides and willing to “sign their name” to their decisions.

NOTE: Insure students understand that PRS metrics may be based on regulatory guidance or defined locally. However, as a general rule, a local metric cannot be less stringent than the one established by a higher HQ.

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Slide 5: Personnel Readiness SummaryRefer students to the Personnel Readiness Summary Guide.

The Personnel Readiness Summary (PRS) Program is designed to maximize personnel metrics that reflect Soldier readiness and provide commanders at all levels a product to evaluate their organization’s ability to accomplish its operational mission. While commanders may choose to do so, this program is not intended to be a score/report card for the HR community. Instead, the priority of the PRS is to reflect critical personnel objectives to increase unit readiness rates. HRC separates PRS metrics into two categories: Tier 1 – Readiness Metrics (established by HRC) and Tier 2 – Personnel Indicators (tailorable by command).

NOTE: Reinforce with the students that the intent is for S1s to conduct WEEKLY scrubs of the PRS Metrics with their subordinate units. Conducting weekly updates will help prevent having to conduct extensive personnel scrubs each month at USR and keep the units focused on maintaining continuous personnel readiness instead of surging.

The Personnel Readiness Summary provides commanders a status of the Operational Readiness (OR) Rate of personnel in their unit. Personnel Readiness is just as important, if not more important, than the readiness of vehicles and equipment. Therefore, if leaders regularly track unit PRS metrics they will improve personnel readiness and the morale of Soldiers and Families.

NOTE: Each of the components of Tier 1 – Readiness Metrics and Tier 2 – Personnel Indicators are discussed in following slides.

PRS metrics are derived from multiple data systems as indicated.

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Slide 6: Tier 1 – Readiness MetricsFamiliarize students with the Tier 1 – Readiness Metrics.

Personnel Readiness metrics are provided for recurring review at every echelon. Tier 1 metrics encompass the categories that directly impact organizational readiness. Readiness metrics goals were established by HRC and align with the intent of the Chief of Staff, Army.

Slide 7: DD 93 & SGLV 8286 ValidationFacilitate a brief discussion with students on the importance of each.

NOTE: Ask if any students have experience with CAO/CNO duties or any situations that errors on these forms resulted in hardship for a Soldier or their Family to help reinforce the importance of updating and maintaining the accuracy of these forms.

DD Form 93 (Record of Emergency Data) > 12 months or blank: Failure to validate the DD Form 93 may result in significant delays or errors when dispersing benefits in the event of a Soldier’s death. Updated beneficiary information is also important for disposition of a Soldier’s pay and allowances if captured, missing, or interned. May also result in an improper Casualty Notification since there could have been significant changes in a Soldier’s Family situation in a year (e.g. marriage, divorce).

SGLV Form 8286 (Service Members’ Group Life Insurance Election and Certificate) > 12 months or blank: Failure to validate the SGLV may result in forfeiture of

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coverage and create financial hardships for beneficiaries. Debts are also incurred when an SGLI is not cancelled or updated upon a Soldier’s change in familial or pay status. May disrupt payment to the correct beneficiary since there could have been significant changes in a Soldier’s Family situation in a year (e.g. marriage, divorce).

NOTE: Refer students to MILPER Message Number 17-289, U.S. Army Implementation of Service Members’ Group Life Insurance Online Enrollment System (SOES)

The uniformed services are moving to the SGLI On-Line Enrollment System (SOES) in FY18, an enterprise web application for processing SGLI elections. Upon implementation, S1s will utilize SOES reports to monitor Soldier coverage elections. Using the SOES reports during the Personnel Records Review (PRR) and Finance Records Review (FRR) will assist in SGLV Form 8286 validation. Upon full implementation, SOES will draw data from authenticated resources, automate deductions of premiums, and file documents to the system of record; thereby reducing errors as well as workload.

Unmatched eMILPO/iPERMS DD93 – Dates between the DD93 in iPERMS and Verification Date in eMILPO do not match could mean that the wrong DD93 is loaded in iPERMS.

Unmatched SOES/iPERMS SGLV – Dates between the SGLV in iPERMS and Verification Date in SOES do not match could mean that the wrong SGLI is loaded in iPERMS.

Slide 8: Medical Readiness Class 3 & 4Remind students that the intent is to maximize unit readiness and provide the commander with the best personnel readiness information available. Simply stating that a Soldier is non-deployable without consideration of what actions can be taken to change that status is incomplete staff work.

Facilitate a discussion with the students on whether this Soldier status “should” be eligible for an override in the Commander’s Portal. Possible follow up questions include:

If your unit deployed today, would the Commander have the Soldier deploy?

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If the Soldier will not deploy, what is the impact on the unit? Does a permanent profile prevent deployment? What is the Soldier’s job during the deployment? Will they perform desk or

field duty? If a Soldier will complete their pregnancy profile prior to deployment and

meets all other deployment criterion, will the Commander deploy them?

NOTE: Refer students to Army Directive 2016-07, Redesign of Personnel Readiness and Medical Deployability. Deployment Limiting (DL) codes are covered in greater detail during MOD B – Man the Force, Employ the Medical Protection System (MEDPROS) Lesson.

MRC 3: This class of Soldiers is not medically ready and will default to non-deployable. Medical limitations hamper unit readiness. Temporary medical issues that are not addressed may progress to permanent in nature. Commanders may also use the category to identify Soldiers who exhibit patterns of medical non-availability over time. An example is a Soldier who continuously appears on this report with new, month-to-month medical issues. This report can also be used to conduct trend analysis to identify sub-units that have process deficiencies or lack proper leadership emphasis on correcting medical issues.

Deployment Limiting (DL) Codes:

DL 1* Temporary profile greater than 14 days DL 2* Dental Readiness Class 3 (MUST be corrected before Soldier can deploy)DL 3 Pregnancy DL 4 Permanent profile indicating MOS Administrative Retention Review (MAR2) needed DL 5 Permanent profile indicating Medical Evaluation Board (MEB) needed DL 6 Permanent profile indicating non-duty-related action is needed DL 7** Permanent profiles with a deployment / assignment restriction code (F, V, or X)

*Commanders determine if Soldier is deployable in the Commander’s Portal after reviewing the Soldiers physical profile.**Require a waiver from the combatant commander to deploy.

MRC 4: This class of Soldiers is not medically ready and will default to nondeployable unless a commander determines in the Commander’s Portal that a Soldier is deployable. This class indicates the Soldier is deficient in their Periodic Health Assessment (PHA) or is Dental Readiness Class 4. Commanders are required to resolve any medical deficiencies before a Soldier’s deployment. Each month, commanders will evaluate and determine whether Soldiers in this class are deployable and will make every effort to address the underlying causes of a Soldier’s indeterminate MRC 4 status.

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Soldiers with outdated medical data or “Gray” areas in MEDPROS can experience undiagnosed medical issues and/or cause delays pre-deployment processing. Commanders may also use the category to identify Soldiers who exhibit patterns of medical non availability over time. An example is a Soldier who continuously appears on this report with new, month-to-month medical issues. Commanders and S1s can conduct trend analysis to identify sub-units that have process deficiencies or lack proper leadership emphasis on correcting medical issues.

NOTE: These categories can assist HR professionals in identification and resolution of system errors between MEDPROS and eMILPO, thus improving overall data accuracy related to Army readiness.

Slide 9: CMA/CCA/HOS > 90 DaysFacilitate a brief discussion with the students on the impact to unit readiness of Soldiers in each of these statuses for longer than 90 days and what courses of action they may advise their commander on taking.

Alternatively, ask if any students have experienced a situation where a Soldier was in one of these statuses.

Possible follow up questions:

What action did your commander take? Did you provide your commander any recommendations? Would you have handled the situation differently? Why?

Confined Military Authority (CMA), Confined Civilian Authority (CCA), or Hospital (HOS) Duty Status > 90 days: Soldiers in this category are not available to deploy, nor can they be backfilled, thus adversely impacting Army end-strength and combat readiness. Proper reconciliation within CMA/CCA/HOS also has a direct impact on overall Army finance as these duty statuses can impact pay transactions.

Soldiers in a CMA, CCA, or HOS duty status for longer than 90 days require a commander’s review and should be considered for separation from active duty under the appropriate separation authority (AR 635-200, AR 600-8-105) and chapter.

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Slide 10: AWOL > 31 DaysFamiliarize students with the AWOL/DFR process. Ensure students understand there are exceptions to the 31st day policy. For example: special category absentees are required to be reported as deserters immediately regardless of the length of absence.

Soldiers in this category are not available to deploy and negatively affect a unit’s ability to request backfills. Proper processing and reconciliation within this category has a direct impact on overall Army finance as these duty statuses impact pay transactions.

On Day 1, the S1 prepares the DA Form 4187 (AWOL to DFR) and DD Forms 458 and 553 and submit copies to Finance, DEERS, and the Program Management Office. The commander FLAGS the Soldier on Day 2, while the S1 completes a duty status change in eMILPO. The S1 then prepares the 1st letter to the Next of Kin by Day 10. By Day 25, an NCO is appointed in writing and coordinates with out-processing on behalf of the Solder. Soldiers in an AWOL status for longer than 30 consecutive days must be placed in a deserter status on the 31st day. Soldiers are separated upon turning themselves in to authorities at a Military Installation or are captured as a fugitive, as a result of a Federal warrant issued by law enforcement, whichever occurs first. Proper processing and reconciliation of Soldiers within this category has a direct impact on overall Army end-strength and combat readiness.

Preparation and submission of AWOL packets and stopping pay associated with AWOL are routine HR tasks that require attention to detail.

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Slide 11: Tier 2 – Personnel IndicatorsFacilitate a brief discussion with students on what other indicators they may have used.

Reiterate that this is the tailorable portion of PRS metrics and that each command will have different focus areas dependent upon readiness issues.

Personnel Indicators are additional personnel metrics that enable commanders to view data points that serve as shaping operations for readiness. Indicators are the tailorable portion of the PRS that allows commanders and HR professionals flexibility to monitor HR Core Competencies within their organization, as well as, identify specific problem areas and conduct root cause and trend analysis.

Slide 12: FLAGS > 6 MonthsFacilitate a brief discussion with the students on the possible impact of FLAGS exceeding 6 months.

Suspension of Favorable Personnel Actions (FLAGS) older than 6 Months inhibit readiness by preventing assignments and promotions. Certain FLAGS may classify Soldiers as non-deployable. Additionally, FLAGS can be used as an analytical tool for the HR community and commanders at all levels. When reviewing, commanders should evaluate individual Soldiers with multiple FLAGS in order to determine potential patterns of misconduct. Units can also use this report as trend analysis to pinpoint specific sub-organizations that may either have disciplinary problems or deficiencies within their HR processes to properly remove FLAGS from a Soldier’s record.

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S1s must ensure commanders are verifying all FLAGS exceeding 6 months as more than just a “paper drill”. S1s should require a battalion/squadron commander’s memorandum of explanation be attached to all FLAGS older than 6 months. An overwhelming majority of FLAGS exceeding 6 months are due to APFT failures, Army Body Composition Program enrollment, and Soldiers undergoing a Medical Evaluation Board (MEB). Timeliness of counseling is instrumental to the rehabilitation processes of those who are not meeting the standard. Chapters are frequently stalled due to documentation inconsistencies and a lack of performance counseling. Leaders must ride this process with their S1s and follow up with Soldiers on profiles to monitor their physical rehabilitation. Temporary medical issues can progress to permanent if Soldiers aren’t properly adhering to their profiles.

Slide 13: Tier 2 – SponsorshipFacilitate a brief discussion with students on if they believe the Total Army Sponsorship Program is effective or not and what, if anything, they would do to improve it.

Soldiers in the ranks of E1-E6, O1-O3, and W1-W2 will require a sponsor NLT 120 days of report date and prior to out-processing, or possess an ETP from their first General Officer. Soldiers in the ranks O4-O6, CW3-W5, and E7-E9 have the option to be assigned a sponsor. Initial Military Training and Officer Basic Course graduates will have a sponsor immediately upon notification of assignment, not to exceed 5 business days and prior to publication of PCS orders, or possess an exception to policy (ETP) from their first General Officer.

Sponsorship directly affects unit readiness under the “no sponsor, no orders” model of ACT. Sponsorship programs also have a direct impact on unit morale, Soldier quality of life, and are a direct reflection of the quality of leadership within a given unit. TASP is a commander’s program. Every commander has a responsibility to ensure their in-bound Soldiers receive a sponsor and the information they are seeking in a timely manner. Lack of proper sponsorship may expose Soldiers to issues and circumstances that negatively impact personnel and finance readiness.

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Slide 14: Records Review Tool (RRT)

Effective 20 Feb 2018: In an effort to reduce redundancy and workload, the Personnel and Finance Records Reviews (PRR/FRR) were merged into one consolidated review; the Personnel Record Review. Finance specific documents reviewed as part of the old Finance Record Review are now reviewed as part of the new Personnel Record Review. See Milper Message 18 – 032.

Soldiers who neglect their PRR audit are vulnerable to records inaccuracies and pay issues. More serious issues and inaccuracies can delay pre-deployment processing. Annual validations serve to assist commanders in identifying potential “high risk” populations within their formations. In many cases, Soldiers who exhibit high risk behavior patterns can also be linked to those individuals who choose not to validate individual records. Comprehensive review of this category can assist commanders in improving Soldier quality of life, promotions, and prevention of unnecessary financial hardship.

Personnel Records Review (PRR):

Failure to verify a Soldier’s Record Brief and all documents uploaded to iPERMS in a Soldier’s AMHRR can result in inaccurate records readiness and disadvantage the Soldier for boards, assignments, etc. The PRR is performed using the iPERMS Record Review Tool (RRT) and should occur during in-processing, out-processing, and annual record review (birth month audits).

Failure to upload Key and Supporting Documents into iPERMS may result in Soldiers not receiving the correct pay. The FRR is performed using the iPERMS Record Review Tool (RRT) and should occur during in-processing, out-processing, and annual record review (birth month audits).

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Slide 15: Blank/Expired GCMDL Eligibility DateStress the importance of this metric. Battalion S1s directly affect the timely and accurate production of GCMDLs. HR professionals must also be aware of reasons for disqualification for the GCMDL and ensure commanders are providing the disqualification memorandum as required.

Good Conduct Medals are worth promotion points. This is often an item of interest to the NCO leadership team.

Poorly managed awards programs can negatively affect unit morale, individual promotions, and reflect the quality of organizational leadership. Adverse impacts on promotions due to improper award/denial of GCMDL may not be realized until years after eligibility date. Consider the circumstance of two like NCOs being recommended for promotion or nominative assignment, but only one has received all authorized GCMDLs. Ensuring all deserving Soldiers receive timely awards helps selection panels in determining the candidates most qualified.

Slide 16: In Transit (ITA)Facilitate a brief discussion with the students on what actions must be taken if a Soldier does not arrive.

Proper duty status/slotting has a direct impact on personnel accountability, unit fill requirements, and payroll transactions. Existence of Soldiers in this category may indicate a Soldier is missing, failed to report, or an HR professional failed to properly process new arrivals. Commanders are responsible for validating the duty status of

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gained personnel. Proper slotting also impacts individual Soldier records. When slotting transactions are conducted within AHRS, the data is transmitted to populate duty titles on ORB/ERB/SRBs.

(AR 630-10, para. 2-3)

Reconcile the due in list with the Soldiers that inprocessed. If no information is available on the reasons for the Soldier’s absence, report the Soldier as absent within 48 hours of the commander’s determination that there is no legitimate reason for the Soldier’s absence. Notify the installation provost marshal, installation deserter control officer, and the military pay office within 48 hours that the Soldier has not reported.

Attach the Soldier to the gaining unit using the reporting date in the orders when the Soldier fails to arrive. Query losing unit commander, HRC, and personnel service center that published the PCS orders.

Maintains a l5–day suspense file for replies to all inquiries. Sends a letter informing the NOK that the Soldier has not reported and that

their current status is unknown. Reports the Soldier AWOL if there is no information on the Soldier’s location

within 30 days.

Slide 17: 9992 > 7 Days/999x > 30 DaysFacilitate a discussion with students on why there would be Soldiers in these statuses and what impacts to the Soldier or unit this would have.

Possible follow-up questions:

What if the Soldier is excess and the Commander intends to deploy the Soldier? For example, HRC sometimes assigned Skill Level 10 Soldiers at over 100% fill.

Are there any considerations that must be made when slotting Soldiers who enlisted/reenlisted under the SRB Program? (AR 601-280, para. 5-10)

Proper duty status/slotting has a direct impact on personnel accountability, unit fill requirements, and payroll transactions. Existence of Soldiers in this category may

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indicate an HR professional’s failure to properly process new arrivals or failure to properly utilize assigned personnel. Commanders are responsible for validating the duty status of gained personnel. Proper slotting also impacts individual Soldier records. When slotting transactions are conducted within AHRS, the data is transmitted to populate duty titles on ORB/ERB/SRBs.

Verify all coded 999 categories at a minimum of once a week to ensure those Soldiers listed still remain under the conditions they were placed. eMILPO users can verify duty assignment title and position number using the HRAR functionality in the Personnel Readiness module. Ensure that the principal duty assignment of a person not slotted to an authorized MTOE or a TDA position is reported to the organization’s strength manager. The user must report any change in duty position which adversely affects the status of enlisted bonus recipients to the 1SG/Senior HR Sergeant/BDE Strength Manager for correction action.

Special category POSN 999 include:

9990 – Reassignable Overstrength - Soldiers in a unit who should be assigned to another unit.

9991 – Surplus or excess Soldiers - Soldiers who cannot be effectively utilized in the unit and who have been reported to US Army Human Resources Command for reassignment.

9992 - Incoming and assigned personnel who are awaiting assignment to an authorized position. (can be used no longer than seven days after arrival.)

9993 - Known losses to the unit. Soldiers may be removed from authorized positions to more effectively evaluate the unit's personnel readiness condition.

9994 - Attached Soldiers having authorized positions. 9996 - Identifies Soldiers in the following categories:

o Assigned temporarily in replacement UICs pending specific assignments

o Assigned nonpermanent party Soldiers for basic combat training and advanced individual training units, officer or warrant officer candidate schools, formal Army Service schools and courses, allied Army Forces, joint colleges, projects (not TDY), personnel control facilities after returned to military control, and correctional holding detachments, or U.S. disciplinary barracks.

o Soldiers attending civilian institutions for the purpose of receiving instructions (not TDY).

9998 - TCS attached. 9999 - Potential gains.

Slide 18: EFMP Expired > 3 Years

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Ensure students have an understanding of the EFMP and how it may affect Soldier’s assignments.

Failure to properly maintain EFMP enrollment affects the Army’s ability to properly assign and care for a Soldier’s Family. Corrections/updates to EFMP can only be made by the individual Soldier or Family member through the local EFMP coordinator. While this category does not directly impact individual deployment or assignment to unaccompanied tours, it does impact Soldier quality of life and preparedness through the Army’s ability to properly care for Family members. Soldiers must validate EFMP status every 3 years or as EFMP conditions change, whichever occurs first. This includes removal of dependents no longer requiring EFMP support as well as addition of new dependents identified as EFMP. In the event that a dependent is no longer required to be listed within the EFMP, the Soldier must utilize the proper medical channels, in coordination with the local EFMP Coordinator, to have the dependent removed from the EFMP program.

Slide 19: Evaluation Report TimelinessFacilitate a brief discussion with students on how HR professionals can influence timeliness of evaluation submissions.

Late reports reflect poor program management and lack of proper mentoring and counseling. Late evaluations also adversely affect Soldier promotions.

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Slide 20: My Board File (Certified)Facilitate a brief discussion with students on what benefits this tool is to HR professionals.

Certification of “My Board File” is an individual Soldier responsibility with local HR professional and commander oversight. Failure to certify My Board File indicates to the board a lack of motivation by the Soldier to be selected. HR and command oversight to ensure Soldiers have reviewed and certified board files will assist in preventing erroneous promotion and selection board results.

HR professionals should identify eligible Soldiers for promotion and assist with updates to their AMHRR and record brief in accordance with the appropriate MILPER Message. Providing guidance to younger Soldiers on where to go and how to certify “My Board File” is a highly recommended, proactive approach.

Slide 21: E4/E5 Unqualified PromotableFacilitate a brief discussion with the students on any experiences they had with erroneous promotions, how it affected the individual/unit, and what methods they have used to identify Soldiers in an unqualified promotable status.

Unqualified Soldiers who remain on the promotion list have the potential to be erroneously selected for by-name promotion. Erroneous promotions negatively affect morale, strength, and unit readiness.

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Review and scrub each Soldier’s record brief during in-processing and any additional instance, (i.e. birth month audits, DD 93 and SGLV updates), where an HR professional is needed to assist with personnel issues. Ensure the Soldier’s record has been verified and properly updated using source documents for all areas affecting promotion to E5 or E6.

On a monthly and recurring basis, CDRs have the responsibility to review, monitor, and verify the promotion recommended list status of all Soldiers assigned to their command; including Soldiers integrated as a result of the command list integration process. During this monthly review, CDRs who question any Soldier’s legitimacy of residing on the recommended list must conduct a promotion audit.

Reasons for removal from a promotion recommendation list can be found in AR 600-8-19, para. 3-27.

Slide 20: Additional MetricsFacilitate discussions as listed below.

There are four administrative subcategories of legal processing in eMILPO, each described by a unique two letter code:

“LI” for Soldiers who are under investigation by military or civilian authorities (may use commanders override)

“LZ” for Soldiers who are pending military or civilian criminal court action (may use commanders override)

“LR” for Soldiers who are under arrest or in confinement (not recommended to use commanders override)

“LD” for Soldiers who are pending administrative separation (not recommended to use commanders override)

Soldiers assigned one or more of these four eMILPO codes are reported in eMILPO as temporarily non-deployable. In other words, many administrative separations and all Article 15s, pre-trial confinements, and courts-martial actions create non-deployable Soldiers.

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Facilitate a discussion with the students on whether Soldiers with an LI or LZ status “should” be eligible for a Commander’s Override. Possible follow up questions include:

Do you know what the Soldier is under investigation for? What is the status of the investigation? Do you know what the Commander’s intent is for disciplinary action?

Facilitate a brief discussion to ensue students are familiar with the terms:

Parenthood - Military mothers of newborns that are non-available for six months after childbirth

Dwell Time - Soldiers unable to deploy because they will not exhaust dwell time prior to the milestone event

TSIRT/ IRT - Soldiers with incomplete Theater Specific Individual Readiness Training (TSIRT), Individual Readiness Training (IRT), or other training required for deployment

Sole Survivor - Soldiers son or daughter status or surviving family member Conscientious Objector - Soldiers with an approved objector status are

deployable only to areas where duties do not involve handling of weapons Family Care Plan - Soldiers requiring Family Care Plans are considered

unavailable if there is no evidence of a current validated plan Leave/TDY - LS: Transition Leave; Soldiers who are on transition leave whom

the commander would not normally call back for deployment, LT: Leave / TDY.; Soldiers on leave or Temporary Duty (TDY) whom the commander would not normally call back for deployment

Facilitate a discussion with the students on whether Soldiers in these Administrative Categories “should” be eligible for a Commander’s Override. Possible follow up questions include:

Can the Soldier complete their TSIRT/IRT requirements prior to deployment? What is the nature of the deployment (not all deployments are to a hostile fire

zone)? Is the Soldier in a critical MOS or otherwise difficult to replace? Does that

make any difference?

f. Develop (15 min): This phase is student-centered and instructor facilitated.

NOTE: Instructors now initiate a student discussion of how material in the lesson plan will be used in their future assignments. Although instructors can guide students in the discussion, the answers ultimately belong to the students. Instructors should leverage their own experiences and ask pertinent questions pertaining to the information presented. Potential questions may include:

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After discussing PRS metrics in detail, how will you be able to apply this knowledge to influence unit readiness in your next assignment?

In your opinion what are the most important readiness metrics and personnel indicators? Why?

In your opinion, do you feel like the PRS guide focuses on the right metrics? Are there any not included that you feel should be?

After discussing PRS metrics do students see the value in accurately capturing and tracking personnel metrics and its impact on command decisions?

g. Apply (4 hrs): Administer the Practical Exercise.

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Appendix AAssessment Plan

Your performance in this lesson will be assessed through the following:

Group Participation – (40 percent). See AG Technical Rubric for specific grading criteria. This is a team evaluated item, with half of the grade being the group interaction, and the remaining half based on your group participation.

Peer Evaluation (10 percent). Each student completes this online for their peers (using AG Technical Rubric). International officers submit a hardcopy form. This is an individually evaluated item.

Instructor Evaluation (50 percent). The instructor evaluation is part of a single document that captures the grades from all other portions in addition to providing instructor scoring and feedback (See AG Technical Rubric). This instructor evaluation is an individually evaluated item.

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Appendix BList of Slides

Slide 1: Title SlideSlide 2: PRS Metrics and the Commander Slide 3: Terminal Learning ObjectiveSlide 4: Measurement to a StandardSlide 5: Personnel Readiness SummarySlide 6: Tier 1 – Readiness MetricsSlide 7: DD 93 & SGLV 8286 ValidationSlide 8: Medical Readiness Class 3 & 4Slide 9: CMA/CCA/HOS > 90 DaysSlide 10: AWOL > 31 DaysSlide 11: Tier 2 – Personnel IndicatorsSlide 12: FLAGS > 6 MonthsSlide 13: SponsorshipSlide 14: Records Review Tool (RRT)Slide 15: Blank/Expired GCMDL Eligibility DateSlide 16: In Transit (ITA)Slide 17: 9992 > 7 Days & 999x > 30 DaysSlide 18: EFMP Expired > 3 YearsSlide 19: Evaluation Report TimelinessSlide 20: My Board File (Certified)Slide 21: E4/E5 Unqualified PromotableSlide 22: Additional MetricsSlide 23: Terminal Learning ObjectiveSlide 24: Stop Conduct the PE

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