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HUMAN RESOURCESHUMAN RESOURCESSENIOR LEADERS COURSESENIOR LEADERS COURSE

42A

Analyze Human Resources (HR)Planning Considerations Using MDMP

LESSON PLAN

Version 2.1

July 2015

U.S. ARMY SOLDIER SUPPORT INSTITUTENoncommissioned Officer Academy

Human Resources Senior Leaders CourseTLO 5.0 - Conduct HR Planning and Operations

ELO 5.5 - Analyze HR Planning Considerations Using MDMP

LESSON PLANLesson Author: AG Branch, ITDDate prepared: January 2013Last update: July 2015

1. SCOPE: Analyze HR Planning Considerations Using MDMP is a 4-hour lesson. The purpose of this lesson is to provide an overview of HR Planning and Operations from an HR planner’s perspective, determine HR-specific planning considerations during the MDMP and examine HR outputs to the MDMP. HR planning information presented during this lesson is critical to your success during the HR Staff Exercise (STAFFEX).

Students will reach the following lesson outcomes by actively participating in class and completing the practical exercises:

Establish a prerequisite understanding of HR planning considerations

Enable an understanding of the HR planner’s role in the MDMP.

How to integrate HR planning into the MDMP during the HR STAFFEX.

Develop HR outputs to the MDMP.

Enabled to logically defend, challenge, or communicate the doctrinal concepts found in Chapter 7, FM 1-0, HR Support.

2. LEARNING OBJECTIVE:

ELO 5.5:Action: Analyze HR Planning Considerations Using MDMP

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

Standard: Analysis includes:

1. The Operations Process.

2. HR planning considerations during the MDMP.

3. HR outputs to the MDMP.

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3. STUDENT PREREQUISITE WORK:

a. Study Requirements:

Study: (1) FM 1-0, HR Support, Chapter 7 (Theater Opening and Redeployment

Operations) and Chapter 4, Section III, para 4-123 through 4-136 (Casualty Estimation) (12 pages).

(2) ATTP 5-0.1, Commander and Staff Officer Guide, Chapter 4 (39 pages), Table A-1 (Command Relationships) and Table A-2 (Support Relationships)

Read: ATTP 5-0.1, Commander and Staff Officer Guide, Chapter 6, Chapter 12, Annex A (Task Organization) and Annex F (Sustainment) (32 pages)

b. Bring to class: NA

c. Be prepared to answer or discuss the following: (1) Operational Plans and Orders (OPORD, FRAGO, WARNO)(2) Running Estimates(3) HR Planning Considerations using the MDMP(4) Annex F (Sustainment) to an OPORD

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

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

Appendix A: Assessment PlanAppendix B: List of Slides

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https://train.gordon.army.mil/webapps/ssi/wp-content/uploads/2014/06/ATTP-5-01.1-Commander-and-Staff-Officer-Guide.pdf

https://train.gordon.army.mil/webapps/ssi/wp-content/uploads/2014/06/ATTP-5-01.1-Commander-and-Staff-Officer-Guide.pdf

https://train.gordon.army.mil/webapps/ssi/wp-content/uploads/2012/08/FM-1_0-HR-Support.pdf

6. CONDUCT OF LESSON:

a. Lesson Timeline:15 minutes Concrete Experience: Senior HR NCO's Role in MDMP

15 minutes Publish and Process

35 minutes Generalize New Information – HR Planning and Operations

10 minutes Break

50 minutes Generalize New Information – HR MDMP

10 minutes Break

30 minutes Generalize New Information – HR Outputs to the MDMP

15 minutes Develop

60 minutes Apply – Practical Exercise - TBD

Instructor Note: Throughout this lesson, solicit from students the challenges they experienced in the operational environment (COE) and what they did to resolve them. Encourage students to apply at least one of the critical variables: Political, Military, Economic, Social, Information, Infrastructure, Physical Environment and Time (PMESII-PT). Adjust the Lesson Timeline as necessary to facilitate class schedule, your teaching style, and student learning. There are no time constraints during any particular phase of the ELM model.

The 21st Century Soldier Competencies are essential to ensure Soldiers and leaders are fully prepared to prevail in complex, uncertain environments. This lesson reinforces the following 21st Century Soldier Competencies:

Character and AccountabilityComprehensive FitnessAdaptability and InitiativeLifelong Learner Teamwork and Collaboration Communication and Engagement Critical Thinking and Problem Solving Cultural and Joint, Interagency, Intergovernmental and Multinational CompetenceTactical and Technical CompetenceLeadershipDoctrinally SoundTechnically CapableCritical and Creative Thinkers

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

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NOTE: The purpose of this lesson is not to impart knowledge and move on – it is to get students thinking about what role Senior HR NCOs have in MDMP. There are not many slides in the lesson, but there is great potential for discussion. While topic slides do introduce knowledge for consideration, they are designed to start discussions and constantly engage students, even in the GNI portion. The information covered in this lesson is basic, and even students with limited experience can prepare for the lesson by completing the reading assignments.

Your purpose in this block of instruction is to ensure students have a doctrinal understanding of the operations process and MDMP and to facilitate discussion and critical thought of new information, and then to push students to the next level and have them apply their knowledge in a planning process during the HR STAFFEX. Instructors must be thoroughly familiar with the topics and structure of the lesson to properly facilitate a small group.

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b. Concrete Experience (15 min):

Slide 1: Concrete Experience – Senior HR NCO’s Role in the MDMPFocus: The concrete experience serves as a trigger of experience and knowledge, as a focusing mechanism for the lesson that follows, and as a support for teaching new content.

CONCRETE EXPERIENCE

1. Display slide

2. Break the students into four (4) groups and click mouse to display CE question when ready.

3. Allow groups 15 minutes (+/-) to develop their response to the question.

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

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

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

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

What happened? How did you feel about that?

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

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

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

The “processing” phase now allows the group to talk about the data they generated. Direct the discussion and questions towards making sense of the data. Since the CE question is the same for each group one method is to go “round-robin” type allowing each group to present one item and then move to next group, etc., or allow each group to present their response in its entirety prior to facilitating discussion on the data.

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).

How did you determine “item X” for your answer? What process did you use? (This gets at affective learning and how students find the material relevant from their experiences).

Did you find that once you got one answer, it triggered your next response? (If yes, have them show examples. This shows the interrelatedness of the materials in a larger process).

Would you say you saw any themes develop as you worked through the process? (e.g., events vs. processes)

Can you prioritize your response to a question like this? Is one role/responsibility more important than another is? (There may be no right answer, but the more interesting development would be if there were disagreements between group members. Have them discuss their differences in thought).

Was this a “tough” question because very few NCOs participate in MDMP or are unfamiliar with the MDMP? (Conversation could include unit SOPs, “officer’s lane” how MDMP is performed in different situations, experience level, etc.).

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d. Generalize New Information (30 min): Although instructor facilitated, this lesson is designed for student involvement and discussion.

Slide 2: Learning ObjectiveFocus: Review Learning Objective and assessment plan; introduce lesson.

The HR planning and operations core competency provides commanders with the ability to ensure continuous human resources support throughout an operation. The S-1/ Senior HR NCO play an important role in the Military Decision-Making Process (MDMP) and in executing operations orders; consequently, it is important for you to understand the HR inputs into decision-making and problem-solving processes.

Our facilitated discussions will include the Senior HR NCO’s human resource planning responsibilities and MDMP outputs, such as personnel (running) estimates and Annex F of the operation order (OPORD).

NOTE: Pacing of the GNI phase relies on student interaction. The intent is for the group to discuss the topics presented, and by expressing the importance of these subjects in terms of their own knowledge and experience and attach “relevance” to the material. The goal is not to just get through the slides. “Hard data” content varies from topic to topic, and is mainly to serve as anchor points for discussions requiring more thinking that is critical.

Although there are many questions related to the material that may have “right” answers, facilitators should push students to explain why an answer is “right,” or why one answer may be better than another may. Occasionally, students will disagree with you or one another, which is expected – encourage professional discussion that relies on critical thinking. Learners are more likely to remember these interactions than a bullet on a slide.

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HR Planning and OperationsFocus: Overview of HR Planning and Operations and facilitated discussion on:

HR Planning

HR Operations

Operate HR Mission Command Nodes

HR Planning sets the conditions for effective, decentralized HR support to the modular force. Planning activities initially focus on gathering information and mission analysis, then on to development of Courses of Action (COAs), the assessment of COAs, and ultimately result in staff recommendations to the commander for decision. The HR Planner receives key HR planning data from many sources. Higher headquarters G-1 guidance, OPLANs, OPORDs, and published guidance is generally the first source. The HR Planner will also find important information in the Army G-1 Personnel Policy Guidance (PPG) and the theater PPG published by either the ASCC G-1 or the Combatant Commander J-1. Other brigade/battalion staff sections also provide useful information to the HR Planner.

In many instances, the HR Planners will have to aggressively pursue critical HR planning data necessary to formulate sound recommendations. For example, postal and PAX flow rates and HR unit rules of allocation are essential to effectively prepare a HR PLANNING CONSIDERATIONS or perform generic HR planning. Some planning guidance is systemic and while other planning guidance will be determined by higher headquarters or the operational condition of the theater.

HR Planners perform the following critical tasks during the planning process:

1. Develop and maintain the HR PLANNING CONSIDERATIONS

2. Identify constraints

3. Identify key facts and assumptions

4. Formulate the concept of support in line with the concept of operation and the commander’s intent

5. Determine HR resources require to support the operation by COA

6. Identify specified and implied tasks

7. Prepare, authenticate, and distribute the HR plan in the form of approved annexes, estimates and OPLANs

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HR Planning Considerations are essential to mission analysis in order to provide the commander with pertinent and accurate information facilitating their COA decision. HR planning considerations, like all other staff estimates, evaluates the mission and requirements, but with a focus on HR aspects of the mission. Conclusions are drawn, and recommendations are made concerning Soldier and unit readiness, the feasibility of various courses of action from the HR Planner’s perspective, and the overall effects of each COA before, during, and after the mission.

HR Operations is the process of tracking current and future execution of HR support through the following process:

Assessing the current situation and forecasting HR requirements based on the progress of the operation

Making execution and adjustment decisions to exploit opportunities or unforecasted requirements

Directing actions to apply HR resources and support at decisive points and time

Operation of HR Mission Command nodes includes the establishment, operation, and maintaining connectivity to HR data and voice communications nodes needed for HR operations. HR Mission Command nodes are required to enable HR personnel access to HR databases and should provide access across all commands and echelons, and to higher and lower elements.

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MDMP RolesFocus: Compare/contrast the role of the commander and staff in the MDMP

NOTE: Reference ATTP 5-0.1, Chapter 4 and ADP 5-0, para 28

Army leaders employ three methodologies for planning. Commanders and staffs determine the appropriate mix of these methodologies based on the scope of the problem, their familiarity with it, the time available, and the availability of a staff.

Methodologies that assist commanders and staffs with planning include—

• Army design methodology

• Military Decision-making process (MDMP) • Troop leading procedures (TLP)

The MDMP should be familiar to all of you. The MDMP applies to Army units with a staff and during all operations. Following the MDMP process helps commanders and staff organize their thinking, and apply thoroughness, clarity, sound judgment, logic, and professional knowledge in reaching decisions and developing plans. The MDMP is much more than simply selecting a COA. It results in a series of products, including updated running estimates, intelligence products, and control measures needed to execute the operation.

Control measures provide procedural control without requiring detailed explanations. A control measure is a means of regulating forces or warfighting functions. Control measures can be permissive (which allows something to happen) or restrictive (which limits how something is done) (ADRP 6-0, Mission Command, para 2-107).

Not every decision requires the full MDMP. In fact, the MDMP is often inappropriate for making decision during execution. The MDMP produces a plan or order that establishes numerous instructions to help control a specific operation. These instructions and control measures are based on coordination done during the MDMP process. Many control measures remain unchanged throughout an operation.

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However, commanders change them when necessary to keep an operation directed towards the end state. When the situation requires a major adjustment to the order, the staff often performs the MDMP in a time-constrained environment to change the plan and resynchronize the operation. In other instances, commanders and staffs may not have enough time to perform the MDMP. In these instances commanders, supported by staff, make a decision and develop a quick plan of action.

The commander is in charge of the MDMP and decides what procedures to use in each situation. The planning process hinges on a clear articulation of his battlefield visualization. He/she is personally responsible for planning, preparing for, and executing operations. From start to finish, the commander’s personal role is central and his/her participation in the process provides focus and guidance to the staff. However, there are responsibilities and decisions that are the commander’s alone:Issues his initial guidance.

• Approves the restated mission.• States his/her commander’s intent.• Issues subsequent guidance.• Approves CCIR (Commander’s Critical Information Requirements) • Approves the COA (Course of Action).• Refines the commander’s intent.• Specifies the type of rehearsals.• Specifies the type of order to issue.• Makes all risk decisions.•

The time available, personal preferences and the experience of the staff drive the amount of his direct involvement. The less time available, the less experienced the staff, generally the greater commander involvement.

The commander uses the entire staff during the MDMP to explore the full range of probable and likely enemy and friendly COAs, and to analyze and compare his own organization’s capabilities with the enemy’s. The staff effort has one objective-to collectively integrate information with sound doctrine and technical competence to assist the commander in his decisions, leading ultimately to effective plans.

The CofS or XO manages, coordinates, and disciplines the staff’s work and provides quality control. The CofS/XO must understand the commander’s guidance because he supervises the entire process. The CofS/XO ensures the staff has the information, guidance, and facilities it needs. The CofS/XO provides timelines to the staff, establishes brief back times and locations, and provides instructions. By issuing guidance and participating in formal and informal briefings, the commander and the CofS/XO guide the staff through the MDMP. Such interaction helps the staff resolve questions and involves the entire staff in the total process. The selected COA and its implementing OPORD are directly linked to how well both the commander and staff accomplish each phase of the MDMP.

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Plans and OrdersFocus: Types and characteristics of good plans and orders.

NOTE: Reference ATTP 5-0.1, Chapter 12

As we have discussed previously, planning is the art and science of understanding a situation, envisioning a desired future, and laying out an operational approach to achieve that future. Based on this understanding and operational approach, planning continues with the development of a fully synchronized operation plan or order that arranges potential actions in time, space, and purpose to guide the force during execution.

A product of planning is a plan or order—a directive for future action. Commanders issue plans and orders to subordinates to communicate their understanding of the situation and their visualization of an operation. Plans and orders direct, coordinate, and synchronize subordinate actions and inform those outside the unit how to cooperate and provide support. To properly understand and execute the joint commander’s plan, Army commanders and staffs must be familiar with joint planning processes, procedures, and orders formats.

Generally, a plan is developed well in advance of execution and is not executed until directed. A plan becomes an order when directed for execution based on a specific time or an event. Some planning results in written orders complete with attachments. Other planning results in brief fragmentary orders issued verbally and followed in writing. Operation plans and orders follow the five-paragraph format (situation, mission, execution, sustainment, and command and signal).

Plans 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

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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

A campaign plan is a joint operation plan for a series of related major operations aimed at achieving strategic or operational objectives within a given time and space (JP 5-0). Developing and issuing a campaign plan is appropriate when the contemplated simultaneous or sequential military operations exceed the scope of a single major operation. Only joint force commanders develop campaign plans.

An operation plan is plan for the conduct of military operations prepared in response to actual and potential contingencies (JP 5-0). An operation plan (OPLAN) may address an extended period connecting a series of objectives and operations, or it may be developed for a single part or phase of a long-term operation. An OPLAN becomes an operation order when the commander sets an execution time or designates an event that triggers the operation.

A supporting plan is an operation plan prepared by a supporting commander, a subordinate commander, or an agency to satisfy the requests or requirements of the supported commander’s plan (JP 5-0). For example, the ARFOR commander develops a supporting plan as to how Army forces will support the joint force commander’s campaign plan or OPLAN.

In the context of joint operation planning level 3 planning detail, a concept plan is an operation plan in an abbreviated format that may require considerable expansion or alteration to convert it into a complete operation plan or operation order (JP 5-0). Often branches and sequels are written as concept plans. As time and the potential allow for executing a particular branch or sequel, these concept plans are developed in detail into OPLANs.

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.

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Army organizations use three types of orders:

• Operation order (OPORD)• Fragmentary order (FRAGO)• Warning order (WARNO)

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.

NOTE: Fragmentary Orders and Warning Orders are covered in detail on the next slide.

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Fragmentary and Warning OrdersFocus: Content of FRAGOs and WARNOs


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). FRAGOs include all five OPORD paragraph headings and differ from OPORDs only in the degree of detail provided. After each paragraph heading, it provides either new information or states “no change.” This ensures that recipients know they have received the entire FRAGO. FRAGOs provide brief and specific instructions. They address only those parts of the original OPORD that have changed. The higher headquarters issues a new OPORD when the situation changes completely or when many changes make the current order ineffective.

NOTE: See ATTP 5-0.1, Figure 12-5, for a FRAGO format.

A warning order is a preliminary notice of an order or action that is to follow (JP 3-33). WARNOs help subordinate units and staffs prepare for new missions by describing the situation, providing initial planning guidance, and directing preparation activities.

WARNOs increase subordinates’ planning time, provide details of the impending operation, and list events that accompany preparation and execution. The amount of detail a WARNO includes depends on the information and time available when it is issued and the information subordinate commanders need for planning and preparation. Unless specifically stated, a WARNO does not authorize execution other than planning and the words warning order precede the message text.

NOTE: See ATTP 5-0.1, Figure 12-4, for a WARNO format.

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Running EstimatesFocus: Developing running estimates during the Operations Process.

NOTE: Reference ATTP 5-0.1, Chapter 6 and FM 1.0, Chapter 4, Section III para 4-123 thru 4-136

Running Estimates are a 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. The commander and each staff section maintain a running estimate. In their running estimates, the commander and each staff section 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

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.

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

Each staff section and command post functional cell maintains a running estimate focused on how their 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.

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RehearsalsFocus: Rehearsal types, techniques and considerations.


Rehearsals allow leaders and their Soldiers to practice executing 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 to build a lasting mental picture of the sequence of key actions within the operation.

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 (errors or omissions) in the plan not previously recognized. Rehearsals also contribute to external and internal coordination as the staff identifies additional coordinating requirements.

Effective and efficient units habitually rehearse during training. Commanders at every level routinely train and practice various rehearsal types and techniques. Local standard operating procedures (SOPs) identify appropriate rehearsal types, techniques, 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.

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.

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Whenever possible, leaders base rehearsals on a completed operation order. However, a unit may rehearse a contingency plan to prepare for an anticipated deployment. The rehearsal is a coordination event, not an analysis. It does not replace war-gaming. Commanders war-game during the military decision-making process 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 ordersduring rehearsals. They make only those changes essential to mission success and risk mitigation.

A backbrief is a briefing by subordinates to the commander to review how subordinates intend to accomplish their mission. Normally, subordinates perform backbriefs throughout preparation. These briefs allow commanders to clarify the commander’s intent early in subordinate planning. Commanders use the backbrief to identify any problems in the concept of operations.

A combined arms rehearsal is a rehearsal in which subordinate units synchronize their plans with each other. A maneuver unit headquarters normally executes a combined arms rehearsal after subordinate units issue their operation order. This rehearsal type helps ensure that subordinate commanders’ plans achieve the higher commander’s intent.

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.

A battle drill is a collective action rapidly executed without applying a deliberate decision-making process. A battle drill or SOP rehearsal ensures that all participants understand a technique or a specific set of procedures. Throughout preparation, units and staffs rehearse battle drills and SOPs. These rehearsals do not need a completed order from higher headquarters. Leaders place priority on those drills or actions theyanticipate occurring during the operation. For example, a transportation platoon may rehearse a battle drill on reacting to an ambush while waiting to begin movement.

Techniques for conducting rehearsals are limited only by the commander’s imagination and available resources. Generally, six techniques are used as shown on the slide. Resources required for each technique range from broad to narrow. As listed from left to right, each successive technique takes more time and more resources. Each rehearsal technique also imparts a different level of understanding to participants.

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A full-dress rehearsal produces the most detailed understanding of the operation. It includes every participating Soldier and system. Full-dress rehearsals consume more time than any other rehearsal type. All echelons involved in the operation participate in the full-dress rehearsal.

A reduced-force rehearsal involves only key leaders of the organization and its subordinate units. It normally takes fewer resources than a full-dress rehearsal.

The terrain-model rehearsal is the most popular rehearsal technique. 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. Often, constructing the terrain model consumes the most time during this technique.

Commanders can use the sketch-map technique almost anywhere, day or night. The procedures are the same as for a terrain-model rehearsal except the commander uses a sketch map in place of a terrain model. Large sketches ensure all participants can see as each participant walks through execution of the operation. Participants move markers on the sketch to represent unit locations and maneuvers. Sketch-map rehearsals take less time than terrain-model rehearsals and more time than map rehearsals.

A map rehearsal is similar to a sketch-map rehearsal except the commander uses a map and operation overlay of the same scale used to plan the operation. The map rehearsal itself consumes the most time. A map rehearsal is normally the easiest technique to set up since it requires only maps and graphics for current operations.

Units conduct network rehearsals over wide-area networks or local area networks. Commanders and staffs practice these rehearsals by talking through critical portions of the operation over communications networks in a sequence the commander establishes. The organization rehearses only the critical parts of the operation. These rehearsals require all information systems needed to execute that portion of the operation. All participants require working information systems, the operation order, and overlays. Command posts can rehearse battle tracking during network rehearsals. This technique can be time efficient if units provide clear SOPs. However, if the organization has unclear SOPs, has units not operating on the network, or has units without working communications, this technique can be time-consuming.

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Command and Support RelationshipsFocus: Different types of command and support relationships and their purpose.

NOTE: Reference ATTP 5-0.1, Appendix A, Table A-1 and Table A-2. These two tables are included at the end of the MDMP slide presentation as “hidden” slides for use if needed.

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.

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.

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

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Generalize New Information (50 mins): HR MDMP

Slide 10: MDMP ProcessFocus: Review the seven steps of the MDMP.

NOTE: Reference FM 1-0, Chapter 7 and ATTP 5-0.1, Chapter 4.

The MDMP can be as detailed as time, resources, experience, and the situation permit. Conducting all steps of the MDMP is detailed, deliberate, and time-consuming.

Commanders use the full MDMP when they have enough planning time and staff support to thoroughly examine two or more COAs and develop a fully synchronized plan or order. This typically occurs when planning for an entirely new mission.

Commanders may alter the steps of the MDMP to fit time-constrained circumstances and produce a satisfactory plan. In time-constrained conditions, commanders assess the situation, update the commander’s visualization, and direct the staff to perform the MDMP activities that support the required decisions. In extremely compressed situations, commanders rely on more intuitive decision-making techniques, such as the Rapid Decision-making and Synchronization Process (RDSP).

NOTE: Facilitator reference for The Rapid Decision-making and Synchronization Process (RDSP) is ADRP 5-0, para 4-34.

NOTE: The Sync Matrix is examined in detail on a subsequent slide.

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

• What is the most important or critical step in the MDMP for the HR professional? Why?

• Which step of the MDMP requires the most involvement/attention by the HR professional? Why?

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HR Planning Using the MDMP – Receipt of MissionFocus: Step 1 – Receipt of Mission

NOTE: Reference FM 1-0, Chapter 7 and ATTP 5-0.1, Chapter 4

Step 1 is the receipt of plans, orders, and guidance from higher headquarters or a new mission anticipated by the commander. This step should include the commander’s initial guidance and a decision to conduct initial planning, to include timelines. This step concludes with a warning order to the staff or subordinate units.


• What HR “tools” would you gather to assist with the next step – Mission Analysis?

• We examined the Running Estimate earlier. What are some TTPs, tools, or systems can we use to keep the HR Running Estimate updated or easier to update? Be specific.

• Should HR information be included in the commander’s “initial guidance?” What type of HR information should be included?

• Based on your experiences, how much focus/attention do commanders and other staff sections place on HR support? Why?

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HR Planning Using the MDMP – Mission Analysis (1 of 2)Focus: Step 2 – Mission Analysis


Slide 13: HR Planning Using the MDMP – Mission Analysis (2 of 2)Focus: Step 2 – Mission Analysis

NOTE: Reference FM 1-0, Chapter 7, and ATTP 5-0.1, Chapter 4

The commander and staff conduct mission analysis to better understand thesituation and problem, and identify what the command must accomplish, when and where it must be done, and most importantly why—the purpose of the operation.

Since no amount of subsequent planning can solve an insufficiently understood problem, mission analysis is the most important step in the MDMP. This understanding of the situation and the problem allows commanders to visualize and describe how the operation may unfold in their initial commander’s intent and planning guidance.

The mission is clearly stated and the commander provides “commander’s intent,” planning guidance and identifies initial commander’s critical information requirements (CCIR) and essential elements of friendly information are identified. The products the staff develops during mission analysis help commanders understand the situation and develop the commander’s visualization.

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HR Planning Using the MDMP – COA DevelopmentFocus: Step 3 – COA Development


NOTE: Facilitate a learner-centered discussion on the COA Development process from the HR functional perspective.


• How does an HR professional approach the “COA Development” process?

• How would you develop your initial HR planning considerations for COA development?

• How do you determine which HR planning consideration is more important than another is? What criteria would you use?

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HR Planning Using the MDMP – COA Analysis (War Game)Focus: Step 4 – COA Analysis


War Gaming is a disciplined process, with rules and steps that attempt to visualize the flow of the operation, given the force’s strengths and dispositions, enemy’s capabilities and possible COAs, impact and requirements of civilians in the AO, and other aspects of the situation. The simplest form of war-gaming is the manual method, often utilizing a tabletop approach with blowups of matrixes and templates. The most sophisticated form of war-gaming is modern, computer-aided modeling and simulation.

During the war game, the staff takes each COA and begins to develop a detailed plan while determining its strengths or weaknesses. War-gaming tests and improves COAs. The commander, staff, and other available partners (and subordinate commanders and staffs if the war game is conducted collaboratively) may change an existing COA or develop a new COA after identifying unforeseen events, tasks, requirements, or problems.

During the war game, the G-1/S-1 assesses the personnel aspect of building and maintaining the combat power of units. The G-1/S-1 identifies potential shortfalls and recommends COAs to ensure units maintain adequate manning to accomplish their mission.


• How is HR support integrated into the “War Gaming” process?

• Can someone describe or provide an example of how HR War Gaming is conducted in the field?

• Are there other aspects to (HR) War Gaming other than Manning? Should Provide HR Services also be considered? Why or why not?

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HR Planning Using the MDMP – COA ComparisonFocus: Step 5 – COA Comparison


COA comparison is an objective process to evaluate COAs independently and against set evaluation criteria approved by the commander and staff. The goal is to identify the strengths and weaknesses of COAs, enable selecting a COA with the highest probability of success, and further developing it in an OPLAN or OPORD.

The commander and staff perform certain actions and processes that lead to the key outputs:

• Evaluated COAs• Recommended COAs• COA selection rationale• Updated Running Estimates• Updated Assumption

The COA comparison starts with the G-1/S-1 analyzing and evaluating the advantages and disadvantages of each COA from an HR perspective. Using the evaluation criteria developed before the war game, the G-1/S-1 outlines each COA, highlighting its advantages and disadvantages. Comparing the strengths and weaknesses of the COAs identifies their advantages and disadvantages with respect to each other.

Comparison of COAs is critical. The G-1/S-1 uses any technique that helps develop those key outputs and recommendations and assists the commander to make the best decision.

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HR Planning Using the MDMP – COA ApprovalFocus: Step 6 – COA Approval


After completing its analysis and comparison, the staff identifies its preferred COA and makes a recommendation. If the staff cannot reach a decision, the COS (XO) decides which COA to recommend. The staff then delivers a decision briefing to the commander.

After the decision briefing, the commander selects the COA to best accomplish the mission. If the commander rejects all COAs, the staff starts COA development again. If the commander modifies a proposed COA or gives the staff an entirely different one, the staff War Games the new COA and presents the results to the commander with a recommendation.

After selecting a COA, the commander issues the final planning guidance. The final planning guidance includes a refined commander’s intent (if necessary) and new CCIRs to support execution. It also includes any additional guidance on priorities for the warfighting functions, orders preparation, rehearsal, and preparation. This guidance includes priorities for resources needed to preserve freedom of action and ensure continuous sustainment.

Based on the commander’s decision and final planning guidance, the staff issues a WARNO to subordinate headquarters. This WARNO contains the information subordinate units need to refine their plans. It confirms previous guidance and expands on details not covered by the commander personally. The WARNO issued after COA approval normally contains—

• Mission.• Commander’s intent.• Updated CCIRs and EEFIs.• Concept of operations.• The AO.• Principal tasks assigned to subordinate units.• Preparation and rehearsal instructions not included in the SOPs.• A final timeline for the operations.

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HR Planning Using the MDMP – Orders ProductionFocus: Step 7 – Orders Production

NOTE: Reference FM 1-0, Chapter 7 and ATTP 5-0.1, Chapter 4 and 12

NOTE: This is build slide. Click mouse to display Risk Management graphic when ready.

The staff prepares the order or plan by turning the selected COA into a clear, concise concept of operations and the required supporting information. The COA statement becomes the concept of operations for the plan. The COA sketch becomes the basis for the operation overlay. If time permits, the staff may conduct a more detailed war game of the selected COA to more fully synchronize the operation and complete the plan. The staff writes the OPORD or OPLAN using the Army’s operation order format.

Commanders review and approve orders before the staff reproduces and disseminates them unless commanders have delegated that authority. Subordinates immediately acknowledge receipt of the higher order. If possible, the higher commander and staff brief the order to subordinate commanders in person. The commander and staff conduct confirmation briefings with subordinates immediately afterwards. Confirmation briefings can be done collaboratively with several commanders at the same time or withsingle commanders.

HR planners must also ensure the Risk Management (RM) process is included as part of each phase of the operations planning process. Risk is a function of the probability of an event occurring and the severity of the event expressed in terms of the degree to which the incident impacts combat power or mission capability. RM is the Army’s primary decision-making process for identifying hazards and controlling risks across the full spectrum of Army missions, functions, operations, and activities (See FM 5-19, Composite Risk Management, for more information).

RM is a five-step process that also serves as an integrating process for the sustainment warfighting function in Army operations. The RM subjectively quantifies probability and severity through the use of the Army risk assessment matrix leading to a determination of risk level. Risk levels help show relative significance and serve to alert and inform leaders as they make decisions regarding the COA selection and resource allocation. RM also assists leaders in deciding where and when to apply sustainment assets and information.

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Synchronization MatrixFocus: HR planning tool

NOTE: Reference ATTP 5-0.1, para 4-154

The synchronization matrix is a tool the staff uses to record the results of war-gaming and helps them synchronize a course of action across time, space, and purpose in relationship to potential enemy and civil actions.

The HR synchronization matrix can be developed around selected HR key functions and their application/execution during the various phases of operations.

BREAK. Providing the training schedule provides and available time permits this is a good point to provide the students a short break before transitioning to HR Outputs to the MDMP.

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Generalize New Information (30 mins): HR Outputs to the MDMP

Slide 20: HR Outputs to the MDMPFocus: Transition slide

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Operation Order (1 of 2)Focus: Format and components of the OPORD

NOTE: Reference ATTP 5-0.1, Chapter 12 and appendices

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 entered 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. ATTP 5-0.1 (The Operations Process), Chapter 12 and appendices contains additional information and guidance on the orders process.

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Operation Order (2 of 2)Focus: Format and components of the OPORD; transition to APPENDIX 2 to ANNEX F

NOTE: Reference ATTP 5-0.1, Chapter 12 and appendices

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.

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.

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TAB A TO APPENDIX 2 TO ANNEX FFocus: Format and components of TAB A TO APPENDIX 2 to ANNEX F

36


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

.

37


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

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

e. 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:

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

Could you teach/train your subordinates on the HR professional’s role in the MDMP?

Did this lesson increase your knowledge of the MDMP and HR Planning Considerations? How? Provide examples.

Some MDMP steps and/or tasks are conducted sequentially while others are simply related and may occur before, after, or at the same time as others. Do students see how the relationships between different events?

f. Assessment Plan: See Appendix A.

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

g. Apply (60 minutes)

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Appendix ATLO 5.0 – Conduct HR Planning and Operations Module Assessment Plan

Module AssessmentContribution to

Group WorkWritten

CommunicationOral

CommunicationModule

Post-Assessment TOTAL

20% 20% 10% 50% 100%

ELO 5.1 Examine the Role of the HR PlannerELO 5.2 Analyze Unified Land OperationsELO 5.3 Plan for Joint HR OperationsELO 5.4 Review the HR Organizational StructureELO 5.5 Analyze HR Planning Considerations Using MDMP

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

Written Communication. During this module you are required to prepare an Information Briefing during the Analyze Unified Land Operations lesson. Your facilitator will provide detailed instructions. See SLC Written Communication Rubric for specific grading criteria.

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

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

A-1

Appendix BList of SlidesSlide 1: Concrete Experience – MDMP

Slide 2: Learning Objective

Slide 3: HR Planning and Operations

Slide 4: MDMP Roles

Slide 5: Plans and Orders

Slide 6: Fragmentary and Warning Orders

Slide 7: Running Estimates

Slide 8: Rehearsals

Slide 9: Command and Support Relationships

Slide 10: MDMP Steps

Slide 11: HR Planning and Operations – Step 1 – Receipt of Mission

Slide 12: HR Planning and Operations – Step 2 – Mission Analysis

Slide 13: HR Planning and Operations – Step 2 – Mission Analysis

Slide 14: HR Planning and Operations – Step 3 – COA Development

Slide 15: HR Planning and Operations – Step 4 – COA Analysis

Slide 16: HR Planning and Operations – Step 5 – COA Comparison

Slide 17: HR Planning and Operations – Step 6 – COA Approval

Slide 18: HR Planning and Operations – Step 7 – Orders Production

Slide 19: Synchronization Matrix

Slide 20: HR Outputs to the MDMP

Slide 21: Operation Order (1 of 2)

Slide 22: Operation Order (2 of 2)

Slide 23: Tab A to Appendix 2 to Annex F (1 of 3)



Slide 26: Learning Objective

Slide 27: Command Relationship (HIDDEN SLIDE)

Slide 28: Support Relationship (HIDDEN SLIDE)

B-1

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