Financial Management OPORD Planning Show Slide #1: Financial Management OPORD Planning Title: Determine Financial Management Specified, Critical, and Implied tasks pertaining to an Operations Order/Operations Plan. References: ADP 5-0, FM 1-06 Instructional Lead-In: This class will cover some of the key aspects RMs perform during the military decision making process. For any mission at every unit, Army commanders and staff conduct a formal or informal decision making process. As with everything the Army does, resources are involved. Here we’ll discuss what essential, specified, and implied tasks are for the RM. Instructor Material: Power Point Slides, Dry erase markers, white boards, computer, overhead projector Student Material: Student Slides, computer, pen, paper

Concrete Experience Show Slide #2: Concrete Experience (5 minutes) The concrete experience serves as a trigger of past experience, knowledge, and it is also a focusing mechanism for the lesson that follows to support the teaching of new content. The collective intent is to force the student to connect to the lesson and is the precursor to intuitive thinking of experiential learning model. Watch the video. Notice the ebb and flow of the conversation. Think about staff meetings you have previously attended. Substitute the “Boss” depicted in this video as the Commander and everyone else at the table for staff elements. Have you seen this type of conversation before? https://www.youtube.com/watch?v=qo0g_YUOBKc

Terminal Learning Objective Action: Determine Financial Management Specified, Critical, and Implied tasks pertaining to an Operations Order/ Operations Plan. Conditions: In a classroom environment; students will work as a member of a small group using ADP 5-0, FM 1-06, and the slide presentation for immediate referencing. Students are also required to participate in small group discussions with an awareness of the Operational Environment (OE) variables and factors. Standard: Determination includes: 1. Understanding the Military Decision Making Process 2. List FM critical tasks during operations planning 3. Understanding the importance of FM Running Estimate Show Slide #3: Terminal Learning Objective Action: Determine Financial Management Specified, Critical, and Implied tasks pertaining to an Operations Order/ Operations Plan Conditions: In a classroom environment; students will work as a member of a small group using ADP 5-0, FM 1-06, the slide presentation for immediate referencing, and students are also required to participate in small group discussions with an awareness of the Operational Environment (OE) variables and factors. Standards: Determination includes: 1. Understanding the Military Decision Making Process 2. List FM critical tasks during operations planning 3. Understanding the importance of FM Running Estimate 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 RISK MANAGEMENT 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. 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: Lesson will be evaluated during the Capstone event Learning Domain: Affective Level of Learning: Valuing 3. ASSIGNED STUDENT READINGS None 4. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL ` N/A 5. TRAINING AIDS This lesson is taught in a small group classroom setting with personal computer systems, Panasonic projection televisions, Mr. Podium MP42 Lectern, indoor speakers, Touch panel TPS-3100I Crestron, Ceiling mountable projector, internet access, and a dry erase/white board. Appendix A: N/A Appendix B: N/A 6. CONDUCT OF LESSON Lesson Timeline: 1 Hour 00 Minutes Instructor Note: 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.

Publish and Process Show Slide #4: Publish and Process c. Publish and Process (10 minutes): 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 a Brigade S8’s role in an OPORD. Instructor Questions: What happened? How did you feel about that? Who had a similar or different experience and why? Were there any surprises? What did you learn from the group experience? As the instructor, you should be also looking for responses that will help the students transition from publish and process to generalize new information. During this process, remind the students of lesson objectives as they transition from publish and process into generalize new information.

Military Decision Making Process MDMP is an iterative planning methodology to understand the situation and mission, develop a course of action, and produce an operation plan or order. Consists of a series of steps that have various inputs and outputs. Show Slide #5: Military Decision Making Process d. Generalize New Information (35 minutes) What is the Military Decision Making Process (MDMP)? ADP 5-0, The Operations Process, defines MDMP as an iterative planning methodology to understand the situation and mission, develop a course of action, and produce an operation plan or order. The MDMP combines the conceptual and detailed aspects of planning and integrates the activities of the commander, staff, subordinate headquarters, and other partners throughout the planning process. The MDMP helps leaders apply thoroughness, clarity, sound judgment, logic, and professional knowledge to understand situations, develop options to solve problems, and reach decisions. The MDMP results in an improved understanding of the situation and a plan or order that guides the force through preparation and execution. The MDMP consists of a series of steps that have various inputs and outputs. The outputs lead to an increased understanding of the situation facilitating the next step of the MDMP. Commanders and staffs generally perform these steps sequentially; however, they may revisit several steps in an iterative fashion, as they learn more about the situation before producing the plan or order.

Military Decision Making Process (Cont.) This is where S8s enter MDMP. Show Slide # 6: Military Decision Making Process (Con’t) This slide shows the steps of the military decision making process, as published in ADRP 5-0, The Operations Process. The commander is the most important participant in the MDMP. More than simply decision makers in this process, commanders use their experience, knowledge, and judgment to guide staff planning efforts. The chief of staff (COS) or executive officer (XO) is a key participant in the MDMP. The COS or XO manages and coordinates the staff’s work and provides quality control during the MDMP. The staff’s effort during the MDMP focuses on helping the commander understand the situation, make decisions, and synchronize those decisions into a fully developed plan or order. Staff activities during planning initially focus on mission analysis. The products that the staff develops during mission analysis help commanders understand the situation and develop the commander’s visualization. During course of action (COA) development and COA comparison, the staff provides recommendations to support the commander in selecting a COA. After the commander makes a decision, the staff prepares the plan or order that reflects the commander’s intent, coordinating all necessary details. FM staff members consider the consequences and implications of each COA with respect to FM. Upon COA selection, FM planners will: Formulate specific FM tasks that support the commander’s intent Formulate FM running estimates Identify required FM staff actions Develop assessment framework

FM Planning Using MDMP Must be thoroughly familiar with MDMP Should consider how the COAs require FM support Must tailor FM support to particular phase of operation Show Slide # 7: FM Planning Using MDMP FM planners must be thoroughly familiar with the MDMP depicted in previous slide. Throughout the MDMP, FM planners should consider how the COAs being developed require FM support for the operation. FM planners must tailor FM support to the particular phase of an operation. For example, during stability operations, the primary FM focus may shift to expanding special program funding to support theater Army efforts to improve infrastructure development and improve monetary institutions and programs. Whereas, during offensive tasks FM support focuses primarily on procurement support to operational forces. Each operational element of unified land operations needs to be considered throughout the MDMP process.

FM Critical Tasks During Planning Process Understand unit mission Determine FM resources required Formulate concept of FM support Develop and maintain FM running estimate (primary task) Identify specified and implied tasks Identify constraints and limitations Identify key facts and assumptions Prepare, authenticate, and distribute FM plan Formulate and recommend CCIR Show Slide # 8: FM Critical Tasks During Planning Process FM planning sets the conditions for the effective and decentralized provision of FM support to theater forces within the AO. Planning activities typically associated with MDMP initially focus on gathering information and mission analysis followed by COA development, COA assessment, and ultimately results in a COA recommendation to the commander. FM planners perform the following critical tasks during the planning process: Understand the unit mission and the mission of supported and supporting units to include location of each element. Determine FM resources required to support the operation by COA (to include special funding authorities to support the COA). Formulate the concept of FM support in line with the overall concept of operation and the commander’s intent. Develop and maintain the FM running estimate, which is the FM staffer’s primary task (explained on the next slide). Identify specified and implied tasks to include identification of mission essential tasks for subordinate FM units and FM staff elements. These tasks apply across all FM operations. Identify constraints and limitations that impact FM operations. Identify key facts and assumptions that impact FM support to the operation. Prepare, authenticate, and distribute the FM plan in the form of approved annexes, estimates, and OPLANS. Formulate and recommend Commander’s Critical Information Requirements (CCIR). Possible FM CCIR include the following: Major loss of funds equal to or in excess of $750. Any loss of funds equal to or greater than $750 or losses resulting from a theft or losses with evidence of fraudulent acts by disbursing personnel require reporting and formal investigations. Procedures are outlined in the DODFMR 7000.14-R Volume 5. The major loss of funds investigation is NOT a 15-6 investigation, but findings from a 15-6 investigation may be used as supporting evidence for the major loss of funds investigation. Your regional FMSC can assist you with these investigations. Less than 3 days’ supply of U.S./Foreign Currency available to support operations. Unauthorized commitments and/or possible ADA violations. Critical shortage of available special program funding (e.g., CERP, Small Rewards Program, Train and Equip). Critical FM systems outages that significantly degrade FM operations.

The FM Running Estimate Primary task staff sections perform to support commander Continuous assessment of current and future operations Performed between operations, even when not deployed Key source of FM information that enables mission analysis Show Slide # 9: The FM Running Estimate Building and maintaining running estimates is a primary task staff sections perform to support the commander. A running estimate is a staff section’s continuous assessment of current and future operations to determine if the current operation is proceeding according to the commander’s intent and if future operations are supportable (ADP 3-0). FM staff within operational and tactical units, maintain FM running estimates between operations, even when not deployed. At a minimum, the staff maintains situational awareness of friendly force capabilities within their area of expertise. During planning, the FM running estimate is a key source of FM information that enables mission analysis. FM planners maintain and update the running estimate throughout MDMP in order to provide the best possible FM information available at the time to support the commander’s decision. The FM running estimate serves as the initial assessment of the current readiness of equipment and personnel and how the factors considered in the estimate affect FM support to the mission. Figure 6-3 on page 6-6 provides a basic template for an FM running estimate. The format can be modified to suit the organization’s planning requirements.

FM Running Estimate Template Show Slide # 10: FM Running Estimate Template FM planners at all levels must be proactive in gathering information to develop running estimates and plans. There are several sources of information from which an FM planner can extract the necessary material to develop planning documents. Throughout the planning process, FM planners prepare recommendations within their functional area, such as: FM unit and systems capabilities, limitations, and employment. This includes the ability to access communication and automation systems for FM and mission command. Risk identification and mitigation. FM support relationships between subordinate FM units and supported units. Resource allocation and employment synchronization of organic and supporting units (including other joint assets). General locations and movement of FM units. Current and near-term (future) execution of the planned FM support. Types and uses of funding available in support of the operation. During the orders production step of MDMP, FM planners are responsible for developing the FM tab for the OPLAN or OPORD. The FM tab is Tab B (FM Operations) to Appendix 2 (Personnel Services Support) to Annex F (Sustainment) where the majority of FM direction is located in the completed OPLAN or OPORD which results from the MDMP (Student handout, Section V of FM 1-06 – Operation Plan and Order Development). Through the FM tab, FM planners describe the concept of FM support and communicate directives to subordinate FM commanders and staffs. The tab should also be synchronized with the Operational Contract Support Plan of the base OPLAN or OPORD. The FM tab should contain information that provides guidance on FM support to the mission.

FM Staff Requirements Tasks by CIs and Phase of the Operation: 1100- CIVPAY issues: overtime, temporary hires 2100- travel: per diem, incidentals, special allowances 2200- transportation: of soldiers and equipment (MILAIR, commercial, ship, rail, FEDEX) 2300- rents and utilities: “over and above” normal operations at home, abroad 2400- printing requirements: safety books, ROE books, “Most Wanted” Cards, tactical copier leases, flyers, propaganda leaflets Show Slide # 11: FM Staff Requirements There are numerous ways FM staffers take the information from OPORDs, OPLANs, and staff input and convert into requirements. The easiest method is translating requirements into Commitment Items (CIs). The FM translation to CI sequence helps to effectively analyze and develop estimates. Read each CI & description

FM Staff Requirements (cont.) 2500- specific products and services at home, abroad (lumber, bulk fuel, gravel, pipes, cement, ATVs, horse blankets, saddles, SUVs) 2600- supplies, parts, POL, by type and for what. Army and Non Army managed. 3100- equipment needs; MTOE shortages filled or operation unique (body armor, radios, Clamshell tents, generators) Show Slide # 12: FM Staff Requirements (Cont.) Continuation of slide 11

Critical Thinking Show Slide # 13: Critical Thinking e. Develop (10 minutes) This phase is student-centered and instructor facilitated. Allow the students to decide how they will use the information. The definitive goal is for the students to think critically and creatively about how to use the information garnered from the lesson plan in the future. As the instructor you can direct the students to brainstorm or you can ask open ended questions such as: How might you use this information in the future? How else could you use this information? How can you apply newly learned information in current or future duty positions? Instructor Note: The above listed questions are only examples. As the instructor you are free to ask varied questions. However, ensure the questions are open-ended and serves to ensure the students see the relevance of the generalized new information presented and future usage.

Check on Learning Name two FM critical tasks during the planning process? FM planners perform the following critical tasks during the planning process: Understand the unit mission and the mission of supported and supporting units to include location of each element. Determine FM resources required to support the operation by COA (to include special funding authorities to support the COA). Formulate the concept of FM support in line with the overall concept of operation and the commander’s intent. Develop and maintain the FM running estimate, which is the FM staffer’s primary task (explained on the next slide). Identify specified and implied tasks to include identification of mission essential tasks for subordinate FM units and FM staff elements. These tasks apply across all FM operations. Identify constraints and limitations that impact FM operations. Identify key facts and assumptions that impact FM support to the operation. Prepare, authenticate, and distribute the FM plan in the form of approved annexes, estimates, and OPLANS. Formulate and recommend Commander’s Critical Information Requirements (CCIR). Possible FM CCIR include the following: Major loss of funds equal to or in excess of $750. Any loss of funds equal to or greater than $750 or losses resulting from a theft or losses with evidence of fraudulent acts by disbursing personnel require reporting and formal investigations. Procedures are outlined in the DODFMR 7000.14-R Volume 5. The major loss of funds investigation is NOT a 15-6 investigation, but findings from a 15-6 investigation may be used as supporting evidence for the major loss of funds investigation. Your regional FMSC can assist you with these investigations. Less than 3 days’ supply of U.S./Foreign Currency available to support operations. Unauthorized commitments and/or possible ADA violations. Critical shortage of available special program funding (e.g., CERP, Small Rewards Program, Train and Equip). Critical FM systems outages that significantly degrade FM operations.

Check on Learning The _________ is the most important participant in the MDMP The commander is this most important participant in the MDMP.

WARNO Scenario On order, the 1st BCT, 101st Airborne Division (Air Assault), will deploy a 500 Soldier Task Force (TF) in support of Multinational Forces Observer (MFO) peace keeping efforts in Ukraine for six months. All units, fire teams and above, will be guard tower/ UN observer certified with individual and crew served weapons by XVIII Airborne Corps. Upon deployment, the TF is attached to MFO HQ, Rome, Italy. MFO specific train up, certification, deployment, redeployment, and recovery operations are reimbursed by the European Union, NATO, and the United States of America. XVIII Airborne Corps is the controlling headquarters for US Forces. f. Apply (40 minutes) This phase is student-centered and allows the students to personally measure what they have learned. Review the WARNO and identify the specified, implied, and essential tasks for 1st BCT. From our analysis of the Warning Order for the MFO mission, here are some of the RM specific tasks we’ve determined the specified tasks listed here, there may be more for the other staff. Specified tasks: Deploy TF Need observer/guard; must be certified by XVIII ABC XVIII ABC is HQ for mission Mission is to conduct peacekeeping operations Implied tasks: Contact Division G8 for guidance and FM policy concerns Determine source of funding for requirements: MFO vs OPTEMPO Acquire MFO funds Determine MFO training needs: supplies, training, enablers, instructors, etc. Acquire transportation MIPR to EU and NATO for support Establish APC/cost capture Essential tasks:

Terminal Learning Objective Action: Determine Financial Management Specified, Critical, and Implied tasks pertaining to an Operations Order/ Operations Plan. Conditions: In a classroom environment; students will work as a member of a small group using ADP 5-0, FM 1-06, and the slide presentation for immediate referencing. Students are also required to participate in small group discussions with an awareness of the Operational Environment (OE) variables and factors. Standard: Determination includes: 1. Understanding the Military Decision Making Process 2. List FM critical tasks during operations planning 3. Understanding the importance of FM Running Estimate 15. TERMINAL LEARNING OBJECTIVE Review the learning objective, summarize the lesson, and poll for questions.