1. Course Training Overview
Human Resources
Senior Leaders Course
10/12/2018
SHOW SLIDE: HR SENIOR LEADERS COURSE – COURSE TRAINING OVERVIEW
Today, we will provide you an overview for the course and explain what you can expect from us, during the course and what we expect from you.
Course Training Overview
November 2015

2. 10/12/2018
Who Do You Think You Are? ?

3. Outline Doctrinal Review Educational Outcomes Course Design
Experiential Learning Model
Critical and Creative Thinking
Peer Reviews
Learning Styles Inventory
Course Themes and Objectives
Graduation Requirements
SHOW SLIDE: OUTLINE
Doctrinal Review
Course Design
Educational Outcomes
Critical Thinking
Experiential Learning Model
Learning Styles Inventory
Course Objectives
Graduation Requirements

4. What is an HR Professional?
The purpose of the Adjutant General (AG) branch is to provide manpower, Human Resources (HR) and band support to commanders at all echelons to enhance the readiness and operational capabilities of the total force and ensure success across unified land operations.
HR professionals provide the Army with an HR manager focused on projecting requirements; developing capabilities; and planning, programming and managing Army HR life cycle functions in support of senior military leadership.
Senior career HR professionals are responsible for developing, interpreting, integrating and implementing the DoD, Joint, and Army HR programs and policies for the military, civilian, retiree, and contractor work force and their families at all echelons.
HR Planning and Staff Operations allows HR professionals to formulate, integrate and execute HR plans to meet the unit mission and commander’s intent.
DA Pam 600-3, Chapter 36
SHOW SLIDE: WHAT IS AN HR PROFESSIONAL?
It is important to understand how your profession contributes overall to the Army profession. What you do is critical to success of the Army across unified land operations.
This class is geared to the planning and execution of HR Support (FM 1-0) at Brigade level and higher and you will learn how the Senior HR Professional contributes to the unit’s mission and the commander’s intent.
All students will get something out of the course regardless of component or job. 4

5. HR Core Competencies Provide Human Resources Support FM 1-0
Man the Force
Chapter 3
Provide HR Services
Chapter 4
Coordinate Personnel Support
Chapter 5
HR Planning and Operations
Chapter 6
Personnel Readiness Management
Section I
Personnel Accountability
Section II
Strength Reporting
Section III
Retention Operations
Section IV
Essential Personnel Services
Postal Operations
Casualty Operations
MWR Operations
Command Interest Programs
Army Band Operations
Personnel Info Management
Section V
Provide Human Resources Support
HR Core Competencies
CORE COMPETENCIES K E Y F U N C T I O S
SHOW SLIDE: HR CORE COMPETENCIES
Understanding the Core Competencies of Providing Human Resources Support is critical for all HR Professionals and is the basis for this course.
Core Competencies are the foundation of FM 1-0 and the course.
4 areas of emphasis or functional groupings, including HR Planning and Operations.
Personnel Readiness Management (PRM) – Personnel strength and readiness; combat power / commander priorities
Personnel Accountability and Strength Reporting (PA/SR) is key competency we need to get right. It supports the other core competencies and is the basis that commanders make decisions from. PA – by name SR numerical. Accounting for personnel transitioning in and out of theater.
Personnel Information Management (PIM) – supports the execution of all HR core competencies
Essential Personnel Services (EPS) affect each and every Soldiers and is the basis for supporting the Soldier.
Casualty and Postal – are other key functions we must get right.
FM 1-0

6. HR Planning and Operations
Effective HR Planning and Operations requires HR providers to have a firm understanding of the full capabilities of HR units and organizations
HR providers must understand how to employ doctrine in any operating environment and be technically competent in the current HR systems, processes, policies, and procedures
ADRP 4-0 (Sustainment), FM 4-94 (Theater Sustainment Command), FMI (The Sustainment Brigade) give responsibilities on the Support Operations Officer (SPO), Human Resources Sustainment Center (HRSC) and HR Operations Branch (HROB)
SHOW SLIDE: HR PLANNING AND OPERATIONS
Overview of HR Planning and Operations – Discuss importance of HR Planning and Operations in supporting the operational force.
HR Planning and Operations is the nucleus for this course. By this point in your career as a 42A you should already be proficient in the delivery of HR Support at the S-1 level and now you must become proficient in the planning and execution of HR Support at other levels than the S-1.
It is also very important to understand some of the critical SRC-12 HR Organizations and supporting sustainment organizations that are involved in HR support, some of which are listed on the slide. 6

7. Scopes and Educational Outcomes
10/12/2018
Scopes and Educational Outcomes
42A Advanced Leaders Course
42A Senior Leaders Course
Scope
ALC produces NCOs who are mid-grade HR Leaders, both doctrinally sound and technically capable of delivering HR support as the Human Resources Sergeant within a Battalion/Brigade S-1 or SRC 12 organization who are also effective communicators and critical and creative thinkers.
SLC produces NCOs who are senior HR Leaders, both doctrinally sound and technically proficient in planning and executing HR support as the Senior Human Resources Sergeant within a Brigade S-1, Division G-1, or SRC 12 organization who are also effective communicators and critical and creative thinking HR planners.
Educational Outcomes
Leadership
Mid-grade Leaders who exhibit character, accountability, resilience, adaptability, initiative, and sound judgment while capably serving in a Brigade/ Battalion S-1 or SRC 12 organization delivering HR support.
Senior HR Leaders who demonstrate character, accountability, resilience, adaptability, initiative, and sound judgment while expertly serving in a Brigade S-1, Division G-1 or SRC 12 organization planning and executing HR support.
Doctrinally Sound
Competently delivers timely and accurate HR support.
Able to coach, counsel, and advise other HR personnel.
Competent advisor to unit leadership, supported Soldiers and their families on the craft of HR.
Effectively and efficiently plans, executes, and manages HR support to doctrinal standard in the Operational Environment.
Capable coach, counselor, mentor, and advisor for junior HR personnel.
Trusted advisor to senior Army leaders, supported Soldiers and their families in the craft of HR.
Technically Capable
Proficient in the employment and operation of HR enabling systems and common computer applications.
Understands the Battalion/Brigade HR role in support of Unified Land Operations.
Proficient in the capabilities and functionality of HR enabling systems and their interface with other Sustainment Tactical and Deployable systems (e.g., BCS2, CPOF).
Understands the role of HR organizations and programs in support of Unified Land Operations.
Familiar with operational and strategic sustainment
Critical and Creative Thinkers
Able to solve sometimes ambiguous problems using logical thinking and sound reasoning to develop viable recommendations or solutions.
Skilled in analysis of HR planning considerations and the execution of HR support in a theater and/or Joint environment.
Able to solve sometimes ambiguous problems using logical thinking and sound reasoning to develop viable solutions.
SHOW SLIDE: SCOPES AND EDUCATIONAL OUTCOMES
Explain that the scope of the ALC is focused on delivering HR support at the S-1 or SRC level, while SLC is focused on the planning and execution of HR support at Brigade level and higher. Students should already be proficient at delivering HR support at this point of their careers and if not, they should ensure they conduct individual self-development to ensure their weaknesses are addressed.
The educational outcomes of the courses differ as well. At SLC the focus is on producing Senior HR Leaders who are experts in planning and executing HR support. The graduates of SLC will be doctrinally sound on HR support in the operational environment and capable of coaching, counseling, mentoring, and advising junior HR personnel, while also serving as a trusted advisor to senior Army leaders, supported Soldiers and families in the craft of HR.
SLC graduates will be technically capable and proficient in their HR enabling systems and the interfaces with other sustainment systems. They will understand the role of HR organizations and programs in support of Unified Land Operations and familiar with operational and strategic sustainment.
Graduates of this course will be skilled in analysis of HR planning considerations and be able to solve sometimes ambiguous problems using logical thinking and sound reasoning to develop viable solutions. 7

8. The Army Learning Areas (ALA) and The General Learning Outcomes (GLOs)
10/12/2018
The Army Learning Areas (ALA) and
The General Learning Outcomes (GLOs)
The Army Learning Areas (ALA)
The General Learning Outcomes (GLOs)
Army Profession and Leadership
Proficient in leader attributes and competencies
Proficient in character, competence, and commitment as trusted Army Professionals
Mission Command
Demonstrate proficiency in mission command philosophy
Demonstrate proficiency in mission command leader and commander task
Demonstrate proficiency in mission command staff tasks
Demonstrate proficiency in the mission command system
Human Dimension
Demonstrate capacity in critical thinking
Demonstrate proficiency in communications skills
Demonstrate proficiency in cultural awareness, cross-cultural competencies in the strategic environment of 2025 and beyond
Pursue Comprehensive Fitness/Resiliency Skills and Performance Enhancement Skills
Pursue lifelong learning, self-assessment, and goal setting
Professional Competence
Demonstrate proficiency in Army and joint doctrine
Support Army policies, programs, and processes
Soldiers and Army Civilians are technically and tactically competent
SHOW SLIDE: The Army Learning Areas (ALA) and The General Learning Outcomes (GLOs)
The 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.
The General Learning Outcomes (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 effective they are in conveying their support material. Second, it assists in improving instructional design and/or training support packages. Finally it places responsibility on training and education proponents to be nested with ALAs. 8

9. Course Design
(1 of 2)
6-week outcomes-based resident course that trains Senior HR Sergeants on operational / tactical HR programs, processes, systems and plans
Small group experiential learning format reinforces professional development, problem-solving, and peer based learning:
HR Core Competencies Doctrinal Content (FM 1-0)
Brigade and higher, including SRC 12 Structure
Final HR Planning Staff Exercise (STAFFEX)
HR Senior Leaders Course is focused on planning and executing
HR support at Brigade level and higher organizations and staff elements
with special emphasis on doctrinal responsibilities.
SHOW SLIDE: COURSE DESIGN
Explain course design. Remember focus of course. 9

10. Course Design Modular by Core Competencies
(2 of 2)
Modular by Core Competencies
Organized around the four HR Core Competencies and Key Functions
Allows for the integration of real-world authentic problems
Each module has pre and post assessments
HR Enabling Systems instruction and hands-on throughout
Outside the class reading/homework requirements
Based on the Experiential Learning Model (ELM) and the Adult Learning Methods, Techniques, and Procedures
Readings are preparation for the next day’s class and are critical
Assignments are to reinforce what is learned, completed either as homework after instruction or completed prior to instruction
SHOW SLIDE: COURSE DESIGN
FM 1-0 (HR Support) will be your best friend during this course as the entire course is organized around those Core Competencies. The design allows for integration of your experience and focuses on real-world authentic problems. You will complete both a pre- and post-assessment for the course and each module. The pre-assessments are designed to measure your existing knowledge in order for both you and the instructor to identify both individual and group strengths and weaknesses. HR enabling systems instruction and hands-on training is included throughout the course. This allows you to practice your craft in a training environment, so you are proficient upon graduation.
The ELM is the basis for the majority of classes within the course. The ELM allows us to get at many adult learning methods, techniques, and procedures as you will see.
As part of the ELM, you will have multiple opportunities for both pre-assignments, such as reading and writing as well as post-assignments, such as homework or written requirements. You MUST ensure that you read your advance sheets and study, read, or scan the information for each lesson. It will be evident if you did not and may reflect in your class participation grade.
The pre-work prepares you for active discussion and focused questions during our classroom time. 10

11. 10/12/2018 11

12. Reading Assignment Expectations
10/12/2018
HOMEWORK ASSIGNMENTS
READING RATE
(Words per Minutes)
Study
120
Read
250
Review
460
Scan
750
DEFINITIONS
Study
Material of primary importance for a lesson
Includes more than just reading – pausing, organizing, outlining, research, etc.
Read
Material of secondary importance for a lesson when assigned with “study” material
Of primary importance when “study” material is not assigned
Review
Any material previously assigned as either “study” or “read”
Scan
Includes any material not evaluated, but meant for student awareness
The rate at which a student can read materials depends on many factors, including familiarity with the subject, reading skills of reader, complexity of materials, interest of reader, etc. The following information provides guidance as you determine the length of time required to accomplish assigned readings.
Study. Material of primary importance for a lesson. Reading rate is based on 120 words per minute as study includes more than just reading. It includes pausing, organizing, outlining, etc., which decreases the reading rate. Keep in mind that common sense applies. Reading 120 words of Clausewitz is not equal in homework time to reading 120 words of Hemingway. You should adjust accordingly.
Read. Material of secondary importance for a lesson when assigned with “study” material. It is of primary importance when “study” material is not assigned. Reading rate is based on 250 words per minute.
Review. Any material previously assigned as either “study” or “read.” This category shows students a link to associated material supporting the current assignment. Reading rate is approximately 460 words per minute.
Scan. Includes any material not evaluated, but meant for student awareness. Reading rate is approximately 750 words per minute. 12

13. Adult Learning Based on recognizing and building on experience
Being action oriented
Being self directed and based on self motivation
Being task or problem-centered
Focus on the learning process rather than just the knowledge content
SHOW SLIDE: ADULT LEARNING
Adult Learning (Andragogic) and teaching is based on recognizing and building on experience; being action oriented; being self directed and based on self motivation; being task or problem centered and with a focus on the learning process rather than just the knowledge content.
Core Adult Learning Principles[
1. Learner's Need to Know why, what, how. In many courses, learning focuses on what is learned (content). For the adult learner this extended to and overshadowed by the reason for learning (why) and the learning process (how). The why need means that the learning must be relevant to the learner. And, as simulation places the learner in the position of working on a "real“ Army problem there is a direct link to Army. Further, the how need means that the learning process is important and as the learner needs to links the learning (what) to its relevance (why) this process should be self-directing, allow time for reflection and ensure deep cognitive processing.
2. Self-Concept of the Learner autonomous self-directing. The adult learner seems herself or himself as an autonomous, self-directing being. Thus at school or university the pupil sees the teacher as a font of knowledge and accepting of the relevance of the learning. In contrast, the adult Soldier, especially the experienced, is willing to challenge the trainer and demand that the teaching is relevant.
3. Prior Experience of the Learner resource mental models. Where Soldiers are learning in small groups the diversity of their experience and prior learning is a rich learning resource. And, the need to argue and negotiate this to contribute to the group means that deep cognitive processing occurs and new learning is linked to and refreshes mental schema. But, experience may have been misinterpreted and create bias. Also, generally, it is important for the trainer to recognize the adult learner's experience and knowledge and his or her role is that of leader rather than instructor.
4. Readiness to Learn life-related developmental task. Again contrasting learning at most courses with the adult senior NCO suggests that the former is concerned and content with learning to know (and pass exams). In contrast, the Senior NCO‘s learning is life related. He or she learns to develop their work skills. And where the relevance of the learning is demonstrated adult learners are motivated to learn.
5. Orientation to Learning Problem-centered Contextual. Because the adult learner learns to aid his or her work and problem centered activities demonstrate the relevance of the learning, adult learners find these motivational
6. Motivation to Learn - intrinsic value vs. personal payoff. Anyone who has seen Soldiers working into the early hours will not be surprised that adults are motivated to learn - provided that is that they see the relevance, have found the learning process engaging and productive The learning process should be self-directing and provide regular feedback on success. And if the feedback indicates failure there must be ways to overcome this.

14. ELM Learning Strategy Do Reflect Experience Publish Apply
Process
Generalize
Apply Do
Reflect
SHOW SLIDE: ELM LEARNING STRATEGY
How We Do It: Experiential Learning
The experiential approach to learning is often referred to as “learn-by-doing” and is considered a hallmark of adult educational experiences. But the complete learning cycle is much more than “doing.” The complete cycle of learning takes place when a person is involved in an activity, looks back at it critically, determines what was useful or important to remember, and uses this information to perform another activity.
When an adult DOES something, REFLECTS upon it, and then APPLIES it, they are much more likely to RETAIN the information and use it in the future.
Next, we will take a closer look at the ELM.

15. Kolb’s Learning Cycle and
10/12/2018
Kolb’s Learning Cycle and
ELM Model
“”Do”
“Apply”
SHOW SLIDE KOLB’S LEARNING CYCLE AND ELM MODEL
Steps in the Experiential Learning Model
DO (CONCRETE EXPERIENCE) - Adults do or experience an activity related to a learning topic. This could involve making something, playing a game, or solving a problem. This experience provides personal involvement.
REFLECT (PUBLISH and PROCESS)
Next, adults share what they think happened in the experience. They think about what they did, how it felt, whether it was easy or difficult. When adults share what they’ve learned, they not only stimulate their own growth, but the growth of their group as well.
Adults also analyze the experience by reflecting on problems or issues that came up for them. They look for patterns or themes, with the goal of building a bridge to new knowledge and skills.
APPLY (GNI and APPLY)
In this step, adults generalize new information with the facilitator and other students, through the experience by connecting it to real-world examples.
Adults then develop the new information into something they can use in their jobs in the future.
Finally, adults apply what they’ve learned by thinking about it in terms of new situations that might happen now or in the future. This is where they get to think about “now what” am I going to do with what I’ve learned.
“Generalize New Information”
“Publish and Process” 15

16. Critical and Creative Thinking
Critical thinking is active and skillful conceptualizing,
applying, analyzing, synthesizing, evaluating of information gathered from observation, experience, reflection, reasoning, or communication, as a guide to belief or action
A well cultivated critical thinker raises vital questions and problems, formulating them clearly and precisely and communicates effectively with others in figuring out solutions to complex problems
Creative thinking is a way of looking at problems or situations from a fresh perspective that suggests unorthodox solutions (which may look unsettling at first). Creative thinking can be stimulated both by an unstructured process such as brainstorming, and by a structured process such as lateral thinking.
SHOW SLIDE: CRITICAL AND CREATIVE THINKING
Later this week you will have a lesson on Critical Thinking. This is vital and expected from Senior HR professionals. The Army expects you to ask the Why question and come up with well-thought, well-planned, smart courses of action. As senior NCOs, you operate at the level of solutions to problems. You synthesize and evaluate information in to knowledge for your commander. You are able to do this based on your education, experience, reason, background and then you take action.
The reason you ask Why and know when you should ask Why is to take care of Soldiers. The critical thinker knows how to solve the right problem and question. Identifying the correct problem statement is the first step in good MDMP and problem-solving. Being able to communicate effectively with others is working with the DCO and battle staff to propose recommended COAs to the commander.
Creative thinkers look at problems from a different perspective than the norm. They provided recommend solutions to problems that others may not have thought of.

17. Peer Reviews Peer review is the evaluation of
individual creative work or performance
by other people in the same class in order to maintain or enhance the quality of the work or performance in the course.
It is based on the concept that a larger and more diverse group of people will usually find more weaknesses and errors in a work or performance and will be able to make a more impartial evaluation of it than will just the person or group responsible for creating the work or performance.
SHOW SLIDE: PEER REVIEWS
Throughout this course you will rely on your peers to review your products and provide you input to you on your weaknesses in both product and process, such as written and oral assignments, teamwork, leadership, etc. Peer review makes you better and helps enhance the quality of your work.
All written work should be peer reviewed prior to turning it in to the instructor. All oral presentations will be peer reviewed during rehearsals and actual performance to provide feedback to the individual student.
NOTE: Explain rubrics for peer review of oral and written communications.

18. Learning Styles Inventory
10/12/2018
Learning Styles Inventory
Complete your Learning Styles Assessment at:
Bring your results to class and be prepared to discuss:
1. Where you surprised by the result?
2. Did the questionnaire accurately assess your style?
3. Why is it important to understand how you learn
when beginning a new course?
SHOW SLIDE: LEARNING STYLES INVENTORY
Everyone MUST take the learning styles inventory at this link. Bring your results to class and be prepared to discuss them.
NOTE: Establish suspense date and date of discussion on learning styles.
Everyone learns differently. It is important that you understand your learning styles so that you can take action to learn in a more efficient manner. Take the tips from the website based on your style of learning. 18

19. HR Metrics Example HR Metric Report SHOW SLIDE: HR Metrics
10/12/2018
Example HR Metric Report
SHOW SLIDE: HR Metrics
Instructor Note: Refer student to the HR Metrics Student Handout
HR Metrics are integrated throughout the course (where applicable) with particular focus during the Essential Personnel Services and Man the Force modules. All students will participate in multiple facilitated group discussions on the importance of HR metrics to Army/unit readiness and collectively identify “best practices” and tactics, techniques, and procedures (TTPs) for data collection and analysis, HR metrics reporting formats, and briefing techniques. You are expected to come to class prepared to share your operational experiences with HR Metrics and examine the HR NCO’s role in meeting or exceeding the goal or standard for each.
HR Metrics:
Provide commanders and S-1s with tools to measure the effectiveness and efficiency of brigade/battalion HR operations.
Enable HR Leaders at all levels (HRC, G-1, S-1, and Military Personnel Division (MPD)) to quickly assess and improve personnel readiness, Soldier record accuracy and customer service.
Assist in the early detection of HR issues/deficiencies from unit-level to the “Top-of-the-System.”
Assist in identifying requirements for training and additional resources.

20. Course Themes
Indoctrinate understanding and application of the planning and executing of HR Support
Reinforce relationship between doctrinal core competencies and enabling HR Systems
Develop technical competence in HR core competencies in brigade and higher level organizations, including SRC12
Develop knowledge in personnel planning and theater-level HR support
SHOW SLIDE: COURSE THEMES
Resources are key take away
Fire hose of information – can’t make experts in six weeks – know where to go for the information.
Focus on the how – the process
Still focus on AC – when mobilized, all are AC; merging AC/RC doctrine into one

21. The HR Senior Leaders Course graduate will be able to:
Course Objectives
The HR Senior Leaders Course graduate will be able to:
Serve as Leaders who are experts in the craft of HR (Leaders who are Doctrinally Sound and Technically Proficient)
Relate and apply HR doctrine and policies to their organization (Doctrinally Sound and Technically Proficient)
Apply operational knowledge of HR doctrine, processes, systems, tools, and resources (Doctrinally Sound and Technically Proficient)
Analyze higher headquarters operational plans, identify tasks that relate to their organization, identify creative solutions, and help design the wartime HR plan for their organization (Critical and Creative Thinkers)
SHOW SLIDE: COURSE OBJECTIVES
The level of learning or knowledge for each lesson will differ based on the requirement for HR professionals to perform their duties and responsibilities, but the course will produce Senior HR Leaders who are:
Doctrinally Sound
Technical Proficient
Critical and Creative Thinkers 21

22. Graduation Requirements
Army Physical Fitness Test
Practical Exercises (PE)
Writing Assignments
Pre and Post Assessments
Multiple choice, matching, fill-in-the-blank questions
Case Studies (essay)
Oral Communications, including facilitated discussions
Class participation
- Rubrics
- Team Building/Leadership
HR Planning STAFFEX
Culminating Training Exercise
*70% is passing
SHOW SLIDE: GRADUATION REQUIREMENTS
Pass the Army’s Physical Fitness Test.
Practical Exercises – checks on learning; useful for exam preparation and help reinforce the concepts.
Writing Assignments throughout the course to help improve writing skills.
Electronic testing of modules (Pre and Post) to focus on knowledge, research ability, and attention to detail.
Oral Communication requirements, such as briefings, included the facilitated article discussion. Each student or every two students will be provided an article to conduct a facilitated article discussion on after that particular subject has been taught. Pass out the example and discuss.
Class participation, including Team Building Events, Leadership and other.
NOTE: Explain Rubrics for class participation.

23. Questions? Human Resources Senior Leaders Course
10/12/2018
Questions?
SHOW SLIDE: HR SENIOR LEADERS COURSE – COURSE TRAINING OVERVIEW
Today, we provided you an overview for the course and explained what you can expect from us, during the course and what we expect from you. What are your questions?
"You may have a fresh start any moment you choose, for this thing that we call "failure" is not the falling down, but the staying down."
- Mary Pickford 23

24. Preconceived expectations
Transfer Vehicle
Luggage: What are we taking with us. Teamwork – so that everyone graduates
Gas: The motivation (Fuel). A positive attitude for change
Vision:
Where are we going?
HR Professionals that are doctrinally sound, technically capable, and critical and creative thinkers.
Exhaust: What we are
leaving behind.
Preconceived expectations