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United States ArmySoldier Support InstituteAdjutant General School

Adjutant GeneralCaptains Career Course

Validate Personnel AccountabilityLesson Plan

Version 8.0

September 2015(DO NOT WRITE IN BOOKLET)

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

Module B – Man the Force

Lesson Plan for – Validate Personnel Accountability

Lesson: 9.4 HoursLesson Author: Mrs. Sharline BrownLast Update: 16 September 2015

1. SCOPE: The intended outcome of this lesson is to produce officers who can confidently manage personnel accountability in their future assignments. The lesson begins by reviewing a baseline of doctrinal concepts that are expected to be familiar to all officers regardless of their basic branch. Information added to this foundation focuses on the considerations S-1s must take into account when planning for and conducting personnel accountability. Throughout, students are provided several opportunities to reinforce material by relating real-world experiences to the content. Opportunities to demonstrate doctrinal proficiency, critical thinking, and oral/written communication skills are provided throughout the lesson, culminating in a group project that has students replicate the research, organization, and planning skills they will be expected to apply in future assignments.

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

This lesson provides the foundation for future classes covering personnel strength reporting, personnel readiness management, and personnel information management. It provides information that will be exercised later in the systems related eMILPO class. It is interrelated with other key function lessons for the core competency Man the Force.

21st Century Soldier Competencies Statement:This lesson covers the following 21st Century Soldier Competencies:

Character and AccountabilityTeamwork and CollaborationCommunication and Engagement

Critical Thinking and Problem SolvingTactical and Technical Competence (full spectrum capable)

NOTE: 21st Century Soldier Competencies are outlined in Appendix C of TRADOC Pamphlet 525-8-2 (The U.S. Army Learning Concept for 2015) are general areas of competence or attributes required by Students and leaders to prevail in complex, uncertain environments. Together, they provide a foundation for operational adaptability.

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Instructional Guidance: Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material. Throughout this lesson, solicit from students the challenges they experienced in the current operational environment (OE) and what they did to resolve them. Encourage students to apply at least 1 of the 8 critical variables: political, military, economic, social, information, infrastructure, physical environment and time.

2. LEARNING OBJECTIVES:

TLO: AGCCC-2077

Action: Validate Personnel Accountability.

Condition: In a small group environment, using readings, classroom discussions, presentations, doctrinal publications, course reference materials and an awareness of the Operational Environment (OE) variables and actors. .Standard: Validation includes:

1. Defining Personnel Accountability2. Correlating Personnel Accountability doctrinal responsibilities at each echelon of

command3. Identifying Personnel Accountability HR Enabling Systems4. Identifying the components of a Personnel Asset Inventory

Safety Requirements. In a training environment, leaders must perform a risk assessment in accordance with ATP 5-19, Risk Management. Leaders will complete a DD Form 2977, DELIBERATE RISK ASSESSMENT WORKSHEET during the planning and completion of each task and sub-task by assessing mission, enemy, terrain and weather, troops and support available-time available and civil considerations, (METT-TC). Note: During MOPP training, leaders must ensure personnel are monitored for potential heat injury. Local policies and procedures must be followed during times of increased heat category in order to avoid heat related injury. Consider the MOPP work/rest cycles and water replacement guidelines IAW FM 3-11.4, NBC Protection, FM 3-11.5, CBRN Decontamination. No food or drink is allowed near or around electrical equipment (CPU, file servers, printers, projectors, etc.) due to possible electrical shock or damage to equipment.  Exercise care in personal movement in and through such areas.  Avoid all electrical cords and associated wiring.  In event of electrical storm, you will be instructed to power down equipment. Everyone is responsible for safety.

Risk Assessment Level: Low

Environmental Statement. Environmental protection is not just the law but the right thing to do. It is a continual process and starts with deliberate planning. Always be alert to ways to protect our environment during training and missions. In doing so, you will contribute to the sustainment of our training resources while protecting people and the environment from harmful

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effects. Refer to ATP 3-34.5 Environmental Considerations and GTA 05-08-002 ENVIRONMENTAL-RELATED RISK ASSESSMENTLearning Domain: CognitiveLevel of Learning: Application

TASK TAUGHT: 805C-42B-7103

3. STUDENT PREREQUISITE WORK:

a. Assigned Readings.

Read: FM 1-0: Chapter 3, Manning the Force

Study: FM 1-0: Chapter 3, Section II, Personnel Accountability

Review: APD 5-0, The Operations Process AR 600-8-6, Personnel Accounting and Strength Reporting (Reprinted w/Basic

Incl C1-2) ATTP 1-0.1, G-1/AG and S-1 Operations DTAS, DTAS Functional Guidance DTAS Theater Manual, DTAS Theater Manager Application User’s Manual EMILPO Guide,

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

5. TRAINING AIDS, REFERENCES, AND RESOURCES:

a. There are four (4) Practical Exercises (PE) available for this lesson.(1) PE1 is a Group PE – Critical Thinking (30 minutes)(2) PE2 is a hands-on PE that utilizes the eMILPO training database (50 minutes)(3) DTAS PE1 (50 minutes)(4) DTAS PE2 (50 minutes)

b. This lesson is intended to be taught in a small group classroom setting with the ability to project PowerPoint slides. The CE works best when whiteboards or butcher paper pads are available with appropriate writing instruments. Several additional resources are available digitally for students to reference on their laptops without having the need to print.

c. Appendix A: Assessment Plan

d. Appendix B: List of Slides

e. Appendix C: Additional Resources for Students

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6. CONDUCT OF LESSON:

a. Lesson Timeline:

10 minutes Pre-test10 minutes Concrete Experience: Video “Who’s on First?”15 minutes Publish and Process05 minutes Introduction140 minutes Generalize New Information10 minutes Break150 minutes Generalize New Information 10 minutes Break190 minutes Practical Exercises10 minutes Break45 minutes Develop

NOTE: The purpose of this lesson is not to impart knowledge and move on – it is to get students thinking about how to best manage personnel accountability regardless of location or environment. 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 primarily 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 no background can prepare for the lesson by completing the reading assignment. There is no reason for anyone to not participate!

Your purpose in this block of instruction is to first help students realize they have a good idea of what personnel accountability 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. Instructors must be thoroughly familiar with the topics and structure of the lesson to properly facilitate a small group. For each topic, ask students “Why is this important – particularly as you prepare for your next assignments?”

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b. Concrete Experience (10 min):

Slide 2: Who’s on first?

Focus: This CE is directly relatable to accounting for Soldiers within units. Inform the students to concentrate on the “base” locations mentioned in the performance as actual units within a formation. Some of the ideas students generate are discussed in the lesson, but many other valid topics may be brought up as well and integrated in the practical exercise at the end.

Allow students to watch the video “Who’s on first?” Break the team into two groups. Generate discussion, allowing the students to reflect upon past experiences (garrison and deployed) where personnel accountability had an impact on mission accomplishment. What could be the second and third order effects as a result of improper management of PA? Each group will have 10 minutes to brainstorm their responses (take a moment to review the basic rules of brainstorming with students). Responses should be recorded on a white board, butcher block paper, or other means that make each group’s generated responses easy to view by all. Have each group write their question at the top of the response list (this will make it easier when the results are revisited at the end of the lesson).

NOTE: Consider selecting students with less background in this area to be the recorders. It provides a low-stress method to participate and absorb information. The recorder only captures information, but could be responsible to summarize generated information to the other group at the beginning of the process phase. If the recorder has difficulty with any items, team members can help.

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 ADP 6-22.

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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.)

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

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

Questions the instructor may ask to assist in publishing: (Intent is to push critical thinking. Push students to defend their answers – allow students to hash out ideas).

Why did you put “item X” on this list? What does it mean to you? (This gets at affective learning, and how students find the material relevant from their experiences).

Did you find that once you got one idea down, it triggered related ideas? (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 in the list? (e.g. events vs. processes)

Can you prioritize a list like this? (There may be no right answer to their list, but the more interesting development would be if there was a disagreement between group members. Have them discuss their differences in thought).

After having talked about this, do you think you left anything critical off?

Lists like these contain processes that are ongoing, so where do you start?

Why is there not just one list that already has this task figured out? (Conversation could include doctrinal changes, how doctrine is applied in different situations).

Did the CE demonstrate that getting all of this information straight will require a plan?

d. Generalize New Information (60 min): Although instructor focused, this lesson has been designed for student involvement and discussion.

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Slide 3: Learning ObjectiveFocus: This lesson focuses on meeting AG technical education outcomes.

After completing this lesson, students should be confident in their ability to apply critical thinking in managing Personnel Accountability.

Discussions in this block relate directly to concepts students will need to apply in future assignments.

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, to thereby attach “relevance” to the material. The goal is not to just get through the slides. “Hard data” content varies from topic to topic, and when information is provided, it is mainly to serve as anchor points for discussions requiring more critical thinking. 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. Occasionally, students will disagree with you or one another, which is great – encourage professional discussion that relies on critical thinking. Learners are more likely to remember these interactions than a bullet on a slide.

Properly managing personnel accountability can be overwhelming at first. After completion of this lesson, students should have an idea of where to start, how to sift through the large amounts of information available to them, and how to categorize and prioritize that information for use in problem solving. This is asking a lot, particularly for students who are being exposed to the topic for the first time. So start easy.

NOTE: Before advancing, ask students if they can define what the term “personnel accountability” means.

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Slide 4: What is Personnel Accountability?

Focus: This slide allows the group to start out slow and get some definitions and concepts straight. It sets the scope of the lesson for contingency operations while recognizing that personnel accountability is a critical HR key function.

Personnel Accountability is the by-name management of the location and duty status of every person assigned or attached to a unit. It includes tracking the movement of personnel as they arrive at, and depart from, a unit for duty. The Army's personnel accountability system is designed to account for:

• Soldiers

• Reportable Army civilians

• Contractors Authorized to Accompany the Force (CAAF)

• Joint, interagency, intergovernmental, and multinational personnel when directed

Personnel accountability is one of the most important functions a battalion or brigade S-1 performs on a continuing basis regardless of location or environment. Data accuracy is critical to the personnel accountability process. Promptly entering personnel accountability changes allows HR leaders at all levels to have timely and accurate personnel accountability data and enables S-1s to balance MOSs within brigades, battalions, and companies. Personnel accountability is the key factor used for conducting strength reporting.

NOTE: Ask the students how PA can affect the commander’s decisions and the unit’s mission. Encourage students to share real-world experiences that will help clarify these definitions. Ensure students fully understand the mission.

HR units and staffs perform the core competencies and key functions at theater-level and below. Not all HR key functions are executed at each level of command. For example, personnel accountability is conducted at the S-1 level and monitored at division and above levels. Commanders and HR leaders should use FM 1-0 and the Army Universal Task List (AUTL) as a reference tool for developing general mission essential task lists; core capabilities mission essential tasks, operational orders, and SOPs.

NOTE: Refer the students to FM 1-0 para 3-46 and Figure 3-3. Have students discuss the differences in accountability tasks that performed at the battalion and brigade levels.

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Slide 5: Personnel Accountability ProcessFocus: We strive for accurate and timely reporting (with as much detail as possible under those constraints). The flowchart here means nothing if it is followed perfectly but fails to meet this objective.

Personnel accountability includes the by-name recording of specific data on arrivals and departures from units (e.g., unit of assignment, location), duty status changes or grade changes, Assignment Eligibility and Availability (AEA) codes, and MOS/specialty codes, etc. As mentioned earlier, Battalion and Brigade S-1 Personnel Readiness sections are at the “tip of the spear” for Army-wide personnel accountability execution and require a team of HR professionals who are competent with automated HR systems and understand the personnel accountability process. S-1 section leaders need to ensure their Soldiers are trained to work in a deployed or austere environment. This slide depicts the personnel accountability process and the PA flow for data and individuals.

Note that at Division-level and above, HR Personnel Accountability shifts from “reporting” to “monitoring.” Additionally, the HRSC has the overall responsibility for DTAS management that we will be discussing later in greater detail.

NOTE: Several items are depicted in this diagram that will be discussed in more depth as the lesson progresses. Most officers have some familiarity with these items; the discussion here is general enough to understand the flow of information.

Allow the students to review the slide then break them down into two groups. Generate discussion on the different aspects of reporting vs. monitoring Personnel Accountability, as it occurs at the various S1/G1 levels. Encourage the students to draw from personal experiences they may have had either working on or with an S1/G1 staff. What are some of the similarities and differences in the personnel accountability processes? What are the impacts of improper reporting / monitoring at either level? Each group will have 15 minutes to brainstorm their responses (take a moment to review the basic rules of brainstorming with students). Responses should be recorded on a white board, butcher-block paper, or other means that make each group’s generated responses easy to view by all.

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Depending on the level of experience of the students, there may be a variety of answers. Here are a few of the key responsibilities that may come about for each level:

The Battalion S-1 has numerous personnel accountability responsibilities including:

Maintaining 100% accountability on all assigned or attached personnel, to include replacements, RTD Soldiers, R&R personnel, Army civilians, contractors, multinational personnel, as required.

Collect, summarize, analyze, update, and report by name personnel strength information using SIPRNET or NIPRNET, in the directed format.

Ensure all personnel are entered into the theater database on entry or departure from the theater.

Process and monitor AEA information for assigned/attached personnel.

Process duty status change information, i.e. Present for Duty to WIA, KIA, MIA, etc., and update the appropriate databases and HR systems.

Ensure the Rear Detachment maintains accountability of non-deployed personnel and that their duty status changes are promptly entered into eMILPO/RLAS/SIDPERS.

Process information on replacements and RTD personnel, as required, into the appropriate database.

Track transiting unit personnel (leave, R&R, etc.).

Reconcile manual with automated strength information; identify and resolve discrepancies by submitting the appropriate transaction.

Coordinate with CLTs, MA, hospitals, and military police for information on casualties, patient tracking, and stragglers and update HR databases and systems as appropriate.

Coordinate connectivity for secure and non-secure voice and data systems with battalion S-6 and the brigade S-1, where appropriate.

Ensure S-1 personnel have the appropriate security clearances and access/permissions to the appropriate HR databases and systems required to perform their mission.

Ensure personnel accountability is included in the unit Tactical SOP.

The Brigade S-1/STB S1 responsibilities are:

Operate a manifesting cell at ports of embarkation, collect manifest data at ports of debarkation and enter those personnel into the theater database.

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Maintain 100% accountability on all assigned or attached personnel, to include replacements, RTD Soldiers, R&R personnel, individual redeployers, Army civilians, contractors, multinational personnel, as required.

Ensure the brigade/STB meets higher headquarters personnel accountability policies and timelines.

Collect, summarize, analyze, update, and report by-name personnel strength information using SIPRNET or NIPRNET, in the directed format.

Ensure the Rear Detachment maintains accountability of non-deployed personnel and that their duty status changes are promptly entered into eMILPO/RLAS/SIDPERS.

Process and monitor AEA information for assigned/attached personnel.

Process duty status change information, i.e. Present for Duty to Wounded In-Action (WIA), Killed In-Action (KIA), MIA, etc., and update the appropriate databases and HR systems.

Process information on replacements and RTD personnel, as required, into the appropriate database.

Track transiting unit personnel (leave, R&R, etc.).

Reconcile manual with automated strength information; identify and resolve discrepancies by submitting the appropriate transaction.

Update automated AO DTAS, as required.

Coordinate CLTs, MA, hospitals, and military police for information on casualties, patient tracking, and stragglers and update the database as appropriate.

Coordinate connectivity for secure and non-secure voice and data systems with battalion S-6 and the brigade S-1, where appropriate.

Manage HR databases and systems access for the brigade.

Ensure S-1 personnel have the appropriate security clearances and access/permissions to the appropriate HR databases and systems required to perform their mission.

Corps/Division G1/AG (DOCTRINAL RESPONSIBILITIES)

Monitor deployed personnel accountability system to ensure compliance with ASCC guidance and timelines.

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Resolve corps/division personnel accountability issues (in coordination with the HRSC, brigade S-1, and appropriate HROB).

Ensure the synchronization of timely vertical flow of automated personnel information from battalions, brigades, and separate units.

Coordinate with the HRSC to establish an automated personnel accountability system that aligns assigned and attached element UICs with supporting S-1s.

Ensure arriving battalions and separate units provide copies of their flight/sea manifests to the appropriate TG PAT at the port of debarkation.

Perform those responsibilities of the ASCC G-1/AG when serving as the Army Force.

Maintain liaison and flow of personnel accountability information from CLTs at corps/division MTFs and hospitals.

Notify subordinate G-1/AGs and S-1s of all pending and potential task organization changes.

Following the brainstorming session, you should have a clear understanding of differences between the reporting and monitoring aspects of personnel accountability. Now we will examine the theater components for the personnel accountability process.

NOTE: Have students refer to slide 5 “Personnel Accountability Process”.

What are the key responsibilities for the Personnel Accountability Team (PAT), Theater Gateway (TG) Personnel Accountability Team (PAT), the Human Resources Sustainment Center (HRSC), and the HR Company?

NOTE: Encourage discussion amongst the students, guiding as necessary to the following answers.

The HRSC has the following personnel accountability responsibilities: Deploy a personnel accountability team/section with the early entry module to establish

the theater deployed personnel database prior to Soldiers’ arrival. Execute theater personnel accountability operations IAW the ASCC G-1/AG policies,

plans, timelines and other guidance. Establish and maintain the DTAS theater database and ensure connectivity to the DTAS

enterprise server. Ensure required data is entered into the database to generate Joint Personnel Status

(JPERSTAT) requirements. Operate the automated theater personnel accountability management system servers. Conduct data reconciliations and quality control checks (this is critical as personnel

accountability information is the basis for strength reporting). Inform the ASCC G-1/AG when a theater unit’s percent of strength imbalance between

DTAS and the daily PERSTAT exceeds theater policy.

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Ensure adequate resources and training is available for database. Coordination with the Personnel Accountability Operations Division to ensure database

mobile units are synchronized at the PPC for reception operations. Provide guidance and oversight for accountability cells at ports of embarkation and

debarkation in JOA. Coordinate with the appropriate HROB and S-1 to resolve any personnel accountability

issues or problems. Provide training and guidance to theater units.

The TG PAT Provides PA support to the theater of operations by coordinating and providing PA operations and database inputs as Soldiers enter, transit, and depart the theater at the inter-theater APOD; and executes tasks supporting the PA task. The TG PAT operates as an element of the inter-theater APOD performing PA tasks and associated supporting tasks under the control of the sustainment organization responsible for the operation of the inter-theater APOD, normally a CSSB.

The TG PAT deploys and establishes a theater-level TG PAT Center with augmentation of an HR Company at the primary inter-theater APOD. The TG PAT receives technical guidance from the supporting HROB and the HRSC Plans and Operations Division. The TG PAT requires a capability to communicate digitally through web and voice, both secure and non-secure, to PAT elements, G-1/AG sections, logistical support elements and other branches of Service. It is employed as an assigned or attached element of a Sustainment Brigade's STB. Operational guidance and directives are initiated by the TSC (HRSC) and should be issued in OPLAN or OPORD format. To support unit S-1’s during RSO&I and redeployment operations, the TG PAT has the capability to perform limited EPS (i.e., ID documents, DD Form 93, Record of Emergency Data, and Servicemembers’ Group Life Insurance Election and Certificate (SGLV-8286).

Organization. A TG PAT center is an existence based organization in the Sustainment Brigade. It may be employed in a theater opening mission to establish a JOA TG PAT Center. As the JOA matures, the TG PAT, and the augmenting HR Company, will transition to the JOA Distribution Mission.

The TG PAT, with a supporting HR Company, is capable of supporting a population including other Services, multinational forces, contractors, DoD civilians, and U.S. government agencies when directed by Army Support to other Services and Joint Force Command orders. The TG PAT provides specialized PAT expertise and experience to oversee the entire spectrum of PAT functions from large-scale unit reception missions (RSO&I) during TG to labor-intensive R&R missions in sustainment operations. The modular structure allows the commander to add the necessary level of seniority and experience appropriate for a high visibility theater-level mission. The main functions of this team are to provide the supporting staff, which will do all necessary coordination, planning and implementation for a large-scale PAT mission during the various stages of an operation. The TG PAT consists of a Headquarters and Operations section as depicted in this slide.

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The HR Company has the following personnel accountability responsibilities:

Provide supporting HR platoons and PATs to support the TG PAT PA mission.

Provide PATs at locations designated by the HRSC, TG PAT, or HROB of the supporting Sustainment Brigade. Teams should be located at all FOBs that have a transit population of 600 personnel per day.

Coordinate the execution of logistics support (billeting, transportation, etc.) of transiting personnel as necessary.

Coordinate personnel accountability issues with the HROB of the supporting Sustainment Brigade.

Ensure all PATs have the necessary access to HR database systems.

Now that you have a clear understanding of S1/G1/AG responsibilities as they apply to Personnel Accountability, the next step is to identify the Personnel Accountability HR Enabling systems.

Slide 6: Personnel Accountability HR Enabling SystemsFocus: This portion of the class is only to provide the students with a brief introduction to the HR systems. There will be further instruction in later courses. Following this portion of the class, the students should know each of the systems and their primary functions.

NOTE: Explain to the students that this portion of the lesson will be a general overview of the systems that support PA and in subsequent lessons that will receive more in-depth, hands-on training on each of the enabling systems.

Several HR enabling systems assist Brigade S-1s in the performing accurate and timely personnel accountability, if the systems are properly used. The critical enabling systems for personnel accountability include:

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Electronic Military Personnel Office (eMILPO)The Army’s personnel accountability system of record is the Electronic Military Personnel Office or eMILPO. It is an unclassified web-based application that provides the Army with a reliable, timely, and efficient mechanism for managing strength accountability and performing personnel actions. This system provides visibility of location, status, and skills of Soldiers both from a high level (top of the system) and a unit level (bottom of the system). This visibility is vital in determining the war fighting capability of the Army and subordinate commands. The active component is responsible for maintaining the eMILPO data in peacetime and while deployed. During mobilization, U.S. Army Reserve and National Guard personnel are also entered into eMILPO for accountability purposes. Reserve component units are responsible for maintaining eMILPO data throughout their mobilization.

NOTE: Discuss challenges for RC units in maintaining system (training, access, etc.)

SIDPERS (ARNG)SIDPERS-ARNG is used by the Army National Guard. It performs functions similar to those performed by eMILPO. It is the Guard’s database of record for personnel – each state/territory maintains its own database. Some personnel outputs for SIDPERS-ARNG are personnel qualification records, unit manning reports, and strength accountability reports. Each state transmits their updates to the National Guard Bureau (NGB) and the NGB loads these state level changes into TAPDB-G.

RLAS (AR)RLAS is a software application developed to provide the USAR with a client-server, web-enabled application for the management of personnel and resources. RLAS generates TAPDB-R transactions and electronically transmits the data to HRC-St. Louis, updating each individual Soldier’s records in the database. RLAS shows the overall readiness posture of a unit.

Tactical Personnel System (TPS)Tactical Personnel System (TPS) is software that supports real-world rapid deployment accountability. It utilizes barcode scanner functionality for deployment manifesting and for jump manifests. It serves primarily to create deployment and redeployment manifests for all military personnel (to include: Army AC/USAR/ARNG and joint personnel), for Department of Defense/Department of the Army (DOD/DA) civilians, for contractors, and for foreign nationals. TPS can construct a limited task force organization database, and provides the capability to query and view/print reports, such as the personnel summary and crew status. TPS is highly mobile and can maximize personnel accountability for the tactical commander during "split-base" or other operations and can be used as a hasty field reporting system. Some of the systems that TPS interface with include: (1) Real-Time Automated Personnel Identification System (RAPIDS) is the current DOD identification system. TPS interfaces with RAPIDS by reading a Soldier’s SSN from a barcode. TPS takes the SSN into the Windows buffer and pulls the Soldier’s record from a resident database (CD-ROM or hard drive) that is downloaded from SRDC.

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(2) DOD Smart Card/Common Access Card (CAC); TPS reads the barcode located on the back of the CAC. DOD is looking at the possibility of accessing the Integrated Circuit Chip via an Integrated Circuit Chip Reader (ICCR).

(3) Deployed Theater Accountability Software (DTAS); TPS can create a personnel roster or manifest (TRN file) that is uploaded into DTAS. TPS helps establishes the deployed personnel database for Army, Joint, and Coalition operations which enhances the Army’s ability to account for personnel in a theater of operations.

Deployed Theater Accountability Software (DTAS)Deployed Theater Accountability Software (DTAS) is the database of record for accountability (boots on ground) in the deployed theater of operations. It is the ‘boots on ground’ strength, or deployed strength, for all military and civilian personnel, to include: Army personnel, joint service members, DOD civilians, and contractors. It provides commanders with a standardized database for near real-time visibility of the duty status of all deployed personnel by name (SSN), unit, location, and date. It is a web enabled software application accessible worldwide via physical connection to the Secret Internet Protocol Router Network (SIPRNET) or by mobile computers.

Ask if the group has any questions.

NOTE: There are supporting slides that go into step-by-step detail on performing eMILPO transaction. These slides are hidden in the slide deck and available for your use. During the conduct of the Practical Exercise, you may use these slides to answer any questions from the students.

Slide 7: Personnel Asset InventoryFocus: This portion of the class will provide the students with an in depth understanding of the Personnel Asset Inventory Process. Following this portion of the class, the students should know the reasons for conducting a PAI and the necessary materials..

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Ask the students the following questions:

What is a PAI and what is its purpose?

How many of you have taken part in a PAI?

How many of you have been responsible for conducting a PAI as either a commander or Battalion/Brigade S1?

The answers generated from the previous questions should closely resemble these listed below.The PAI is a management control process used to assist commanders and unit S-1s correct problems with accountability or verify accuracy. The objective of the Personnel Asset Inventory (PAI) is to maintain timely, error-free PA/SR, and give commanders at all levels an accurate account of the Soldiers in their unit. Accurate personnel strength data is required at all command levels to establish personnel policies and procedures; to manage the Army’s personnel distribution system; and to report accurate personnel strength data to HRC.Command emphasis is critical to the success of a PAI. The actual PAI is conducted at the lowest and most practical administrative level, consistent with the overall organization structure. Normally, the PAI is conducted and reports consolidated at the UIC level. Commanders of widely dispersed units (staff elements or headquarters above brigade, hospitals, split units, etc.) may delegate conducting the PAI to the senior Army person at the dispersed location.

NOTE: Inform students that AR 600-8-6, is dated 1998 and has not been updated to capture new PA / SR systems.Discuss with students how to conduct a PAI.

At this time, you will discuss the actual conduct of the PAI. Key points for this discussion are:

What is the baseline document for conducting a PAI?

What are the categories of Soldiers that are exempt from participating in the PAI? The Unit Personnel Accountability Report (AAA-162) is the baseline document for conducting and reporting a PAI. Commanders will reconcile information on the AAA-162 with an actual physical muster formation of assigned and attached Soldiers. Commanders with units away from home station (i.e. deployed, JRTC, etc.) may exempt units from muster formations or they may authorize separate formations for unit elements (i.e. section, platoon). Units will use the Soldiers’ Common Access Cards (CAC) and other available documents to validate personnel data (i.e. Name, Rank, assign/attach status, current duty status, and non-availability reason and status). All assigned and attached Soldiers will be accounted for during the PAI to include absences such as the following:

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(1) Assigned-not-joined(2) Hospitalization(3) Leave/Pass(4) Temporary Duty (TDY)(5) Absent Without Leave (AWOL)(6) Confined(7) Sick in Quarters(8) Missing(9) Essential Duties

What are the normal times that require a PAI?

(1) During the annual Army-wide PAI.(2) Prior to all change of commands.(3) Anytime there is a loss of a commander.(4) 14 calendar days prior to a unit move, inactivation, discontinuance, or redesignation.(5) Prior to deployment (Place of conduction depends on timeline).(6) Prior to movement from the mobilization station.(7) At the direction of the chain of command. If there is more than a two percent variance between Manual PASR reports and the HR database, commanders should require a PAI with a muster formation to correct the variation.

What is the purpose of the Army-wide PAI and who mandates it?

The Army Chief of Staff originally mandated the Army-wide PAI to account for all active duty forces, both active and reserve, and to reconcile deficiencies on HR databases.

(1) Account for 100% of all AC and RC Soldiers on active duty including RC Soldiers serving on active duty for operational support and mobilized in support of an operation

(2) Reconcile boots on the ground with the active component databases, specifically eMILPO and DTAS

(3) Validate the AAA-162 and selected personnel data and ensure eMILPO/DTAS databases contain an accurate record for every AC and activated RC Soldier

(4) Validate and update non-availability for deployment status codes IAW AR 220-1, Appendix D, Unit Status Reporting

(5) Identify pay discrepancies on the Unit Commander’s Finance Report and initiate procedures to suspend or terminate Soldiers pay as appropriate

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Slide 8: The Interrelation of Key FunctionsFocus: The core competencies and their key functions are not carried out in a vacuum. This is an opportunity for students to brainstorm about the linkages and impacts this area has on others.

The last slide brought up the point of when S-1 responsibilities relate to other staff sections. The same concept can also be used in looking how personnel accountability is related to, and overlap other HR key functions. Looking at the chart on this slide, ask if students can think of how personnel accountability is related to other areas. The items listed below are only some of the possible answers students may give. While these items are definitely related to personnel accountability, they are covered in classes they are more directly a part of.

Patient Tracking

Awards

Promotion

Evaluations

Postal

CONDUCT PRACTICAL EXERCISES

There are four (4) Practical Exercises (PE) available for this lesson:

(1) PE1 is a Group PE – Critical Thinking (30 minutes)(2) PE2 is a hands-on PE that utilizes the eMILPO training database (50 minutes)(3) DTAS PE1 (50 minutes)(4) DTAS PE2 (50 minutes)

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e. Develop (15 minutes): 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. The intent is that students emphasize the idea of being able to prepare for casualty operation requirements before they occur through planning.

Here are some ideas that instructors can inject into the discussion:

Ask what the importance is of the relationship between the questions posed in the concrete experience. Students should be able to see many of the actions taken in response to a casualty can be anticipated and planned for.

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

Some tasks/processes 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 can create opportunities or limitations in trying to accomplish missions in a time-constrained environment?

Students conducted a PE evaluating the value of accurate personnel accountability. Do students see that they are performing tasks they will have to replicate in the real world?

Are students more familiar now with knowing where to look for more information? Do they see the value in the provided additional self-development materials they can use for future reference?

Slide 10: Terminal Learning ObjectiveFocus: Review TLO with students. Summarize lesson and remind students:

This lesson was focused on meeting AG technical education outcomes.

Students should now be confident in their ability to apply critical thinking in managing Personnel Accountability.

Discussions in this block relate directly to concepts students will need to apply in future assignments.

f. Assessment Plan: See Appendix A.

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Appendix A

Assessment Plan

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

Group Project – (60 percent). See AG Technical Rubric for specific grading criteria. This is a team-evaluated item, with half of the grade being the written product, and the remaining half based on the group presentation.

Peer Evaluation (20 percent). Each student completes this online for their peers (using AG Technical Rubric). This is an individually evaluated item.

Instructor Evaluation (20 percent). The instructor evaluation is part of a single document that captures the grades from all other portions in addition to providing instructor scoring and feedback (See AG Technical Rubric). This instructor evaluation is an individually evaluated item.

A-1

Appendix BList of Slides

Slide 1: Manage Personnel AccountabilitySlide 2: Who’s on First…Slide 3: Terminal Learning ObjectiveSlide 4: What is Personnel Accountability?Slide 5: Personnel Accountability ProcessSlide 6: Personnel Accountability Enabling SystemsSlide 7: Personnel Asset InventorySlide 8: Human Resources (HR) SupportSlide 9: SummarySlide 10: Terminal Learning Objectives

B-1

Appendix CAdditional Resources for Students

Army G-1 website

Human Resources Command website

milSuite

C-1