L eaders C ourse Course Training Overview February 2017 Who Do You Think You Are 3 Doctrinal Review Educational Outcomes Course Design Experiential Learning Model Critical and Creative Thinking ID: 667174
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Human ResourcesAdvanced Leaders Course
Course Training Overview
January 2019Slide2
Who Do You Think You Are??Slide3
3 Doctrinal Review Educational Outcomes Course Design Experiential Learning Model Critical and Creative Thinking
Peer Reviews Learning Styles Inventory Course Themes and Objectives Graduation RequirementsOutlineSlide4
4What 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.DA Pam 600-3, Chapter 36Slide5
5Brigade/Battalion S-1 Section
Principal staff officer for all matters concerning human resources support (military and civilian) is the S-1 Officer. The S-1 leadership supervises the execution and delivery of all HR mission essential tasks within the battalion/brigade. The mission of the battalion/brigade section is to plan, provide, and coordinate the delivery of HR support, services, or information to all assigned and attached personnel. Specific responsibilities . . . include manning, personnel services, personnel support, and conducting HR planning and operations. FM 1-0 details specific S-1 Section duties and responsibilities (Chapter 2)Slide6
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
Section I
Postal Operations
Section II
Casualty Operations
Section III
MWR Operations
Section I
Command Interest Programs
Section II
Army Band Operations
Section III
HR Planning and Operations
Operate HR C2 Nodes
Personnel Info Management
Section V
Provide Human Resources Support
Appendix A – HR Rear Detachment Operations
Appendix B – Theater Opening/Redeployment Operations
Appendix C – Casualty Estimation
Appendix D – Civilian Support
Appendix E – HR Division of Labor
HR Core Competencies
CORE COMPETENCIES
K
E
Y
F
U
N
C
T
I
O
N
S
6Slide7
42A Advanced Leaders Course42A Senior Leaders Course
ScopeALC 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.
Scopes and Educational Outcomes
7Slide8
8
21st Century Soldier Competencies21st Century Soldier Competencies
Developed, Assessed or Reinforced Through
Character and Accountability
Reinforcing
Army Values
Rubric assessments
Peer and facilitator
e
valuations
Coaching,
counseling, and mentoring
Comprehensive Fitness
Mandated
Training
Leadership Tasks
Adaptability and Initiative
Experiential Learning Model (ELM)
Problem-based scenario
training
Life
long Learner
(includes digital literacy)
SSI
Learning Resource Center (reach back)
HR Warfighter Training Support Packages
Structured Self-Development and Army Career Tracker
Team Work and Collaboration
Team and peer-based learning
Complex collaborative problem-solving exercises
Small Group ELM outcome-oriented instructional strategy
Communication
and Engagement
(oral, written, negotiation)
Rubric assessments
Oral
and written communications standards
Critical Thinking and
Problem Solving
Complex, team-based, problem-solving exercises or scenarios
Allowing students to learn and grow from
mistakes
Cultural
and Joint, Interagency, Intergovernmental, and Multinational (JIIM) Competence
Application of Military Decision
Making Process (MDMP)
HR Staff Exercise (STAFFEX)
Culminating Training Event (CTE)
Tactical and Technical Competence
(full spectrum capable)
Doctrinally-based learner-centric blended learning Comprehensive HR Enabling Systems training
Integration of HR concepts and systemsWarrior Training Area / Mission Command Simulations CenterSlide9
9 Serve as Leaders who are capable 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 the Deployment Cycle Support Program phases and identify tasks that relate to their organization; identify creative solutions, and help deliver HR support to their organization (Critical and Creative Thinkers)Course ObjectivesThe HR Advanced Leaders Course graduate will be able to:Slide10
10Course Design(1 of 2)
Two-phased (2 x 2), 14-days each outcomes-based ADT course that trains Mid-grade 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) Battalion and Brigade level Final HR Culminating Training Event (CTE)HR Advanced Leaders Course is focused on delivering HR support at Battalion/Brigade level with special emphasis on doctrinal responsibilities.Slide11
11Course Design(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 instructionSlide12
12Course ThemesIndoctrinate understanding and application of delivering HR Support at battalion/brigade level
Reinforce relationship between doctrinal core competencies and enabling HR SystemsDevelop technical competence in HR core competencies in battalion and brigade level organizationsDevelop knowledge in personnel planning and battalion/brigade level HR supportSlide13
Course MapSlide14
Reading Assignment ExpectationsHOMEWORK ASSIGNMENTS
READING RATE(Words per Minutes)Study120Read250Review460
Scan750DEFINITIONS
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
14Slide15
Based on recognizing and building on experienceBeing action orientedBeing self directed and based on self motivationBeing task or problem-centered
Focus on the learning process rather than just the knowledge content15Adult LearningSlide16
ELM Learning Strategy
Experience
Publish
Process
Generalize
Apply
Do
Reflect
Apply
16Slide17
Kolb’s Learning Cycle and ELM Model
“Publish and Process”“Generalize New Information”“Apply”“”Do”Slide18
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 actionA 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 problemsCreative 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..18Critical and Creative ThinkingSlide19
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. 19Peer ReviewsSlide20
Learning Styles InventoryComplete your Learning Styles Assessment at:http://agelesslearner.com/assess/learningstyle.htmlBring your results to class and be prepared to discuss:1. Were you surprised by the result? 2. Did the questionnaire accurately assess your style?
3. Why is it important to understand how you learnwhen beginning a new course?Slide21
HR MetricsExample HR Metric ReportSlide22
22 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 DCSP Scenario STAFFEX *70% is passing Graduation RequirementsSlide23
Human ResourcesAdvanced Leaders Course
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 Pickford23Slide24
Gas: The motivation (Fuel). A positive attitude for change
Exhaust: What we are leaving behind. Preconceived expectationsLuggage: What are we taking with us. Teamwork – so that everyone graduatesVision:Where are we going? HR Professionals that are doctrinally sound, technically capable, and critical and creative thinkers.Transfer Vehicle