U.S. Army Soldier Support Institute

Adjutant General School

HUMAN RESOURCES

PLANNING & OPERATIONS COURSE

Establish a HR Staff Assistance Visit (SAV) and Inspection

Program

February 2020

U.S. ARMY ADJUTANT GENERAL SCHOOL Human Resource Planning and

Operations Course

Lesson Plan for 805C-CJDHR215 Establish a HR Staff Assistance Visit (SAV) and Inspection Program

Lesson: 2.5 Hours Lesson Author: AGS, ITED Last Review: March 2020 Date prepared: March 2020 1. SCOPE: Establish a HR Staff Assistance Visit (SAV) and Inspection Program is a 2.5-hour lesson. The purpose of this lesson is to conduct staff assistance visits to ensure they are performing their mission in accordance with established policies and procedures. By conducting SAV’s the HR planners support effective Personnel Information Management/PRM / PA/ SR across the unit. The HR planner helps to identified potential problems in the areas of training, system functionality, and procedures (SOP). As needed they can request assistance to ensure HR support continues as planned. If the HR planner conducts a visit and finds that the procedures are not right they can relay to the policy maker or HRSC to improve processing. The HR planner also addresses issues brought up from the G1/S1 and through the use of the SAV’s can mitigate many issues. Security Level: This course / lesson will present information that has a Security Classification of: U - Unclassified FD1. This training product has been reviewed by the training developers in coordination with the

Adjutant General School, Fort Jackson, SC foreign disclosure officer. This training product can

be used to instruct international military students from all approved countries without restrictions

Army Learning Areas and General Learning Outcomes:

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.

General Learning Outcomes (GLO) 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.

This lesson covers the following ALAs and associated GLOs:

Army Profession and Leadership ALA. The Army Profession is a unique vocation of experts

certified in the ethical design, generation, support, and application of land power, serving under

civilian authority and entrusted to defend the Constitution and the rights and interests of the

American people. Leadership is the process of influencing people by providing purpose,

direction, and motivation to accomplish the mission and improve the organization.

ALA: Mission Command GLOs

GLO 1: Soldiers and Army Civilians proficient in leader attributes and competencies.

GLO 2: GLO 4:

Soldiers and Civilians proficient in character, competence, and commitment as trusted Army Professionals Soldiers and Army Civilians demonstrate proficiency in mission command leader and commander tasks.

Professional Competence ALA. Professional Competence is the demonstrated technical and

tactical proficiency in Army and joint doctrine largely revolving around the concept of ULO

codified in ADP 3-0.

ALA: Professional Competence GLOs

GLO 12: Soldiers and Army Civilians demonstrate proficiency in Army and joint doctrine.

GLO 13: Soldiers and Army Civilians support Army policies, programs, and processes.

2. LEARNING OBJECTIVES: TLO: Establish an HR Organizational Staff Assistance Visit (SAV) Program Action: Establish an HR Organizational Staff Assistance Visit (SAV) Program Condition: Classroom environment with access to:

FM 1-0 (Human Resources Support)

AR 1-201 (Army Inspection Policy)

U.S. Army IG School Inspections Guide

Standard: Met when student:

1. Define the principles and elements of Army inspections along with the categories and types of inspections.

2. Communicate commander and staff responsibilities regarding inspections along with the purpose of the Staff Assistance Visit (SAV).

3. Identify the keys to developing an organizational inspection program (OIP).

4. Designate the SAV format.

Learning Domain: Cognitive Level of Learning: Comprehension Safety Requirements: In a training environment, leaders must perform a risk assessment in accordance with ATP 5-19, Risk Management. Leaders will complete a DA Form 2977 DELIBERATE RISK ASSESMENT 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). 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 effects. Refer to ATP 3-34.5 Environmental Considerations and GTA 05-08-002 Environmental-Related Risk Assessment. 3. STUDENT PREREQUISITE WORK: a. Study Requirements:

Read:

(1) 1-201 Army Inspection Policy (February 2015)

(2) FM 1-0 Human Resources Support (April 2014)

b. Study:

(1) 1-201 Army Inspection Policy (February 2015)

(2) FM 1-0 Human Resources Support (April 2014)

4. INSTRUCTOR ADDITIONAL READING(S) AND RESOURCES: NA

5. TRAINING AIDS, REFERENCES AND RESOURCES:

This lesson is taught in a small group classroom setting with the ability to project PowerPoint slides and play video/audio files. Additional resources are available digitally for students to reference on their laptops without having the need to print.

a. 1-201 Army Inspection Policy (February 2015)

b. FM 1-0 Human Resources Support (April 2014)

c. Appendix A: Power Point Presentation

6. CONDUCT OF LESSON

Lesson Timeline:

20 minutes Concrete Experience

20 minutes Publish and Process

125 minutes Generalize New Information

05 minutes Conclusion

SHOW SLIDE 1: Establish a HR Staff Assistance Visit (SAV) and Inspection Program

Slide 1: Establish a HR Staff Assistance Visit (SAV) and Inspection Program

Focus:

SHOW SLIDE 2: Have You Ever…

Slide 2: Have You Ever…

Focus: Instructor Note: Discuss how being part of an inspection can impact your mindset based on passing or failing.

Learning Step / Activity 1. Introduction: Have You Ever… Method of Instruction: Discussion Instructor to Student Ratio: 1:30 Time of Instruction: 20 mins Media: N/A

Instructor Questions: Q1. How did you get your team prepared for the inspection? Q2. Have you ever been a part of an inspection when the unit as a whole has failed to meet standards?

a. Concrete Experience Discuss the reasons why your previous unit passed or failed the inspection. Be specific! b. Publish and Process (20 minutes): This phase is student-centered and instructor facilitated. Instructor Note: The “publish” portion is a short discussion on how group members felt during their experience of generating data. This phase is NOT intended to be a discussion of the content generated. This can be kept short; once the group moves to “process,” they will likely continue to add to “publishing” type information. Do not let the group jump straight to content. When well facilitated, publishing is a good method to relate a discussion of interpersonal communication and group dynamics to the broader topic of leader competencies described in FM 6-22, Army Leadership

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

What happened? How did you feel about that?

How did you form your initial thoughts/responses?

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

Did anyone have a hard time coming up with any examples? Why? (Knowledge, group dynamics, etc.)

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 is the same for each student, one technique for discussing information may be to go back and forth to see if related items were generated. 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 site “Item X” as an example? 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 or pattern as you developed your examples? (e.g., events vs. processes).

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

After having talked about this, can you think of additional examples? c. Generalize New Information (GNI): (60 minutes):

Show Slide 3: Terminal Learning Objective

Slide 3: Terminal Learning Objective

Focus:

Show Slide 4: Terminal Learning Objective

Slide 4: Terminal Learning Objective

Focus:

Show Slide 5: Terminal Learning Objective

Slide 5: Terminal Learning Objective

Focus: NOTE: Poll for student questions.

NOTE: U.S. Army IG School Inspections Guide is posted on HR Plans and Operations SharePoint site. Show Slide 6: What is an Army Inspection?

Slide 6: What is an Army Inspection?

Focus: Overview

Learning Step / Activity 2. Discuss What an Army Inspection entails Method of Instruction: Discussion (Small Group) Instructor to Student Ratio: 1:30 Time of Instruction: 60 mins Media: Power Point Presentation

a. The Inspector General (TIG) has identified five principles that apply to all Army inspections. These principles provide guidelines for commanders, State Adjutants General, program managers, directors, staff principals, IGs, and all Army inspectors and further support the five basic elements of an inspection. Show Slide 7: Principles of Army Inspections

Slide 7: Principles of Army Inspections

Focus: Five Principles

b. Army inspections follow five basic principles. Army inspections must have the following: c. Purposeful. Inspections must have a specific purpose that the commander/State Adjutant General/program manager/director approves. For an inspection to be purposeful, an inspection must be:

1. Related to mission accomplishment and the overall mission readiness of the organization.

2. Tailored to the unit inspected and meet the commander’s/State Adjutant General’s/program manager’s/director’s needs while remaining relevant and responsive. Inspections must provide practical and accurate feedback that allows the commander/State Adjutant General/program manager/director to make informed decisions in a timely manner.

3. Performance-oriented and start with an evaluation against a recognized standard to identify compliance with that standard.

4. Capable of identifying and analyzing process-improvement opportunities that will increase performance, support transformation, and reduce risks.

d. Coordinated. The proper coordination of inspections precludes inspection redundancies, complements other inspection activities, and minimizes the inspection burden on subordinate organizations. Inspection planning will follow the doctrine of the

operations process and of training management outlined in ADRP 5–0 and ADRP 7–0. Short-notice inspections must be the exception and remain at the commander’s/State Adjutant General’s/program manager’s/ director’s discretion. To ensure the proper coordination of inspections, an annual review of all scheduled inspections must occur to answer the following three questions:

1. Can this inspection be canceled or combined with another inspection? When appropriate, inspections must be consolidated to ensure the efficient use of inspection resources. However, when combining inspections, unity of effort must remain. If inspectors from several agencies combine their efforts into one inspection, one person must coordinate and lead their activities.

2. Does this inspection duplicate or complement another inspection? An inspection by any headquarters that is more than one echelon above the inspected organization must complement the inspections conducted by the organization’s immediate headquarters. For example, higher headquarters should conduct inspections that capitalize on expertise not available at the intermediate headquarters.

3. Do inspection reports from other agencies or other echelons of command exist that can assist in the conduct of an inspection? Inspection plans must use reports of this nature to the maximum extent possible to reduce the number and duration of inspections and to determine the status of previously identified weaknesses or deficiencies. To facilitate this process, subordinate command IGs will forward copies of their inspection reports through IG channels to their ACOM/ASCC/DRU IGs.

e. Focused on feedback. Inspections must provide the commander/State Adjutant General/program manager/director with accurate and timely feedback and a written record of the results. Initial feedback may be verbal; however, a written report is necessary because a record of that inspection’s results will be available to others who may also benefit from the results. Inspection results can be provided at the end of an inspection or be released as the inspection progresses. Written reports also establish a historical record of an inspection that will assist in conducting trends analysis and in tracking follow-up inspections. Written reports must also be narrative in form in order to provide context and to articulate clearly the analysis behind the information gathered and the resulting conclusions; slide presentations alone will not be used as an inspection report. Inspection results include:

1. The identification of root causes. Deviation from an established standard demands an examination to determine whether the deviation is the result of training deficiencies, lack of resources, misunderstood requirements, or a lack of motivation. The inspector must determine where the root cause lies in the overall functional process or organizational structure.

2. The identification of strengths and weaknesses. Sustaining strengths is an important aspect of commanding, leading, and managing. Formally recognizing excellence helps motivate Soldiers and civilians to maintain high standards of performance. Every inspection brings shortcomings to the attention of those who

can correct them, but inspections must also identify strengths as well as weaknesses if the inspection is to remain effective.

3. The implementation of corrective actions. The ultimate purpose of all inspections is to help Commanders correct problems. Every inspection must bring recommended solutions directly to the attention of those individuals or agencies that can correct them.

4. The sharing of inspection results. Inspections can generate widespread improvement by evaluating successful techniques and providing feedback to units beyond those already inspected. This spirit of sharing and cooperation strengthens the Army.

f. Instructive. Teaching and training is an essential element of all inspections and is the overarching purpose of SAVs. No inspection is complete if the units or agencies inspected have not identified the respective standards and goals and how to achieve them. g. Followed up and corrective actions taken. Inspections expend valuable resources and are not complete unless the inspecting unit or agency develops and executes a follow-up inspection or plans to ensure the implementation of corrective actions. Likewise, the inspected unit must develop and execute a corrective-action plan that permanently fixes those problem areas and prevents their recurrence. Implementing corrective actions quickly and effectively is critical to mission readiness. Follow-up actions can include re-inspections, telephone calls (or visits) to units or proponents to check on the progress of corrective actions, or a request for a formal response from a unit or proponent that attests to the completion of the corrective action. To reduce the administrative burden on inspected units, a formal response to inspection reports is optional unless specifically requested. Show Slide 8: Elements of an Inspection

Slide 8: Elements of an Inspection

Focus: NOTE: Refer students to AR 1-201, Chapter 2 para 2-3 Divide the class into five equal teams. Give each team an element of the inspection and have them explain why their element is important.

Learning Step / Activity 3 Elements of an Inspection Method of Instruction: Discussion (Small Group) Instructor to Student Ratio: 1:30 Time of Instruction: 30 mins Media: Power Point Presentation a. Measure performance against a standard. Inspectors should first try to determine compliance against a standard. AR 1–201 • 25 February 2015 The inspector should prepare ways to determine why the unit or organization failed to meet the standard. The best method is to ask open-ended questions of the individuals involved in an effort to get at the real meaning behind the non-compliance. Avoid the strict use of checklists. If some form of checklist is necessary, then include follow-on questions that ask about the reasons behind the problem. A checklist will not help an inspector determine the root cause of a problem. (See the U.S. Army Inspector General School’s The Inspections Guide for a further discussion of inspection checklists). b. Determine the magnitude of the problem(s). Focus on the high-payoff issues that affect the unit’s or organization’s readiness. Do not become mired in trivial issues such as poorly painted bumper numbers on tracked vehicles. Focus on issues that count and that truly affect the health and function of the organization. c. Seek the root cause(s) of the problem(s). Use the Root Cause Analysis Model discussed in The Inspections Guide to determine why the non-compliance exists. Seeking the root cause applies to all inspections and not simply inspections conducted by IGs. A battalion commander should seek root causes as well when conducting an initial command inspection (ICI) for a company. d. Determine a solution. Examine the root causes and use them to craft an effective and meaningful solution to the problem. Avoid short-term fixes. Instead, focus on achieving long-term and far-reaching solutions to the problems. e. Assign responsibility to the appropriate individuals or agencies. The commander must receive a copy of the report with the inspector’s findings and recommendations to task the appropriate individuals or agencies with fixing the problems. The inspector must name those individuals or agencies in each recommendation. Coordinate findings and recommendations with these persons or agencies before giving the report to the commander/State Adjutant General/program manager/director. Recommendations have meaning and effect only if the commander charges the right people with implementing them.

Show Slide 9: Categories of Army Inspections

Slide 9: Categories of Army Inspections

Focus:

f. The commander/State Adjutant General/program manager/director relies upon many sources of information to evaluate and assess the organization’s readiness. An inspection is one of those sources. OIPs gather into one cohesive program all the inspections that commanders/State Adjutants General/program managers/directors at all levels want or are directed to accomplish within their organizations on a routine and continuing basis

Show Slide 10: Categories of Army Inspections

Slide 10: Categories of Army Inspections

Focus:

g. Inspections are a command and leader responsibility. The OIP is the commander’s/State Adjutant General’s/ program manager’s/director’s program to manage all inspections (internal and external) conducted within the command. The overarching purpose of the OIP is to coordinate inspections and audits into a single, cohesive program focused on command objectives. Instructor Notes: Ask the class if they have ever been a part of one or more of these types of inspections. If so, how did they prepare? What was the outcome? If you (the Instructor) have been a part of either of these inspections impart your experience on the class. Show Slide 11: Key Takeaways Regarding Inspections

Slide 11: Key Takeaways Regarding Inspections

Focus:

Instructor Note: The above listed actions are key takeaways for the inspections and should be discussed.

Show Slide 12: Root Cause Analysis Model

Slide 12: Root Cause Analysis Model

Focus:

Learning Step / Activity 4. Discuss Root Cause Analysis Model Method of Instruction: Discussion (Small Group) Instructor to Student Ratio: 1:30 Time of Instruction: 15 mins Media: Power Point Presentation a. The root cause is the underlying reason why something happens or does not happen. An inspector can apply the Root Cause Analysis Model to any inspection category or type in an effort to determine why someone is complying or failing to comply with a particular standard. b. Inspectors should use the model not just to seek reasons for non-compliance but also to determine why something is going well. The inspector may find some good news that is worth spreading around.

Show Slide 13: Check on Learning

Slide 13: Check on Learning

Focus: A1. Purposeful, Coordinated, Feedback, Instructive and Follow Up/ Corrective Actions. A2. Initial command, Command, Staff, Inspector general

Instructor Note: for question three call on three students (preferably of different grade and experience levels i.e. Warrant Officer, SFC and CPT) and garner a discussion from their experiences. Show Slide 14: Organizational Inspection Program (OIP)

Slide 14: Organizational Inspection Program (OIP)

Focus:

Learning Step / Activity 5. Discuss Organizational Inspection Program (OIP) Method of Instruction: Discussion (Small Group) Instructor to Student Ratio: 1:30 Time of Instruction: 30 mins Media: Power Point Presentation a. The Army is comprised of diverse organizations providing operational and institutional support. These organizations run the gamut from training battalions, brigade combat teams, life cycle management commands, Army directorates, Army programs, to ASCCs. The term "organizational" means that the OIP is an inclusive program shared by all Army organizations. All organizations within the Army will have an OIP, including Headquarters, Department of the Army (HQDA) staff agencies, Army programs, garrisons/installations, and various other non-standard Army organizations and agencies with staffs that can conduct inspections on the organization’s behalf.

Show Slide 15: Developing an OIP Commander Responsibilities

Slide15: Developing an OIP Commander Responsibilities

Focus:

b. Commanders/State Adjutants General/program managers/directors must gather all internal and external inspection requirements into one cohesive program to ensure that all inspections complement each other and focus on the high-payoff readiness issues. or each organization, the OIP will be a comprehensive, written plan in the form of a local policy or other type of memorandum that addresses all inspections and audits on ducted by the command, its subordinate elements, and those scheduled by outside agencies. Depending upon the echelon and type of organization, the OIP will comprise command inspections, staff inspections, IG inspections (including intelligence oversight inspections), SAVs, audits, certifications, and external inspections.

Show Slides 16: Developing an OIP Staff Responsibilities

Slide 16: Developing an OIP Staff Responsibilities

Focus:

c. Ultimately, an effective OIP allows a commander/State Adjutant General/program manager/director to use these inspections to identify, prevent, or eliminate problem areas within the organization as well as improving process and system efficiencies. Commanders/State Adjutants General/ program managers/directors should also use the OIP to complement and reinforce other sources of evaluation information when determining or assessing readiness. Show Slides 17: Keys to Developing an Effective OIP

Slides 17: Keys to Developing an Effective OIP

Focus:

Instructor Note: Call on the highest ranking student in the class and garner a discussion from his/her experiences.

Show Slides 18: Staff Assistance Visit (SAV)

Slides 18: Staff Assistance Visit (SAV)

Focus:

Learning Step / Activity 6. Discuss Staff Assistance Visit (SAV) Method of Instruction: Discussion (Small Group) Instructor to Student Ratio: 1:30 Time of Instruction: 15 mins Media: Power Point Presentation

a. SAVs are not inspections. SAVs are teaching and training opportunities that support staff inspections. Staff sections conduct SAVs to assist, teach, and train subordinate staff sections on how to meet the standards required to operate effectively within a particular functional area. SAVs can occur at the discretion of the commander/State Adjutant General/program manager/director, or a staff principal at any level can request an SAV from the next higher staff echelon.

b. SAVs can assist staff sections in preparing for upcoming inspections or train staff sections on new concepts, technologies, or operating techniques. SAVs do not produce formal reports but instead provide feedback only to the staff section receiving the assistance.

Show Slides 19: Questions

Slide 19: Questions

Focus:

Show Slide 20: Terminal Learning Objective

Slide 20: Terminal Learning Objective

Focus:

Show Slides 21: Terminal Learning Objective

Slide 21: Terminal Learning Objective

Focus:

Show Slides 22: Terminal Learning Objective

Slide 22: Terminal Learning Objective

Focus: