hr_tech_woac_lead_in_organizations_lesson plan€¦ · web viewthis four-hour lesson is the...

CENTER FOR TEACHING AND LEARNING EXCELLENCEInstructional Design Division

Captains Career CoursesCommon Core

Lesson Plan for Lesson 701T-CCAP170Lead in Organizations

Block Author: Rose Burds [email protected] Date Modified: 15 Oct 2019

1. SCOPE

a. This four-hour lesson is the foundation for the leadership techniques company-grade officers use to lead in organizations. The lesson focuses on how the students are expected to lead change in organizations, develop learning organizations, develop subordinate leaders and some of the techniques used to manage company-sized organizations.

b. The lesson objectives are for the students to understand how to lead in organizations, develop learning organizations, and develop subordinate leaders.

c. This lesson concludes with a case study that allows students to apply what they have

learned about leading in organizations to different scenarios.

2. LEARNING OBJECTIVES

This lesson supports TLO 701T-CC-3000, Analyze the Principles of Leadership as listed in the Block Advance Sheet.

ELO: 701T-CC-3000.04Action: Analyze techniques company grade officers use to develop a unit.Condition: Mid-Grade leaders in a classroom environment working individually, using doctrine, practical exercises, case studies, personal experience, and handouts.Standard: Analyze various Army vignettes in terms of programs leaders use to develop company-sized organizations. In order to achieve this standard, this class will cover the following subjects.

1. Leading change in organizations.2. Developing learning organizations.3. Developing subordinate leaders.4. Programs leaders use to manage company-sized organizations.5. Analyze Case Study Scenarios

Learning Domain: CognitiveLevel of Learning: Analyzing

AP170 LP - 1Lead in Organizations

mailto:[email protected]

3. ASSIGNED STUDENT READINGS: (56 minutes)

Read: (47 minutes) FM 6-22 (2015) paragraphs 1-3 to 1-12, 1-25 to 1-26, 2-1 to 2-10, 3-4 to 3-10. (12

min) Commander’s Legal Handbook (March 2015), Chapters 1 and 2 (10 minutes) AR 735-5 Policies and Procedures for Property Accountability (November 2016),

chapter 11 (5 minutes) DA PAM 750-1 (Dec 2013), Chapter 10; SCAN Table 10-1 (9 minutes) AR 608-1, Army Community Service 2017, Appendix J para J-1 to J-4 (5 min) AR 600-20, Army Command Policy 2014 para 5-10, 5-12, 6-11, 7-2, C-4 (6 min)

Scan: (12 minutes) FM 6-22 (2015) Read “Providing Feedback on Developmental Needs” on page 3-15;

“Overcoming Resistance to Feedback, Going the Extra Step” on page 3-16 and “Be an Advocate for Yourself-Take a Career-view” on page 3-32. (2 min)

AR 600-20, 8-5, Section O [SAPR Responsibilities] (10 min)

Resources for additional study: U.S. Army FRG Leader’s Handbook, 4th Edition 2010 AR 608-1, Army Community Service 19 Oct 2017, Appendix J, Army Family Readiness

Groups Operation Army Directive 2019-17, Changes to the Soldier and Family Readiness Group

Programs AR 600-20, Army Command Policy 6 Nov 2014 AR 600-29, Fund-Raising within the Department of the Army 7 June 2010 Army Directive 2018-28, Implementation of the Military Justice Act of 2016, 20 DEC

18


http://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/r735-5_Web_Final.pdf

Student should come to class prepared to discuss:1. How leaders function as change agents and encourage subordinates to exercise

initiative.2. How company grade officers can support the concept of life-long learning.3. How to shape learning in the three domains.4. How do leaders apply the fundamentals of leadership regardless of gender?5. How do leaders use Military Justice to promote/enforce good order and discipline?6. What is the Command Supply Discipline Program (CSDP) and what role do leaders

have in it?7. What is the Command Maintenance Discipline Program (CMDP) and what role do

leaders have in it?8. What is the Global Combat Support System – Army (GCCS-A)? How does it enhance

logistics operations?9. How do Soldiers support and encourage participation in the unit Soldier and Family

Readiness Groups (SFRG)?10. What are the roles and responsibilities within the unit SFRG?11. What are some examples of both mission essential SFRG activities and non-mission

essential SFRG activities?12. What type of funds are available for the execution of SFRG activities? How can these

funds be used?13. How can leaders encourage and support the SAPR/SHARP program?14. What actions can be taken to ensure that the SAPR/SHARP program is implemented

effectively?

4. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL FM 6-22 ADP 6-22 (2019) AR 350-1. Army Training and Leader Development. 10 December 2017. S2020 Material Commander’s Legal Handbook (March 2015) U.S. Army FRG Leader’s Handbook, 4th Edition 2010

5. TRAINING AIDS, REFERENCES, AND RESOURCES

a. Appendix A, Case Study Backgroundb. Appendix B, Case Study Scenarios (Instructor Version – with possible answers)c. Lesson Slidesd. Computer and projection system for slidese. Dry erase boards and markersf. Easels with flip charts (paper) and markers

6. CONDUCT OF LESSON

a. Lesson Timeline:


First hour

05 minutes Concrete Experience15 minutes Publish and Process15 minutes GNI: Lead Change15 minutes GNI: Develop Learning Organizations10 minutes Break

Second hour

10 minutes GNI: Develop Subordinate Leaders – Shape Learning in the Institutional, Operational, and Self-Development Domains.

10 minutes GNI: Develop Subordinate Leaders – Use an Individual Development Plan

10 minutes GNI: Develop Subordinate Leaders – Counsel, Coach, and Mentor10 minutes GNI: Programs for Managing Organizations – Military Justice10 minutes GNI: Programs for Managing Organizations – Property Management10 minutes Break

Third hour

10 minutes GNI: Programs for Managing Organizations – Maintenance Operations

15 minutes GNI: Programs for Managing Organizations – Family Support Groups05 minutes Develop20 minutes Apply: Case Study Scenarios – Small Group Discussions 10 minutes Break

Fourth hour

50 minutes Apply: Case Study Scenarios – Class Briefs

Display Slide 1, AP170 Title

This lesson is Lead in Organizations.


b. Concrete Experience: (5 minutes) Leading Change. Instructor note: This CE requires no slides or automation.

With students settled in to begin class, direct students change places in the classroom. There are two rules for the change: everyone must move, and they must not sit by anyone they're currently adjacent to. Do not give a reason for the rearrangement. After they finish the changing seats, notify the students that these are now their seats.

c. Publish & Process: (15 minutes) How do you feel? Is something wrong?

Allow students to express their irritation and annoyance. This is a small demonstration of the discomfort felt when change is imposed. This exercise brings out the idea that change can be upsetting even when the change is neutral or positive. When appropriate, ask questions that will help students understand that, as leaders, they are a source of such frustration for others. Ask why and how their subordinates sometimes resist change. Most people don't like change because they don't like being changed. When change is imposed, resistance develops when individuals and groups recognize that the change may affect their interests. Resistance may be active or passive, overt or covert, individual or organized, aggressive or timid.

Back up Slide 2. ALT CE

ALT CE: S2020

*This slide is located in the back-up slides

Alternate CE: Leading Change S2020.Soldier 2020 and Gender Integration are Army level changes that current and future leaders will be challenged with. The End State is “All Army occupations and Areas of Concentration (AOC) are opened to all qualified Soldiers, improved screening tools are used to place the right Soldier into the right job, clearly defined and uniformly enforced standards are in place for MOS/AOC assignment, enlisted attrition from initial accession through first term of service is significantly reduced and these conditions have yielded improved Army readiness.”


1. Explain how enforcing high individual occupational and professional standards increases readiness, and that removing gender based barriers expands the pool of qualified individuals regardless of gender?

2. How does leadership influence the success or failure of gender integration (or leading change in general)?

3. What can you do to instill and maintain a standards based culture in your unit?4. How is it consistent with the values of the nation and the Army to allow every

individual who can meet the high individual occupational and professional standards of Army service the opportunity to serve regardless of gender, race, or religion? (if not discussed in AP140).

5. How will the end state be a challenge to the Army?...or our branch?...or you as a leader…or you as a subordinate?

6. How can (and/or will) we resolve these challenges?...or support the end state?

TRAC identified five wide-ranging barriers to successful integrate S2020. From the report: “While some military professionals may question the occurrence of these barriers based on their anecdotal experience, it does not lessen the veracity of their existence. While none of the barriers is individually widespread enough across the force to make integration unsuccessful, their reported prevalence in numerous study-related venues warranted inclusion in this Report. Furthermore, their combined effect, if not appropriately addressed, could potentially make integration much more difficult for individual Soldiers, units, and the Army as a whole. Acknowledging these barriers is the first step to overcoming them. Slide below identifies barriers and factors it affects.”


Barriers to successful integration – Back up Slides


ALT Publish and Process:

1. What is your reaction to the list of barriers?2. How do we (or can we) address the barriers as a leader?

Instructor note: All of these are leadership issues. Successful change in an organization starts with the leadership. Leaders must see the importance of the change and demonstrate commitment to it.

GIS Recommendations and Way Ahead – Back up Slides

Instructor note: These questions can be used to facilitate additional discussions during the lesson by relating back to previous lessons.

What does leadership mean to you?Can leaders be made, or are they born? (if not previously discussed in AP120, or revisit if perceptions changed)How do you connect leadership to action?How do you define “success” as a leader and what are some metrics by which to measure it?


ALT CE: Display the following quote on the board. Have student read the quote and reflect back on a teacher from their past that relates to this quote. Allow students 5 minutes to process their thoughts.

Back up Slide 2. ALT CE

Leadership Quote from CAL website.

ALT Publish and Process: (15 minutes)Ask for volunteers to share their experiences and why they felt this teacher related to the quote. After 4-5 students have shared, continue on to a discussion about the quote and leadership. Ask the following questions and allow the conversation to lead into what the lesson is about “Lead in Organizations”.

Questions:What is your reaction to this quote?Do you agree or disagree with the quote? Why or why not?Have you ever questioned your leadership because you didn’t fully understand the commander’s intent?Why is it important to have leadership in an organization?

Instructor note: GNI is 75 minutes in length. Instructor Talking Point: During this lesson, we’ll talk about leading change in an organization. We will apply the concepts of leadership and leader development we have discussed in previous lessons to the development of learning organizations and development of subordinates in the context of leading change in an organization.

d. Generalize New Information: (75 minutes).


Display Slide 2, AP160 Overview

What does a leader do in an organization? Leaders provide purpose, direction and motivation. They develop themselves, their subordinates, and their organizations. They achieve mission accomplishment through the actions of others.

For leadership to be effective it is important to consider the impact of its dimensions on the members of the organization. Continuously building and refining values and attributes, as well as acquiring professional knowledge, is only part of becoming a competent leader. As one moves from direct leadership positions to the organizational and strategic leader levels, those competencies take on different nuances and complexities.

Display Slide 3, Lead Change in Organizations

Two things you should accomplish are to serve as a change agent and to make change agents of your subordinates.

1. LEAD CHANGE IN ORGANIZATIONS (15 MIN)

During your lifetime, the Army has gone through far-reaching changes. Even in the few years since you joined, the Army has changed in significant ways. To succeed in an environment of continuous change, Army leaders emphasize the constants of the Army Values, teamwork, and discipline while helping their people anticipate change, adapt to change, and seek new ways to improve.


a) Function as a Change Agent

FM 6-22 para 2-10, pg. 2-2: The leader development program will create change in the organization and in individuals—it is a living document. As the program creates change and as leaders develop, the plan can be updated.

Leadership includes being a change agent—a person who acts as a catalyst for change. This means helping other leaders of the organization to recognize that an environment is changing and building consensus as change is occurring. As this consensus is built, leaders can work to influence the course of the organization.

Question: What’s the difference between leading change in your organization, and simply telling your people to do things?

Possible responses: To lead change, you must foresee the need for change and action. Model critical and creative thinking and encourage it from others. Ask questions about how tasks can be performed better. Involve those who best know the tasks.

Those things being said: Refer back to AP110 the Commandant’s Brief, describing responsibilities of Captains concerning SHARP. You are the eyes and ears of the program, change happens when your actions demonstrate a need for change.Question: What can you do to promote a positive SHARP climate before you are faced with a SHARP incident?

Possible responses: Teach the Soldiers how to prevent, instead of harping on what not to do. Proactive versus reactive climate. Informally educate Soldiers on: rules and regulations, bystander intervention techniques, what does consent really mean/look like, encourage reporting, ensure the right training is received, and promote cultural change.

Leader competencies improve over time. Leaders acquire the basic competencies at the direct leadership level. As the leader moves to organizational and strategic level positions, the competencies provide the basis for leading through change. Leaders continuously refine and extend the ability to perform these competencies proficiently and learn to apply them to increasingly complex situations.

Question: How do you recognize when change is necessary and when it is not?

Possible responses: Analyze activities to determine how the desired end states are achieved or affected. Identify ways to improve unit or organizational procedures. Consider how information and communication technologies can improve effectiveness. Read and contribute to professional forums online. Build a personal professional peer network.


FM 6-22 Para 2-11 PG 2-2: To aid in understanding, command teams can use formal assessments such as command climate surveys, unit Multi-Source Assessment and Feedback (MSAF) 360 assessments, training center after action review (AAR) take-home packages, and command inspection program results to focus on conditions indicating unit strengths and developmental needs. The command team takes these various sources of information along with their own observations and discussions with subordinates and colleagues to determine an appropriate focus.

Competent leadership implies managing change, adapting, and making it work for the entire team. Leaders determine what requires change. Often, it is better to build on what already exists to limit stress. Stress is always present in the leadership environment. Major sources of stress include constant change, combat stress, the rapid pace of change, and the ubiquity and complexity of technology. A leader’s character and professional competence are important factors in mitigating stress for the organization and achieving mission accomplishment, despite environmental pressures and changes.

Question: How do you lead change while minimizing its negative effects?

Possible responses: Leadership requires good communication. Time permitting, keep people informed and gain buy-in. Don’t excessively stress people without a good reason.

b) Encourage Subordinates to Exercise Initiative

FM 6-22 Para 1-9 PG 1-2: The Army must develop leaders comfortable making decisions with available information and prepared to underwrite the honest mistakes subordinates make when learning. These same leaders must also be capable of developing others to be adaptive, creative, professional, and disciplined to execute any mission. It is important for a leader to encourage subordinates to exercise initiative. Those who are not in leadership positions are may be reluctant to make suggestions. This could involve speaking up when the Soldier has information that his commander does not.

Sometimes leaders unintentionally discourage new ideas, leading subordinates to be less inclined to offer new ideas for doing business. Leaders respond to subordinates’ ideas with reactions about what is and is not desired from their own viewpoint. This can be perceived as closed-mindedness and under-appreciation of the subordinates’ insight. Leaders can kill initiative and discourage others from suggesting changes to improve the organization. Leaders need to encourage a climate of reflection about the organization and encourage ideas for improvement.

Question: What do you do to support the generation of fresh ideas?

Possible responses: Encourage subordinate to exercise initiative by….


Leaders can set the conditions for initiative by guiding others in thinking through problems for themselves. They can build confidence in the Soldier’s competence and ability to solve problems. Organizational climate is largely determined by the degree to which initiative and input are encouraged.

Let’s talk about what you can do to develop the climate that can help make your unit a learning organization.

Display Slide 4, Develop Learning Organizations

The picture is symbolic of both the potential within that can be experienced through lifelong learning, to include learning from mistakes, and lack of self-awareness where the individual sees an inaccurate image of themselves.*FM 6-22 para 1-6 and 3-9

2. DEVELOP LEARNING ORGANIZATIONS (15 MIN) *FM 6-22 para 1-6 and 3-9

a) Support the Concept of Lifetime Learning

FM 6-22 Para 1-6 PG 1-2: Supportive relationships and a culture of learning recognize that for development to occur a willingness to engage with others must exist. This tenet relates to two of the principles of leader development: creating a learning environment and knowing subordinates and their families (see AR 350-1).

The concept of lifelong learning applies to the collective organization as well as to the individual. The Army, as a learning organization, harnesses the experience of its people and organizations to improve the way it operates. Based on their experiences, learning organizations adopt new techniques and procedures that get the job done more efficiently or effectively. Likewise, they get rid of procedures that have outlived their purpose. Learning organizations maintain a climate that values and supports learning in its people. Opportunities for training and education are supported. Leaders help create a climate that values lifelong learning, or learning across everyone’s entire Army career.

Question: What does the concept of lifetime learning mean to you?

Possible responses: Discussion should bring out the idea of continual personal development.


Leaders who learn look at their experience and find better ways of doing things. It takes courage to create a learning environment. Leaders dedicated to a learning environment cannot be afraid to challenge how they and their organizations operate. Unless leaders question how things operate, no one will know what can be done.

Question: How can you rise above the natural tendency to do things the same way they have always been done? How do you find both efficiency and effectiveness?

Possible responses: Will vary. Help those you lead to see the advantages of improving your organization’s processes.

Leaders, who make it a priority to improve their Soldiers and civilians, and the way the teams work, lead a learning organization. They use effective assessment and training methods, encourage others to reach their full potential, motivate others to develop themselves, and help others obtain training and education. A positive climate encourages Soldiers to recognize the need for organizational change and supports a willing attitude of learning to deal with change.

b) Develop Self Awareness

Students should have developed their IDP during or after AP120 prior to this lesson. This is an opportunity to emphasize the content previously covered and apply it by discussing how to lead subordinates in developing self-awareness.

In contrast, leaders who lack self-awareness are often seen as arrogant and disconnected from their subordinates. They may be technically competent but lack awareness of how they are seen by subordinates. This may also obstruct learning and adaptability, which keeps them from creating a positive work climate and a more effective organization. Self-aware leaders understand the variety of personalities on their team. They sense how others react to their actions, decisions, and image.

Question: How can a leader expand and develop self-awareness?

Possible responses: Will vary. Get feedback from people you trust, such as your mentor. Multi Source Assessment Feedback 360. Ask others.

Army leaders comprehend the challenges of an unsettled operational environment that demands warfighting skills, creativity, diplomacy, and cultural sensitivity. To achieve this balance, the Army seeks to create positive learning environments at all levels to support its lifelong learning strategy.


c) Tolerate and Teach from Mistakes

It takes imagination and patience to create a learning environment. When mistakes occur, help subordinates capitalize on and learn from those mistakes. As long as they are not catastrophic, mistakes are opportunities for growth. This attitude allows subordinates to learn and grow into new responsibilities.

Question: In your experience, how well does the Army tolerate honest mistakes committed while getting things done? How do you deal with screw-ups?

Possible responses: As long as Soldiers don’t get hurt or equipment damaged, leaders should accept well-meaning mistakes that don’t violate Army Values. A zero-tolerance attitude toward mistakes inhibits initiative and risk-taking.

BREAK: (10 minutes) Display Slide 5:

One of your most important duties as a leader is to develop subordinate leaders. We’ll now look at some of the things you must do to meet this vital responsibility.

3. DEVELOP SUBORDINATE LEADERS (30 MIN)

FM 6-22 Para 1-2 pg 1-1: Leader development is a deliberate, continuous, sequential, and progressive process grounded in the Army Values. It grows Soldiers into competent and confident leaders capable of directing teams and organizations to execute decisive action. Leader development is one of your most important responsibilities.The Army sorts leader development efforts into three domains. There is overlap between the domains. At the individual level, there is structure as well. The individual development plan is each member’s personal roadmap to a successful career, as defined by that individual, because not everyone defines “success” the same way.

FM 6-22 Para 2-10 pg 2-2: The leader development program will create change in the organization and in individuals—it is a living document. As the program creates change and as leaders develop, the plan can be updated.


Display Slide 6, Develop Subordinate Leaders

a) Shape Learning in the Institutional, Operational, and Self-Development Domains (10 min)

Instructor Note: The Institutional, Operational, and Self-Development Domains were introduced in AP120 from a “developing yourself” perspective. This lesson is reinforcing the importance of these Leadership domains from a “developing subordinates” perspective.

Leader development is achieved by attainment of the knowledge, skills, and experiences gained through institutional training and education, organizational training, operational experience, and self-development. These are sorted into three core domains that shape critical learning experiences—

Institutional Domain - education and training at TRADOC and other schools Operational Domain - training and job experience gained during operational assignments Self-Development Domain – experience, college, personal study

Question: Imagine, for a moment, that you're the Assistant S-3 of 1-155 IN deployed to the Caspian Sea. How could you take advantage of the situation to develop subordinate leaders?

Possible responses: Will vary. Students should generate ideas that express understanding that leader development must continue during operational assignments.

The first step in developing others is to understand how they may be developed best. When you take over a new position ask yourself these questions: How competent are new subordinates? In what areas are they already strong, and what areas should they be stronger? Review standing operating procedures, status reports, and recent inspection results. Ask the outgoing leader for an assessment.

Question: How do you assess subordinates when you take charge?AP170 LP - 17

Lead in Organizations

Possible responses: Review their work. Make personal observations. Consider inputs from other leaders.

To objectively assess subordinates, leaders consider the following: Observe and record performance in the core leader competencies. Determine if the performances meet, exceed, or fall below expected standards. Tell subordinates what was observed and give an opportunity to comment.

In any developmental relationship, the leader can adopt special ways to help others learn. It is the leader’s responsibility to help subordinates to learn. Actively involve subordinates in the learning process.

A commander or other leader has the responsibility to develop others for better performance in their current and future positions. There are specific actions that leaders can take to personalize leader development in their organization.

Question: How do you determine what kinds of development your subordinates need?

Possible responses: Personal observations. Inputs from subordinates, the first sergeant, and other leaders.

Leaders support available developmental opportunities, nominate subordinates for those opportunities, help remove barriers to opportunities, and reinforce the new knowledge and skills when subordinates return to the job.

b) Use an Individual Development Plan (10 min)

Instructor Note: Individual Development Plan were introduced in AP120. During that lesson Soldiers applied what they learned to develop their own IDP. This lesson is reinforcing the importance of IDPs and how to help subordinates develop their IDPs.

A well-crafted Individual Development Plan (IDP) is a roadmap for success. Here is what is required to move from planning to results:

Every leader is expected to develop an IDP to improve performance and plan career. Supervisor has a necessary but limited role in IDP development. Subordinate has the lead in designing the IDP; supervisor is available to give help and

advice. Encourage subordinate to review the plan regularly, check progress, and modify the plan

as necessary.

Question: How does an IDP complement OES and NCOES evaluation forms?


Possible responses: OES and NCOES evaluation forms are a required assessment of past performance. An IDP is a personalized, forward-looking document that includes needed and desired training, education, and assignments.

Try to instill in all of those you lead the desire and drive to update their professional knowledge and competencies. Leaders share their valuable experiences with subordinates during counseling, coaching, and mentoring.

Display Slide 7, Develop Subordinate Leaders

What is the difference between mentor, coach, counsel? When and why should each be used by a leader?

c) Counsel, Coach, and Mentor (10 min)

Instructor Note: Counseling will be covered in more detail in AP190.

Counseling occurs when a leader, who serves as a subordinate’s designated rater, reviews with the subordinate his demonstrated performance and potential.

Question: What are your experiences with counseling, as a counselor, and being counseled?

Possible responses: Will vary. (Students should be experienced counselors. Discuss further according to level of interest in class.)

How do you teach your subordinate leaders how to counsel effectively?

Coaching is the guidance of another person’s development in new or existing skills during the practice of those skills.


Question: What are some appropriate uses of coaching?

Possible responses: Generally, coaching is used to help improve skills.

Mentoring occurs when a leader with greater experience, often outside the chain of command, provides guidance and advice. It is a future-oriented developmental activity focused on professional growth. Many senior leaders have had the benefit of mentors throughout their careers. Mentorship often has a powerful effect on a leader’s development. Mentorship is generally characterized by the following:

Mentoring takes place when the mentor provides a less experienced leader with advice and counsel over time to help with professional and personal growth.

The developing leader initiates the relationship and seeks counsel from the mentor.

The two parties may make a plan specifying what each will do, how and when they will communicate, and the duration of the mentoring relationship.

The mentor checks on the well-being and development of the mentee. The mentoring relationship is based on mutual trust and respect. Mentorship enhances the personal and professional development of both

mentor and mentee.

Question: Who here has a mentor? Does every leader need one? Who would be an appropriate mentor? How do you get a mentor?

Possible responses: (Take a few minutes to discuss; unlike counseling and coaching, the concept of mentorship is not generally well understood.) Mentorship is not for everyone. Entering a mentorship relationship is generally a matter of individual initiative.

Leaders who have the interest of others and the organization in mind will fully support available developmental opportunities, nominate and encourage subordinates for those opportunities, help remove barriers to capitalize on opportunities, and see that the new knowledge and skills can be reinforced once they are back on the job.

Instructor Note: Additional content about counseling, coaching, and mentoring can be found within ADP 6-22 (2019) para 6-52 through 6-58.

4. TECHNIQUES FOR MANAGING ORGANIZATIONS (45 MIN)


Display Slide 8, Techniques for Managing Organizations This portion of the lesson focuses on some of the actual programs, processes and techniques that leaders use to manage and influence change in company-sized organizations. Aspects of leading change, developing learning organizations and developing subordinates can be found and applied in the four topics covered in this section.

Military Justice - the role of leaders and the importance of transparency and equitable treatment in order to ensure good order and discipline in a unit.

Property Management – the role of leaders in demonstrating an interest in the supply operation by constantly staying involved and emphasizing the importance of supply discipline.

Maintenance Operations – the role of leaders in establishing maintenance discipline through the effective management of personnel, time and repair parts.

Soldier and Family Readiness Groups (SFRG) – the role of leaders in facilitating and supporting a unit SFRG program that enhances readiness by helping families become more knowledgeable and self-reliant. The new publication of Army Directive 2019-17 shifted the focus of SFRGs away from social activities and fundraising to a core and essential task of creating a network of communication and support for all Soldiers and Family members in order to enable readiness.

Instructor Note: Slide 17, Discussion Questions, is a hidden slide. Answers to the questions on this slide address the key learning points for the four techniques for managing organizations (listed above). Instructors have the option of using this slide, or slides 18 through 35 below, to achieve the desired learning outcome.

Hidden Slide 9, Discussion Questions


a) Military Justice (10 minutes):

Instructor Note: Prior to displaying slide 18, ask the students “How do leaders use Military Justice to promote/enforce good order and discipline?” The purpose of this question is to encourage the students to discuss the key points from the reading from the Commander’s Legal Handbook (March 2015).

Display Slide 10, Military Justice for Leaders

The purpose of this section is to highlight some of the key actions required of leaders in executing military justice. These include:

What the staff officer should know about military justice.

Options for the disposition of offenses.

Instructor Note: Prior to displaying slide 19, ask the students what, from the reading, they should know about military Justice. You can record their responses on the whiteboard and assist them if necessary. You should have them describe the importance of each topic and discuss how it applies to their role as a staff officer.

Display Slide 11, What the staff officer should know about military justice.While the responsibility for practicing preventative law remains with the commander, all leaders should be familiar with the military justice system and its processes. Some key areas that all leaders should be familiar with include:

When to contact the JAG UCMJ Authority and Jurisdiction The Court Martial System and

Process Soldiers Rights Non-Judicial Punishment

Leaders should be prepared to take proper and immediate action when faced with a variety of legal issues that might arise. This includes an ability to preserve the legal


situation until the servicing judge advocate can be consulted. One of the most valuable services a judge advocate can provide to Army leaders is an ability to eliminate problems before they ever occur through a robust preventative law program.

Instructor Note: Prior to displaying slide 20, ask the students who is allowed to administer punishment under the UCMJ? What options do they have for disposing of offenses?

Display Slide 12, Options for the disposition of offensesCommanders at all levels can administer punishment under the UCMJ. The commander plays a quasi-judicial role in the system, making decisions that in the civilian sector would be made by professional prosecutors or judges. Commanders must remain neutral and detached from the circumstances and make the best decision for the unit, the Soldier, and the interest of Justice. Each case must be individually considered in the context of a consistent disciplinary philosophy.

The Commander has the ultimate discretion on how to dispose of offenses, unless that discretion has been withheld to a higher level by a superior commander.

Slide 12 Continued:

Disposition depends on the seriousness of the offense, victim input, impact on unit mission and good order and discipline, and the quality of the evidence.

Command Priorities in the disposition of offenses include:• Speed: Different alternatives for resolution of a case vary the time it takes for final

resolution. For example, it takes a lot longer to complete a court-martial than an Article 15.• Good Order and Discipline: Cost and impact on command and society (Article 15 vs.

court-martial).• Justice: Commanders must consider each case on its own merits, considering the age, level

of experience, maturity, duty performance, attitude, personal situation, etc., of each accused.

Alternatives to dispose of the matter include: A. No action/dismissal. Sometimes the appropriate action is no action or dismissal.


B. Non-punitive/Adverse administrative action (examples on next slide)C. Non-judicial punishment (Article 15)

• Summarized • Company-grade • Field-grade • Other Decisions: Suspend punishment, Filing determination, Appellate action).

D. Judicial action (Court Martial). Consult with your Servicing Judge Advocate immediately if you believe the situation will warrant judicial action.

b) Property Management (10 minutes):

Instructor Note: Prior to displaying slide 21, ask the students “Why is it important for leaders to have a good understanding of property management and accountability?”

Display Slide 13, Property ManagementAs a leader, there are some basic things you should know to ensure proper property accountability. It is your responsibility to ensure your unit is prepared for deployment at a moment’s notice. This section of the lesson highlights the role of leaders in ensuring proper accountability of supplies and equipment and the importance of the Command Supply Discipline Program.

Failure to adhere to the rules and principles of the Command Supply Discipline Program, and a lack of knowledge or interest in authorization documents could result in serious consequences. The results of these consequences can be anything from bad (FLIPL--$$$) to catastrophic (UCMJ--Jail).

“Responsibility” is one of the hallmarks of the U.S. Army officer. Understanding your responsibility in relation to your assigned equipment will keep you successful, and keep you driving forward in your career.

Instructor Note: Prior to displaying slide 22, ask the students “What is the Command Supply Discipline Program (CSDP) and what role do leaders play in it?”


Display Slide 14, Command Supply Discipline Program (CSDP)The Command Supply Discipline Program is a combat multiplier that allows a unit to transition from peacetime to war. If a unit has a good supply program, practices supply economy, and maintains its equipment, it will be ready to accomplish numerous diversified missions anywhere in the world. CSDP is not an evaluation, but a four-fold program which addresses four areas:1) Responsibilities of commander/supervisory personnel to instill supply discipline in their operations.2) Guidance for evaluating supply discipline.3) Feedback through command and technical channels for improving supply policy and procedures to monitor supply discipline.4) Follow up to ensure discipline is maintained.

Slide 14 continued:

What is CSDP? 1) CSDP Is explained in Appendix B of AR 710-2, the Command Supply Discipline Program is

a Commander’s Program directed at ensuring compliance with HQ, Department of the Army supply policies and procedures. Additionally, the CSDP:a) Is a mandatory program at all levels of command.b) Is meant to simplify command, supervisory and managerial responsibilities by:

(1) Compiling the various regulatory requirements so responsible personnel are easily informed.

(2) Standardizing supply discipline and evaluation requirements.(3) Formalizing follow-up procedures.

c) Is not to be used solely as an inspection program. Rather, responsible personnel are expected to use the program to:(1) Gain familiarity with established policy.(2) Enforce compliance with policy by subordinate personnel.

d) Is designed to monitor performance and evaluate compliance.

The purpose of CSDP is to:1) Establish supply discipline as regulatory guidance.2) Provide leaders with a single listing of all existing supply discipline requirements.3) Make the US Army more efficient with respect to time spent monitoring subordinate actions.4) Identify supply problems to permit timely corrective action within the chain of command.5) Formalize follow-up procedures.


Responsibilities: Commanders and supervisors at all levels are responsible for establishing and fostering a viable CSDP within their respective units, activities or organizations. Commanders and subordinate leaders will:1) Review the Requirements Listing within the CSDP (AR 710–2, appendix B) in order to

become familiar with the applicable regulatory requirements.2) Use the listing as a guide in the routine performance of their duties.3) Report to their immediate higher headquarters any applicable requirements within the listing

that cannot be completed.

Instructor Note: Prior to displaying slide 23, ask the students “How do leaders enforce the CSDP?”

Display Slide 15, Enforcement of CSDPEnforcement of supply discipline: This is accomplished through a combination of leadership, command emphasis, training, administrative measures, and disciplinary measures.

Slide 15 continued:

1) Leadership. The biggest aspect of CSDP is the guidance that the leadership provides to ensure the success of the program. If the commander demonstrates and demands high standards, this standard will normally be reflected in the unit’s supply performance. Supply discipline must be emphasized in all activities throughout the command and not limited to just the unit supply operations. Good leaders are always involved and supply discipline is emphasized.

2) Command emphasis. Enforcing discipline and compliance with regulations requires continuous reinforcement. The most effective means of ensuring supply discipline is command interest. Commanders must demonstrate an interest in the supply operation by constantly staying involved and emphasizing the importance of supply discipline.

3) Training. To effectively instill and maintain supply discipline, commanders and supervisors must routinely adhere to CSDP procedures and conduct supply discipline training for all subordinates. For example, techniques for conducting an inventory may be a topic a unit would include during quarterly training as a part of professional development. The commander must ensure all personnel regardless of MOS are familiar with inventory procedures.

4) Administrative measures. AR 735-5 provides various administrative measures for accounting for lost, damaged, and destroyed property. These measures must be followed in order to ensure that individuals and units are properly obtaining relief from property accountability. They are oriented to supply accountability and are not intended to be used as corrective or disciplinary actions. Any assessment of pecuniary liability is solely for the purpose of administratively recouping the value of losses to the U.S. Government.


5) Disciplinary measures. Commanders have several options available to them in handling problems dealing with supply discipline. These options are designed to assist in the deterrence and corrective action for lost, damaged, or destroyed property. These disciplinary measures include reprimands, adverse efficiency reports, and Uniform Code of Military Justice (UMCJ) action.

Instructor Note: Prior to displaying slide 24, ask the students “What are the different types of property responsibility?”

Display Slide 16, Property ResponsibilitySee notes below for a more detailed description of the different types of supply and property responsibility.

Command responsibility. The obligation of a commander to ensure all Government property within his or her command is properly used and cared for, and that proper custody and safekeeping of Government property are provided. Command responsibility is inherent in command and cannot be delegated.

Direct responsibility. Obligation of a person to ensure all Government property for which he or she has receipted, is properly used and cared for, and that proper custody and safekeeping are provided. Direct responsibility results from assignment as an accountable officer, receipt of formal written delegation, or acceptance of the property on hand receipt from an accountable officer.

Supervisory responsibility. Obligation of the supervisor to ensure all Government property issue to, or used by, his or her subordinates is properly used and cared for, and that proper custody and safekeeping of the property are provided. It is inherent in all supervisory positions and is not contingent upon signed receipts or responsibility statements. It arises because of assignment to a specific position and includes:

(1) Providing proper guidance and direction.(2) Enforcing all security, safety and accounting requirements.(3) Maintaining a supervisory climate that will facilitate and ensure the proper care and use of Government property.

Custodial responsibility. The obligation of an individual for property in storage awaiting issue or turn-in to exercise reasonable and prudent actions to properly care for and ensure proper custody and safekeeping of the property are provided. Custodial responsibility results from assignment as a supply sergeant, supply custodian, supply clerk, or warehouse person who is rated by and answerable directly to the accountable officer or the individual having direct responsibility for the property.


Personal responsibility. The obligation of a person to execute reasonable and prudent actions to properly use, care for, and safeguard all Government property in their possession.

BREAK: (10 minutes)

c) Maintenance Management (10 minutes):

Instructor Note: Prior to displaying slide 25, ask the students “Why is it important for leaders to have a good understanding of managing maintenance operations?”

Display Slide 17, Maintenance OperationsMaintenance Operations are extremely important to commanders and leaders at all levels. In order to be effective, it is essential that you fully understand organizational maintenance operations. The purpose of Army maintenance is to generate and regenerate combat power. Your understanding of these procedures will allow you to effectively plan implement and supervise unit maintenance programs and maintain Army equipment in any operational condition.

Instructor Note: Prior to displaying slide 26, ask the students “What are the characteristics of maintenance management at the company level. What is the role of leaders in that maintenance management?”

Display Slide 18, Company Level MaintenanceMaintenance management at company (FSC/FMC) level is focused on each job.It is here that the assets of personnel, time, and repair parts must be managed most effectively to provide the best support possible with the resources available.Techniques used at company level require a more personal, direct approach along with an immediate response to actual or anticipated problems. Effective management at company level requires:

LeadershipAP170 LP - 28


Production control Workload analysis Determining maintenance

requirements Work simplification and

measurement Total quality management Quality assurance Motivation.

Instructor Note: Prior to displaying slide 27, ask the students “What is the Command Maintenance Discipline Program (CMDP)?”

Display Slide 19, Command Maintenance Discipline Program (CMDP) - OverviewThe CMDP is a commander’s program. This program focuses commanders, directors and supervisors on maintenance management and operations core competencies. The CMDP is a tool to evaluate unit maintenance programs on a day to-day basis. The CMDP will place emphasis on identifying those areas requiring attention by commanders and the resolution of systemic problems. The CMDP is oriented to combat readiness and sustainability. On the spot training and assistance is highly encouraged. The overriding principle of CMDP is the Soldier’s and units’ abilities to maintain their equipment in any environment.

Instructor Note: Prior to displaying slide 28, ask the students “What is the purpose of the Command Maintenance Discipline Program (CMDP)?”


Display Slide 20, Command Maintenance Discipline Program (CMDP) - PurposeThe primary purpose of CMDP is to standardize maintenance discipline throughout the Army and simplify command, supervisory and managerial responsibilities. Additional objectives of the program are found on the slide.

Instructor Note: Prior to displaying slide 29, ask the students “What is the Global Combat Support System – Army (GCCS-A)? How does it enhance logistics operations?”

Display Slide 21, GCSS - ArmyTRANSITION STATEMENT: Now let’s look at the Global Combat Support System-Army (GCSS-A).

Slide 21 continued:

In past years, the Army used multiple STAMIS to fulfill functions such as unit level logistics management, property book management and maintenance management. Some of these systems include the Unit Level Logistics System-Army (ULLS-A), the Property Book Unit Supply Enhanced (PBUSE), the Standard Army Retail Supply System (SARSS) and the Standard Army Maintenance System – Enhanced (SAMS-1E).

A drawback to these multiple systems was that they were not fully integrated with each other. For example, to order maintenance parts you would have to go to the specific SAMS-E box or to order supplies you would have to go to the specific PBUSE box. Additionally, from PBUSE you could not see anything on the SAMS-E box and vice-a-versa. In an effort to achieve connectivity between all logistics management systems, the Army fielded the Global Combat Support System – Army (GCCS-A). GCCS-A replaced five logistics Standard Army Management Information


Systems in tactical units, in addition to establishing an interface with higher level Army and Joint Command and Control systems.

GCSS-Army is the tactical unit / installation logistics and financial system for the U.S. Army. GCSS-Army is an Enterprise Resource Planning (ERP) solution that tracks supplies, spare parts and organizational equipment. It tracks unit maintenance, total cost of ownership and other financial transactions related to logistics for all Army units. This modernized application subsumed outdated Standard Army Management Information Systems (STAMIS) that were not financially compliant and integrated about 40,000 local supply and logistics databases into a single, enterprise-wide authoritative system.

GCSS-Army is financially compliant and is a key component for the Army Enterprise strategy ensuring financial compliance. GCSS-Army affects every supply room, motor pool, direct support repair shop, warehouse, DOL and property book office in the Army, improving efficiency and visibility for over 100,000 users. The cornerstone of GCSS-Army is a configurable Commercial off-the-shelf (COTS) software provided by the company SAP®. SAP® provides increased adaptability, flexibility, and efficiency in support of the Army’s unique tactical logistics sustainment requirements.

The system utilizes web-based capability to provide users access to information and exchange operational data related to tactical maintenance, materiel management, property accountability, tactical financials and other related sustainment functional areas. GCSS-Army integrates tactical logistics enterprise information for leaders and decision-makers to provide a single maneuver sustainment picture to manage combat power.

For more information on GCCS-A, visit: https://gcss.army.mil/

d) Soldier and Family Readiness Groups (15 minutes):

Instructor Note: Prior to displaying slide 30, ask the students “How do Soldiers support and encourage participation in the unit Soldier and Family Readiness Group?”

Display Slide 22, Soldier and Family Readiness GroupShow Definition Slide to Start the GNI:A Soldier and Family Readiness Group (SFRG) is a command-sponsored organization of Soldiers, civilian employees, Family members (immediate and extended) and volunteers belonging to a unit.

Instructors will discuss with their Soldiers the mission of a SFRG, and the roles and responsibilities of a SFRG.


https://gcss.army.mil/

Recommend informing the Soldiers that the local installation ACS department is the SFRG Liaison. They are the proponent for all SFRG activities – courses, scheduling, guest speaker, etc. Though this is a small block of instruction you could bring in your installation’s ACS SFRG representative to talk SFRG to your class.

Start this standard of instruction with an OPENER/ENERGIZER to introduce/promote a short discussion about the SFRG. (This ENERGIZER is one of many different ways to get the students up and moving.)

Sit-Stand: Soldiers begin by standing. The instructor shares a piece of information. If it is true for the Soldier they sit down and stand back up.

Question: What are some negative connotations associated with the unit SFRG?Instructor reads off possible responses:

Gossip/Rumor Mill Control – individuals only want to hold key positions to establish importance/power or

dictate/control events or people Nosey spouses with too much time on their hands Looking to move up/advance self or career Buddy up to senior leadership

Instructor Note: The follow-up question below helps develop the “come to class prepared to discuss…” SFRG question “How do Soldiers support and encourage participation in the unit Soldier and Family Readiness Group?”

Question: How do you change the negative connotation associated with the SFRG?Possible responses: Senior leadership has to “buy into” their SFRG program. Top down support significantly helps the program thrive. Soldiers and their families need to be properly educated about the unit SFRG. One way to educate soldiers and families is to reserve a space large enough at the company, conference room, housing community, etc. to host a unit SFRG meeting. Make the SFRG meetings mandatory to all Soldiers. Encourage their family members to attend. Try to set up child care for the meeting. It is a good idea to make the meeting a Pot Luck. Invite an SFRG Liaison from ACS to present the general basics about what is an SFRG, why is an SFRG important, how does a strong SFRG program benefit me, etc.

Talking Point: FM 3-0 is based around Readiness. If your families are not “ready” for a no notice deployment or a mass casualty event the unit’s ability to accomplish its mission has already been compromised. Soldiers need to be able to focus on their mission with full confidence that their families are being well cared for. The Army places a high value on both military and personal preparedness. Commanders have an obligation to provide assistance to establish and maintain personal and family affairs readiness. The primary focus of an SFRG is to distribute accurate information about the unit to the family members. Whether the next quarter’s training schedule/calendar or redeployment dates, an SFRG is considered the unit’s “official” source for information. AR 600-20 para 5-10


Soldier and Family Readiness Group (SFRG) is an organization of family members, volunteers, and Soldiers/civilian employees belonging to a unit/organization that together provides an avenue of mutual support and assistance and a network of communication among the family members, the chain of command, and community resources. Ft. Bragg, NC - Army Family Team Building Level III Course, 2009

An SFRG is a command-sponsored organization of Soldiers, civilian employees, Family members (immediate and extended) and volunteers belonging to a unit. SFRGs will provide mutual support and assistance, and a network of communications among the family members, the chain of command, and community resources. SFRGs will assist unit commanders in meeting military and personal deployment preparedness and enhance the family readiness of the unit’s Soldiers and families. They will also provide feedback to the command on the state of the unit “family”. AR 608-1, Appendix J para J-1 line b

SFRGs are an official and formal command-sponsored program. They are primarily “business” in nature and are mandated and regulated by Army policy and regulation. Their activity level can vary depending on unit mission and on whether the unit is in pre-deployment or post-deployment, deployed, or in a training/sustainment period at the home station. AR 608-1, Appendix J para J-2 line d Instructor Note: Here are some Soldier and Family member SFRG Resources to provide to your class:

The garrison ACS Center and RC Family Programs Office will assist unit commanders in establishing successful SFRGs by providing expertise, classes, training, and support to SFRGs and the SFRG leadership, as outlined in AR 608-1.

U.S. Army FRG Leader’s Handbook http://www.first.army.mil/Documents/pdf/Family_Readiness_Group_Leaders_Handbook.pdf

www.armyFRG.org - The Army FRG website is a secure site only available to Soldiers/DA Civilians and their Family Members. The Army FRG site provides Family Members with a valuable tool to access documents, view photos/videos, participate in forums, and gain important information about the Army Unit that their Soldier/DA Civilian belongs to 24/7 from anywhere in the world. (Facebook is not a secured site to build a FRG unit group.)

o Virtual Army Family Readiness Group (vFRG) web system.o Army FRG Website Overview https://www.youtube.com/watch?

v=jp7HeNIeqnQ&feature=youtu.be


https://www.youtube.com/watch?v=jp7HeNIeqnQ&feature=youtu.be

https://www.youtube.com/watch?v=jp7HeNIeqnQ&feature=youtu.be

http://www.armyFRG.org/

http://www.first.army.mil/Documents/pdf/Family_Readiness_Group_Leaders_Handbook.pdf

http://www.first.army.mil/Documents/pdf/Family_Readiness_Group_Leaders_Handbook.pdf

Display Slide 23, Family Readiness Groups - Mission

The SFRG primary goals and expectations are to—

Act as an extension of the unit in providing official and accurate command information to Soldiers and their Families.

Connect Soldiers and Families to the chain of command and provide support between the command and the SFRG members.

Connect SFRG members to available on and off-post community resources.

Offer a network of mutual support.

SFRGs may conduct support and recognition activities that benefit members, such as births, birthdays, post-deployment recognition, and other social activities that benefit the SFRG. These activities greatly enhance Soldier and Family camaraderie, relieve stress, and reduce feelings of anxiety and isolation. Army Directive 2019-17

Official SFRG information relates to command and mission-essential information that the commander believes Families need to be better informed. Official information relates to unit mission and readiness. It includes training schedule information, upcoming deployments, unit points of contact, and the chain of concern. Official information is subject to all applicable regulations governing its use and to guidance in AR 25–55 and 5 USC 552(b). AR 608-1, Appendix J para J-13

SFRGs support the military mission by: Helping families become more knowledgeable and self-reliant. Advocating more efficient use of on and off-post community resources. Reducing stress and promoting Soldier and family readiness. Providing an opportunity for families to meet. Contributing to the well-being, morale and esprit de corps of the unit. Coping with common issues and the challenges of military life.

Ft. Bragg, NC - Army Family Team Building Level III Course, 2009

Instructor Transition Question from the “come to class prepared to discuss…” SFRG question, “What are the roles and responsibilities within the unit SFRG?”


sDisplay Slide 24, SFRG Roles and ResponsibilitiesDefine the roles and responsibilities of the unit SFRG.

Structure of the unit Soldier and Family Readiness Group

Roles and Responsibilities within the Family and Soldier Readiness System The Commander

o Prepares and sets family readiness goals for the unit.o Appoints and supports the SFRG leader.o Provides Soldiers and family members access to entitlements, family programs

and family services.o Reviews fund status and newsletters.o Encourages participation by Soldiers and their families.o Ensures that all vital family readiness information is conveyed to the SFRG.

The Rear DetachmentAP170 LP - 35


o Serves as the unit commander during deployment and assumes the SFRG responsibilities of the commander.

o Provides family members with unit information and resources. o Helps resolve family readiness problems or refers them to the appropriate agency.o Provides a link between the SFRG and the deployed unit.

Family Readiness Liaison – FRLo Assists units during mobilization and deployment.o Coordinates with SFRG leader to maintain critical communication link.o Provides SFRG logistics and administrative support as needed. o Identifies appropriate resources and provide accurate, up-to-date information to

help solve family-related problems. The SFRG Leader

o Supports the commander’s readiness goals.o Provides overall leadership for the unit SFRG.o Recruits volunteers for key SFRG positions.o Supervises the planning and running of all SFRG events.o Reviews fund status and newsletters.o Ensures all members are involved in group decisions and events.o Communicates key information to family members in an efficient and timely

manner.o Represents the SFRG at higher level SFRG meetings (i.e. steering committee

meetings). SFRG Treasurer

o Maintain SFRG fund records and ledger; keeps it up to date at all times.o Receives and counts all funds submitted from fundraisers; prepares deposit slips,

and deposits funds to SFRG fund account.o Disburses checks in accordance with SFRG leader and commander’s guidance. o Reviews monthly bank statements and reconciles with ledger; calls bank

bookkeeper about any unexplained discrepancies.o Prepares monthly reports and presents them to SFRG leader and commander; also

reads summary aloud at SFRG meetings SFRG Key Caller

o POC on telephone treeo Calls 6-10 spouseso Distributes accurate and timely information from command to families.o Identifies family concerns and addresses them to the appropriate organizational

level.o Initiate and maintain basic contact with family members and keeps a contact

record. The Family Member

o Supports his/her Soldier.


o Supports command readiness goals.o Participates willingly and contribute to SFRG activities.o Keeps personal affairs in reasonable order.o Informs the commander and SFRG of personal administrative data.o Communicates with other SFRG members.

The Soldiero Prepares himself/herself and their families for separation.o Updates appropriate deployment documents and required emergency information

in personnel file.o Encourages family members to support the programs, services, and activities

designed to maintain and enhance family readiness.*Ft. Bragg, NC - Army Family Team Building Level III Course, 2009

SFRG volunteers in leadership and key roles, such as the SFRG leader, treasurer, key caller, and welcome committee chair, must in-process through the local ACS Center for the active component or through the RC Family Programs Office. Commanders will ensure their volunteers are supervised in the same manner as an employee, that they have a position description, and that they have followed all other legal and regulatory requirements in accordance with chapter 5 of this regulation and 10 USC 1588. AR 608-1, Appendix J para J-4 line a-1

Instructor Note: Prior to displaying slide 33, ask the students “Where can you find regulatory guidance concerning the administration of Family Support Groups?

Display Slide 25, Soldier and Family Readiness Groups - Regulatory Guidance and ResourcesThis slide provides an overview of some of the key sources of regulatory guidance, as well as additional resources for the execution of Army Soldier and Family Readiness Group operations.


Question: What are some typical issues that decreases family participation?

Possible responses: Typical issues could be SFRG meeting times, unmet child care needs, SFRG activities that do not match SFRG member needs, SFRGs that do not provide training programs relevant to SFRG family needs, and other family support issues. SFRGs that don’t reflect a unit’s demographics.

continued:

(DoDI) 1342.22, “Military Family Readiness,” (3 Jul 12) establishes the framework for the Family Readiness System (FRS). The FRS is the network of agencies, programs, services, and people, and the collaboration among them, that promotes the readiness and quality of life of service members and their families.

The Total Army Family Program (TAFP), described in AR 600-20, Army Command Policy (6 Nov 14) includes those Family assistance services and related programs that support quality of life, readiness, and retention and meet the Army’s obligation to Soldiers, civilian employees, and their Families by ensuring the effective interface between Family assistance and Family support.

AR 600–20. Appendix J of AR 608-1, “Army Community Service,” (19 Oct 17) provides additional guidance on the execution of SFRG operations. This includes the concept of SFRG operations, SFRG roles and functions, guidelines for volunteers and Family Readiness Support Assistants, and most importantly, the rules for SFRG funds.

Additional Resources: Your garrison ACS Center and National Guard and Army Reserve Family Programs office will assist unit commanders in establishing successful SFRGs by providing expertise, classes, training and support. Additional materials can be found on armyfrg.org. An example is the Army FRG Smartbook (2016), an extensive guide which provides many of the resources needed to be successful in the management of the SFRG. Finally, countless other resources are available to assist commanders, leaders, Soldiers and their families such as ACS, Chaplain, CYS, Education Center, community partners, Family Assistance Centers, Military Family Life Consultants, Fort Family Outreach and Support Center, etc

Instructor Note: Prior to displaying slide 33, ask the students “What are some examples of both mission essential SFRG activities and non-mission essential SFRG activities?”

Display Slide 26, Soldier and Family Readiness Groups – Support Activities

Certain SFRG mission activities are essential and common to all SFRG.

Slide 26 continued:


Mission essential SFRG activities include SFRG member meetings, SFRG staff and committee meetings, publication and distribution of SFRG newsletters, maintenance of updated Family rosters and Family readiness information, establishment of SFRG member telephone trees and e-mail distribution lists, and scheduling educational briefings for SFRG members. SFRG activity level can vary depending on unit mission and on whether the unit is in pre-deployment or post-deployment, deployed, or in a training/sustainment period at the home station.

More guidance on fundraising is provided through the ACS Mobilization and Deployment office and local Staff Judge Advocate (SJA).

Instructor Note: Use the discussion from the previous slide as a transition to discussing SFRG funds. Prior to displaying the next slide, ask the students “what type of funds are available for the execution of SFRG activities? By regulation, how can these funds be used?”

Display Slide 27, Soldier and Family Readiness Groups – Funding

SFRG operations can be funded by a variety of different fund types. It is important to be familiar with the different types of funds and what they can, and cannot, be used for.

SFRG operations are funded by the unit commander’s appropriated fund (APF). To have a successful SFRG the commanders must consider SFRG mission requirements when planning their yearly budget. SFRG budget needs vary widely and are highly dependent on location, the unit’s mission and deployment situation, the composition of the SFRG membership, and component. This fund may not be used to purchase food or beverage for SFRG functions.Commanders will approve an SOP that describes the support available for SFRG mission activities and the procedures for SFRG leaders and volunteers to request support. Commanders


The focus of the SFRG needs to be primarily on the mission essential items as these are what, by regulation, the SFRG is required to do in order to ensure Family readiness. However, SFRG social activities can enhance Family and Soldier camaraderie, provide stress relief, and reduce Family loneliness during deployments. Social activities will not be funded using appropriated funds. SFRG members may use money contained in an SFRG informal fund to pay for social activities. Fundraising may support the funding of social events, which can help members establish networks and relationships, however fundraising is not a requirement of SFRGs. As a reminder, FRG does not mean “fund raising group”, and fundraising should never be the primary focus.

will use a Government purchase card to pay for SFRG operating expenses, when practicable. For example, commanders may use their Government purchase card to purchase supplies, equipment, room rental, or any other approved item to support official SFRG mission activities.

Non-appropriated funds (NAF) are authorized for garrison volunteer recognition programs, awards, and banquets and to purchase mementos consistent with AR 215 – 1.

Money in the supplemental mission fund comes entirely for SFRGs or military Family support. Supplemental funds are a type of NAF that are donated to the Army intended for SFRG support. At the installation level, supplemental funds are handled by the FMWR Support Management Division and not ACS or the MOB/DEP Program manager. FMWR can disburse supplemental funds to Commanders, battalion level and above, to support the established mission of the SFRG, so long as appropriated funds are not authorized.

SFRG informal funds require the commander’s authorization IAW AR 600-20. Informal funds are private funds generated by SFRG members that are used to benefit the SFRG membership as a whole. SFRG informal funds may not be deposited or mixed with appropriated funds, unit MWR funds, the unit’s cup and flower funds, or any individual’s personal funds. The expenditure of informal funds will be consistent with Army Values, DOD 5500.7 – R, and AR 600 – 20.

1. In some circumstances, non-appropriated funds (NAF) or appropriated funds (APF) may legally be provided to SFRGs for specific activities that are official in nature. For example, SFRGs should not have to pay for copies as units receive APF to cover items such as computers and paper.

2. Informal funds are to support non-mission essential functions such as social events, but still must be tied to the SFRG and used for mission-related purposes as discussed during SFRG Foundations.

3. Use of SFRG informal funds must be outlined in the SFRG Informal Fund SOP. A sample is located in your Smart Book in the Administration section.

4. SFRG informal funds should equitably benefit all SFRG members and should not benefit specific ranks or classes of individuals within the SFRG. Remember, not every married Soldier has children, not every Soldier is married and not every Family member is a spouse. When looking at how the informal Funds are used, the SFRG needs to keep in mind the word “balance” and the equitable distribution (or use) of the funds.

5. Informal funds may not be used to support a Unit Ball, purchase traditional military gifts, organization days, welcome-home ceremonies or be used when other funds (APF, NAF or Unit Funds) are supporting activities. Mixing use of appropriated and non-appropriated funds is prohibited.

Let’s summarize what we covered today.


Display Slide 28, Summary

During this lesson we have discussed how to lead and manage company-level organizations. We talked about leading change, developing a culture of lifetime learning, developing the next generation of Army leaders as well as techniques for managing organizations.

e. Develop: (5 minutes). How will you use what you learned in this lesson? Discuss.

f. Apply: Case Study (70 minutes). This case study allows students to apply what they have learned about select Army programs throughout the lesson.

Display Slide 29, SummaryProvide students with the Scenario handout and the questions. Each group will discuss their assigned scenario and answer the assigned questions. Give the students 20 minutes to read and discuss the scenario and allow 50 total minutes for the class to brief the answers.There are a total of four scenarios available. Scenario 1: CPT Neumann and the disciplinary issueScenario 2: CPT Neumann and the missing property Scenario 3: CPT Neumann and the poor maintenance standardsScenario 4: CPT Neumann and the SFRG meeting

7. ENVIRONMENTAL IMPACT STATEMENT: None.

8. ASSESSMENT: This lesson is assessed in accordance with the AP100 Block Advance sheet based on your contribution to learning.




AP100: Army Profession


Appendix ACase Study – Background

CPT Neumann is a recent graduate of the Captains Career Course. He has been assigned as the Assistant S-3 for the 3rd BN 1-155th ABCT. CPT Neumann has been a little upset that, despite being the distinguished honor graduate of his CCC course, he was not selected immediately for company command. The last thing he wanted was to be stuck with the ash and trash when he could be in the field with real Soldiers leading them into battle. As a platoon leader, he was the best there was, first in the company at everything from APFT to collecting canned goods for the post food drive. With good Soldiers, there was nothing he could not do. Now, however, he would be stuck with sick, lame, and lazy. He thinks to himself, “these guys aren’t fighters but I will make do with what I have. I shouldn’t have to do too much anyway; my buddy told me that my sole purpose as the A-3 was to compile slides for the Battalion training meetings.” He feels the sooner he gets his OER and moves on to command the better off he will be. “It should not be too hard to do this job” he thinks, “just keep your nose clean and everything will be all right.”

About a month into the position, CPT Neumann is having his weekly breakfast meeting with the S-3, MAJ Bur, who informs him that the Brigade is on the patch chart for a deployment to the DATE region and will be completing a Mission Rehearsal Exercise at NTC prior to moving to the theater of operations. The Battalion’s mission will be to conduct decisive action in the province of Badgar. CPT Neumann asks the S-3 if there is any way he could move to a line company and take a command into theater. MAJ Bur informs him that he already had that discussion with the Battalion Commander, LTC Adler, and he did not want to move CPT Neumann. While the BC certainly noticed his leadership skills around the BN Headquarters, LTC Adler believes the best solution is for CPT Neumann to remain in place in order to supervise the Battalion Operations center (TOC) during the mission. While once again disappointed, CPT Neumann was dutiful and recognized the opportunity.

During his next counseling, the MAJ Bur counseled CPT Neumann on his duties as the Battalion Operations Center OIC. Because of the wide area of operations, the section needed to be quite robust. He would lead the Battalion Operations SGM (E9), the Chemical officer (2LT), the S3-Air (1LT), two OPS NCOs (E7), and four TOC Crews consisting of an E6 Shift NCOIC, an intelligence specialist, a communication specialist, and a runner. In theater, the TOC will typically operate from a hard structure, but the section will also require several vehicles, tents, and tactical communications systems in order to remain mobile if needed. The Battalion will fall in on this equipment in theater but will need temporary equipment to use during home station training and at NTC. CPT Neumann is starting to see the level of responsibility being placed upon him. As they close the counseling session, MAJ Bur adds that CPT Neumann has a solid chance of taking company command during or shortly after the deployment if he does well leading the TOC.




AP100: Army Profession


Appendix BCase Study Scenarios (Instructor Version)

Scenario 1: CPT Neumann is the acting BN S-3 while MAJ Bur is TDY for a NTC planning conference. He is finding that keeping up with the personnel management issues of the operations section in the absence of MAJ Bur has been a bit of a leadership challenge. Fortunately, before MAJ Bur left he gave CPT Neumann a copy of the most current Commander’s Legal Handbook from 2015. MAJ Bur told him that if he had any disciplinary issues this handbook was the most complete resource for guidance on military justice for leaders. CPT Neumann knows he has a good crew and does not expect any issues he cannot handle and places the handbook in his desk drawer.

The next morning, shortly after PT, CPT Neumann’s Operations NCO, SFC Hendrix, arrives with SPC Perkins. Obviously frustrated, SFC Hendrix tells CPT Neumann that SPC Perkins has been late for PT three times this week and that he deserves an Article 15.

Just after MAJ Bur’s departure on TDY, CPT Neumann had a conversation with the Battalion Operations SGM about all the personnel in the S3 shop. The SGM said that SFC Hendrix is a stickler for standards, who can be a bit of a reactionary “hothead” from time to time. Unfortunately though, he has been known to avoid doing required performance counseling with his subordinates. SPC Perkins is generally a good troop, however, he did have some family and financial issues a couple of months ago which caused him to be late for work on multiple occasions. Apparently, the SGM worked with him personally to establish a care plan and until now, there hasn’t been any issues.

What options does CPT Neumann have for dealing with the situation described above?

Answer: CPT Neumann has multiple options which he could pursue, or recommend that others pursue (remember, the disciplinary system is a commander owned/operated system).

Counsel, coach and mentor: Leadership and counseling play a critical role in developing subordinates. If SFC Hendrix has not been doing proper counseling with SPC Perkins, encouraging him to do so may be a good first step, as opposed to jumping right to non-judicial punishment.

No action/dismissal: If CPT Neumann did recommend disciplinary action, the commander could decide not to pursue any based on a further assessment/investigation of the situation.


Non-punitive/Adverse administrative action: Commanders have the option of forgoing UCMJ action in favor of administrative alternatives. CPT Neumann could recommend actions such as flags, letters of reprimand, bar to reenlistment or even separation. However, in this situation, a well-documented paper trail (including counseling) would probably be required before exercising any of these options.

Non-judicial punishment (Article 15): CPT Neumann could decide to take SFC Hendrix’s advice and recommend to the commander that an Article 15 be pursued for SPC Perkins.

Judicial Action: Another option would be a court-martial, but such action would probably be a bit extreme for this situation.

What are the positive and negative aspects of each possible option?

Counsel, coach and mentor: o Positive – Ensures that leaders are fulfilling their roles and responsibilities with

regards to developing subordinates. Effectively communicates the standards and expectations.

o Negative: Sometimes counseling alone is not enough. Disciplinary action may be required to maintain good order and discipline.

No action/dismissal: o Positive: In this situation, the “blame” may lie with both SFC Hendrix and SPC

Perkins. By not taking disciplinary action, and encouraging counseling, may be enough to address the situation.

o Negative: Letting SPC Perkins’ actions go unchecked may set a bad precedent. Non-punitive/Adverse administrative action:

o Positive: Could be a means of communicating to SPC Perkins that his actions are not acceptable and require remediation.

o Negative: May be a bit extreme and not an appropriate means of addressing the given situation.

Non-judicial punishment (Article 15): o Positive: Article 15 is a provision of the UCMJ which authorizes punishment of

Soldiers for minor offenses. It serves the function of correcting, educating, and reforming a Soldier who has engaged in minor misconduct. In this particular situation, an Article 15 may be a good option for maintaining good order and discipline.

o Negative: A soldier has the right to turn down an Article 15 and request a court-martial. Therefore, commanders should consult trial counsel before imposing an Article 15 to be sure enough evidence exists to support a court-martial should the Soldier turn it down.

Judicial Action: o Positive: Option to use a Summary Court-Martial which is the least formal of

the 3 types of courts-martial and the least protective of Soldier rights. It is intended to dispose of relatively minor offenses promptly. Can only try enlisted Soldiers.

o Negative: Special courts-martial and General courts-martial may be a bit extreme and not an appropriate means of addressing the given situation.


What resources are available to assist CPT Neumann with this situation?

Commander’s Legal Handbook (March 2015) AR 27-10 Military Justice, (11 MAY 2016) Judge Advocate Office The Commander

If you were CPT Neumann, which option would you choose to deal with this situation? Why?

Multiple answers possible.

Scenario 2: CPT Neumann receives a phone call from CPT Murdock, the HHC Commander. He informs CPT Neumann that the S3 section’s equipment will be part of the monthly 10% accountability inventory. He also mentions that there is increased emphasis on supply accountability as of late, due to the release of a new Command Supply Discipline Program (CSDP) policy memo by the Battalion Commander, LTC Adler. Based on this, CPT Murdock requests that CPT Neumann conducts a pre-inspection to ensure everything is in good order and adheres to CSDP standards.

The Operations SGM informs CPT Neumann that SFC Simpson, one of the two operations NCOs, is the designated “property guy” for the S3 section. After coordinating a time for the pre-inspection, CPT Neumann accompanies SFC Simpson to the S3 equipment room in the motor pool. Unfortunately, things don’t go very well from the get go. When asked who is sub-hand receipted from HHC for the S3 property items, SFC Simpson responds “I think it’s the SGM, Sir.” Not exactly inspired by the answer, and unable to find any sub-hand receipts or a supply SOP, CPT Neumann attempts to conduct the inventory using the property listing that CPT Murdock provided him. CPT Neumann finds that many of the items are not organized very well, nor is SFC Simpson very familiar with them, so they spend a lot of time just trying to find the items. Growing increasingly frustrated, CPT Neumann asks SFC Simpson “why is everything so screwed up?” To which SFC Simpson responds, somewhat nonchalantly, “I don’t know, Sir. This is the way we’ve always done it and there’s never been a problem before.”

To add insult to injury, after finally completing the seemingly never ending inventory, CPT Neumann determines that they are missing an OE-254 Antenna. Not wanting to call MAJ Bur to tell him that something is missing, CPT Neumann rallies the S3 shop personnel to locate the missing item. Fortunately, after a few hours, SPC Perkins, the Communications Specialist, produces the missing antenna. Apparently, he forgot that he had left it in the trunk of his car, after taking it out to set up in a field a few weeks ago for sergeant’s time training.

Although relieved to find the missing item, CPT Neumann can’t help but feel upset over the day’s events. He may not be a Quartermaster officer, but he learned enough at the Captains Career Course to know that something here needs to change with regards to supply procedures.


https://www.jagcnet.army.mil/Sites/jagc.nsf/0/EE26CE7A9678A67A85257E1300563559/$File/Commanders%20Legal%20HB%202015%20C1.pdf

What is the primary issue with the situation above?

Answer: There are many issues with the situation above, such as poor supply discipline, a disregard for standards and a lack of situational awareness, just to name a few. However, at the core of the problem is a tendency to do things the same way they have always been done. In this situation, this is an indication of an organization that fails to learn collectively.

Based on this scenario, how effective of a learning organization is CPT Neumann’s S3 section? Why?

Answer: Not very effective. The concept of lifelong learning applies to the collective organization as well as to the individual. The Army, as a learning organization, harnesses the experience of its people and organizations to improve the way it operates. Based on their experiences, learning organizations adopt new techniques and procedures that get the job done more efficiently or effectively. Likewise, they get rid of procedures that have outlived their purpose.

How can the organization learn from its mistakes and make improvements? What is the role of leaders in this process?

Answer: Learning organizations maintain a climate that values and supports learning in its people. Opportunities for training and education are supported. Leaders help create a climate that values lifelong learning, or learning across everyone’s entire Army career. Leaders who learn look at their experience and find better ways of doing things. It takes courage to create a learning environment. Leaders dedicated to a learning environment cannot be afraid to challenge how they and their organizations operate. Unless leaders question how things operate, no one will know what can be done.

What role can the CSDP play in influencing organizational change?

Answer: The Command Supply Discipline Program is a combat multiplier that allows a unit to transition from peacetime to war. If a unit has a good supply program, practices supply economy, and maintains its equipment, it will be ready to accomplish numerous diversified missions anywhere in the world. CSDP is not an evaluation, but a four-fold program which addresses four areas:

1) Responsibilities of commander/supervisory personnel to instill supply discipline in their operations.2) Guidance for evaluating supply discipline.3) Feedback through command and technical channels for improving supply policy and procedures to monitor supply discipline.4) Follow up to ensure discipline is maintained.

What types of supply responsibility (Command, Supervisory, Custodial, Direct or Personal) do each of the people in this scenario possess?


Answer: First and foremost, all personnel possess some level of responsibility with regards to property management. However, in this situation the following types apply:

Command Responsibility – CPT Murdock, HHC Commander Supervisory Responsibility – CPT Neumann and SFC Simpson Direct Responsibility (hand receipt holder) – Operations SGM Personal Responsibility – SPC Perkins

Scenario 3: It’s Monday morning and CPT Neumann is already swamped with work in preparation for the upcoming deployment. Needless to say, he is a little annoyed when SSG Pike, the Assistant Operations NCO, visits and is quite insistent on speaking with him. SSG Pike also has the additional duty of Maintenance NCO for the S3 section. In this capacity, SSG Pike expresses his frustration that the section is not following proper maintenance procedures. The result of this is three dead-lined vehicles, forms not properly filled out and no parts currently on order to address the dead-lines. SSG Pike believes that the problem is the result of a lack of training and command emphasis, characterized by the following:

During the last deployment, the S3 section was “FOB-bound” and primarily used non-tactical vehicles maintained by contractors, causing a general lack of knowledge and experience with vehicle maintenance.

The Battalion recently converted from legacy maintenance and supply standard Army management information systems (STAMIS) to the new Global Combat Support System – Army (GCSS-A), causing some confusion and time delays over parts ordering procedures.

S3 section personnel frequently get pulled out of the regularly scheduled battalion command maintenance time by the leadership in order to put together reports and slides for the Battalion command and staff meeting.

SSG Pike has a plan for how to address the problem. Maintenance personnel from the BSB Forward Support Company (FSC) are willing to come down and train S3 personnel on proper maintenance procedures and the process for documenting issues and ordering parts under the GCSS-A system. In addition, SSG Pike recommends that the S3 section schedules a different time for command maintenance and that all personnel, including the officers, participate in some capacity. Unfortunately, SSG Pike tells CPT Neumann that he attempted to inform the S3, MAJ Bur, of the issue, but that he was essentially “blown off” and told that it was “NCO business” and to just “handle it.”

How should CPT Neumann handle this situation?


Answer: There are many possible answers to this question. The primary purpose is for students to use critical and creative thinking to apply what they have learned about leading change to the scenario.

Is this issue simply a maintenance problem? Why or why not?

Answer: No. Much of this problem relates to leading change in organizations. Leadership includes being a change agent—a person who acts as a catalyst for change. This means helping other leaders of the organization to recognize that an environment is changing and building consensus as change is occurring. As this consensus is built, leaders can work to influence the course of the organization. Another key aspect of this is encouraging subordinates to exercise initiative (like SSG Pike has done in the scenario).

Based on this situation, does it appear that subordinates are encouraged to exercise initiative? If not, how can this be fixed?

Answer: No. The Army must develop leaders comfortable making decisions with available information and prepared to underwrite the honest mistakes subordinates make when learning. These same leaders must also be capable of developing others to be adaptive, creative, professional, and disciplined to execute any mission. It is important for a leader to encourage subordinates to exercise initiative. Those who are not in leadership positions may be reluctant to make suggestions. This could involve speaking up when the Soldier has information that his commander does not. Sometimes leaders unintentionally discourage new ideas, leading subordinates to be less inclined to offer new ideas for doing business. Leaders respond to subordinates’ ideas with reactions about what is and is not desired from their own viewpoint. This can be perceived as closed-mindedness and under-appreciation of the subordinates’ insight. Leaders can kill initiative and discourage others from suggesting changes to improve the organization. Leaders need to encourage a climate of reflection about the organization and encourage ideas for improvement.

How does the Command Maintenance Discipline Program (CMDP) apply to this situation?

Answer: In this particular scenario, it is quite apparent that maintenance discipline and leader emphasis and participation is lacking. The primary purpose of CMDP is to standardize maintenance discipline throughout the Army and simplify command, supervisory and managerial responsibilities.

What role can the CMDP play in influencing organizational change?

Answer: The CMDP is a commander’s program. This program focuses commanders, directors and supervisors on maintenance management and operations core competencies. The CMDP is a tool to evaluate unit maintenance programs on a day to-day basis. The CMDP will place emphasis on identifying those areas requiring attention by commanders and the resolution of systemic problems. The CMDP is oriented to combat readiness and sustainability. On the spot


training and assistance is highly encouraged. The overriding principle of CMDP is the Soldier’s and units’ abilities to maintain their equipment in any environment.

Scenario 4: It’s late Friday afternoon and CPT Neumann is really looking forward to the weekend. This will be one of the last few weekends off prior to the Battalion’s deployment. Just then the phone rings. “Hey Neumann, it’s MAJ Bur. Really sorry to do this to ya buddy, but I need you to stand in for me at the HHC SFRG meeting tonight at 1900. LTC Adler had wanted all the key staff to attend the SFRG meeting as a show of support, but now he wants us to review the updates to the Bn TACSOP prior to the weekend. Shouldn’t be any issues at the SFRG meeting. Just be polite and take notes.”

At the SFRG meeting, CPT Neumann is actually a bit intimidated. Not only are there a lot of people there, including the spouses of all the senior staff, but they’re throwing around a lot of terms that he really doesn’t understand (things like FRSAs, AFTB, APF, Informal Funds, etc). Thankfully for Neumann, the meeting passes rather quickly. At the conclusion, Neumann heads for the door but is suddenly cut off by the Battalion Commander’s spouse.

“Hello CPT Neumann, thanks for representing the leadership tonight. While I have you, I’ve got an idea that I’d like to run by you. The SFRG would like to host a luncheon so that we can discuss efforts for the upcoming deployment. During the luncheon, there will be a raffle to raise money to fund the unit ball; to purchase a new scanner for the SFRG office; and to purchase supplies for an orphanage in Afghanistan, you know, the one that’ll be near you all when you deploy. The SFRG also wants to solicit prizes for the raffle and to sell raffle tickets on its Facebook page. The SFRG requests a room for the events; Soldiers to support the events; and child care. We would also like the commander to encourage participation by announcing the raffle during staff call.” Before he could say a word, the Commander’s spouse quickly states, Can you make this happen for us, CPT Neumann?”

How should CPT Neumann respond? Are there any issues with the SFRG request?

Answer: There are multiple issues with the request. Although very well intentioned, there is a mixing of mission essential and non-mission essential activities, as well as a mixing of the different types of funds authorized for SFRG use.

Where could CPT Neumann find answers for the questions, or assistance with answering them?

Answer: Appendix J of AR 608-1, Army Community Service, provides regulatory guidance for SFRG operations. The Garrison ACS Center and National Guard and Army Reserve Family Programs offices can also provide assistance. Finally, countless other resources are


available to assist commanders, leaders, Soldiers and their families such as ACS, Chaplain, CYS, Education Center, community partners, Family Assistance Centers, Military Family Life Consultants, Fort Family Outreach and Support Center.

Which of the requests are mission essential activities? Which are non-mission essential?

The majority of the requests fall under the non-essential category. Having an SFRG meeting is mission essential. A room to support an event and child care would also fall under the essential category. However, the luncheon, along with the associated raffle, could be considered a social event and fundraising, making them non-essential.

What types of funds can/should be used to meet the requests?

While a fundraiser may be permissible, fundraising is limited to the installation, they cannot solicit funds, and the informal funds (IFs) cannot be used to fund a unit ball, pay for a scanner, or benefit orphans in Afghanistan. Childcare and the scanner could actually be paid for using appropriated funds (APFs).

In general, how can SFRGs influence change in organizations?

Helping families become more knowledgeable and self-reliant. Advocating more efficient use of community resources. Reducing stress and promoting Soldier and family readiness. Providing an opportunity for families to meet. Contributing to the well-being, morale and esprit de corps of the unit. Coping with common issues and the challenges of military life.

Bonus: How should the raffle be handled?

A raffle fundraiser is possible, but it must not meet the definition of gambling and can only be done if state and local laws permit raffles. If the raffle is authorized, the SFRG could sell tickets on its Facebook page if the page is restricted to SFRG members and state law permits selling raffle tickets over the internet. The SFRG could not solicit prizes for the raffle. The SFRG would have to purchase raffle items with the IF. The commander could also accept unsolicited gifts valued at $1,000 or less, but the fair market value of the gift would be assessed against the annual $10,000 cap. The commander could not direct Soldiers to assist with the fundraiser; however, Soldiers may voluntarily assist when off-duty or in a pass status and while wearing civilian clothes. The commander could announce the fundraiser in a staff call, but should be careful not to create an impression that staff members are required to contribute. In addition to all the restrictions placed on raising funds, SFRGs are restricted in how they can spend their funds.


Scenario references:AR 608-1, Army Community Service, 19 October 2017

Major Laura A Grace, Good Idea Fairies: How Family Readiness Groups and Related Private Organizations Can Work Together to Execute the Good Ideas, The Army Lawyer (DA PAM 27-50-472), September 2012.
