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CENTER FOR TEACHING AND LEARNING EXCELLENCEInstructional Design Division

Captains Career CoursesCommon Core

AP100: Army Profession

Advance Sheet for Lesson 701T-CCAP170Lead in Organizations

Block Author: Rose Burds [email protected] Date Modified: 20 August 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

3. ASSIGNED STUDENT READINGS: (59 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)

AP170Lead in Organizations

mailto:[email protected]

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

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 Family Readiness Groups?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. APPENDIX Appendix A - Case Study – Background Appendix B - Case Study Scenarios (Student Handout) Appendix C - Sample SHARP Retaliation Plan (Student Handout)


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

5. ASSESSMENT PLAN

This lesson is assessed in accordance with the L100 Block Advance sheet based on your contribution to learning.





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.






Appendix BCase Study Scenarios (Student Handout)

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?

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

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

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


Scenario 2: CPT Neumann receives a phone call from CPT Murdock, the HHC Commander. He informs CPT Neumann that the S3 shop’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 shop. 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.

What is the primary issue with the situation above?

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

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

What role can the CSDP play in influencing organizational change?

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


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 a 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 additional, 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?

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

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

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

What role can the CSMP play in influencing organizational change?


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?

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

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

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

In general, how can SFRGs influence change in organizations?

Bonus: How should the raffle be handled






Appendix CSample SHARP Retaliation Plan (Student Handout)


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