HUMAN RESOURCESHUMAN RESOURCESSENIOR LEADERS COURSESENIOR LEADERS COURSE

42A

Implement Personnel Accountability

LESSON PLAN

Version 2.0

January 2018

U.S. ARMY SOLDIER SUPPORT INSTITUTENoncommissioned Officer Academy

Human Resources Senior Leaders CourseTLO 4.0 – Establish Man the Force Requirements

ELO 4.6 – Implement Personnel Accountability

LESSON PLAN

Lesson Author: AG Branch, ITDDate prepared: January 2013Last update: January 2018

1. SCOPE: Implement Personnel Accountability is a 3 hour lesson. This lesson analyzes the personnel accountability process and HR staff (S-1/G-1) and HR organizations (SRC 12) doctrinal responsibilities. Additionally, this lesson examines HR enabling systems that support personnel accountability including the Electronic Military Personnel Office (eMILPO), Regional Level Application System (RLAS), Standard Installation Division Personnel Reporting System-Army National Guard (SIDPERS-ARNG), Tactical Personnel System (TPS), and Deployed Theater Accountability System (DTAS).

Students will reach the following lesson outcomes through assigned readings, actively participating in class, and completing the practical exercises:

Enabled to logically defend, challenge, or communicate personnel accountability doctrinal concepts found in Chapter 3, Section II, FM 1-0, HR Support.

Ability to correlate personnel accountability responsibilities for HR staff elements (S-1/G-1), and HR organizations (SRC 12).

Equipped to advise and teach subordinate HR professionals and Army Leaders on personnel accountability procedures.

Enabled to perform eMILPO personnel accountability transactions and explain other HR enabling systems that support personnel accountability.

Demonstrate doctrinal proficiency and apply critical thinking skills.

2. LEARNING OBJECTIVE:

ELO 4.6:Action: Implement Personnel Accountability

Conditions: Senior HR Leaders in a classroom environment working individually and as a member of a small group, using doctrinal and administrative publications, practical exercises, case studies, personal experience, handouts, and discussion with an awareness of the Operational Environment (OE) variables and actors.

Standard: Analysis includes:

1. Personnel accountability process and doctrinal responsibilities.

2. HR enabling systems that support personnel accountability.

Learning Domain: CognitiveLevel of Learning: Analysis

3. ASSIGNED STUDENT READINGS:

a. Study Requirements:

Study: (1) FM 1-0 (April 2014) Human Resources Support, Chapter 3, Section II (5 pages)

(2) ATP 1-0.1 (23 March 2015) G1/AG S-1 Operations, Appendix D, pages D-3 and D-4 (2 pages)

(3) AR 600-8-6 (1 April 2015) Personnel Accounting and Strength Reporting, Chapter 5 (2 pages)

Scan: eMILPO User Manual, Version 4.7.5, Personnel Accounting, Chapter 13 (163 pages)

Review: NA

b. Bring to Class: NA.

c. Be prepared to discuss the following in class: (1) Personnel accountability doctrinal responsibilities.

(2) S-1 and unit-level leader’s roles and responsibilities for maintaining personnel accountability, including the Personnel Asset Inventory.

(3) Personnel Accountability challenges S-1s face in the operational environment.

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

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5. TRAINING AIDS, REFERENCES, AND RESOURCES: This lesson is taught in a small group classroom setting with the ability to project PowerPoint slides and multimedia. The CE works best when whiteboards or butcher paper pads are available with appropriate writing instruments. Additional resources are available digitally for students to reference on their laptops without having the need to print.

Appendix A: Assessment Plan

Appendix B: List of Slides

6. CONDUCT OF LESSON:

a. Lesson Timeline:05 minutes Concrete Experience: Video “Mr. Bean – Counting Sheep”15 minutes Publish and Process15 minutes Generalize New Information - Personnel Accountability 40 minutes Practical Exercise #1 - Personnel Accountability Doctrine10 minutes Break10 minutes Generalize New Information - HR Systems and Brigade/Battalion 40 minutes Practical Exercise #2 - Brigade/Battalion Personnel Accountability10 minutes Break15 minutes Generalize New Information - AAA-162 and Personnel Asset

Inventory (PAI) 15 minutes Develop60 minutes Apply - eMILPO Practical Exercise #3 (Hands On)

Instructor Note: Throughout this lesson, solicit from students the challenges they experienced in the operational environment (OE) and what they did to resolve them. Encourage students to apply at least one of the critical variables: Political, Military, Economic, Social, Information, Infrastructure, Physical Environment and Time (PMESII-PT). Adjust the Lesson Timeline as necessary to facilitate class schedule, your teaching style, and student learning. There are no time constraints during any particular phase of the ELM model.

Throughout the lesson discussion, seek opportunities to link the competencies with the lesson content through the student’s experiences.

Security Level: This course / lesson will present information that has a Security Classification of: U - Unclassified.

Foreign Disclosure Restrictions: FD1. This training product has been reviewed by the training developers in coordination with the Adjutant General School, Fort Jackson, SC foreign disclosure officer. This training product can be used to instruct international military students from all approved countries without restrictions.

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Throughout the lesson discussion, seek opportunities to link the ALAs and GLOs with the lesson content through the student’s experiences.

The Army Learning Areas (ALA) are the baseline focal points Soldiers and Army Civilians must possess to prevail in the ambiguous environments that challenge the Army today. The four ALAs are: Army Profession and Leadership; Mission Command; Human Dimension; and Professional Competence. The Army Learning Area taxonomy provides a framework to assist in grouping the General Learning Outcomes. The four Army Learning Areas serve as the framework to catalogue the 14 General Learning Outcomes.

The General Learning Outcomes (GLOs) are essential outcomes resulting from training, education, and experience along a career continuum of learning. There are three primary purposes for the Army General Learning Outcomes. First, they provide trainers and educators a lens into how effective they are in conveying their support material. Second, it assists in improving instructional design and/or training support packages. Finally, it places responsibility on training and education proponents to be nested with ALAs.

GLO 5: Soldiers and Army Civilians demonstrate proficiency in mission command staff tasks.

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

GLO 14: Soldiers and Army Civilians are technically and tactically competent.

NOTE: The purpose of this lesson is not to impart knowledge and move on – it is to get students thinking about how to manage personnel accountability regardless of location or environment. There are not many slides in the lesson, but there is great potential for discussion. While topic slides do introduce knowledge for consideration, they are designed to start discussions and constantly engage students, even in the GNI portion. The information covered in this lesson is basic, and even students with limited experience can prepare for the lesson by completing the reading assignments.

Your purpose in this block of instruction is to first ensure students have a doctrinal understanding of what personnel accountability is and to facilitate discussion and critical thought of new information, and then to push students to the next level and have them

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apply their knowledge in a planning process during the HR STAFFEX. Instructors must be thoroughly familiar with the topics and structure of the lesson to properly facilitate a small group. For each topic, ask students “Why is this important – particularly as you prepare for your next assignments?”

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b. Concrete Experience (10 min):

Slide 1: Concrete Experience – “Mr. Bean – Counting Sheep”Focus: The concrete experience serves as a trigger of experience and knowledge, as a focusing mechanism for the lesson that follows, and as a support for teaching new content.

Video Link:http://youtu.be/FmbmNp1RDCE

CONCRETE EXPERIENCE

1. Allow students to watch the video “Mr. Bean – Counting Sheep” (1:10)

2. Break the students into two groups and click mouse to display CE question.

3. Allow groups 10 minutes to brainstorm their responses.

4. Have each group record their responses on a white board, butcher-block paper, or other media that can be easily viewed by the entire class during the Process Phase.

c. Publish and Process (15 min): This phase is student-centered and instructor facilitated.

The “publish” portion is a short discussion on how group members felt during their experience of generating data. This phase focuses on the group dynamics during the exercise and is NOT intended to be a discussion of the content generated. This can be kept short; once the group moves to “process” they will likely continue to add to “publishing” type information. Do not let the group jump straight to content. When well facilitated, publishing is a good method to relate a discussion of interpersonal communication and group dynamics to the broader topic of leader competencies described in FM 6-22, Army Leadership.

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

What happened? How did you feel about that?

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

Did anyone have a hard time contributing? Why? (Knowledge, group dynamics, etc.)

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

The “processing” phase now allows the group to talk about the data they generated. Direct the discussion and questions towards making sense of the data. Since the CE question is the same for each group, one technique for discussing information may be to go back and forth to see if related or identical items were generated from each group.

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

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

Did you find that once you got one idea down, it triggered related ideas? (If yes, have them show examples. This shows the interrelatedness of the materials in a larger process).

Would you say you saw any themes develop in the list? (e.g. events vs. processes)

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

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

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

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

Did the CE demonstrate that keeping personnel accountability straight would require a plan?

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d. Generalize New Information (15 min): Although instructor facilitated, this lesson is designed for student involvement and discussion.

Slide 2: Learning ObjectiveFocus: Review Learning Objective and assessment plan; introduce lesson.

Man the Force consists of all functions and tasks that affect the personnel aspects of building combat power of an organization. Although maintaining Personnel Accountability in a deployed environment has improved with the use of HR enabling systems (e.g., DTAS) and standardized procedures, many challenges remain.

Battalion and brigade S-1 Personnel Readiness teams are at the tip of the spear for managing the automation systems that support Army-wide personnel accountability and require a team of HR professionals who are competent with automated HR systems and understand the personnel accountability process. It is critical to the success of your unit on the battlefield for you to be able to maintain Personnel Accountability efficiently and effectively.

NOTE: Pacing of the GNI phase relies on student interaction. The intent is for the group to discuss the topics presented, and by expressing the importance of these subjects in terms of their own knowledge and experience and attach “relevance” to the material. The goal is not to just get through the slides. “Hard data” content varies from topic to topic, and is mainly to serve as anchor points for discussions requiring more thinking that is critical.

Although there are many questions related to the material that may have “right” answers, facilitators should push students to explain why an answer is “right,” or why one answer may be better than another may. Occasionally, students will disagree with you or one another, which is great – encourage professional discussion that relies on critical thinking. Learners are more likely to remember these interactions than a bullet on a slide.

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Slide 3: What is Personnel Accountability?Focus: This slide allows the group to start out slow and get some definitions and concepts straight. Set the focus of the lesson for contingency operations while recognizing that personnel accountability is a critical HR key function performed 24/7 in garrison and on deployment.

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

• Soldiers

• Reportable Army civilians

• Contractors Authorized to Accompany the Force (CAAF)

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

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

NOTE: Instructors should leverage their own experiences and ask pertinent questions pertaining to the information presented. Potential questions may include:

• How can Personnel Accountability affect the commander’s decision-making process and the unit’s mission? Provide examples.

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Slide 4: Personnel Accountability ProcessFocus: We strive for accurate and timely reporting (with as much detail as possible under those constraints). The flowchart here means nothing if it is followed perfectly but fails to meet this objective.

HR units and staffs perform the core competencies and key functions at theater-level and below. Not all HR key functions are executed at each level of command. For example, personnel accountability is conducted at the S-1 level and monitored at division and above levels.

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

This slide provides a broad perspective of the personnel accountability process and the personnel accountability flow for data and individuals.

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

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Personnel Accountabilit

yProcessSIDPERSRLAS DTASSIDPERSeMILPOeMILPOSIDPERSSIDPERS

S I P R N E T

ASCC G-1/AGCorps G-1/AG

Division G-1/AGBrigade S-1Battalion S-1

Personnel Accountability TeamTheater Gatewa

y Personn

el

Accountability Team

Human Resourc

es Sustain

ment Center

LEGENDReportingView Only

HRCNOTE: The HRSC providesreports, data, and analysisas needed.

FM 1-0, Figure 3-3

N I P R N E T

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

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Slide 5: Personnel Accountability – PE #1Focus: Personnel Accountability doctrinal responsibilities.

• ASCC / Corps / Division G-1

• HRSC

• TG PAT

• HR Company

GROUP PRACTICAL EXERCISE #1 (40 minutes)

1. Click mouse to display practical exercise instructions when ready.

2. Divide students into four groups and allow 20 minutes (+/-) for students to conduct group analysis for the question posed.

3. Have students record their responses on a whiteboard, butcher-block paper or other media for presentation to the class.

4. Allow each group 5 minutes (+/-) to present their analysis.

**NOTE - IMPORTANT: The intent of this exercise is NOT to have students open FM 1-0 and repeat Personnel Accountability doctrine. The intent is for each group to analyze personnel accountability doctrinal responsibilities for their assigned organization and clearly and confidently present their analysis to the class for discussion.

NOTE: Refer to FM 1-0, HR Support, Section II, as needed, during student presentations.

BREAK. Providing the training schedule provides and available time permits this is a good point to provide the students a short break before transitioning to HR Enabling Systems and brigade/battalion personnel accountability.

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Generalize New Information (10 min):

Slide 6: Personnel Accountability HR Enabling SystemsFocus: Overview of HR enabling systems for personnel accountability.

• eMILPO

• RLAS

• SIDPERS

• TPS

• DTAS

NOTE: Explain to the students that this portion of the lesson will be a general overview of the systems that support personnel accountability and in subsequent lessons; they will receive more in-depth, hands-on training for eMILPO, TPS, and DTAS, including an eMILPO practical exercise at the conclusion of this lesson.

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

Electronic Military Personnel Office (eMILPO) is the Army’s personnel accountability system of record. It is an unclassified web-based application that provides the Army with a reliable, timely, and efficient mechanism for managing strength accountability and performing personnel actions.

eMILPO provides visibility of location, status, and skills of Soldiers both from a high level (top of the system) and a unit level (bottom of the system). This visibility is vital in determining the war fighting capability of the Army and subordinate commands. The active component is responsible for maintaining the eMILPO data in peacetime and while deployed. During mobilization, U.S. Army Reserve and National Guard personnel are also entered into eMILPO for accountability purposes. Reserve component units are responsible for maintaining eMILPO data throughout their mobilization.

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

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

SIDPERS-ARNG is used by the Army National Guard and performs functions similar to those performed by eMILPO. It is the Guard’s database of record for personnel – each state/territory maintains its own database.

Tactical Personnel System (TPS) is software that supports real-world rapid deployment accountability. It utilizes barcode scanner functionality for deployment manifesting and for jump manifests. It serves primarily to create deployment and redeployment manifests for all military personnel (to include Army AC/USAR/ARNG and joint personnel), for DOD/DA civilians, for contractors, and for foreign nationals. TPS can construct a limited task force organization database, and provides the capability to query and view/print reports, such as the personnel summary and crew status. TPS is highly mobile, can maximize personnel accountability for the tactical commander during “split-base” or other operations, and can be used as a hasty field reporting system. Some of the systems that TPS interface with include:

(1) Real-Time Automated Personnel Identification System (RAPIDS) is the current DOD identification system. TPS interfaces with RAPIDS by reading a Soldier’s SSN from a barcode. TPS takes the SSN into the Windows buffer and pulls the Soldier’s record from a resident database.

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

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

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

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Slide 7: Brigade and Battalion Personnel Accountability – PE#2Focus: Identifying similarities and differences in personnel accountability processes for brigades and battalions.

GROUP PRACTICAL EXERCISE #2 (40 minutes)

1. Introduce practical exercise and click mouse to display question when ready.

2. Divide students into two groups and allow 20 minutes (+/-) for students to conduct group analysis for the questions posed.

3. Have students record their responses on a whiteboard, butcher-block paper or other media for presentation to the class.

4. Allow each group 10 minutes (+/-) to present their analysis.

**NOTE - IMPORTANT: The intent of this exercise is NOT to have students open FM 1-0 and repeat Personnel Accountability doctrine. The intent is for each group to compare and contrasts brigade and battalion personnel accountability processes and clearly and confidently present their analysis to the class for discussion.

NOTE: Refer to FM 1-0, HR Support, Section II, as needed, during student presentations.

BREAK. Providing the training schedule provides and available time permits this is a good point to provide the students a short break before transitioning to unit personnel accountability.

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Generalize New Information (15 min):

Slide 8: Unit Personnel Accountability ReportFocus: Quick review of the importance of maintaining an accurate AAA-162 and reconciliation requirements.

The Unit Personnel Accountability Report is the source and historical document for strength reconciliations. The AAA-162 list all Soldiers assigned and attached to a specific organization and identifies their present and last duty status.

Monthly USR Reconciliation. Produce copies and reconcile monthly in conjunction with USR submission. The S-1 must reconcile unit strength and submit required transactions prior to the 15th of each month, or the date of USR submission if different from the 15th. It is also critical that the strength reported on USRs match the AAA-162. Do not use “homemade” or locally produced reports.

End of Month (EOM) Reconciliation. In addition to the mid-month USR reconciliation, units must reconcile an end-of-month (EOM) AAA-162. S1s will produce the AAA-162 reflecting current unit composition after processing transactions that change unit strength, such as departures, arrivals, attachments, relief from attachments and separations. Unit Commanders must annotated and sign the EOM AAA-162.

Other Reconciliations. Use the AAA-162 for PAI changes of command, prior to a unit move, inactivation, resignation, demobilization, or change in support personnel agency.

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Slide 9: Personnel Asset InventoryFocus: Conducting a Personnel Asset Inventory

The PAI is a management control process used to assist commanders and unit S-1s to correct problems with accountability or verify accuracy. The objective of the PAI is to maintain timely, error-free Personnel Accountability/Strength Reporting, and give commanders at all levels an accurate account of the Soldiers in their unit. The actual PAI is conducted at the lowest and most practical administrative level, consistent with the overall organization structure.

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

(1) Assigned-not-joined

(2) Hospitalization

(3) Leave/Pass

(4) Temporary Duty (TDY)

(5) Absent Without Leave (AWOL)

(6) Confined

(7) Sick in Quarters

(8) Missing

(9) Essential Duties

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Commanders and S-1s must ensure that PAIs are conducted:

(1) During the annual Army-wide PAI.

(2) Prior to all change of commands.

(3) Anytime there is a loss of a commander.

(4) Fourteen (14) calendar days prior to a unit move, inactivation, discontinuance, or redesignation.

(5) Prior to deployment (Place of conduction depends on timeline).

(6) Prior to movement from the mobilization station.

(7) At the direction of the chain of command. If there is more than a two percent variance between Manual PA/SR reports and the HR database of record, commanders should require a PAI with a muster formation to correct the variation.

NOTE: Instructors should leverage their own experiences and ask pertinent questions pertaining to the information presented. Potential questions may include:

• What role does the S-1 play in the PAI process?

• What are the S-1’s responsibilities?

• What the most difficult aspect of conducting a PAI?

• Why should PAIs be more than a “paper drill?”

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Slide 10: Learning ObjectiveFocus: Review learning objective, summarize lesson and poll for questions.

e. Develop (15 minutes): This phase is student-centered and instructor facilitated.

NOTE: Instructors now initiate a student discussion of how material in the lesson plan will be used in their future assignments. Although instructors can guide students in the discussion, the answers ultimately belong to the students. Focus should be primarily on how HR Metrics can be applied to the Army’s Personnel Accountability Process.

Refer students to the following references during the discussions:

HR Metrics Guide NCOES HR Metrics Student Handout (Appendix A- Man the Force) Instructions for One-Page Report (DataStore)

Discuss the baseline HR Metrics that applies to Army’s Personnel Accountability Process:

Duty Position 999X >30 Days Duty Position 9992 >7 Days Confined Military Authority (CMA), Confined Civilian Authority (CCA) or Hospital

(HOS) > 90 days Absent Without Leave (AWOL) > 31 Days

NOTE: Instructors should leverage their own experiences and ask pertinent questions pertaining to the information presented. Potential questions may include:

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

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Some personnel accountability tasks/processes are conducted sequentially while others are simply related and may occur before, after, or at the same time as others. Do students see how the relationships between different events can create opportunities or limitations maintaining personnel accountability?

f. Assessment Plan: See Appendix A.

g. Apply (60 minutes). Administer eMILPO Practical Exercise #3. There are 50 minutes for administration of the practical exercise and 10 minutes for review.

NOTE: There is a presentation - “eMILPO Personnel Accountability Transactions” - consisting of 28 slides that is available for use with this practical exercise, if needed.

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Appendix ATLO 4.0 – Establish Man the Force Requirements Module Assessment Plan

Module AssessmentContribution to

Group WorkWritten

CommunicationOral

CommunicationModule

Post-Assessment TOTAL

20% 20% 10% 50% 100%

ELO 4.1 Coordinate Personnel Information ManagementELO 4.2 Analyze PRM Planning ConsiderationsELO 4.3 Review Enlisted Distribution and AssignmentsELO 4.4 Communicate Officer Distribution and Assignments ProcessELO 4.5 Coordinate the Deployment Cycle Support ProgramELO 4.6 Implement Personnel AccountabilityELO 4.7 Analyze Strength ReportingELO 4.8 Validate Unit Status Reporting

Contribution to Group Work. See SLC Contribution to Group Work Rubric for specific grading criteria.

Written Communication. During this module you are required to prepare an Information Paper during the Analyze PRM Planning Considerations lesson. Your facilitator will provide detailed instructions. See SLC Written Communication Rubric for specific grading criteria.

Oral Communication. See SLC Oral Communication Rubric for specific grading criteria.

Module Post-Assessment. A comprehensive post-assessment consisting of multiple-choice, matching, fill-in-the-blank and ordering questions will be administered via Blackboard Academic Suite upon completion of the module.

A-1

Appendix BList of Slides

Slide 1: Concrete Experience

Slide 2: Learning Objective

Slide 3: What is Personnel Accountability?

Slide 4: Personnel Accountability Process

Slide 5: Theater Personnel Accountability

Slide 6: Personnel Accountability HR Enabling Systems

Slide 7: Brigade / Battalion Personnel Accountability

Slide 8: Unit Personnel Accountability Report – AAA-162

Slide 9: Personnel Asset Inventory

Slide 10: Learning Objective

B-1