Essay on Army Reserve and National Guard workforce

Instructions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DB Post Response # 1

In a minimum of 200 words, please provide a response to the post below, with at least one cited source. Please use military sources and one outside source if using more than one cited source.

 

Note: Rubrics attached.

 

 

 

DB Post # 1

 

The U.S. Army Reserve and National Guard workforce development and management operate off two separate manning documents.  First is the modification table of organization and equipment (MTOE) and the table of distribution and allowances (TDA) that the active component is familiar with that are housed in the Force Management System Website (Department of the Army, 2014).  On top of that, the reserve components also have a TDA overlay, which contains the authorized full time staff manning document.  Although traditional part-time Soldiers fill most of the reserve component ranks, a small cadre of full time Active Guard Reserve (AGR) and a special category of civil service civilians known as Dual Status Military Technician, or Miltech for short, comprise the full time staff.  The full time TDA overlay manning document shows the required and authorized staff needed to run the day-to-day operations, administration, supply, and other critical support functions.

Currently, I lead an Army Reserve Civil Affairs (CA) Battalion.  All Battalions like mine across the entire United States Army Civil Affairs and Psychological Operations Command (USACAPOC) have been dealing with a critical gap in workforce needs of the organization for the last year.  Every single Battalion has a D Company with zero full time staff authorized while all other Companies have one AGR Supply NCO and one Miltech Administrator authorized.  This change came after a workforce analysis at the Civil Affairs Symposium at Fort Bragg, North Carolina in 2018 (Casserleigh, 2019).  Citing the observations that very few reserve CA Battalions are fully manned, they published the recommendation to restructure the workforce by deactivating one CA Company per Battalion (Casserleigh, 2019).  Enacted were changes to the full time TDA overlay, eliminating the two support positions, but the main MTOE document for each D Company was never deactivated.  This resulted in a Company with Soldiers assigned but no full time staff to support it.  For the vast majority of CA Battalions that are not fully manned, the solution was to move the small group of Soldiers out of D Company into another with full time staff.  My Battalion does not have that luxury, as we are currently over-strength and historically have been, assigned in the National Capital Region with no shortage of people interested in joining an Airborne Civil Affairs Battalion.

To close this workforce gap, I have been working with the Force Development Office at USACAPOC to highlight our need for full time staff in D Co.  These efforts are about to finally pay off, as the full time TDA overlay for Fiscal Year 2021 now authorizes the AGR Supply NCO for D Company for a handful of Battalions, including my own.  The civilian Miltech administrator position, however, remains unauthorized.  To fill this critical need, which supports pay and administration, I am working with the supporting Civilian Personnel Advisory Center (CPAC) to request a civilian position often unofficially referred to as an “overhire,” which is at times authorized to fill special workforce situations that are not on the TDA.  This overhire request is not a guarantee and is subject to budgetary restrictions, but if authorized it will temporarily fix our workforce shortage until approval of a more permanent force management solution.

A challenge for every organization that employs civilian staff to support their mission is in retaining and engaging their employees.  Promotions for civil service employees can happen rapidly after one year of experience at current grade (OPM, 2018).  If you lack positions that allow upward mobility within your organization, this often means civilian employees seek to promote out to another organization, leaving you to recruit, fill, and train a new person.  Creating institutional agility for civilian talent management strategy that depends on acquiring, developing, and retaining talent is a major goal of the army talent management framework (Department of the Army, 2016).  One of the strategies I have been most successful with both training and retaining civilian employees is to focus heavily on the army’s Civilian Education System (CES), which is very similar to Noncommissioned Education System (NCOES) and Officer Education System (OES).  Each paygrade has a corresponding level including Foundation, Basic, Intermediate, and Advanced Courses (CHRTAS, 2020).  Often not tracked nor required for civilian staff is the completion of these courses.  Focusing heavily on tracking your civilian staff completion of the distance learning and resident phases of these courses has proved to be a successful retention tool in my experience, as it demonstrates commitment to their professional development.

References

 

Casserleigh, P. (2019) Optimizing Civil Affairs through Reorganizing the Force.  Civil Affairs Issue Papers, 5(2018-2019), 37-44.  https://pksoi.armywarcollege.edu/conferences/psotew/documents/wg1/2018-19_Civil_Affairs_Issue_Papers.pdf

 

CHRTAS Civilian Human Resources Training Application System.  (2020, August 4).  Retrieved from https://www.atrrs.army.mil/channels/chrtas/

 

Department of the Army.  (2014). Human Resources Support (Field Manual 1-0).  Retrieved from https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/fm1_0.pdf

 

Department of the Army.  (2016). U.S. Army Talent Management Strategy Force 2025 and Beyond.  Retrieved from https://talent.army.mil/wp-content/uploads/pdf_uploads/PUBLICATIONS/Army%20Talent%20Management%20Strategy%2C%20Force%202025%20and%20Beyond.pdf

 

OPM eliminates time-in grade restriction.  (2008, November 7), Federal News Network.  Retrieved from https://federalnewsnetwork.com/benefits/2008/11/opm-eliminates-time-in-grade-restriction/

 

 

DB Post Response # 2

In a minimum of 200 words, please provide a response to the post below, with at least one cited source. Please use military sources and one outside source if using more than one cited source.

 

DB Post #2:

Managing teams in the Army to attain their highest potential is the overall goal of the Sergeant Major (SGM). Society forces us to maximize talent, become efficient, and save money to maintain a competitive edge. The Army Talent Management Strategy (ATMS) shared these goals with a focus on development (Department of the Army [DA], 2016). This development includes assignments, education, and training to maximize the strengths and talents of each team member and enhance Army readiness (DA, 2016).

 

Individual Soldier training in the form of education will enable critical thinking and application of experience to anticipate future problems, develop courses of action (COA), and ultimately achieve desired outcomes (DA, 2016). Secondly, organizational adaptability increases since the Soldier experiences a boost in confidence to make decisions over time. Employee engagement starts with the team leader and is as simple as being present with a genuine concern for team success. Meeting training and retraining needs begins with a Master Trainer. The SGM can determine the individual for the Master Trainer role based on the direct interaction of the team, relevant experience, and individual education.

 

Before we can implement plans to measure and improve workforce efficiency, the Commander must ensure the unit has a battle rhythm to help integrate the staff and assist with making decisions (DA, 2019). Workplace productivity requires several components: motivation, productive teams, and investment in human capital, or team members (DA, 2016). A unity of purpose and shared understanding with team integration will maximize efficiency when combining elements under systems, processes, functions, and a battle rhythm (DA, 2014). Department of the Army (2015) describes efficient teams as “Cohesive, effective teams execute their plans thoroughly and quickly and focus on achieving collective results” (p 1-4). The assessment requires an analysis of how effective the workforce team is and identifying areas of improvement. Once complete, then the SGM can compare teams and determine efficiency standards.

 

 

References:

Department of the Army. (2014). Human Resources Support. (FM 1-0).

https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/fm1_0.pdf

Department of the Army. (2015). Army Team Building. (ATP 6-22.6).

https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/atp6_22x6%20FINAL.

pdf

Department of the Army. (2016). U.S. Army Talent Management Strategy: Force 2025

and Beyond [PDF Document]. https://usasma.blackboard.com/bbcswebdav/pid-

056208-dt-content- rid25054999_1/courses/SMA_SMCDL_Phase2_CL46_B/

Army%20Talent%20Management%20Strategy%2C%20Force%202025%20and

%20Beyond.pdf

Department of the Army. (2019). Mission Command: Command and Control of Army

Forces. (ADP 6-0). https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/

ARN19189_ADP_6-0_FINAL_WEB_v2.pdf

 

 

RUBRICS.pdf

 

Form 1009C

Contribution to Group Discussion Assessment

Levels of Achievement

Criteria Failed Unsatisfactory Marginal Developing Proficient Exemplary

Quality and Scope of Posted Content

0 to 5 points

No or irrelevant discussion participation.

6 to 8 points

Initial posting is not on topic; the content is unrelated to the discussion question; post demonstrates superficial thought and poor preparation. No depth in response to classmates; response does not relate directly, either conceptually or materially, to classmate postings.

9 to 11 points

Initial posting demonstrates a lack of reflection and answers few aspects of the discussion question; Development of concepts is not evident. Provides questionable comments of fails to offer new information to other posts; Responses do not promote further discussion of topic.

12 to 14 points

Initial posting demonstrates legitimate reflection and answers most aspects of the discussion question; full development of concepts is not evident. Provides relevant comments and new information to other posts; not all responses promote further discussion of topic.

15 to 17 points

Initial posting reveals a clear understanding of all aspects of the discussion question; uses factual and relevant information; demonstrates proficient development of concepts. Demonstrates understanding of other posts; extends discussion by building on previous posts and offering perspectives.

18 to 20 points

Initial posting demonstrates a thorough understanding of all aspects of the discussion question; uses factual and relevant information from scholarly sources; demonstrates full and insightful development of key concepts. Demonstrates critical analysis of other posts; extends meaningful discussion by building on previous posts and offering alternative perspectives.

Collaborative Communication Skills

0 to 5 points

No or irrelevant discussion participation.

6 to 8 points

Rarely provides useful ideas when participating in group discussions. Does not effectively engage with classmates by acknowledging and accepting other points of view. Publically critical of the work of others. Often displays unproductive communication that instigates a negative response rather than promotes collaboration.

9 to 11 points

Rarely provides useful ideas when participating in group discussions. Publically critical of the work of others. Rarely displays a positive narrative. Rarely shares with and supports the efforts of others. Sometimes causes undue tension or issues in the discussion forum.

12 to 14 points

Usually provides useful ideas when participating in group discussions. Rarely publically critical of the work of others. Often displays a positive narrative. Usually shares with and supports the efforts of others. Does not cause undue tension or issues in the discussion forum.

15 to 17 points

Routinely provides useful ideas when participating in group discussion. Never publically critical of the work of others. Always displays a positive narrative. Regularly shares with and supports the efforts of others. Maintains a productive and collaborative discussion with classmates.

18 to 20 points

Always provides creative ideas when participating in group discussion. Supports the work of others while keeping discussion on topic. Always displays a positive narrative. Regularly shares with and supports the efforts of others. Leads a productive and collaborative discussion with classmates.

Critical and Creative Thinking

0 to 5 points

No or irrelevant discussion participation.

6 to 8 points

Demonstrates a lack of proficiency in conceptualizing the problem; viewpoints and

9 to 11 points

Demonstrates limited or poor proficiency in conceptualizing the problem; viewpoints and

12 to 14 points

Demonstrates developing proficiency in conceptualizing and providing

15 to 17 points

Demonstrates considerable proficiency in conceptualizing the problem

18 to 20 points

Demonstrates mastery in conceptualizing the problem and presenting

Name

Description

Rubric Detail

Page 1 of 2

 

 

Levels of Achievement

Criteria Failed Unsatisfactory Marginal Developing Proficient Exemplary

assumptions of experts lack analysis and evaluation; conclusions are either absent or poorly conceived and supported.

assumptions of experts are not sufficiently analyzed, synthesized, and evaluated; conclusions are either poorly conceived and supported.

context to the problem; viewpoints and assumptions of experts are not sufficiently analyzed, synthesized, or evaluated; conclusions lack clear rationale.

and presenting appropriate perspectives; viewpoints and assumptions of experts are accurately analyzed, synthesized, and evaluated; conclusions are logically presented with applicable rationale.

logical perspectives; viewpoints and assumptions of experts are superbly analyzed, synthesized, and evaluated; conclusions are logically presented with detailed rationale.

Reference to Supporting Sources

0 to 5 points

No or irrelevant discussion participation.

6 to 8 points

Does not refer to assigned readings or other sources; fails to cite properly and/or cites questionable sources.

9 to 11 points

Refers to questionable sources. Attempts to cite sources with major deficiencies in citation format; fails to use two or more sources in initial post. Fails to use any source in response to classmates.

12 to 14 points

Refers to scholarly sources from assigned or outside reading and attempts to cite sources with few deficiencies in citation format; fails to use two or more sources in initial post.

15 to 17 points

Refers to and properly cites scholarly sources from assigned or outside reading and research with two or more sources cited in the initial post and at least one source cited in response to classmates.

18 to 20 points

Refers to and properly cites recent and relevant scholarly sources from assigned or outside reading and research with two or more sources cited in the initial post and at least one source cited in response to classmates.

Style and Mechanics

0 to 5 points

No or irrelevant discussion participation.

6 to 8 points

Writing contains numerous wordy, vague, or poorly constructed sentences. Frequent instances of grammar, spelling, and/or punctuation errors.

9 to 11 points

Writing contains few wordy, vague, or poorly constructed sentences. Occasional instances of grammar, spelling, and/or punctuation errors.

12 to 14 points

Writing displays a developing sense of academic writing with structurally sound sentences. 5-10 errors in grammar, spelling, and/or punctuation.

15 to 17 points

Writing displays a proficiency of academic writing with clearly written and structurally sound sentences. Less than 5 errors in grammar, spelling, and/or punctuation.

18 to 20 points

Writing displays a mastery of academic writing with clearly written and structurally sound sentences. No errors in grammar, spelling, and/or punctuation.

Assignment Requirements

-31 to -31 points

One or more posts contain plagiarism.

-15 to -15 points

Failed to meet assignment requirements and one or more submissions after due date.

-10 to -10 points

Failed to meet assignment requirements.

-5 to -5 points

One or more submissions after due date.

0 to 0 points

Met all requirements.

0 to 0 points

Met all requirements.

Page 2 of 2

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