U.S. Army Soldier Support InstituteAdjutant General School

HUMAN RESOURCESPLANNING & OPERATIONS COURSE

OperateSustainment Tactical Network

LESSON PLAN

Version 2.0January 2020

U.S. ARMY ADJUTANT GENERAL SCHOOLHuman Resource Planning and

Operations Course

Operate Sustainment Tactical Network

Lesson Plan

Lesson: 2.50 HoursLesson Author: AGS, ITEDLast Review: January 2020Date prepared: January 2020

1. SCOPE: Sustainment Tactical Network. The Sustainment Tactical Network (STN) is a software-driven, small-dish, transportable, satellite terminal used for reliable connectivity. Used in conjunction with CAISI, it permits the receipt and transmission of data and voice over internet protocol via the NIPRNET from anywhere in the world to anyplace in the world. Together with CAISI, STN has given the TSC the communication asset it needs to manage and maintain mission command sustainment support across the theater. STN provides forward deployed sustainment units a communication capability for sustainment automated systems that is substantially the same as in the garrison environment. .

This lesson supports multiple desired educational outcomes, preparing students to be confident leaders who are able to effectively apply doctrinal concepts and sound judgment.

The brigade S-1 section relies on non-secure, secure, and continuous digital information systems. Their success depends on the availability of both secure and non-secure data and voice systems which requires close coordination with the brigade signal staff officer (S-6). NIPRNET connectivity is provided by either Sustainment Tactical Network (STN), Combat-Service-Support Automated Information Systems Interface (CAISI) , or with the Joint Network Node. The brigade S-1 section requires access to the Force XXI Battle Command Brigade and Below (FBCB2), Blue Force Tracker, and similar systems that provide a common operational picture (COP) through the Army battle command system (ABCS) infrastructure.

Army Learning Areas and General Learning Outcomes:

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

in grouping the General Learning Outcomes. The four Army Learning Areas serve as the framework to catalogue the 14 General Learning Outcomes.

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

This lesson covers the following ALAs and associated GLOs:

Army Profession and Leadership ALA. The Army Profession is a unique vocation of experts certified in the ethical design, generation, support, and application of land power, serving under civilian authority and entrusted to defend the Constitution and the rights and interests of the American people. Leadership is the process of influencing people by providing purpose, direction, and motivation to accomplish the mission and improve the organization.

ALA: Mission Command GLOs

GLO 4: Soldiers and Army Civilians demonstrate proficiency in mission command leader and commander tasks.

Professional Competence ALA. Professional Competence is the demonstrated technical and tactical proficiency in Army and joint doctrine largely revolving around the concept of ULO codified in ADP 3-0.

ALA: Professional Competence GLOs

GLO 12: Soldiers and Army Civilians demonstrate proficiency in Army and joint doctrine. GLO 13: Soldiers and Army Civilians support Army policies, programs, and processes.GLO 14: Soldiers and Army Civilians are technically and tactically competent.

ASSIGNED STUDENT READINGS:

Study Requirements:

AR 600-8-101, Dated 6 March 2018 DA PAM 600-8-101

Study:

FM 1-0 (April 2014) Human Resources Support, Conduct HR Planning, Para 1-25 thru 1-26; Core Competencies, Chapter 3 through 6

(2) JP 5-0 (16 June 2017) Pg. II-4 G1/AG S-1 Operations, Chapter 3, paragraph 3- 4 through 3-22 (4 pages) and Appendix D, pages D-1 through D-5 (5 pages)

Campaign Planning Handbook - Campaign and Contingency Planning, 5-1, Combatant Command Campaign Plan, Chapter 2 para 5 and 6 EXORD 165-16 ISO FY16-19 Active Component Manning Guidance (ACMG) (24 pages).

Read:

(1) FM 1-0, Chapter 1, 1-3 Enduring Principles

(2) ADP 1-01 Doctrine Primer

(3) JP 5-0, Chapter III Purpose of the CCDRs’ Campaign Plans

(4) Campaign Planning Handbook Academic Year 2019

Scan:

(1) Army G-1 Personnel Policy Guidance (PPG) (208 pages)

(2) Bring to Class: NA.

Be prepared to discuss the following in class:

(1) FM 3-0 (Operations),

(2) ADP 3-0 (Operations)

(3) ADP 6-0 (Mission Command)

(4) FM 6-0 (Commander and Staff Organization and Operations)

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

5. TRAINING AIDS, REFERENCES AND RESOURCES:

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

Appendix A: Assessment Plan

Appendix B: List of Slides

6. CONDUCT OF LESSON

Lesson Timeline:

10 minutes Concrete Experience -

20 minutes Publish and Process

10 minutes Break

20 minutes Generalize New Information -Chapter III Strategy and Campaign Development

30 minutes Practical Exercise #1 – CCDRs’ Campaign Plans

10 minutes Break

20 minutes Generalize New Information - PRM Tasks and Responsibilities

10 minutes Break

15 minutes Generalize New Information – Army G-1/HRC, PPG, ACMG

20 minutes Practical Exercise #3 – PIM Concerns

10 minutes Break

25 minutes Generalize New Information – Enduring Principles

SHOW SLIDE 1: Operate Sustainment Tactical Network.

Slide 1: Sustainment Tactical Network (STN)Focus:

Show Slide 2: Terminal Learning Objective Slide 2: Terminal Learning ObjectiveFocus:

Show Slide 3: Terminal Learning Objective

Slide 3: Terminal Learning ObjectiveFocus:

Show Slide 4: Terminal Learning Objective

Slide 4: Terminal Learning ObjectiveFocus:

Publish and Process (20 minutes): This phase is student-centered and instructor facilitated.

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

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

What happened? How did you feel about that?

How did you form your initial thoughts/responses?

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

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

The “processing” phase now allows the group to talk about the data they generated. Discussion and questions are directed toward making sense of the data for the individual and the group. Since the CE question is the same for each student, one technique for discussing information may be to go back and forth to see if related items were generated.

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

Why did you site “Item X” as an example? What does it mean to you? (This gets at affective learning and how students find the material relevant from their experiences).

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

Would you say you saw any themes or pattern as you developed your examples? (e.g., events vs. processes).

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

After having talked about this, can you think of additional examples?

Show Slide 5: Safety

Slide 5: SafetyFocus:

The first thing that we will discuss is Safety

SAFETY REQUIREMENTS. In a training environment, leaders must perform a risk assessment in accordance with FM 5-19, Composite Risk Management. Leaders will complete a DA Form 7566 COMPOSITE RISK MANAGEMENT WORKSHEET during the planning and completion of each task and sub-task by assessing mission, enemy, terrain and weather, troops and support available-time available and civil considerations, (METT-TC). Note: During MOPP training, leaders must ensure personnel are monitored for potential heat injury. Local policies and procedures must be followed during times of increased heat category in order to avoid heat related injury. Consider the MOPP work/rest cycles and water replacement guidelines IAW FM 3-11.4, NBC Protection, FM 3-11.5, CBRN Decontamination.

 RISK ASSESSMENT LEVEL. Low. No food or drink is allowed near or around electrical equipment (CPU, file servers, printers, projectors, etc.) due to possible electrical shock or damage to equipment.  Exercise care in personal movement in and through such areas.  Avoid all electrical cords and associated wiring.  In event of electrical storm, you will be instructed to power down equipment. Everyone is responsible for safety.

ENVIRONMENTAL STATEMENT. Environmental protection is not just the law but the right thing to do. It is a continual process and starts with deliberate planning. Always be alert to ways to protect our environment during training and missions. In doing so, you will contribute to the sustainment of our training resources while protecting people and the environment from harmful effects. Refer to FM 3-34.5 Environmental Considerations and GTA 05-08-002 ENVIRONMENTAL-RELATED RISK ASSESSMENT. EVALUATION: You will be evaluated at the end of the STN and CAISI Module.

Show Slide 6: CSS SATCOM

Slide 6: CSS SATCOMFocus:

The first thing that we will discuss is Safety

Show Slide 7: CSS SATCOM

Slide 7: CSS SATCOMFocus:

CSS SATCOM

The Remote CSS SATCOM Terminal provides the backbone for “anytime, anywhere” communication connectivity capability. This communications backbone provides a seamless, wireless link between the tactical battlefield and the sustainment domain, enabling current logistics, using Standard Army Management Information Systems(STAMIS) to link with the remaining higher-level SALE components to implement theWarfighter Information Network - Tactical (WIN-T) architecture.

INSTRUCTOR NOTE: Review slide with students and explain the various components of the Remote CSS SATCOM Terminal. Refer students to Technical Manual, if necessary.

Features• 1.2 m motorized antenna• IP Access• 64 Mbps downloads• 256 kbps uploads• 12 subnet IPs• Security• Sensitive but Unclassified• Bulk transport encryption – wireless network (In-line encryption device)• NIPRNET• Physical security—user’s main responsibility

4 Transport cases• Reflector case weight (137lbs)• Antenna pedestal case weight (161lbs)• IFL cable reel (44lbs)• RF equipment case weight (118lbs)• Indoor Equipment case weight (82lbs) Total Weight (542lbs)

Check on Learning:Q: What is the total weight of the CSS SATCOM Terminal?A: 4 Transport casesReflector case weight (137lbs)Antenna pedestal case weight (161lbs)IFL cable reel (44lbs)RF equipment case weight (118lbs)Indoor Equipment case weight (82lbs)

Total Weight (542lbs)Review Summary:During this block of instruction, we reviewed and discussed the RemoteCSS SATCOM Terminal. Are there any questions?

Show Slide 8: PSDR S-1 Equipment Packages

Slide 8: PSDR S-1 Equipment PackagesFocus:

Show Slide 9: PSDR S-1 Equipment Packages

Slide 9: PSDR S-1 Equipment PackagesFocus:

Details

• The BCT/AVN Bde has a STN Terminal and the requisite Air Time, as opposed to the Brigade package which does not, due to its requirements to operate remotely and have the ability to communicate independently and digitally.

• The STB Package is sized to the projected supported population. It is equipped with a smaller AHRS computer package and with a new CAISI Bridge Module (CBM) since the STB is located in an area where it can tie in to a STN.

• Bn packages are sized to the authorized population. They also have a CAISI Bridge Module to tie to the BCT/Bde. No DEERS/RAPIDS are provided since Soldiers would go to the higher BCT/Bde.

Show Slide: Sustainment Tactical Network (STN)

Slide 10: Sustainment Tactical Network (STN)Focus:

Has the bandwidth to support the mission

Provides conductivity for remote and isolated elements

Readily transportable

Allows for beyond the line of sight extension

Provides the capabilities for HR professionals to execute the mission anywhere at anytime

STN/CAISI Capabilities/Benefits

Capable of running HR systems common at the BDE

e MILPO DCIPS-FEDAS Digital Send (F2F)TOPMIS CAC

Has the bandwidth to support the mission

Provides conductivity for remote and isolated elements

Readily transportable

Allows for beyond the line of sight extension

Provides the capabilities for HR professionals to execute the mission anywhere at anytime

Show Slide 11: Communicate Capabilities (STN)

Slide 11: Communicate Capabilities (STN)Focus:

Show Slide 12: Communicate Capabilities (STN)

Slide 12: Communicate Capabilities (STN) cont.Focus:

Show Slides 13: Check on Learning

Slide 13: Check on LearningFocus:

Show Slides 14: Check on Learning

Slide 14: Check on LearningFocus:

Q: For stand-alone capabilities for an STB what must be included in their STN equipment package?

A: 1 DEERS-Rapid CAC System

1 ID Tag Machine 7 AHRS Computers 2 AHRS Multifunctional Printers

Q: What is the total weight for a STN?

A. 525 pounds; requires a minimum of two-person lift.

Q: What are the sustainment functions needed to build combat power?

A: logistics, engineer activities, health services, and personnel support

Show Slides 15: Communicate Capabilities of the STN

Slide 15: Communicate Capabilities of the STNFocus:

Instructor’s Note: Furthermore, Forward Support Battalions (FSB) have the required equipment to change encryptions. The required system is a Systems Support Kit, which allows for trouble shooting. The kit is equipped with a laptop which is needed as well.

Show Slides 16: Review Summary

Slide 16: Review SummaryFocus:

Show Slides 17: Questions

Slide 17: QuestionsFocus:

Show Slides 18: Terminal Learning Objective

Slide 18: Terminal Learning ObjectiveFocus:

Show Slides 19: Terminal Learning Objective

Slide 19: Terminal Learning ObjectiveFocus:

Show Slides 20: Terminal Learning Objective

Slide 20: Terminal Learning ObjectiveFocus:

Develop (10 min): 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. The intent is that students recognize that value of HR planning in both garrison and deployed environments and the various components of that support.

Here are some ideas that instructors can inject into the discussion:

Students 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?

Some 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 in trying to accomplish missions in a time constrained environment?

Apply (60 mins): Administer Practical Exercise

1) This practical exercise is designed to measure the student’s ability to analyze and comprehend a higher headquarters Warning Order (WARNO) and to prepare a personnel estimate.

2) Students will be broken down into 3 groups and will be provided a WARNO, battalion MTOE, and strength roster. The groups will then have to develop a personnel estimate based on their specific scenario. Each group will be required to provide a 15 minute briefing to the instructor upon the completion of their task.

Appendix A

Provide Input to HR Planning and Operations Assessment Plan

Module AssessmentContribution to

Group WorkWritten

CommunicationOral

CommunicationModule

Post-Assessment TOTAL

30% NA 10% 60% 100%

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

Written Communication. See Written Communication Rubric for specific grading criteria.

Oral Communication. See 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.

Appendix B

Slide 1: Sustainment Tactical Network (STN)

Slide 2: Terminal Learning Objective

Slide 3: Terminal Learning Objective

Slide 4: Terminal Learning Objective

Slide 5: Safety

Slide 6: CSS SATCOM

Slide 7: CSS SATCOM (cont.)

Slide 8: PSDR S-1 Equipment Packages

Slide 9: PSDR S-1 Equipment Packages (cont.)

Slide 10: Sustainment Tactical Network (STN)

Slide 11: Communicate Capabilities (STN)

Slide 12: Communicate Capabilities (STN) (cont.)

Slide 13: Check on Learning

Slide 14: Check on Learning

Slide 15: Communicate Capabilities of the STN

Slide 16: Review Summary

Slide 17: Questions

Slide 18: Terminal Learning Objective

Slide 19: Terminal Learning Objective

Slide 20: Terminal Learning Objective