Part I-
Read the following:

A. Reading F107RA. Compilation of Strategic Guidance Initiating Capability Development.

B. Reading F107RB. USPACOM Joint Emergent Operational Needs Statement for Hydro-

C. Reading F107RC. The Journey of a JEONS via JCIDS to ACIDS to TAA.
Part II-

After reading and analyzing the three readings that comprise the Force Design Practical Exercise Scenario, complete the DOTMLPF Assessment and Initial Capabilities Document (ICD) using the format found in F107RC pages 5-6. Located on Blackboard.

b. Bring to Class: Your completed Capability Based Assessment products: the draft ICD and your DOTMLPF assessment. Use the format in reading F107RC, pages 5-6, as a guide.
NOTE: Please provide the same writer as of all my recent documents. Thanks.

US ARMY COMMAND AND GENERALSTAFFCOLLEGE
US Army Command and General Staff School
The Army School System (TASS)
Command and General Staff Officer Course (CGSOC) Common Core
F100: Managing Army Change

Advance Sheet forF107
Force Management Practical Exercise
1. SCOPE

In the last F100 lesson prior to the final exam (F108), you will apply key force management concepts and processes using a scenario-based practical exercise. This four-hour lesson begins with the discussion of a recent historical example in order to illustrate how an identified resource shortfall was translated into real capabilities using the force management process. You will then conduct a scenario-driven practical exercise that will allow you to review, analyze and apply the force management concepts and process that you explored in F101 through F106. Finally, your instructor will conduct a block close-out and a final review to help you prepare for the F100 final examination.

2. LEARNING OBJECTIVES

This lesson supports CGSOCCommon Core Course TLO-CC-10, “Analyze DOD and Army change management processes,” as listed on the block advance sheet.

ELO-CC-10.7
Action:Apply force management concepts and processes in a practical exercise.
Condition:Acting as a staff officer, a member of a problem solving team, or individually in a classroom small staff group setting; given capability requirement, Army strategic documents, other references, classroom discussions, attained Force Management knowledge, historical examples and personal experience.
Standard:Application includes-
1. Understanding the practical exercise materials;
2. Demonstrating knowledge and retention of key force management concepts and processes;
3. Analyzing national and army strategic documents to determine capability gaps;
4. Applying force management concepts and processes to a force design scenario; and
5. Applying force management concepts and processes to a force integration scenario.
Learning Domain: Cognitive;Level of Learning:Application.
JPME I Learning Areas Supported:
1a: Comprehend the capabilities and limitations of U.S. military forces to conduct the full range of military operations in pursuit of national interests.
1b: Comprehend the framework within which joint forces are created, employed, and sustained in support of JFCs and their component commanders.
1e: Comprehend how the U.S. military is organized to plan, execute, sustain, and train for joint, interagency, intergovernmental, and multinational operations.
4e:Comprehend the effect of time, coordination, policy changes, and political development on the planning process.
6b: Comprehend critical thinking and decision-making skills needed to implement change and sustain innovation.
6c:Comprehend the ethical dimension of operational leadership and the challenges that it may present.
3. ISSUE MATERIAL

a. Advance Issue: F100:Advance Sheets and Readings Book (located on Blackboard in the F100
Folder).

Student Slides with instructor notes. These slides are a copy of the slides the instructor will use in class. Available on Blackboard under the F107 lesson materials.

b. During Class:Practical exercise scenario handouts your instructor will discuss during class).

4. HOMEWORK ASSIGNMENT

a. Study Requirements

First Requirement

View

F107R, Computer Based Instruction. Building Army EW Capability. June 2014. Located on Blackboard in the F107 lesson area.

Read

Reading F107RA.Compilation of Strategic Guidance Initiating Capability Development.
Pages F107RA-1– F107RA-6 (6 pages). Located on Blackboard in the F107 lesson area.

Reading F107RB. USPACOM Joint Emergent Operational Needs Statement for Hydro-
Terrain Organization Capability. Pages F107RB-1 – F107RB-2 (2 pages).This document is
for CGSOC student use only. Located on Blackboard in the F107 lesson area.

Reading F107RC. The Journey of a JEONS via JCIDS to ACIDS to TAA. Pages F107RC-1
F107RC-6 (6 pages). Located on Blackboard in the F107 lesson area.

Review

Previous F100 lesson references and materials.

Second Requirement

After reading and analyzing the three readings that comprise the Force Design Practical Exercise Scenario, complete the DOTMLPF Assessment and Initial Capabilities Document (ICD) using the format found in F107RC pages5-6. Located on Blackboard.

b. Bring to Class: Your completed Capability Based Assessment products: the draft ICD and your DOTMLPF assessment. Use the format in reading F107RC, pages 5-6, as a guide.

5. ASSESSMENT PLAN

This lesson is assessed as part of the F100 block contribution to learning grade for F107, which accounts for 7 percent of your final F100 grade. Use F100 Appendix C as the rubric to assess your contribution to learning for the entire F100 block.
Standards: General grading standards will be in accordance with the standards defined in CGSC Bulletin #903, dated 10 December 2013. Please see the block advance sheet for the grading scale and for additional detailed information.

• Late Assignments. Instructors are not authorized to allow students to turn in assignments, with forgiveness, past the due date. CGSC Bulletin 903 specifies procedures for extreme considerations that a student, instructor, team leader, and responsible department director will be required to do to allow late work excusals. In general, late assignments will be decremented 10% of the grade (one letter grade) for each scheduled duty day late (TASS RC Environment)until the assignment reaches zero points. Example: The assignment is worth 100 points, and then each duty day late the student will lose 10 points per day until the grade is zero if not turned in. Once the paper is turned in, it is graded and then the grade is recorded first (without points deduction), then the points deducted for a final grade. Remediation is not required for late papers if the grade earned before points deduction meets the CGSC Bulletin 903 guidelines.

• Grading and Feedback. Instructors will return graded assignments to students with feedback within a timely period during Phase II.