ED_506_FINAL_HRM_DDD_121112.pdf

Final Detailed Design Document Human Resources Management to Support DoD

Security Programs

Developed for

The Department of Defense (DoD) Defense Security Service (DSS)

Center for Development of Security Excellence (CDSE) Education Division

Presented by

Carney, Inc.

Alexandria, VA

Under BPA HS0021-11-A-0091 Order No. HS0021-11-A-0091-0006

December 11, 2012

DSS CDSE Education Division Human Resource Management to Support DoD Security Programs

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Document Version

Author Version Date Carney Inc. 1.0 9/21/2012 Carney Inc. 1.1 12/11/12

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Contents

1. Introduction

1.1. The Requirement

1.2. Purpose of the Detailed Design Document

1.3. Organization of This Document

2. High-Level Course Design

2.1. Course Description/Overview

2.2. Credits Conferred

2.3. Target Audience/Prerequisites

2.4. Student Outcomes/Objectives

2.5. Delivery Method

2.6. General Course Requirements

2.7. Grading

2.8. Course Textbooks

2.9. Course Outline

3. Content Outline

3.1. Week 1: Course Overview and Introduction to Human Resource Management 14

3.2. Week 2: Fundamentals of HRM I: Recruiting and Hiring, Compensation, and Workforce Development

3.3. Week 3: Fundamentals of HRM II, Performance Management

3.4. Week 4: Fundamentals of HRM II: Legal Issues and Compliance

3.5. Week 5: Topics in HRM in DoD Security Programs: Personnel Policy and Manpower Authorizations

3.6. Week 6: Topics in HRM in DoD Security Programs: The Personnel System ... 24

3.7. Week 7: Topics in HRM in DoD Security Programs: Selected Personnel Policies

3.8. Week 8: Topics in HRM in DoD Security Programs: Workforce Development.

3.9. Week 9: Topics in HRM in DoD Security Programs: Performance Management

3.10. Week 10: Security as a Critical Component of HRM

3.11. Week 11: Manpower Conversions and Reductions

3.12. Week 12: Organizational Structures in Security

3.13. Week 13: Managing Technology

3.14. Week 14: Strategic Human Capital Management Planning

3.15. Week 15: Climate and Culture

3.16. Week 16: Future of HRM in DoD Security Programs

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1. Introduction

1.1. The Requirement

The Defense Security Service (DSS) Center for Development of Security Excellence (CDSE) has undertaken, through its Education Division, the responsibility to provide graduate-level education to security professionals designed to develop the future security leaders for the Department of Defense (DoD).

The purpose of this project is to design and develop an advanced, semester-long course that will provide an educational opportunity for mid-career security specialists to gain in-depth knowledge and understanding of human resources management as it relates to DoD security programs. The course will develop each student’s ability to use this knowledge to become more effective as security leaders in the DoD. The course will be conducted via the Sakai Continuous Learning Environment (CLE) and will consist of readings, prerecorded lectures and presentations, asynchronous sessions, a discussion forum, written assignments, quizzes, and a final exam.

1.2. Purpose of the Detailed Design Document

The purpose of this Detailed Design Document is to convey the learning objectives, topic outlines, and planned assignments for each week of the course. It also proposes the grading schema the instructor will use. This document proposes the organization of content to be delivered throughout the 16-week semester and details the proposed instructional methods to be used for each week.

This detailed design will guide the development of the course materials.

1.3. Organization of This Document

The remainder of this Detailed Design Document is organized into several sections:

Components of the Detailed Design Document:

o An overview of the course o A statement of the anticipated credits to be conferred o A list of prerequisite courses, if applicable o The terminal learning objectives of the course o The delivery method(s) to be used o General course requirements o Grading scheme for the course o A course outline showing how the course will unfold over the semester

A content outline detailing the topics, instructional methods, and assignments for each week

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2. High-Level Course Design

2.1. Course Description/Overview

One of the complexities of and challenges for leadership and management in security programs in the DoD is human resource management (HRM). While the processes and procedures are well defined in a variety of laws, instructions, and policies, few managers are fully aware of the myriad requirements and responsibilities that apply to leadership.

Even fewer are expert enough to leverage their knowledge to their and their organization’s full benefit. Understanding HRM at an appropriate technical level is necessary to ensure compliance, provide open communication between management and workforce, ensure fair and equitable treatment for everyone, and give the workforce an understanding of the variety of career paths they can pursue and enjoy as well as the levels of performance and accomplishment they can aspire to.

All managers and leaders are responsible for effective HRM and are bound by established authorities and directives. Beyond compliance requirements, leaders are responsible for continually assessing their workforce against standards of the mission. In other words, what type(s) of skill set(s) and how many of them are necessary to effectively complete the required work, and the standards of performance – how well the workforce accomplishes the required work? Understanding HRM at the enterprise level is necessary to take full advantage of the opportunities available to leadership to successfully size, develop, motivate, and lead a workforce that is efficient, effective, and dedicated to mission success.

This course is designed to inform students about HRM as they will experience it in leadership positions within the variety of security programs within the DoD. The course will first introduce (or in some cases reintroduce) students to the fundamentals or “basics” of HRM, covering areas such as the employment process, compensation and benefits, employee management (recruiting, staffing, performance reviews, etc.), training and development, employee relations, etc. Using this introduction as the foundation, the course will then dig deeper into the more complex and less well defined areas of HRM, to provide students with the opportunity to apply concepts, theories, and best practices to the challenges they will face in more senior leadership positions.

In addition to the requirements for senior security leaders to effectively manage their workforce, it is also important that they understand the impact security philosophy and policy has on HRM in the non-security programs within the DoD. This course will include an examination of how security requirements and programs guide and influence HRM in DoD and with key stakeholders, such as the Defense Industrial Base.

The course will close by considering the future challenges security leaders will face in HRM, such as: aging workforce, decreasing budgets, political pressures, and the impact of technology. The lectures, readings, and assignments completed during the course should enable the students to engage in a healthy and informed discussion of the factors driving the future HRM environment.

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Because this class is designed for security professionals with varying levels of expertise in differing security disciplines, it is anticipated that the combined efforts of all class participants will stimulate discussion and the exchange of ideas while driving the learning environment. Accordingly, adequate class preparation will be required to successfully complete this course.

2.2. Credits Conferred

This course will be designed to equate to three credit hours at the graduate level.

2.3. Target Audience/Prerequisites

This course is intended for DoD civilian and military, personnel who perform security leadership and management duties. It is assumed that all students will be prepared to take on graduate-level work in the security field.

2.4. Student Outcomes/Objectives

At the end of this course, students will be expected to

Analyze the broad fundamental components of HRM Interpret the primary compliance requirements of HRM programs (areas such as ethics, equal opportunity, sexual harassment, and legal considerations) Compare and contrast the roles of the key authorities and organizations involved in establishing and maintaining the security workforce Assess the process(es) to build a security workforce (to include manpower allocation factors, career ladders, position descriptions, professional development plans, training and education, certifications (i.e., SPēD), etc.

Describe the components of HRM unique to security programs within the DoD (i.e., occupational codes and position designations, unique hiring requirements, personnel and information security implications, etc.)

Assess and discuss the essential issues in security workforce development and performance management programs

Categorize the components of a strategic human capital management plan Distinguish and predict current and future challenges and issues in HRM (areas such as reductions in force, military to civilian conversions (and vice versa), employee motivation, unions, the impact of information technology, etc.)

Describe the impact of security on HRM programs in non-security disciplines, specifically characterizing the HRM professional’s responsibility for understanding and complying with security requirements; define the role security professionals have with regard to non-security HRM programs

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2.5. Delivery Method

This is a graduate-level distance-learning course in human resource management as it impacts both security and non-security personnel programs. The course will consist of readings, prerecorded lectures and presentations, asynchronous sessions, participation in the discussion forum, a graded research paper, two quizzes, and a final exam.

Because this is a 3 credit hour equivalent course, the contact time over the 16 weeks should be approximately 30 hours. A typical week will include a 30-45 minute prerecorded lecture; it will be followed by either a quiz (about one hour duration to complete) or an on-line discussion forum. Generally a discussion will be based on instructor-provided discussion question(s) with each student providing a response and then commenting on other student inputs. This discussion format will constitute the second contact hour of each lesson (for twelve lessons).

Students should be prepared to critically discuss and debate the readings as well as analyze them for biases and multiple perspectives. Students should be prepared to examine and re-examine their current perspectives and philosophies on HRM and tie analysis and discussion to personal experience.

In addition to any assigned texts, the course readings will draw from a variety of resources, such as authoritative readings (legislation, executive orders, policies, plans and strategies, and journals), implementation readings (government products that are responsive to or attempt to fulfill the requirements of authoritative documents), and external reviews (from the U.S. Government Accountability Office, Congressional Research Service, or other agency or office).

Students will be expected to do research at the graduate level in this course. To provide a substantial research capability to all students in the program, a number of internet-accessible research sites will be sent to each student prior to the first lesson. The primary research site will be the CiteULike virtual library. Students will also receive information for signing on to approximately a dozen other research sites or databases relevant to security and defense studies; one example would be opening an account with the Defense Technical Information Center (DTIC). This will ensure that every student has more than enough resources to do the research expected in this course. The instructor may provide additional research sources or sites. Students are also encouraged to make use of library and research sources available to them in their own geographical area or through their own professional or academic networks (such as the Pentagon and NDU libraries).

2.6. General Course Requirements

Class participation is both important and required. If, due to an emergency, students are not able to respond to a discussion prompt in the week it is assigned, they must contact the instructor by e-mail and will be expected to post their response in the following week.

Weekly assignments must be posted in the Sakai CLE by 2359 on the day they are due. It

Carney, Inc. Page 8 December 11, 2012 is expected that assignments will be submitted on time; however, it is recognized that students occasionally have serious problems that prevent work completion. If such a dilemma arises, students should contact the instructor in a timely fashion.

2.7. Grading

The following provides an approximate breakdown of how each assignment contributes to the overall performance in the class.

Class participation (via online discussion) 30% Quizzes (two/10% each) 20% Research paper 30% Final exam 20%

A letter grade will be assigned to each graded assignment, following the grading scale below:

A = 90% – 100% B = 80% – 89% C = 70% – 79% D = 60% – 69% F = 59% and below

Evaluation criteria for discussion question responses are listed below.

ASSIGNMENT EVALUATION CRITERIA

Uses complete sentences Uses proper grammar structure Responses reflect depth of thought and critical thinking skills Integrates material from class/readings into responses Provides coherent and reasoned responses to all questions Integrates real world examples into responses Meets submission timeline

Class Participation (30%):

To meet the requirement for sufficient contact time each week, there will be a combination of recorded lectures by the instructor along with online discussions by and among the students. This approach will be true for ten of the lessons. In a typical weekly lesson, the lectures will be 30 to 45 minutes long (the student is welcome to review the presentation in smaller periods if desired). The students will then be presented two or three discussion questions for response to the instructor and then will comment on the inputs from two other students. Discussion questions are provided in the lesson descriptions to allow students to think about their responses as they complete their

Carney, Inc. Page 9 December 11, 2012 readings and listen to the lectures. Answers must be developed to the extent necessary to defend the student’s hypothesis or position; simple yes or no answers with little support will not be accepted. Each of these twelve weekly online discussions is worth 25 points (on a 1000 point scale). The student response to the instructor is worth 5 to 10 points.

Each comment to a fellow student is worth 2.5 to 5 points. After the first lesson, the time to complete this online response/comment is generally one hour; exceptions will be noted in individual lessons. During the discussion period for the final class period, the instructor will post topics or questions based on his/her review of the student research papers.

Quizzes (20%):

Two quizzes will take place during the course at select intervals. Each quiz will be the equivalent of one hour of contact time and worth ten percent of the overall grade (100 points out of 1000). The quizzes will be three to five short essays (one to two paragraphs).

Research Paper (30%):

A research paper (approximately 16 double-spaced pages) will allow the students to delve more deeply into the challenges of and/or current issues in HRM. Students will select a topic from a range of options or will propose a topic to the instructor for approval.

Outside research will be required and the students will be expected to employ the Chicago Manual of Style as the course style guide.

The instructor will publish a list of prospective research paper topics in week 3 of the class, and students will select a topic or present an alternative topic to the instructor by the start of week 5, so students will have an approved topic by the conclusion of week 5.

Research paper outlines are due to the instructor for review by the start of week 7, and final papers are due by the end of week 13.

Final Exam (20%):

Students will take a final exam on lesson 15 of the course. The exam will cover all the material in the course to date and will be taken on-line with grading done by Sakai. The exam will consist of multiple choice, short answer and short essay questions.

2.8. Course Textbooks

The two primary texts for this course will be editor Steven Condrey’s Handbook of Human Resource Management in Government, 3rd edition, and editor Ronald Sims’ Human Resource Management. Condrey’s text has been lauded by distinguished members of the American Society for Public Administration as an “essential tool” and a “must read” for graduate students interested in this field. It presents key and current issues in HRM in the government, and provides in-depth analysis and commentary from some of the most respected educators and writers in the field of public administration and human resource management. Sims’ text is “a volume in contemporary human resource

Carney, Inc. Page 10 December 11, 2012 management: issues, challenges and opportunities.” Chapters are written by some of the leading practitioners and academicians in the field of HRM.

To provide readings that are directly relevant to HRM in both security and in the DoD, we are gathering information from a variety of sources, to include government agency websites (i.e. opm.gov,) professional publication and trade journals, and military service and government instructions, manuals and pamphlets. We will also be asking for permission to reprint some chapters from other HRM textbooks. Additional readings for this course will draw from a variety of resources, such as authoritative readings (legislation, executive orders, policies, plans and strategies, and journals), implementation readings (government products that are responsive to or attempt to fulfill the requirements of authoritative documents), and external reviews (from the U.S.

Government Accountability Office, Congressional Research Service, or other agency or office). All developed readings will be posted in the on-line library.

Additional but not required texts:

The Chicago Manual of Style, 16th Edition, Chicago: University of Chicago Press, 2010.

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2.9. Course Outline

The following table outlines the 16-week course agenda.

Week General Topics in HRM Method of instruction Assignments due

1 Introduction to HRM Course and student introductions Overview of the course, to include a review of the course syllabus, research and writing requirements, evaluation criteria and process, etc.

Overview of fundamentals of HRM

Reading Asynchronous presentation and interaction

Biographical sketch 1-2 page outline of personal experience with

HRM

(template/writing guide will be provided)

2 Fundamentals of HRM I

Recruiting and hiring Compensation Workforce development presentation Discussion

Discussion forum (DF) 1: Respond to instructor discussion questions and other student responses

3 Fundamentals of HRM II

Performance management Reading Asynchronous presentation Discussion

Instructor posts candidate research topics

4 Fundamentals of HRM III Legal issues and compliance

Reading Asynchronous presentation Discussion

DF 2

Topics in HRM in DoD Security Programs

5 Personnel Policy and Manpower Authorizations DoD and Service organizational structures Programming and funding Authorization and allocation presentation

Quiz 1 Proposed research topics due beginning of the week, approvals provided by the end of the week

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6 The Personnel System Occupational codes and position designations Recruiting and hiring Personnel security considerations

Reading Asynchronous presentation Discussion

DF 3

7 Selected Personnel Policies Ethics Equal Employment Opportunity

(EEO)

Sexual harassment Americans with Disabilities

Reading Asynchronous presentation Discussion

DF 4

8 Workforce Development Intern programs Training Certifications (e.g., SPēD certification, acquisition security, etc.)

Reading Asynchronous presentation

Quiz 2

9 Performance Management Appraisal systems Career progression

Reading Asynchronous presentation

DF 5

Security Considerations in all DoD HRM Programs

10 Security as a Critical Component of

HRM

Personnel security Information Security Industrial security Other aspects of security (resource protection, force protection, anti-terrorism, etc.)

Reading Asynchronous presentation Discussion

Research Paper outline due

Issues in HRM 11 Manpower Conversions and Reductions

Political considerations Mil/Civ and Civ/Mil conversions Government employee to Contractor and Contractor to Gov. employee Base realignment and closure

(BRAC)

presentation Discussion

DF 6

12 Organizational Structures in Security Proprietary organizations Matrixed organizations Outsourcing

Reading Asynchronous presentation Discussion

DF 7

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13 Managing Technology Impact on security programs Implications for information security Future issues with technology

Reading Asynchronous presentation Discussion

DF 8

Research paper due

14 Strategic Human Capital Management Planning Planning considerations Case study review presentation Discussion

DF 9

15 Climate and Culture Outstanding organizations: how leaders use HRM to develop centers of excellence

Reading Asynchronous presentation

Final Exam

16 Future of HRM in DoD Security Programs Future trends and issues presentation

DF 10

Discussion on Selected Research Paper Topics

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3. Content Outline

3.1. Week 1: Course Overview and Introduction to Human Resource Management

1. Lesson Goals/Objectives

At the end of this lesson, learners will be able to:

Describe the scope of the course, administrative requirements, instructional methodology, evaluation criteria, and feedback processes Demonstrate competence with Sakai to the extent necessary to comply with all course administrative requirements Describe the foundational (core) elements of a human resources management program Describe the relationship between HRM and DoD security programs Recognize the course contributions potentially available from classmate’s professional backgrounds and current assignments

2. Rationale:

Every security professional in the US government has a role in human resource management. From understanding their individual responsibilities as an entry level member of the civil service, to supporting HRM programs in their role as a security professional, to knowing how to manage HRM at a major security program level when they are called to do so, security professionals must grow and mature in the concepts and tenets of HRM as they progress through the management ranks. This lesson introduces HRM as it both applies to security professionals and influences security programs within DoD.

3. Discussion Questions:

• Which is the most important of the HRM core areas?

• How can/does HRM impact security programs?

• What is the greatest HRM challenge a security professional faces today?

4. Class Agenda:

• Course introduction: 15 minutes (instructor presentation)

• Review the syllabus and course requirements: 15 minutes (instructor presentation)

• Overview of HRM core areas: 15 minutes (r instructor presentation)

• Review of class demographics and professional background/experience: 15 minutes (instructor presentation)

• Post presentation student Sakai and practice online discussion: 45 minutes

5. Class Activity:

For lesson 1, the class activity will consist only of the instructor’s presentation on Sakai for approximately 50 minutes. Students will then demonstrate competence with the

Carney, Inc. Page 15 December 11, 2012 appropriate functions of Sakai by posting their bio, answering several instructor questions, and commenting on one other student’s answer to the instructor.

6. Required Reading:

• Pendleton Civil Service Reform Act

• Civil Service Reform Act of 1978

• Condrey, Preface, Introduction and Conclusion

• Sims, Chapters 1-2

• HCAAF Practitioner’s Guide

7. Additional Recommended Reading: None

8. Deliverables for this Week: Biographical sketch per registration/welcoming letter instructions. Post the sketch on Sakai. On-line discussion and commentary. (This week’s on-line discussion and commentary is mandatory, but will not be graded.)

9. Assignment for Next Time:

• Complete the lesson 1 and lesson 2 readings.

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3.2. Week 2: Fundamentals of HRM I: Recruiting and Hiring, Compensation, and Workforce Development.

1. Lesson Goals/Objectives:

At the end of this lesson, learners will be able to:

• Describe the importance of human resource management

• Describe in detail the components of each of the three core areas discussed

• Identify issues and challenges in each area

2. Rationale:

Everyone has experience with human resource management. From completing an initial job application to signing final retirement papers, employees work within the constructs of their organization’s HRM policies and procedures. When an employee transitions into a management position, he or she accepts greater HRM responsibility, and becomes responsible for activities such as (but certainly not limited to) hiring new employees, conducting performance evaluations, determining job training requirements, motivating personnel and occasionally implementing disciplinary measures. As management responsibilities increase even more, leaders may find themselves responsible for building an organizational staffing plan, managing the manpower budget and developing a strategic human capital management plan. This lesson presents the first three core areas of HRM, recruiting and hiring, compensation, and workforce development.

3. Discussion Questions:

• What are the elements of recruiting and hiring in civil service? Which element is the most important and why?

• What is the most difficult aspect of workforce development to implement or manage? Why?

• Describe what you consider to be the two biggest differences between compensation in civil service and compensation in the private sector.

4. Class Agenda:

• Instructor presentation: 45 minutes

• Post presentation discussion and commentary #1: 75 minutes

5. Class Activity:

Instructor presentation will cover fundamental concepts and act as foundation for the student discussion and on-line peer comments.

6. Required Reading:

• Condrey, Chapters 5, 7, 13

• Sims, Chapters 5, 7, 14

• Trends Impacting Federal HRM Environment (Reading Provided)

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• Human Resource Management (Reading Provided)

• The Importance of HRM (Reading Provided)

7. Deliverables for this Week:

Online discussion and commentary

8. Assignment for Next Time:

See required readings for Week 3.

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3.3. Week 3: Fundamentals of HRM II, Performance Management.

1. Lesson Goals/Objectives:

At the end of this lesson, learners will be able to:

• Define the term “Performance Management”

• Describe the field of Industrial/Organizational Psychology

• Explain three purposes of performance management systems

• Describe the steps in the appraisal process

• Identify unique aspects of performance management in a security program and/or organization

2. Rationale:

A recent very informal poll of several government employees revealed a wide range of definitions of the term “performance management”. Some only described a philosophy of leadership designed to bring out the best effort from their employees. Others limited their definition to the annual appraisal process. This lesson dissects the term and discusses the components of performance management, leading students to understanding the necessity of a broader system of performance management and its critical role in HRM.

In addition to a broad system level understanding, leaders in the security field will face issues and challenges in performance management unique to the security field. As an example, security professionals are often held to a higher standard of conduct than those they are supporting or other members of a larger organization. This lesson will examine these unique aspects and considerations and offer a frame of reference for developing and administering a performance management system in a security organization.

3. Discussion Questions:

• What do you consider to be the foundation of performance management?

• What is the most important step in developing a performance management system?

• What do you see as employees’ greatest frustration with performance management systems?

• What are two performance management considerations unique to a security organization?

4. Class Agenda:

• Instructor presentation: 40 minutes

• Post presentation discussion and commentary #2: 90 minutes

5. Class Activity:

Instructor presentation will cover fundamental concepts and act as foundation for the student discussion and on-line peer comments.

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6. Required Reading:

• Condrey, Chapters 6, 8,23

• DeCenzo, Chapter 10

• OPM, Improved Performance Starts with Planning, a series of four articles.

Retrieved Aug 28th from http://www.opm.gov/perform/articles/040.asp

7. Deliverables for this Week:

Online discussion and commentary

8. Assignment for Next Time:

See required readings for Week 4. Prepare for the quiz which will be administered at the end of next week’s lecture.

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3.4. Week 4: Fundamentals of HRM III: Legal Issues and Compliance

1. Lesson Goals/Objectives:

At the end of this lesson, learners will be able to:

• List the key legal issues in HRM today

• Define Equal Employment Opportunity

• Discuss the impact of sexual harassment in the workplace

• Discuss constitutional considerations in HRM

• Identify legal issues related to Personnel and Industrial Security

2. Rationale:

In what appears to be an ever increasingly litigious society, all employees must be aware of the current legal issues in HRM. From entry level employees, who deserve to fully understand their rights under the law, to experienced workers, who must clearly understand acceptable behavior in the workplace, to leaders and managers who are responsible for organizational compliance with both policy and law – every employee is personally involved to some degree with the legal issues in HRM. This lesson provides an overview of the current legal climate, discusses key law, and reviews best practices in addressing legal requirements and building compliant HR programs. After an overview of general legal issues, the lecture and readings will focus on affirmative action, sexual harassment, and the Americans with Disabilities Act.

The lesson will also introduce issues unique to personnel and industrial security programs. Both programs have their genesis in public law, Presidential directives and department level regulations, and both have a significant impact on HRM. We’ll look at these unique issues from both the security professional’s and the non-security human resource manager’s perspectives.

3. Discussion Questions:

• How do legal issues impact HRM programs?

• Of the legal issues presented in the readings and lecture, which do you believe is the most challenging to comply with? Why?

• Are the current programs working?

• Are HRM legal requirements consistent with and complementary to personnel security requirements?

4. Class Agenda:

• Recorded instructor presentation: 45 minutes

• Recorded instructor review: 15 minutes

• Quiz: 60 minutes

5. Class Activity:

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Instructor presentation will cover fundamental concepts and set a foundation for the students to consider as they think about the learning objectives of this class. Following the instructor presentation, students will take a quiz on-line through short essay questions posted on Sakai.

6. Required Reading:

• Condrey, Chapters 18, 19, 20, 21

• Sims, Chapter 3

• Selected readings posted by the instructor in the library

7. Deliverables for this Week:

Answers to the quiz are to be posted in Sakai by 2359hrs, on the determined date. This quiz is worth 100 points. There is no on-line discussion and comment period this week.

Discussion questions outlined above are provided as a catalyst for students to think about the material presented in the lecture as it relates to HRM. Students are reminded that the final exam may draw questions from any of the lessons presented during the course.

See required readings for Week 5.

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3.5. Week 5: Topics in HRM in DoD Security Programs: Personnel Policy and Manpower Authorizations

1. Lesson Goals/Objectives:

At the end of this lesson, learners will be able to:

• Identify the offices and organizations responsible for manpower policy in DoD

• Describe the missions and functions of the office of the Deputy Assistant

Secretary of Defense for Civilian Personnel Policy and the Deputy Assist Secretary of Defense for Military Personnel Policy

• Evaluate key Civilian Personnel Management, and other capstone policy documents

• Describe the various methods and processes for determining security manpower requirements

• Describe how security manpower funding is determined, advocated for, and approved

2. Rationale:

The first four lessons examined the fundamentals of human resource management. This lesson is the first of five lessons on “Topics in HRM in DoD Security Programs,” a block of lessons that, as the title suggests, studies HRM as it directly relates to DoD security programs. This block of lessons is not designed to make students experts in the areas of manpower and personnel, but to provide the information necessary to understand the HRM structure and policies they will be operating under, and the resources available to assist them with HRM requirements.

The first lesson in this block briefly outlines the manpower and personnel structure and organization within DoD, examines the role and responsibility of the DASD Civilian Personnel Policy and DASD Military Personnel Policy, and quickly reviews relevant references and resources. It then examines how requirements for security manpower are determined, and the process manpower planners follow to properly size manpower requirements, identify requirements in programming actions, advocate for the positions, and ultimately receive approval, and (hopefully) funding for positions.

3. Discussion Questions:

• Examining your current position, answer the following questions:

o What is the policy or program that establishes your position?

o How was the requirement for your position determined?

o How is your position funded?

• Provide an example of security manpower growth or reduction in your area of work and explain the reasons for the action, and the process that was followed. (If you have not seen either growth or reduction, contact the instructor for an alternative discussion question)

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4. Class Agenda:

• Instructor presentation: 45 minutes

• Post presentation discussion and commentary #3: 75 minutes

5. Class Activity:

Instructor presentation will cover fundamental concepts and act as foundation for the student discussion and on-line peer comments.

6. Required Reading:

• DoD 1100.4, Guidance for Manpower Management, 1 Feb 2005

• DoD 1400.5, DoD Policy for Civilian Personnel

• DODI 1400.25, DoD Civilian Personnel Management, administratively updated between 2009 and 2012

• DoD 1400.35, Defense Civilian Intelligence Personnel System (DCIPS), 24 Sep

2007, Incorporating Change 1.1,Sep 2009

• DODI 1100.22, Policy and Procedures for Determining Workforce Mix, 12 April

• AFM 38-208, Vol 1, Air Force Management Engineering Program (MEP)

Process, 10 December 2007

• AR 570-4, Manpower Management, 8 February 2006

7. Recommended Reading:

nothing else being acquainted with the contents is worthwhile.

8. Deliverables for this Week:

Online discussion and commentary

See required readings for Week 6.

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3.6. Week 6: Topics in HRM in DoD Security Programs: The Personnel System

1. Lesson Goals/Objectives:

At the end of this lesson, learners will be able to:

• Define the terms occupational codes, classification criteria, and qualification standards

• Identify military security specialties

• Identify civil service standard occupational codes relating to security

• Describe recruiting and hiring practices in DoD

• Identify HRM resources available through OPM.gov

• Describe personnel security considerations in HRM

2. Rationale:

The personnel system in the DoD is on one hand straightforward and simple, but on the other hand rather complex. While individual employees might disagree with the first part of that statement, personnel system requirements and processes are well established and readily available for employees and managers via a variety of resources to include personnel offices staffed with specialists and several on line tools. OPM has myriad resources and references on line to assist both employees and managers with personal and professional HRM requirements.

There is a level of personnel management few practitioners are fully aware of, yet it sets the foundation for HRM. Determining DoD-level personnel policy, managing standard occupational codes, setting classification criteria and qualification standards, and fluid budgets and changing mission emphasis are but a few areas where personnel policy decisions drive human resource management. This lesson introduces this level of personnel management and the HRM challenges and issues that result for security professionals.

3. Discussion Questions:

• Should the number of standard occupational codes for security personnel be increased, decreased, or remain the same? Defend your answer.

• Should we have a better way to formally identify “security professionals?”

• You’ll notice in the lecture I didn’t reference IT security classifications. Does

DoD recognize them as security professionals? Are they?

4. Class Agenda:

• Instructor presentation: 40 minutes

• Post presentation discussion and commentary #4: 75 minutes

Carney, Inc. Page 25 December 11, 2012

Recorded instructor presentation will cover fundamental concepts and act as foundation for the student discussion and on-line peer comments.

6. Required Reading:

• Condrey, Chapters 24 and 26

• Alissa Emmel and Theresa Cosca, The 2010 SOC: A classification System Gets an Update, Occupational Outlook Quarterly, Summer 2010

7. Recommended Reading:

Introduction to the Position Classification Standards TS-134 July 1995, TS-107 August 1991 Revised: August 2009

Handbook of Occupational Groups and Families May 2009

Deliverables for this Week:

Online discussion and commentary

See required readings for Week 7.

Carney, Inc. Page 26 December 11, 2012

3.7. Week 7: Topics in HRM in DoD Security Programs: Selected Personnel Policies

1. Lesson Goals/Objectives:

At the end of this lesson, learners will be able to:

• Describe the unique aspects of military and federal civil service personnel policies as compared to civilian personnel policies in the areas of o Ethics o Equal Employment Opportunity o Sexual Harassment o Americans with Disabilities Act

• Describe how personnel policies shape security missions and program support

• Outline strategies for improvement in compliance with the primary intent of a personnel policy

2. Rationale:

In lesson 4 we looked at current legal issues in HRM. In this lesson, we dig deeper into the policies regarding ethics, EEO, sexual harassment, and the Americans with Disabilities Act and the unique aspects of these policies in DoD. Students will learn that not only do they need to be familiar with the policies as employees and managers, but the security implications of these policies as well. We will study how these policies have developed over time, how standards of acceptable behavior change and how security standards reflect those changes.

3. Discussion Questions:

• What is a security professional’s “relationship” with the ethics policy? Are we (or should we be) role models? Ethics police? Should we have no more responsibility than non-security personnel?

• The lecture presented a nexus between each of the studied personnel policies and security policies and/or operations. Choose a policy (other than ethics) and expand the nexus – provide other examples of the relationship between the policy and security.

• Predict the next “issue” that might prove to be a catalyst that drives change in HRM? How will that issue impact/change security philosophy or practice?

4. Class Agenda:

• Instructor presentation: 45 minutes

• Post presentation discussion and commentary #5: 75 minutes

5. Class Activity:

Instructor presentation will cover fundamental concepts and act as foundation for the

Carney, Inc. Page 27 December 11, 2012

6. Required Reading:

• Sims, Chapter 9

• Government Accounting Office Report, Preventing Sexual Harassment, September 2011

• Military Leadership Diversity Commission, Department of Defense Directive

1020.02, A Foundation for Effective, Accountable Diversity Management?, Issue Paper #50, June 2010

• DOD 5500.07R, Joint Ethics Regulation. (You don’t have to read it word for word, but you DO have to be familiar with it)

7. Recommended Readings

Check out US Dept of Defense Standards of Conduct Office Online (www.dod.mil/dodgc/defense_ethcs). Answers all your DoD ethics questions!

8. Deliverables for this Week:

Online discussion and commentary

89. Assignment for Next Time:

See required readings for Week 8.

Carney, Inc. Page 28 December 11, 2012

3.8. Week 8: Topics in HRM in DoD Security Programs: Workforce Development.

1. Lesson Goals/Objectives:

At the end of this lesson, learners will be able to:

• Define the term “workforce development” as it is generally understood in DoD

• Describe the importance of training in HRM

• Identify and describe security intern programs

• Describe a professional development program

• Describe the SPēD certification program.

2. Rationale:

Many years ago, then Major General Leo Marquez was asked what he considered to be any supervisor’s most important mission. “Train his or her replacement!” was his immediate answer. Workforce development is a cornerstone of HRM. Employees must be ready to accept greater responsibility and senior leaders must have confidence in a maturing workforce that will provide professionals ready to step up to the next level and successfully perform. As current and future leaders in the security field, students must understand this critical mission and be knowledgeable of resources available to assist them in preparing their subordinates (and themselves) for greater responsibility. This lesson presents current workforce development philosophies and efforts in DoD, examines best practices in the civilian sector, and offers students a construct for thinking about workforce development in the future.

3. Discussion Questions:

• What is the single most important aspect of a workforce development program?

Defend your position.

• Are there gaps in professional development programs for security professionals?

• Do you agree with General Marquez that a supervisor’s most important mission is to “train his or her replacement?”

4. Class Agenda:

• Instructor presentation: 45 minutes

• Instructor review: 15 minutes

• Quiz: 60 minutes

5. Class Activity:

Recorded instructor presentation will cover fundamental concepts and act as foundation for the student discussion and on-line peer comments.

6. Required Reading:

Carney, Inc. Page 29 December 11, 2012

• Review Condrey, Chapter 13

• Sims, Chapters 12 and 13

• HCAAF Resource Center, Employee Development and Training Flexibilities, retrieved 6 December 2012 from http://www.opm.gov/hcaaf_resource_center/assets/Lead_tool5.pdf,

• Office of Diversity Management and Equal Opportunity, Civilian Personnel in the DoD, retrieved 6 December from http://diversity.defense.gov/Resources/docs/Civilian%20Employment/Civilian%2 0Employment.pdf

• Defense Security Service Center for the Development of Security Excellence, Year End Report 2011, retrieved 6 December 2012 from http://www.cdse.edu/documents/cdse/2011-year-end-report.pdf

• Defense Security Service Center for the Development of Security Excellence, Security Fundamentals Professional Certification Candidate Handbook, retrieved 6 December 2012 from http://www.cdse.edu/documents/sped/SFPCCandidateHandbook.pdf

• Defense Security Service, Center for the Development of Security Excellence, Security Asset Protection Professional Certification Candidate Handbook, October 2, 2012

7. Deliverables for this Week:

Answers to the quiz to be posted in Sakai by 2359hrs, on the determined date. This quiz is worth 100 points.

See required readings for Week 9.

Carney, Inc. Page 30 December 11, 2012

3.9. Week 9: Topics in HRM in DoD Security Programs: Performance Management

1. Lesson Goals/Objectives:

At the end of this lesson, learners will be able to:

• Describe the performance management process in DoD

• Describe the role of the supervisor in performance management

• Identify unique challenges in performance management of/for security professionals

• Identify common performance management mistakes and the implications for

HRM

2. Rationale:

Performance management is always a hot topic, and it is easy to be critical of any (and every) performance management program. Performance management in civil service and DoD is the result of years of analysis and efforts to hone the program to be one that brings out the very best from all employees. This lesson doesn’t judge the level of success (or lack of success) of the current program, but does provide students with the information necessary to understand current philosophy of performance management, identify the goals and objectives of performance management systems, recognize their roles as leaders and managers and understand the impact good performance management programs can have on personnel motivation, productivity and mission success. We will discuss the particular challenge security managers face in developing performance objectives for a mission that may have few tangible (and/or measurable) results.

3. Discussion Questions:

• What are the considerations in performance management that are unique to the security profession?

• Describe two ways to make performance management systems more effective.

• What is the role of ethics in the performance management process?

4. Class Agenda:

• Recorded instructor presentation: 20 minutes

• Post presentation discussion and commentary #5: 115 minutes

5. Class Activity:

Recorded instructor presentation will cover fundamental concepts and act as foundation for the student discussion and on-line peer comments.

6. Required Reading:

• Condrey, Chapter 22

• Sims, Chapter 8

• Review DeCenzo, Chapter 10. Read pages 242 – 251 closely`

Carney, Inc. Page 31 December 11, 2012

• DODI 1400.25, Vol 430, DoD Civilian Personnel Management System:

Performance Management, 18May 2009

• DOD Administrative Instruction 63, Performance Appraisal System for General

Schedule, Federal Wage System, and Certain Other Employees, 9 Nov 2012

7. Deliverables for this Week:

Online discussion and commentary

See required readings for Week 10.

Carney, Inc. Page 32 December 11, 2012

3.10. Week 10: Security as a Critical Component of HRM

1. Lesson Goals/Objectives:

At the end of this lesson, learners will be able to:

• Develop and define a list of security disciplines all managers must be familiar with

• Identify the cognizant security offices responsible for the above disciplines

• Define security education and motivation

• Describe the responsibilities security leaders have with regard to HRM in non-security functions and organizations

• Construct a plan a program and approach to gain leadership involvement and support for security support/participation within an organization

2. Rationale:

At this point in the class we shift gears a little and look at the relationship between the security disciplines and HRM responsibilities. The previous lessons have provided the HRM perspective for security leaders – what does security look like for leaders in other disciplines? What security aspects of HRM are (or should be) important to the logistics professional, a medical professional, or a Principle Deputy for an Assistant Secretary of Defense?

Security professionals often take their domain expertise for granted, and may assume that others are familiar with the areas they know so well. This lesson examines the intersection of security and HRM from a non-security practitioner’s point of view. We specifically, how might security issues impact HRM and what leaders, managers and supervisors should be aware of in this area.

3. Discussion Questions:

• Of the four core security disciplines, which is the most important to HRM?

• Of the four disciplines, which is the greatest challenge from a HRM perspective?

• The lecture covered key concepts and what to watch for items the boss should be aware of with regards to different security disciplines. What would you add or subtract from the items in the lecture?

4. Class Agenda:

• Instructor presentation: 45 minutes

• Post presentation discussion and commentary #7: 75 minutes

5. Class Activity:

Instructor presentation will cover fundamental concepts and act as a foundation for the

Carney, Inc. Page 33 December 11, 2012

6. Required Reading:

• Department of Defense, “Directive-Type Memorandum (DTM) 09-012, Interim Policy Guidance for DoD Physical Access Control.” 2009.

• Department of Defense, “Protecting the Force, Lessons from Fort Hood,” 2010.

• Kramer, Lisa A., Richards J. Heuer Jr., and Kent S. Crawford, “Technological, Social and Economic Trends That Are Increasing U.S. Vulnerability to Insider Espionage,” Defense Personnel Research Center, 2005.

• Department of…