Implement Casualty Operations Lesson Plan

HUMANHUMAN

RESOURCESRESOURCES SENIORSENIOR LEADERSLEADERS COURSECOURSE 42A

Implement Casualty Operations

LESSON PLAN

Version 2.2

February 2015 U.S. ARMY SOLDIER SUPPORT INSTITUTE Noncommissioned Officer Academy Human Resources Senior Leaders Course TLO 3.0 – Assess Human Resources Services

ELO 3.2 - Implement Casualty Operations

LESSON PLAN

Lesson Author: AG Branch, ITD Date prepared: January 2013 Last update: February 2017

1. SCOPE: Implement Casualty Operations is an 8-hour lesson. This lesson provides the students with a doctrinal foundation on casualty operations in a deployed theater environment. This lesson focuses on doctrinal responsibilities, casualty planning considerations, organizational structures, and responsibilities within the Area of Responsibility (AOR). Additionally, the lesson reinforces casualty operations at echelons below division. This lesson includes a graded writing assignment that will be issued during class.

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

 Enabled to logically defend, challenge, or communicate casualty doctrinal concepts found in Chapter 4, Section III, FM 1-0, HR Support.

 Ability to correlate casualty operations responsibilities for HR staff elements (S-1/G-1), HR organizations (SRC 12), and supporting organizations (e.g., Casualty Operations and Mortuary Affairs Center (CMAOC).

 Demonstrate doctrinal proficiency, critical thinking, and oral/written communication skills.

2. LEARNING OBJECTIVES: ELO 3.2: Action: Implement Casualty Operations Condition: Senior HR Leaders in a classroom environment working individually and as a member of a small group, using doctrinal and administrative publications, practical exercises, case studies, personal experience, handouts, and discussion with an awareness of the Operational Environment (OE) variables and actors. Standard: Analysis includes: 1. Casualty operations doctrine. 2. Functions and responsibilities of HR staff elements and SRC 12 organizations. 3. S-1 casualty planning and operations. 2 Learning Domain: Cognitive Level of Learning: Analysis

3. ASSIGNED STUDENT READINGS:

a. Study Requirements: Study: (1) FM 1-0, HR Support, Chapter 4, Section III (15 pages) (2) AR 638-8 Army Casualty Program and DA Pam 638-8, Procedures for The Army Casualty Program (3) JP 1-0, Joint Personnel Support, Appendix L (4 pages) Read: (1) AR 600-8-4, Line of Duty Policy, Procedures and Investigations, Chapters 2 and 3 (8 pages) (2) AR 600-25, Salutes, Honors, and Visits of Courtesy, Chapter 6 (4 pages) (3) AR 638-2, Care and Disposition of Remains and Disposition of Personal Effects, Chapters 17, 18, 19, 20 (10 pages) (4) ATP 1-0.2, Theater-Level Human Resources Support, Chapter 2 (13 pages) (5) Army G-1 Personnel Policy Guidance (PPG), Casualty Operations, Chapter 9 (6 pages) Review: (1) DODI 1300.18, Department of Defense (DoD) Personnel Casualty Matters, Policies, and Procedures, January 8, 2008, (with Change 1, August 14, 2009) (62 pages) (2) DA Form 1156, Casualty Feeder Card (1 page)

Familiarize: Web Sites. HRC CMAOC https://www.hrc.army.mil/TAGD/CMAOC

b. Bring to class: NA

c. Be prepared to discuss the following:  Primary differences between theater and garrison casualty operations.  Factors make casualty reporting challenging for HR professionals.  Complex aspects of casualty operations in the operational environment.  Planning factors an HR professional must consider when implementing a concept for casualty support.  Roles and responsibilities of HR staff elements (S-1/G-1) and HR organizations (SRC 12) in Theater Casualty Operations.

4. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL: 3 NOTE: There are many ALARACT messages currently listed as active in the ALARACT repository. The messages listed below capture some of the most of the current and useful messages instructors may want to review. Recommend reviewing the Human Resources Command website and S-1 Net for the latest casualty-related messages prior to this lesson. MILPER 11-23, DD Form 93 and SGLV 8286 Enhancements, 20 January 2011 MILPER 11-228, Online Casualty Training Resources, 22 July 2011 MILPER 11-356, Unusual Beneficiary Designation on DD Form 93 and Form SGLV 8286, 14 Nov 11 MILPER 12-080 and 12-094, Designation of Persons Authorized to Direct Disposition of Remains of Members of the Armed Forces (Revised), 12 March 2012 MILPER 12-121, Defense Casualty Information Processing System (DCIPS) Location of Casualty Incident Reporting (Revised), 30 April 2012

5. TRAINING AID, REFERENCES AND RESOURCES: This lesson is best facilitated in a small group classroom setting with the ability to project PowerPoint slides and play videos. Additional resources are available digitally for students to reference on their laptops without having the need to print.

Appendix A: Assessment Plan Appendix B: Slides

INSTRUCTOR NOTES : The 21st Century Soldier Competencies are essential to ensure Soldiers and leaders are fully prepared to prevail in complex, uncertain environments. This lesson reinforces the following 21st Century Soldier Competencies:

Character and Accountability Adaptability and Initiative Lifelong Learner (includes digital literacy) Teamwork and Collaboration Communication and Engagement (oral, written, and negotiation) Tactical and Technical Competence (full spectrum capable)

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

6. CONDUCT OF LESSON:

4 a. Lesson Timeline:

10 minutes Concrete Experience: “The First Casualty…” 15 minutes Publish and Process 15 minutes Generalize New Information- Doctrinal Responsibilities 10 minutes Break 50 minutes Practical Exercise #1 – HR Staff Elements / SRC 12 10 minutes Break 15 minutes Generalize New Information – DA Form 1156 50 minutes Practical Exercise #2 – DA Form 1156 10 minutes Break 40 minutes Generalize New Information – DD 93, SGLI, Notification and Assistance, Letters of Sympathy, SCMO, Personal Effects 15 minutes Develop

5 NOTE: The purpose of this lesson is not to impart knowledge and move on – it is to get students thinking about how to best prepare for and react during casualty operations. There are not many slides in the lesson, but there is great potential for discussion. While topic slides do introduce knowledge for consideration, they are primarily designed to start discussions and constantly engage students, even in the GNI portion. The information covered in this lesson is basic, and even students with no background can prepare for the lesson by completing the reading assignments. There is no reason for anyone to not participate!

Your purpose in this block of instruction is to first help students realize they have a good idea of what a casualty is and what to do when one occurs, to facilitate discussion and critical thought of new information, and then to push students to the next level and have them apply their knowledge in a planning process. Instructors must be thoroughly familiar with the topics and structure of the lesson to properly facilitate a small group. For each topic, ask students “Why is this important – particularly as you prepare for your next assignments?”

Throughout this lesson, solicit from students the challenges they experienced in the operational environment (COE) and what they did to resolve them. Encourage students to apply at least one of the critical variables: Political, Military, Economic, Social, Information, Infrastructure, Physical Environment and Time (PMESII-PT). b. Concrete Experience (10 min):

The First Casualty… Focus: The concrete experience serves as a trigger of past experience and knowledge, as a focusing mechanism for the lesson that follows, and as a support for teaching new content.

CONCRETE EXPERIENCE

1. Allow students to read the slide.

2. Break the class into two groups; one for each question.

3. Allow each group 10 minutes to brainstorm their responses (take a moment to review the basic rules of brainstorming with students, if necessary).

6 4. Have students record Responses on a white board, butcher-block paper, or other means that make each group’s generated responses easy to view by all. Have each group write their question at the top of the response list (this will make it easier when the results are revisited at the end of the lesson).

NOTE: Consider selecting students with less background in this area to be the recorders. It provides a low-stress method to participate and absorb information. The recorder only captures information, but could be responsible to summarize generated information to the other group at the beginning of the process phase. If the recorder has difficulty with any items, team members can help.

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

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

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

 What happened? How did you feel about that?

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

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

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

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

NOTE: Questions the instructor may ask to assist in the processing phase: (Intent is to push critical thinking. Push students to defend their answers – allow students to hash out ideas). 7  Why did you put “item X” on this list? What does it mean to you? (This gets at affective learning and how students find the material relevant from their experiences).

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

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

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

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

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

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

 Did the CE demonstrate that getting all of this information straight will require prior planning by the S-1?

c. Generalize New Information – Doctrinal Responsibilities(15 min): Although instructor focused, this lesson is designed for maximum student involvement and discussion.

Learning Objective

8 Focus: After completing this lesson, students should be confident in their ability to apply critical thinking in preparing for Casualty Operations.

Discussions in this block relate directly to concepts students will need to apply in future assignments.

The team collaboration at the end of the lesson will produce a useful product for use in the upcoming HR Plans and Operations block, and in the student’s future assignments.

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

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

Properly handling casualty operations can be overwhelming at first. After completion of this lesson, students should have an idea of where to start, how to sift through the large amounts of information available to them, and how to categorize and prioritize that information for use in problem solving. This is asking a lot, particularly for students who are being exposed to the topic for the first time. So start easy.

NOTE: Before advancing to the next slide, ask students the following question:

• Can anyone define what the term “casualty” means? Slide 3: What is a Casualty?

9 Focus: Provide some basic definitions and casualty reporting concepts. Sets the scope of the lesson for contingency operations while recognizing that casualty operations extend beyond the battlefield.

Though the slide is knowledge-level heavy, the discussion below shows how talking about this information can provoke students to think about how simple things like definitions can shift over time to better meet operational needs.

Many people talk about “casualties” without being able to define what it means. Many immediately associate the term with death, but as you can see here, other possibilities exist.

Two definitions are listed here. The first is from the current AR 638-8, but many new products from Casualty and Mortuary Affairs Operations Center (CMAOC) at the Human Resources Command (HRC) are beginning to align with the newer DOD definition found in DODI 1300.18 (Aug 09).

NOTE: Most people don’t know what many terms in the AR/DA Pam 638-8 definition mean (e.g., beleaguered, besieged, DUSWUN, etc.) If a student asks, see if anyone in the group can answer. If nobody asks what a term means, find out why. Students should never let a slide pass if they don’t understand all the terms listed. Have students refer to AR/DA Pam 638-8 to look up, discuss, and give examples of these terms.

In the DOD definition, the terms “beleaguered, besieged, captured, detained, interned, missing, and missing in action” are subcategories of “missing”, the term “diseased” is dropped, “EAWUN” for civilians is added, and the term “wounded” falls under injured.

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

• What do you think about the differences between the two casualty definitions and why do think changes are being made?

• Why do you think the DOD casualty definition is more succinct that the Army definition? Will this make it “easier” to use? How so?

• Why do you think the Army is following DOD’s lead? Is DOD’s definition better?

10 It should be noted that DOD is making a concerted effort to streamline operations across all services. DODI 1300.18, para 4.1 states, “Casualty procedures shall be uniform across the Military Departments except to the extent necessary to reflect the traditional practices or customs of a particular Military Department”.

The table in the center of the slide draws attention to the fact that casualty operations are not only a wartime concern. In reviewing this information, possible questions for the team include:  Why are AWOL Soldiers reportable? – They are still on Army rolls.  What about Family members (ID card holders)? – Because they may be beneficiaries of FSGLI and mortuary benefits.

Casualty operations cover a broad population but this lesson focuses on casualties in contingency operations. The last item on the slide focuses on this.

Another thing to keep in mind is that there are many factors involved in just about every aspect we will discuss. The general case used in discussions is a regular Army, active duty death in support of a contingency operation, unless otherwise noted. While the information covered today applies to a majority of situations, it is critical that every casualty is handled on a case-by-case basis.

Doctrinal Responsibilities Focus: Fundamental doctrinal responsibilities.

 Refer students to FM 1-0, Table 4-2.

 Correlate doctrinal responsibilities across each echelon

 Discuss key functions / tasks at each echelon. Identify critical organizational roles during pre- deployment, deployment, sustainment, and redeployment.

These units and agencies have critical roles during various stages of the deployment, sustainment, and redeployment process in establishing, executing, and managing casualty operations. There are specific casualty duties and responsibilities at each level, including brigade and battalion S-1.

Casualty and Mortuary Affairs Operations Center (CMOAC)

11 Focus: Overview of CMAOC and CACs

 Refer students to FM 1-0, para 4-108 for CMAOC

 Refer students to FM 1-0, para 4-121 for CACs

 Discuss key functions / tasks of each organizations, as necessary

The CMAOC is the functional proponent for Casualty Operations Management and is a subordinate division of The Adjutant General Directorate (TAGD), HRC. The CMAOC provides policy guidance and operational control over daily Army casualty and memorial affairs operations; supervises the planning and execution of the search, recovery, identification, and repatriation of all servicemen from all prior wars; serves as the point of contact for all Army Prisoner of War (POW)/MIA matters and family programs; and serves as the Department of Defense (DoD) Executive Agent for mortuary affairs and the DoD lead component for DCIPS.

CACs accomplish the administrative functions of the Casualty Operations, Mortuary Affairs, and Line of Duty programs, the key subcomponents of the Army Casualty Program. They account for, report, and document all casualties.

CACs are located on major Army installations and are assigned a specific geographic area of responsibility for providing military honors and casualty related services. Specific responsibilities of CACs include: (1) Initiating casualty reports and notification. (2) Coordinating casualty support and assistance to family members, to include survivor’s benefits and entitlements. (3) Supporting funeral honors program, to include escorts for remains, family funeral travel and military burial honors. (4) Conducting 24 hour operations (on order). (5) Appointing and training CNOs and CAOs. (6) Monitoring inventory and accounting for personal effects. (7) Operating during peacetime and contingency operations

12 BREAK. Providing the training schedule provides and available time permits this is a good point to provide the students a short break before transitioning HR Staff Elements / SRC 12 GROUP PRACTICAL EXERCISE #1

CONDUCT PRACTICAL EXERCISE #1 (50 minutes)

HR Staff Elements / SRC 12 Focus: Group PE #1- Roles and responsibilities of HR Staff Elements and SRC 12 organizations in casualty operations.

• ASCC G-1

• Corps / Division G-1/AG

• HRSC Casualty Operations Division

• HR Platoon / Casualty Liaison Team (CLT)

GROUP PRACTICAL EXERCISE #1 – HR Staff Elements and SRC 12 Units

1. Divide students into four groups and assign each group a HR Staff Element or SRC 12 organization.

2. Allow 15 minutes (+/-) for students to conduct group analysis of the doctrinal responsibilities for each organization and identify the top three critical casualty tasks and/or responsibilities.

3. Allow each group 10 (+/-) minutes to present their analysis to the class.

**NOTE - IMPORTANT: The intent of this exercise is NOT to have students open FM 1-0 and repeat the doctrinal responsibilities for each organization. The intent is for each group to conduct a thorough ANALYSIS of each organization’s role in casualty operations to include the impact of operational and mission variables and provide meaningful information and discussion for the class.

NOTE: For Instructor Use. Only key responsibilities are presented here for HR staff elements and SRC 12 organizations. Refer to the FM 1-0 for additional detailed information.

Army Service Component Command (ASCC) G-1/AG, FM 1-0, para 4-109

• Manage Theater Casualty System • Develop Casualty Policy • Ensure sufficient Casualty Force Structure available 13 • Establish Theater CAC • Coordinate w/CMAOC • Establish Casualty Reporting Policy

Corps / Division G-1/AG, FM 1-0, para 4-110 • Develop an SOP for casualty operations. • Maintain personnel asset visibility on all assigned or attached personnel, other Service personnel, DoD/DA civilians, and contractors who deploy with the force. • Ensure casualty reports are submitted within 6 hours from time of incident to submission of Initial Casualty DCIPS-CF report to the supporting theater CAC. • Administer authority levels for submission of casualty reports for assigned and attached units. • Maintain casualty information of all assigned or attached personnel. • Ensure supplemental casualty reports are submitted in a timely manner. • Ensure letters of sympathy and/or condolence are completed. • Ensure casualty operations are included in all OPORDs and OPLANs. • Synchronize casualty matters between the G-1/AG and G-4. • Ensure initiation, completion, and reporting to CMAOC of all investigations and boards as required. • Perform those functions and responsibilities of the ASCC G-1/AG when serving as the Army Force G-1/AG.

Human Resources Sustainment Center. FM 1-0, para 4-107 • Determine Casualty Structure required to support Theater Mission • Provide Casualty Technical guidance to all CLTs and BDE S-1 Sections • Operate Theater CAC • Receive and forward all Casualty Reports • Receive OPCON of all HR Plt HQs and CLTs

Human Resources Company /Human Casualty Liaison Teams (CLTs), FM 1-0, paras 4-118 and 4-120 • Provide Casualty support to Medical Treatment Facilities, Mortuary Affairs, and G-1/AG • Ensure accurate and timely Casualty Reporting • Maintain Casualty Statistics • Operate DCIPS-CR/CF

14 BREAK. Providing the training schedule provides and available time permits this is a good point to provide the students a short break before transitioning to casualty reporting flow and DA Form 1156. Generalize New Information – Casualty Flow and DA Form 1156 (15 min): NOTE: Before advancing to the next slide, ask students the following question: • “So after a casualty occurs, what happens next?” Slide 6: Casualty Reporting Flow Focus: We strive for accurate and timely reporting (with as much detail as possible under those constraints). The flowchart here means nothing if it is followed perfectly but fails to meet this objective.

NOTE: The text at the top of the slide is taken from FM 1-0, paragraphs 4-92 and 4-93. It may be noticed that this description does not specifically address treatment or transport of the casualty. AR 638-8 only addresses medical concerns in terms of impacts on casualty reporting, but it does provide guidance when related to mortuary affairs.

The mission is clear but challenging. The complexities of individual casualty circumstances and the number of people involved in executing the mission demands the close attention of all involved.

This chart depicts the typical flow of a casualty report, but as every casualty situation is different, variations may occur or even be dictated based on operational factors.

NOTE: Several items are depicted in this diagram that will be discussed in more depth as the lesson progresses. Most senior NCOs should have some familiarity with these items. The discussion here is general enough to understand the flow of information.

Usually when a casualty occurs, someone associated with the casualties’ unit has firsthand knowledge of the incident, and collects information using the DA Form 1156. This information is forwarded to the unit/battalion using the most timely and appropriate means available, but always ends with the completed form forwarded to the BN S-1. Any/all elements receiving casualty information immediately provide a telephonic alert the next reporting level to forewarn of a pending report.

15 BN S-1s receive and review DA Form 1156 information for accuracy against unit records. A field grade battalion-level CDR, or field grade designee must also authenticate the casualty information for accuracy and thoroughness of the casualty type, circumstances, and inflicting force for all deceased and DUSTWUN cases prior to reporting to BDE.

At the BDE level, the S-1 translates the DA Form 1156 casualty report into an electronic format in the DCIPS system (a topic that has its own block of instruction). This DCIPS report is reviewed and forwarded up through to the theater CAC. The BDE S-1 also verifies casualty documents (DD93/SGLV) for affected personnel are available in iPERMS (thereby being able to be accessed by all related levels of casualty support). The BDE should also verify that documents available through iPERMS are the most up- to-date available, and rectify problems if they are found to exist.

Sometimes the first casualty report is not made through the unit, but by a CLT at an MTF. CLTs are formed from HR companies attached to a Special Troops Battalion (STB) or a Combat Sustainment Support Battalion (CSSB) and are placed where best deemed appropriate by the Human Resources Sustainment Center (HRSC). Since the Casualty Operations Division of the HRSC serves as the theater CAC, CLTs submit information through DCIPS directly to the theater CAC to prevent undue delays in the theater CAC’s verification and sending of initial reports to CMAOC within 12 hours of the casualty incident.

NOTE: The information lines on this chart are important. CLTs report casualty data to the theater CAC, potentially leaving several reporting levels “out of the loop”. Relaying this information to other elements outside the formal reporting channel prevents confusion and duplicate reports, especially when casualties first occur. These lines are depicted as “information” to show each element only “reports” to one other unit although information may be shared with all concerned. “Information” lines are assumed and therefore not shown between units and their higher headquarters. Subsequent changes/updates to DCIPS can be accomplished at any level with DCIPS access. Finally, it should be emphasized when CLTs enter new casualties into DCIPS, this is not always an officially completed “initial” report. Ask students if they can guess why. The answer is that initial reports must be authenticated by a field grade officer or designee in the casualties’ unit in death/DUSTWUN/missing cases.

Once CMAOC receives the initial report, they determine the appropriate geographic CAC to alert to continue with notification to the Primary Next of Kin (PNOK) which is intended to occur within 24 hours of the incident. Considering the additional time required dispatching a CNO in cases of deceased personnel, the timeline is tight.

Collecting, verifying, and transmitting timely and accurate reports from incident to NOK notification can be challenging but is made more manageable in that the initial report only requires a small amount of critical information. When possible, send more information to assist in the NOK notification. This is desired as long as it does not create delays in reporting. NOTE: Ask what questions students have and allow other students answer questions when appropriate. Be prepared that students will likely have questions about material 16 that is presented later in the lesson. When ready to continue, bring everyone back to the beginning of the reporting process. It all starts with the first report - the DA Form 1156.

NOTE: Before advancing to the next slide, ask students the following question:

• How many of you have ever had to actually use or process the DA Form 1156?

Quick Reference: DA Form 1156 Focus: This is the only topic that is addressed with a large amount of detail. The reason for this is the reported lack of training Soldiers have on this form. As students will likely lead efforts to improve this deficiency in units, more in-depth coverage of specifics is warranted. It still provides opportunities for critical thought as discussed below.

NOTE: This slide is set up as a quick reference to the DA Form 1156 and is available as a standalone resource. Tell the group that just as they are about to walkthrough the form, they can use this tool to help educate personnel in their unit.

This form is available at the USAPA web site (http://www.apd.army.mil/). It is designed to take up little space and is often produced as a double-sided half sheet. All Soldiers should have a copy of this form on them during contingency operations.

Earlier we spoke about how the challenge of getting this information reported quickly is eased by only requiring critical information in the initial report. On the form, these items are indicated by an asterisk. On this slide, these fields are highlighted in light red. Although this is the minimum requirement, more information is better, and supplemental reports are required to send information not in the initial report. Notice that all required fields are clustered on the front side of the form. Another feature of the form to help quickly relay information is that the fields on the report correspond to fields used in creating the electronic DCIPS report (this will be highlighted again in the DCIPS class). The DA Form 1156 is used as the backup report when electronic transmittal is not possible.

17 NOTE: Basic information to walk through the form is provided in the light blue text box on the right of the slide, associating comments with areas on the form marked with blue-circled numbers.

Key points of interest: Areas 1 and 5 are only determined by appropriate medical authorities. In area 1, the NSI, SI, and VSI designations related to the degree of an injury, illness, or wound. This information is of interest to S-1s. Similar to our discussion of the multiple definitions of “casualty”, DOD has slightly different definitions for these terms: Here is what they mean according to AR 638-8 (Glossary, Section I) (with DOD notes following):

 Not seriously wounded, injured, or ill (NSI): The casualty status of a person whose injury or illness may or may not require hospitalization, medical authority does not classify as VSI, SI or III, and the person can communicate with the NOK. (DOD definition is very similar, and a little clearer, but does not mention communication with NOK).

 Seriously wounded, injured, or ill (SI): Casualty status of a person whose illness or injury is classified by medical authorities to be of such severity that there is cause for immediate concern, but there is no imminent danger to life. (DOD definition is more severe stating that “medical authority declares that death is possible, but not likely within 72 hours, and/or the severity is such that it is permanent and life-altering”).

 Very seriously wounded, injured, or ill (VSI): The casualty status of a person whose illness or injury is classified by medical authorities to be of such severity that life is imminently endangered (DOD adds specification that “medical authority declares it more likely than not that death will occur within 72 hours”).

Ask why is it important to be aware of these differences in definitions? Depending on the service of the medical provider making the determination, the term provided could have significant differences in meaning. It would be worth finding out if there is an SOP for the area of operations stating which version of these definitions are being used.

The form specifically has a place to indicate if the casualty was a result of friendly fire. These incidents receive special attention, will initiate additional investigations, and have additional reporting requirements as indicated in AR 638-8. Incidents that have unique or bizarre circumstances that can be expected to generate media interest as described in AR 638-8, 4-16, should also be noted when submitting reports (e.g., Death of battalion commanders and higher, persons subject to special interest (like CPL Pat Tillman), etc.)

NOTE: See if students can think of other examples that might be similar.

18 Area 6 is an open area that provides the most variation in reporting. This should cover who, what, when, where, why and how as much as possible. On the slide, the narrative is color coded to show some of these areas. The colors also correspond to some of the other fields on the form which are highlighted with corresponding color coded borders. CMAOC notes that too often, the information provided here lacks details that would help in the notification process. When training Soldiers, the importance of the circumstances section cannot be overstated.

On the back of the form, note the “Investigation Initiated” section. This will be covered in more detail later. Much of the information on the back of the form is important in different types of investigations and can also be analyzed to determine what mix of factors is more lethal to Soldiers, allowing us to improve future protective measures.

Finally, note that this form (which must be forwarded to the BN S-1 regardless of initial transmission of information), provides for the signature of the person preparing the form, and the approval authority. Also note the approval authority block specifically calls for the signature of a field grade officer for certain situations).

NOTE: Ask if the group has any questions before administering the PE #2.

CONDUCT PRACTICAL EXERCISE #2 (50 minutes)

GROUP PRACTICAL EXERCISE #2 – DA Form 1156

NOTE: The exercise puts students in the position of having to receive casualty reports and evaluate the strength of the reports based on the group discussion to this point. It also forces students to explain why they have made judgments about the suitability of these forms as initial reports. As an added step, students rate the six unique DA Form 1156s from best to worst. There is not necessarily a right answer and students may come up with different rankings. This is an opportunity for students to defend their choices and discuss in the group what is important in both reporting and in the forms we use to gather information. Forcing students to think about these topics will help them when they have to ensure training on this form occurs in their units.

1. Divide students into four groups and have them open the DA Form 1156 Practical Exercise which contains six unique DA Form 1156s.

2. Allow students 30 minutes (+/-) to review and develop their comments on each DA Form 1156.

3. Upon completion, open INSTRUCTOR VERSION of the PE and review/discuss each DA Form 1156 (20 minutes (+/-))

19 NOTE: Before continuing, ask students the following question: • If you are training a group of subordinate Soldiers or conducting an NCOPD session and someone asks: Why this form is so important? How would you respond”?

Some reasons could include:

 This form captures firsthand the initial information used to notify the NOK of the circumstances surrounding a casualty incident.

 It prompts Soldiers to collect all the essential elements of a casualty report with minimum requirements marked by asterisk.

 It helps create accurate subsequent reports by collecting information from individuals with the most knowledge of a casualty situation.

 It gathers information that can be analyzed to determine effectiveness of protective gear.

 It can provide information that can be useful in writing letters of sympathy.

 It can provide information that can be used for awards documentation.

Students may come up with other good responses. At this point, the importance of the DA Form 1156 should be well reinforced in the students’ minds.

BREAK. Providing the training schedule provides and available time permits this is a good point to provide the students a short break before transitioning to the final learning activity.

20 Generalize New Information – Doctrinal Responsibilities- DD Form 93, SGLI, Notification and Assistance, Letters of Sympathy, SCMO, Personal Effects (40 min):

DA Form 1156 – Casualty Feeder Card Focus: This slide provides an opportunity for students to apply critical thinking to what they have learned so far.

Have students review the comments made by the DAIG investigators.

 What is important about these findings?  Why do think these findings were prevalent across the Army?  What can you do as S-1 NCOIC / HR professional to combat these issues?

DD Form 93 – Record of Emergency Data Focus: Information on this slide and in notes below should move students toward a discussion the role this document plays in casualty situations and how an S-1 manages the training, processing, and tracking of this document.

NOTE: This topic area is not intended to walkthrough the form as most students should already have some familiarity with the DD Form 93.

21 DD Form 93: Record of Emergency Data is a short video on the HRC Website that provides an overview of the DD93, and its importance. The clip includes the following:

 States the use of form to identify and locate NOK for notification.

 Reiterates the importance of making updates when changes occur.

 Mentions death gratuity and unpaid pay/allowance beneficiary designation.

 Discusses selection of PADD.

 Explains the utility of the remarks section.

NOTE: Have student respond to the questions on the slide.

• The DD Form 93 requires Soldiers to make significant decisions that they may not fully understand. What are some of these decisions?

Points to bring up if not in student responses: • To decide who is notified in case of an emergency, sickness, or death and to provide the names and addresses of the persons to be notified. • Who to designate as beneficiaries for benefits. When completed, this form is an official and legal document. • Who should direct disposition of remains. • If they should be providing any special instructions based on their personal situations. The form allows Soldiers to communicate circumstances or instructions (e.g. Non-medical attendants, wills, family language issues) that may be useful in the event of a casualty.

• What responsibilities do HR providers have in regards to the DD Form 93?

Points to bring up if not in student responses: • To ensure Soldiers review and update at PCS and SRPs, and annually during birth month. • To assist Soldiers in understanding the document. • To verify documents are completed correctly. • To complete spousal notification when necessary. • To upload documents to iPERMS when appropriate.

22 • To track the status of documents in iPERMS (which now has a query tool to assist S-1s). A briefing on this capability is provided as a student resource. • To provide related information in casualty reports when appropriate. • What do you think the most common problems are when the DD Form 93 must be exercised?” • Answers to this are up to the group, and should include discussions on how to mitigate these problems.

• There are also problems that are common in the filing of these documents. What do you think they are, and what can be done to prevent them?

Common problems include: • When forms are completed by hand: illegible writing, failure to sign/date the form, or to have a witness sign/date the form. (Digitally signed forms do not require a witness). • The DD Form 93 is a two sided form. BOTH pages must be scanned and uploaded. • Attachments (such as spousal notifications or continuation pages are not annotated to indicate the corresponding form). • Forms are uploaded into the incorrect iPERMS domain (Active Enlisted or Officer, Reserve, state domain for Guard). • Senders are not verifying forms have been received.

Servicemembers’ Group Life Insurance (SGLI) Focus: Information on this slide and in notes below should move students toward a discussion the role this document plays in casualty situations and how an S-1 manages the training, processing, and tracking of this document.

NOTE: This topic area is not intended to walkthrough the form as most students should already have some familiarity with the SGLI.

The video clip provides a quick overview of the purpose of SGLI and gives a few considerations regarding the impact of the benefit and designated beneficiaries. Some of the considerations brought up regarding maintaining DD Form 93s apply here as well. 23 This topic slide provides an opportunity for students to bring up their experiences and discuss the issues that matter to them.

The last sub-bullet on the slide deserves extra attention. The SGLV 8285 is not difficult but is often misunderstood or forgotten. The form is straightforward and includes:

 Information regarding current and requested coverage.

 Basic administrative information items.

 A few medical questions.

 Certification by the requestor and their commanding officer.

If no medical issues exist, the document is filed in the MHRR, and action is taken to adjust premium deductions. If any medical questions are answered “yes”, the original is still filed, but a copy is sent to OSGLI for application review and determination. Finance action is only taken if the request is approved.

NOTE: Ask if students what problems they have seen with this form, or if they have any questions regarding SGLI. Review the topics discussed to this point:

 Doctrinal responsibilities

 Types of reportable casualties and the reporting process.

 The use of and issues regarding the DA Form 1156.

 Issues related to the DD Form 93 and SGLV casualty documents.

You cannot try to address these issues after a casualty occurs; you must plan ahead and constantly review your casualty program. Good reporting is a result of good training. Managing casualty document procedures require periodic reviews for updates and accuracy. Together, these lead to better casualty notifications and assistance. Slide 12: Notification and Assistance

24 Focus: Information on this slide, in the notes below, and from the online training can be discussed generally with a focus on the responsibilities of the S-1 in managing the appropriate population for these tasks, to include training requirements, appointments of personnel, and other means by which an S-1 can provide a positive impact to operations.

 Who has served as a CNO or CAO before? Were there any aspects of the process that surprised you? Do you have any “lessons learned” of use to other students?

 What situations have S-1s run into regarding managing CNO/CAO rosters that would be useful to share? (Example: Typically a CNO/CAO is equal or higher in rank to the casualty (and PNOK if applicable). This may cause disruption in a duty roster (DA Form 6). Units use many different techniques in running DA Form 6s. Ask students if they have any lessons learned in running these rosters.)

 Does anyone have a suggestion for the question posed by the last bullet on the slide?

NOTE: One possible answer can start with a discussion of how S-1s support memorial ceremonies when deployed. In addition to providing information or helping with programs, S-1s can go further and do more. For example, items left at the field cross (memorial site) can be collected and packaged with a program and recording of the ceremony. These materials can be rush delivered to the General Officer (GO) who will attend the funeral for a Soldier. This can help the GO learn more about the Soldier, and in delivering the items to the Family, provide a more personal and caring touch to the process of honoring the service of the Soldier to the Family. Slide 13: Letters of Sympathy and Condolence

25 Focus: How an S-1 is often involved in drafting or reviewing these documents, the intent of these documents, and information on content. More knowledge-level information is covered here, with some critical thought questions provided below.

NOTE: The information provided on this slide is an overview, not an exhaustive list of requirements. Have students walk through the slide explaining similarities/differences between these letters. Some questions for discussion:

 Has anyone on the team written one of these letters? If so, what are the most important things the group should know based on their experience?

 Why would we send letters out to both parents when they are separated or divorced? Students may come up with their own answers – one possible answer is that the Army is committed to supporting Families by reaching out to both parents. Family situations can be fractured and difficult. The Army could only notify the designated PNOK, but how might this cause problems from a public relations standpoint?

 Why are letters of sympathy and condolence reviewed by the CAC or G-1? A strong answer would state that it not only ensures that letters comply with regulatory guidance, but to ensure discrepancies do not exist that would cause confusion for the family, or possibly a claim against the Army.

NOTE: Ask the group what questions they have regarding this information. When ready, issue the writing assignment (Writing assignment provided as a separate file).

NOTE: For the writing assignment for this lesson rather than giving a scenario as a short paragraph that must be used to create correspondence, students are provided minimal information in this format and must derive all the other pertinent details from the DA Form 1156, and related casualty documents. Slide 14: Investigations

26 Focus: The intent is not to try to explain every possible situation students may encounter. Students should have a basic understanding of what the different types of investigations are, when they are required, and where to go for more information.

Over the past few years, the Army has reiterated guidance for the conduct of investigations because of reoccurring problems in this area. These problems have fallen into two main areas. The first is in what investigations are being conducted, while the second pertains to who appoints these investigations, who conducts them, and who approves them.

At the most basic level, as investigations progress, new information should be entered in DCIPS to ensure the most up to date information is available in the casualty record. Another point to consider is that fatal accident presentations are offered to NOK for all fatal training/operational accidents investigated by an AR 15-6 investigation. The briefing officer is appointed by the GCMCA, and as S-1 NCOIC, you may be involved in providing information to assist in this process. These considerations should be thought of before you deploy.

Your involvement in investigations as an S-1 NCOIC may vary depending on what type of unit you serve, or at what level. You will often also coordinate with your higher headquarters and legal counsel to help ensure you are doing the right things.

 What is the difference in purpose between an LOD, 15-6, and safety investigation? Primary difference is the intent. An LOD serves to protect both the interests of the Soldier and the government where service is interrupted by injury, disease or death. 15-6 investigations gather information that may be used to make findings and recommendations to an appointing authority which may or may not have legal consequences. Safety investigations gather information with the primary intent to prevent future accidents from occurring in the future.

 Do combat deaths require investigation? Yes. AR 638-8, 1-28 states that hostile deaths must be investigated. For these investigations, the GCMCA can delegate appointing authority to the SPCMCA. If however, evidence is found of possible 27 fratricide, that investigation must stop and a new investigation appointed by the GCMCA begins. If fratricide is suspected, an additional safety investigation will begin as well. Depending on the circumstances, a CID investigation may be initiated. In regards to regular hostile deaths, an LOD investigation is not needed although may be required by local procedures. In these cases, the LD determination is presumed to be “LD Yes” without an investigation.

 Can duties related to any investigation be delegated to an S-1? For LODs - Yes. AR 600-8-4, para 1-11 states that the appointing authority for LD investigations may delegate all duties and responsibilities to the unit S-1 or other appropriate staff officer.

Handling Personal Effects (PE) Focus: Units have many responsibilities (many of which are managed by S-1s) that have recently changed or that are based in guidance other than regulations. How does an S-1 manage these responsibilities?

NOTE: This slide is not intended to start a lengthy discussion about being assigned as a SCMO, but rather to discuss the topic from the perspective of an S-1.

NOTE: The last bullet on this slide is intentionally provided to not only provide information but to see if anyone one the team makes the point that containers are an S-4 responsibility. This is correct, but it brings up a topic of how staff sections can work together to discuss areas of interest. Students often bring up “that’s not my lane”. Many times however, we still have an interest in these areas and students need to understand their value when working with other staff sections. Slide 16: The Interrelation of Key Functions

28 Focus: The core competencies and their key functions are not carried out in a vacuum. This is an opportunity for students to brainstorm about the linkages and impacts this area has on others.

The last slide brought up the point of when S-1 responsibilities relate to other staff sections. The same concept can also be used in looking how casualty operations are related to, and overlap other HR key functions.

• Looking at the chart on this slide, how are how casualty operations related to other HR core competencies and key functions?

• Which core competency or key function do casualty operations impact most? Why?

NOTE: The items listed below are only some of the possible answers students may give. While these items are definitely related to casualty operations, they are covered in classes they are more directly a part of.

• Patient Tracking (Personnel Accountability)

• Awards

• Promotion

• Evaluations

• Postal

Why are Casualty Operations So Important? - CLOSER

29 Focus: Summarize lesson and reemphasize the critical role S-1 role in casualty operations.

Allow student to read quote from GEN Marshall and facilitate close-out discussion of casualty lesson.

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

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

Refer students to the following references during the discussions:

 HR Metrics Guide  NCOES HR Metrics Student Handout (Appendix B- Provide HR Services)  Instructions for One-Page Report (DataStore)

Discuss the baseline HR Metrics that applies to Enlisted Promotions Systems:

 SGLV 8285/86 not in iPERMS  DD Form 93 (Record of Emergency Data) not in iPERMS  SGLV Not Validated > 365 Days  DD Form 93 Not validated > 365 Days

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 emphasize the idea of being able to prepare for casualty operation requirements before they occur through planning.

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

30  Ask what the importance is of the relationship between the questions posed in the concrete experience. Students should be able to see many of the actions taken in response to a casualty can be anticipated and planned for.

 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?

 Students conducted a PE evaluating the value of submitted DA Form 1156s. They will also be preparing casualty correspondence for their writing assignment. Do students see that they are performing tasks they will have to replicate in the real world?

 Are students more familiar now with knowing where to look for more information? Do they see the value in the provided additional self-development materials they can use for future reference?

 After discussing topics in the lesson, and now looking back at the concrete experience, do students realize the importance of planning?

f. Application

CONDUCT INDIVIDUAL PRACTICAL EXERCISE (40 minutes)

Students will be required to complete the interactive practical exercise at the following link: http://www.ssi.army.mil/Courses/AGS/PE/CasualtyOperationsFlow/index.html

Once students have pulled up the interactive practical exercise they will choose the “Level Three” practical exercise. This practical exercise will require students to fill out casualty feeder cards using data from an external training database and populate a Casualty Operations Flow Chart appropriately.

31 The final slide showing learning objectives is shown again after students have presented their projects.

.Slide 18: Learning Objective Focus: Review Learning Objective. .

g. Assessment Plan: See Appendix A

32 Appendix A TLO 3.0 – Assess HR Services Module Assessment Plan

Module Assessment Contribution to Written Oral Module TOTAL Group Work Communication Communication Post-Assessment 20% 20% 10% 50% 100%

ELO 3.1 Plan Postal Operations ELO 3.2 Implement Casualty Operations

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

Written Communication. During this module you are required to “Write a Letter of Sympathy” during the Implement Casualty Operations lesson. Your facilitator will provide detailed instructions. See SLC Written Communication Rubric for specific grading criteria.

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

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

A-1 Appendix B List of Slides

The First Casualty… Slide 2: Learning Objective Slide 3: What is a Casualty? Slide 4: Doctrinal Responsibilities Slide 5: Casualty and Mortuary Affairs Operations Center Slide 6: HR Staff Elements / SRC 12 Slide 7: Casualty Reporting Flow Slide 8: DA Form 1156 Quick Reference Slide 9: DA Form 1156 Slide 10: DD Form 93 Slide 11: Servicemembers’ Group Life Insurance (SGLI) Slide 12: Notification and Assistance Slide 13: Letters of Sympathy and Condolence Slide 14: Investigations Slide 15: Handling Personal Effects (PE) Slide 16: The Interrelation of Key Functions Slide 17: Why are Casualty Operations so Important? Slide 18: Group Project Slide 19: Learning Objectives