The challenges of talent management and how a SGM can engage organizational members for competitive success in future assignments while ensuring their organizational members remain adaptable.

Please provide an answer that is 100% original and do not copy the answer to this question from any other website since I am already well aware of this. I will be sure to check this.

Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.

No AI or Chatbot! I will be sure to check this.

Please be sure to view, use, and cite the reading(s) provided. Please be sure that additional sources used are credible or scholarly sources published within the last 5 years.

Assignment Instructions: Analyze the concepts and theories you read about in S301; utilizing key language and terms from these concepts and theories, write a 1000-1250 Word Paper Times New Roman Size 12 Font Double-Spaced APA Format Excluding the Title and Reference Pages on the challenges of talent management and how a SGM can engage organizational members for competitive success in future assignments while ensuring their organizational members remain adaptable. Keep in mind your analysis of the content material and your personal experience will help you with this paper.

Requirements: 1000-1250 Word Paper Times New Roman Size 12 Font Double-Spaced APA Format Excluding the Title and Reference Pages | .doc file

Please provide an answer that is 100% original and do not copy the answer to this question from any other website since I am already well aware of this. I will be sure to check this.

Please be sure that the answer comes up with way less than 18% on Studypool’s internal plagiarism checker since anything above this is not acceptable according to Studypool’s standards. I will not accept answers that are above this standard.

No AI or Chatbot! I will be sure to check this.

Please be sure to include an introduction paragraph with a clear thesis statement in the last sentence of the introduction paragraph and a conclusion paragraph

Please be sure to carefully follow the instructions

No plagiarism & No Course Hero & No Chegg. The assignment will be checked for originality via the Turnitin plagiarism tool.

Please be sure to include at least one in-text citation in each body paragraph

Please be sure to view, use, and cite the reading(s) provided. Please be sure that additional sources used are credible or scholarly sources published within the last 5 years.

Requirements: 1000-1250 Word Paper Times New Roman Size 12 Font Double-Spaced APA Format Excluding the Title and Reference Pages

Human Resources Management Issues, Challenges and Trends: “Now and Around the Corner”, pages 31–52.Copyright © 2019 by Information Age PublishingAll rights of reproduction in any form reserved. 31CHAPTER 2GLOBALIZATION AND HUMAN RESOURCE MANAGEMENTRonald R. SimsThe environment in which today’s organizations find themselves continues to be more globalized as the world is becoming a “global village.” This globalization is driven in part by continued growth in multinational investment to include more and more companies entering into alliances with foreign companies, exporting their products overseas, and building plants in other countries. All of the human resource management (HRM) challenges, issues and opportunities discussed in previous chapters in this book are interrelated conceptually and operationally in the international context.This chapter discusses a number of the HRM challenges, issues and opportuni-ties HRM professionals and their organizations will need to address in today’s and tomorrow’s global world of work. The chapter first takes a look at today’s global organization and some HRM issues. Next, the discussion turns to the globaliza-tion of business and factors affecting HRM in global markets before focusing on an analysis of levels of global or international and HRM operations. Finally, the chapter discusses globalization and implications and impacts on HRM in the future.Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

32 • RONALD R. SIMSTODAY’S GLOBAL ORGANIZATION AND HUMAN RESOURCE MANAGEMENT ISSUESFor the past decades, there have been profound changes in the international busi-ness scene. With geographic national borders being almost replaced by multi-national firms, and a heightened level of labor mobility around the globe, the implication of HRM to design and develop firms’ global business strategy, and to direct individuals (i.e. managers and professional staff alike) for working in different countries, is undoubtedly significant. Rosalie Tung (2016) has recently suggested that in the past three decades or so, globalization/regionalization, mi-gration and reverse migration (also referred to as “brain circulation”), the ascen-dancy of emerging markets, the demand for people with a global mindset, and the worldwide war for talent have brought about fundamental changes to the na-ture, magnitude, and raison d’etre for HRM in a global context. And, that these changes require HRM professionals and their organizations to adopt new lenses to fully understand the dynamics that impact global or international human resource management policies and practices.Organizations are attempting to gain competitive advantage, which can be pro-vided by international expansion as these countries are new markets with large numbers of potential customers. For example, organizations that are producing below their capacity can use expansion to possibly increase sales and profits. Still other organizations are building production facilities in other countries as a means of capitalizing on those countries’ lower labor costs for relatively unskilled jobs.Importing and exporting goods and services is the easiest way to “go global.” India has the world’s second-largest population (1.2 billion people) and a grow-ing middle class, so businesses are increasingly trying to expand their exports to that country (U.S. News & World Report, 2016). According to Snell and Morris (2019), Apple is one of those companies. Although the iPhone dominates the U.S. market, only 5 percent of smartphones in India are iPhone. Partnerships, mergers and takeovers are other ways companies are addressing globalization.The reality is that most organizations now function in the global economy. For example, U.S. businesses are entering international markets at the same time that foreign companies are entering the U.S. market. Consider the reality that many American and foreign firms have partnered with Chinese firms to expand in China, which is the world’s most populous country, with 1.3 billion people. In turn, cross-border mergers continue to increase (Noe, Hollenbeck, Gerhart & Wright, 2019; Shen, 2016) as Chinese and other foreign companies are merging with American firms (Sheng, 2016). Consider also that it has been suggested that globalization is the dominant driving force in the world economy, reshaping soci-eties and politics as it changes lives (Cascio, 2019).Globalization has also resulted in the blurring of national identities of prod-ucts. Many may think of Budweiser as an American beer, but its maker (Anheus-er-Busch) is owned by a Belgian company called InBev. Like many other compa-nies, Anheuser-Busch InBev has been purchasing or partnering with factories and Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

Globalization and Human Resource Management • 33brands in other countries such as China and Mexico to expand its sales. Similarly, BMW is a German brand, but the automaker builds cars in the United States, Chi-na and elsewhere (Choi & Schreiner, 2014; Duprey, 2013; Snell & Morris, 2019).Giant multinational corporations such as Nestlé, Unilever, and AstraZeneca, began to lose their national identities as they integrated and coordinated product design, manufacturing, sales, and services on a worldwide basis. Further, many other U.S. firms, for example, generate a substantial portion of their sales and profits from other countries; companies such as Coca-Cola, Exxon/Mobil, and Microsoft derive a significant portion of total sales and profits from outside the United States (Dewhurst, Harris & Heywood, 2012). In 1982 GE, for example, generated 20 percent of its sales outside the United States and 70 percent in 2017 (Mann & Spegele, 2017). Many foreign organizations have taken advantage of growth opportunities in the United States. For example, Toyota, based in Japan, has grown its market share and increased its number of jobs in the United States and elsewhere in North America. Also, Toyota, Honda, Nissan, and other Japa-nese automobile manufacturers, electronic firms, and suppliers have maintained operations in the United States (Mathis, Jackson, Valentine, & Meglich, 2017).Higginbottom (2017) has recently argued that these are indeed “uncertain times” (i.e., for global (and local) organizations and HRM professionals). The last several years have played host to seismic political events such as Brexit and the election of Donald Trump as the U.S. president in 2016. The acronym VUCA which stands for volatility, uncertainty, complexity and ambiguity is a trendy management term that perfectly encapsulates the conditions that many multina-tionals are operating under.Brexit, for example, which stemmed from a slim majority of U.K. voters de-ciding in a June 23, 2016 referendum, that they no longer wanted to be governed largely from a bureaucracy located in Brussels, Belgium, continues to pose a seri-ous threat to the European Union. The EU and Britain are currently negotiating the terms of their separation which will have major implications for global busi-nesses and many observers predict that, at least in the short term, this exit will have a negative impact on the British economy (see, Amadeo, 2018a; Partington, 2018; Romei, 2018).Numerous free-trade agreements forged between nations over the past 60 years, like the General Agreement on Tariffs and Trade (GATT) in 1948 and the North American Free Trade Agreement (NAFTA) in 1994, helped quicken the pace of globalization. However, the election of Donald Trump as president of the U.S. in 2016 has created uncertainty for organizations making their location decisions in his efforts to renegotiate, for example, NAFTA which is the world’s largest free trade agreement. In an effort to keep companies from moving produc-tion outside the United States, Trump announced a 35 percent tariff on steel and a 10 percent tariff on aluminum on Canada, Mexico and the EU. President Trump campaigned on renegotiating NAFTA and frequently berated companies seeking Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

34 • RONALD R. SIMSto build plants in Mexico, for example, particularly when it entails closing plants in the United States (see Amadeo, 2018b; Stoll & Colias, 2016).While factors like Berxit and the election of Trump as the U.S. president are impacting globalization, perhaps none is more important that the rise of Inter-net technologies (Dreyfuss, 2017; Quora, 2017; Sato, 2014). The Internet, as it continues to develop, has certainly changed the ways that people live and work. Indeed, in some industries, such as music and e-commerce, it has completely revolutionized the rules of the game (Cascio, 2019).The Internet gives everyone in the organization, at any level and in every func-tional areas, the ability to access a mind-boggling array of information-instanta-neously from anywhere. Ideas can be zapped around the globe in the blink of an eye instead of seeping out over month or years. A global marketplace has been created by factors such as the following:• Global telecommunications enhanced by fiber optics, satellites, and com-puter technology.• E-commerce that makes organizations global from the moment their Web sites are up and running, as customers from around the world log on.• Financial markets are now open 24 hours a day around the world (Lioudis, 2018).• Cost pressures (that prod firms to move where labor and other resources are cheapest), coupled with a search for new markets (as firms and consumers around the world seek foreign goods and services).• The integration of cultures and values through international travel, as well as the spread of goods such as music, food, and clothing. In combination, these have led to common consumer demands around the world (Tarique, Briscoe, & Schuler, 2016).• The emergence of global standards and regulations for trade, commerce, finance, products, and services (Gunther, 2005).The rapid increase in telecommunications and information technology en-ables work to be done more rapidly, efficiently, and effectively all over the world. Friedman (2016 has suggested that an expanding high-tech, information-based economy increasingly defines globalization and shapes the business cycles within it. That is, much of the flow of capital, labor, services, and goods among Asia, America and Europe are technology based. Without chips, screens, and software help from Asia, the U.S. economy would grind to a halt. Clearly, open borders continue to allow new ideas and technology to flow freely around the globe, ac-celerating productivity growth and allowing businesses to be more competitive than they have been in past decades.Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

Globalization and Human Resource Management • 35Globalization and HRMDue to globalization, companies have to balance a complicated set of issues related to different geographies, including different cultures, employment laws, and business practices, and the safety of employees and facilities abroad. HRM issues underlie each of these and other concerns. They include such things as dealing with employees today and tomorrow who, via the Internet and social me-dia, are better informed about global job opportunities and are willing to pursue them, even if it means working for competing companies or foreign companies. Determining the knowledge and skill base of workers worldwide and figuring out how best to hire and train them (sometimes with materials that must be translated into a number of different languages) is also an issue for companies in the global environment.There is every indication that the recent social and political changes have con-tributed to globalization and the movement toward international competition. De-spite the reasons an organization may have for expanding operations globally, HRM is critical to the success of any global initiative. If one adopts the basic prin-ciple that HRM strategy must be derived from corporate strategy and that people do determine an organization’s success or failure, then the HRM function needs to be a key strategic partner in any global operations. Still, in some instances HRM is often neglected in the planning and establishment of global endeavors. Despite such neglect, today’s and tomorrow’s HRM professionals must continue to develop their own and other organizational members competencies or skills in the ever-growing international context of the world of work. This means not only understanding the events and factors that continue to increase the global nature of business but also their role in helping to improve their organization’s competitive advantage in global environments.UNDERSTANDING THE GLOBAL ENVIRONMENTIt is important for HRM professionals to continue to recognize that because politi-cal, economic, social and technological conditions are constantly shifting around the world, how employees are managed in those changing environments will need to shift as well. HRM professionals can better understand the global environment by regularly conducting a political, economic, sociocultural, and technological (PEST) analysis which can act as an audit of a company’s environmental influ-ences to assist in determining the corporate strategy and accompanying HRM response(s) (see, for example, Post, 2017; Snell & Morris, 2019).By conducting a PEST analysis HRM professionals and other organizational leaders are able to scan different contextual environments to understand the long-term trends and how they might impact a company. A PEST analysis can help HRM professionals to 1) spot business or human resource opportunities, and give them advanced warning of threats, 2) identify trends in the business environment so they can proactively adapt to these changes, 3) help to avoid implementing Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

36 • RONALD R. SIMSHRM practices in a particular country where they may fail, and 4) put an end to old habits and assumptions about how people should be managed to help bring about innovative ideas for the entire organization.Political FactorsGovernment regulations and legal issues affect a company’s ability to be profit-able and successful, and this factor looks at how that can happen. Issues that must be considered include tax guidelines, copyright and property law enforcement, political stability, trade regulations, social and environmental policy, employment laws and safety regulations. Companies should also consider their local and fed-eral power structure and discuss how anticipated shifts in power could affect their business.HRM professionals can assess the political factors by examining a country’s labor laws, property rights, and patents. When Lincoln Electric, the Ohio-based welding company, for example, started operations in Brazil, they could not offer their yearly bonus program based on performance because any bonuses paid for two consecutive years became a legal entitlement (Siegel & Larson, 2009).Property rights in many countries are poorly protected by governments. Who-ever has the political power or authority can seize others’ property with few or no repercussions. Civil unrest can also lead to the poor enforcement of property rights. Businesses have less incentive to invest in countries or locate factories in countries experiencing strife. Another issue that has implications for global companies relates to the intellectual property rights—rights related to patents, trademarks, and so forth.Economic FactorsThis factor examines the outside economic issues that can play a role in a company’s success. Items for HRM professionals and other organizational mem-bers to consider include economic growth, exchange, inflation and interest rates, economic stability, anticipated shifts in commodity and resource costs, unemploy-ment policies, credit availability, unemployment policies, and the business cycle followed in the country.By looking at trends around market and trade cycles, specific industry changes, customer preferences, and country economic growth forecasts HRM profession-als and other organizational members can best understand the economic issues that are bound to have an impact on the company. For example, in 1995, the World Trade Organization (WTO) was formalized as a cooperative forum for country leaders to come together and increase free trade across the world. As of Decem-ber 2017, the WTO member countries represented over 164 member-nations and covered 97 percent of all international trade (Amadeo, 2018c). In addition, coun-tries are continually negotiating free trade agreements with each other in hopes of increasing their economic activity.Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

Globalization and Human Resource Management • 37Since China joined the WTO in 2001, its economy has grown dramatically, drastically altering its political and trading relationship with many nations. In a strange twist of fate, Xi Jinping, the leader of the communist world and China’s president, has taken to defending free trade and globalization, whereas U.S. presi-dent Donald Trump, leader of the free world, has taken to attacking them as noted previously (Elliott & Wearden, 2017).Sociocultural FactorsThe sociocultural factor analyzes the demographic and cultural aspects of the company’s market. These factors help companies examine consumer needs and determine what pushes them to make purchases. Among the items that should be examined are communications, religion, values and ideologies, education, social structure, demographics, population growth rates, age distribution, cultural limi-tations, lifestyle attitude, attitudes towards work and job market trends.An understanding of sociocultural factors has important implications when it comes to a company’s decision about when and how to do business in a country. For example, because of low labor costs and language similarities, many U.S. businesses have found India an attractive place to locate their facilities, particu-larly call centers.By recognizing and accommodating different ideologies, religious beliefs, communication styles, education systems, and social structures, HRM profession-als and other organizational members stand a better chance of understanding the culture of a host country—a country in which an international business operates. Even in countries that have close language or cultural links, HRM practices can be dramatically different. For example, employers might be expected to provide employees with meals while at work and transportation between home and work. In most of the Islamic Middle East, it is completely acceptable to ask coworkers very personal questions about their children, especially their sons, but never about their wives (Tulshyan, 2010; Vollmer, 2015).Technological FactorsTechnology issues affect how an organization delivers its product or service to the marketplace. Specific items that need to be scrutinized include, but are not limited to, government spending on the maturity of manufacturing equipment, information systems, technological research, technological advancements, the life cycle of current technology, the role of the Internet and how any changes to it may play out, and the impact of potential information technology changes. Even in less-developed countries where manufacturing is typically stronger due to low cost of labor and high cost of capital-intensive equipment, labor-saving technolo-gy is becoming more affordable and accessible. Take, for instance, a textile factor in Vietnam. It is more cost effective for the factory to purchase high-tech thread-ing equipment to spin the cotton into thread than to hire hundreds of people to Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

38 • RONALD R. SIMSthread the cotton by hand, even when the average wage for such employees is less than $100 a month. Just like the other factors, companies should consider genera-tional shifts and their related technological expectation to figure out how they will affect who will use their product and how it’s delivered (Snell & Morris, 2019).While advances in technology have pushed for more service-based jobs, infor-mation systems and technology platforms have also increased the rate at which these services can be traded across countries. Along with the creation of the WTO, 1995 also signifies the beginning of the Internet era mentioned early which is a major driver of the increase in globalization.Table 2.1 provides an example of PEST analysis that can give HRM profession-als and other organizational members a clear understanding of how this works:Every country varies in terms of its political, economic, sociocultural and tech-nological systems. These variations directly influence the types of HRM systems that must be developed to accommodate the particular situation. The extent to which these differences affect a company depends on how involved the company is in global markets.Today, employees around the world continue to become empowered to com-pete without the need of a large company. For example, many websites such as guru.com have developed an online marketplace where individuals can offer vari-ous services and compete for business throughout the world. Consider the reality that one might be interested in developing a new website for their company. By going to the Internet one can select various individuals offering specific services. They may be from different parts of the world. In conclusion, these PEST factors shift the way companies are formed and how they and their HRM professionals go about managing their human resources in a global environment.ANALYZING A COMPANY’S LEVEL OF INTERNATIONAL AND HRM OPERATIONSToday’s international business operations can take several different forms. A large percentage of these operations carry on their international business with only lim-ited facilities and minimal representation in foreign countries. Others have exten-sive facilities and personnel in various countries of the world. Managing these TABLE 2.1. Sample Pest AnalysisPolitical Economic Sociocultural Technical• New state tax policies for accounting• New employment laws for employee handbook maintenance• Political instability in a foreign partner country• International economic growth• Changes in interest rates• Shift in educational requirements and changing career attitudes• Population growth rate• Automated processes in the industry• Rate of innovation• Changes in technology incentives Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

Globalization and Human Resource Management • 39resources effectively, and integrating their activities to achieve global advantage, is a challenge to a company’s leaders and HRM professionals.Often we hear companies referred to as “multinational” or “international.” However, it is important for HRM professionals to understand the different levels of participation in international markets. This is especially important because as a company becomes more involved in international trade, different types of HRM challenges, problems, and opportunities arise.Bartlett and Ghoshal (1991) identified the following four international organi-zational models:• Decentralized federation in which each national unit is managed as a sepa-rate entity that seeks to optimize its performance in the local environment. (This is the traditional multinational corporation).• Coordinated federation in which the center develops sophisticated man-agement systems enabling it to maintain overall control, although scope is given to local management to adopt practices that recognize local market conditions.• Centralized hub in which the focus is on the global market rather than on local markets. Such organizations are truly global rather than multinational.• Transnational in which the corporation develops multi-dimensional stra-tegic capacities directed towards competing globally but also allows local responsiveness to market requirements.Adler (2008) offers another categorization of the four various levels of inter-national participation from which a company may choose and includes the fol-lowing levels of involvement or participation: domestic, international, transna-tional, multinational. The four basic types of organizations differ in the in degree to which international activities are separated to respond to the local regions and integrated to achieve global efficiencies.Domestic. Most organizations begin by operating within a domestic market-place. For example, a business that starts in the U.S. marketplace must recruit, hire, train, and compensate their employees who are usually drawn from the local labor market. The focus of the selection and training programs is often on the employees’ technical competence to perform job-related duties and to some ex-tent on interpersonal skills. In addition, because the company is usually involved in only one labor market, determining the market rate of pay for various jobs is relatively easy.As the company grows it might choose to build additional facilities in differ-ent parts of the country to reduce the costs of transporting the products over large distances. In deciding where to locate these facilities, the company must consider the attractiveness of the local labor markets. Various parts of the country may have different cultures that make those areas more or less attractive according to the work ethics of the potential employees. Similarly, the potential employees in the different areas may vary greatly because of differences in educational systems. Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

40 • RONALD R. SIMSFinally, local pay rates may differ. However, it is important to note that in most instances, companies functioning at the domestic level face an environment with very similar political, economic, sociocultural, and technological situations, al-though the variation might be observed across states and geographic areas.International. As more competitors enter the domestic market, companies face the possibility of losing market share; thus they often seek other markets for their products. This usually means entering international markets, initially by exporting products but ultimately by building production facilities in other countries. The international corporation is essentially a domestic firm that builds on its existing capabilities to penetrate overseas markets. Companies such as Procter & Gamble, Honda and General Electric used this approach to gain access to Europe—they es-sentially adapted existing products for overseas markets without changing much else about their normal operations (Snell & Morris, 2019).The decision to participate in international competition raises a host of HRM issues. All the problems regarding locating facilities are magnified. For example, HRM professionals must consider whether a particular location provides an en-vironment where human resources can be successfully acquired and managed.Global. The global corporation, on the other hand, can be viewed as a multina-tional frim that maintains control of its operations worldwide from the country in which it is headquartered. Japanese companies, such as NEC and Matsuhita, tend to treat the world market as a unified whole and try to combine their activities in each country to maximize their efficiencies on a global scale. These companies operate much like a domestic firm, except that they view the whole world as their marketplace.Global organizations compete on state-of-the-art, top-quality products and ser-vices and do so with the lowest cost possible. Whereas MNCs attempt to develop identical products distributed worldwide, global companies increasingly empha-size flexibility and mass customization of products to meet the needs of particular clients. MNCs are usually driven to locate facilities in a country as a means of reaching that country’s market or lowering production costs, and the company must deal with the differences across the countries. Global organizations, on the other hand, choose to locate a facility based on the ability to effectively, efficient-ly, and flexibly produce a product or service and attempt to create synergy through the cultural differences.This creates the need for HRM systems that encourage flexible production (thus presenting a host of HRM issues). These companies proactively consider the sociocultural, political, economic, and technological systems to determine where production facilities can be located to provide a competitive advantage. Global companies have multiple headquarters spread across the globe, resulting in less hierarchically structured organizations that emphasize decentralized decision making. This results in the need for HRM systems that recruit, develop, retain, and use employees who are competent transnationally.Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

Globalization and Human Resource Management • 41Transnational. Finally, a transnational corporation attempts to achieve the lo-cal responsiveness of a multinational corporation while also achieving the effi-ciencies of a global firm. To balance this “global/local” dilemma, a transnational uses a network structure that coordinates specialized facilities positioned around the world. More specifically, transnational corporations use geo-diversity to great advantage, placing their top executives and core corporate functions in different countries to gain a competitive edge through the availability of talent or capital, low costs, or proximity to their most important customers. Of course, it is all made possible by the Internet, as improved communication facilitates an inte-grated global network of operations.By using this flexible structure, a transnational provides autonomy to inde-pendent country operations but brings these separate activities together into an integrated whole. For most companies, the transnational form represents an ideal, rather than a reality. McDonald’s is an example of a transnational corporation, especially with culture-specific food items, like India’s vegetarian McAloo Tikki, the McKebab in Israel, or a Hawaiian Deluxe Breakfast complete with span, rice, eggs, and hash browns. With over 31,000 restaurants across 119 countries serving 58 million people each day, it makes sense that McDonald’s overseas revenue makes up nearly 65 percent of their total revenue, and that they cater McDonalds’ core burger-fries-and-shakes menu to local tastes (Johnson, 2011).The development of transnationals has led to a fundamental rethinking about the nature of a multinational company. Does it have a home country? What does headquarters mean? Is it possible to fragment corporate functions like HRM glob-ally? To be sure, organizational structure directly affects all HRM functions from recruitment through retirement because to be effective, HRM must be integrated into the overall strategy of the organization. Indeed, from the perspective of stra-tegic management, the fundamental problem is to keep the strategy, structure, and HRM dimensions of the organization in direct alignment (See Briscoe & Schuler, 2012) while being respectful of local country laws or regulations.GLOBALIZATION AND IMPLICATIONS AND IMPACTS FOR HRM IN THE FUTUREEntry into international markets creates a host of HRM issues, challenges, prob-lems, and opportunities that must be addressed by HRM professionals and other organizational members if a company is to not only survive but also thrive in a global environment. Once the choice has been made to compete in a global arena, companies must seek to manage employees who are sent to foreign countries as well as local employees. And this results in another issue facing international organizations, the extent to which their HRM practices should either ‘converge’ worldwide to be basically the same in each location, or ‘diverge’ to be differenti-ated in response to local requirements. There is a natural tendency for managerial traditions in the parent company to shape to the nature of key decisions, but there are strong arguments for giving as much local autonomy as possible in order to Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

42 • RONALD R. SIMSensure that local requirements are sufficiently taken into account. (This is known as the global/local dilemma) (see Andrews, 2011). Convergence may be increas-ing as a result of the following factors:• The power of markets• The importance of cost• Quality and productivity pressures• The development of like-minded international cadres• The widespread practice of benchmarking ‘best practices.’However, before focusing on these challenges it is important for HRM profes-sionals to first understand what is meant by international human resources man-agement (IHRM) and the different levels of participation in international markets. This is especially important because as noted previously a company becomes more involved in international trade, different types of HRM issues, challenges, problems, and opportunities arise.Broadly defined, global or IHRM is the process of procuring, allocating, and effectively utilizing human resources in an international business. More specifi-cally, global or international human resource management (IHRM) is the process of employing, developing and rewarding people in international or global organi-zations. It involves the world-wide management of people, not just the manage-ment of expatriates. An international organization or firm is one in which opera-tions take place in subsidiaries overseas, which rely on the business expertise or manufacturing capacity of the parent company. Such companies or organizations bring with them their own management attitudes and business styles. HRM pro-fessionals of such organizations cannot afford to ignore the international influ-ences on their work.IHRM involves a number of issues not present when the activities of the com-pany or organization are confined to one country. For example,• The variety of international organizational models that exist• The extent to which HRM policy and practice should vary in different coun-tries. (This is also known as the issue of Convergence and Divergence).• The problem of managing people in different cultures and environments.• The approaches used to select, deploy, develop and reward expatriates who could be nationals of the parent company or ‘third-country nationals’ (TCNs)—nationals of countries other than the parent company who work abroad in subsidiaries of that organization.How Does Globalization Affect HRM?Globalization has made us a multicultural society which has implications on HRM professionals and their function in a company’s host and other countries. There are four theoretical frameworks that can help HRM professionals and other Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

Globalization and Human Resource Management • 43company employees explore the influences on HRM across international bound-aries, including: cultural, institutional, universal and contingency perspectives (White, 2015).The cultural perspective suggests there are clear cultural differences between nationalities and these should be recognized. International corporations which accept and recognize these cultural differences in managing employees through HRM practices will be successful in their host countries.The institutional perspective accepts there are differences that need to be un-derstood and recognized within societies and these have an impact on the HRM practices, but it rejects the concept that certain practices, such as recruitment and selection, performance management and reward lead to improved organizational performance as these practices may mean different things within different societ-ies.The universal perspective approach claims that certain HRM practices, such as performance management, recruitment and selection and reward lead to higher organizational performance. It has been suggested that HRM practices that are successful in the home country should be adopted into the host country (March-ington & Wilkinson, 2012). A criticism of this viewpoint is that it does not take into account internal and external factors, such as the characteristics of the orga-nization or the culture of its host country (White, 2015).Finally, the contingency perspective depends on both the internal and external factors of an organization for the take up of HR practices. The key features for HRM are the location of the organization, the product market, the organizations life cycle stage and if the organization is privately owned or a joint venture. Each of these factors will have an effect on HRM, for example where the organization is based will depend on the HR practices and policies it deploys.Impacts and Implications on HRMGiven the above one can argue that the impacts and implications on HRM in global or international or multinational corporations depends on the type of orga-nization, it’s product life cycle and the core belief of its hierarchy (Marchington & Wilkinson, 2012). Edwards (2011) takes this view further and outlines that the influences are categorized into home country/country of origin effects, dominance effects, international integration effects and host country effects.The home country/country of origin view supports the enforcing of headquar-ter HRM practices from the home country across all countries where there is a subsidiary. All countries where there is a subsidiary for the multinational corpora-tion will adopt a single approach to HRM practices, such as recruitment and selec-tion, reward and performance management. Using this model means the global or multinational or international company doesn’t take into account local culture and practice when implementing HRM practices.The dominance effect supports a standard approach of HRM practices across all countries for the multinational, global or international corporation as this is Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

44 • RONALD R. SIMSseen to be best practice internationally. Again this doesn’t take into account local culture and practices in which the international corporation operates.The international integration effect relates to the extent at which the interna-tional, global or multinational corporations build closer relationships across dif-ferent borders. In some instances, the corporation may move their headquarters from their home country to other regional countries, adopting their exiting HRM policies while also bringing some best HRM practice from the home country.The host country effect adopts the HRM practices and policies of the host country in which the corporation operates in. This could be due to it being too difficult to enforce the home country HRM practices and policies due to cultural differences or the practices and policies in place do not need to be changed.Globalization is seen to be a complex and controversial subject with many supporters and critics. As briefly discussed earlier, the implications on HRM pro-fessionals and their functions for international corporations are dependent on a variety of factors. Market pressures and local influences, such as culture, have strong implications on HRM practices implemented by global corporations with research supporting the view of the complexities and different influences. It can be argued therefore that there is no one best fit for HRM practices for all organiza-tions across the globe, but there are some best fit processes that can be incorpo-rated along with the local culture and business practice.Today’s organizations are becoming more international and having systems, policies and process in place to be able to deal with this changing landscape of a host companies’ workforce is paramount. A system, for example, for employ-ees that supports multiple language and different data formats will help improve engagement as employees can manage their own data in their native language. This also enables organizations to roll out employee self-service access to other countries, as well as providing non-host country nationals who work for the cor-porations to use the application in their chosen language.Global HRM is an umbrella term that includes all aspects of an organization’s HRM, payroll, and talent management processes operating on a global scale. As technological innovations make it easier for organizations to conduct busi-ness across the world, global expansion and accompanying HRM policies and procedures as noted earlier has become an increasing reality—if not necessity. Operating human resources across geographic and cultural boundaries can often prove difficult for global organizations. Nonetheless, with the widespread use of technology, the ability to communicate with anyone around the world and access to new and varied markets, international HRM issues like those briefly discussed below are important for HRM professionals to grasp.Language. As briefly noted earlier, one of the more obvious effects of work-force globalization is the need for language services such as translation. Employ-ees from foreign countries who speak different languages often must travel to meet or communicate with others inside the organization. This has caused more companies to hire foreign language translators. Translators help employees from Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

Globalization and Human Resource Management • 45different countries communicate during meetings or at events. They also help U.S. employees traveling to foreign countries interact with the local employees, part-ners and customers.Culture. Developing a global organizational culture is much more complex than building one domestically. The point of a common culture is that employ-ees share norms and values. When a corporation’s employees come from varying cultures themselves, they inherently have distinct differences in their own view of work, communication and other aspects of the company. Thus, HRM profes-sionals must work diligently to train employees on cultural sensitivity and find common points shared by employees throughout the organization. Virtual work teams often are used to promote cross-cultural teamwork.Localization. Even while trying to create a global culture, HRM professionals often have to emphasize localization in each country. This correlates with strate-gies used by companies as they enter foreign markets and try to build good rap-port with local communities. This means having strong hiring and training pro-cesses at national and local levels and compensation and motivation systems that fit well with each country of operation.Compliance with International Laws. One effect of globalization on HRM is the need for businesses to understand and apply the laws of many different jurisdictions to the particular business. The federal government sets out a number of tax and labor laws that businesses operating in the United States must comply with, but there may also be local and regional laws that apply to companies that operate in different states or different countries.As companies decide to expand into the global marketplace or as they hire employees from diverse geographic and cultural backgrounds, they may have to adapt to new labor laws and tax liabilities. Doing business in Europe, for example, will require the firm to pay value added tax. Hiring employees at branch locations in different locations might change the requirements on minimum wage, tax al-lowances or working hours. Also, hiring employees who are non-naturalized US citizens might require HRM to apply for work visas and report economic data to the federal government. Compliance with international law can be an issue for companies that have little to no experience in the global environment, because these laws tend to be complex and sometimes difficult to implement. Keeping well-informed of the legal requirements for the business’s operations can help al-leviate some of this complexity. Therefore, understanding a countries’ laws is vi-tally essential to the organization because any breach of them will have a serious impact not only on the business’s financial well-being but also on its reputation.Diversity Recruitment & Cultural Diversity. Globalization makes for a larger labor pool from which to choose, but it also increases the possibility of language and cultural barriers in the recruitment process. If the company does not address such barriers, it can make the recruitment process increasingly time-consuming and difficult. HRM professionals must adapt to the different customs and cultures when hiring employees in different countries. Language barriers also Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

46 • RONALD R. SIMSmay necessitate hiring bilingual employees and adapting employee documents, such as employee manuals and training materials, into different languages.Globalization also means that companies of all sizes are now interacting with customers and stakeholders from diverse cultures, languages and social back-grounds. In response, many HRM professionals seek to hire employees from equally diverse backgrounds. Companies engaging in this diversity recruitment recognize the value of having people on staff that their customers can relate to, and they know that having a team of diverse people contributes to the range of ideas and influences within the organization.Successful diversity recruitment in international HRM is dependent upon un-derstanding and maintaining cultural diversity. Working with people from differ-ent locations or from different cultural backgrounds means adapting the compa-ny’s work style to new ideas, new ways of communicating and unfamiliar social practices. If the company hires an employee from England, for example, the em-ployee might have different ideas about how to manage employees or on how to run technology processes based on their own experiences back home. Being open to new work styles and cultural differences is the hallmark of cultural diversity in HRM.Benefits and Compensation. Benefits and compensation are the backbone of any HRM strategy, but in international HRM, benefits and compensation are even more important in focusing on the work-life balance of employees. The idea behind work-life balance is to provide employees with programs and initia-tives that improve both their personal and professional lives. This is considered part of international HRM, because many multinational companies have already implemented programs such as flexible working time, paternity leave, extended holidays and on-site childcare. In fact, many nations around the world, including much of Europe, mandate these programs by law. Implementing them on the lo-cal scale is one of the challenges and, ultimately, rewards of international HRM.Training and Development. Related to the idea of benefits and compensation in international HRM are training and professional development programs. Train-ing programs typically encompass in-house seminars and meetings designed to give employees on-the-job knowledge of skills that are important to doing busi-ness globally. HRM might offer language classes to expatriates, for example, or a company might host language classes to give its call center staff an edge in tele-phone sales. It might also teach its employees how to use a new global software platform. This emphasis on training seeks to give the company a competitive edge in the global marketplace by honing the employees’ diversity emphasis.Professional development is concerned with providing employees opportuni-ties to achieve their career-related goals and very often encompasses the “extra” training that HRM provides to its employees, such as providing them resources to earn a college or university degree, allowing them to attend networking events and conferences, global training seminars and other specific competency-based programs. Professional development also helps expatriates, for example, to hone Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

Globalization and Human Resource Management • 47their skills in global marketing, international business development and finance trends. Professional development is important to globalization because it creates a win-win situation. The employees feel as though the organization is concerned with providing a range of skills and competencies for their employees. Likewise, the organization benefits from the added skills and connections that the employees who take advantage of professional development programs acquire.Impact of Globalization on the HRM Function and ProfessionalsAs globalization continues to expand, the functions within global or interna-tional companies all are impacted. It is not unusual for employees to fear being replaced by a cheaper workforce overseas and executives are required to learn the various cultural differences and regulatory environments in which they operate. But in the author’s view none of the departments and employees are affected as much as HRM and professionals that must manage the workforce at home and abroad. Technology is available that can help HRM professionals manage the pro-cesses involved in globalization, but there are downsides for HRM professionals and other leaders and managers who must deal with languages, time differences and employment rules around the world.Job and Roles Redefined. One of the positive aspects of globalization on HRM is redefining the role of the HRM professional within global organizations. Instead of managing the minutia involved with the administration of employee benefits and payroll, which continues to be outsourced, HRM professionals in-creasingly play a larger role in the company by being involved with strategic plan-ning and developing strategic HRM programs to, for example, train and improve the diverse and global workforce.The Potential for Recruitment Grows Substantially. Like in many of their domestic organizations HRM professionals are no longer bound by the physical boundaries of their local area when their company moves into the global playing field. As a result, HRM’s recruitment efforts become easier and more diverse as they have a wider pool of talent from which to draw. The larger employee pool is especially notable in the higher-skilled categories where there often is a gap be-tween supply and demand. Businesses may thrive with competitive products and services, but cannot survive globally without the right mix of talented employees that HRM professionals are responsible for identifying, recruiting, selecting, on-boarding, training and developing, and compensating, and so on.Critical HRM Technology Changes Occur. For companies that retain bene-fits, compensation, payroll deductions, employee training and performance evalu-ations in-house, HRM professionals increasingly are tasked with operating new computer systems required to manage a global workforce. Hundreds of vendors can provide global companies with the appropriate software programs to deal with the numerous HRM tasks, but someone still has to evaluate the appropriate fit for the corporation and operation of the systems. HRM professionals have to Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

48 • RONALD R. SIMSexpend considerable time and effort to learn new platforms when their companies rely on the latest software to manage a worldwide workforce.Challenging Cultural Differences. Perhaps one of the most challenging as-pects of globalization on HRM professionals is the need to discover and learn the cultural differences at play with their new global workforce. HRM professionals must learn how best to communicate company goals and missions, integrate di-verse value systems into their companies and coordinate the activities of all their employees to achieve their goals. HRM professionals in the home office must also build working relationships with frontline managers to communicate company policies, ensure new hires understand the parameters of their employment and translate company directives for workers. HRM professionals need to develop an understanding of the living conditions and training processes in other countries and follow foreign employment regulations, labor relations laws and organized labor issues, as well as figure out how to create effective performance appraisals often from afar. More than ever, HRM professionals must partner with and rely on the local supervisors or managers on the ground to communicate vital HRM information, rather than relying on their own training and abilities.CONCLUSIONGlobalization is a polarizing subject that is not easily defined. Globalization al-lows for increased competition, lifts barriers to entry for developing countries, helps to promote economic growth and works to unify the world’s economies. Globalization provides opportunities for businesses to invest in foreign markets and to gain access to new capital. A key concern in achieving financial results through globalization is the effect it has on a firm. Bringing employees together despite distance and cultural differences is a challenge company leaders and HRM professionals must continue to tackle.As is the case with domestic organizations, the HRM of company is an integral party of its success. HRM for todays and tomorrow’s global corporation that oper-ates in multiple countries presents many cultural and socio-economic challenges. Globalization has many positive and negative effects on any global or interna-tional corporation’s HRM function and professionals.Global HRM efforts will continue to present particular issues, challenges and opportunities for HRM professionals. There are a number of best practices avail-able to HRM professionals and other organizational leaders for managing an or-ganization’s most valuable resource—it’s people at work. Much of what has been discussed throughout this chapter and others in this book on HRM can be ap-plied to both domestic and internationally successful organizations that are able to sustain and prolong their success through the way they manage their human resources.While there are many similarities, global HRM is distinct from domestic HRM because of its broader perspective, the greater scope of activities included in global HRM, and the higher level of risk associated with global HRM activities. Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

Globalization and Human Resource Management • 49Today’s and tomorrow’s global organizations will continue to take any one of a number of different approaches to HRM, with the choice depending on political and legal regulations; the managerial, educational, and technological develop-ment in the host country; and differences between the home and host cultures.HRM professionals will need to increase their skill and competence in working with other organizational members to successfully coordinate global or interna-tional HRM operations in a variety of countries, each with its own local cultural, legal, and traditional influences. In the years to come HRM professionals must ensure that their organization’s policies are flexible enough to allow for these lo-cal variations while not losing sight of the fact that such policies also must be de-veloped to help achieve the overall strategic global objectives of the corporation.Increased care must be taken by HRM professionals in developing the various HRM activities to ensure that they take into consideration each local country’s cultural and legal nuances. Staffing, training and development, performance ap-praisal, compensation, workplace safety, management of labor relations and the use of expatriates versus locals are of paramount concern to successful global HRM (see Cascio, 2019; Mello, 2019; Mathis et al., 2017; Noe et al., 2019; Snell & Morris, 2019).Like all of the other HRM activities discussed in this book, HRM profession-als and other managers and leaders must recognize the important role that glo-balization and its impact and implications for its employees can have on their organization’s success in the international arena. The collective HRM activities all play important roles in developing and sustaining competitive advantages for a global organization. Today and in the future the organization’s ability to attract, develop, and retain a talented workforce will be a critical factor in developing a high-performance, successful international organization.The ‘universalistic’ approach to HRM must be rejected by HRM professionals as the basic functions of HRM are given different weights among countries and are carried out differently. In addition, the cultural differences among countries have produced the slogan in global or international HRM “Think GLOBALLY and act LOCALLY.” This means that an international balancing act is required by HRM professionals and their organizations, which leads to the fundamental assumption made by Bartlett and Ghoshal (1991) that balancing the needs of co-ordination, control and autonomy and maintaining the appropriate balance are critical to the success of the multinational company.In concluding this chapter it is important for HRM professionals to remember that the recent uncertainty in global politics and the continued business risks mean that global companies and their HRM professionals will continue to face some difficult challenges in the coming years. HRM professionals will need to increas-ingly be aware of the many factors that significantly affect HRM in a global en-vironment, such as political, economic, sociocultural, and technological, and that they understand how these factors come into play in the various levels of global participation. Finally, it requires that HRM professionals be adept at understand-Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

50 • RONALD R. SIMSing the impact and implications of globalization on the broader corporation, its employees and on their role in helping to effectively manage the company’s most important resource, its people, to gain and sustain competitive advantage in to-day’s and tomorrow’s global marketplace.REFERENCESAdler, N. (2008). International dimensions of organizational behavior (5th ed.) Boston, MA: PWS-Kent.Amadeo, K. (2018a, June 2). Brexit consequences for the UK, the EU, and the United States. Retrieved from https://www.thebalance.com/brexit-consequences-4062999Amadeo, K. (2018b, June 13). What happens if Trump dumps NAFTA: The key points of NAFTA renegotiations. Retrieved from https://www.thebalance.com/donald-trump-nafta-4111368Amadeo, K. (2018c, April 21). WTO members, categories, and benefits: 3 reasons why WTO membership is so important. Retrieved from https://www.thebalance.com/wto-membership-benefits-and-importance-3306364Andrews, L. (2011, March 28). The global vs local dilemma. Retrieved from http://source.ethicalfashionforum.com/article/the-global-vs-local-dilemmaBartlett, C. A., & Ghoshal, S. (1991). Managing across borders: The transnational solu-tion. London, UK: London Business School.Briscoe, D. R., & Schuler, R. S. (2012). International human resource management (4th ed.). London, UK: Routledge.Cascio, W. R. (2019). Managing human resources: Productivity, quality of life, profits (11th ed.). New York, NY: McGraw-Hill Education.Choi, C., & Schreiner, B. (2014, January 14). Beam being acquired by Japan’s suntroy. Associated Press, Retrieved from http:// ap.orgDewhurst, M., Harris, J., & Heywood, S. (2012, June). The global company’s challenge. McKinsey Quarterly. Retrieved from https://www.mckinsey.com/business-func-tions/organization/our-insights/the-global-companys-challengeDreyfuss, E. (2017, February 9). Trump can’t stop the globalization of work—The Internet will see to that. Retrieved from https://www.wired.com/2017/02/trump-cant-stop-globalization-work-internet-will-see/Duprey, R. (2013, June 5). A-B InBev completes Modelo acquisition. Retrieved from https://www.fool.com/investing/general/2013/06/05/a-b-inbev-completes-modelo-acquisition.aspxEdwards, T. (2011). The nature of international integration and human resource policies in multinational companies, Cambridge Journal of Economics, 35(3), 483–498.Elliott, L., & Wearden, G. (2017, January 17). Xi Jinping signals China will champion free trade if Trump builds barriers, The Guardian. Retrieved from https://www.theguardian.com/business/2017/jan/17/china-xi-jinping-china-free-trade-trump-globalisation-wef-davosFriedman, T. L. (2016). Thank you for being late: An optimist’s guide to thriving in the age of accelerations. New York, NY: Farrar, Straus & Giroux.Gunther, M. (2005, June 27). Cops of the global village. Fortune, 158–166.Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

Globalization and Human Resource Management • 51Higginbottom, K. (2017, December 28). Top challenges facing HR directors of global firms in 2017. Retrieved from https://www.forbes.com/sites/karenhigginbottom/2016/12/28/challenges-facing-hr-directors-of-global-firms-in-2017/#2b530a554f95Johnson, R. (2011, June 16). 17 awesome McDonald’s dishes you can’t buy in Amer-ica. Business Insider, Retrieved from http://www.businessinsider.com/mcdonalds-meals-around-the-world-2011-6Lioudis, N. (2018, March 16). How does the foreign exchange market trade 24 hours a day? Retrieved from https://www.investopedia.com/ask/answers/how-forex-mar-ket-trade-24-hours-day/Mann, T., & Spegele, A. B. (2017, June 30). Why GE builds more factories overseas. The Wall Street Journal, A1, A9.Marchington, M., & Wilkinson, A. (2012). Human resource management at work: People management and development. London, UK: CIPD.Mathis, R. L., Jackson, J. H., Valentine, S. R., & Meglich, P. A. (2017). Human resource management (15th ed.). Boston, MA: Cengage,Mello, J. A. (2019). Strategic human resource management (5th ed.). Boston, MA: Cen-gage.Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P.M. (20190. Human resource man-agement: Gaining a competitive advantage (11th ed.). New York, NY: McGraw-Hill Education.Partington, R. (2018, January 15). No-deal Brexit would cost EU economy £100bn, report claims. Retrieved from https://www.theguardian.com/politics/2018/jan/15/no-deal-brexit-would-cost-eu-economy-100bn-report-claimsPost, J. (2017, June 22). What is a PEST analysis? Business News Daily. Retrieved from https://www.businessnewsdaily.com/5512-pest-analysis-definition-examples-tem-plates.htmlQuora. (2017, August 28). Is globalization creating a single world culture? Forbes. Re-trieved from https://www.forbes.com/sites/quora/2017/08/28/is-globalization-creat-ing-a-single-world-culture/#754d89763bd3Romei, V. (2018, January 22). What will the EU look like after Brexit? Financial Times. Re-trieved from https://www.ft.com/content/dec6968c-f6ca-11e7-8715-e94187b3017eSato, K. (2014, February 10). The next ten years of the world in the era of globalization and the internet. Retrieved from https://www.huffingtonpost.com/katsuakisato/the-next-ten-years-of-the_b_4761714.htmlShen, L. (2016, December 18). Here are the 5 biggest M&A deals of 2016. Fortune. Re-trieved from http://fortune.com/2016/12/28/mergers-and-acquisitions/Sheng, E. (2016, December 21). The five biggest Chinese investments in the U.S. in 2016. Forbes. Retrieved from http://www/forbes.comSiegel, J., & Larson, B. Z. (2009). Labor market institutions and global strategic adapta-tion: Evidence from Lincoln Electric. Management Science, 55(9), 1527–1546,Snell, S. A., & Morris, S. S. (2019). Managing human resources (18th ed.). Boston, MA: Cengage.Stoll, J., & Colias, M. (2017, February 80. Mexico is key cog in GM’s profit machine. Wall Street Journal. Retrieved from https://www.wsj.com/articles/gm-says-it-supports-tax-reform-but-border-tax-is-complicated-1486473480Tarique, I., Briscoe, D. R., & Schuler, R. S. (2010). International human resource manage-ment (5th ed.). New York, NY: Routledge.Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

52 • RONALD R. SIMSTulshyan, R. (2010, March 18). Quirkiest cultural practices from around the world, Forbes. Retrieved from https://www.forbes.com/forbes/welcome/?toURL=https://www.forbes.com/2010/03/18/business-travel-etiquette-forbes-woman-leadership-global&refURL=https://www.google.com/&referrer=https://www.google.com/Tung, R. L. (2016). New perspectives on human resource management in a global context. Journal of World Business, 51(1), 142–152.U.S. News & World Report. (2016). Best countries. Retrieved from http://worldnews.comVollmer, S. (2015). How to mind your manners in the Middle East: CPAs who do business in the region need to know the cultural rules. Journal of Accountancy, 219(1), 42.White, G. (2015, June 24). How has globalization affected HRM? Retrieved from https://www.thehrdirector.com/features/expatriates/how-has-globalisation-affected-hrm/Copyright © 2019. Information Age Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permittedunder U.S. or applicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:38 PM via US ARMY SGTS MAJORACADEMYAN: 2006258 ; Ronald R. Sims.; Human Resources Management Issues, Challenges and Trends: ‘Now andAround the Corner’Account: s4061880

2Chapter 1High levels of employee engagement benefit everyoneIn this chapter we will explore the following topics: ■The challenges we face as HR and as leaders in companies. ■The reasons why employee engagement has become a high priority for organisations. ■How companies prioritise the importance of the customer, the shareholder and the employee. ■The changing expectations that employees have of their employers. ■What we mean by the term “employee engagement”. ■Is employee engagement the same as employee satisfaction? ■The term “Employee Experience” is used often. Is that the same as employee engagement? ■Is “engagement” just another term for “workaholism”? ■Can the impact of employee engagement on company performance be quantified? ■How important is it to employees that they feel highly engaged at work? ■How does work contribute to well-being? ■How well are companies doing when it comes to employee engagement? ■Reflective questions.Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

3The challenges we faceRochelle leaned back in her chair as her team left her office after their weekly meeting. She was feeling uneasy. Rochelle was new to her company, RoofCo, a manufacturer of roof tiles, having only joined two months ago. She headed up the Marketing team, which was responsible for functions such as sales forecasts, identifying sales outlets, market research, promotions and advertising.Rochelle had inherited a small team of talented and well-qualified people. Two team members were over the age of 45 and had great knowledge and experience with the company. This should have made them an excellent support to the four younger employees who were below the age of 35. Rochelle’s expectations were that team meetings and one-on-one meetings should generate lively discussions and many ideas, and that people should be energised in their roles and willing to take on projects and test ideas.So far this was not the case, however. Meetings were fairly quiet; only one or two employees offered any ideas and people seemed to be waiting for instructions. There was a strange, cautious atmosphere with little initiative and low energy. Rochelle was wondering what her strategy should be to build higher levels of energy amongst her team. The goals for the department were tough, so she needed everyone to be fully engaged and to collaborate, innovate and achieve the targets she had agreed to.Meanwhile, 20 kms away in the industrial area, the CEO of Rozzby, Daniel, was preparing for a Board meeting. His frustration level was rising as he worked through the numbers; customer satisfaction was down, absences were edging higher and warranty costs were rising, which was no surprise as the in-house quality management system was highlighting many faults picked up at the end of the production line, despite the extra quality checking stations they had installed. There was constant conflict between the people in the production, quality and engineering divisions. Employee turnover was low, but in the past three months, four of the company’s top talent had Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

4resigned. It seemed to Daniel that his employees just did not care about the company or the quality of their work. In a thoroughly bad mood, he phoned Laurisha, the HR Director. “Looking at company performance figures, I would say we have a people problem. And don’t tell me we don’t pay people enough. We pay above the market rate! We’ve upgraded the facilities on the line as well as the offices. We introduced flexible work hours for the office staff and the managers received great bonuses. It seems to me people just don’t care about the company, the product or the customer. And the people we recruited at great cost to help us turn the situation around are also resigning. There’s no loyalty anymore. We have a Board meeting coming up so I am putting you on the agenda to give the HR view on this and recommend a way forward.”Employee engagement has become a high priority for organisationsAs a leader in your company or as a Human Resources leader, I am sure you can relate to these scenarios. The challenge for leadership and HR is how to consistently get the best performance from employees so that the company can achieve its targets of productivity, customer experience, product quality and profitability. The business environment is certainly tough for most companies: customers are more demanding, the economy is sluggish, new competitors and technologies can suddenly emerge and disrupt the business, product life cycles are shorter as customers head off to buy the latest novelty, customer service must wow the customer, not just satisfy them, and products need to be manufactured faster, cheaper and better.The customer, the shareholder and the employeeTraditionally, companies placed a high priority on the importance of the shareholder and the customer to the business. Leadership believed that for the business to be successful and profitable, the organisation needed to focus on their customers’ experience of doing business with the company and keeping the shareholders happy. Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

5Then there was the realisation that the company’s employees determined the customers’ experience. A good customer experience is the result of engaged employees throughout the value chain. Think of every group of employees in a business who have an impact on customer experience, directly or indirectly. These include employees who: ■designed, made and sold the product; ■managed the customer’s account; ■recruited and trained the employees in the business so they were able to do a good job; ■set up the production lines, ordered parts and got them to the line on time; ■developed business processes and systems; ■managed and motivated others; ■cleaned the offices; and ■paid the staff.Every employee contributes to the quality of the product or the service experienced by the customer, and the customer’s experience is the deciding factor on whether or not he or she will continue to do business with that company. The Gallup organisation conducted research that supports the view that employee engagement is an important factor in organisational success. Their view is that “engaged workers are the lifeblood of their organizations” and to win customers, companies need to win the hearts and minds of their employees.1 Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

6Leadership and TeamMy jobConnectionSupportTrustAligned to my strengthsPurpose and meaningGrowth and developmentBelongingAchievementWell-beingGreat job performanceInitiativeGreat Employee ExperienceEngaged EmployeeMy jobFigure 1: Employee Experience and Customer ExperienceIf engaged employees lead to engaged customers, companies need to focus on how to engage their employees, meaning the employees’ experience at work becomes an important topic for business leaders. We need to reflect on how we create an employee experience that leads to engaged employees. In practice… Richard Branson was able to build Virgin into a global powerhouse by focusing on customer service, yet he revealed that Virgin does not put the customer first. In fact, Virgin employees are the company’s top priority. As Branson sees it, the formula is very simple: Happy employees equal happy customers. Similarly, an unhappy employee can ruin the brand experience for not just one, but numerous customers.“If the person who works at your company is not appreciated, they are not going to do things with a smile,” Branson says. By not treating employees well, companies risk losing customers due to bad service. Branson says he has made sure that Virgin prioritises employees first, customers second, and shareholders third. “Effectively, in the end shareholders do well, the customers do better, and your staff remains happy,” he says.2Employee engagement has thus become a high priority for all organisations, as for a company to be successful in a tough business environment, it needs highly competent and highly engaged employees who can meet the employer’s high expectations of them. Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

7These include: ■making sure the customer has a memorable experience; ■being innovative and making the product more appealing, ■creating better quality and less expensive to manufacture products; ■being results-driven, hard-working and quick; ■staying up-to-date with rapid changes in the field; ■being collaborative; ■being flexible; and ■keeping their phones on so the company can contact them when they are not at the workplace. The general belief is that when people are engaged and love their work, they do better work. According to a survey conducted by HR.com, over 90% of respondents believed that there is solid evidence linking engagement to performance, and that engagement has the strongest impact on customer service and productivity.3In addition, according to executives at the World’s Most Admired Companies, a list prepared by Fortune magazine and Korn Ferry, an engaged workforce is essential to effectively cope with change. “Engaged employees are more willing to accept and embrace the organizational changes needed to address customer concerns and cost issues.”4For all these reasons, the issues of retention and employee engagement have become high priority issues for business leaders. As employers’ expectations of employees increase, so do employees’ expectations of their employers. According to research undertaken by Deloitte, the employee work contract has changed.5 Talented employees are in a strong position, the job market is highly transparent, and companies are competing for highly skilled employees. However, as employers’ expectations of employees increase, so do employees’ expectations of their employers.Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

8Talent in the form of well-educated and tech-savvy people is generally not daunted by a demanding work situation. Many of these people have the approach of, “I would love to be part of the business challenge. It sounds exciting. I want to be challenged and to be part of exciting projects. However, I have my own expectations of the Company as my employer and of my leadership. The salary and benefits are important to me but my needs are greater than that. I am looking at the total work experience and things like meaningful work, the opportunity to be creative, ongoing development, inspiring leadership, recognition and a sense of belonging are also important if you want the best out of me”.Talent in the form of the worker on the shop floor who is now working with sophisticated equipment and expected to turn out top quality work that would have been unthinkable a few years ago is also typically saying, “I am proud to be working at this company and I love the product. However, if you want the best out of me, please don’t treat me like a number or as an extension of the machine. Talk to me, listen to my ideas and concerns, address my problems with parts and equipment, respect me, get to know me, support me and involve me”.Talent in the form of the older, wiser, more experienced and possibly less-qualified employees also has needs. They are saying, “Change and new demands are all happening rapidly, so I need support and reassurance. I have been doing a good job for years, I like my team, we’ve been together for a long time, and I don’t always agree that there is a need to change. For me, the old way still works fine, but if things need to change, please make sure I get the necessary training and the time I need to adjust”.The challenge for leaders is to provide a work experience that brings out the best in all their people, which means more focus on the intangible factors that affect the way people feel about their work. This is often not familiar territory for many leaders, and is certainly an important aspect in our development and growth as leaders. Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

9What do we mean by the term “employee engagement”?There is no single definition of employee engagement, but there is wide agreement that it is an emotional commitment to one’s work and a willingness to give of one’s best at work. It is how people feel about their work that determines their levels of energy, ownership, persistence, commitment and initiative. Signs of high engagement include: ■the extent to which employees commit to achieving results and how hard they work; ■a passion and purpose for what they do and a sense that they are contributing to something bigger than themselves, i.e. they want to make a positive difference to something; ■how much initiative people take; ■how long they stay in the organisation; ■a high level of innovation and effort to assist a company or unit in the company to reach its goals/strategy; ■the high, positive energy and enthusiasm with which people approach their work; ■the level of ownership and involvement with their work that people display; ■a willingness to take on a new challenge; ■a receptiveness and openness to change; ■the high standards people set for themselves in terms of their conduct at work, the quality of their work and the pride people take in their work; ■a focus on the customer or client and meeting their needs; ■efforts made to learn more about their field so they can do more and be more innovative;Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

10 ■a willingness to be collaborative with colleagues in an effort to leverage others’ skills and the inputs that are needed to deliver a quality result or to solve a problem quickly; ■how long a person perseveres when things are not going well; and ■the extent to which people are prepared to “go the extra mile”. When employees care, i.e. when they are engaged, they put in the extra effort needed to resolve a customer’s problem, make sure the new process is working, or sort out a quality problem on the line.This is referred to as “discretionary effort”; it is the level of effort people could give if they wanted to, above and beyond the minimum required. I can recall many examples of discretionary effort by employees, such as maintenance teams who worked through the night to get a vital piece of equipment working or a logistics employee who drove at night to the supplier’s warehouse to fetch critically needed parts to keep the production line going. In one case, a supplier had a fire at their premises so employees from the customer company volunteered to work at the supplier over the weekend to help them get their production going again. Engagement levels influence a person’s willingness to go the extra mile at work. Engaged employees put in discretionary effort because they love their job and want to see their company succeed! Disengaged employees drag our business down. You will recognise the disengaged employee as they: ■tend to do the minimum; ■display low energy levels; ■are often negative or cynical, especially about any proposed changes; ■see the customer or client as simply too demanding; ■are not interested in learning and innovation as it looks like too much of an effort; Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

11 ■want to reduce their role and responsibilities rather than expand them; and ■have a negative impact on the team climate: younger employees tend to wonder if this is how you should be at work? Is this disengaged person maybe showing them the realities of work and how to survive? It is very sad, of course, if your disengaged team member was once full of positive energy and has been closed down by bad experiences at work. The bottom line is, your employees can come to work every day, but if they aren’t truly engaged in their work, they are harming your business in some way as mediocrity and minimal effort become the norm. Many organisations struggle with employees who are at work, but not fully contributing.Is employee engagement the same as employee satisfaction?Engagement is a feeling; it’s an emotional commitment to your work and comes about as a reaction to the intangible factors at work.Satisfaction, on the other hand, is based more on an employee’s rational assessment of the tangible workplace issues. If we map ENGAGEMENT and SATISFACTION as two separate topics, we can come up with the following scenarios:SATISFACTIONHIGHHigh satisfaction/low engagementHigh satisfaction/high engagementLOWLow satisfaction/low engagementHigh engagement/low satisfactionLOWHIGHENGAGEMENTFigure 2: Satisfaction and engagement scenarios Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

12High satisfaction/low engagement: Have you ever felt like the person who says this? My job ticks all the boxes: ■I earn a good salary. ■I work for a company with a great reputation and product. ■I have an impressive job title. ■I have a beautiful office. ■I have a great laptop and cell phone. ■I enjoy high status at work and in my community.However, I really cannot say that I love my job. In fact, I feel a little depressed at the start of the work week and I have to talk sternly to myself. I am paying off a house and car and my kids’ education is expensive. Plus, I have to save for retirement one day, so I need this job with its perks and benefits, and I enjoy the status it gives me in my family and community. This scenario is sometimes referred to as “golden handcuffs”. Looking at this person’s work situation from the outside, one may feel a little envious and think this person has it made, yet high satisfaction alone does not lead to high engagement or mean you love your work. Many people start off their career aiming to achieve these factors, only to find that there are other intangible factors pulling at them. They may achieve their goals in terms of money and status, for example, but still feel something is missing. The relationship between the tangibles and the intangibles is actually more complicated than we realise.Low satisfaction/low engagement: Being dissatisfied and disengaged is the worst scenario for the company and the employee! This person will hate coming to work and will radiate negativity. This is a no-win situation: the customer and colleagues will all have a bad experience dealing with this person.Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

13High engagement/low satisfaction: This is the “flight risk” scenario. In this scenario a person would say: “I love: ■the work that I do; ■the challenges I face and the problems I solve; ■the difference I make; ■the colleagues and the leaders I work with; ■the positive environment I experience at work; and ■the sense of achievement.”This person loves the work but feels the company is taking advantage of them. They feel they are giving a lot and are not appreciated or sufficiently valued in return in terms of salary, seniority or other tangible benefits. This person will soon be looking around for a new position and when they resign, there is often a quick scramble to make a counter-offer in the hopes of retaining their skills and positive energy.High satisfaction/high engagement: This is the best scenario for the company and the employee. The person loves the work they do and feels fairly compensated and acknowledged by the business. Many people confuse engagement with satisfaction and try to remedy engagement problems with solutions like pay increases, better offices, gym memberships, fixing the employee car park, improving the canteen, introducing concierge services and so on. These solutions do have an impact on satisfaction, but more satisfaction does not lead to more engagement. It is the equivalent of trying to buy love, so for high engagement, we need different solutions. Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

14I hear the term “Employee Experience” used often. Is that the same as employee engagement?Employee experience includes all the workplace, employee policies and management practices that impact people on the job. If we look at the four scenarios above, whatever box you find yourself in, that is your “employee experience”. Companies need to examine all employment and management practices so that both the satisfaction and the engagement factors are top class. People are looking to work for organisations where they experience a fulfilling, rewarding and enjoyable work experience, i.e. high engagement and high satisfaction. Companies therefore need to reflect on how their employees experience the workplace and ensure it leads to high engagement.Is engagement just another term for workaholism?Positive psychology researchers view engagement and workaholism as two different ways of experiencing work.6 Whether you are engaged or a workaholic, you work hard but the experience differs. People who are highly engaged are in a positive state of “flow”, enjoyment and enthusiasm, whereas workaholics tend to experience more negative energy in the form of feeling tense, driven, irritable and under pressure. Engagement is a good type of working hard, whereas workaholism can lead to burnout.Can the impact of employee engagement on company performance be quantified?One organisation that has measured the impact of engagement on company results is Gallup. Gallup researchers studied the differences in performance between engaged and actively disengaged work units, and found that those scoring in the top half on employee engagement nearly doubled their odds of success compared with those in the bottom half.7Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

15Gallup’s data reveals that business units in the top quartile of their global employee engagement database are 17% more productive and 21% more profitable than those in the bottom quartile.8A research study into the impact of employee engagement on company performance based on 28 years of data was reported in the Harvard Business Review. The finding was that companies with high employee satisfaction and engagement outperform their peers by 2.3% to 3.8% per year in long-run stock returns. This adds up to an 89% to 184% cumulative increase. The data analysed were from the list of the 100 Best Companies to Work for in America, a well-respected survey where 250 workers are selected at random and questions covering credibility, respect, fairness, pride and camaraderie are asked of them. The research finding was that the benefits of employee satisfaction and engagement do outweigh the costs.9How important is it to employees that they feel highly engaged at work?So far, we have only looked at the benefits of high engagement to the leader and the company. Engagement at work is, however, also an important issue for the individual employee, as research shows it plays a significant role in a person’s overall well-being and happiness.10, 11People in a corporate environment generally work long hours, so to be happy at work is crucial for overall well-being. Many research studies have confirmed that loving your job is a key component of a person’s individual happiness, life satisfaction, feelings of success and fulfilment, overall sense of well-being and even health. “Returning from work feeling inspired, safe, fulfilled and grateful is a natural human right to which we are all entitled and not a modern luxury that only a few lucky ones are able to find.” ― Simon Sinek, Leaders Eat Last: Why Some Teams Pull Together and Others Don’t12Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

16How does loving your work contribute to your well-being?Our well-being and happiness are important as they set off an upward spiral of success in many aspects of life, in turn leading to more well-being and happiness. Shawn Achor, in his TED Talk, The Happiness Advantage, shows us that happiness leads to success and not the other way around:https://www.ted.com/talks/shawn_achor_the_happy_secret_to_better_workWhat do we mean by an upward spiral and how does well-being and happiness set this off? When you feel good your brain generates happy chemicals like dopamine and serotonin, which ■increase your energy levels; ■improve your immune system; ■make you more resilient and optimistic; ■help you think more clearly; ■help you to be more creative; ■give you a greater capacity for learning and a willingness to take on new challenges; and ■may also improve your relationships. Successfully dealing with challenges leads to more feelings of success and self-confidence, which energises you to take on new challenges, develop new skills, and experience more successes, confidence, optimism and greater well-being. This is the upward spiral. Feelings of success in all of these areas of life fuel greater levels of happiness and well-being.13Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

17Well-being & happinessSuccessMore well-being & happinessMore successFigure 3: The Upward SpiralYour well-being and happiness increase your chances of good outcomes and these good outcomes increase well-being and happiness. Work and well-beingAs an employee, if you love your work, you have something to look forward to every working day, yet we often think that work robs us of our enjoyment of life. Take a look at all the “Monday” jokes on the Internet. We usually think about work from the standpoint of all the things we have to do; the pressure, the uncertainty as companies merge or re-structure, budget cuts, difficult bosses, colleagues and customers. Many people do not believe that work and happiness go together. Their view is that work is something you do in order to be able to pursue happiness elsewhere. And if you want to be successful at work, happiness must be sacrificed.But work can contribute to well-being and happiness at many levels. Let’s look at work from the view of what it can do for the employee. Our first thoughts about work are usually, “I need to earn a living”. Yes, we need to work to pay the bills, and as we become more successful at work, the more we earn, which has a direct influence on our standard of living. More money certainly opens up more opportunities and options in terms of where and how we live, the car we drive, the material goods we can buy, the holidays we can enjoy and so on. Money also buys us security in the form of savings, medical insurance, retirement policies etc.Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

18However, there is more to work than just what we earn and what we do with it. There are more ways in which we can view work, so let’s look at working at its best and all the additional ways in which work can contribute to our well-being.Work also provides employees with a sense of community and belonging; we are part of a team – we have managers, supervisors, colleagues and customers with whom we interact on an ongoing basis. For many people, we see more of our work colleagues than we do of our families. When relationships at work are good, we form deep bonds with people and look forward to seeing them at work. We develop a shared history with these people; we often recall the pressures we faced together, the problems we resolved, the hilarious situations we encountered and the people we had to deal with, and there is often fun and laughter as we reminisce. We also look to these people for support when we are under pressure and our colleagues often provide a listening ear when we have personal problems or we are going through difficult times. Work can also help us feel good about ourselves, firstly, through a sense of achievement. When we achieve tough targets or get that promotion, we feel successful. When people depend on us for a product or service, we feel a certain sense of importance and pride. Also, when we are recognised and acknowledged for work done well, we feel good about ourselves. Work can also provide us with status in our communities and families, depending on where we work, what we do and how successful we are perceived to be. All of these feed our self-esteem and self-confidence, which are essential for our well-being.We develop as people by working; we develop the functional skills we need to do our daily work, and we gain experience and develop expertise as we are exposed to new and more complex challenges. We also develop skills such as people skills, problem solving skills, the ability to be creative and innovative, an understanding of our organisation’s context and challenges, an understanding of our customers’ needs, the ability to deal with stress and pressure, and many more. Many of the skills we develop are solely as a result of being at work: we grow in response to new challenges, opportunities Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

19and situations. Every new challenge stretches us a little further and we grow new skills and develop our personal qualities. Personal growth and realising our potential are strong needs in most people, and work certainly offers many opportunities for that.Finally, work offers us the opportunity to use our talents and skills to make a positive difference in our world. We are in our full power at work when our work aligns to our strengths and offers us an opportunity to make a difference to something that is important to us; something we are passionate about. All of this is what work can potentially offer us; this is work at its best. Work offers us the opportunity to unlock our potential and achieve personal greatness, if we so choose.How well are companies doing when it comes to employee engagement?Now that we see the benefits of employee engagement to employees, leaders, companies, customers and shareholders, we may conclude that companies are working hard on the employee engagement issue, yet this does not seem to be the case. Most research suggests that organisations are not doing very well when it comes to employee engagement.14 As we all know, not everyone finds themselves in a situation where they love their work and look forward to being at work. There are people who are underpaid, in uncomfortable or hostile environments, doing mundane work and feeling unfulfilled. Work can be a source of stress and for many people, work can break down their confidence and self-esteem rather than build it. Some people simply feel plateaued in their career and lacking in energy for the challenges ahead.According to Gallup, a staggering 85% of employees worldwide are not engaged. This is a barrier to creating high-performing cultures and amounts to wasted potential. Many companies are experiencing a crisis of engagement and aren’t aware of it.15Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

20Glassdoor, a company that allows employees to rate their employers, reports that only 54% of employees recommend their company as a place to work.In a recent survey among 80 of the most advanced users of engagement surveys, only half stated that their executives know how to build a culture of engagement. Among the broader population, the percentage is far lower.16 In the HR.com survey of HR professionals, only two-fifths said their senior leaders prioritise employee engagement, and just 28% said their managers are highly skilled at fostering engaged individuals and teams. In terms of discretionary effort or going the extra mile, only 9% strongly agreed that their employees do so. This indicates that most employers still face major employee engagement challenges.17 The question for you as the leader or the HR leader in your company is: How do you prevent disengagement and how do you build teams of highly engaged people? Research carried out by Deloitte suggests that it is time for companies to focus on building “irresistible organizations”.18Researchers in the field of positive psychology have concluded that for people to be fully engaged with their work, intrinsic factors need to be addressed more strongly.19 The most commonly mentioned are: ■company culture; ■inspiring leadership; ■work aligned to my strengths; ■work with meaning and purpose; ■a sense of achievement and contribution; ■autonomy; ■clarity regarding role and goals and an empowering performance review system; ■opportunities for learning and growth; ■recognition; ■a sense of belonging and a positive work climate;Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

21 ■pride in the organisation; and ■a flexible work environment.Focusing on these factors should give us good results in terms of employee engagement, however people are fascinating and unique and driven by their own ever-changing needs, so expect surprises, new insights and increased leadership wisdom as you work with these principles. Judgement is required in terms of how to implement inspiring leadership and employment practices. People differ so we need insight into them as individuals in order to find out what it is that lights them up at work and what fulfilment, success and happiness at work means to each person.The chapters that follow will help you to think through your work situation and offer ways to enhance or make changes at work that will take you in the direction of: ■greater success, fulfilment, well-being and happiness if you are an individual employee; ■inspiring leadership practices that bring out the best in your employees if you are a leader; and ■employment policies and practices that contribute to high engagement if you are an HR leader.Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

22SummaryIn this chapter, I have outlined the case for making employee engagement a high priority in any organisation. For an organisation to be successful, an essential is to make people feel engaged with their work.I have also unpacked the meaning of the terms “engagement”, “satisfaction” and “employee experience”, and we can see that “engagement” is largely influenced by intangible factors. It is also important to consider the impact of work on employees; work can contribute to a person’s well-being in many ways. What I will address in the following chapters is the “how to” of employee engagement, which is aimed at leaders, HR leaders and individual employees. Briefly this is what I will cover in each chapter:Chapter 2The work climate for high engagementChapter 3Strengths-based leadershipChapter 4How work can provide a sense of meaning, purpose and contributionChapter 5Learning and development at workChapter 6Leadership for high engagementChapter 7Measuring employee engagementChapter 8Organisational issuesWe will be following Rochelle’s progress with her team and in Chapter 8, Laurisha will reply to Daniel’s outburst. Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

23Please spend time on the reflective questions at the end of each chapter as clarity will emerge from these. It might be good to work through this book with a trusted friend or a coach and share your thoughts. Reflective questions: EmployeesSchaufeli, Bakker and Salanova developed a questionnaire to measure work engagement, the Utrecht Work Engagement Scale (UWES).20 The questions that follow are based on their three aspects of engagement:How engaged do you feel in your current job? (Rate yourself out of 10 on each of the following criteria.) ■Energy: do you have high levels of energy and resilience at work, are you willing to put in a great deal of effort, and do you persevere in the face of difficulties? ■Dedication: do you find the work that you do to be important and meaningful, do you feel proud of your job, do you feel a sense of responsibility, and do you feel inspired and challenged by your work? ■Flow: are you totally engrossed in your work and do you have difficulty tearing yourself away from it? (Time passes quickly and you forget everything else around you.) Energy score ___ Dedication score ____ Flow score ___Total score ___What are your scores telling you?If you are working currently, what impact is work having on your sense of well-being? What potential exists for a rich and interesting work life?Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

24What is your definition of success at work? How successful do you feel currently?What energises you at work? How often is this happening currently?When do you feel most fulfilled at work?Reflective questions: LeadersLooking at the signs of engagement and disengagement on page 9-11. What are you seeing mostly in your team/department/division/company?What is your current approach to employee engagement and how well is it working?Reflective questions: HR leadersIs employee engagement one of the core business strategies in your company?What does HR need to do to ensure informed discussion among top management on the topic of employee engagement? Copyright © 2019. KR Publishing. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. orapplicable copyright law.EBSCO Publishing : eBook Collection (EBSCOhost) – printed on 2/21/2021 4:52 PM via US ARMY SGTS MAJORACADEMYAN: 2322279 ; Joan Peters.; Employee Engagement: Creating High Positive Energy at WorkAccount: s4061880

Trends and Future of Talent ManagementCHAPTER 9CONTENTS9.1. Introduction To Talent Management …………………………………………2129.2. Why Does A Company Need Talent Management? …………………….2149.3. Importance of Talent Management …………………………………………..2179.4. Changing Trend In Talent Management …………………………………….2189.5. Challenges And Opportunities Faced By Talent Management ……….2219.6. Next Generation of Talent Management ……………………………………2239.7. Talent Management In Accomplishing Competitive Advantage ……..2269.8. The War For Talent ………………………………………………………………..2289.9. Recruitment And Retention …………………………………………………….2299.10. Conclusion ………………………………………………………………………..2309.11. Case Study: Best HR Practices Of International Large Companies ……………………………………………………………….231References …………………………………………………………………………………240

Talent Management212As there is a growing recognition of the importance of human resources in the or-ganizations by the employers, they have started to invest more time and money on the talent management departments of their enterprises. The trends in the talent management field have been growing and changing with a rapid pace, in the recent past years, the managers have started to employ better methods to look after the employees and their skill sets. This chapter brings the focus of the readers to the various trends that have been developing in the organizations and the future of talent management in the corporate setup.9.1. INTRODUCTION TO TALENT MANAGEMENTTalent management is the most important topic in current times and holds a very important position in an organizational set up. The scope of human resources department in identifying high performing employees and retaining them with the organization is known as talent management. Money is not the only reason people join a company. Over the time, they also seek appraisal, incentives and extra income. Here comes the role of talent management team. Talent management aims to increase the performance of all the employees in a company by motivating and engaging them to get better output. An experienced employee is an asset to the company; if they leave the organization both has to take a hit which can be controlled by retention of that employee. This is why talent management is important. The team knows which employee is important for the organization and ensures that they stay with the company for a longer time. With this action, companies can get a sustainable advantage of superseding their competitors with highly efficient staff. Talent management is the set up, comprising human resources department to manage their assets specially the employees. The usage of human resource through proper planning to improve the business values, to reach out the goals, is called talent management. Starting from recruitment, development, appraisals, including retention every activity is required to be performed with a strategic planning and appropriate workforce. For an outstanding result, the talent management should be in harmony with the business strategy as they both are very which inter connected. If the talent management team and business are not aligned the company will not be able to achieve their goal and will lose the market. Every company should have an efficient team of human resources to recruit hard working people and talent management team should be efficient enough to handle those employees.

Trends and Future of Talent Management213Finding hard working and good people with commitment towards work and ability to handle pressure is not an easy task, so a company should never let the employees go so easily. Every company wants to get the competitor’s employee; but it is not as easy as it may sound. A hard-working employee is always required by the competitor’s company and they would always want to get them either by offering handsome salary or lucrative deals which an employee might fall an easy prey. To this, talent management should always try to get such employees stay with the company. If a company takes care of their employee, people are either satisfied, if not they start looking for better opportunities.Diving a little to the history of how the talent management as a separate management branch was discovered. The credit would go to McKinsey & Co (1997) and (1998), was officially penned down. In the latter half of the 2000s it become increasingly popular despite the fact that it is still considered closely associated with the human resources activities. There are no boundaries for efficient people; they have always risen above the limits. Talent management is not limited to a specific team or an activity that should be performed in collaboration with human resources department; rather managers in line should work on the developing skills of their subordinates. A talent management system has to be implemented throughout the organization and cannot be left out only up to the human resources department to attract and retain employee. It has to apply through all levels in an organization. However, there has been observed that companies spend lots of effort in attracting people but do not spend much time in their retention and overall departments. This is a noticeable point which they tend to ignore because if the employees are not given attention after joining an organization, they feel left out and unwanted. Gradually they lose their interest in the company and start looking for new options of job. Performance and potential are the two major factors through which an employee can be assessed. An employee’s performance can be assessed on the basis of work he is performing through key result area (KRA) and according to his/her potential. Primarily, assessment of an employee’s potential is important because depending on the current performance the future expectation in completing their targets can be set. Talent management decisions are often competency based as well, wherein along with the organizational competencies, positional competency is also important.

Talent Management214The competency level includes various parameters like knowledge, experience and skills in addition to professional attitude towards company’s target. Few organizations also offer a talent market place where instead of forcing employees to do work as given by the company, they can choose the work themselves. It has been found to be productive and attainment of target is much easier in such scenario. However, it has its own limitations too. Conceding the fact, that this type of market place option is not 100% successful because there is no fixed strategy on completion of the chosen work and an employee might not do the work according to business ethics.The idea behind promoting talent management is due to its vast line of action which starts from hiring to developing hidden ability of the employee and boost their confidence level by nurturing them. Ironically, if employees think that the company is not offering them what they deserve, they quit. With the infinite number of job options available in the market, people are not worried about getting a new job. In fact, if an employee leaves it is more challenging for a company to find their best replacement, which needs time and energy and may result in delayed deliverance of the project also. This has intensified the situation for the organization who can hire best people from the industry, but their retention and making them comfortable with the organizational culture has become the biggest challenge. Few organizations found the concept of talent management unethical; may be then, when they are at the losing end or they lose their high worth employees. Nevertheless, in the growing slit throat market the working pattern of talent management sounds really fair as everybody seeks their company growth. Nonetheless, it is not a charity but a quest of survival. 9.2. WHY DOES A COMPANY NEED TALENT MAN-AGEMENT?One might wonder! There are so many people out there who are more hard working than the ones already working in the organization, then why do we need to put efforts in retaining them? Or why can’t we sack the employees who underperform and hire new employee? The answer to this could be, we know that it’s the people who take the organization to next people. To achieve the target set by the organization, every time they cannot rely on new employees; companies need to have experienced and trusted people who can manage the challenges on the way of its execution and deal with the related people. An organization is a profit earning entity and not an institute

Trends and Future of Talent Management215who would spare their money on underperforming employee or an amateur. Here the talent management system comes in the play, they scrutinize the new hiring, at the same time they keep a track of employee’s performance and recognizes the people who can accompany the organization in achieving the goals. Talent management can be considered as big as human resources department in any organization. Different organizations have the strength and capable team according to the organization size to use talent management for their benefits. The talent management team can conduct survey, interview or may be group discussion to find out about employees working experience and how they are satisfied with their related jobs, how well they understand the organizational goals. Such an activity also helps in identifying the potential employees and mapping them for the future investments of the company. There are various other reasons why it is important to have a talent management team in an organization namely- choosing right person at right place, timely rotation of employee, hiring the right people, professional development of employee, retaining talent and understanding employees. Detailed description is as mentioned below: • Right person at right place: selecting a person is one thing but placing him at the right job profile is very important. It is of utmost importance that a person(s) professional qualification is scrutinized and well thought off before they are hired and ensured that they fit right in the position. It is only through the proper ascertainment of skills, strength and experience any employee can be fitted well in a position to deliver the best. Somebody who does not possess the quality to hold the position is a failure for the organization. • Timely rotation of employee: If the organization has realized that an employee is not fit for the position he is at, it is important to rotate his designation according to the qualification and not as required by the organization. Importantly, from the perspective of organization and employee both, right person can be beneficial for the company and will also increase the productivity of employee. However, an analysis of performance data can help in identifying the situation like this. Moreover, it increases the satisfaction level of employee as well.

Talent Management216• Hiring the right people: How does a company progress? What are the strengths of a company? Where does the income generated from? These questions might look different with the words used but the answer to them is a single word and that is “employee.” A company can make progress with its employees, the strength of every company is its employees, and it is the employees who are the income generators. The quality of every organization is the workforce they have and to have better hiring it is important to have better people to hire the employee. Primarily, that is one of the important reason talent management has become integral part of human resource processes. • Professional development of employee: Organizations are of the opinion to make their employees confident of handling various projects individually. It is beneficial for the growth of organization and employee both. When an organization realizes the potential employee, they find it beneficial to invest in their professional development as well. There are many organizations who conduct management programs on their own expenses and on completion they transfer the employees to related departments. The investment is not solely done on the employee rather it is for the enhancement of their growth, succession, performance and management skills which helps in goal achievement.• Retaining talent: Foundation of every organization is the tenured employee. Retaining talented people of the organization is very important to have constant place in the market. It can certainly grow but cannot face a dip. With the growing global economy, attrition and retention have been simultaneously working at a faster pace. No organization has been untouched with these aspects; every one of them is facing this issue. Companies are putting are efforts in retaining the top employees so that they do not rule out the leadership in market. Succession and employee’s growth are important factors through which employees can be retained and additionally timely rewards, incentives schemes are few others.• Understanding employees: Analysis of data shows a clear picture on the performance chart of an organization. At the same time, it also highlights that how employees have proven themselves beneficial in achieving the company’s target as well. It is important to understand the need and expectation of

Trends and Future of Talent Management217employees and accordingly they can be nurtured and motivated. Since everyone seeks for a professional going career it is essential to understand their requirements in terms of monetary and progression.9.3. IMPORTANCE OF TALENT MANAGEMENTSelecting an employee and their efficient placement is very important. Though it depends on the qualification and experience they possess to deliver the best in the role offered. It is to be remembered that a wrong placement of employee can double the problem, as it will hit the task in non-completion, wastage of time, money and resources. Irrespective of how genius and productive an employee could be, but a wrong placement will only worsen the situation. The entire process of talent management takes a complete set back if the best talent is not chosen for the organization. Apart from a strong talent management system, culture of the organization also determines their rating suitability of the work place. Moreover, if the employees are satisfied about the talent management system of their organization, they become more confident and understand that they will be given importance and weight age depending on their working data. The selection of people with appropriate skills required for the organization and utilizing their potentials to the fullest is the work of talent management. Starting from attractive pay outs, rewards and recognition, timely incentives, compensation is also considered to be a prime factor in talent management. This comes only when the right people for the designation have been selected and the monetary benefits work on the competitive facet which compels employee to earn more by performing extra ordinarily.More importantly, in today’s time people are of the mindset that they should deliver less and get more. This more can go up to the benefits of health insurance, reimbursements of unused paid leaves and so on. On the contrary, in the present times, organizations are not bothered of giving extra benefits to their employees but want the maximum output from them. However, this has to be taken care by talent management that a deserving candidate gets the most in comparison to others, which further helps, in retaining them with the company and encouraging for good performances. The most important functions talent management has to perform are:

Talent Management218• Increase in the organization’s productivity;• Growth and innovation both for the employees and the organization;• Employees skill and competency development while ensuring high performance;• Getting top talents for the industry into the organization and giving timely benefits;• Recruitment of right person to save time; instead of carrying on with an unskilled workforce which leads to wastage and delayed in project delivery and can be high at cost.Poor employee engagement has direct links with retention issues later which can be at cost of the business. Addressing staff and understanding their concerns, challenges they face results in better retention when required and considerate level of motivation and commitment towards work. Until now we have understood that with highly skilled workforce, business can be benefited and a vice versa situation can land the organization in difficult position. With an ineffective talent management team, the business can suffer in terms of taking more time in completion of task and might involve errors which could be irrecoverable. However, there is always a chance wherein the training can also not help in delivering the project if the employees are not skilled. Hiring skilled employees and boosting up their confidence level both go side by side.9.4. CHANGING TREND IN TALENT MANAGEMENTOrganizations have reported a major area of concern in finding suitable candidates for their organization. By the time people walk out for an interview they expect companies to hire them irrespective of whether they fulfill the requirement of the job or not and train them accordingly. Perhaps it is the most difficult way of hiring because it involves a lot of risk. It is being observed that once people learn the skill of a particular profession and instead of staying with the company, they start looking for new job opportunities. In today’s time, where the competition is on rise, companies find it difficult to hire people with less qualification and they do not intend to put effort in clearing their basic concept.Steven Hankin from McKinsey & Company first used the term “War of Talent” in 1997 which highlighted the growing competitive scale for

Trends and Future of Talent Management219recruiting and retaining the talented employees. However, talent poaching is also done by solvent firms who tend to gain more market share. The scarcity of skilled employees is not restricted to starting level but it starts from top to bottom. In the competitive world recruiting right people is as difficult as maintaining company’s place in market. Every single step is equally challenging and calls for better management skills to follow them. Development, deployment and retaining employees are three major factors that are in high action in almost all the organizations. Primarily, the main objective of talent management is to enable and develop people, as the organization is recognized more by the staff they have. Talent management is looked upon as an important part of human resources department and growing every day as a discipline. Few trends that have been seen over few years are talent promotion, pool of talent, interconnectivity between technology and talent management and growing population demands more jobs. An elaborated description is mentioned below.9.4.1. Talent promotion With the skills that matches the requirement of organization a person is hired. When they fit into the skill set bracket; their process of development starts and their evaluation too. No employee would like to stay on a designation for a longer time. If the talent management finds him/her potential enough to stay with the organization they start putting retention efforts and so as their growth cycle. Empowered employee means empowered organization. 9.4.2. Pool of Talent People say that the world is full of talented pool; they might be true but you cannot hire all the talented people into your organization. Human resources department has to identify who among all the options available is best suitable candidate for their required skills from this pool of talent.

Talent Management220Figure 9.1: There is a big pool of talent from which the managers can select the talent, and this is increasing in terms of skills.Source: https://media.defense.gov/2019/Jul/26/2002163108/600/400/0/190724-N-QL258–0073.JPG9.4.3. Interconnectivity between Technology and Talent Man-agement Technology has increasingly added comfort to people life. With access to online portals employees can raise their concerns and apply for various beneficial schemes introduced by organization. Same is the case with reporting concern and share feedback about the company. This activity saves a lot of time both for the employee and the concern talent management department as they do not have to meet them personally, instead can handle the situation through online communication. However, it might differ depending on different situation.9.4.4. Growing Population Demands More Jobs Increasing population is directly influencing the demand of jobs across the globe. For instance, India has the maximum number of youths, and certainly they need to create more jobs to have everybody working and get them recruited. But how many of them get success in getting a job. The numbers are limited due to educational qualification, technical knowledge, and skill set. Even in the near future United States of America

Trends and Future of Talent Management221will have shortage of 10 million workers, as suggested by reports.9.5. CHALLENGES AND OPPORTUNITIES FACED BY TALENT MANAGEMENTThere is no deficiency of professionals but there has been a shortfall of talented professionals. This fact has been globally accepted and has emerged as an area of big concern. Every year across the world huge numbers of management students pass out from schools and start looking for job as professionals. Figure 9.2: Challenges and opportunities that are faced by the talent manage-ment.This is applicable to other professions too and not only for management. The situation is similar in developed countries as well; as the increasing number of populations the demand for jobs is also increasing every year. The differential gap is not because of the increasing population but the growing gap between new generation and retiring people. A survey suggested that East Asian countries have the maximum number of young people but they lack the requisite quality of education and skill set. This has given birth to demographics challenges which are majorly faced by companies in the present time.

Talent Management222Demographic challenges are more problematic in global context and simpler in local. Nevertheless, be it a global issue or a local challenge, problems faced by talent management is similar in both the aspects. The details analysis of challenges faced by talent management is namely- recruiting the talent, training and development of talent, retaining talent, developing leadership talent and creating ethical culture. Elaborated version as mentioned below.9.5.1. Recruiting the Talent The recession in last decade made us witness the biggest economic downturn and job cuts globally. Only those who were the most important to the organization were retained while rests were asked to leave. It happened across all the levels of management in every organization. The retained employees were considered as those who did not leave the sinking ship and stood with the company in the toughest phase. There is no denial to the fact that recruitment of such talent is necessary by talent management in identifying the people who can be beneficial for the company in its thick and thin.9.5.2. Training and Development of Talent The decade old economic downturn also highlighted that organizations can focus on newer model of employment like part time jobholders, or job on contractual basis or temporary workers. However, it is challenging to increase their stake in the business and complete the work on time. 9.5.3. Retaining Talent Primarily, the objective of organizations is to achieve their goals. In order to do so the talent management team has to identify which employee to retain and which one must be sacked so that they can get good returns. Though it is in best interest of the organization but every employee thinks of himself as the most talented one among all. No employee will welcome the decision of retention of their colleague and he/she being sacked on performance grounds. This spreads an uncertainty even among those who have been retained that one day they might also face the same issue. To overcome the situation, it is important to train and invest in the crisis management development of the employee to control retention.

Trends and Future of Talent Management2239.5.4. Developing Leadership Talent Having an effective leader can help any organization to come out of crisis situation, deal unplanned issues with efficiency, set goals and meet them on time efficiently. Talent management identifies the people from within the organization who can stand in critical situation.9.5.5. Creating Ethical Culture Having a healthy professional environment in an organization is the sole responsibility of talent management because an ethical and cultural ambience creates positivity among the employees. This becomes challenging if different line of managers is not in harmony with their subordinates and the targets are not achieve. They receive huge amount of pressure from the management which results in disturbing culture as it increases frustration level of the employee.9.6. NEXT GENERATION OF TALENT MANAGEMENTFigure 9.3: A layout showing the things that are coming up in talent manage-ment.The challenges faced by HR department are gaining much attention. Though human resources study has been well acknowledged and duly

Talent Management224accepted as separate field in academics but its challenges are also gaining attention. Acting as an integral part of every organization, people are hired within the department with utmost care and the expense companies bear on the development of the department is all time high. The idea behind human resources department is to recruit efficient people at vacant positions. Further the companies might ask for infinite number of activities to be completed by them. On the contrary, talent management system has become more of a boardroom discussion as it demands the employee of this department to be a strategist, recruiter, coach, and a governing authority for the organization. The next level of talent management is viewed in the light of processes that are attractive and can be applied in the organizations. Companies are aiming to make the best use of different processes of performance, talent management, leadership and recruitment together to gain success. People in today’s time possess all type of information of any topic they may be asked about which in turn works as an asset for the company in the competitive atmosphere. This has also increased the amount invested by organizations by two third in comparison to the other resources of the company. Talent management has a diverse success future as it is helping organizations in gaining recognition and goals are achievable. The trends like workforce demographics, clarity in job specification, strategies for recognition and development and training strategies; organization can boast up their skills for future is mentioned below.9.6.1. Workforce Demographics It has been very well taken, that second to the capital involved in the business, employees are the important resources that has to be taken care of, motivated, and retained. Talent management is expected to have a futuristic view and better understanding of workspace demographics. Main objective of the organizations is to have huge return on investments and it is through improved human resources that the investment can be achieved in high numbers. Talent management can help in reducing the cost in such cases. Talent management team can do analysis of data in understanding the workforce demographics like gender, age, position, and so on. This analysis of data can help identifying the employees who can be retained in longer run as

Trends and Future of Talent Management225their performance is measured and the generation changes. With constant and regular checks on workforce demographics organization can identify the gaps in talent for the critical positions.9.6.2. Clarity in job Specification This is increasing with increase in employee’s awareness of what they want from their employers. Employer thrive hard in finding a suitable person for the position, effectively it is important to provide detailed description of job profile to the new recruitment and ensure clarity on the subject matter. Well-defined description only helps in job satisfaction of the employee and high return of productivity.By a clear explanation of job profile there is more job satisfaction and also it shortlists the right candidate for the profile which saves time. Hence, it makes the recruitment process more straight forward. This is gaining more popularity due to the multiple data analytical tools available for the identification of right talent. 9.6.3. Strategies for Recognition Every management team needs to have a strategy before taking any decision. So, as it is required by talent management is finding future talent, their engagement and rewarding employees. There has been sudden development in shifting of focus from a generalized way of dealing all the employees to personalized dealing of a single employee. It is a worldwide fact that the pay packages of employees even at a same level differ and they are expected not to be disclosed. This is yet another wonderful management strategy to pay differently depending on the skills of different employees.9.6.4. Development and Training Strategies The training and development strategies are very important to prepare employees for the future. Talent management teams should organize more such programs which can enhance the development skills of the people in the organization. Development and training should be on the top most priority list to ensure the competitiveness of organization in the market and high satisfaction level and thirst for progression of the employees. Mentoring, motivational

Talent Management226and experience developing programs should be implemented as the part of employee’s development.9.7. TALENT MANAGEMENT IN ACCOMPLISHING COMPETITIVE ADVANTAGECompetitive advantage is a circumstance that puts a company on a much higher position than its rival. The main objective of organization is to achieve the mission and send out a clear indication about the vision of the company. In order to achieve the objective, it is important to understand the resources of the company and make every employee a part of this mission. Be it the improvement plans of the company or seizing the competitive advantage, the common among both is the denominator which is the employee. It completely depends on the caliber of an employee whether a plan would be successful or a failure. In almost all the company’s payroll department is the highest expense recurring section. Though it is their sole responsibility to make optimum use of monthly investment and minimize the expenditure. Figure 9.4: The various aspects of talent management for accomplishing com-petitive advantage.

Trends and Future of Talent Management227In order to have a competitive advantage through the human resources department it is important to have differentiating strategic capabilities, identify them and then later find a process of developing those strategies. This process helps human resources department in making impact on organizational strategy and relates it deeply with the talent management. Talent management needs to be valued for its differentiating strategic capabilities as it offers substantial competitive advantage. Making improvements in organization through talent management practices, it helps improving four major challenging areas which are recruitment, performance and learning, leadership development, and bottom up communications.9.7.1. Recruitment The first and the foremost step to start on talent management lineup are to understand the practices followed for hiring process. Is the job posted by a company reaching the right candidate? Is the selection process strong enough to estimate the correct value of the vacant position on how important that designation is for the betterment of the company? Do managers have the ample training samples and staff to provide training to new joiners and judge their level of motivation? Anyone can hire a person but it takes special skill set to get best talent out of the crowd who is suitable for the organization. Competent and motivated hiring is of supreme importance for the organization as it can deliver high compounding dividends in future.9.7.2. Performance and Learning Those employees without goals are burden on the company whereas those with performance and learning capabilities are advantage. Talent needs to be tangible and should be empowered with relentless supply of performance development and training through which employee can be empowered.9.7.3. Leadership A leader can be successful only when his subordinates work together with him or her. In an organizational step a team achievement is not only the success of manager alone, it is the achievement made by team effort, so is the failure. Managers need their subordinate more than the team needs their manager.

Talent Management2289.7.4. Bottom Up Communications Feedback is the basis to survive in the competitive market. Even after the product is launched companies send out their representatives to talk to customer and take their feedback and responses on the basis of which decisions can be taken. Same should be the communication level in an organization. On the contrary, the communication flows from top to bottom which is 80% of the times reached but when it comes to bottom up only 20% is reached out. With an improper communication pattern and without understanding the concern of ground root level policies are made and implied.Only the companies that can identify the actual talent of its employee in connection with the culture and vision can enjoy competitive recruitment advantage. Talent is a valuable essence of an individual that needs to be nurtured, praised and used fully to get the favorable results. Certainly not with forced policies and employee exploitation. When an organization offers a trustable career path, they get loyalty and commitment towards work by the employee. Competitors generally produce same products and later deploy them for another product and services some gain success for being the early adopters while some lay behind due to technological standpoint. 9.8. THE WAR FOR TALENTIt is now a globally accepted fact that finding suitable talent for a position in an organization has become challenging and tedious task. Though there is a separate department working as an organization itself but it has created a hunt to get the employee in their organizations. Everybody is running to get the most talented employee recruited for the betterment of their company. This search of perfect employee has turned into a war like situation fought on both the sides. On the one hand companies are fighting to get best talent for the companies and on the other hand workforce is striving to get maximum advantage from the companies. With the increased existence level of multinational companies like Google, Microsoft at global stage, the war has fueled up rest of the organization; and as a result, their employees are demanding increased salaries, perks and incentives. Few are offering work from home advantages and crèches for their children as well. The expectation level of employees has up surged the need to develop stronger talent management system so that the best employee stays with the company at what so ever benefit is required.

Trends and Future of Talent Management229It is common news these days, where we hear about how these multinational firms hire yet to be graduated students on high salaries. This shows how important a company finds the process of hiring the best talents of the industries even before they complete their education. A study suggested that in United States people from Asian business industries are preferred more for the reason of successful history of Asian clans in the US. This has made business schools more centered and targeted to get their students hired by foreign countries more than that of their owns. The other probable reason could be skill set, training and aptitude which have created difference among graduates of eastern to western countries. On the contrary, this has created a troublesome situation for companies in national set up as they are given less weight age by these institutes. However, the recruitment pool is so large that all of them get accommodated but domestic organizations are given later dates when the best are already sorted out.War for talent is also closely related with demographics as well. Most companies do not accept the fact of attrition and certainly not with the retention. However, attrition at the top managerial level is always very low. But at the ground level, the reality of attrition and employee retention is always happening. But the war for talent is always going on with demographics basis. Recruitment and retention of the best people is essential, but the competition is extreme wherein employees may feel less loyal to the company and quick opt for changing the job the moment a tough situation occurs in their organization. Other recruiters from the competitors company try to take advantage of this situation by hiring the unhappy employee in their organization. Of course, they look out for the best in the competitive firm. To avoid such a situation companies must ensure to keep the people engaged and do not leave the organization for better opportunities. 9.9. RECRUITMENT AND RETENTIONRecruitment and retention both work simultaneously. Someone who is hired today in an organization would definitely look out for new opportunities and the human resources department will try to retain them. Only if he/she is the best talent of the industry and can deliver best results. In the hiring process, human resources department come across several individuals who are different from each other on the basis of educational qualification, attitude, knowledge, experience and so as their motivational scale. One might be motivated by the incentives and the other might look for professional growth.

Talent Management230How does the talent management team identify such factors and deal with it? A different strategy is required for every individual as they cannot be judged on one single scale. Well the ratio of people who are more money focused needs regular rewards and appraisal system; failing this they often switch jobs who offer them additional perks and benefits irrespective of growth and professional development. Such people can be identified by scrutinizing their resumes and finding out how frequently they have been changing job and their salary increase pattern. Moreover, employee with money motivation can no longer be considered as asset for the company, in fact there are more chances of them leaving the job at any point. Understanding the stability of an individual can be cross-verified with what is mentioned on their resume. People with knowledgeable and experienced background are more likely to be hired by different organizations. However, the spontaneity will speak of the talent the moment their work with the organization starts. Past experiences and average tenure of a prospective employee can tell a lot about their professional skills and competencies. When an employee joins an organization that orientation and induction are inducted; in those few hours of official joining employee take a decision on how long they intend to continue with the company. This has been studied in a report conducted on the surveys of Indian IT companies. It is high time for the company to put lasting impression on the new joiners of the company on the first meeting itself. In an organizational set up every single individual is an employee; the difference is their work area and deliverance. Recruiters are not the owners of the company yet they have to ensure a cultured, motivating and refreshing environment to the employees. They add mentorship to their profile and pacify annoyed employees and often suggest ways to come out of the difficult situation. Recruitment process might end once the person has been hired but the task never ends up.9.10. CONCLUSIONIn a more understandable language, talent management is a process which aims to drive performances through integrated management practices with employees. Talent management is not just attracting people to a company, rewarding, appraising and so on, it is a never-ending process and requires lot of actions with continuous efforts.

Trends and Future of Talent Management231Even if a company has managed to hire best employee their work cannot be considered as done, they need to ensure to offer something beyond his/her expectation and then to make him/her stay in the organization. Only hiring is not the task done, it involves more than the hiring.9.11. CASE STUDY: BEST HR PRACTICES OF INTER-NATIONAL LARGE COMPANIESKnowledge put in context carries enormous power. The context not only teaches and gives a model example, but also inspires and energizes. You will often learn more from a case study than from a lengthy theoretical article. The goal of this paper on the Best HR Practices of International Large Companies is to tell instructive and inspiring stories, the success stories told by our interviewees, from which other HR managers and senior managers interested in HR can draw ideas for the development of their own organization.9.11.1. How to attract and keep talents?Most dilemmas and questions of the HR managers and senior managers involved in the research could relate to the topic of talent management. Obviously, attracting and keeping talents is an issue of high concern today for most Hungarian companies. With the ageing of the population and the parallel decline in the supply of young and talented labor, the fight for the talented is becoming keener among the companies.9.11.1.1. Satisfied HR ManagersMost of the interviewed large companies have some type of programme to identify and develop “talented” staff members. According to the conclusions of the questionnaire survey, the majority (70%) of HR managers are satisfied with the talent management system operated at the company. Nevertheless, they are most interested in further new methods. The HR staff and the management obviously consider talent management a field where development must not stop. However, satisfied you are with your established talent management system, you must keep looking for new and even better options, as witnessed by the questions and dilemmas shown above the title.

Talent Management2329.11.1.2. Half of Hungarian Companies Are Given Carte BlancheThere is a major gap between the Hungarian subsidiaries of multinational companies in terms of the degree of freedom provided to them by the regional and global headquarters in the development of the talent management system. Around half of HR managers completing the questionnaire declared that the Hungarian subsidiary had relative (or absolute) freedom to make decisions on the issue, and only a single one said that the corporate talent management system was absolutely centralized. Apparently, that is, most Hungarian multinational companies have some liberty in the development/upgrading of the talent management system.9.11.2. How do CEOs See the Issue?Our experience – confirmed by the respondent HR managers – is that the personal commitment of the No1 leader is one of the main preconditions of an effective talent management programme. Several interviewees agreed that winning the senior management for the cause and raising their attention were key success criteria. At some places this is a given, at others, however, the support of the senior management is the result of the persistent efforts of the HR manager. 9.11.2.1. Talent Management is not in the Focus of the CEOsAccording to the lessons of PwC’s 2012 research, Hungarian HR professionals are in a more difficult situation in that regard than their colleagues abroad. Whereas the CEOs participating in global surveys ranked talent management highest when they had to indicate the area that was most important in the life of the firm, Hungarian ones gave it the 10th, i.e., the last place. In the international sample, 78% of top managers were of the opinion that talent management was on the brink of great changes. In Hungary, however, only 3% of CEOs think that the accessibility of talented people will change in the future. The above data and findings make it clear that talent management represents a problem of utmost importance for the international market, but Hungarian company managers do not consider the issue particularly urgent. What could be the reason for that? There are several possible explanations.9.11.2.2. Short-Term ThinkingTalent management programmes do not promise a spectacular increase of company profits in the short-term, so they may easily be outside the focus

Trends and Future of Talent Management233of senior managers thinking in a perspective of 1–2 years. Cost-cutting strategies may seem a simpler and more efficient solution since their results manifest themselves at the time of next year’s closing. Furthermore, everyday operation always raises many urgent/important tasks for the managers, so focus on talent management may get lost. Serious problems due to the lack of talent nurturing will probably appear in 3–4 years’ time. And, in Hungary, few company managers think in terms of such a long time perspective.Thus CEOs often fall into the classical Eisenhower matrix trap: they relegate into the background/postpone the topic of talent management as one that is important, but does not appear to be urgent at the moment.9.11.2.3. Be Glad You Have A Job With the protraction of the crisis, many CEOs assume that employees will not quit under such grave circumstances or, if they do, it is easy to replace them with other professionals from the labor market. This logic, however, does not apply to the really talented employees, i.e., those who produce outstanding value for the employer firm through their work. For, they are the persons who the head-hunters seek out even at times of crisis and who, if they are dissatisfied with their employers, can easily change jobs and be certain of being in demand in the labor market due to their gifts.9.11.3. Criteria for Developing a Successful Talent Manage-ment ConceptBefore the presentation of Hungarian best practices that came to light during the research, let us highlight some criteria and trends to be taken into account when a corporate talent management programme is being introduced.9.11.3.1. Generation Y – Other Demands To design an effective talent programme, you must take into consideration the typical features of the target group. What do the young talents of our days aspire for? How can they be motivated, how could they be retained by the company in the longer term? Note that the demands, motivations, ambitions of Generation Y may be different, even significantly, from those of the professionals and managers, typically members of Generation X, who initiate the talent programmes. This is why programmes designed for young talents often comprise components that would be attractive to a member of Generation X, but do not meet the demands of one of Generation Y. The same error is frequent also in recruitment strategies: the recruitment

Talent Management234tools and the relevant communication are not adjusted to the needs of the targeted generation. A thorough knowledge of Generation Y is imperative for effective talent management. We shall devote a separate chapter in the paper to Generation Y.9.11.3.2. Some Features of Generation Y • On the lookout for novelties • Deliberate career-building • Influenced by brand names • Demands immediate feedback • Finds it important to be involved in decision-making • Appreciates value-generation • More loyal to own career than to the company • Driven by the experience of work9.11.3.3. Raise the Returns; Keep in Touch with Those Who Leave You Talent development and training is not a cheap business. It requires major investment on behalf of the firm, which will produce returns only if the staff member participating in the talent programme stays with the company to generate profits there based on the knowledge and skills acquired during the training period. The members of Generation Y, however, are increasingly mobile; they change their workplace more easily, and hence there is little guarantee for actually collecting the returns. A classical method for boosting the ROI is to have study contracts signed, but this carries a negative message for many young people who regard it as a measure limiting their freedom. A growing number of companies has realized that the returns on talent programmes can be enhanced also by nurturing intensive contacts with the talented staff members leaving the company, and by leaving the gate open for their return – maybe to a definitely higher position. Contact keeping (in the form of regular e-mails, news about the results of the company, targeted information on open positions) imply lower costs than the identification of new staff members.

Trends and Future of Talent Management2359.11.3.4. Talented, But How About Commitment? Many companies commit the error of assuming automatically that staff members with outstanding abilities will also be loyal and committed to the company. However, according to the 2009 survey of the Corporate Leadership Council (CLC) (which interviewed a total of 20,000 young talents of more than 100 companies) • One-quarter of the talents plan to leave the company within 12 months, • One-third of the talented admit they do not work at 100%, • Four-out-of-ten talents do not trust their colleagues and even less the senior management. The reason for this phenomenon is that these persons are aware of their own abilities and the availability of alternative options at other companies. Their expectations match their outstanding talents. According to the relevant researches, recession has decreased the loyalty of the talented for their company, but that, in turn, has been conducive to a decrease in performance, since it is difficult to produce maximum performance without commitment to your company. What lessons does that offer for talent management? The main conclusion is that talent programmes should have a positive impact not only on competence development, but also on attitudes and on commitment to the company, or else the investment will yield no returns.9.11.3.5. Career Development Paths Talented employees are educated/trained and developed in vain if no career development options exist for them at the company. As shown already, the members of Generation Y assign particular importance to their professional career, so in order to keep the best, you must be able to offer them, realistic career options. Multinational companies have an advantage in this respect over Hungarian ones, since they can offer a stay abroad to Generation Y members open for that. Nevertheless, many companies do not profit from this option: • They do not establish appropriate contacts with the parent company and with other subsidiaries that would let an increasing number of young Hungarians work abroad.• They do not support their talented colleagues in becoming visible in the international arena.

Talent Management236• They do not make it clear during recruitment that the company offers an option to work abroad. • They are worried for the talented staff members (lest they should be “taken,” e.g., by the Germans), as a result of which the talents often end up at their rivals. • They do not keep in touch with colleagues working abroad, and often lose their chance to re-employ them and make them put their talents at the service of the Hungarian company. Enlightened companies treat the domestic and foreign career options with deliberation, and this is a considerable asset in keeping their talents. 9.11.3.6. Only One-Third of High Performers Are Genuine “High-Potential” Staff Members As mentioned already, commitment is a major criterion to be taken into account when designing talent programmes. Let us add that ambition is at least as important when it comes to deciding whether to invest in the development of a certain person to help his/her progress to the next career level (e.g., a higher managerial position). According to the CLC research quoted above, only one third of staff members performing well in their actual position can be regarded as having high potential. As for the remaining two thirds, one of the following three constituents is mission: abilities, commitment or ambition needed for progress. Committed dreamers: These persons are characterized by high commitment and high ambitions, but their skills needed for progress are poor. About 7% of employees showing good performance in their current position fall into this category. If the committed dreamer is raised to a higher position, and he cannot enhance his skills radically within a short time, the probability of success in the new position is practically zero. Stars with no commitment: 30% of persons showing good performance in their current position fall into this category. They command the skills and ambitions needed for progress, but their commitment to the organization is low. This profile warrants success in case of progress in 13% of the cases only. If, however, the company takes deliberate steps to enhance their commitment, these starts may later become highly successful leaders.Stars without ambition: They are talented and committed, but do not aspire to be promoted. 33% of the current high performers can be assigned

Trends and Future of Talent Management237to this category. If they are nevertheless promoted, the probability of good performance is 44%, that is, much higher than for the previous two profiles. This is attributable among other things to the changes in ambition and individual goals with time. Therefore, it is important for the company to obtain a correct picture of the ambitions and goals of the talents and to take promotion decisions accordingly.The main conclusion is that the assessment of the skills and abilities, but also of commitment and ambition are indispensable for the development of a talent management concept and the planning of the career paths of the talented. Often the methodology applied for selecting someone to be included in the talent pool (typically DC) focuses exclusively on the assessment of skills and abilities, disregarding commitment and ambition. The negative consequences of this attitude are frequently experienced, e.g., when • a talent selected for the management replacement programme leaves the company after the completion of the programme to use knowledge acquired there elsewhere (star with no commitment). • the negative attitude of a promoted talent has a destructive effect on the team (star with no commitment). • a colleague terminating the management replacement programme successfully does not agree to be promoted (star without ambition). It is crucial for every company to reduce the number of such cases to the minimum.9.11.3.7. Networking Many firms have realized the key importance of the extent of one’s system of contacts within and without the enterprise in keeping and developing talents and in enhancing the effectiveness of their work. • Networking with the leaders. Some companies give an opportunity to staff members under the programme to establish contacts with higher-level managers (e.g., such managers are regularly invited to training programmes organized for the talents). • Networking among the talented. Others put the emphasis on the closest possible networking of the talents themselves, establishing thereby something of a talent programme alumni system, which supports the flow of information within the company to an outstanding extent.

Talent Management238• Female network. Many companies have realized that the potential of female employees can be put to use best if the company creates an opportunity for them to mutually help one another both professionally and as private individuals. Facilitating female networks within the organization tends to become part of the management of female talents more and more frequently. • Networking between the sales personnel and the clients. There are also examples where a firm assists its talented employees in external networking, as in initiatives to bring the talented sales colleagues in contact with the representatives of the key clients (their talents) by organizing joint development opportunities where they can mutually support each other.9.11.3.8. Communication at Strategic LevelMany staff members of Hungarian workplaces feel they have little information on the strategy of the company, i.e., on where it is heading. The demand for being involved at strategic level is more acute for staff members with outstanding abilities. Moreover, if care is taken that they should regularly acquire relevant information on the strategy of the company, the main market trends and the key corporate projects, that will not only make them more motivated, but also prepare them for filling a higher managerial position later on. That is, strategic-level communication through various channels is an important component of successful talent programmes: • Trans-hierarchical meetings. Regular discussions of senior managers with talented staff members from lower levels of the corporate hierarchy. This method has the advantage that contact between the management and the talent is direct and personal. Care should be taken, however, that the trans-hierarchical efforts should not weaken the medium management, i.e., that it should not be applied instead of consulting them. • Strategic information by e-mail expressly for the selected talents. • Access to certain senior management, where those concerned consults on strategic issues. This solution makes the talents more committed and, in addition, the senior management may access useful information coming from the “ends.” Now that we have collected the key factors to be taken into account in the development of a talent management concept, let’s present some of the

Trends and Future of Talent Management239Hungarian best practices shared with us by the respondent domestic senior managers and HR managers.

Talent Management240REFERENCES1. Avar, E., Mago, A., & Salamon, J. (2012). Best HR Practices of International Large Companies. [ebook] Available at: https://talentcentrebudapest.eu/sites/default/files/Best%20HR%20Practices%20of%20International%20Large%20Companies.pdf [Accessed 21 August 2019].2. Cornerstone (2014). Talent Management 2020 Future Perspectives and Scenarios. [ebook] Available at: https://www.cornerstoneondemand.com/sites/default/files/whitepaper/csod_WP_Talent_Management2020_032014.pdf [Accessed 21 August 2019].3. Fuller, J. T. (n.d.). Shaping the Future of Talent Management HR’s Critical Role in Creating a Sustainable People Advantage. [ebook] Available at: http://www.imdsearch.com/globalassets/thought-leadership/shaping-the-future-of-talent-management.pdf [Accessed 21 August 2019].4. Kao, T., Verma, N., & Tucker, E. (n.d.). Next-Generation Talent Management Insights on How Workforce Trends Are Changing the Face of Talent Management. [ebook] Available at: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.505.8610&rep=rep1&type=pdf [Accessed 21 August 2019].5. Managementstudyguide.com. (n.d.). Current Trends in Talent Management. [online] Available at: https://www.managementstudyguide.com/current-trends-in-talent-management.htm [Accessed 21 August 2019].6. Managing Tomorrow’s People: The Future of Work to 2020 (2007). [ebook] Available at: https://www.pwc.com/gx/en/managing-tomorrows-people/future-of-work/pdf/mtp-future-of-work.pdf [Accessed 21 August 2019].7. Martin (2016). The Future of Talent Management. [online] Cleverism. Available at: https://www.cleverism.com/future-talent-management/ [Accessed 21 August 2019].8. Talent Management for the Future of Work. (2017). [ebook] Available at: https://www.ey.com/Publication/vwLUAssets/ey-advisory-digital-eolas-artcile/$FILE/ey-advisory-digital-eolas-artcile.pdf [Accessed 21 August 2019].9. The Future of Talent Management: Underlying Drivers of Change. (2012). [ebook] Available at: http://www.oracle.com/us/media1/future-

Trends and Future of Talent Management241talent-mgmt-change-drivers-1676642.pdf [Accessed 21 August 2019].10. Widjaja, M. (2019). The Current State and Future Possibilities of Talent Management | HRM Asia. [online] HRM Asia. Available at: http://hrmasia.com/talent-management-on-demand/ [Accessed 21 August 2019].

 

UNCLASSIFIED Army Regulation 600 – 81 Personnel-General Soldier for Life – Transition Assistance Program Headquarters Department of the Army Washington, DC 17 May 2016

SUMMARY AR 600 – 81 Soldier for Life – Transition Assistance Program This administrative revision, dated 13 November 2019– o Incorporates guidance from Army Directive 2015 – 12, Implementation Guidance for Credentialing Program and Career Skills Program (chap 8). This new Department of the Army Regulation, dated 17 May 2016– o Clarifies specific “warm handover” guidance for Soldiers separating with an under other-than-honorable condition or characterization of service, or with a bad-conduct discharge (paras 7–2e(2) and 7–8c). o Includes language to permit students and trainees to receive transition assistance program services, on a space-available basis, for up to 180 days post DD Form 214 date, and is consistent with the transition Soldier Life Cycle (chap 7). o Prescribes the policies for the Soldier for Life – Transition Assistance Program (throughout). o Includes changes to reflect 10 USC 1142, which excludes Servicemembers who have not completed 180 continuous days of active duty not including full-time training duty, annual training duty, and days attending a service school while in active service (throughout). o Incorporates Army Directive 2014 – 18, Army Career and Alumni Program (hereby superseded) (throughout).

*This regulation supersedes AD 2014–18, dated 23 June 2014. AR 600–81 • 17 May 2016 UNCLASSIFIED i Headquarters Department of the Army Washington, DC *Army Regulation 600 – 81 17 May 2016 Effective 17 June 2016 Personnel-General Soldier for Life – Transition Assistance Program History. This publication is an adminis-trative revision. The portions affected by this administrative revision are listed in the summary of change. Summary. This regulation prescribes policies governing the Soldier for Life – Transition Assistance Program. This regu-lation implements DODD 1332.35 and DODI 1332.36. Applicability. This regulation applies to the Regular Army, the Army National Guard/Army National Guard of the United States, and the U.S. Army Reserve, unless otherwise stated. Proponent and exception authority. The proponent of this regulation is the Dep-uty Chief of Staff, G – 1. The proponent has the authority to approve exceptions or waivers to this regulation that are consistent with controlling law and regulations. The proponent may delegate this approval au-thority, in writing, to a division chief within the proponent agency or its direct reporting unit or field operating agency, in the grade of colonel or the civilian equivalent. Activ-ities may request a waiver to this regulation by providing justification that includes a full analysis of the expected benefits and must include formal review by the activ-ity’s senior legal officer. All waiver re-quests will be endorsed by the commander or senior leader of the requesting activity and forwarded through their higher head-quarters to the policy proponent. Refer to AR 25 – 30 for specific guidance. Army internal control process. This regulation contains internal control provi-sions in accordance with AR 11 – 2 and identifies key internal controls that must be evaluated (see appendix B). Supplementation. Supplementation of this regulation and establishment of com-mand and local forms are prohibited with- out prior approval from the Deputy Chief of Staff, G – 1 (DAPE – HRP – TD), 300 Army Pentagon, Washington, DC 20310 – 0300. Suggested improvements. Users are invited to send comments and suggested improvements on DA Form 2028 (Recom-mended Changes to Publications and Blank Forms) directly to the Deputy Chief of Staff, G – 1 (DAPE – HRP – TD), 300 Army Pentagon, Washington, DC 20310 – 0300. Committee management. AR 15 – 1 requires the proponent to justify establish-ing/continuing committee(s), coordinate draft publications, and coordinate changes in committee status with the U.S. Army Re-sources and Programs Agency, Department of the Army Committee Management Of-fice (AARP – ZX), 9301 Chapek Road, Building 1458, Fort Belvoir, VA 22060 – 5527. Further, if it is determined that an established “group” identified within this regulation later takes on the characteristics of a committee, as found in AR 15 – 1, then the proponent will follow all AR 15 – 1 requirements for establishing and continuing the group as a committee. Distribution. This publication is availa-ble in electronic media only and is in- tended for command levels C, D, and E for the Regular Army, and D and E for the Army National Guard/Army National Guard of the United States, and the U.S. Army Reserve. Contents (Listed by paragraph and page number) Chapter 1 Introduction, page 1 Purpose • 1 – 1, page 1 References • 1 – 2, page 1 Explanation of abbreviations and terms • 1 – 3, page 1 Responsibilities • 1 – 4, page 1 Mission • 1 – 5, page 1 Chapter 2 Responsibilities, page 2 Assistant Secretary of the Army for Manpower and Reserve Affairs • 2 – 1, page 2 Deputy Chief of Staff, G – 1 • 2 – 2, page 2 Chief, National Guard Bureau • 2 – 3, page 4

Contents—Continued ii AR 600–81 • 17 May 2016 Chief, Army Reserve • 2 – 4, page 5 Assistant Chief of Staff for Installation Management • 2 – 5, page 6 The Surgeon General • 2 – 6, page 9 Commander, U.S. Army Training and Doctrine Command • 2 – 7, page 9 Commander, U.S. Army Recruiting Command • 2 – 8, page 9 Army commanders at all levels • 2 – 9, page 9 Chapter 3 Structure, page 10 Overview • 3 – 1, page 10 Statutory and Department of Defense requirements • 3 – 2, page 10 Principles of support • 3 – 3, page 10 Standards of service • 3 – 4, page 10 Chapter 4 Soldier for Life – Transition Assistance Program, page 11 Command responsibility • 4 – 1, page 11 Transition priority for services • 4 – 2, page 11 Transition participation • 4 – 3, page 11 Virtual curriculum in Joint Knowledge Online • 4 – 4, page 13 Chapter 5 Soldier for Life – Transition Assistance Program process, page 14 Veterans Opportunity to Work requirements • 5 – 1, page 14 Career readiness standards requirements • 5 – 2, page 14 Program Career Tracks • 5 – 3, page 14 Capstone process (completion is mandatory) • 5 – 4, page 15 Program transition timeline • 5 – 5, page 16 Early steps in the program • 5 – 6, page 16 Identifying Soldiers for transition services • 5 – 7, page 16 Notifying Soldiers for transition services • 5 – 8, page 17 Preseparation counseling • 5 – 9, page 19 Preseparation counseling for Soldiers within the Integrated Disability Evaluation System • 5 – 10, page 22 Preseparation counseling for prisoners • 5 – 11, page 23 Preseparation counseling for eligible, pre-deploying Active Component Soldiers • 5 – 12, page 23 Directed initiatives—Partnership for Youth Success program • 5 – 13, page 23 Initial counseling • 5 – 14, page 25 Individual transition plan • 5 – 15, page 25 Follow up with new clients • 5 – 16, page 25 Military occupational specialty crosswalk process • 5 – 17, page 25 Department of Labor Employment Workshop • 5 – 18, page 25 Department of Labor Employment Workshop exemptions • 5 – 19, page 26 Veterans Administration Benefits Briefings • 5 – 20, page 27 Financial Planning Workshop • 5 – 21, page 27 Wrap-up counseling • 5 – 22, page 27 Installation clearance • 5 – 23, page 27 Army retention • 5 – 24, page 27 Chapter 6 Army National Guard and U.S. Army Reserve, page 27 Army Reserve Component Soldiers • 6 – 1, page 28 Army National Guard • 6 – 2, page 28 Army National Guard model • 6 – 3, page 28 U.S. Army Reserve • 6 – 4, page 29 U.S. Army Reserve model • 6 – 5, page 29

Contents—Continued AR 600–81 • 17 May 2016 iii Chapter 7 Soldier for Life–Transition Assistance Program Client, page 30 Eligible clients • 7 – 1, page 30 Soldiers • 7 – 2, page 30 Spouses and dependents • 7 – 3, page 30 Exceptions to eligibility • 7 – 4, page 31 Eligible retirees and veterans • 7 – 5, page 31 Eligible Soldiers referred to the Integrated Disability Evaluation System • 7 – 6, page 31 Eligible Soldiers assigned or attached to a Warrior Transition Unit, and Soldier and Family Assistance Center cli-ents • 7 – 7, page 32 Eligible prisoners • 7 – 8, page 32 Eligible Soldiers subject to the Army Stop Loss Program • 7 – 9, page 32 Eligible demobilizing Reserve Component Soldiers • 7 – 10, page 32 Involuntary separations • 7 – 11, page 32 Chapter 8 Army Career Skills Program, page 33 Objective • 8 – 1, page 33 Implementation • 8 – 2, page 33 Sample screening and selection process for commander use • 8 – 3, page 37 Criteria for Career Skills Programs • 8 – 4, page 37 Army Reserve career skills • 8 – 5, page 38 Chapter 9 Connect Soldiers: Soldier for Life, page 39 Objectives • 9 – 1, page 39 Task organization • 9 – 2, page 40 Connection with Army personnel • 9 – 3, page 41 Outreach, networking, and connecting • 9 – 4, page 41 Grassroots Army network development • 9 – 5, page 42 Retired Soldier services • 9 – 6, page 43 Tracking and reporting • 9 – 7, page 43 Chapter 10 Employment Assistance and the Employment Process, page 44 Employment assistance • 10 – 1, page 44 Employment assistance process • 10 – 2, page 44 Job search process • 10 – 3, page 45 Federal job application training • 10 – 4, page 46 U.S. Army Reserve employment assistance • 10 – 5, page 47 Chapter 11 Soldier Life Cycle and Transition, page 47 Soldier Life Cycle • 11 – 1, page 47 Soldier Life Cycle – Transition Assistance Program timeline • 11 – 2, page 48 Initial phase (0 – 1 year) • 11 – 3, page 48 Service phase (1 – 10 years) “Serve Strong” • 11 – 4, page 49 Service phase: (reenlistment) “Serve Strong” • 11 – 5, page 49 Service phase: (unemployed or at-risk RC Soldiers) “Serve Strong” • 11 – 6, page 49 Careerist (10 years-retirement) “Serve Strong” • 11 – 7, page 49 Transition phase (12 months prior to transition) “Reintegrate Strong” • 11 – 8, page 50 Chapter 12 Support: The Soldier for Life – Transition Assistance Program Staff, page 50 Transition services manager • 12 – 1, page 50 The transition services manager’s role in the process • 12 – 2, page 51

Contents—Continued iv AR 600–81 • 17 May 2016 Chapter 13 Web-Based Support, page 53 Job portal • 13 – 1, page 53 Program Web site • 13 – 2, page 53 Accountability and monitoring • 13 – 3, page 54 Asynchronous training • 13 – 4, page 54 Chapter 14 Quality Assurance and Quality Control, page 54 Objectives • 14 – 1, page 55 Concept • 14 – 2, page 55 Measuring success • 14 – 3, page 55 At the installation-site level • 14 – 4, page 56 Appendixes A. References, page 57 B. Internal Control Evaluation Checklist, page 60 Table List Table 4 – 1: Timeline for meeting phased transition requirements, page 12 Table 4 – 2: The five consecutive-days model, for rapid transitions, page 12 Table 5 – 1: Automated preseparation counseling for eligible Soldiers, page 20 Table 5 – 2: Manual preseparation counseling for eligible Reserve Component Soldiers, page 21 Figure List Figure 5 – 1: Sample notification memo to Soldiers, page 19 Figure 5 – 1: Sample notification memo to Soldiers–Continued, page 19 Figure 5 – 2: Partnership for Youth Services information sheet, page 24 Figure 8 – 1: Sample participation letter, page 35 Figure 9 – 1. Soldier for Life regional alignment map, page 41 Figure 11 – 1: The life cycle for a Soldier in transition, page 48 Glossary

AR 600–81 • 17 May 2016 1 Chapter 1 Introduction 1 – 1. Purpose This regulation prescribes the policies for the Soldier for Life – Transition Assistance Program (SFL – TAP). The SFL – TAP is a component of the Transition Soldier Life Cycle model, designed to deliver a world-class transition assistance program that will “prepare” Soldiers, Department of Army (DA) Civilians, retirees, and Soldiers’ Family members for a new career, and “connect” Soldiers, with employers primed to hire veterans. The SFL – TAP ensures all eligible Soldiers in transition have the opportunity to develop the knowledge, skills, and self-confidence necessary to be competitive and successful in the global workforce and to achieve their post military service goals. The SFL – TAP helps transitioning Soldiers, DA Civilians, retirees, and Soldiers’ Family members make informed career decisions through benefits counseling, career preparation, and employment assistance to bring about a successful transition. 1 – 2. References See appendix A. 1 – 3. Explanation of abbreviations and terms See the glossary. 1 – 4. Responsibilities Responsibilities are listed in chapter 2 of this regulation. 1 – 5. Mission a. SFL – TAP is an enduring program, institutionalized within the Army culture and life cycle functions. The SFL – TAP provides a broad spectrum of programs, services, and networks. These are designed to prepare and connect Soldiers, DA Civilians, retirees, and Soldiers’ Family members, who are making critical career and transition decisions long before their separation date as stated on DD Form 214 (Certificate of Release or Discharge from Active Duty). The SFL – TAP is not a job-placement service but instead a program through which a wide range of services are made available to users. This is done through a combination of services provided by the Department of Defense (DOD), Department of Labor (DOL), Department of Veterans Affairs (VA), Small Business Administration (SBA), sister Services, and the U.S. Army. Transi-tion counseling and career planning during the Soldier Life Cycle is the cornerstone service that helps the user properly focus on their career path, and the value of their experience, should they remain on active duty or make the transition to civilian life. Individuals using services have access to an abundance of reference materials and a wealth of information about benefits, civilian employment opportunities, career planning, and services available through many Federal, State, and local government agencies. SFL – TAP establishes a strong partnership between the Army and the private sector, creates a connection multiplier, improves employment prospects for personnel in transition, reduces unemployment compensation costs to the Army, and allows career Soldiers to concentrate on their mission. b. The SFL – TAP fosters and promotes Army retention, both on active duty and in the Army National Guard (ARNG) or U.S. Army Reserve (USAR). The SFL – TAP helps Soldiers compare and contrast Army benefits and compensation with similar public or private sector occupations, to make informed career decisions. When Soldiers decide to leave active duty, the SFL – TAP shows them how continued service in the ARNG or USAR can supplement their income, provide education and career opportunities, and expand their contacts in the community. c. The Army SFL–TAP’s dedication to Soldiers and their Families engenders a positive feeling toward the Army, and improves the Army’s ability to recruit young men and women. Soldiers who believe military service prepared them to succeed in their next career are more likely to remain loyal to the Army and to recommend serving in the Army to their friends and Family. d. The SFL – TAP provides effective transition and employment assistance services to help Soldiers in transition assess their skills and objectives, then set goals and get help to achieve them. The transition process, and the personal coaching received, enables Soldiers in transition to overcome barriers. Personal coaching also engenders individual motivation, which encourages the Soldiers to return for more services. Services provided in a caring manner build trust and result in desired outcomes.

2 AR 600–81 • 17 May 2016 Chapter 2 Responsibilities 2 – 1. Assistant Secretary of the Army for Manpower and Reserve Affairs a. The ASA (M&RA) will— (1) Provide policy oversight of the SFL – TAP. (2) Assign the appropriate departmental deputy assistant secretary or director to serve as an Army Transition Assistance Program Senior Steering Group member. (3) Provide representation to the SFL – TAP Executive Committee working groups, as necessary. (4) Coordinate legislative matters that affect Army transition services to ensure adherence to Federal law. b. Director, Army Marketing and Research Group. The Director, AMRG, on behalf of ASA (M&RA), will— (1) Introduce employer partners to SFL – TAP. (2) Synchronize outreach efforts and engagements with industry through SFL – TAP. (3) Provide a list of Partnership for Youth Services (PaYS) Program Soldiers to USAR and ARNG, and ensure that a methodology for interviews exists. (4) Report PaYS employment related metrics to SFL – TAP for inclusion in the “Quarterly Connection Update” briefing. (5) Help develop and synchronize the marketing and branding of SFL – TAP. 2 – 2. Deputy Chief of Staff, G – 1 a. The DCS, G – 1 will— (1) Develop and publish Army policies for transition, credential-fulfillment programs, apprenticeship programs, private sector internships, on-the-job training (OJT), and/or job-shadowing programs for the Active Component (AC) and Reserve Component (RC). (2) Implement and administer the SFL – TAP in accordance with law and policy. (3) Represent the SFL – TAP at DOD level. (4) Review Army SFL – TAP services. (5) Coordinate Army-wide SFL – TAP in the context of other life cycle and well-being programs. (6) Ensure appropriate funding across all commands and agencies that support SFL – TAP. b. The Chief, Soldier for Life (SFL), on behalf of the DCS, G – 1, will— (1) Be responsible to the Chief of Staff of the Army and DCS, G – 1 for all Army transition assistance services that connect a Soldier with an employer, to include retirement-connect missions and synchronizing efforts to connect stake-holders. (2) Develop virtual career fair and/or hiring events to support Soldiers in transition who seek employment. (3) Support the SFL – TAP by clearing a path for community and retired Soldier networks. (4) Report connection data and/or metrics to the U.S. Army Human Resources Command (HRC) Transition Division and senior Army leadership. (5) Support the SFL – TAP strategic communications plan. (6) Ensure employers wanting to hire veterans are introduced to SFL Fusion Cell (at http://soldierforlife.army.mil/) and directed to go there to post meaningful employment opportunities to the Army-designated job portal. (7) Encourage the development of community networks that benefit those in transition. (8) Provide community resources and points of contact by zip code and state to support eligible Soldiers’ transitions to the HRC Transition Division. (9) Promote the Transition Soldier Life Cycle (SLC) model to reintegrate the Soldier and/or Family within the commu-nity. (10) Form an Executive Transition Advisory Group, comprised of Army and corporate leaders, to support transition outreach efforts. (11) Under authority of the DCS, G – 1, coordinate with ASA (M&RA) and Office of the Secretary of Defense (OSD) to sustain and capitalize on OSD job fairs. (12) Develop feedback systems from industry. (13) Maintain communications with retirees to keep the path open to mentorship, employment connections, and access to community resources. (14) Compile data from the ARNG, USAR, Installation Management Command (IMCOM), U.S. Army Recruiting Command (USAREC), and Army Marketing and Research Group (AMRG) to support SFL – TAP assessment.

AR 600–81 • 17 May 2016 3 (15) Submit a “Quarterly Connection Update” to senior Army leaders through the HRC Transition Division. The update should report the participation and success measures related to Soldier outcomes (for example, job interviews, offers, and acceptances) with more detailed analyses as possible by region, economic sectors, and installations. (16) Complete a quarterly analysis of unemployment compensation for ex-Servicemembers (UCX) expenditures, for Army veterans, by state, for Army senior leaders. The update should also include some indication or analysis on where employment opportunities exist for Soldiers in transition. c. The Commander, U.S. Army Human Resources Command (USAHRC), on behalf of the DCS, G – 1, will–— (1) Be responsible for all Army transition assistance services that prepare a Soldier, to include transition policy and regulations. (2) Allocate adequate resources to the Army Transition Division, HRC to accomplish its mission. (3) Coordinate with the DOL, VA, and SBA for recommended curriculum changes. (4) Coordinate with OSD to define transition program execution at Joint bases—and lines of responsibility and common output level standards—and to adjust transition policy as it pertains to the Army Transition Program. (5) Integrate transition policy within Army counseling and career counselor requirements. (6) Maintain Credentialing Opportunities On-Line (COOL) as the Army Web site for information on credential- fulfill-ment. d. The Director, Army Transition Division, on behalf of the DCS, G – 1, will–— (1) Provide established standards, policy, and program guidance to Headquarters (HQ), IMCOM for program execution and oversight on the installation. (2) Develop, coordinate, resource, budget, and write program objective memorandum (POM) requirements for a con-solidated budget request that is “defended” throughout all phases of the planning, programming, budgeting, and executing system and/or POM process. Examples include requirements for all SFL – TAP, Public Law 101 – 510 (The Veterans Op-portunity to Work Act of 2011), and/or career readiness standards (CRS), in support of all AC and RC Soldiers. (3) Help eligible Soldiers prepare for a smooth transition from active duty. (4) Track and report all metrics for the Veterans Opportunity to Work Act (VOW) and/or CRS, to include SLC require-ments as they become institutionalized. (5) Ensure that transition assistance services and resources are maximized; collaborate with other military and civilian agencies to maximize the use of allocated resources. (6) Review and provide recommendations to transition programs developed by IMCOM and other commands, to ensure implementation and compliance with policy requirements. (7) Coordinate with DOL and Department of Education (ED) for recurring, accurate, and timely projections on national and regional labor market trends. These projections must support credential-fulfillment, apprenticeship, OJT, job-shadow-ing, and/or internship programs. (8) Develop an over-arching quality assurance (QA) program to ensure standard delivery; assess compliance, employ-ment skills initiatives, and connection effectiveness; and provide periodic transition assistance curriculum reviews. This will include a face-to-face QA and staff assistance visit (SAV) at each SFL – TAP location, a minimum of every 2 years, in coordination with IMCOM transition regional leaders. (9) Establish a process within the military personnel organizations of the Army to receive a legible copy of the com-pleted, and authenticated, DD Form 2648 (Preseparation Counseling Checklist For AC, Active Guard Reserve (AGR), Active Reserve (AR), Full Time Support (FTS), and Reserve Program Administrator (RPA) Service Members) or DD Form 2648 – 1 (Transition Assistance Program (TAP) Checklist For Deactivating and/or Demobilizing National Guard and Reserve Service Members) from the SFL – TAP staff. The process will include a mechanism to verify transmission of the form to the eligible Soldier’s permanent official military personnel file. (10) Update the site management manual to include Web-based “TAP XXI” application access, policies and proce-dures, as well as resources at the local level (SBA, VA, DOL, Veteran Service Organizations (VSOs) and Military Service Organizations (MSOs)); provide training and guides for resources and tools such as the TAP XXI database and the Army Career Tracker (ACT) Web site. (11) Establish program elements or accounting codes to separately and independently verify and review the monthly Military Department-funded execution data (for example, program funding levels, obligations, disbursements) in Defense Finance and Accounting Service reports and submit through ASA (M&RA) to Transition to Veterans Program Office (TVPO) quarterly. Any reduction to the SFL – TAP annual program funding of 5 percent or greater must be reported to TVPO. (12) Maintain a list of State Government agencies that approve VA programs and State Government military advisory councils; publish it in the site management manual, and post it on the SFL – TAP Web site. (13) Establish, maintain, and update all pertinent transition regulations and transition implementation instructions; pub-lish guidance for transition assistance procedures for USAR and the ARNG’s State adjutants general.

4 AR 600–81 • 17 May 2016 (14) Develop requirements and budgets for the POM; the Future Years Defense Program (FYDP); program budget reviews; and as required to comply with the SFL – TAP requirements. Coordinate through ASA (M&RA) with OSD TVPO for the SFL – TAP resource advocacy throughout these cycles. (15) Identify and submit the SFL – TAP related issues at the general officer and senior executive service equivalent level, through ASA (M&RA), to TVPO in a timely manner. This ensures that the SFL – TAP related issues can go before the Senior Steering Group for discussion and decision. (16) Coordinate with TVPO to implement any new information technology (IT) systems or capabilities and revisions to existing systems that support the SFL – TAP, and ensure IT systems are compatible with OSD systems. (17) Distribute adequate resources to allow the SFL – TAP to accomplish its mission. (18) Use Army-approved standardized individual assessment tools. (19) Ensure that eligible Soldiers receive an individualized assessment of the various positions of civilian employment in the private sector for which Soldiers may be qualified. The qualifications would encompass skills developed through military occupational specialty (MOS) qualification, successfully completing resident training courses, attaining military ranks or rates, or other military experiences. (20) Act as the Army Staff (ARSTAF) point of contact for Army transition data management and SFL – TAP QA. (21) Manage and monitor the centralized SFL – TAP services contract, and ensure transition assistance and employ- ment services rendered on installations are appropriate to the needs of eligible individuals. (22) Coordinate Army-wide transition assistance services and SFL – TAP, in the context of other life cycle and well- being programs. (23) Monitor and provide technical assistance to ensure that transition assistance services are accessible, effective, and responsive to the needs of eligible individuals. (24) Oversee a strategic communication program to ensure the success of the transition mission by communicating that mission to the Army leaders who support the mission, and to the individuals who are supported by the mission. Develop and deliver Army strategic communications to HQ, IMCOM for use by installation transition services managers (TSMs) at SFL – TAP Centers. (25) Maintain a robust and current SFL – TAP home page as part of the DCS, G – 1 Web site, providing 24/7 Virtual Center support to eligible individuals. (26) Review, analyze, assess, and provide input to information provided by HQ, IMCOM regarding SFL – TAP and the operational circumstances of each installation’s SFL – TAP; inform HQ, IMCOM of specific operations in need of enhance-ment in accordance with this regulation; provide input to HQ, IMCOM based on assessments, reviews, and analyses re-garding long-term planning and goal-setting. 2 – 3. Chief, National Guard Bureau The CNGB will— a. Ensure that eligible Soldiers receive the SFL – TAP standardized transition curriculum, develop a viable individual transition plan (ITP) with a transition counselor, or at https://www.sfl-tap.army.mil/, and meet CRS as outlined in this regulation. b. Ensure each eligible Soldier participates in a Capstone event to verify the eligible Soldier’s ability to attain CRS. c. Ensure that eligible Soldiers who do not meet the CRS, or do not have a viable ITP, receive a warm handover (see section II in the glossary) to the appropriate interagency partner. d. Act as the ARSTAF point of contact for transition assistance services for the ARNG to ensure program implemen-tation and compliance. e. Publish guidance for transition assistance services procedures for the ARNG. f. Ensure coordination with Headquarters, Department of the Army (HQDA) offices regarding future policies and pro-gram updates or improvements. g. Collaborate with SFL – TAP to ensure the transition assistance and employment services rendered meet the needs of those in transition. h. Ensure individuals who provide transition counseling, and related actions, complete the Transition Counselor Course. i. Act as the ARSTAF point of contact for ARNG Soldiers, not in an active status, who request transition under the provisions of this regulation. j. Develop requirements and budgets for the POM; FYDP; program budget reviews; and as required to comply with the SFL – TAP requirements. Coordinate with the HRC Transition Division for the SFL – TAP resource advocacy throughout these cycles. k. Ensure eligible Active Guard Reserve (AGR) Soldiers comply with the AC transition timeline, and receive access to and complete the SFL – TAP VOW and CRS requirements. l. Provide the HRC Transition Division with quarterly curriculum feedback from ARNG Soldiers.

AR 600–81 • 17 May 2016 5 m. Provide SFL – TAP a list of ARNG employment programs, and State government points of contact, to support AC Soldiers’ transition to local communities. n. Coordinate with the SFL office to report measures of effectiveness for all ARNG employment programs. o. Provide critical information requirements to support the SFL – TAP (compliance, employment skills, and connec- tion) for ARNG Soldiers. p. Provide HRC Transition Division with RC benefits, by state, to put in site manuals and post to the SFL – TAP Web site. q. Ensure employers wanting to hire veterans are introduced to SFL Fusion Cell (at http://soldierforlife.army.mil/) and directed to go there to post meaningful employment opportunities to the Army-designated job portal. r. Appoint, at a minimum, one full-time and one assistant counselor to implement the SFL – TAP outlined in this regu-lation. s. Position the counselor on the State Adjutant General’s staff to provide high visibility for the transition and alumni community. t. Ensure the counselor reports directly to a principal staff officer of the State Adjutant General’s office. u. Ensure SFL – TAP functions are allocated adequate resources to accomplish their missions, as developed by the DCS, G – 1, to include funding the mandatory training. v. Ensure that transition-eligible Soldiers, Soldiers who will become transition eligible (anticipated to be on orders for at least 180 days) and, when present, their Family members, are informed of pre-transition and post-transition policies outlined in this regulation. w. Coordinate with commanders of direct reporting units (DRUs), satellite installations, tenant or remote units or or-ganizations, and military communities within their jurisdiction to deliver pre-transition and/or post-transition services to eligible Soldiers in transition. x. Further support the Army’s SFL – TAP by doing the following: (1) Set a command climate that sends the message “Soldiers in transition are valued.” (2) Understand the local installation SFL – TAP resources as well as virtual capabilities available to help eligible Sol-diers meet VOW and CRS requirements. (3) Become familiar with this regulation. (4) Provide updates on SFL – TAP activities to the State Adjutant General’s office, commanders of DRUs, satellite installations, and tenant or remote units or organizations within their jurisdiction. (5) Provide monthly statistical data, through the respective IMCOM region, to comply with the established suspense date. Installations not covered by an IMCOM region will report directly to the HRC Transition Division. (6) Allow facility access to interagency partners on installations in the United States and abroad, to carry out transition services, in accordance with DODD 5500.07 – R and DODI 1344.07. (7) Encourage installation commanders to permit civilian employers access to transition-assistance-related events and activities in the United States and abroad, in accordance with DODD 5500.07 – R and DODI 1344.07. This will be done at no cost to the U.S. Government and to offer job opportunities, mentoring, internships, or apprenticeships leading to em-ployment. (8) Encourage installation commanders to permit VSOs and MSOs access to transition-assistance-related events and activities in the United States and abroad, in accordance with DODD 5500.07 – R and DODI 1344.07. This will be done at no cost to the U.S. Government, to assist Soldiers with the post-military disability process and offer transition resources and services. y. Provide transition assistance services for all ARNG Soldiers within available resources. z. Collaborate with military State and Federal agencies to provide transition-related benefits, information, and services to current and former ARNG Soldiers. 2 – 4. Chief, Army Reserve The CAR will— a. Ensure that eligible Soldiers receive the SFL – TAP standardized transition components, develop a viable ITP with a transition counselor or at https://www.sfl–tap.army.mil, and meet CRS as outlined in this regulation. b. Ensure each eligible Soldier participates in a Capstone process to verify the eligible Soldier’s ability to attain CRS. c. Ensure that eligible Soldiers who do not meet the CRS or do not have a viable ITP receive a warm handover, as defined in section II of the glossary, to the appropriate interagency partner. d. Publish guidance for transition assistance procedures for the USAR. e. Ensure coordination with HQDA regarding future policies and program updates or improvements. f. Act as the ARSTAF point of contact for USAR Soldiers not in an active status, who request transition assistance, under the provisions of this regulation.

6 AR 600–81 • 17 May 2016 g. Develop requirements and budgets for the POM; FYDP; program budget reviews; and as required to comply with the SFL – TAP requirements. Coordinate with the HRC Transition Division for the SFL – TAP resource advocacy through-out these cycles. h. Collaborate with SFL – TAP to ensure the transition assistance and employment services rendered meet the needs of those in transition. i. Ensure Army Reserve Soldiers are provided transition benefits, as outlined in this regulation, and act as the ARSTAF point of contact for transition assistance services for troop program unit Soldiers. j. Ensure individuals who provide transition counseling and related actions complete the Transition Counselor Course. k. Ensure eligible AGR Soldiers comply with the AC timeline and receive access to services. l. Provide the HRC Transition Division quarterly curriculum feedback from USAR Soldiers. m. Coordinate with the SFL office to report measures of effectiveness for all USAR employment programs. n. Provide critical information requirements to support the SFL – TAP (compliance, employment skills, and connec- tion) for USAR Soldiers. o. Provide SFL a list of USAR employment programs, and points of contact, to support AC Soldiers’ transitions to local communities (for example, the Private Public Partnership Office (P3O)). p. Ensure employers wanting to hire veterans are introduced to SFL Fusion Cell (at http://soldierforlife.army.mil/) and directed to go there to post meaningful employment opportunities to the Army-designated job portal. q. Appoint at a minimum, a full-time support position, and an assistant position, to implement the SFL – TAP outlined in this regulation. r. Position the full-time support positions at the best locations, to provide high visibility for the transition and alumni community. s. Ensure that SFL – TAP functions are allocated adequate resources to accomplish their missions, as developed by the DCS, G – 1, to include funding of mandatory training. t. Ensure that transition-eligible Soldiers, Soldiers that will become transition eligible (anticipated to be on orders for at least 180 days) and, when present, their Families, are informed of pre-transition and/or post-transition policies outlined in this regulation. u. Coordinate with commanders of DRUs, satellite installations, tenant or remote units or organizations, and military communities within their jurisdiction, to deliver pre-transition and/or post-transition services to eligible Soldiers and their Families. v. Further support the Army’s SFL – TAP by doing the following: (1) Set a “command climate” that sends the message “Soldiers in transition are valued.” (2) Understand the local installation SFL – TAP resources, as well as virtual capabilities available, to assist eligible Soldiers in meeting VOW and CRS requirements. (3) Become familiar with this regulation. w. Provide USAR leadership and commanders of DRUs, satellite installations, and tenant or remote units or organiza-tions within their jurisdiction, with updates on the execution of the SFL – TAP. x. Provide monthly statistical data through the respective IMCOM region, to comply with the established suspense date. Installations not covered by an IMCOM region will report directly to the HRC Transition Division. y. Allow facility access to interagency partners on installations in the United States and abroad, to carry out transition services, in accordance with DODD 5500.07 – R and DODI 1344.07. z. Encourage installation commanders to permit civilian employers access to transition-assistance-related events and activities in the United States and abroad in accordance with DODD 5500.07 – R and DODI 1344.07. This will be done at no cost to the U.S. Government, to offer job opportunities, mentoring, internships, or apprenticeships leading to employ-ment. aa. Encourage installation commanders to permit VSOs and MSOs access to transition-assistance-related events and activities in the United States and abroad, in accordance with DODD 5500.07 – R and DODI 1344.07. This will be done at no cost to the U.S. Government, to assist Soldiers with the post-military disability process and offer transition resources and services. 2 – 5. Assistant Chief of Staff for Installation Management a. The Commander, IMCOM, on behalf of ACSIM, will— (1) Act as the single integrator and synchronizer with regions to resolve execution issues at SFL – TAP designated lo-cations. (2) Deliver and enforce the services of the SFL – TAP to DA standards at IMCOM installations; be responsible for the management and operational supervision of SFL – TAP Centers and set professional standards for the operation of the SFL – TAP Center.

AR 600–81 • 17 May 2016 7 (3) Develop requirements and budgets for the POM; FYDP; program budget reviews; and as otherwise required to comply with the SFL – TAP requirements. Coordinate with HRC Transition Division for the SFL – TAP resource advocacy throughout these cycles. (4) Provide adequate classrooms and/or space, wireless Internet, computers, and liaise with DOL, VA, and SBA for scheduling classes. (5) Submit quarterly reports on VOW and/or CRS compliance through the HRC Transition Division to ASA (M&RA) along with comments and/or recommendations for program improvement; provide summaries of QA visits to ASA (M&RA). (6) Assess installations’ SFL – TAP execution in accordance with established transition policies, procedures, and guid-ance. (7) Allow facility access to interagency partners on installations in the United States and abroad, in order to execute transition services in accordance with DODD 5500.07 – R and DODI 1344.07. (8) Encourage installation commanders to permit civilian employers access to transition-assistance-related events and activities in the United States and abroad in accordance with DODD 5500.07 – R and DODI 1344.07. This will be done at no cost to the U.S. Government, to offer job opportunities, mentoring, internships, or apprenticeships leading to employ-ment. (9) Encourage installation commanders to permit VSOs and MSOs access to transition-assistance-related events and activities in the United States and abroad, in accordance with DODD 5500.07 – R and DODI 1344.07. This will be done at no cost to the U.S. Government, to assist Soldiers with the post-military disability process and offer transition resources and services. (10) Ensure those in transition have access to military-friendly employers, access to employers in search of military skills, and qualifications appropriate for meaningful, sustainable employment. Coordinate job fairs and hiring events with RC units and locations. (11) Notify the SFL – TAP office of any immediate or foreseen, long-range, strategic curtailment or interruptions in service or major program functions. (12) Ensure the appropriate allocation of program resources, staffing, and physical facilities are provided at installa- tions to enable TSMs to perform their primary program duties and responsibilities effectively, efficiently, and equitably. (13) Use program policies established and provided by the HRC Transition Division, along with procedures and stand-ards developed by HQ, IMCOM, to assess the quality and uniformity of services being provided by installation TSMs worldwide. (14) Maintain, document, and oversee the ITP development process. (15) Inform and educate unit, command, and installation leadership on their responsibility to administer the Army SFL – TAP to ensure that eligible Soldiers meet the CRS before transition. (16) Help commanders identify the eligible population for SFL – TAP transition services. (17) Coordinate with the Defense Suicide Prevention Office, and the Suicide Prevention Program managers to provide information and updates in support of the transition curriculum module on resilient transitions and to distribute suicide prevention information and resources pursuant to Title 10, United States Code, Chapter 1142. (18) Provide eligible Soldiers with the link (https://www.dmdc.osd.mil/tgpsp/) to the Web-based Transition Partici- pant Assessment, and encourage them to complete it at the end of each transition course’s brick-and-mortar and virtual curriculum module, or group of modules. Responses will not identify individual Soldiers. (19) Maintain or establish permanent employment assistance centers at appropriate military installations pursuant to Title 10, United States Code, Chapter 1142. (20) Use appropriate assets at military installations and in the local community to enhance transition services in accord-ance with DODD 5500.07 – R, and DODI 1344.07. (21) Coordinate with the appropriate SFL – TAP interagency partners for scheduling and conduct of the VA Benefits Briefings I and II and career technical training track; DOL Employment Workshop (DOLEW); and SBA entrepreneur- ship track, in accordance with memorandum of understanding (MOU) among DOL, DOD, VA, Department of Homeland Security (DHS), ED, U.S. Office of Personnel Management (OPM) and SBA, titled “Transition Assistance Program for Separating Service Members.” (22) Coordinate warm handovers and Capstone support with interagency partners. (23) Provide facilitator-to-student ratio (classes cannot exceed 50 participants; a minimum of 10 participants is required to conduct a class; except in those cases where the Military Departments request a class of fewer than 10 participants on a case-by-case basis); classrooms; appropriate facilities; IT infrastructure, Web access, and support; and equipment, includ-ing classroom computers and/or accommodation for personal computers to enable effective transition instruction and coun-seling in accordance with the MOU among DOL, DOD, VA, DHS, ED, OPM and SBA, titled “Transition Assistance Program for Separating Service Members.”

8 AR 600–81 • 17 May 2016 (24) Provide adequate facilities and workspace for instruction and counseling, as agreed to by interagency partners in accordance with the MOU among DOL, DOD, VA, DHS, ED, OPM, and SBA, titled “Transition Assistance Program for Separating Service Members.” (25) Ensure equitable distribution of Army base operations resources to installations’ transition programs, consider- ing serviced populations (that is, pre-/post-transitions, Families, and DA Civilians), to enable them to provide mandated services that include, but are not limited to— (a) Delivery of pre-/post-transition services. (b) Preseparation counseling. (c) Execution of DD Form 2648 and DD Form 2648 – 1. (d) Execution of DD Form 2958 (Service Member Career Readiness Standards/Individual Transition Plan Checklist). (e) Transition Overview and/or Resilient Transitions Class. (f) MOS Crosswalk Workshop. (g) Financial Planning Workshop. (h) Transition Career Tracks Workshop. (i) Veterans Administration benefits briefings. (j) The DOLEW. (k) Employment skills verification (DD Form 2586 (Verification of Military Experience and Training) is the delivera-ble). (26) Ensure that installation TSM job descriptions are standardized. (27) Ensure that eligible people in transition are informed about the policy in this regulation. (28) Provide HRC Transition Division with a quarterly QA inspection schedule for each SFL – TAP location, in order to conduct face-to-face QA inspection at each SFL – TAP location a minimum of every 2 years, in coordination with the HRC Transition Division. (29) Ensure installations conduct quarterly Transition Council meetings. (30) Provide the HRC Transition Division and the responsible Army command, Army service component command (ASCC), or DRU the meeting notes for all installations’ quarterly Transition Council meetings. (31) Develop internal control procedures for installation SFL – TAP assessments. (32) Pilot or expand apprenticeship and OJT and/or job shadowing programs on installations and surrounding commu-nities. Report all apprenticeship, credential-fulfillment, OJT, and job shadowing programs to the HRC Transition Division. (33) Report measures of effectiveness to SFL for installation and community job fairs and/or hiring events. (34) Report installation and community job fairs, and hiring events, metrics (number of Soldiers in transition attending, number of eligible Soldiers who conducted a job interview, received a job offer, and accepted a job) to SFL for inclusion in the Quarterly Connection Update. (35) Coordinate with VA, DOL, and SBA to provide VOW and/or CRS curriculum at SFL – TAP Centers and Mobili-zation Force Generation Installation platforms. (36) Distribute information to eligible Soldiers on State government agencies that approve VA programs and state military advisory councils. (37) Ensure Soldier and Family Assistance Centers (SFACs) provide needed adaptive transition classes and services to wounded, ill, and injured Soldiers in their facilities. b. Garrison commanders. The garrison commanders will, on behalf of ACSIM— (1) Identify community needs and resource requirements to their IMCOM regions. (2) Allocate adequate resources to operate the installation SFL – TAP Center in accordance with this regulation. (3) Ensure that SFL – TAP Center personnel are aware of HRC Transition Division and IMCOM resources to support operations and services. (4) Ensure the SFL – TAP Center conducts an annual internal review, in accordance with this regulation. (5) Establish written memorandums of agreement and MOUs with guidance from the Staff Judge Advocate. Organiza-tions may include SBA, VA, DOL, and any others that contribute to SFL – TAP. (6) Provide facilities that meet requirements of this regulation. (7) Support the overall senior commander in establishing and conducting quarterly transition councils. (8) Allow facility access to interagency partners on installations in the United States and abroad in order to execute transition services, in accordance with DODD 5500.07 – R and DODI 1344.07. (9) Encourage installation commanders to permit civilian employers access to transition assistance-related events and activities in the United States and abroad, in accordance with DODD 5500.07 – R and DODI 1344.07. This will be done at no cost to the U.S. Government, to offer job opportunities, mentoring, internships, or apprenticeships leading to employ-ment.

AR 600–81 • 17 May 2016 9 (10) Encourage installation commanders to permit VSOs and MSOs access to transition-assistance-related events and activities in the United States and abroad, in accordance with DODD 5500.07 – R and DODI 1344.07. This will be done at no cost to the U.S. Government, to assist Soldiers with the post-military disability process and offer transition resources and services. 2 – 6. The Surgeon General The Commander, U.S. Army Medical Command. The Commander, MEDCOM, on behalf of TSG, will— a. Ensure MEDCOM’s advanced individual training RC trainees, completing their first 180 continuous days or more on active duty (AD), meet transition requirements and are VOW- and CRS-compliant. b. Develop and maintain credential-fulfillment programs for medical MOSs. c. Provide credential-fulfillment information during MOS schools in accordance with Public Law 113 – 66. d. Adjust training to correct any gaps in military-to-civilian credentials. e. Report unmitigated gaps to the HRC Transition Division. f. Report status of credential-fulfillment efforts by MOS. g. Provide subject matter expertise on program adaptations for eligible disabled Soldiers. h. Help exchange information between the TAP XXI database and the Army Warrior Care and Transition System, also known as AWCTS. i. Report measures of effectiveness to the SFL fusion cell, for employment programs for eligible Soldiers in Warrior Transition Battalions (WTBs) and Warrior Transition Units (WTUs). j. Report transition metrics (number of eligible wounded, ill, and injured (WII) Soldiers, number of WII Soldiers who completed a job interview, received a job offer, and accepted a job) to SFL for inclusion in the Quarterly Connection Update. k. Report monthly to HRC Transition Division the status of MOS credential-fulfillment programs (number of eligible Soldiers beginning these programs—by MOS, and number completing—by MOS). Implement procedures to record awarded credentials in ACT. 2 – 7. Commander, U.S. Army Training and Doctrine Command The Commander, TRADOC will— a. In support of the transition SLC, ensure ACT records individual development plans (IDP), earned education and credential-fulfillment activities, completed CRS requirements prior to transition phase, and that it tracks SLC metrics. b. Update Army school curricula at every level to include the transition SLC, as appropriate, as well as information on credential-fulfillment, in accordance with Section 542, Public Law 113 – 66. c. Assist in the exchange of information between TAP XXI and ACT. d. Develop credential-fulfillment programs for feasible MOSs (widely recognized and marketable). e. Report status of credential-fulfillment efforts. f. Track number of MOS’s credentialed. g. Integrate credentials in MOS schooling, additional skill identifier courses, and professional military education (PME). h. Conduct annual review of credential-fulfillment efforts and adjust plan for future. i. Integrate “transition” into PME. j. Report quarterly, to HRC Transition Division, the status of MOS credential-fulfillment programs (number of eligible Soldiers beginning credential-fulfillment programs by MOS, number of eligible Soldiers completing credential- fulfillment programs by MOS). Implement procedures to record awarded credentials in ACT. 2 – 8. Commander, U.S. Army Recruiting Command The Commander, USAREC will— a. Ensure RC commanders within the recruiting battalion boundaries are members of the Grassroots advisory council. b. Support the SFL – TAP strategic communications plan. c. Synchronize outreach efforts and engagements with industry with SFL. 2 – 9. Army commanders at all levels Army commanders will— a. Ensure that eligible Soldiers receive the SFL–TAP’s standardized transition components, develop a viable ITP with a transition counselor, or at https://www.sfl–tap.army.mil/, and meet CRS as outlined in this regulation. b. Ensure each eligible Soldier participates in a Capstone event to verify the eligible Soldier’s ability to attain CRS.

10 AR 600–81 • 17 May 2016 c. Ensure that eligible Soldiers who do not meet the CRS or do not have a viable ITP receive a warm handover, as defined in section II of the glossary, to the appropriate interagency partner. d. Identify a focal point or advisor for synchronizing the unit’s SFL – TAP with the SFL – TAP. e. Identify the eligible population for SFL – TAP transition services. f. Support the Army’s SFL – TAP by doing the following: (1) Set a command climate that sends the message “Soldiers in transition are valued.” (2) Know your TSM, and ensure your TSM knows of your “open door” policy. (3) Become familiar with this regulation. (4) Ensure all eligible Soldiers visit an SFL – TAP Center no later than 12 months prior to transition from active duty. g. Release eligible Soldiers during duty hours to complete the DOLEW and the VA Benefits Briefings I and II, and exempt them from normal duty for the full 24-hour period of each workshop or briefing day and the 12 hours immediately preceding and following each workshop or briefing. h. Encourage eligible Soldiers to make an informed decision regarding their transition by attending briefings, classes, and training offered by the SFL – TAP. i. Support the decision of all eligible Soldiers once a transition decision has been made. j. Implement a written command policy that supports eligible Soldiers during their transition. Chapter 3 Structure 3 – 1. Overview The SFL – TAP is a set of programs, services, and information directed by Public Law with policy oversight provided by the ASA (M&RA) and DCS, G – 1. The program is managed by the SFL – TAP office at the Human Resource Center of Excellence, the Army’s integrated SFL – TAP office. The program is managed at the tactical level (installation level) by IMCOM; the Army Reserve, at RC locations; and the ARNG, at ARNG locations. The mission of the SFL – TAP is to assist Soldiers, their Families, and DA Civilians with simple, timely, effective, and positive transitions, promoting long-term satisfaction and association with the Army through VOW and CRS attainment or compliance. This regulation is binding on all agencies and departments that provide transition assistance services. 3 – 2. Statutory and Department of Defense requirements a. Sections 1142, 1143, 1144 and 1148, Title 10, United States Code, Chapter 58. b. Public Law 112 – 56, Veterans Opportunity to Work Act of 2011. c. DODI 1332.18, which covers the disability evaluation system. d. DODI 1322.25, which covers the Voluntary Education Program. e. DODI 1322.29, which covers job training, employment skills training, apprenticeships, and internships for eligible Service members. f. DODI 1332.35, which covers transition assistance for military personnel. g. DODI 1332.36, which covers preseparation counseling for military personnel. h. DODI 1332.38, which covers physical disability evaluation. 3 – 3. Principles of support The military personnel system will include a function to— a. Provide eligible Soldiers, Army Retirees and their Family members, regardless of component, the opportunity to participate in transition assistance services as determined by an individual transition plan and in accordance with eligibility. (Eligibility requirements are listed in para 7 – 1 of this regulation.) b. Provide DA civilians affected by base realignment and closures, reduction in force (RIF), or any other agency action that places an employee in a position where transition is necessary, the opportunity to participate in transition assistance services. c. Support the Army’s SLC as it pertains to transition. 3 – 4. Standards of service a. The SFL – TAP is— (1) A military human resources function. (2) The Army’s functional transition office.

AR 600–81 • 17 May 2016 11 b. Select IMCOM installations will operate an SFL – TAP office headed by a TSM, as outlined in chapter 12 of this regulation. c. ARNG and USAR will provide support to the SFL – TAP, as outlined in chapter 6 of this regulation. Chapter 4 Soldier for Life – Transition Assistance Program 4 – 1. Command responsibility a. Commanders are responsible for the SFL – TAP within their units to ensure eligible Soldiers meet VOW and CRS standards prior to their transition from active duty. See paragraph 7 – 1 of this regulation for eligibility criteria. b. Commanders or their designees will— (1) Ensure that all Soldiers in transition fully participate and meet all transition requirements. (2) Access TAP XXI to monitor, track, notify, and validate completion of transition requirements by their eligible Soldiers. (3) Ensure eligible Soldiers meet the CRS before transition from active duty, designated by the DD Form 214 date. (4) Be fully engaged, throughout the SLC, in enabling eligible Soldiers to attain the CRS and comply with statutory mandates, before transition. (5) Verify that eligible Soldiers have met the CRS and have a viable ITP during Capstone, and ensure Soldiers who did not meet the CRS or have a viable ITP receive a warm handover to the appropriate interagency partners. (6) Ensure eligible Soldiers receive SFL – TAP transition components, at key touch points throughout the SLC. (7) Ensure development and maintenance of the IDP throughout the SLC. (8) Ensure commanders and Soldiers in transition are aware of, and act to support all, senior commander policy letters and memorandums for SFL – TAP. 4 – 2. Transition priority for services The following is the descending order of priority for participation in SFL – TAP transition services: a. Eligible Soldiers identified as part of the targeted population. (1) 18 to 24 years old. (2) Completing first-term enlistments. (3) Involuntarily separating due to force shaping. (4) Soldiers in the Integrated Disability Evaluation System (IDES) process. (5) Separating rapidly or on short notice from military service. (6) RC unemployed. b. Eligible Soldiers closest to their dates of discharge, or release from AD, or the caregivers of eligible WII Soldiers. c. Eligible Soldiers returning from overseas or assigned to remote or geographically isolated locations. d. All other eligible Soldiers that do not fall into the categories addressed in paragraphs a through c of this section. e. Eligible Soldiers who have attended any previous SFL – TAP transition component and who want to repeat a compo-nent, as resources and capacity allow. f. Spouses of eligible Soldiers, based in law and policy, as resources and capacity allow. g. Any Soldier not listed as “eligible,” on a space-and-time-available basis. h. DA Civilians affected by base realignment and closures, RIFs, or any other agency action that places an employee in a position where transition is necessary. 4 – 3. Transition participation a. All eligible Soldiers will participate in SFL – TAP transition services, and meet the CRS, commensurate with either their personal higher education or their employment objectives. This will be done before transition from AD, reflected by the separation date recorded on the DD Form 214. b. Commanders will ensure all eligible Soldiers fully participate and meet all transition requirements. c. Commanders may execute distributed (preferred) or consecutive transition models, ensuring that eligible Soldiers in transition meet CRS. (1) The distributed model (table 4 – 1) leads to a phased transition; this model is optimal for long-range planning and Soldier preparation.

12 AR 600–81 • 17 May 2016 Table 4 – 1 Timeline for meeting phased transition requirements — Continued Months prior to anticipated transition Services to complete 24 – 12 months Retirees complete: Preseparation counseling Initial counseling An individual transition plan Registration on the eBenefits Web site 18 – 12 months Nonretirees complete: Preseparation counseling Initial counseling An individual transition plan Registration on the eBenefits Web site 15 – 12 months MOS Crosswalk Workshop and skills-gap analysis Standardized Individual Assess-ment Identify requirements for any certifications and licensures 12 – 9 months DOL Employment Workshop/DOL Gold Card 9 – 6 months VA Benefits Briefings I and II 6 – 5 months A resume of choice 5 – 4 months 12-month post separation budget Not later than 3 months DD Form 2958 (Capstone) Notes: 1 Transition Career Tracks (Accessing Higher Education, Career Technical Training and Entrepreneurship) will be completed throughout the transition period, in accordance with each Soldier’s ITP. 2 Continuum of Military Service Counseling will be conducted in accordance with appropriate Army timeline standards. (2) The consecutive model (table 4 – 2) allows eligible Soldiers to meet CRS in the minimal amount of time; this model is optimal to support rapid separations. Table 4 – 2 The five consecutive-days model, for rapid transitions — Continued Day 1 Day 2 Day 3 Day 4 Day 5 Transition overview: DOL Employment DOL Employment DOL Employment Financial Planning Workshop: – Individual transition plan Workshop Workshop Workshop – 12-month financial plan – Value of a mentor (4 hours DOL) (4 hours DOL) (4 hours DOL) – Health care planning – Special issues/concerns – Health insurance – Military Family concerns – Tax planning, preparation (1.5 hours SFL – TAP) – Credit rating – Home ownership MOS Crosswalk – Estate planning Workshop: – Tools to build an integrated budget

AR 600–81 • 17 May 2016 13 Table 4 – 2 The five consecutive-days model, for rapid transitions — Continued – Gap analysis DOL Employment DOL Employment DOL Employment (5 – 6 hours SFL – TAP) – O*NET online interest Workshop Workshop Workshop profiler (4 hours DOL) (4 hours DOL) (4 hours DOL) (2 hours SFL – TAP) VA Benefits Briefing II (2 hours VA) VA Benefits Briefing I (4 hours VA) d. Commanders will ensure all eligible Soldiers execute transition, in accordance with the timeline for the designated transition model (that is, distributed or consecutive). Exceptions granted by the commander to the distributed transition model are only authorized if a Soldier qualifies as a rapid separation, is on an order of less than 12 months, or is a deploying RC Soldier without access to a SFL – TAP Center who will complete transition requirements at a demobilization platform. A rapid separation occurs when a Soldier is separated, voluntarily or involuntarily, prior to his or her scheduled release date and does not have adequate time to accomplish the requirements 90 days prior to their release/discharge date or is on an order of less than 12 months. An SFL – TAP eligible Soldier identified as a potential rapid separation will be referred to SFL – TAP to begin SFL – TAP services at the time of their separation counseling or as soon as identified, which-ever is first. Soldiers enrolled in the IDES process must enroll in SFL – TAP immediately. Commissioned and warrant officers not selected for the next higher grade begin SFL – TAP immediately. All of these Soldiers are considered to be at high risk for unemployment and will immediately be enrolled in SFL – TAP and complete the CRS. e. In the case of eligible RC Soldiers released from active duty, in which operational requirements, as determined by the Secretary of the Army, make the prescribed timeline unfeasible, the Capstone process will begin no later than the date of release from active duty, as reflected on the DD Form 214, “Certificate of Release or Discharge from Active Duty.” f. Eligible Soldiers who do not reside within reasonable geographic proximity (generally 50 miles) to Regular Army transition assistance services, may complete transition assistance services provided by another military service if within reasonable geographic proximity. If transition assistance services are not available within reasonable geographic proxim-ity, eligible Soldiers will complete their transition requirements online using the SFL – TAP 24/7 Virtual Center, which provides the same services offered at the SFL – TAP Centers on Army installations. g. Eligible WII Soldiers that cannot complete the transition requirements in the prescribed models due to their incapac-itation will be provided reasonable accommodations to successfully complete their transition and meet career readiness standards. 4 – 4. Virtual curriculum in Joint Knowledge Online a. The Army provides synchronous SFL – TAP services through its 24/7 Virtual Center, similar to transition assistance services received at SFL – TAP Centers. The Virtual Center is preferred over the JKO asynchronous virtual curriculum whenever possible. b. The virtual curriculum through JKO provides an alternative delivery of SFL – TAP transition services, to help comply with statutory mandates and attainment of the CRS. c. Those who can use the JKO virtual curriculum for credit include: (1) Eligible Soldiers whose duty locations are in remote or isolated geographic areas. (2) Eligible Soldiers with an unanticipated rapid or short-notice separation, pursuant to 10 USC 59. (3) Caregivers of eligible WII Soldiers and eligible WII Soldiers who cannot complete the transition requirements in the prescribed models, due to their incapacitation. (4) Spouses of eligible Soldiers, as resources and capacity allow. (5) Non-eligible RC Soldiers. (6) Wounded, ill, or injured Soldiers whose medical condition may not permit them to attend classroom training for SFL – TAP transition services.

14 AR 600–81 • 17 May 2016 d. In-person service remains the preferred and recommended method to receive transition assistance services. Chapter 5 Soldier for Life – Transition Assistance Program process The program known as SFL – TAP is the combination of SFL – TAP resources and services used to enable transition-eligible Soldiers to attain the VOW and CRS requirements. 5 – 1. Veterans Opportunity to Work requirements The VOW curriculum consists of these subcomponents: a. Preseparation counseling (mandatory). b. VA Benefits Briefings I and II (mandatory). c. DOLEW (This is mandatory, unless exempt. See para 5 – 20 of this regulation for exemptions.) 5 – 2. Career readiness standards requirements Soldiers in transition must complete several procedures, and deliver several documents, before their transition date. Eligi-ble Soldiers may attend the CRS class to complete the deliverable, or produce the standardized deliverable to validate completion. The CRS curriculum consists of these subcomponents: a. The DOD-standardized ITP (the ITP is the mandatory deliverable). b. The DOD-standardized, 12-month, post-separation financial plan (the 12-month, post-separation budget is the man-datory deliverable). c. Being registered for an eBenefits online account at (www.ebenefits.va.gov). d. Continuum of Military Service Opportunity counseling (AC only). e. MOS Crosswalk Workshop with a military to civilian skills-gap analysis (the gap analysis is the mandatory deliver-able). f. Identified requirements and eligibility for certification, licensure, and apprenticeship in desired career field. g. The standardized individual assessment tool. h. The DOL Gold Card for DOL American Job Centers. i. A completed job application package, or a job-offer letter. (The package must include a private- or public-sector resume, personal and professional references, and copies of at least two submitted job applications.) j. An SFL – TAP Career Track (in accordance with the ITP). k. A final step, the “Capstone” event, certifies the Soldier has met all the CRS. (The Capstone is mandatory and is documented, with a commander’s signature, on a DD Form 2958). 5 – 3. Program Career Tracks Eligible Soldiers may participate in SFL – TAP Career Tracks workshops. The eligible Soldier’s ITP, ability to attain CRS, and characterization of military service determines participation in the individual career tracks. The outcome of completed career tracks will be documented in the Soldier’s ITP and on the DD Form 2958, as applicable. Eligible Soldiers may participate in one (or more, if resource availability and operational requirements allow), of the following 2-day SFL – TAP transition career track workshops: a. Accessing Higher Education track. Eligible Soldiers pursuing higher education will receive guidance to prepare for the application and admission process. Upon completing the Accessing Higher Education track, eligible Soldiers will be prepared to: (1) Complete an application to an accredited academic institution offering a relevant program of study related to the Soldier’s career aspirations, and within the Soldier’s financial means. (2) Schedule a session with a counselor from an academic institution. (3) Meet individually with education counselors, as needed. b. Career Technical Training track. Eligible Soldiers pursuing career technical training will receive guidance and as-sistance in selecting schools and technical fields. Upon completing the Career Technical Training track, eligible Soldiers will be prepared to: (1) Complete an application to an accredited, career-focused, technical-training institution offering a relevant program of study related to the Soldier’s career aspirations, and within the Soldier’s financial means. (2) Schedule a session with a counselor from a career-focused, technical-training institution. (3) Meet individually with career-focused, technical-training experts and VA vocational education counselors, as ap-plicable.

AR 600–81 • 17 May 2016 15 c. Entrepreneurship track. Eligible Soldiers pursuing self-employment, in the private or nonprofit sectors, will receive information related to the benefits and challenges of entrepreneurship, and the steps required for business ownership. Upon completing the Entrepreneurship track, eligible Soldiers will have developed the initial components of a business feasibility plan at no cost to the participant. (1) Eligible Soldiers will be given the opportunity to enroll in an 8-week online entrepreneurship course. (2) Eligible Soldiers will be afforded the opportunity to connect with a small business owner as a mentor to assist with the business start-up process. A warm handover, as needed, will be coordinated through procedures established by the SBA. 5 – 4. Capstone process (completion is mandatory) a. Capstone is the commander’s opportunity to confirm the Soldier has met the mandatory transition requirements (for VOW and CRS). b. Completion of the Capstone process is captured and annotated on DD Form 2958. (See the back of DD Form 2958 for instructions.) c. DD Form 2958, in conjunction with the ITP, will be used by the commander, or commander’s designee, to verify that the eligible Soldier has, or has not, met the CRS. d. DD Form 2958 will document confirmation of a warm handover to interagency partners. e. DD Form 2958 data will be submitted electronically to the Defense Manpower Data Center (DMDC) using TAP XXI (primary), or other DMDC Web-based service (secondary). f. At Capstone, if the Soldier cannot meet the CRS before transition, the commander or commander’s designee confirms and documents a warm handover to appropriate interagency partners, or local resources, on DD Form 2958. (1) Capstone is a two-stage process. Stage one is an in-depth review of the eligible Soldier’s ITP and CRS deliverables. Stage two consists of the commander or commander’s designee verifying that the Soldier has a viable ITP and met the CRS. If the commander, or commander’s designee, determines that the Soldier does not meet CRS, then the commander, through the transition counselor, confirms that a warm handover takes place with the appropriate interagency partners. (a) Stage one – Capstone review. During the Capstone review, which may occur at any time prior to stage two, a Soldier’s ITP, CRS deliverables pertaining to the member’s personal goals, and DD Form 2958 will be checked to identify shortfalls and determine if the member is at risk of not meeting the CRS before transition. 1. The review will be conducted by: a. A transition or career counselor for eligible Soldiers in the rank of O – 5/lieutenant colonel or below. b. The first commander with Uniform Code of Military Justice (UCMJ) authority in the chain of command, or his or her designee, for eligible Soldiers in the rank of O – 6/colonel and above. 2. If during the review, a Soldier is determined incapable of meeting the CRS or has gaps in the ITP, the transition staff will introduce the member to the necessary resources to assist them in becoming career ready. Resources include inter-agency partners (such as VA and DOL), remedial skills building via the SFL – TAP transition services curriculum, one-on-one assistance from SFL – TAP staff, and assistance from installation or local community resources. 3. Eligible Soldiers will document the point of contact name, phone number, and email address of remedial resources on the ITP. (b) Stage two – Capstone verification. The eligible Soldier’s commander, or commander’s designee, will review the ITP, CRS deliverables, and DD Form 2958 to determine whether or not the requirements to complete the CRS have been attained. 1. In cases where eligible Soldiers are still not able to meet the CRS during Capstone verification, the commander, or his or her designee, will initiate a warm handover, through the transition counselor, to appropriate partner agencies or local resources for post-separation support, in the community where the Soldier plans to relocate. 2. The commander or commander’s designee confirms the warm handover has occurred by documenting the event on DD Form 2958. 3. Upon completing Capstone verification, eligible Soldiers will have been counseled on their ITPs; referred to further training and services, as needed; and connected, as needed, to appropriate interagency partners and local resources that provide continued benefits, services, and support when they become veterans. (2) The Capstone timeline is several months long. (a) Capstone will be conducted for each eligible Soldier, in accordance with the timeline prescribed within this regula-tion, to verify the member has met the CRS before discharge or release from AD. (b) All eligible Soldiers will complete the Capstone process 90 days prior to an anticipated transition and document the results on DD Form 2958. (c) Exceptions to this timeline are:

16 AR 600–81 • 17 May 2016 1. In the case of eligible AC Soldiers with a rapid or short-notice separation, of 30 days or fewer before discharge or release from AD, Capstone will begin no later than the date of transition as reflected on the DD Form 214. 2. In the case of eligible RC Soldiers released from AD, in which operational requirements, as determined by the Sec-retary of the Army, make the prescribed timeline unfeasible, the Capstone process will begin no later than the date of release from AD as reflected on the DD Form 214. 5 – 5. Program transition timeline In anticipation of the discharge or release from AD of an eligible Soldier following the distributive model, and during key touch points in the SLC, the following timeline is applicable: a. In the case of an anticipated retirement, the components of SFL – TAP not yet completed will begin as soon as possible during the 24-month period before the retirement date. b. In the case of a transition other than a retirement, the components of SFL – TAP not yet completed will begin as soon as possible 12 months prior to the date of release from AD as reflected on the DD Form 214. c. In the case of a transition with less than 12 months’ notification, the components of SFL – TAP not yet completed will not begin later than 90 days prior to the date of release from AD as reflected on the DD Form 214. d. When there is a retirement, or an unanticipated rapid or short-notice separation, as defined in the glossary, and there are 30 days or fewer before discharge or release from active duty, the incomplete portions of SFL – TAP will begin as soon as possible within the remaining period of service. e. SFL – TAP will begin as soon as possible within the remaining period of service when: (1) An eligible RC Soldier is being released from active duty, under circumstances in which operational requirements, as determined by the Secretary of the Army, makes the prescribed transition timeline unfeasible. (2) There are 90 or fewer days before the unanticipated release from active duty. 5 – 6. Early steps in the program a. Once Soldiers in transition are identified and notified to begin the transition process, they either access SFL – TAP online to complete the preseparation briefing, call the SFL – TAP Center to schedule a preseparation briefing, or visit the SFL – TAP Center where any SFL – TAP staff member can help with the intake process. b. Demand for services might require eligible Soldiers to make an appointment before they arrive at the SFL – TAP Center. In these instances, eligible Soldiers typically contact the SFL – TAP Center by telephone and are pre-registered in TAP XXI and scheduled to use a client workstation. In other instances, workload might allow eligible Soldiers to walk in, be registered, and immediately begin receiving virtual SFL – TAP services. Factors in this decision include the number of terminals available and the typical demand for terminals. The TSM and SFL – TAP Center installation manager consult on how best to ensure quality services. c. Eligible retirees, veterans, and their spouses use TAP XXI to self-register. Retirees or veterans who register for SFL – TAP services for the first time, following their retirement or transition date, enter the official date as documented on their DD Form 214. They do not complete a DD Form 2648 or DD Form 2648 – 1 and no copy of the form is collected or filed. If a retiree or veteran already is registered, a staff member updates his or her status in TAP XXI. d. Collecting data plays an important part in the transition assistance process. Creating a pre-client record enables eli-gible Soldiers to schedule services and, at the same time, tracks attendance and provides the client access to automated employment assistance training and tools. Finally, and most importantly, data collection supports the Army’s efforts to monitor compliance with Public Law, which requires eligible Soldiers to initiate transition services not later than 1 year prior to transition or retirement. e. To support Public Law and ensure data are reported accurately, eligible Soldiers enter a transition or retirement date based on what they know to be correct, what is in the personnel database or recorded on an official document or, for rapid-separation cases, what they have been told by their unit. In any case, SFL – TAP Center staff members do not tell eligible Soldiers to enter a separation date predetermined by an arbitrary rule (for example, 91 days from today). 5 – 7. Identifying Soldiers for transition services a. Commanders will ensure that Soldiers potentially eligible for transition services are identified, and notified of all the requirements to complete the transition process. The primary method and first step in identifying eligible Soldiers is using loss data, from automated reports generated by the Army’s system of record. Automated reports are generated using the expiration of term of service (ETS) or expiration of service agreement (ESA) dates, contained in the Soldier’s automated personnel record. Eligible Soldiers identified by means of these reports are contacted through their units and informed that they are required to initiate transition assistance services.

AR 600–81 • 17 May 2016 17 b. Automated reports are limited by the accuracy of several databases within the Army. Most inaccuracies result from actions not yet documented in the personnel database, such as Service reenlistments or extensions. Some result from un-anticipated changes to ETS or ESA dates, due to administrative or medical separations that cause a Soldier to leave active duty before the documented date. In identifying eligible Soldiers leaving active duty prior to their anticipated dates, reports are not all-inclusive nor do they identify DA Civilian employees or Family members in transition. Therefore, it is necessary to rely on close partnerships with key individuals who can refer Soldiers in transition to SFL – TAP. These close partner-ships include military personnel divisions, military personnel offices processing separation cases, Civilian Personnel Ad-visory Centers and supervisors, retention career counselors, retirement services officers, and sponsors. c. SFL – TAP for eligible AC and RC Soldiers is a commander’s program, managed through performance metrics. By encouraging eligible Soldiers to start SFL – TAP services early, senior commander or tenant commanders, command ser-geants major, first sergeants, and first line supervisors ensure eligible Soldiers are able to schedule their SFL – TAP activi-ties around unit mission requirements. Senior commander or tenant commanders can also authorize SFL – TAP involvement with individuals on the installation who influence units and Soldiers, and who have the ability to resolve problems where they exist. d. Posts that experience deployments present a particular challenge and require the TSM and SFL – TAP staff to work with commanders and units to support their scheduling and service needs. To achieve what is best for both the Soldier and the command, SFL – TAP staff must be sensitive to mission requirements and flexible in their efforts to meet Soldiers’ needs. It is important that an understanding with these units be reached so eligible Soldiers receive SFL – TAP services, as outlined in Army guidance, while commanders and the mission are considered and supported. e. For those individuals not identified through routine methods, marketing is the most effective outreach tool available for encouraging Soldiers who face a transition to self-identify, and participate, early in transition services. Marketing should publicize SFL – TAP transition services and events, through installation media and public affairs, and focus on the benefits of enrolling early in transition services at the SFL – TAP Center. f. The commander’s report is accessed in TAP XXI (the Army transition tracking and reporting IT system of record) by unit commanders, TSMs, and others to track and monitor progress of individual Soldiers in transition. This report, and all guidance for using it, is provided through SFL – TAP staff. 5 – 8. Notifying Soldiers for transition services a. Eligible Soldiers should be notified when they first enter their transition window, for example 24 months for retirees, and 18 months prior to their ETS or ESA date for all others. Early notification helps ensure eligible Soldiers have ample opportunity to complete preseparation counseling no later than 1 year prior to ETS or ESA dates; attend classes mandated by VOW and CRS, meeting published timelines; and receive substantive employment assistance services, based on tran-sition timeline requirements. Not all eligible RC Soldiers will have the benefit of an 18-month notification, and will be notified as soon as possible in order to complete transition requirements in accordance with published timelines, or as close to published timelines as feasible, due to mission requirements. b. The command and unit transition advisor create and use a notification and tracking system to prepare notification emails to eligible Soldiers. This file is maintained electronically. Notification will be made, primarily, through the chain of command, and notification emails will be sent directly to the eligible Soldiers’ personal email accounts. Notification informs eligible Soldiers they have a mandatory requirement to receive transition assistance services. The notification spells out the mandatory stages of transition assistance, along with the timelines for such. Figure 5 – 1 provides a sample notification memorandum for commanders.

18 AR 600–81 • 17 May 2016 Figure 5 – 1. Sample notification memo to Soldiers

AR 600–81 • 17 May 2016 19 Figure 5 – 1. Sample notification memo to Soldiers–Continued c. The installation SFL – TAP Center likely will receive status updates on eligible Soldiers who have reenlisted, ex-tended, or already left active duty once commanders and eligible Soldiers are notified. This information is used to update the SFL – TAP Centers’ notification and tracking files, and TAP XXI benchmarks. Status updates are annotated in the Soldier’s TAP XXI record through the client “notes” field. d. Notified eligible Soldiers, who are pending transition, contact the SFL – TAP Center according to instructions in the notification. Eligible Soldiers can call, use the SFL – TAP Web site, or the SFL – TAP 24/7 Virtual Center from their home or office to pre-register and schedule events. All SFL – TAP Center activities, including preseparation briefings, DOLEW, VA briefings, and SFL – TAP training events are scheduled electronically. Walk-in clients do not need to pre-register, but they cannot be guaranteed a seat or lab work station. They can register upon their arrival at the SFL – TAP Center and, if they desire, complete DD Form 2648 at that time. e. Standard notification procedures are impacted when a unit is preparing to deploy; therefore, notification procedures will be modified during periods of large-scale unit deployments. The chain of command is the best means of promoting timely and meaningful services. The chain of command should focus on getting eligible Soldiers, who will have less than 6 months remaining on active duty when they return, to participate in a preseparation briefing before they depart. Forward Transition Support Teams (FTSTs) and Mobile Transition Teams (MTTs) should be utilized by the chain of command as flexible counselors able to deliver SFL – TAP services at the time and location best suited to the units’ needs. 5 – 9. Preseparation counseling a. Preseparation counseling is the first CRS completed. It is a mandatory counseling provided to eligible Soldiers by the SFL – TAP staff to inform Soldiers of services, benefits, curriculum, assessments, CRS deliverables and ITP regarding transition from AD. (1) An appropriate legal representative or ethics official will brief eligible Soldiers on ethics pursuant to Title 41, United States Code, to ensure they understand how the law applies to former military members affected by specific government employment restrictions. (2) Eligible Soldiers will receive information from SFL – TAP staff on how to access and use the DD Form 2586. (3) Eligible Soldiers who are voluntarily or involuntarily separated under any program initiated by a DODI or DODD; congressional directive; Presidential order; or military department regulation, in order to ensure good order and discipline, shape the force, or draw down or realign forces, will be briefed by a career counselor or SFL – TAP staff on any special entitlements or benefits associated with these programs. (4) Eligible Soldiers retained on active duty past their enlistment or reenlistment contracts for purposes of mission essentiality, deployment continuity, or operational requirements, as determined by the Secretary of the Army, will be briefed by a career counselor or SFL – TAP staff on any entitlements and benefits incurred during involuntary retention actions.

20 AR 600–81 • 17 May 2016 (5) Eligible Soldiers will be counseled and provided information or referrals, as requested, on all items listed on DD Form 2648 or DD Form 2648 – 1 by the SFL – TAP staff. b. DD Form 2648 and DD Form 2648 – 1 document the preseparation counseling. (1) The DD Form 2648 and DD Form 2648 – 1 will be used by eligible AC and RC Soldiers, respectively, to record preseparation counseling. (2) Transition counselors will explain to eligible Soldiers during preseparation counseling how the ITP checklist and preseparation counseling checklist work together to provide the Soldier with a plan to meet each CRS. (3) In accordance with Title 5, United States Code, privacy information contained within these forms will be maintained based on the System of Records Notification pertaining to these forms. (Available at http://www.opm.gov/information-management/privacy-policy/privacy-references/sornguide.pdf/.) (4) All items on the applicable DD Form 2648 or DD Form 2648 – 1 will be addressed during preseparation counseling. (5) Preseparation counseling, as documented on the DD Form 2648 or DD Form 2648 – 1, will be completed before starting other portions of the SFL – TAP. c. Preseparation counseling follows a timeline. (1) Preseparation counseling for retirement purposes will begin as soon as possible during the 24-month period preced-ing an anticipated retirement date, but no later than 12 months before retirement. (2) Preseparation counseling for reasons other than retirement will begin 12 months before the anticipated date of tran-sition. (3) Preseparation counseling will begin as soon as possible within the remaining period of service when: (a) A retirement or other separation is unanticipated, and there are 90 or fewer days before discharge or release from active duty. (b) An eligible RC member is being demobilized or deactivated from active duty, under circumstances in which oper-ational requirements, as determined by the Secretary of the Army, make the 90-day requirement unfeasible. d. Preseparation counseling will not be provided to Soldiers who are discharged or released before completing their first 180 continuous days or more on active duty, as defined by Title 10, United States Code. This limitation does not apply to Soldiers who retire or separate for a disability. e. Standard, automated, preseparation counseling provides standardized counseling at the Soldier’s pace. (1) The “initial orientation” to automated, preseparation briefings is brief and focuses on the DD Form 2648, or DD Form 2648 – 1, presentation content available on TAP XXI, and the automated counseling experience. Each initial orienta-tion is about 5 minutes long and provides a brief overview of the preseparation and initial counseling process. The initial orientation is not used to provide detailed information about services or to demonstrate tools. Talking points serve only as a guideline for general information covered in the orientation, or the technical assistance required. (2) Supplements may not be added to this standard orientation, and extended orientations are prohibited unless specif-ically requested and approved by the Director, Army Transition Division. Minor tailoring for installation-specific infor-mation is allowable. Refer to table 5 – 1 for the automated, preseparation counseling outline. Table 5 – 1 Automated preseparation counseling for eligible Soldiers — Continued Client type Counseling method 1. AC Soldier 2. AC Soldier: Referred for medical evaluation board (MEB) or physical evalu-ation board (PEB) 3. Demobilizing RC Soldier 4. Reserve Component Soldier serving in an AGR status 5. Member of another uniformed Service 6. Pre-deploying AC Soldier The automated DD Form 2648 or DD Form 2648 – 1, using Web-based TAP XXI application (3) TAP XXI provides general transition information by means of standardized presentations and enables individuals to complete DD Form 2648 or DD Form 2648 – 1. For eligible Soldiers to benefit from preseparation counseling, and make informed decisions about their transitions though, they must know to take full advantage of the information presented. Therefore, clients using TAP XXI to complete preseparation counseling receive a brief orientation, during which they learn about SFL – TAP Center services and receive an overview of the TAP XXI application. (4) Automated preseparation counseling is administered in two formats: guided and individual. Guided, automated, preseparation counseling is conducted with groups of eligible Soldiers who are scheduled for a preseparation event in TAP

AR 600–81 • 17 May 2016 21 XXI. An SFL – TAP staff member helps eligible Soldiers with the most critical elements of registration (for example, Army Knowledge Online (AKO), demographic data, a “reason late code”) and the preseparation counseling process. Even though an SFL – TAP staff member guides participants through the process, the actual automated preseparation counseling activity is self-paced. Throughout the guided, automated preseparation counseling, an SFL – TAP staff member is available for just-in-time counseling and assistance. The SFL – TAP staff determine when guided, automated, preseparation counseling oc-curs and how often. The decision is based on client demand, staffing, facility limitations and automation support. To avoid interrupting clients using the automated job assistance training program—and other TAP XXI resources—guided, auto-mated, preseparation counseling typically means dedicating the entire computer lab, or a separate section of the lab, to the activity. To institute guided counseling, then, the facility must support this requirement. (5) Individual, automated, preseparation counseling is not a group activity. Eligible Soldiers begin and end their preseparation counseling, at their own pace. Even though clients undergoing individual, automated, preseparation coun-seling work independently, an SFL – TAP staff member remains available near the client terminals to provide just-in-time counseling and assistance. If the demand for preseparation counseling is small, clients will benefit most from individual sessions. As with all SFL – TAP Center activities, client demand for services influences which methodology is used. (6) Any SFL – TAP Center staff member can provide technical assistance. They help users identify which modules contain relevant information and resolve problems encountered when using TAP XXI. Because only trained and certified counselors can answer questions about transition benefits and services, all counselors must be fully trained in all aspects of transition assistance issues and possess a thorough knowledge of local service providers. (7) Active counseling ensures an SFL – TAP Center counselor is available to answer questions and provide assistance. With active counseling, clients are afforded immediate access to counseling and technical assistance. Active counseling is designed to increase client comfort and success. Since active counseling uses counselor time efficiently, the SFL – TAP Center installation manager ensures sufficient resources are available for this. Active counseling takes two forms: just-in-time and resource counseling. Just-in-time counseling is closely associated with the Web-based TAP XXI application. Counselors assist with its use and answer questions about job search theory and skills activities. Sessions provide clients information and assistance they need to master a specific concept or skill, or accomplish a task. Resource counseling is not associated with the Web-based TAP XXI application. The SFL – TAP Center installation manager assigns counselors to act as a resource counselor in a public area of the SFL – TAP Center. The resource counselor answers general questions regarding transition and employment assistance, provides coaching, or helps clients make decisions. (8) Eligible Soldiers who complete either guided, individual, or automated preseparation counseling in the SFL – TAP Center, or the SFAC, print the completed DD Form 2648 or DD Form 2648 – 1, and then receive individual, initial coun-seling. During initial counseling, the Soldier and SFL – TAP staff member review the printed preseparation checklist to ensure it is accurate and complete. They address any incomplete items, then focus the remainder of the session on the client’s needs, interests, and future goals, and refer the Soldier to service providers, as appropriate. The client is then scheduled for SFL – TAP courses. The client is encouraged to ask questions and receives additional information. Relevant documents, such as DD Form 2586, are printed. The SFL – TAP staff member reviews the ITP and, at a minimum, provides ITP blocks one and six to the client. Initial counseling activity is recorded in TAP XXI. (9) All eligible Soldiers and their Family members participating in automated, preseparation counseling, and initial counseling, receive a copy of the SFL – TAP Fact Sheet. SFL – TAP staff calls attention to the brochure and mention the various services SFL – TAP offers as part of a four-part process: Preseparation counseling and initial counseling, SFL – TAP courses, employment assistance services and tools, and Capstone. They encourage clients to use the document as a personal reference, as well as a reminder of available SFL – TAP services and the means for accessing them. The counselor and the Soldier sign the DD Form 2648 or DD Form 2648 – 1. (10) Reviewing a Soldier’s DD Form 2648 or DD Form 2648 – 1 is an essential first step in identifying client needs and persuading eligible Soldiers to use other essential SFL – TAP services. Consequently, within the SFL – TAP Center, only counselors may review and sign a DD Form 2648 or DD Form 2648 – 1. There are times, however, when following this rule inconveniences eligible Soldiers: when no SFL – TAP counselor is available to sign the form, or during large group AC mass pre-deployment and RC demobilization processing. When these special circumstances occur, the TSM is au-thorized to sign a completed DD Form 2648 or DD Form 2648 – 1. f. Standard, manual preseparation counseling is also acceptable, under certain circumstances. (1) Manual preseparation counseling is conducted only when necessary and when the TAP XXI application is not available. The preseparation counseling methodology for each client type is outlined in table 5 – 2.

22 AR 600–81 • 17 May 2016 Table 5 – 2 Manual preseparation counseling for eligible Reserve Component Soldiers — Continued Client type Situation Method 1. AC Soldier 2. AC Soldier: Referred for MEB/PEB 3. Reserve Component Soldier serving in an AGR status 1. Web-based TAP XXI application fails 2. At a location other than the SFL – TAP Center or SFAC (for example, reintegra- tion/re-deployment briefing, medical treat- ment facility, general officer’s place of work) 3. Cannot log on to AKO 4. Does not have a common access card, if required Manual DD Form 2648 using DD Form 2648 briefing script for eligible deploying AC Sol- diers and corresponding slide presentation, followed by initial counseling AC Soldier: Prisoner who, at separation, will have served for at least 180 continu-ous days of active duty service At a location other than the SFL – TAP Center (such as an Army correctional fa-cility or personnel control facility). Manual DD Form 2648 using DD Form 2648 briefing script for eligible deploying AC Sol- diers and corresponding slide presentation, followed by initial counseling 1. Family member of eligible Soldier 2. Member of another uniformed Service 1. Web-based TAP XXI application fails 2. At a location other than the SFL – TAP Center 3. Cannot log on to AKO 4. Does not have a common access card, Manual DD Form 2648 using DD Form 2648 briefing script for eligible deploying AC Sol- diers and corresponding slide presentation, followed by initial counseling Predeploying, eligible AC Soldier 1. Web-based TAP XXI application fails 2. Complete preseparation counseling at Soldier Readiness Program site Manual DD Form 2648 using DD Form 2648 briefing script for eligible deploying AC Sol- diers (2) In the event TAP XXI fails, or the client is unable to access TAP XXI online, eligible Soldiers who must receive immediate preseparation counseling are provided manual individual, or group, counseling and receive individual initial counseling. Pre-deployment-eligible Soldiers may receive initial counseling at the Soldier Readiness Program (SRP) site, or when they visit the SFL – TAP Center before, during, or upon their return from deployment. A deploying, or deployed, Soldier may use the SFL – TAP 24/7 Virtual Center at any time. (3) Reviewing a Soldier’s DD Form 2648 or DD Form 2648 – 1 is an essential first step in identifying client needs and persuading eligible Soldiers to use other essential SFL – TAP services. Consequently, within the SFL – TAP Center, only counselors may review and sign a DD Form 2648 or DD Form 2648 – 1. There are times, however, when following this rule inconveniences eligible Soldiers: when no SFL – TAP counselor is available to sign the form, or during large group AC mass pre-deployment and RC demobilization processing. When these special circumstances occur, the TSM is au-thorized to sign a completed DD Form 2648 or DD Form 2648 – 1. (4) The SFL – TAP Center’s copies of DD Form 2648 or DD Form 2648 – 1, completed during automated preseparation counseling, reside on TAP XXI. Eligible Soldiers are instructed to print two copies. One is given to the Soldier, and one is provided to the servicing transition center (TC) to place in the Soldier’s separation packet. (5) The client is given the original DD Form 2648 or DD Form 2648 – 1, and one copy is provided to the servicing TC where it will be included in the Soldier’s transition packet. A second copy is temporarily retained in the SFL – TAP Center’s Army Records Information Management System-compliant filing system, until entered into TAP XXI as a proxy registra-tion. The DD Form 2648 or DD Form 2648 – 1 elections are recorded in TAP XXI, and the SFL – TAP Center’s copy of the form is shredded. Additionally, a copy of these forms will be filed in the Soldier’s Army Military Human Resource Record. 5 – 10. Preseparation counseling for Soldiers within the Integrated Disability Evaluation System a. The mandatory delivery of SFL – TAP, and other transition, services to Soldiers in the IDES process, must be well coordinated with the physical evaluation board liaison officer (PEBLO) and assigned units’ chains of command. This is done to ensure that the Soldier’s medical condition, treatment regimen, and individual situation are taken into consideration before scheduling the mandatory services. b. Soldiers in the IDES process should be given priority to SFL – TAP and other transition services. Ideally, Soldiers being processed for medical separation or retirement will schedule SFL – TAP services and receive those services at the

AR 600–81 • 17 May 2016 23 SFL – TAP Center, SFAC, or in a designated classroom. If the number of Soldiers supported by the SFAC is large enough, on-site services, including manual preseparation briefings and SFL – TAP courses, may be scheduled. c. Upon initiation of the Medical Evaluation Board and Physical Evaluation Board process, or entrance into the IDES process, Soldiers should be counseled by Army Continuing Education System (ACES) and the Department of Veterans Affairs. This should include eligibility to transfer education benefits (TEB), such as their Post 9/11 GI Bill, to their de-pendent(s) and the process to request the benefits. Soldiers who have not transferred their education benefits may be eligible for an exception to reenlist, or extend, to meet the 4-year service obligation for transferring the benefits. Exceptions are for medical disqualification only and must be otherwise fully eligible for retention. Once a Soldier is approved for transition, exceptions for retention are no longer authorized. Soldiers who require an exception to reenlist or extend should contact their career counselors. d. Soldiers in the IDES process must provide a copy of the completed DD Form 2648 or DD Form 2648 – 1 to the PEBLO and attend all classes mandated under VOW or CRS, either in person or through the SFL – TAP 24/7 Virtual Center. If they are retiring, these Soldiers also must attend a Pre-Retirement Briefing. e. Soldiers in the IDES process must complete all transition requirements to meet VOW and CRS requirements. 5 – 11. Preseparation counseling for prisoners a. SFL – TAP Centers make every effort to ensure that all eligible Soldiers assigned or confined to an Army confinement facility (ACF) receive preseparation counseling before they transition from active duty. Those Soldiers assigned to a per-sonnel control facility (PCF) or ACF may or may not be allowed to come to the SFL – TAP Center for services, where they would receive preseparation counseling. However, when allowed by the installation, SFL – TAP counseling staff can visit these facilities to deliver manual preseparation counseling. Beyond manual preseparation counseling, SFL – TAP staff does not provide any SFL – TAP services at the facility. b. Some Soldiers are confined in Federal, State, county, or municipal facilities. Soldiers in civilian confinement may have a discharge action (separation in absentia) under AR 635 – 200 initiated, and a Soldier from the unit will be designated to clear the confined Soldier. On most installations, SFL – TAP is not included as part of the clearing process for these Soldiers and will not know the Soldier is being discharged from the Army in absentia. It is unlikely these Soldiers will visit an SFL – TAP Center, and SFL – TAP staff will not visit them to provide SFL – TAP services. c. If asked to clear a Soldier being discharged in absentia due to confinement in a Federal, State, county, or municipal confinement facility and a client record exists in TAP XXI, an SFL – TAP staff member provides the individual who is clearing the Soldier a copy of the DD Form 2648 or DD Form 2648 – 1. At this time, the staff member instructs the individual to give the document to the TC for inclusion in the Soldier’s transition packet. If a client record does not exist, the SFL – TAP staff member completes a manual DD Form 2648 or DD Form 2648 – 1, enters “yes” for all elections, and enters “Service member not available” and the current date in items 28 a. and b. The SFL – TAP staff member signs and dates items 28 c. and d and writes, “Soldier was unavailable for preseparation counseling due to confinement in (facility name)” in the “Remarks” section. The SFL – TAP staff member provides the individual, who is clearing the Soldier, a copy of the DD Form 2648 or DD Form 2648 – 1 and instructs the individual to give the document to the TC for inclusion in the Soldier’s transition packet. The Soldier is proxy registered and the DD Form 2648 or DD Form 2648 – 1 elections are entered into TAP XXI. 5 – 12. Preseparation counseling for eligible, pre-deploying Active Component Soldiers Preseparation counseling for eligible, pre-deploying Soldiers can be conducted any time prior to unit deployment. Each Soldier completes a Pre-deployment Active Duty Military Soldier proxy registration form, providing a valid email address, if one is available. Eligible Soldiers are informed they can download and print an Individual Transition Plan (ITP) from SFL – TAP online. For a list of handouts, refer to the appropriate preseparation briefing script. Eligible Soldiers are encour-aged to contact the SFL – TAP Center during deployment. SFL – TAP staff must monitor these email addresses regularly. Eligible Soldiers are also encouraged to use SFL – TAP online or the SFL – TAP 24/7 Virtual Center. 5 – 13. Directed initiatives—Partnership for Youth Success program a. The U.S. Army Partnership for Youth Success (PaYS) program is an enlistment option and recruiting support initia-tive for future Soldiers, Reserve Officers’ Training Corps (ROTC) cadets, and their influencers. PaYS reassures influenc-ers, such as parents, that the Army invests in their sons and daughters through education and training while preparing them for possible employment after the Army. b. The Army partners with corporate and State-government agencies that guarantee Soldiers and ROTC cadets, enrolled in the program, a job interview after completing their training, degree program, commissioning, and/or first term service obligations.

24 AR 600–81 • 17 May 2016 c. Counselors should inquire if the Soldier was enrolled in the PaYS program. Transition and career counselors also have the option of accessing the PaYS Soldier Lookup database, via the PaYS Web site, to connect Soldiers to their chosen PaYS partners. The PaYS help desk will provide the counselor a username and password. d. Each PaYS participant receives a copy of the PaYS information sheet shown at figure 5 – 2. The information sheet is a stand-alone product and needs no further explanation. Soldiers requesting more information on the PaYS program, or their individual agreement, are directed to the PaYS Web site, which provides useful information and instructions to receive more information. Soldiers can also reach the PaYS help desk by telephone or email. Figure 5 – 2. Partnership for Youth Services information sheet

AR 600–81 • 17 May 2016 25 5 – 14. Initial counseling Immediately following preseparation counseling, counselors provide substantive initial counseling (IC). The IC introduces caring and personal interaction to the transition assistance process and helps ensure that Soldiers in transition understand information and are able to take necessary action. It also ensures that the Soldiers have the opportunity to ask questions, seek clarification, and receive assistance in a private one-on-one setting. IC does not duplicate preseparation counseling but ensures clients leave the SFL – TAP Center focused on their transition goals and with the right information, tools, and plan to achieve them. IC is also the first step in establishing a counselor-client relationship. IC is used to emphasize to the Soldier the importance of participating in mandated events in the recommended sequence, to ensure all learning objectives are met and recorded on the ITP. 5 – 15. Individual transition plan a. Eligible Soldiers will be introduced to the requirement of developing an ITP from their IDP during pre-separation counseling. b. The ITP is a step-by-step plan derived from the eligible Soldier’s IDP. c. Eligible Soldiers are required to document their post-military personal and professional goals and objectives on the ITP. d. The ITP will contain evidence of the deliverables that meet the CRS—for example, budget, resume, and MOS gap analysis. e. The ITP is an evolving document that is reviewed, modified, and verified throughout transition preparation. f. ITP responses serve as potential triggers for further action by the eligible Soldier to connect to the appropriate inter-agency partner or subject matter expert for assistance. g. During the ITP review and verification processes, eligible Soldiers shall produce deliverables, for example, budget, resume, and MOS gap analysis to serve as evidence that they are prepared to meet the CRS before discharge or release from active duty. 5 – 16. Follow up with new clients Eligible Soldiers might not be ready or able to commit to a workshop or other appointment. Therefore, SFL – TAP staff follow up with new clients who will not, or cannot, make an appointment following preseparation counseling and leave the SFL – TAP Center without a scheduled appointment. These clients should be contacted by telephone and encouraged to schedule an appointment at that time, or use SFL – TAP online to self-schedule. 5 – 17. Military occupational specialty crosswalk process Following the transition overview is the MOS crosswalk process. This is when SFL – TAP counselors instruct eligible Soldiers how to examine their military experience, education, and training; identify civilian occupations that align with their experience; and document the gap between a desired civilian career and the requirements for that occupation. A gap analysis worksheet, located in the VOW/CRS Participant Guide, is also completed. The gap analysis is used in the DOLEW, and is a VOW/CRS requirement for transition. (Eligible Soldiers following the distributive model are reminded the DOLEW is to be completed at least 9 months before transition date from active duty, or as soon as possible for eligible Soldiers who are considered unprogrammed losses.) 5 – 18. Department of Labor Employment Workshop a. The DOL conducts employment workshops providing job-search assistance to Soldiers in transition, retiring Sol-diers, and their spouses or caregivers. The DOLEW is conducted by professionally trained facilitators focusing on how to write effective resumes, cover letters, interviewing techniques, and methods for successful job searches. They further pro-vide labor market conditions, individual competencies and skills assessments, and up-to-date information regarding vet-eran benefits. These include the special needs of disabled veterans. Eligible Soldiers following the distributive model should attend a DOLEW no later than 9 months before transition date from active duty, or as soon as possible for eligible Soldiers who are considered unprogrammed losses. b. Public Law 101 – 510 authorizes facilitators and/or speakers for the DOLEW. Authorized presenters include State- government employment personnel, authorized contractors of DOL, VSOs, and representatives from DOD and the VA. A guest speaker is defined as a subject matter expert for a particular module of the workshop. These speakers must speak in generic terms about their respective subjects and not, in any way, suggest their companies as providers of services. c. Guest speakers in the DOLEW come from many backgrounds. (1) Authorized facilitators or speakers for the DOLEW are authorized contractors of DOL, VSOs, and representatives from the partner agencies (DOD and the VA). Those not considered guest speakers—rather, active partners in workshops—

26 AR 600–81 • 17 May 2016 are DOL/Veterans Employment and Training employees, State Disabled Veterans Outreach Program/Local Veterans’ Em-ployment Representative personnel, VA, VSOs, military site transition personnel, and their authorized contractors. (2) For the purpose of these workshops, a guest speaker is defined as a subject matter expert for a particular module of the workshop. As an example, when discussing financial management, having representatives from a local commercial financial firm to discuss good logic in budget planning, contingency development, and so forth, are acceptable. In accord-ance with DODI 1344.07, these speakers must talk in generic terms about their respective subjects and not, in any way, suggest that his or her company can provide these services. This would be considered soliciting business. (3) Employer panels are a popular forum for guest speakers. These panels can provide an excellent overview of local hiring trends and employment issues. Employer panels are encouraged, provided speakers use generic terms regarding employment and they are not directly recruiting or distributing any materials representing their companies. (4) The use of guest speakers should first be discussed with all partners. Consideration must be given to ensure there is sufficient time to present all required subjects before scheduling additional speakers. In addition, the time and location for these speakers must be coordinated in order to ensure the flow of the DOLEW is not disrupted. (5) DOLEW facilitators can schedule guest speakers, provided they first receive approval from the DOD site manager to invite these speakers onto the military installation. (6) Speakers may not pass out any materials in the DOLEW that have not been approved by the Director, Army Tran-sition Division. At no time are speakers allowed to distribute materials on which their names or business information are printed and/or attached in any manner. They are not authorized to distribute business cards or post their business infor-mation anywhere in the DOLEW. At no time can speakers request personal information from the DOL participants in any form, for example, questionnaires, surveys, and so forth. (7) All handout materials must be generic. As an example, if the speaker is discussing the proper dress for job inter-views, an acceptable handout would include the “Do’s and Don’ts” of what to wear. This handout cannot have the name and/or business information from the speaker making the presentation or contain a recommended list of retailers suggesting where clothing items can be found for purchase. (8) Guest speakers will not take time away from any mandated course curriculum material. (9) All guest speakers must be advised of, and agree to, the conditions listed above prior to actually addressing the participants in the DOLEW. If they do not agree to these terms, they cannot be allowed to participate. d. These policies are in effect to comply with established regulations regarding the conduct of civilian personnel on military installations. They are also intended to avoid conflicts of interest and prevent commercial companies from de-manding equal time in the DOLEW. e. Proper use of guest speakers, such as employer panels, can enhance the delivery of the DOLEW. However, the integrity of the DOLEW must be protected. These policies are not intended to eliminate the use of outside sources for appropriate, general, transition information. The TSM is responsible for ensuring DOLEW participants are protected against unlawful solicitation and violations of their legal rights to privacy. 5 – 19. Department of Labor Employment Workshop exemptions a. The DOLEW is the only VOW/CRS event from which a Soldier can possibly be exempt. Reasons eligible Soldiers can be exempt from the DOLEW portion of the SFL – TAP curriculum are: (1) Eligible Soldiers retiring after 20 or more years of active Federal service in the military departments. (2) Eligible Soldiers who, after serving their first 180 continuous days or more on active duty can meet at least one of the following criteria: (a) Are able to provide documented evidence of civilian employment. (b) Are able to provide documented acceptance into an accredited career technical training, undergraduate, or graduate degree program. (c) Have specialized skills which, due to unavoidable circumstances, are needed to support a unit scheduled to deploy within 60 days. Additionally, a make-up plan must accompany the postponement certification. (d) Eligible Soldiers who have previously participated in the DOLEW in the previous 36 months may request an ex-emption. b. The first commander with UCMJ authority in the eligible Soldier’s chain of command certifies on the DD Form 2958 any such request for exemption from the DOLEW. c. An SFL – TAP staff member documents on the DD Form 2958 the decision of an eligible Soldier who qualifies for an exemption and elects not to participate in the DOLEW. d. An SFL – TAP staff member documents on the DD Form 2958 any approved exemptions and records them in TAP XXI. e. Eligible Soldiers who qualify for an exemption may still elect to participate in the DOLEW.

AR 600–81 • 17 May 2016 27 5 – 20. Veterans Administration Benefits Briefings The VA Benefits Briefings I and II are mandatory for all eligible Soldiers in transition. The VA offers a wide range of health care, education, life insurance, home loan guaranty, disability compensation, vocational rehabilitation, and employ-ment benefits and programs. The best place to learn about VA benefits is at a VA benefits briefing. Briefings presented by experienced and knowledgeable VA benefits counselors are held regularly on all major military installations. VA counse-lors can provide information about benefits, outline eligibility criteria, answer questions and even give advice for complet-ing and filing applications. Attendance at both briefings are required no later than 6 months from an eligible Soldier’s transition date following the distributed transition timeline, and can be self-scheduled online or scheduled by SFL – TAP staff. 5 – 21. Financial Planning Workshop The Financial Planning Workshop is conducted by SFL – TAP financial counselors. Eligible Soldiers following the distrib-utive model should attend this workshop no later than 3 months from their transition date. SFL – TAP financial counselors provide information and tools needed to identify financial responsibilities, obligations, and goals after transition from the military. SFL – TAP financial counselors assist eligible Soldiers with completing a 12-month budget during the workshop. The financial counselors will also meet one-on-one with clients to assist them with financial issues related to their military transition. 5 – 22. Wrap-up counseling To enhance satisfaction and motivation as well as to promote further services, clients should be engaged by a transition counselor before they leave the SFL – TAP Center. The transition counselor should find out what the client accomplished and discuss the next logical step (such as, if the client finished a resume, the transition counselor should volunteer to review the resume and provide feedback). If the client has not made another appointment, the transition counselor should use what was learned during the wrap-up counseling to promote additional services, encourage the client to make another appoint-ment and print an appointment slip. If the client indicates he or she has completed all services, then an electronic client critique is administered. 5 – 23. Installation clearance Installation clearance procedures enable Soldiers leaving active duty to demonstrate they have completed all actions re-quired of them by regulation, including receiving preseparation counseling. The TC has a process for checking clearing packets and does not issue the DD Form 214 until the Soldier has completed clearing. At installations that have a central clearing process, the TSM will coordinate with the installation representative to ensure SFL – TAP is properly identified on the installation clearing form. 5 – 24. Army retention a. Army career counselors develop a personal relationship with Soldiers and are in a unique position to refer Soldiers to the installation SFL – TAP Center for transition services. SFL – TAP, with its unique opportunity to help Soldiers evaluate their career choice without perceived command pressure to reenlist, can lead individuals to reconsider their decision to leave active duty. The Retention Program and Transition Assistance Program are complementary programs designed to help Soldiers examine all their career options and make informed career decisions. Strong relationships between SFL – TAP and the installation or command retention community can also result in enhanced support for SFL – TAP and a better un-derstanding of SFL–TAP’s contributions to Army retention. b. To strengthen this relationship and provide data that can be used to market SFL – TAP support for retention, TAP XXI automatically compares registrations in the system with those who reenlist. These are identified on reenlistment re-ports from retention counselors on a monthly basis. c. All other Soldiers will see a retention counselor to determine their eligibility for continuum of military service. d. The SFL – TAP counselor(s) will document continuum of military service counseling completion in TAP XXI, using the roster of Soldiers who received retention counseling, obtained from the retention counselor(s) monthly. e. Soldiers ineligible for the continuum of military service counseling, such as retirees and Soldiers transitioning with other than honorable discharges, will be recorded as complete in TAP XXI for purposes of VOW and CRS compliance calculation. Chapter 6 Army National Guard and U.S. Army Reserve

28 AR 600–81 • 17 May 2016 6 – 1. Army Reserve Component Soldiers a. Eligible RC Soldiers will complete the same transition requirements listed in chapter 5 of this regulation, as a Regular Army Soldier. Eligible RC Soldiers within a reasonable geographic proximity (generally within 50 miles) to Regular Army services will schedule and attend transition training by scheduling through the local SFL – TAP office. b. Eligible deploying RC Soldiers will complete transition requirements in accordance with the transition models pro-vided in paragraph 6 – 3 (ARNG), and paragraph 6 – 5 (USAR), of this regulation. c. Eligible Soldiers individually deploying from a continental United States Replacement Center will receive transition assistance during the premobilization/pre-deployment and demobilization/re-deployment process phases and complete all requirements prior to the release from the demobilization site. d. Eligible RC Soldiers on active duty operational support orders, performing duty on an active duty installation will receive transition support from the installation where they are performing duty. The commander of the unit to which the RC Soldier is assigned or attached is responsible for ensuring completion of transition requirements (VOW or CRS). e. Eligible RC Soldiers on active duty operational support orders, performing duty at a location that is not located within 50 miles of an installation with transition services, or who do not receive transition services at a demobilization site, may access services through the SFL – TAP 24/7 Virtual Center (https://www.sfl-tap.army.mil) or by calling 1 – 800 – 325 – 4715. The commander of the unit to which the RC Soldier is assigned or attached is responsible for ensuring completion of transition requirements (VOW or CRS). 6 – 2. Army National Guard a. The Army National Guard transition services staff will assist Soldiers within the Army National Guard at the state level, if the Soldiers do not reside within a reasonable geographic proximity to Regular Army services. This will ensure eligible National Guard Soldiers receive the same transition services offered to the AC. b. The Chief, National Guard Bureau is responsible for developing a robust SFL – TAP. Coordination and assistance will be available at the operational level from policy analysts and a liaison at the SFL – TAP office, in the Human Resource Center of Excellence. Coordination and assistance will be available at the tactical level from SFL – TAP IMCOM. c. Army National Guard Headquarters within each State government and territory should identify a full-time counselor, and an assistant counselor, to implement the SFL – TAP within its area of responsibility. d. Training of transition counselors can be coordinated by contacting the SFL – TAP office, in the Human Resource Center of Excellence. e. Army National Guard clients will have several opportunities to participate in transition services, such as those listed below. (1) During the mobilization process, SFL – TAP staff may be present to begin the transition process. (2) During deployment, transition services will be offered through the SFL – TAP 24/7 Virtual Center. (3) During the demobilization process, SFL – TAP staff is present to provide transition services. (4) Transition counselors within each State government and territory headquarters will be available for transition ser-vices. (5) Soldiers within a reasonable geographic proximity (generally 50 miles) to brick and mortar services provided by any of the military departments may use those transition services. (6) Soldiers may find that Army National Guard Armories as well as Army Reserve Centers may have transition coun-selors. 6 – 3. Army National Guard model a. Soldiers mobilized after 1 October 2014 will receive transition assistance training, as early as pre-mobilization, but no later than being released from the demobilization site, unless there is an approved exception to policy. ARNG VOW coordinators will submit requests for FTSTs to deliver SFL – TAP curriculum to support completion of CRS to the SFL – TAP office, in the Human Resource Center of Excellence. b. Units within the 12-month, Army Force Generation deployment cycle will schedule premobilization phase transition assistance training during the Joint Assessment Conference. c. Commanders will finalize transition assistance training plans for all phases (premobilization, mobilization, and de-mobilization) in accordance with the First Army deployment timeline. d. Premobilization phase transition assistance training includes: (1) Transition overview and resilient transitions. (2) Completed DOD standardized ITP. (3) Preseparation counseling. (4) Completed standardized individual assessment tool. (5) DOD standardized 12-month post-separation financial plan.

AR 600–81 • 17 May 2016 29 (6) MOS crosswalk process with a military-to-civilian-skills gap analysis. (7) Identified requirements and eligibility for certification, licensure, and apprenticeship in desired career field. (Re-quirements not completed prior to mobilization will be completed during the demobilization phase.) (8) During deployment, eligible Soldiers are encouraged to use the SFL – TAP 24/7 Virtual Center (SFL – TAP Virtual Center at 1 – 800 – 325 – 4715 or https://www.sfl-tap.army.mil) to improve their preparedness for transition, if practical. e. Eligible Soldiers will complete the following transition assistance training and CRS requirements at the demobiliza-tion platform: (1) DOLEW. (2) VA Benefits Briefings I and II. (3) Registering for an eBenefits online account at (www.ebenefits.va.gov). (4) Eligible Soldiers who do not complete any portion of the transition assistance training during the pre-mobilization phase will complete requirements at the demobilization platform. 6 – 4. U.S. Army Reserve a. Army Reserve transition services will assist eligible Soldiers within the Army Reserve at the Regional Support Com-mand and Army Reserve centers, if they do not reside within a reasonable geographic proximity (generally 50 miles) to Regular Army services. This will ensure eligible Army Reserve Soldiers receive the same transition services offered to the AC. b. The Commander, Army Reserve is responsible for developing a robust SFL – TAP. Coordination and assistance will be available at the operational level from policy analysts and a liaison at the SFL – TAP office, in the Human Resource Center of Excellence. Coordination and assistance will be available, at the tactical level, from SFL – TAP IMCOM. c. The Commander, Army Reserve will use P3O to implement the SFL – TAP throughout the Army Reserve. d. Training of transition counselors can be coordinated by contacting the SFL – TAP office, in the Human Resource Center of Excellence. e. Army Reserve clients will have several opportunities to participate in transition services, such as those listed below: (1) During the mobilization process, SFL – TAP staff may be present to begin the transition process. (2) During deployment, transition services will be offered through the SFL – TAP 24/7 Virtual Center. (3) During the demobilization process, the SFL – TAP staff is present to provide transition services. (4) Soldiers within a reasonable geographic proximity (generally 50 miles) to brick and mortar services, provided by any of the military departments, may use them. (5) Soldiers outside a reasonable geographic proximity (generally 50 miles) may access transition services through the SFL – TAP 24/7 Virtual Center. (6) Soldiers may find that Army Reserve Centers, as well as Army National Guard Armories, sometimes have transition counselors. 6 – 5. U.S. Army Reserve model a. USAR units receive transition assistance training from FTSTs at the home station, or MTTs or supporting SFL – TAP Centers at the mobilization or demobilization platforms, as appropriate. USAR VOW coordinators submit requests for FTSTs to deliver SFL – TAP curriculum to support completion of CRS to the SFL – TAP office, in the Human Resource Center of Excellence. (1) Units within the 12-month Army Force Generation deployment cycle will schedule home station transition assis-tance training during the Joint Assessment Conference. (2) In accordance with the First Army deployment timeline, commanders will finalize plans for all phases of transition assistance training (home station, mobilization platform, and demobilization platform). (3) Home station transition assistance training will be completed in conjunction with preparations for overseas deploy-ment. b. Transition assistance training to be completed during the home station phase includes: (1) Transition overview and resilient transitions. (2) DOD standardized ITP. (3) Pre-separation counseling. (4) MOS crosswalk with military to civilian skills-gap analysis. (5) DOD standardized, 12-month, post-separation financial plan. c. During deployment, transition assistance is still available: (1) Eligible Soldiers are encouraged to use the SFL – TAP 24/7 Virtual Center (SFL – TAP Virtual Center at 1 – 800 – 325 – 4715 or https://www.sfl-tap.army.mil) to improve their preparedness for transition, if practical. (2) Eligible Soldiers should focus on refining their resumes, if practical.

30 AR 600–81 • 17 May 2016 d. Eligible Soldiers will complete the following transition assistance training and CRS requirements at the demobiliza-tion platform: (1) DOLEW. (2) VA Benefits Briefings I and II. (3) Registering for an eBenefits online account at (www.ebenefits.va.gov). (4) Eligible Soldiers who do not complete any portion of the transition assistance training during the pre-mobilization phase will complete requirements at the demobilization platform. Chapter 7 Soldier for Life–Transition Assistance Program Client 7 – 1. Eligible clients a. There are three fundamental types of SFL – TAP clients on Army installations: Soldiers, their Family members, and DA Civilian employees. In general, AC and RC Soldiers leaving active duty, who have completed or will complete 180 days of continuous active service, or those being medically retired or separated for disability, regardless of their duration of service, are eligible for SFL – TAP services. The caregivers of WII Soldiers are also eligible. b. Army retirees are eligible for SFL – TAP services on a space-available basis, for life, upon retirement. Army veterans with 180 days or more of active service are eligible for SFL – TAP services up to 180 days following their transition date. DA Civilian employees who are subject to base realignment and closures, a reduction in force (RIF), or who are retiring, are also eligible for SFL – TAP services. Family members of eligible AC or RC Soldiers, retirees, veterans, or DA Civilian employees in transition are themselves eligible for SFL – TAP services. c. To expand on these fundamental types of clients, members of the uniformed services (Marines, Navy, Air Force, or Coast Guard) and special categories of civilian employees and Family members also are eligible. d. Soldiers in any RC category may participate in transition services on a space-available basis. e. All eligible Soldiers and their spouses may use the SFL – TAP 24/7 Virtual Center at any time. f. Students and trainees who have served for 180 days or more, at the time of their transition from active duty may receive SFL – TAP services on a space-available basis, for up to 180 days after separation. 7 – 2. Soldiers a. Eligible Soldiers who have completed their 180 days of continuous active duty service, and not in a training status, must complete the VOW/CRS components of SFL – TAP, as listed in paragraphs 6 – 1 and 6 – 2 of this regulation. b. RC Soldiers may opt to decline SFL – TAP VOW/CRS, SFL – TAP Career Tracks, Capstone Course, and other SFL – TAP services. This is done during preseparation counseling, using the DD Form 2648 – 1, for each successive period consisting of 180 days or more of continuous active service, if VOW and CRS were met at any time during the previous 36-month period. c. Eligible Soldiers may choose to participate in one (or more, if resources, capacity, and operational requirements allow) of the individual SFL – TAP Career Tracks, based on their interests and ability to meet the CRS and complete the track. d. A minimum-day requirement for preseparation counseling does not apply to eligible Soldiers being retired or sepa-rated for a disability. e. Administrative separations change the eligibility of a Soldier’s participation as noted below: (1) Preseparation counseling will not be provided to a Soldier who is being discharged or released before the completion of that Soldier’s first 180 continuous days or more of active duty service, pursuant to 10 USC. (2) The following categories of separation from military service are ineligible for participation in SFL – TAP Career Tracks, but will receive a warm handover to the DOL American Job Center located nearest their separation point. (a) Bad-conduct discharge. (b) Dishonorable discharge. (3) In the case of an other-than-honorable discharge, the first commander in the Soldier’s chain of command with authority pursuant to 10 USC Chapter 47, will determine whether or not the member is permitted to participate in SFL – TAP Career Tracks. f. Students and trainees who have served for 180 days or more at the time of their transition from active duty may receive SFL – TAP services on a space-available basis, for up to 180 days after separation. 7 – 3. Spouses and dependents a. Pursuant to 10 USC 1144, spouses of eligible Soldiers are entitled to the DOLEW.

AR 600–81 • 17 May 2016 31 b. Pursuant to 10 USC 1142, with the documented consent of both the spouse and eligible Soldier, spouses of eligible Soldiers are entitled to: (1) Job placement counseling. The DOD Spouse Employment Career Opportunities program meets the statutory intent of 10 USC 1144 for the spouses of eligible Soldiers in transition. (2) DOD- and VA-administered survivor benefits information. (3) Financial planning assistance, including information on budgeting, saving, credit, loans, and taxes. (4) Transition plan assistance to help achieve educational, training, employment, and financial objectives. (5) VA-administered home loan services and housing assistance benefits information. (6) Responsible borrowing practices counseling. c. Pursuant to 10 USC 1142, eligible Soldiers and their dependents are entitled to: (1) Career change counseling. (2) Information on suicide prevention resource availability following military separation. d. Pursuant to 10 USC 1145, eligible Soldiers and their dependents are entitled to transitional medical and dental health care that will be available for 180 days, beginning on the first day after the date of transition from active service. e. Unless prohibited by statute, spouses of eligible Soldiers are encouraged to participate in SFL – TAP as resources and capacity allow. Participating spouses may have their attendance recorded, in accordance with the privacy and information collection mandates and requirements of 10 USC, 5 USC, and DODD 5400.11 – R. f. Spouses completing preseparation counseling using DD Form 2648 or DD Form 2648 – 1, on behalf of an eligible recovering Service member will provide their sponsor’s Social Security number for data collection purposes, in accordance with 10 USC, 5 USC and DODI 1342.28. 7 – 4. Exceptions to eligibility a. Eligibility requirements are explained to clients, and those who are ineligible for SFL – TAP are referred to other installation services, or off-post service providers. Exceptions to the eligibility policy, on a case-by-case basis, can be granted by the TSM. For example, the TSM can accept a Soldier who has 19 months until transition or a retiring Soldier who has 25 months until retirement, as well as a civilian employee of another uniformed Service into SFL – TAP. b. Some Soldiers are not eligible for, or required to receive, SFL – TAP services, because their transition involves a change in status or uniformed Service that coincides with their discharge from the Army. These clients include enlisted Soldiers who are discharged to continue on active duty as commissioned or warrant officers, warrant officers terminating warrant status to continue on active duty as commissioned officers, officers who revert to enlisted status, and active duty officers approved for inter-Service transfer to another uniformed Service. c. Exceptions to this eligibility include enlisted Soldiers in transition, who can participate in the Army’s Green to Gold program, or who are making a transition from active duty to enlist in another Service. Soldiers in the Green to Gold program normally are discharged into the Individual Ready Reserve, where they remain until they receive their degree and are commissioned through ROTC. Soldiers pending a second enlistment, generally, do not do so within 24 hours of their transition from the Army and, instead, spend some time in the RC. In both cases, the Soldiers are eligible for, and required to receive, SFL – TAP services. 7 – 5. Eligible retirees and veterans Retirees are former Soldiers who retired, regardless of length of service. To be considered a retiree, the retired Soldier (AC or RC) must have a current ID card indicating retired status. Family members of retirees also must have a current ID card that indicates their retiree status. Army retirees and their Family members can access SFL – TAP services on a space avail-able basis for life. Retirees of the other uniformed Services can access SFL – TAP services up to 180 days following retire-ment. Veterans are former Soldiers who did not retire. Veterans, who are not military retirees, and their Family members, can access SFL – TAP services up to 180 days following the separation date on DD Form 214. 7 – 6. Eligible Soldiers referred to the Integrated Disability Evaluation System All AC Soldiers and those RC Soldiers on active duty who have been referred to IDES are required to receive SFL – TAP services and begin transition services immediately. The Soldier’s extended Family members and other caregivers are also eligible for SFL – TAP services and are registered in TAP XXI. As approved by the TSM, they can accompany the Soldier to all briefings and events. When not accompanying the Soldier, caregivers and extended Family members may also receive full SFL – TAP services.

32 AR 600–81 • 17 May 2016 7 – 7. Eligible Soldiers assigned or attached to a Warrior Transition Unit, and Soldier and Family Assistance Center clients a. The following individuals are eligible for full SFL – TAP services for the same periods as their sponsor: (1) The spouse, Family member, or caregiver designated to assist the disabled Soldier, while on active duty. (2) The spouse, Family member, or caregiver designated to assist the disabled veteran, for up to 180 days following the separation date on DD Form 214. (3) The spouse, Family member, or caregiver designated to assist the disabled retiree, for life. b. All AC Soldiers, and those RC Soldiers on active duty who have been referred to IDES, are eligible and required to receive SFL – TAP services. SFL – TAP provides services to, and addresses the unique situations faced by, all disabled clients, regardless of the degree of their disability, their component (AC, ARNG, USAR), or their categorization as a Warrior Transition Battalion/Warrior Transition Unit (WTB or WTU) Soldier. SFL – TAP provides services and reasonable accommodation for all disabled clients. Soldiers unable to complete the transition process for medical reasons may have the process waived by the first commander in their chain of command. A completed memorandum for record must be submitted to the servicing SFL – TAP office for documentation. 7 – 8. Eligible prisoners a. Prisoners who will have served for 180 days or more at the time of their transition, or who will be medically separated or retired, are required to receive SFL – TAP services. They are also required to meet VOW and CRS requirements prior to release from active duty. b. Soldiers who will separate from active duty while assigned to a PCF or ACF and who meet the same basic eligibility requirements as other Soldiers (AC and RC) are eligible to receive SFL – TAP services. PCF and regional confinement facility Soldiers who leave active duty with less than 180 continuous days of active service are ineligible for SFL – TAP services. They will receive a warm handover to the DOL American Job Center located nearest their separation point. c. The following categories of separation from military service are ineligible for participation in SFL – TAP Career Tracks, but will receive a warm handover to the DOL American Job Center located nearest their separation point: (1) Bad-conduct discharge. (2) Dishonorable discharge. (3) In the case of an other-than-honorable discharge, the first commander in the Soldier’s chain of command with authority pursuant to 10 USC Chapter 47 will determine whether or not the member is permitted to participate in SFL – TAP Career Tracks. 7 – 9. Eligible Soldiers subject to the Army Stop Loss Program Soldiers subject to Stop Loss (when stop loss is in effect) who are scheduled for release from active duty within the period of time beginning 90 days prior to their unit’s deployment and extending through 90 days following their unit’s redeploy-ment must initiate SFL – TAP services prior to deployment and receive required preseparation counseling. They can contact the SFL – TAP Center to begin, or continue, SFL – TAP services even if their adjusted transition date is more than 1 year in the future. They need not wait to receive preseparation counseling as part of a pre-deployment SRP process. 7 – 10. Eligible demobilizing Reserve Component Soldiers RC Soldiers who are mobilized and will spend more than 180 days on active duty are required to receive SFL – TAP services and meet VOW and CRS requirements prior to release from active duty. If they are not retiring, they are eligible for SFL – TAP services for up to 180 days after they demobilize. If they are retiring, they are eligible for SFL – TAP services, on a space-available basis, for life. RC Soldiers are eligible to attend a DOLEW and receive transition and employment assistance services from any military installation. They can receive additional services at any SFL – TAP Center and use the SFL – TAP 24/7 Virtual Center for up to 180 days following the separation date on DD Form 214. 7 – 11. Involuntary separations Eligible Soldiers, and their dependents, undergoing involuntary separation from active duty as defined in Section 1141, Title 10, United States Code, and in accordance with DODI 1332.30 and DODI 1332.14, will be made aware that they are entitled to: a. Use of commissary and exchange stores during the 2-year period starting on the date of involuntary separation, pursuant to 10 USC 1146. b. Transitional medical and dental health care that will be available for 180 days beginning on the first day after the date of involuntary separation, pursuant to 10 USC 1145.

AR 600–81 • 17 May 2016 33 c. Extended use of military family housing, subject to overseas status-of-forces agreements, for up to 180 days after separation on a space-available basis and potential rental charges, pursuant to 10 USC 1147. d. Overseas relocation assistance, including computerized job relocation assistance and job search information, pursu-ant to 10 USC 1148. e. Preference in hiring by non-appropriated fund entities, pursuant to 10 USC 1143. f. Excess leave for a period not in excess of 30 days, or permissive temporary duty for a period not in excess of 10 days, for the purpose of carrying out necessary relocation activities, pursuant to 10 USC 1149. Chapter 8 Army Career Skills Program 8 – 1. Objective a. The Army Career Skills Program (CSP) is a component of the Transition Soldier Life Cycle model that encourages Soldiers to capitalize on training and development opportunities throughout their military careers so that they grow and develop as Soldiers fully capable of serving our Nation—both in uniform and as civilians beyond their military service. CSPs are vetted for policy compliance and feasibility by the Army Transition Division and the Army Continuing Education Division. b. The Army encourages Soldiers to obtain industry recognized credentials related to their MOS, as part of entry-level and mid-career training. This is because it recognizes the value of professional credentials as clear, objective evidence of an individual’s competence that contributes to improved capabilities and readiness throughout all ranks. The Army allo-cates resources for this training as appropriate. The Army does not, however, allocate resources for credential-fulfillment as part of transition. Soldiers are encouraged to consult with an education and transition counselor to discuss the possible means to obtain a credential during transition. 8 – 2. Implementation a. Installation or senior commanders implementing the CSP for eligible Soldiers in transition will: (1) Given the mission requirements, provide reasonable opportunity for eligible and authorized Soldiers to participate in approved job training and employment skills training. This includes apprenticeship programs, OJT, internships, and job shadowing programs, as applicable and defined in this regulation. Soldier participation in any of these training programs is voluntary and must be approved by the first field grade officer with UCMJ authority in the Soldier’s chain of command. The company level unit commander must put in place personnel accountability procedures, as part of the condition of approval. (2) Identify those Soldiers who fall into the target “at-risk” populations, defined as the following: (a) 18 to 24 years old. (b) First term enlistments. (c) Involuntarily separating due to force shaping. (d) Rapid separation from active duty. (e) Acquisition of disabilities that result in medical separations. (3) These Soldiers may need a higher priority of access to apprenticeships and employment skills training. They also may need a higher level of support, to include individualized attention and/or reasonable accommodation during the tran-sition process. Coordinate with WTB and WTU transition coordinator staff to identify and place wounded, ill and injured Soldiers assigned or attached to the WTB or WTU. (4) Allow eligible Soldiers who are identified for possible early transition, either voluntarily or involuntarily, to enroll in CSP. Examples include a hardship discharge, involuntary separation due to failure to reenlist, or extension to complete an upcoming deployment, entry in the IDES, early demobilization due to curtailment of mission, or like separations or transfers. (5) Unless otherwise directed, designate the Director, Human Resources (DHR) with oversight for all CSP actions conducted on the installation. (6) Coordinate with approval authorities, in accordance with this regulation, for selection of candidates for pilot and other sanctioned CSP, such as credential-fulfillment, apprenticeship, OJT, internship, and job shadowing programs. (7) Establish a memorandum of agreement between the installation and CSP provider. (8) Obtain an installation-level legal review of any pilot or program governed by this regulation, when higher head-quarters approval has not already been established.

34 AR 600–81 • 17 May 2016 (9) Issue required operation orders advising commanders of program requirements, nomination procedures, and after action review and assessment requirements. Installation Army Education Centers will work with installation DHR to de-velop and execute operation orders. (10) At a minimum, evaluate the quality of training, in accordance with the measures of performance and effective- ness established by the Army Transition Division and IMCOM CSP managers. Reports are sent from the installation(s) to IMCOM for consolidation and review, then reported to the Army Transition Division for the DCS, G – 1. b. Unit commanders of eligible Soldiers participating in programs, in accordance with this regulation: (1) Will maintain daily accountability of Soldiers participating in programs and require participation in unit forma- tions, physical training, and other unit requirements as needed. (2) May authorize permissive TDY to participants within the parameters defined in AR 600 – 8 – 10. (3) May assign eligible Soldiers participating in CSP to excess positions coded 9999. This would make military posi-tions on modified table of organization and equipment, or table of distribution and allowances, authorization documents available for fill-by-replacement personnel. (4) Will maintain a copy of the Soldier’s letter of participation (see fig 8 – 1).

AR 600–81 • 17 May 2016 35 Figure 8 – 1. Sample participation letter c. CSP implementation will include the following participation parameters:

36 AR 600–81 • 17 May 2016 (1) Eligible Soldiers may commence a CSP no earlier than 180 days before release from active duty, with the following exception: Soldiers enrolled in IDES or assigned to a WTB or WTU may begin a CSP 85 days after their Medical Retention Determination Point. (2) Focus on “at-risk” Soldiers in transition, described in a(2) of this paragraph. (3) Soldier participation in training must be approved by the first field grade officer with UCMJ authority in the Sol-dier’s chain of command. (4) Soldier participation is coordinated with mission requirements; the unit maintains accountability. (5) Soldiers may apply for CSP participation through a variety of venues, to include self-nominations, during presepa-ration counseling or while attending the SFL – TAP Career Tracks. (6) Soldiers will forward applications for participation in apprenticeship, pre-apprenticeship, and internship to the in-stallation’s Army Education Center, or other installation office designated by the DHR for review prior to command ap-proval. Soldier selection is a two-step process. Vetting and approval will be through the unit command, followed by selec-tion by the employer or corporate-sponsored union panel. (7) Soldier application for participation in OJT programs, job shadowing and/or credential-fulfillment may be coordi-nated directly through the SFL – TAP Center, or another installation office designated by the DHR prior to command ap-proval. (8) A Soldier must sign a letter of participation, which establishes the requirement to fully participate in the CSP through completion while on active duty. It also includes the requirement to maintain accountability and military standards. The Army Education Center, or SFL – TAP Center, and the unit commander will both maintain a copy of the letter. Regular Army Soldiers will not have their ETS date extended for the specific intent for participating in the Army CSP. (9) Apprenticeship, internship, OJT, and job shadowing programs will be provided at no cost to the Soldier. Use of GI Bill benefits for VA-approved OJT, apprenticeship programs, vocational/technical training programs is authorized. Sol-diers must consult with an education counselor to determine the most economical option(s) prior to enrollment. (10) Soldiers will receive no outside (employer/corporate sponsor) compensation, or pay, for participating in any CSP. (11) Off-installation CSPs will be geographically co-located with the Soldier’s installation or duty station. The distance from the CSP to the installation will not exceed 50 miles. For a Soldier in a WTB or WTU, the distance will not exceed 50 miles from the Soldier’s current physical residence. Exceptions to this parameter of policy will include provisions for coordinating participation with the IMCOM CSP point of contact closest to the Soldier’s location. (12) CSPs will not exceed 180 days, except for Soldiers assigned or attached to a WTB or WTU. (13) Commanders may apply additional program parameters for Soldier participation, to include Armed Services Vo-cational Aptitude Battery (ASVAB) or other assessment aptitude criteria, education criteria, physical requirements, and so forth. However, this is done only to ensure that participating Soldiers are able to complete the core functions of the training requirements with, or without, reasonable accommodation. See paragraph 8 – 3 for example. (14) Army training institutions are authorized to implement credential-fulfillment programs for Soldiers during entry-level and mid-career military training and may pay for licensing and examinations leading to credential-fulfillment and certifications. However, the Army will not pay for credential-fulfillment expenses as a part of a credential-fulfillment program undertaken solely as a part of a Soldier’s ITP during transition. Soldiers interested in obtaining funding for cre-dential-fulfillment during transition will be advised to meet with an education counselor to discuss other funding options. (15) Soldiers may pursue credentials as self-directed post-secondary activities, as part of a military-industry partner- ship, or through an agreement coordinated by Army training institutions. (16) Soldiers participating in, or completing the CSP, who reside in locations outside of established, routine reporting channels will notify the IMCOM CSP point of contact, or their closest SFL – TAP counselor, with the program specifics. These are things such as start and completion dates, and the name of the credential-fulfillment body. d. Management of the CSP requires data collection and analysis, to support measures of effectiveness and perform- ance. The Army Transition Division and IMCOM collaborate to design and implement the reporting mechanism(s) to support the program. e. Commanders are authorized, where resources are available, to implement the CSP in accordance with the guidelines outlined in this regulation as well as unit training, resourcing priorities, and Army Force Generation requirements. Fur-thermore, the CSP may be influenced by relationships with industry partners and a need for skilled labor in a particular location or region. f. To be eligible for these programs, a Soldier must have completed at least 180 days of active duty service in the U.S. Army and expect to be discharged or released from active duty within 180 days of the commencement date of participation in such a program. Soldiers enrolled in IDES, or assigned to a WTB or WTU, may begin a CSP 85 days after their Medical Retention Determination Point. Regular Army Soldiers will not have their ETS date extended for the specific intent of participating in the Army CSP. Army Reserve Soldiers will not extend their active duty orders for the specific intent of participating in the CSP, unless transferred to a WTB or WTU. In addition to the CSP offered through the garrison, the

AR 600–81 • 17 May 2016 37 Warrior Transition Command may identify additional, similar CSPs, to include training and internships that are particularly targeted at, and available to, Soldiers assigned or attached to a WTB or WTU. A Soldier who reenlists or extends their enlistment while participating in a CSP will immediately withdraw from the program and return to his or her unit for duty. g. The approval authority may terminate a Soldier’s participation in a CSP for reasons of military necessity. Upon notification that participation is terminated, a participating Soldier must immediately withdraw from the program and report to the unit of assignment. h. Appropriated funds may not be used to support Soldier travel associated with participation in the CSP. i. Servicemembers in transition from other Services are not restricted from participating in Army CSP, unless workload or other unusual circumstances dictate. Reasonable effort will be made to accommodate all eligible personnel from other Services provided that the Army does not incur any additional costs for these programs. j. Communication efforts assist in connecting Soldiers in transition with employers. Education counselors and unit leaders should query the Office of the Chief of Public Affairs’ Media Relations Division (SAPA – MRD) directly for the most current HQDA products created to assist successful preparation of Soldiers’ transition from the Army. k. A sample CSP review memorandum for vetting and approval of a prospective CSP can be obtained from an Army Education Center. l. A sample of the screening and selection process that commanders use is found below in paragraph 8 – 3. m. A sample letter of participation between a Soldier in transition and a battalion commander, or equivalent, is found above in figure 8 – 1. n. A memorandum-of-agreement template for use by installations, when entering into agreements with local entities for CSP, can be obtained from an Army Education Center. 8 – 3. Sample screening and selection process for commander use The screening process will be conducted in three phases for classes presented under this program. a. Phase 1. (1) Commanders will identify interested Soldiers, conduct an initial screening and submit names of Soldiers as potential applicants to the first field grade officer with UCMJ authority in the transition Soldier’s chain of command for approval. (2) Mandatory screening criteria: (a) Soldier is not flagged in accordance with AR 600 – 8 – 2. (b) Soldier has a high school diploma or GED. (c) Possess or achieved an ASVAB mechanical maintenance line score of 95 or higher. (d) Possess or achieved a minimum general technical score of 90. (e) Soldier is licensed to drive an automobile or has access to transportation support. (f) Soldier is expected to receive an honorable or general discharge. (3) Approval authorities will consolidate names and submit them to the installation’s ACES representative (or a desig-nated representative). Contact information for a battalion or brigade representative must be included in this submittal. b. Phase 2. (1) Selected Soldiers will visit the installation’s ACES counselor (or a designated representative) who will provide further program information and initiate a letter of participation between the battalion or equivalent commander and the Soldier. (a) Soldier will acquire necessary signatures and return the letter of participation to the ACES counselor. (b) The letter of participation must be signed and returned before apprenticeship sponsor screening. (2) The ACES representative, or designated representative, will forward applicant packets that have been identified for further screening to the apprenticeship or internship sponsor representative for final screening. c. Phase 3. (1) The apprenticeship or internship sponsor representative will conduct final screening, select program participants, and provide the ACES representative, or designated representative, with a list of the selected participants. (2) The ACES (or designated) office will notify each participant’s commander—through the brigade representative—of acceptance into the program. (3) Commanders will maintain daily accountability of each participant accepted into the program and ensure that Army standards (grooming, courtesy, and so forth) are upheld. 8 – 4. Criteria for Career Skills Programs a. Pre-apprenticeship and apprenticeship programs. These programs must meet at least one of the following criteria: (1) Be registered with the DOL and/or registered in the State in which it operates in (refer to the DOL’s “List of State Apprenticeship Web sites” at http://www.doleta.gov/oa/sainformation.cfm).

38 AR 600–81 • 17 May 2016 (2) Be offered by an industry-related organization that is a sponsor of, or oversees the sponsorship of, a registered apprenticeship program related to the training to be offered. (3) Be accredited by an accrediting agency recognized by the DE (refer to the DE’s database of accredited programs and institutions at http://www2.ed.gov/admins/finaid/accred/index.html). (4) Be a certificate program accredited by the American National Standards Institute (ANSI) (refer to ANSI’s “Direc-tory of Accredited Certificate Issuers, Applicants, and Suspended Issuers” at https://www.ansica.org/accreditation/creden-tialing/default.aspx). b. Apprenticeships. Apprenticeship programs must also meet all of the following criteria: (1) Be offered by an industry-related organization that is a sponsor of, or oversees the sponsorship of, a registered apprenticeship program related to the training to be offered. (2) Have potential to provide post-service employment once Soldiers successfully complete the pre-apprenticeship/ apprenticeship and fulfill their military service commitment. (3) Not exceed 26 weeks. Soldiers are only eligible for one apprenticeship program during their transition period. c. On-the-job training. OJT and employment skills training programs must meet one of the following criteria: (1) Be a VA-approved OJT program (refer to http://www.benefits.va.gov/gibill/onthejob_apprenticeship.asp). (2) Be accredited by an accrediting agency recognized by the DE (refer to DE’s “Database of Accredited Programs and Institutions,” at http://www2.ed.gov/admins/finaid/accred/index.html). (3) Be a certificate program accredited by ANSI (refer to ANSI’s “Directory of Accredited Certificate Issuers, Appli-cants, and Suspended Issuers,” at https://www.ansica.org/accreditation/credentialing/default.aspx). (4) Be approved by the National Association of State Approving Agencies (refer to the “Search for Approved Educa-tion, Training, License, Certification, and National Exam Programs” link at http://www.nasaa-vetseducation.com/pro-grams.aspx/). (5) Be a training program accredited by the Council on Occupational Education (refer to http://www.council.org/ac-credited-institutions/). d. Internships. An eligible Soldier in transition may participate in an internship program for a qualified private- sector organization (either for-profit or not-for-profit). Participation in this program is based on strict adherence to all of these criteria: (1) The Soldier participant will receive full military pay and benefits for the duration of the internship and no compen-sation from the organization sponsoring the internship, and will be accounted for by his or her military unit while per-forming daily duties for the organization. (2) The Soldier will work under the close supervision of the organization’s staff for the duration of the program. (3) Under no circumstances will a participating Soldier be requested or permitted to work more than 40 hours in any work week. (4) To the extent not covered in criteria 1 – 4 above, the internship must comply with DODI 1322.29, enclosure 4, par-agraph 3. (5) Internships will consist of work experience at entry-level positions. (6) Soldiers are eligible for only one internship during their transition period. (7) With the approval of the battalion commander, WTU/CCU and IDES Soldiers may participate in more than one internship and for any length of time beginning 85 days after medical retention determination point until separation date. e. Job shadowing. Job shadowing normally is performed in 1 day by observing the day-to-day operations of the em-ployer or workforce. There is no limit to the number of job shadowing opportunities available to Soldiers. f. Career Skills Programs. They must: (1) Provide Soldiers with the opportunity to participate in career and skill training programs during their transition period, to improve their employment options upon transition from active duty. (2) Provide the networking and connecting functions that are essential to successful employment and rewarding careers. (3) Soldiers must plan accordingly to accomplish a CSP prior to their transition date. Soldiers will not be extended on active duty for the specific intent of participating in the CSP. 8 – 5. Army Reserve career skills As part of the USAR’s P3O Leader Readiness line of effort to provide workforce development and training services forits Soldiers, the USAR will provide ongoing and expanded broadening opportunities, through private sector partners, to lev-erage and integrate civilian acquired skills into USAR missions. The USAR will also support Soldier attendance at CRS Education and Career Technical Training events when a Soldier’s IDP and leadership identify that the training will enhance individual and unit readiness within the SLC.

AR 600–81 • 17 May 2016 39 Chapter 9 Connect Soldiers: Soldier for Life 9 – 1. Objectives a. Mission. SFL is a Chief of Staff of the Army (CSA) program, and task-organized within the DCS, G – 1. Its mission is to connect Army, governmental, and community efforts to build relationships that harmonize to successfully reintegrate Soldiers, retired Soldiers, veterans, and their Families. This is done to keep them Army Strong and instill their values, ethos, and leadership within communities. b. Reporting procedures. SFL’s unique structure and status as a CSA program and task organization under the DCS, G – 1 requires a dual reporting requirement. Weekly reporting occurs both to the DCS, G – 1 through ASA M&RA (DASA – MPQ) and the Vice Chief of Staff of the Army. SFL routinely conducts communication with departments outside of the DCS, G – 1 who are members of the Transition Fusion Cell, but maintains no formal reporting requirements to these organizations. c. Soldier for Life priorities. (1) Mindset. SFL inculcates the SFL mindset into each Soldier and their Family members through: (a) Embedding SFL concepts into the Army culture, creating resiliency and a long-term approach to transition and retirement. (b) Including SFL concepts into the professional military education. (c) Enhancing internal Army, Reserve, and National Guard engagements to educate the force. (2) Access. SFL leverages the Army network and Centers of Influence for Soldiers in transition, their Families and DA Civilians, linking retired Soldiers and veterans’ needs to employment, education, and health resources in communities. (3) Relationships. SFL bridges and brings unity of effort to Army, Government, and community efforts (local, State and Federal) to support transition, and explores public-private partnerships that could bring efficiencies. (4) Trust. SFL maintains the faith of our Soldiers, veterans, and communities in order to sustain the premier All- Vol-unteer Army. d. Soldier Life Cycle phases. The SLC is the model used by the SFL program to visualize the process every Soldier goes through, from joining the organization through reintegrating with communities. It supports the Military Life Cycle used at the DOD level. The SLC allows SFL to holistically address the issues of successful reintegration by focusing the proper training and resources, at the proper time and place. (1) Start strong. Quality recruits are incorporated into the ranks and immediately presented with the SFL mindset through positive influences and training from recruiting personnel and initial entry training. (2) Serve strong. Soldiers receive world class training within their MOS, and take advantage of credential-fulfillment, certification, and licensing programs through Army COOL, ACT, and higher education opportunities through the tuition assistance program. They receive leadership training, through officer education and NCOES schools, that continually re-inforces the SFL mindset throughout their career. Soldiers establish a long term approach to prepare for their transition off of active duty, a task all Soldiers expect to perform eventually. Soldiers are introduced to health initiatives and resources throughout the “serve strong” phase that better prepare them for a warm handover with the VA. (3) Reintegrate strong. Soldiers receive help through the transition process from the SFL – TAP, which prepares them to take advantage of benefits and post-service education opportunities, and to become civilian-workforce ready. During this phase, select Soldiers participate in apprenticeship and internship programs for vocational rehabilitation and career readiness. The Soldier engages with an established network of community contacts, Army alumni, and VSOs. Army Re-tirement Services ensures retiring Soldiers are properly informed on retirement benefits and entitlements earned through their service. (4) Remain strong. Soldiers move into their communities and enter higher education, or the civilian workforce. As Army alumni, they expand the Army network and help to regenerate the All-Volunteer Army. Army veterans remain strong by continuing to serve in their communities as leaders in organizations, businesses, or social groups. They are Soldiers for Life. e. Transition Fusion Cell. An essential element of the connection effort is the Transition Fusion Cell, an interagency group. The Fusion Cell generates meaningful discussion among transition stakeholders, and is designed to ensure unity of effort in positive transitions and delivery of resources across the three SFL pillars (employment, education, and health). The Fusion Cell includes, but is not limited to, the following stakeholders: (1) Army SFL/Retirement Services Office (RSO), is the lead agency. (2) DOL. (3) Department of Agriculture. (4) Department of Transportation. (5) ED.

40 AR 600–81 • 17 May 2016 (6) Department of Energy. (7) VA. (8) OPM. (9) SBA. (10) U.S. Chamber of Commerce’s Hiring our Heroes program. (11) OSD. (12) ASA (M&RA). (13) USAR P3O. (14) National Guard/Employer Support of the Guard and Reserve. (15) Human Resources Command Transition Division. (16) IMCOM. (17) WTC. (18) Marine for Life program. (19) Military Spouse Employment Partnership. (20) Office of the Chief of Public Affairs. (21) PaYS program. f. Interagency cooperation. SFL will coordinate with other Government agencies outside the Transition Fusion Cell to accomplish its mission. It maintains authority to contact and liaise with these organizations that provide resources to veterans or further the SFL connection mission. These agencies include, but are not limited to: (1) VA. (2) DOL. (3) SBA. (4) ED. (5) The Department of Health and Human Services (HHS). (6) The White House Joining Forces Coalition. 9 – 2. Task organization Soldier for Life regions. The SFL program achieves national coverage and ensures distribution of efforts, and maximum interoperability, by aligning its Regional Outreach Teams with the VA. The demarcation lines of these regions are outlined in figure 9 – 1 below. Teams are assigned to the: a. Northeast Region. b. Southeast Region. c. Central Region. d. Western Region.

AR 600–81 • 17 May 2016 41 Figure 9 – 1. Soldier for Life regional alignment map 9 – 3. Connection with Army personnel a. Solder for Life mindset campaign. SFL staff conducts outreach operations and messaging to Soldiers and Families, as part of the mindset campaign. The goals of this campaign are to produce more resilient Army Soldiers and Families who maintain identification with the organization after leaving, and carry it into their communities. SFL staff coordinates with DCS, G – 3 to develop training requirements in support of these themes to include in-unit training, Army PME courses, and/or other institutional training. b. Solder for Life noncommissioned officers. SFL staff coordinate through TRADOC to develop training materials for Soldiers to become SFL NCOs in their units. These Soldiers will be the primary connection to the SFL program in units across the Army. The SFL NCO will train and reinforce SFL themes during daily interaction with Soldiers. c. Solder for Life portal. The SFL portal is a vital communication tool for currently serving Soldiers, retired Soldiers, veterans, and Families. This Web-based platform will inform Soldiers of transition issues, and be a clearing-house of useful links and information to transition-related agencies, organizations, and material. The portal will also provide retiring Sol-diers, retired Soldiers, and their Families comprehensive pre-retirement, post retirement, and survivor information. The SFL program will work with the DCS, G – 6 to operate, maintain, and update the content of this portal. 9 – 4. Outreach, networking, and connecting a. Employment. (1) Interagency. SFL staff will coordinate and collaborate directly with agencies at all levels of government, both in-ternal and external to DOD, in an effort to improve information sharing and clarify education policies and programs that will ultimately enable successful transition to civilian life. (2) Private industry. SFL staff will coordinate and collaborate directly with private corporations and organizations that show an interest in hiring veterans and Soldiers in transition. This is an effort to decrease the national veteran unemploy-ment rate. (3) Veteran Service Organizations and Military Service Organizations. The SFL staff meets regularly with represent-atives of numerous VSO/MSOs. At the national level, the SFL program coordinates with (and when appropriate, partners

42 AR 600–81 • 17 May 2016 with) VSO/MSOs to focus and synchronize veteran-support efforts. At the State and local levels, the SFL program lever-ages Regional Outreach Teams to bring together VSO/MSOs with community leaders to pinpoint areas of focus. b. Education. (1) Institutions of higher education. The SFL program works with educational institutions at the national, regional, state, and local levels to improve reciprocal access and knowledge-sharing between educators and Soldiers. (2) Credentialing (to include certification and licensing) and apprenticeships. Obtaining credentials and apprentice-ships are direct links to full employment. SFL staff use data collected by HRC and TRADOC in routine communication with education institutions and employers; it is imperative that in-service credential-fulfillment initiatives be tracked ac-curately. This helps to effectively evaluate the success of Army credential-fulfillment programs. The SFL program seeks to improve knowledge of, and access to, quality apprenticeships by connecting VSOs, MSOs, and private organizations with Army Education Centers on installations. c. Health. (1) The Health Director and the Office of the Surgeon General’s liaison make up the Health Team. The Health Director assists the Director, SFL to establish and develop the SFL’s health-related lines of efforts, objectives, and tasks to suc-cessfully reintegrate Soldiers, veterans, and Families into civilian life. (2) Health topics include—but are not limited to—policies, operations, programs, and initiatives concerning health care, systems of health, and well-being. (3) The Health Director synchronizes and leverages appropriate and necessary Army and governmental programs, non-governmental organizations, and community resources to ensure a robust partnership. This improves reintegration by setting the platform for a seamless, successful transition process for our Nation’s Soldiers, veterans, and Families. (4) The Health Director represents the SFL program and interests at health-oriented engagements with organizational leaders, internal and external to the Army and government, and makes the connections to foster communication. d. Communications outreach. (1) Social media. SFL staff will collaborate with HQDA, ASCCs, VSO/MSOs, and agencies at all levels of govern-ment, both internal and external to DOD. The staff maximizes effective use of social media in an effort to increase internal and external audiences’ conversations, shares, posts, and tweets about the SFL program. (2) Interagency. SFL will coordinate and collaborate directly with VSOs, MSOs, and agencies at all levels of govern-ment, both internal and external to DOD. These efforts improve communications and information sharing, and will clarify policies and programs that will ultimately enable Soldiers to successfully move to civilian life. e. National programs. (1) Interagency. The National Programs Director coordinates with all interagency partners who provide benefits pro-grams for veterans at the national level. These relationships are shared with Regional Outreach Teams for coordination with interagency counterparts at the grassroots level. (2) Veteran Service Organizations and Military Service Organizations. There are literally thousands of VSOs and MSOs providing services to veterans at the national level. The National Programs Director is the primary point of contact for these organizations, and seeks to document and gain information regarding their activities, and how they align with the SFL connection mission. When applicable, the National Programs Director will direct applicable organizations to Re-gional Outreach Teams for connection to Soldiers, retired Soldiers, veterans, or Families on installations or in communities. (3) Endorsement and partnerships. The SFL program does not endorse or partner with non-Federal entities (NFEs) without a proper legal review resulting in an MOU with the U.S. Army. Information regarding organizations or benefit programs may be passed to other functional areas of the SFL program, for the purpose of connecting provided resources to communities or furthering the SFL mission. 9 – 5. Grassroots Army network development a. Community Action Teams (CATs) is a broad term that describes all efforts at the local levels across the Nation that focus on receiving, informing, and assisting our veterans’ transitions after their military service. The CATs are not a prescribed, rigid entity, but rather intended to be a framework that guides a network of resources in which veterans and their families can use, participate in, and obtain needed resources. b. CAT development is a task that affects and enhances the SFL mission of connecting our Soldiers to resources while in transition. There are nonprofit organizations, MSOs, and VSOs that specialize in CAT development, to include the Army’s Community Covenant effort. The SFL program does not look to specifically replicate these efforts, but rather to discover, learn about, and bring back the network connections to existing resources across the Nation. In some cases, a strategic engagement by SFL with a local organization can be the tipping point to inspire and invigorate continued support, and thereby becomes a resource for future veterans.

AR 600–81 • 17 May 2016 43 c. Partnerships with local garrison, ARNG, USAR, USAREC, and ROTC units are key stakeholders already established across the Nation. The SFL program, through coordination and synchronization, can enhance the connection efforts. Ide-ally, these stakeholders become the local Army representation that galvanizes, advises, and sustains the relationships de-veloped with the CATs. 9 – 6. Retired Soldier services a. The Army Retirement Services Office develops policy and oversees programs worldwide that prepare both AC and RC Soldiers and their Families for retirement, assist survivors of Soldiers who die on active duty, and serve retired Soldiers, surviving spouses, and their Families until death. The efforts of the Army Retirement Services Office are important in order to comply with Federal laws, encourage retired Soldiers to be Army ambassadors, and to improve recruiting and retention. b. Commanders owe their Soldiers, who have faithfully served the Nation for over 20 years, or are being medically retired, the time and resources they need to make a successful transition to military retirement. Retirement is a process, not an event. Soldiers and their spouses should begin planning for retirement not later than 24 months prior to their retirement date. c. The Retirement Services Program helps thousands of Soldiers retire each year; supports over 2 million retired Sol-diers and surviving spouses; and helps survivors of Soldiers who die on active duty maximize their survivor benefits. d. The Army RSO manages the Retirement Services Program, which is guided by AR 600 – 8 – 7, through a network of RSOs worldwide. The Army RSO is a part of the SFL program and the DCS, G – 1. e. Major program components include: (1) Pre-retirement briefings and Survivor Benefit Plan counseling. Mandatory sessions, conducted by RSOs, provide an overview of retirement benefits, entitlements, decisions, and resources. Soldiers and their spouses should attend these planning sessions a year before retiring. Informed Survivor Benefit Plan (SBP) elections are critical to the future financial security of Soldiers’ spouses. Without payments to the SBP fund, retired pay will stop when the retired Soldier dies. (2) Active duty death benefits. Families of Soldiers who are qualified for retirement and die on active duty are eligible for an SBP annuity. Retirement service officers counsel these Families so they can maximize these benefits. (3) The “My Army Benefits” Web site. Available online at http://myarmybenefits.us.army.mil, the site provides com-plete lifecycle benefits information to all Soldiers. Information is segregated by the Soldier’s component and place in the lifecycle. It explains Federal and State benefits and provides detailed subject matter expert contact information. The cal-culators use the Soldier’s common access card to pull their Defense Enrollment Eligibility Reporting System data and provide personalized estimates for retired pay, SBP costs and premiums, and deployment benefits. Help desk experts are also available to explain benefits. (4) Retiree councils. The CSA Retiree Council provides the CSA with advice and recommendations about vital issues and concerns of retired Soldiers, surviving spouses, and their Families. Installation-based retiree councils submit issues annually to the CSA for consideration. (5) Communications. The Army RSO communicates with the retired community through Echoes, a newsletter read by over 2 million, its Web site, www.soldierforlife.army.mil/retirement, plus installation RSO newsletters, Web sites, retiree councils, and retiree appreciation days. 9 – 7. Tracking and reporting SFL will analyze data and reports provided by IMCOM, HRC, Federal agencies, other groups, and programs to determine how to focus future connection efforts. Metrics that measure the effectiveness of SFL program efforts will continuously evolve as interagency collaboration leads to improved visibility and understanding of the pre- and post- transition environ-ment. Metrics currently being used to assess effectiveness and target efforts include: a. Number of corporate partners with employment opportunities for veterans and Soldiers. b. Number of interviews (by connection program or tool). c. Number of job offers associated with SFL-themed events. d. Number of Career Skills Program participants. e. Number of Soldiers seeking employment who are registered in the designated job portal. f. Number of Soldiers employed through apprenticeship programs. g. UCX comparison with national average for Gulf War II veterans (various demographic categories). h. Number of retirees registered in the designated job portal (through the RSO). i. GI Bill usage by non-dependent or survivor beneficiaries.

44 AR 600–81 • 17 May 2016 Chapter 10 Employment Assistance and the Employment Process 10 – 1. Employment assistance a. Employment assistance counseling after Soldier for Life – Transition Assistance Program training. Eligible Soldiers should complete a resume no later than 5 months before their transition from active duty. Clients need to develop a resume, prepare for interviews, complete a self-assessment, and research careers and job opportunities. A proactive approach and continual work are required by clients in order to benefit from substantive SFL – TAP Center services. SFL – TAP Center installation managers and other SFL – TAP Center counselors provide additional information, assistance, and coaching whenever required. As described earlier, transition and employment assistance counseling often are complementary and consider client needs holistically. Just-in-time, resource-based, and scheduled follow-on employment assistance counsel-ing can cover several activities. Specifically, the counseling can help clients inventory skills and experiences, explore occupations, set job search objectives, critique and revise resumes, develop personal and professional references, identify and use job search resources, conduct practice interviews, critique job interviews, prepare for job fairs, negotiate job offers, and use TAP XXI. To a great extent, the counseling format determines how much time is allotted and how deeply infor-mation can be discussed during counseling. This supports the idea of “go early, go often” to the SFL – TAP Center or 24/7 Virtual Center. USAR Soldiers may also receive employment assistance services from the P3O. b. Employment assistance for Soldiers referred for the Integrated Disability Evaluation System. (1) Ideally, Soldiers being processed for medical separation or retirement should receive services at the SFL – TAP Center, or the SFAC. They should also participate in scheduled SFL – TAP courses and other SFL – TAP training and non-training events, consistent with their needs or desires and their physical ability to participate. Regardless of demand, Sol-diers who may be medically unable to use the SFL – TAP Center or SFAC services, may receive services through individual outreach and counseling or other methods approved by the Director, Army Transition Division. (2) In those rare circumstances when medical or health issues prevent a severely wounded, ill, or injured Soldier from participating in a formal, 3-day DOLEW, the SFL – TAP counselors should refer these Soldiers to the SFL – TAP 24/7 Virtual Center. There, the Soldiers may participate in a virtual DOLEW. A memorandum for record will be signed by the first lieutenant colonel, with UCMJ authority, in the chain of command and submitted to the SFL – TAP Office in these cases. (3) Wounded, ill, and injured (WII) Soldiers enrolled in IDES, whether assigned to a WTU or remaining with their parent unit, may participate in a modified curriculum for the DOLEW or other portions of the transition assistance program as needed and where available. c. Employment assistance for prisoners. SFL – TAP staff will not be involved in the conduct or support of DOLEWs at a PCF or ACF. Workshop events can be scheduled locally by ACF staff at ACF facilities, separate from SFL – TAP scheduling. d. Employment assistance for eligible pre-deploying Active Component Soldiers. Eligible deploying Soldiers can begin using SFL – TAP Center resources or services, including workshops, counseling, and automated and non-automated tools (library, resume software, and so forth) immediately upon completing preseparation counseling. Eligible deployed Soldiers who contact the SFL – TAP Center should be encouraged to use the Army designated job portal to conduct job search activities. Eligible Soldiers may also contact the SFL – TAP 24/7 Virtual Center to receive assistance. 10 – 2. Employment assistance process a. SFL – TAP employment assistance services meet requirements for client training, information, and resources. The flexible and adaptable environment of TAP XXI enables SFL – TAP staff to satisfy the needs of a diverse population in an efficient and caring manner. TAP XXI supports clients who have sufficient time to obtain employment assistance and offers clients who come to the SFL – TAP Center, with little time remaining before their transition date, a quality of service they may not otherwise receive. This enables transition counselors to immediately address client concerns and questions or discuss transition issues in a more focused, private setting. b. Regularly, clients are referred to employment assistance training and services. Employment assistance training is a vital part of the SFL – TAP mission, because it provides the foundation for all subsequent client job search activities such as resume writing and interviewing. The DOLEW is the preferred method to deliver employment assistance training. DOLEW is offered at all SFL – TAP and SFAC locations, and the DOL has committed to meeting employment workshop demand. SFL – TAP staff are not involved with the DOLEW. c. An alternate training method may be used in circumstances such as a Soldier’s assignment to a remote location. SFL – TAP courses on Joint Knowledge Online are available to start anytime; and the SFL – TAP 24/7 Virtual Center courses are available at the same time as the in-person training.

AR 600–81 • 17 May 2016 45 d. SFL – TAP centers continue to conduct DA Civilian workshops as demand requires. Workshop materials support a workshop 8 to 16 hours in length, depending on supplemental exercises or presentations that focus on benefits and instal-lation-specific assistance programs. The workshops are led by qualified subject matter experts identified by the garrison commander. SFL – TAP staff facilitates or coordinates DA Civilian workshops and refers participants to on-post service providers and online resources in the workshop materials. DA Civilian workshop participants are encouraged to use the full range of SFL – TAP Center services and resources. DA Civilian workshops are limited to registered SFL – TAP Center clients. e. Prior to conducting seminars outside the approved VOW, CRS and SFL – TAP curricula, approval must be obtained from the IMCOM area leader and submitted to the HRC Transition Division for final approval. f. Clients who do not have an AKO account cannot use TAP XXI but can be scheduled for a workshop and other events. Their attendance at a workshop or scheduled counseling appointment should be recorded in TAP XXI. 10 – 3. Job search process a. SFL – TAP Center employment assistance operations help clients successfully progress through the job search process of: (1) Self-analysis. (2) Setting objectives. (3) Writing resumes, cover letters, and Federal applications. (4) Identifying job opportunities. (5) Interviewing and negotiation. (6) Identifying and enlisting references. (7) Follow-up and evaluation. (8) Gathering information. b. Self-analysis should be the first step in the job search process. Clients use the information they gather during self- analysis to identify specific job objectives, then test each against set criteria to determine if the objectives are a good match for them. Self-analysis includes building a portfolio of transcripts, certificates, job descriptions, evaluation reports, and other documents that collectively represent their background of training and experience. It also means inventorying their skills, experience, achievements, training and education, certificates or licenses, aspirations, aptitudes, financial, and fam-ily needs as well as their desires, dreams, and goals. Several tools, such as assessments, a joint services transcript (JST), and the DD Form 2586 are available to clients for self-analysis. These tools are particularly useful for a client when com-pleting the individual transition plan and gap analysis deliverables for the CRS. c. One document essential for building a comprehensive portfolio is the DD Form 2586. This document is useful for preparing resumes and establishing capabilities with prospective employers. It is also helpful when applying to a college or vocational institution requesting information about how military training and experience equate to college credit. Public Law encourages all Soldiers in transition to receive a copy of the completed DD Form 2586. The DD Form 2586 is created from a Soldier’s automated personnel records and lists military job experience and training history, recommended college credit information and civilian equivalent job titles, but it is not a resume. Soldiers and veterans who served on or after 1 October 1990, are eligible to receive a DD Form 2586 document online from DMDC through the SFL – TAP Web site. SFL – TAP staff must ensure that Soldiers, retirees, and veterans are made aware of the DD Form 2586 document, its value, uses, and the means by which they can secure one. Counselors allow clients to use client workstations for the purpose of securing a DD Form 2586 document, including assisting clients to use the DD Form 2586. This assistance should be provided during preseparation counseling or initial counseling so that the client has attained or knows how to attain their DD Form 2586 prior to attending an MOS Crosswalk Workshop. d. Gathering information is an ongoing task in the job-search process. As well as gathering information about oneself, clients compile information about jobs. This ranges from scanning want ads and conducting online and library research to networking. The information clients gather through these activities enables them to accomplish other job-search tasks. While some information can be obtained from static resources, the most relevant information is available only from current practitioners. This makes networking the most valuable job search tool for setting an objective, identifying job opportuni-ties, and preparing for interviews. e. A job-search strategy that includes more than one objective is acceptable if each objective can be validated. Clients should evaluate if a specific career offers the opportunity to meet their financial, career, and family goals and if their education, training, and experience meet job requirements. They also judge if the career will be satisfying. By testing each objective this way, clients select the best alternative. f. Clients learn the relevance of resume writing, along with other elements of the job-search process. The process for developing resumes, cover letters and, for clients interested in Federal employment, a Federal resume is evolutionary. No document is ever truly final. Each event in the job search generates new information and requirements that shape these

46 AR 600–81 • 17 May 2016 documents. Electronic applications, employment database summaries, and true electronic resumes especially require cli-ents to conduct research in order to match their qualifications to job requirements. g. Personal references are an important tool for job seekers. References must be capable of presenting relevant infor-mation about the job seeker’s skills, experience, work habits, and character. Care must be taken to ensure that references are credible and selected based on how they can describe the job seeker in terms of the job opportunity. References also must possess good communication skills so they can convey the requested information and must be willing participants in the process. h. Clients conduct informational interviews with individuals working in targeted occupations or industries as well as living and working in targeted geographical locations to set their job objective. They use informational interviews to iden-tify job opportunities in the hidden job market, where a large percentage of high quality jobs, never announced in newspa-per want ads or even on the Internet, are found. At this level, their ultimate networking goal is to identify the person who can schedule a job interview. To win the job, clients conduct informational interviews so they can learn everything about the target company—its culture, work ethics, manner of dress, recent history, future prospects, major projects, and cus-tomers—in short, what the company is looking for when they hire new employees. Clients conduct informational inter-views with gradually increasing focus until they are spending most of their time talking to individuals who may be hiring. The model depicts this step and the preceding step, writing, as an activity loop and indicates that these two tasks are integrated and interactive. i. Based on information gathered through research and networking, clients learn to prepare for interviews. They develop responses to likely questions and determine which questions to ask interviewers to ensure the job, company, and compen-sation package are acceptable. Clients learn to follow up each interview and to evaluate the questions asked and responses given. If they are to negotiate realistically and effectively, clients must learn the prevailing salary ranges and benefit pack-ages. They must develop a negotiation strategy that avoids confrontation yet secures the best possible outcome. 10 – 4. Federal job application training a. SFL – TAP Centers conduct employment assistance seminars consistent with demand and resources. While Federal job application training is not required, providing such training should be considered. b. Standard seminars that support Federal job application training are available on the SFL – TAP Support Center Web site as slides with notes pages. Each seminar should be between 1 and 2 hours in length. c. Eligible Soldiers with an interest in Federal government employment, when feasible, will have access to the Federal Application seminar when available at the SFL – TAP Center, through the SFL – TAP 24/7 Virtual Center, or on JKO. d. Federal job application seminars are created solely for scheduling by eligible Soldiers and/or their caregivers, when possible. Soldier interest in Federal employment is identified through a review of DD Form 2648 and DD Form 2648 – 1 responses to item 11g. These responses also support queries, which are used to identify and follow up with eligible IDES Soldiers interested in Federal employment. If demand is insufficient to support separate seminars for eligible Soldiers, seminars can be opened to all SFL – TAP clients; however, scheduling preference is given to eligible Soldiers with a reason code of WTB, WTU, MEB, or PEB. Seminars are offered at the SFAC or a location convenient to eligible Soldiers undergoing medical treatment or living at the WTU or at a location accessible to eligible Soldiers with physical limitations. As required, individual training is offered to eligible Soldiers to accommodate situations where demand is insufficient to justify formal training, or the client is medically unable to attend formal training. One- on-one training is conducted using the same slides and script used for formal training and is equivalent in content to formal training. e. As part of the application training process, eligible IDES Soldiers are encouraged to actively identify viable Federal job opportunities and to submit an effective job application. They receive assistance identifying and cross-walking their experience and training to job requirements, as well as completing Federal job applications and resumes. Eligible IDES Soldiers are made aware of their eligibility for a hiring preference and guided to include their preference information in their Federal job application. All eligible IDES Soldiers actively pursuing Federal employment are counseled to do so only as part of a broader job search effort, and not to rely solely on efforts to secure a Federal position. TAP XXI supports and records IDES Soldier participation in Federal employment training and IDES Soldier client notes. The Individual WTC/IDES Progress Report identifies IDES Soldier participation in Federal employment training. f. As part of the application training process, eligible WTC Army Wounded Warrior (AW2) Soldiers are given assis-tance on preparing an effective application and resume for Federal employment. If the WTC AW2 Soldier desires employ-ment with a Federal agency, the Soldier receives assistance on using the appropriate online formats and methods. If the WTC AW2 Soldier desires civilian employment with a Federal agency, the Soldier receives SFL – TAP assistance preparing an effective resume and a Federal job application, using the appropriate online formats and methods. When the Soldier has completed a resume it is sent electronically to the SFL – TAP WTC coordinator, who forwards the resume to the WTC Career and Education Cell for processing. The Soldier may also benefit from providing the WTC AW2 advocate with the

AR 600–81 • 17 May 2016 47 Soldier’s Federal resume, if an advocate is available at the location. TAP XXI supports and records WTC AW2 Soldier participation in Federal employment training, document transfer and WTC Soldier client notes. 10 – 5. U.S. Army Reserve employment assistance The Army Reserve P3O provides a mechanism for the Army Reserve and civilian industries to collaborate in a joint private-public venture that gives business leaders tangible benefits for employing and sharing their Soldier-employees. The Army Reserve employs geographically dispersed personnel who help Soldiers locate and apply for civilian jobs across the United States. By actively connecting Soldiers and employer partners, Army Reserve citizen-Soldiers will gain access to job opportunities throughout the country and learn about additional platforms for professional advancement, enhancing both their military and civilian careers. The Army Reserve is always looking for ways to provide additional training and cre-dential-fulfillment opportunities for Army Reserve Soldiers, to keep them competitive in the job market. Soldiers can, therefore, use their Army Reserve training and skills to meet the needs of today’s civilian job market. Chapter 11 Soldier Life Cycle and Transition 11 – 1. Soldier Life Cycle a. The Army has adopted the term Transition Soldier Life Cycle to refer to its version of the Transition Military Life Cycle. The term “Transition Soldier Life Cycle” or “Transition SLC” will supplant all future references of the Transition Military Life Cycle. The Army’s Transition SLC applies to both the AC and RC. b. The Transition SLC is part of the SFL concept and capitalizes on a Soldier’s training and professional development timeline. It also leverages SFL – TAP offerings to prepare Soldiers to serve the Nation in uniform and as productive citizens after their military service. Through the use of both military career development opportunities and SFL – TAP training, Soldiers will master the military skills required for a successful Army career, while developing key career readiness prod-ucts throughout their military service. Their military experience and continual preparation will smooth the path for a suc-cessful transition from active duty, whenever the time occurs. The goals of the Transition SLC are to: (1) Teach Soldiers to be Soldiers first. (2) Retain quality Soldiers in the total force and support the All-Volunteer Force. (3) Develop career readiness skills while introducing the Soldier to the many benefits the Army has to offer. (4) Prepare leaders to mentor eligible Soldiers to achieve CRS prior to their transition from active duty. c. The Transition SLC incorporates portions of SFL – TAP by distributing segments of transition throughout the span of a Soldier’s career. The Army’s Transition SLC consists of three phases: an initial phase, a service phase, and a transition phase designed to match a Soldier’s career progression whether serving on active duty, in the USAR, or the ARNG. Inte-grated throughout these phases are some CRSs the Soldier is expected to finalize and provide to a transition counselor for verification, during the transition phase. Distributing those CRSs that can be completed prior to transition allows the Sol-dier to refine those products over time, and better prepares the Soldier for transition. Touch points occur during the first year of service, deployments or mobilizations, reenlistments, promotions, and following major life events, as part of routine Soldier development counseling. Soldiers are informed about the key touch points within the Transition SLC by their commanders and NCOs. d. The model in figure 11 – 1 depicts the Army’s plan for implementing the Transition SLC and the tasks required at key points during a Soldier’s career.

48 AR 600–81 • 17 May 2016 Figure 11 – 1. The life cycle for a Soldier in transition e. Many USAR and ARNG Soldiers will complete transition requirements as part of the SLC and may not have to meet VOW or CRS standards because they did not meet the eligibility requirements. 11 – 2. Soldier Life Cycle – Transition Assistance Program timeline a. The SLC begins during initial military training, continues throughout the Soldier’s military career, and culminates at Capstone. It includes creating the IDP. Throughout the SLC, Soldiers will be trained, educated, and postured to become career-ready on their transition from military service by completing the SFL – TAP curriculum to meet the CRS. Upon commencing the transition process, the IDP will be used as the basis for the ITP. The transition SLC will include a Capstone phase. b. Prior to participating in the SFL – TAP curriculum, eligible Soldiers will complete a standardized individual assess-ment tool, selected by the military departments, to assess aptitudes, interests, strengths, or skills used to inform a Soldier’s decisions about selecting higher education and career technical training toward a desired future career field. Eligible Sol-diers will be referred to an education counselor for assistance in interpreting the results and making an informed decision concerning education and/or training. 11 – 3. Initial phase (0 – 1 year) a. Soldiers will register for an eBenefits account, attend financial management training and complete a spend plan, complete a self-assessment, and initiate an IDP in accordance with military department regulations and procedures.

AR 600–81 • 17 May 2016 49 b. The eBenefits registration, financial management training and spend plan, self-assessment, and IDP should be initi-ated no later than 180 days after arrival at the first permanent active duty station for AC Soldiers, or the sixth unit assembly for RC Soldiers. c. Soldiers will be counseled on their professional and personal development goals within the Army and will establish a civilian career goal. d. Soldiers will be referred to their local Army Education Center, State Education Services Office, or appropriate RC resources for counseling on a self-assessment to identify aptitudes, interests, strengths, and skills. e. An Army Education Center counselor will review the Soldier’s assessment and discuss their individual education and/or career goals. When available, RC Soldiers will attend the higher education track to receive additional information on education and/or career goals. f. Education counselors and ARNG education services officers will help Soldiers develop an education roadmap, to achieve goals or technical certifications leading to post-service employment. Counselors will advise the Soldier on educa-tion benefits and entitlements, to include tuition assistance and GI Bill benefits. g. Financial management and spend plan training is available through Army Community Service or appropriate family service center operated by the governing sister-service on a joint base. h. The first line supervisor or leader will review and annotate the completion of the eBenefits account registration, spend plan, self-assessment, and IDP in the ACT. i. On the eligible Soldier’s decision to transition, or notification of involuntary separation, the IDP will migrate into the ITP. 11 – 4. Service phase (1 – 10 years) “Serve Strong” a. The service phase begins after the first year of service and ends once the Soldier makes the decision to transition or to retire and pursue their post-service career goals. b. All Soldiers assessed after 1 October 2014 will review their IDPs annually, with their first line supervisor or higher level leader, to update, change, and review progress made toward their post-service, civilian career, or education goals. These Soldiers will also complete financial resiliency training to ensure major life changes are reflected in their current budget. c. Soldiers pursuing education goals will access their Joint Service Transcript after becoming eligible upon completing their first year of service following initial military training, and initial active duty for training, to include in their education-and-experience profile in ACT. The Joint Service Transcript is a tool for colleges and universities, credential-fulfillment and State licensing agencies, and potential employers to use in assessing military training, education, and experience. 11 – 5. Service phase: (reenlistment) “Serve Strong” Soldiers will complete an MOS crosswalk comparison review, gap analysis, and a self-assessment (enlisted), following each reenlistment (enlisted) or promotion (officer) to evaluate, or re-evaluate, the transferability of military skills to the civilian workforce. Additionally, COOL is available to obtain information pertaining to requirements and eligibility for certification, licensure, and apprenticeship in the Soldier’s desired career field. The intent is to capitalize on the introspec-tion associated with reenlistment, and to develop a comprehensive MOS crosswalk and gap analysis with an insightful occupation interest self-assessment to encourage focused life-goal(s). 11 – 6. Service phase: (unemployed or at-risk RC Soldiers) “Serve Strong” a. The intent is to focus resources on the at-risk population by offering education and training opportunities to unem-ployed RC Soldiers, to support RC readiness and reduce UCX following periods of mobilization. b. Unemployed RC Soldiers or RC Soldiers who desire a career change may complete the appropriate SFL Career Track (Accessing Higher Education, Career Technical Training, or Entrepreneurship), based on their stated goals on the IDP. Unemployed RC Soldiers can also attend the DOLEW on a space-available basis. These workshops are available through the SFL – TAP 24/7 Virtual Center, closest SFL – TAP Center, if available, or a consolidated event coordinated through DOL by the ARNG or USAR. MTTs are available to the USAR and ARNG to support this training. 11 – 7. Careerist (10 years-retirement) “Serve Strong” a. Soldiers who decide to continue their military service until retirement will complete transition tasks prior to attending PME courses in accordance with their professional timeline. Commanders will validate Soldiers’ complete transition tasks prior to attendance. The intent is two-fold: (1) To further develop mid-career professionals to coach, teach, or mentor junior Soldiers on career development.

50 AR 600–81 • 17 May 2016 (2) Provide the careerist the opportunity to reflect on past work experience and ensure the resume is initiated prior to transition. b. In order to better prepare young Soldiers, unit commanders will verify that leaders who are attending PME courses (resident or distance learning) complete a Federal or civilian resume. The resume will include a personal and professional references list, and will be completed before attending Senior Leaders Course, Warrant Officer Staff Course, or interme-diate level education, as appropriate. These products can be completed through online resources or the local SFL – TAP Center on a space-available basis. 11 – 8. Transition phase (12 months prior to transition) “Reintegrate Strong” a. In order to adequately prepare for transition, all Soldiers who will complete 180 days of continuous active duty, not in a training status, will follow the process outlined in chapter 5 of this regulation. b. AC Soldiers, not pending transition, who were on active duty and have completed more than 1 year of service as of 1 October 2014, will complete the transition SLC tasks required. The task requirements are based on their current life cycle phase and for each succeeding touch point (promotion, reenlistment, completion of military education level 4 PME). c. RC Soldiers on active duty prior to 1 October 2014 will complete CRS during the transition phase. After 1 October 2014, RC Soldiers will complete SLC tasks as outlined in this regulation. Chapter 12 Support: The Soldier for Life – Transition Assistance Program Staff 12 – 1. Transition services manager a. Where assigned, the TSM provides the managerial viewpoint and management plan for coordinating and synchro- nizing all Army transition elements on the installation and ensuring the most effective allocation of Army transition re-sources. The TSM is the primary advisor to installation staff and tenant commanders for all Army transition related topics. The TSM establishes core operating hours and notifies the command if SFL – TAP Center operating hours change. The TSM is the SFL – TAP Center’s voice with commanders and unit leaders concerning how SFL – TAP Centers operate in support of VOW and CRS requirements. b. The TSM monitors the quality and quantity of transition and employment assistance services, monitors SFL – TAP Center operations, and has daily interaction with staff operational processes. If operational noncompliance is identified, the TSM should engage with SFL – TAP staff and work toward immediate resolution. If the TSM is unable to resolve any issues with SFL – TAP staff, the question or issue should be referred to his or her IMCOM Transition Services Branch. c. The TSM has access to, reviews, and analyzes all automated and non-automated reports and uses the reports to market and manage the program. The TSM uses TAP XXI to measure activities and performance (for example, workload, services delivered, SFL – TAP Center throughput, how resources impact clients) and the direct linkage between how staff and clients use the system and the numbers they see in TAP XXI reports. In addition, prior to their submission, the TSM ensures the completeness and accuracy of any reports prepared by the SFL – TAP staff. The TSM submits an SFL – TAP TSM monthly management report to the IMCOM Transition Services Branch. The TSM works directly with the installation and tenant unit (for example WTB and WTU) commanders to provide answers to questions regarding status and progress of clients associated with their command. The TSM ensures commanders are proficient in their comprehension of commander report data. d. The TSM markets SFL – TAP to commanders, supervisors, Soldiers, DA Civilian employees, Family members, and service providers. This is done to help them understand their stake in the SFL – TAP and to garner the active cooperation and participation that is essential to the SFL – TAP success. The TSM creates and maintains the installation SFL – TAP marketing plan. IMCOM SFL – TAP assesses the installation’s SFL – TAP marketing plan for quality, effectiveness, and compliance; responsibility for the plan rests solely with the TSM. The TSM receives guidance, assistance, support, and training from IMCOM SFL – TAP. The TSM involves SFL – TAP staff in building, implementing, and evaluating the plan. The TSM conducts briefings, writes articles, and identifies tasks for which the SFL – TAP Center staff can provide support. The TSM evaluates marketing activity effectiveness and compliance through surveys and other information-gathering activities. IMCOM SFL – TAP assesses marketing activities for quality, effectiveness, and compliance. e. The TSM serves as the principal for hosting Soldier and employer events on the installation. The TSM works with installation officials to sponsor and support events and coordinates employer participation. Employers are not restricted without a local ruling from the Judge Advocate General. However, the TSM can limit participation based on event capacity. The TSM organizes and markets job fairs on the installation and may ask the SFL – TAP Center counselors for help recruit-ing employers, conducting a letter writing campaign, or staffing the job fair. The TSM does not restrict jobs displayed on SFL – TAP Center bulletin boards based on the nature of the job. The TSM may restrict information displayed throughout

AR 600–81 • 17 May 2016 51 the SFL – TAP Center, when such information presents the appearance that the SFL – TAP Center is endorsing or acting as agents for employers and their products or services. f. The TSM markets several Army programs that promote Soldier and civilian employment across the installation and to private/public employers. Data will be collected by the TSM to support Army data reporting requirements. The TSM complies with current guidance to report on installation activities that promote Soldier and spouse employment. g. The TSM publicizes the SFL – TAP Web site and the SFL – TAP 24/7 Virtual Center. The TSM determines how to incorporate the SFL – TAP Web site and SFL – TAP 24/7 Virtual Center into installation marketing activities. The TSM coordinates with all other service providers who conduct ETS and retirement briefings or refer clients to SFL – TAP. The TSM ensures they understand the SFL – TAP changes, the SFL – TAP Web site, SFL – TAP 24/7 Virtual Center options, and includes this information in their referral materials and desk references. The TSM ensures that transition notification cor-respondence alerts Soldiers to the existence of the SFL – TAP Web site (SFL – TAP 24/7 Virtual Center), informs them of its availability and value, and encourages its use. h. The TSM ensures that adequate facilities and resources are provided to the SFL – TAP Center and reports any lack of resources provided by the installation. The TSM approves announcements whenever the SFL – TAP Center must be closed for scheduled or unscheduled maintenance or repairs. The TSM arranges with the installation to store supplies and equipment being consumed in the near term. i. The TSM ensures that efficient and effective outreach services are available to Soldiers medically unable to partici-pate in regularly scheduled SFL – TAP activities, ensures that services are provided to all IDES Soldiers who visit the SFL – TAP Center whether they are assigned to the WTU or another unit, and wherever possible ensures SFL – TAP services are conducted in the SFAC. 12 – 2. The transition services manager’s role in the process a. The TSM provides oversight and direction of the preseparation counseling, training, and evaluation processes. b. In anticipation of preseparation counseling requirements, the TSM coordinates with the SFL – TAP staff to ensure that enough supplies and handouts are on hand to meet expected throughput. The TSM also ensures sufficient storage space is secured and that SFL – TAP Center staff can easily access stored materials. Storage must be suitable and protect the materials from damage and loss. c. Because services are now mandated, eligible Soldiers should expect to complete their initial counseling following completion of DD Form 2648. It is expected that eligible Soldiers will begin their ITP during the initial counseling session. Under certain circumstances, the TSM supports the SFL – TAP staff during preseparation-initial counseling sessions and, as outlined in chapter 5 of this regulation, occasionally will be asked to review and sign required forms. d. The TSM ensures the SFL – TAP staff schedules eligible Soldiers for DOLEW, VA Benefits Briefings, and courses mandated by VOW or CRS. The TSM is responsible for all DOL and VA coordination and scheduling, classroom sched-uling, technical support, and set up, if necessary. SFL – TAP staff capture and record attendance in TAP XXI for each workshop. In many instances, attendance is mandated, along with possible deliverables. If the TSM is available, then they can open and close each DOLEW. The TSM should report concerns on quality of the delivery of services by the VA and DOL through their chain of command. e. The TSM and SFL – TAP Center installation manager monitor the availability of preseparation briefings and initial counseling, DOLEW, VA benefits briefings, and courses mandated by VOW and CRS. This determines if the number, and capacity, of scheduled events meet client needs. The goal is to achieve a balance between eligible Soldiers having reason-able access to required services early enough in their transition process to take advantage of the services, and scheduling too many briefings, workshops and seminars that use valuable staff resources inefficiently. The TSM coordinates solutions in instances where availability is insufficient to ensure the installation and SFL – TAP Center is compliant with VOW and CRS requirements and timelines. f. As necessary, the TSM and SFL – TAP Center installation manager meet to reassess the frequency and capacity of SFL – TAP Center event schedules. The official SFL – TAP Center event calendar can be found on the SFL – TAP Web site. The TSM and SFL – TAP Center installation manager ensure that scheduling event attendance online is possible. The TSM coordinates with the appropriate DOL and VA points of contact to identify DOLEW and VA benefits briefings, as far into the future as possible, ideally 90 days prior to an event. The TSM has the authority to cancel, modify dates of or add additional workshops, as required, and as coordinated with DOL and VA. g. The TSM prepares all SFL – TAP policy letters requiring the installation commander’s release as they address Soldier requirements for SFL – TAP services and transition mandates, and post release-employment restrictions. Coordinating input is obtained from unit leaders and installation service providers such as the Staff Judge Advocate.

52 AR 600–81 • 17 May 2016 h. The TSM can direct the SFL – TAP Center to conduct specialized DA Civilian workshops for civilians who are leav-ing Government service due to RIF, BRAC, or retirement. The TSM coordinates with local installation or Civilian Person-nel Advisory Center officials, to market the capability of the SFL – TAP Center to provide specialized workshops for DA Civilians who are leaving Government service. i. The TSM may support command requests and host special training events, at no cost, that support the installation’s population in transition. j. The TSM coordinates with VA representatives to arrange VA benefits briefings and ensures classrooms support course delivery and meet Soldier demand. The TSM ensures that SFL – TAP staff introduces the VA presenter. The TSM ensures VA benefits briefing attendance sheets are provided to the SFL – TAP Center installation manager. The TSM and SFL – TAP Center installation manager work together to increase client awareness of VA benefits briefings and encourage clients to use SFL – TAP 24/7 Virtual Center, for delivery when needed, to schedule them. k. The TSM and SFL – TAP Center installation manager consider several factors (timing, the total SFL – TAP experience, client availability, and installation clearing procedures) and jointly determine the optimal process to have clients complete the SFL – TAP client exit questionnaire. They encourage clients to participate in SFL – TAP evaluations. On a monthly basis, the TSM analyzes SFL – TAP survey data. Other survey data collected by DOL and VA representatives may be evaluated if available, but it is not the intent that the SFL – TAP staff collects or comments on DOL and VA evaluations by clients until requested by the TSM. l. The TSM reviews the status of local reports, and automated and non-automated records maintained in the SFL – TAP Center, to verify compliance and ascertain the quality of services. The TSM reviews the monthly SFL – TAP Center instal-lation manager’s report and discusses with that manager any issues he or she has regarding the report, or other operating issues. On a weekly basis, the TSM monitors the SFL – TAP Support Center to determine the status of the SFL – TAP Support Center’s technical or functional tickets. The TSM may hold periodic meetings and evaluation sessions with service providers and SFL – TAP Center staff to determine how well clients’ needs are being met and to implement corrective actions should problems arise. m. The TSM monitors the quality and effectiveness of SFL – TAP support to the SFAC, WTU Soldiers, IDES Soldiers, Family members, and caregivers. The SFAC provides the office space and equipment that enables SFL – TAP to provide services, and the TSM monitors how effectively SFL – TAP is integrated with the SFAC process and the WTU. In support of the SFAC and Soldiers being processed for medical transition or retirement, the TSM institutionalizes and maintains an effective working relationship among the WTU, PEBLO, SFAC, RSO, TC, DOL and VA representatives, and the SFL – TAP Center installation manager. The TSM includes the SFL – TAP Center installation manager in working meetings with WTU, PEBLO, and SFAC representatives and keeps the SFL – TAP Center installation manager informed of all SFAC policies, procedures, and issues impacting SFL – TAP SFAC staff. The TSM and SFL – TAP Center installation manager routinely visit the SFAC to maintain visibility with the SFL – TAP SFAC counselor, to determine if support is adequate and if the counselor’s needs are being met. The TSM maintains open communication with the SFAC Director and discusses SFAC satisfaction with SFL – TAP support of the overall mission, operational issues, and any upcoming staff training sessions or meetings the SFL – TAP SFAC counselor should attend. The TSM uses TAP XXI local-level and management-level reports, which the Army considers the sole and authoritative record of SFL – TAP services, to provide participation information to the SFAC chain of command and to track WTU and IDES clients participating in SFL – TAP activities. The TSM avoids using manual records and non-standard documents, unless required information cannot be provided by a query. n. The TSM monitors VA Benefits Briefings I and II to comply with guidance in the MOU among DOL, DOD, VA, DHS, ED, OPM, and SBA, “Transition Assistance Program for Separating Service Members,” and submits reports, as required. The TSM ensures the content of briefings for IDES Soldiers is equivalent to the content of VA Benefits Briefings I and II. With the SFL – TAP Center installation manager’s assistance, the TSM develops an optimal schedule—for DOLEW and VA benefits briefings—that ensures the installation, Soldier, and SFL – TAP Center are compliant with tran-sition mandates. The TSM coordinates with appropriate DOL and VA points of contact when scheduling events, and arranges with the DOL facilitator and VA representative to allow Family members and caregivers to attend these events. The TSM secures adequate classroom space for all scheduled events, monitors attendance, and adjusts schedules to effi-ciently meet the needs of Soldiers. The TSM negotiates a process that defines how mandatory preseparation briefings, transition help, and employment assistance are requested and supported for Soldiers not physically able to receive services in the SFL – TAP Center or at other service provider locations. The TSM negotiates schedules for on-site services. o. To simplify Federal job application training for severely injured and wounded Soldiers, the TSM and SFL – TAP Center installation manager assess the demand for, and feasibility of, providing formal training and ensure that training sites such as JKO or the SFL – TAP 24/7 Virtual Center are accessible by Soldiers with physical limitations. The TSM uses the WTC/IDES Progress Report to monitor participation in Federal application seminars.

AR 600–81 • 17 May 2016 53 p. For unprogrammed losses, prisoners, and those who separate involuntarily (via medical or legal separations), the TSM works with the installation to identify courses during which students or trainees accrue 180 days or more of contin-uous military service. At installations with an ACF, the TSM coordinates with the appropriate military personnel activity on the installation to identify separating confined Soldiers. The TSM requests access to the facility. If the ACF authority agrees and the number of confined Soldiers interested in attending a workshop is warranted, the TSM may coordinate with the local DOL facilitator, VA facilitator, and ACF staff to arrange workshops and briefings there. q. The TSM ensures that timely preseparation counseling is provided to eligible deploying Soldiers and that SFL – TAP involvement in the pre-deployment process is coordinated. The TSM works with the installation authority responsible for pre-deployment processing to identify the units being deployed and the timing of their deployment. The TSM ensures that commanders of deploying units understand the preseparation counseling requirement and employment assistance services are available to eligible Soldiers who will be required to make a transition if not deploying with the unit. Except where prohibited by security concerns, the TSM provides the SFL – TAP Center installation manager all information regarding AC unit deployments and those who require mobilization briefings scheduling. The TSM completes and submits a surge request (see SFL – TAP Site Management Manual) for approval of additional staffing support, if needed for deployment or redeployment events, and the TSM also schedules preseparation counseling delivery to coincide with scheduled deploy-ments, so the DD Form 2648 is completed at SRP sites. r. The TSM works with the installation to identify requirements associated with demobilizing RC Soldiers and units. The TSM attempts to secure sufficient time to conduct full manual preseparation briefings and the curriculum that fulfills VOW and CRS mandates. The TSM keeps the entire SFL – TAP team informed of demobilization schedules. The TSM facilitates cooperative arrangements and local procedures that allow SFL – TAP staff to confirm and correct illegible infor-mation on DD Form 2648 – 1. The TSM identifies the authoritative source for RC demobilization rosters on the installation and ensures the SFL – TAP Center installation manager has access to that source and/or the personnel data contained in the rosters. s. Three months before a unit’s redeployment, the TSM begins marketing SFL – TAP to gain the commander’s support for services. As redeployment nears, TSMs should send flyers to rear detachment commanders, sergeants major, first sergeants and Family Support Groups to post on unit-focused bulletin boards. Flyers should stress the need for returning Soldiers to contact the SFL – TAP Center and schedule key services. Flyers can promote DOLEW, VA benefits briefings and other VOW or CRS events; however, SFL – TAP Centers should not schedule deployed Soldiers for these events until they return to their home station. The TSM ensures SFL – TAP is fully integrated with installation programs that assist the families of returning Soldiers. t. The TSM and SFL – TAP Center installation manager market SFL – TAP services to RC personnel with more than 180 days of active duty service who already have been mobilized and are stationed on the installation. The TSM and SFL – TAP Center installation manager can coordinate directly with commanders of RC units that have been mobilized, and are sta-tioned on the installation, to arrange for group manual preseparation briefings in anticipation of demobilization. Chapter 13 Web-Based Support 13 – 1. Job portal a. A job portal established and maintained by the VA is the primary portal for employers to connect with Soldiers, and for Soldiers to search for employment. The link is featured on the SFL – TAP Web site or may be accessed at https://www.ebenefits.va.gov/ebenefits/job-search.sfl–tap staff encourages employers to use this site by explaining that it is an effective and convenient way for employers to reach Soldiers in transition. There are instructions on the site that explain the program and eligibility criteria to guide employers through the registration process. b. The SFL – TAP Web site also links both Soldiers in transition and employers to the Army-designated job portal that is populated with current openings in companies actively seeking to recruit veterans. SFL – TAP Center staff members work closely with the TSM, who receives information about upcoming hiring initiatives, events, and job fairs. Staff members market these hiring opportunities to all clients. When a Soldier registers and builds a profile on the Army-designated job portal. All SFL – TAP staff members should encourage Soldiers to register on the portal. 13 – 2. Program Web site a. Outside the SFL – TAP Center, clients use the SFL – TAP Web site to access the SFL – TAP calendar of events, SFL – TAP 24/7 Virtual Center, TAP XXI, synchronous SFL – TAP curriculum, as well as other applicable resources. The SFL – TAP Web site is the default home page for all clients accessing SFL – TAP via the Internet.

54 AR 600–81 • 17 May 2016 b. The transition audience includes Soldiers, veterans, DA Civilian employees, and their Family members. The transi-tion information is tailored to their particular interests and needs. The Army leaders page provides information and com-munication to commanders, sergeants major, first sergeants, uniformed leaders, supervisors, and managers at all levels about the SFL – TAP and the tools and benefits available to them. c. The Web site is managed by the Army Transition Division, Human Resource Center of Excellence. SFL – TAP Center staff must familiarize themselves with all features to help clients use the Web site efficiently. Staff should market the Web site and encourage clients to use the SFL – TAP 24/7 Virtual Center. d. SFL – TAP Web site makes SFL – TAP more accessible by allowing eligible Soldiers to accomplish a wide range of tasks from their home or office. Eligible Soldiers can register, schedule, and complete SFL – TAP services online. The SFL – TAP Web site captures a full registration for users and creates a TAP XXI pre-client record that can be accessed by SFL – TAP Center staff. Eligible users can schedule attendance at any event and complete a preseparation briefing online. They can print appointment slips and cancel attendance at a previously scheduled event. Clients can use the TAP XXI resume and cover letter writing software. Because resumes and cover letters are maintained in TAP XXI, users can request, by phone or email, that their counselor review the file without the need to physically deliver the document to the SFL – TAP Center. All staff encourage, but do not require, clients to use the SFL – TAP Web site for services. Even though staff may prefer resume templates with a “.doc” format, they do not discourage clients from using the resume-writing template but, instead, help clients convert the resume-writing template to a “.doc” format. e. SFL – TAP staff—by conducting preseparation briefings and initial counseling—ensure clients learn about the types of events that can be scheduled through the SFL – TAP Web site. Clients call or email an SFL – TAP counselor to schedule counseling. Counselors encourage clients to use the SFL – TAP Web site to explore, schedule, cancel, re-schedule, and complete events, and to write resumes and cover letters. f. Additional information for using the SFL – TAP Web site to manage events is included on client appointment slips and email messages to clients that encourage participation at an event, or to remind clients of a scheduled event. Counselors may promote the SFL – TAP Web site at installation ETS briefings, pre-retirement briefings, and other similar events, and may encourage its use. Participants also are informed they can telephone or visit the SFL – TAP Center to begin SFL – TAP services. g. Managers at all levels should be aware of the SFL – TAP Web site use at each SFL – TAP Center and adjust marketing efforts and client communication protocols accordingly. 13 – 3. Accountability and monitoring a. TAP XXI is the Army’s official system of record for maintaining and tracking accountability of customers’ attend-ance, participation, and completion of all transition requirements. b. TAP XXI produces automated appointment slips for eligible Soldiers and DA Civilian employees. Appointment slips ensure that commanders and supervisors know their eligible Soldiers and employees have a legitimate reason to be excused from their duties. Unit commanders, first sergeants, and supervisors have the right to verify that their Soldiers and DA Civilian employees are attending transition services. Client attendance at events and for SFL – TAP Center services are recorded electronically, so commanders and supervisors can call the SFL – TAP Center at any time to confirm that a Soldier or employee actually participated in a scheduled activity. c. Having the automated application track progress also enables SFL – TAP counselors to carefully monitor clients and attempt to reinvigorate those whose efforts are lagging. Since monitoring client progress is directly related to staffing levels and workload, the SFL – TAP Center installation manager determines the minimum acceptable levels of client monitoring and follow up, and enforces established standards. 13 – 4. Asynchronous training a. SFL – TAP services, and SFL – TAP specialized transition courses, are available as asynchronous training sessions on JKO. Clients who are unable to attend SFL – TAP Center services can receive credit for completing courses asynchronously through JKO as a last resort. The SFL – TAP 24/7 Virtual Center’s synchronous training is preferred over the JKO asyn-chronous training sessions. These completions are recorded in TAP XXI. b. For clients who are remotely located without Internet access and cannot attend a traditional class, a digital versatile disc (DVD) containing the JKO SFL – TAP courses can be provided by the nearest SFL – TAP Center. The client will have to send a copy of all certificates of completion to their SFL – TAP counselor for data entry into the TAP XXI client record. Chapter 14 Quality Assurance and Quality Control

AR 600–81 • 17 May 2016 55 14 – 1. Objectives The SFL – TAP staff members comply with operational requirements and ensure that all are being fulfilled. The major SFL – TAP operational requirements include providing preseparation and employment assistance counseling and sched- uling. Also, the staff members conduct services required under VOW and CRS for eligible Soldiers within prescribed timelines. This ensures VOW and CRS mandates are met, and selected career track(s) are complete. A final check of client readiness (Capstone) is then completed, and a DD Form 2958 issued. Documentation is entered into TAP XXI as activity occurs and prior to the Soldier’s transition from active duty. Other requirements include accurate and timely reporting and maintaining files that comply with the Army Records Information Management System. Compliance is both a quantitative and qualitative concept. The SFL – TAP staff ensure all delivered content meets established evaluation criteria and the presentation quality is acceptable, recorded, and reported in a timely manner. Compliance is ascertained through reports, critiques, client surveys, and site inspections conducted by quality assurance (QA) and the contractor’s quality control (QC) inspectors to monitor and report performance. 14 – 2. Concept a. QA and QC is a proactive process that includes standard government QA and contractor QC inspections, analyzing information collected from automated and non-automated sources, collecting client critiques, implementing corrective actions, maintaining SFL – TAP staff training programs, and evaluating SFL – TAP staff performance. QA and QC is more than detecting problems and implementing remedial actions. Effective QA and QC require a program to correct problems and to prevent their recurrence. A sound QA and QC program is based on standards that are directly related to the mission. SFL – TAP Center QC focuses on compliance and customer satisfaction. b. To comply with operational requirements, routine contractor QC and virtual quality control (VQC) inspections con-ducted by SFL – TAP QC team members are completed at all SFL – TAP Centers. The inspection times are based on a schedule submitted by the QC team leader to the contracting officer representative, for approval. c. Supplementary to the SFL – TAP QC inspections and the Army’s goal of providing quality transition and employment assistance services, Army Transition Division and IMCOM staff schedule periodic performance reviews for SFL – TAP Centers. Commanders may request a QC SAV at any time. d. Automated and non-automated systems must be established to collect the information that SFL – TAP staff need, in order to identify and correct problems before they become serious. e. While every SFL – TAP staff member contributes to quality services, quality control is primarily a management func-tion. This responsibility includes reporting problems, with recommendations for corrective action up the chain of command for resolution. For managers to perform their duties, they must have access to information that enables them to assess performance against standards. In viewing automated reports, users should first understand how each report is calculated (for report details, refer to TAP XXI). Collecting information is critical to a proactive quality control program. All staff, directly or indirectly, contribute to information collection and play a key role in the quality control process. The client record is the principal means to record client information and services provided; therefore, information collected and rec-orded in the clients’ records must be complete and accurate. f. SFL – TAP staff members have an inherent interest in the success of their clients; however, effective quality control is best achieved when each SFL – TAP staff member has a clearly defined performance objective that is directly related to the program’s objectives. Performance standards must be set and all staff trained, prepared, and motivated to achieve those standards. Performance plans contain objective and subjective performance standards that are related to contract compli-ance and service quality. Performance plans must be relevant, objective, achievable, and must identify the current perfor-mance output required. Performance plans can also identify anticipated performance or workload needs for the coming year. 14 – 3. Measuring success a. SFL – TAP managers and TSMs can use SFL – TAP reports to identify performance trends or to compare their Center’s performance against other sites, regions, ASCCs, and all SFL – TAP Centers. While it is important to see how the SFL – TAP Center performed against standards at a single point in time, the best perspective can be gained by viewing performance over a period of time. Every SFL – TAP manager and TSM should understand where their site resides in relationship to each performance standard, and be able to explain this relationship to a visitor such as the installation commander, military officials, or other SFL – TAP leadership. SFL – TAP Center installation managers should know the site’s performance trends associated with each standard. SFL – TAP Center installation managers should be able to explain actions being taken to meet or exceed a performance standard, and ensure these actions comply with the guidance presented in this regulation. b. IMCOM SFL – TAP area leaders ensure that their chain of command is knowledgeable about the value of report data as a tool for monitoring the relative health of each installation’s SFL – TAP. They make report information available to regional offices to assist those managers evaluate the conduct of SFL – TAP activities at installations in their region. Area

56 AR 600–81 • 17 May 2016 leaders routinely discuss report data and performance trends with their TSMs in meaningful discussions of their relative performance. TSMs should be encouraged to work with other TSMs facing similar challenges and compare their perfor-mance as measured in reports. c. SFL – TAP QC team members report data and discuss performance trends with their corresponding IMCOM SFL – TAP area leaders, as appropriate. They encourage SFL – TAP Center installation managers to evaluate their perfor-mance against requirements and timelines, and determine adjustments to improve client progress. SFL – TAP Center instal-lation managers discuss site performance during semi-annual QC inspections. Additionally, SFL – TAP leaders discuss report data with their SFL – TAP Center installation managers whenever performance significantly differs from previous reports, when performance trends are indicative of a problem, when a technique could be shared with another SFL – TAP Center, or when the implementation of a particularly effective program may represent a best practice. 14 – 4. At the installation-site level a. The TSM is the senior representative who ensures that daily, weekly, and monthly quality assurance checks are completed. The TSM also ensures all relevant SFL – TAP staff members complete quality control checks on their assigned areas, responsibilities, and duties. b. At the site level, the SFL – TAP Center installation manager ensures that daily, weekly, and monthly quality controls are completed. The TSM ensures all SFL – TAP staff members maintain quality, perform their duties, and adhere to the roles and responsibilities within their assigned areas. c. All performance standards contribute to the three quality control objectives (acceptable presentation quality, recorded completion, and timely reported compliance). Additional training and counseling is provided to any employee not per-forming to acceptable standards. The SFL – TAP Center installation manager is accountable for the substance of the QC plan at the site level. d. SFL – TAP managers conduct biannual QA inspections of SFL – TAP Center staff at each SFL – TAP Center, SFAC, Mobile Transition Team or Forward Transition Support Team, and satellite office using the approved QA checklist. This is done to monitor field operations, ensure compliance with published guidance, and observe that quality SFL – TAP ser-vices are provided in an effective and efficient manner. QAs are conducted using a systemic approach that focuses on how tasks are completed and on the interaction of processes, systems, and people. The approach seeks to train SFL – TAP staff, find out what is successful, and determine what is not successful. Effective ideas or variations on standard themes are documented, so that decision makers can evaluate them for potential implementation at other sites. e. SFL – TAP QC team members leaders conduct semi-annual QC and VQC inspections of SFL – TAP Center staff. This is done at each SFL – TAP Center, SFAC, Mobile Transition Team or Forward Transition Support Team, and satellite office using the approved QC and VQC checklist. The objective is to monitor field operations and ensure compliance with pub-lished guidance, and to observe that quality SFL – TAP services are provided in an effective and efficient manner. QCs and VQCs are conducted using a systemic approach that focuses on how tasks are completed and the interaction of processes, systems, and people. The approach seeks to train SFL – TAP staff, find out what is successful, and see what is not successful. Effective ideas or variations on standard themes are documented, so that decision makers can evaluate them for potential implementation at other sites. f. The systemic approach focuses attention on causes and solutions rather than symptoms, and inspectors have a respon-sibility to conduct on-the-spot training and mentoring to resolve problems whenever possible. They take corrective action when problems cannot be resolved immediately. This approach recognizes that problems found may be traced to a process or system beyond the SFL – TAP Center’s control and provides for the elevation of such problems to the person or office that can resolve them. The approach also stresses follow up to ensure that corrective actions become standard practice.

AR 600–81 • 17 May 2016 57 Appendix A References Section I Required Publications Unless otherwise stated, all publications are available at http://www.apd.army.mil/. The U.S. Code is available at http://us-code.house.gov/search/criteria.shtml. AR 600 – 8 – 7 Retirement Services Program (Cited in para 9–6d.) AR 600 – 8 – 10 Leaves and Passes (Cited in para 8–2b(2).) DOD Directive 1332.35 Transition Assistance for Military Personnel (Cited in para 3–2f.) DOD Instruction 1322.29 Job Training, Employment Skills Training, Apprenticeships, and Internships (JTEST – AI) for Eligible Service Members (Cited in para 3–2e.) DOD Instruction 1332.14 Enlisted Administrative Separations (Cited in para 7 – 11.) DOD Instruction 1332.18 Disability Evaluation System (Cited in para 3–2c.) DOD Instruction 1332.36 Preseparation Counseling for Military Personnel (Cited in para 3–2g.) DOD Instruction 1342.28 DOD Yellow Ribbon Reintegration Program (YRRP) (Cited in para 7–3f.) DOD Instruction 1344.07 Personal Commercial Solicitation on DOD Installations (Cited in para 2–3x(6).) DOD Directive 5400.11 – R Department of Defense Privacy Program (Cited in para 7–3e.) DOD Directive 5500.07 – R Joint Ethics Regulation (JER) (Cited in para 2–3x(6).) Memorandum of Understanding among the Department of Defense, Department of Veterans Affairs, Department of Labor, Department of Education, Department of Homeland Security, U.S. Small Business Administration, U.S. Office of Personnel Management Regarding the Transition Assistance Program. Available at http://prhome.defense.gov/rfm/tvpo/ under the “Transition to Veterans Program Office” heading. (Cited in para 2–5a(21).) Public Law 101 – 510 Veterans Opportunity to Work Act of 2011 (Cited in para 2–2d(2).) Public Law 113 – 66 National Defense Authorization Act for Fiscal Year 2014 (Cited in para 2–6c.) 5 USC Government Organization and Employees (Cited in para 5–9b(3).) 10 USC Armed Forces (Cited in para 5–9d.) 10 USC 59 Separation (Cited in para 4–4c(2).) 10 USC 1141 Involuntary separation defined (Cited in para 7 – 11.)

58 AR 600–81 • 17 May 2016 10 USC 1142 Preseparation counseling (Cited in para 2–5a(17).) 10 USC 1143 Employment assistance (Cited in para 2–5a(19).) 10 USC 1144 Employment assistance, job training assistance, and other transitional services (Cited in para 3–2a.) 10 USC 1145 Health benefits (Cited in para 7–3d.) 10 USC 1146 Commissary and exchange benefits (Cited in para 7–11a.) 10 USC 1147 Use of military family housing (Cited in para 7–11c.) 10 USC 1148 Relocation assistance for personnel overseas (Cited in para 3–2a.) 10 USC 1149 Excess leave and permissive temporary duty (Cited in para 7–11f.) 10 USC Chapter 47 Uniform Code of Military Justice (Cited in para 7–2e(3).) 41 USC Public Contracts (Cited in para 5–9a(1).) Section II Related Publications A related publication is a source of additional information. The user does not have to read it to understand this publication. Unless otherwise stated, all related publications are available at http://www.apd.army.mil/. The U.S. Code is available at http://uscode.house.gov/search/criteria.shtml Army Directive 2014 – 18 Army Career and Alumni Program, dated 23 June 2014 Army Directive 2015 – 12 Implementation Guidance for Credentialing Program and Career Skills Program, dated 11 March 2015. DOD Instruction 1300.25 Guidance for the Education and Employment Initiative and Operation Warfighter DOD Instruction 1332.30 Separation of Regular and Reserve Commissioned Officers DOD Instruction 1342.22 Military Family Readiness DOD Instruction 5025.01 DOD Issuances Program DOD Directive 5124.02 Under Secretary of Defense for Personnel and Readiness Memorandum from Assistant Secretary of the Army (Manpower & Reserve Affairs) Subject: DoD Self-Service (DS) Logon – Army Implementation Guidance (27 February 2012). 32 USC National Guard 37 USC Pay and Allowances of the Uniformed Services

AR 600–81 • 17 May 2016 59 Section III Prescribed Forms This section contains no entries. Section IV Referenced Forms Except where otherwise indicated below, DA forms are available on the Army Publishing Directorate Web site (http://www.apd.army.mil); DD forms are available on the OSD Web site (http://www.dtic.mil/whs/directives/infomgt/forms/formsprogram.htm). DA Form 11 – 2 Internal Control Evaluation Certifications DA Form 2028 Recommended Changes to Publications and Blank Forms DD Form 214 Certificate of Release or Discharge from Active Duty DD Form 2586 Verification of Military Training and Experience DD Form 2648 Preseparation Counseling Checklist for Active Component (AC), Active Guard Reserve (AGR), Active Reserve (AR), Full Time Support (FTS), and Reserve Program Administrator (RPA) Service Members DD Form 2648 – 1 Transition Assistance Program (TAP) Checklist for Deactivating/Demobilizing National Guard and Reserve Service Mem-bers DD Form 2958 Service Member Career Readiness Standards/Individual Transition Plan Checklist (Official Capstone Document)

60 AR 600–81 • 17 May 2016 Appendix B Internal Control Evaluation Checklist B – 1. Function The functions covered by this checklist include conducting the preseparation briefing, conducting individual counseling, completing the VOW requirements, completing the CRS requirements, and completing Capstone. B – 2. Purpose The purpose of this checklist is to assist IMCOM regions and installation TSMs in evaluating the key internal controls outlined below. It is not intended to cover all controls. B – 3. Instructions Answers must be based on the actual testing of key internal controls (for example, document analysis, direct observation, sampling, simulation, other). Answers that indicate deficiencies must be explained and corrective action indicated in sup-porting documentation. These key internal controls must be formally evaluated at least once every 5 years. Certification that this evaluation has been conducted must be accomplished on DA Form 11 – 2 (Internal Control Evaluation Certifica-tion). B – 4. Test questions a. Is every eligible Soldier in transition from active duty, provided the opportunity to attend a preseparation briefing between 12 – 18 months for Soldiers not retiring, and 12 – 24 months for Soldiers retiring (as in para 4 – 1)? b. Is every eligible Soldier, in transition from active duty, provided the opportunity to attend VA Benefits Briefing I and II (as in para 5 – 1)? c. Is every eligible Soldier, in transition from active duty, provided the opportunity to attend Department of Labor Employment Workshop, unless exempt (as in para 5 – 1)? d. Is every eligible Soldier, in transition from active duty, provided the opportunity to complete an individual transition plan (as in para 5 – 2)? e. Is every eligible Soldier, in transition from active duty, provided the opportunity to register with the VA’s eBenefits portal (as in para 5 – 2)? f. Is every eligible Soldier, in transition from active duty, provided the opportunity to complete a 12-month post sepa-ration budget (as in para 5 – 2)? g. Is every eligible Soldier, in transition from active duty, provided the opportunity to complete an MOS Crosswalk Workshop and gap analysis (as in para 5 – 2)? h. Is every eligible Soldier, in transition from active duty, provided the opportunity to complete a job application pack-age or has received a job offer letter (as in para 5 – 2)? i. Is every eligible Soldier, in transition from active duty, given the chance to receive a continuum of service opportunity counseling session (as in para 5 – 2)? j. Is every eligible Soldier, in transition from active duty, given the chance to complete an individual assessment tool (as in para 5 – 2)? k. Is every eligible Soldier, in transition from active duty, given the chance to complete the Capstone process, to include DD Form 2958 (as in para 5 – 2)? l. Is every eligible Soldier, in transition from active duty, provided the opportunity to participate in one of the three SFL – TAP Career Tracks—accessing higher education, career technical training, and entrepreneurship (as in para 4 – 2)? B – 5. Comments Help make this a better tool for evaluating internal controls. Submit comments to Director, Army Transition Division (AHRC – PDP – TD), 1600 Spearhead Division Avenue, Department 480, Fort Knox, KY 40122 – 5408.

AR 600–81 • 17 May 2016 61 Glossary Section I Abbreviations More abbreviations in section III, below. AC Active Component ACES Army Continuing Education System AD active duty AGR active guard reserve AKO Army Knowledge Online AMRG Army Marketing and Research Group ARNG Army National Guard ARSTAF Army Staff ASA (M&RA) Assistant Secretary of the Army for Manpower and Reserve Affairs ASCC Army service component command ASVAB Armed Services Vocational Aptitude Battery AW2 Army Wounded Warrior CAR Chief, Army Reserve CNGB Chief, National Guard Bureau CRS career readiness standard(s) CSA Chief of Staff, Army CSP Career Skills Program DA Department of the Army DCS Deputy Chief of Staff DHR Director of Human Resources

62 AR 600–81 • 17 May 2016 DMDC Defense Manpower Data Center DOD Department of Defense DODD Department of Defense Directive DODI Department of Defense Instruction DOL Department of Labor DRU direct reporting unit ESA expiration of service agreement ETS expiration of term of service FYDP Future Years Defense Program HQ headquarters HQDA Headquarters, Department of the Army HRC Human Resources Command IDES Integrated Disability Evaluation System IDP individual development plan IMCOM Installation Management Command IT information technology ITP individual transition plan MEDCOM U.S. Army Medical Command MOS military occupational specialty MOU memorandum of understanding NFE non-Federal entity OJT on-the-job training OPM Office of Personnel Management

AR 600–81 • 17 May 2016 63 OSD Office of the Secretary of Defense PCF personnel control facility PEB physical evaluation board PEBLO physical evaluation board liaison officer POM program objective memorandum QA quality assurance QC quality control RC Reserve Component (includes Army National Guard) RIF reduction in force ROTC Reserve Officers’ Training Corps RSO Retirement Services Office SAV staff assistance visit SBA Small Business Administration SBP Survivor Benefit Plan SFAC Soldier and Family Assistance Center SFL Soldier for Life SLC Soldier Life Cycle SPD separation program designator SRP Soldier Readiness Program STP student, trainee, or prisoner TAP Transition Assistance Program TC transition center USAR United States Army Reserve

64 AR 600–81 • 17 May 2016 USAREC U.S. Army Recruiting Command USC United States Code VA Department of Veterans Affairs VSO Veteran Service Organization WII wounded, ill, injured WTB Warrior Transition Battalion WTC Warrior Transition Command WTU Warrior Transition Unit Section II Terms active counseling An immediate and aggressive form of counseling provided in the client terminal area, consisting of two distinct types of counseling: just-in-time and resource. Active Service Defined in Title 10, United States Code. Active Status Defined in Title 10, United States Code. apprenticeship A combination of on-the-job training (OJT) and related classroom instruction, under the supervision of a trade official. These programs are sponsored jointly by employer and union groups, individual employers, or employer associations. appropriated fund employees Government employees whose compensation is paid from funds that have been approved by the U.S. Congress. Army career counselor An active duty Soldier who has been specifically trained to advise Soldiers on their careers, and the various options offered by an RA or RC Army career, and to manage the retention program for their commanders. Army Community Service (ACS) The installation agency that provides relocation, financial, and stress-management counseling. ACS also provides excep-tional Family member; child, Soldier and Family member advocacy programs and the Employment Readiness Program (ERP). ERP helps Army spouses secure jobs in the community when their sponsor moves within the Army. The ERP staff normally has strong networks established with local employers. Army Education Center An installation office designed to help Soldiers define and achieve their educational goals. Soldiers seeking testing or certification to support their transition goals can receive help from the Army Education Center, or an education counselor in SFL – TAP. An education counselor can provide Soldiers information and assistance on a wide range of post-service education and training opportunities that cover the gamut from full university enrollment to vocational training. SFL – TAP Center staff should view the Army Education Center as a valuable referral service for individuals needing additional train-ing or education to meet their career goals. Army Military Human Resource Record The permanent, historical, and official record of a Soldier’s military service. The Army Military Human Resource Record is an umbrella term encompassing Human Resource records to include, but not limited to, the OMPF, finance related

AR 600–81 • 17 May 2016 65 documents, medical accession, retention, and/or separation records, and non-service related documents deemed necessary by the Army. Army Wounded Warrior (AW2) Program The official U.S. Army program that assists and advocates for severely wounded, injured, and ill Soldiers and their Families wherever they are located, for as long as it takes. AW2 provides individualized support to this unique population of Sol-diers, who were injured or became ill during their service in the Global War on Terrorism and the Overseas Contingency Operations Army/American Council on Education Registry Transcript System (AARTS) An automated transcript system that provides Soldiers with a transcript documenting military training, job experience, and selected educational achievements. This is an outdated term, as the document is now referred to as joint services transcript (JST). See more information under joint services transcript. brick–and–mortar classroom A learning environment wherein participants attend a SFL – TAP module in a traditional classroom facility led by an in- person instructor or facilitator. Capstone The final culminating activity occurring no later than 90 days prior to separation that verifies the Soldier meets CRS and has a viable transition plan. Capstone is a mandatory event with a commander’s signature documented on DD Form 2958. In the case of eligible RC members released from active duty, in which operational requirements, as determined by the Secretary concerned, make the prescribed timeline unfeasible, capstone will begin no later than the date of release from active duty as reflected on the DD Form 214, “Certificate of Release or Discharge from Active Duty.” career and education readiness (CER) A required component of transition for all eligible Soldiers at Warrior Transition Units (WTUs). Whether they remain in the Army or transition from the Army, Soldiers will find a great number of career and education resources available. Career and education readiness activities may include: internships, vocational training, professional certifications and continuing education. Career Readiness Standards (CRS) A set of required actions for eligible Soldiers in transition to complete prior to separation date, as defined by the Office of the Secretary of Defense. Career Skills Programs Any career or technical training, or work experience, in related occupations or credential-fulfillment approved by the Secretaries of the Military Departments to help ease Soldiers into private sector jobs and careers. Career Skills Programs include: apprenticeship and pre-apprenticeship programs, credential-fulfillment, employment skills training, OJT, internships, and job shadowing programs. Certificate of Release or Discharge from Active Duty Official title of the DD Form 214, which is the form issued to Soldiers documenting military service information and separation date. chaplain The chaplain is the primary person to deal with issues of spirituality and can assist in personal counseling and stress management areas. Civilian Personnel Advisory Center (CPAC) The single administrative office charged with personnel management of appropriated fund, and non-appropriated fund, employees of the Army. This office manages any involuntary release of civilian employees and notifies selected individ-uals. This office is the primary source of information regarding the number and type of individuals being released and can provide listings of individuals eligible for SFL – TAP Center services. If directed to do so by the responsible staff officer, the CPAC can refer eligible civilians in transition to the SFL – TAP Center. The CPAC processes all personnel actions for both appropriated and non-appropriated fund civilian personnel and supervises civilian employee development, labor re-lations, position management, employee counseling, job classification, and technical services. The CPAC provides infor-mation on current and projected civilian job openings at the installation, future levels of civilian employment at the post and projected reduction-in-force or hiring freeze actions that impact on the operations of the SFL – TAP Center.

66 AR 600–81 • 17 May 2016 community care and community care unit (CCU) The community care concept realigns the management of Soldiers healing in their home communities to a community care unit embedded within a Warrior Transition Battalion at an installation. continental United States Describes installations or activities within the 48 contiguous states and normally excludes Alaska and Hawaii. continuum of military service opportunity counseling Counseling that provides information to AC Service members on the procedures for and advantages of affiliating with the Selected Reserve, pursuant to section 1142 of Title 10, United States Code. Continuum of service can also include AC and RC to DOD/DA Civilian. counselor The SFL – TAP counselor is the SFL – TAP Center’s principal provider of services to clients. Services include, but are not limited to, presentation of preseparation counseling and completion of DD Form 2648 or DD Form 2648 – 1, VOW require-ments, Career Readiness Standards, counseling, and employment assistance training and guidance. credentialing The process of meeting specific professional and technical standards for certain occupations. The credential is a license or certificate and is usually obtained through successful completion of an exam(s) or other official verification of competency accepted by civilian industry or Federal, State, or local authorities. Defense Switched Network (DSN) A special phone network controlled by the Army. It allows “free” calls between DSN users. For instance, DSN can be used by one SFL – TAP Center to contact another SFL – TAP Center. DSN cannot be used to contact a non-DSN user (for example, the contractor’s manager responsible for the site). Department of Army civilian (DAC or DA civilian) Department of Army civilian: Includes Army employees in the competitive and excepted service who are compensated by either appropriated or non-appropriated funds. Department of Defense Education Activity (DODEA) The school system for military and Federal employees’ children in designated areas. Department of Labor Employment Workshop (DOLEW) An employment workshop designed and funded by the Department of Labor and delivered independently by individual state and overseas facilitators. The DOLEW is mandatory for eligible Soldiers unless exempt. Department of Veteran Affairs (VA) This Federal agency is the nation’s primary agency for establishing policy and assisting with services for all veterans of the United States Armed Forces. Director for Civilian Personnel Civilian Personnel Advisory Center (CPAC) Director. The CPAC Director is responsible for the operations of the CPAC on an installation. Director for Community Activities (DCA) Principal staff officer of the garrison commander’s staff responsible for human resource type functions: personnel (military and civilian), recreation, education, equal opportunity, and so forth. This responsibility includes all military, civilian em-ployees, and Family members. Directorate of Information Management (DOIM) The DOIM provides integrated, sustaining base information management services and support to the installation. This support and service includes telecommunications, automation (to include office automation), records’ management and printing and publishing. It may be referred to as the Network Enterprise Center (NEC). Directorate of Public Works (DPW) The DPW is responsible for utilities, fire prevention and protection, and housing management. It is also responsible for maintaining and repairing utility systems and family housing units. Disabled Veterans Outreach Program specialist (DVOPs) DVOPs provide services for disabled veterans needing employment assistance. DVOPs are Department of Labor employ-ees who can be located at Veterans Employment and Training Service (VETS) offices.

AR 600–81 • 17 May 2016 67 DOL American Job Centers Centers run by the DOL that provide veterans enhanced, intensive services through an array of career counseling and supportive services. DOL Gold Card A DOL program that provides 6 months of priority services for post 9/11 veterans at any DOL American Job Center, including all DOL-funded employment and training programs, case management, skills assessment and interest surveys, career guidance, and job search assistance. eBenefits A Web-based portal that provides comprehensive information on veterans’ benefits and services. Found at www.ebene-fits.va.gov. All Soldiers are required to establish an eBenefits account prior to transition. education and employment initiative A DOD initiative to ensure consistent offerings to all recovering Service members by synchronizing, integrating and ex-panding the education and employment opportunities for recovering Service members and their families. Electronic Military Personnel Office The Army’s personnel information, Web-based electronic system supporting personnel operations at battalion, separate unit, to installation and division levels. eligible Service member Defined in Title 10, United States Code. employers who want to hire veterans The SFL – TAP On-Line capability through which employers can register their company and make jobs on their hiring Web page available to Soldiers. employment skills training Career or technical training that focuses on practical application of skills learned, leading to employment in a specific career or technical trade. facilitator A person trained or qualified as a subject matter expert to deliver appropriate components of SFL – TAP. The facilitator’s primary duty is presenting instruction, information, and engaging curriculum to ensure Soldiers meet learning objectives. Federal Acquisition Regulations (FAR) The body of regulations issued by the Federal government to regulate all contracting activities of its agencies. The Army, and all contractors performing work for the Army, are bound by the complete body of the Federal Acquisition Regulations. General Schedule (GS) The General Schedule covers the majority of civilian, white-collar Federal employees in professional, technical, adminis-trative, and clerical positions. It is a classification and pay system encompassing 15 grades, from GS – 1 (lowest) to GS – 15 (highest). Headquarters, Department of the Army (HQDA) The Chief of Staff, the Army Staff, and the Field Operating Agencies of the Army Staff (for instance, Human Resources Command). Health Insurance Portability and Accountability Act (HIPAA) training HIPAA privacy and security policies and procedures were instituted to protect individual health information and to ensure all patient information is properly handled. IMCOM SFL – TAP area leaders Are responsible for ensuring that their chain of command is knowledgeable about the value of SFL – TAP report data as a tool for monitoring the relative health of each installation’s SFL – TAP. They also discuss report data and performance trends with their corresponding contractor’s manager responsible for the site and the TSM. individual development plan (IDP) A written plan designed to meet particular goals for individual career development that are aligned with the eligible Sol-dier’s mission and organizational operations. It outlines developmental objectives with training activities (such as, profes-sional military education and military certifications). Soldiers will align the IDP effectively to make use of active duty time, experiences, training, and education towards personal long-term post-transition career goals. An IDP is a SLC re-quirement and it will be used as the basis for developing the ITP.

68 AR 600–81 • 17 May 2016 individual transition plan (ITP) Often referred to as the OSD ITP, the ITP is an OSD document required as part of CRS and is used across all branches of the Armed Forces as an aid to the Service member in defining and attaining their goals and plans for post-military life. Individual Transition Plan (ITP) Checklist Common name of the DD Form 2958 which documents a Service member’s transition activity and if they achieved Career Readiness Standards (CRS). The ITP Checklist is the “official” document for recording all mandated TAP/CRS/ VOW data that must be reported to DMDC/OSD. initial counseling Substantive individual counseling provided to eligible Soldiers following preseparation counseling and based on responses to DD Form 2648 or DD Form 2648 – 1. During initial counseling, a counselor reviews individual Soldier and Family member needs as indicated on the checklist, provides a primer to the OSD ITP, answers questions, schedules events and makes referrals to other service providers. Installation Management Command (IMCOM) An organization created to centralize and direct the budgetary and operational management of installation services. Integrated Disability Evaluation System (IDES) The Departments of Defense and Veterans Affairs worked together to make disability evaluation seamless, simple, fast and fair with the IDES. The IDES determines a Servicemember’s fitness for duty. internship A type of work experience for entry-level job-seekers. Internships for Soldiers will follow DOL guidelines. The internship will be similar to training given in an education environment. The internship will consist of an exchange of services for experience between the intern and employer. The employer and intern understand that the intern is not entitled to wages during the internship. involuntary separation A Servicemember is considered to be involuntarily separated if the member was involuntarily discharged or denied reen-listment, under adverse or other-than-adverse conditions (for example, force shaping) pursuant to Section 1141, Title 10, United States Code. job placement counseling Transition services, pursuant to Section 1142, Title 10, United States Code, for one-on-one counseling that refines and guides spouses of eligible Soldiers on all facets of the job search process, to include writing resumes. job shadowing A work experience option where individuals learn about the job by observing the day-to-day activities of someone in the current workforce. joint services transcript (JST) Formerly referred to as AARTS, this is the academically accepted document approved by the American Council on Edu-cation to validate a Service member’s military occupational experience and training along with the corresponding Coun-cil’s credit recommendations. A JST can assist Service members in conjunction with their DD Form 2586 to perform the military crosswalk gap analysis, evaluate schools and programs of study, and aids in resume writing. just–in–time (JIT) counseling A form of active counseling closely associated with the use of the Web-based TAP XXI application that is provided in the client terminal area. local veterans’ employment representative (LVER) An employee of a State-government’s employment services agency that is funded through the Department of Labor. LVERs are usually located in State-government employment services offices. Because LVERs are the best source of in-formation on local employment, special veterans’ employment and job training programs and unemployment compensa-tion, every Soldier in transition should be urged to contact the LVER as soon as possible. medical evaluation board (MEB) A MEB is an informal proceeding consisting of at least two physicians evaluating the medical history of a Soldier and determining how the injury/disease will respond to treatment protocols. If the MEB determines that the member has a medical condition which is incompatible with continued military service, they refer the case to a physical evaluation board (PEB).

AR 600–81 • 17 May 2016 69 medical treatment facility (MTF) Medical and dental facility for members of the military and their Family members. At overseas locations, this facility is also open to Department of Defense and other designated civilians. military occupational specialty (MOS) The basic skill identifier for enlisted Soldiers as detailed in AR 611 – 1, which is available electronically as a PDF file. MOSs provide occupational classification and career path progression for enlisted Soldiers. military personnel division (MPD) The MPD provides HR support to Soldiers not serviced by a brigade S – 1 and provides some services to all Soldiers (for example, transition, reassignment, in- and out-processing). military personnel office (MILPO) The installation personnel office, which serves all assigned military personnel. The MILPO provides general personnel service support (PSS) and maintains the military personnel files until Soldiers are reassigned or separated from the Army. The MILPO assists Soldiers and/or commanders with separation requests and forwards personnel files to the servicing Transition Center for final transition processing. MOS Crosswalk Workshop A curriculum that translates military skills, training, and experience into identification of required civilian credentials appropriate for civilian jobs. Network Enterprise Center (NEC) The NEC provides integrated, sustaining base information management services and support to the installation. This sup-port and service includes telecommunications, automation (to include office automation), records’ management and print-ing and publishing. The NEC may be referred to as the Directorate of Information Management (DOIM). nonappropriated fund (NAF) employees Civilian employees of the Army’s Morale, Welfare and Recreation (MWR) activities, whose compensation comes from nonappropriated funds. NAF employees are eligible for SFL – TAP Center services, according to criteria outlined in Chapter 4 of this regulation. on–the–job training (OJT) Employee training and tasks learned at a place of work while performing the actual job. On-the-job training occurs in the particular working situation that an employee can expect to work in daily. Operation Warfighter A DOD, unpaid internship program that places recovering Service members into Federal agencies, as part of the recovery process. outside Continental United States Installations or activities not within the 48 contiguous states. Normally includes Alaska and Hawaii. Partnership for Youth Success (PaYS) program An enlistment option and recruiting initiative for future Soldiers and ROTC cadets. Soldiers are guaranteed a job interview upon completing their service requirements with their chosen PaYS partners. physical evaluation board (PEB) The PEB is a formal fitness-for-duty and disability determination. The standard used by the PEB for determining fitness is whether the medical condition precludes the member from reasonably performing the duties of his or her office, grade, rank, or rating. physical evaluation board liaison officer (PEBLO) The PEBLO is responsible for case management of the Soldier and assists Soldiers in getting medical appointments. They keep Soldiers informed about their case progress and communicate with the Soldier’s unit. preseparation counseling Mandatory counseling provided by the SFL – TAP Center contractor staff, designed to inform eligible Soldiers in transition of their separation benefits and entitlements. Preseparation Counseling Checklist for Active Component Service Members (DD Form 2648) or Preseparation Counseling Checklist for Reserve Component Service Members Released from Active Duty (DD Form 2648 – 1) Mandated by Public Law, this form verifies that eligible Soldiers separating from the military have been counseled on their separation benefits and entitlements.

70 AR 600–81 • 17 May 2016 Preseparation Services Program (PSSP) Program required by AR 635 – 8 that directs the installation to conduct a pre-transition processing orientation. This orien-tation is normally referred to as an ETS Briefing and requires installation service provider participation. projected ETS roster An installation’s Adjutant General Military Personnel Division roster, produced from the Army’s system of record that identifies Soldiers who will be separating from the Army. Roster lists name, rank, Social Security number, ETS date and unit address and can be generated for various time periods, one year being the most useful for SFL – TAP purposes. The roster is used by the SFL – TAP Center to schedule eligible Soldiers for preseparation briefings and the Transition Center to schedule final transition processing. Public Affairs Office (PAO) Provides command information, community relations, and media relations on the installation. It serves as the communi- cation point between the installation commander and the media. quality assurance (QA) performance review Installation Management Command (IMCOM) SFL – TAP area leaders visit SFL – TAP Centers to assess service perfor-mance and operational procedures against established standards of quality. quality control (QC) inspection In compliance with contract requirements, QC inspections by members of the SFL – TAP Center contractor management team are made to all SFL – TAP Centers semiannually. The visit will assess service performance and operational procedures against established standards of quality. rapid or short–notice separation An unanticipated transition with 90 days or fewer before release from active duty. reduction–in–force (RIF) A mandated uniform and systematic process designed to achieve lowered, authorized staffing levels that results in organ-izational changes such as demotion, certain reassignments, and separations. RIFs may be decided on the basis of quality or seniority. relocation assistance Information about the benefits and services provided by the military departments related to transport of household goods for Soldiers in transition and their dependents, and any entitlements for storage of the same. Reserve Component career counselor Individual responsible for recruiting and separating Active Component military personnel into the Army National Guard or Army Reserve. resilient transitions A module in the SFL – TAP curriculum that introduces participants to resources on transition-related issues, including stress management, considerations for families, support systems, value of a mentor, and special issues, that eligible Soldiers and their families may encounter as they prepare for a post-military life. These issues may have a significant impact on the transition process if overlooked. The focus of the curriculum is to connect the Service member with professional helping agencies based on the need for support and guidance. resource counseling A form of active counseling provided in a public area of the SFL – TAP Center during which a counselor answers general questions regarding transition and employment assistance, provides coaching, or helps clients to make a decision. Retirement Services Office (RSO) The office charged with processing retiring military personnel. Administrative requirements include periodic orientation of Soldiers with more than 18 years of service, orientation of individuals who have requested retirement, counseling of spouses of retiring individuals who do not elect Survivor Benefit Plan coverage and provision of assistance to retired individuals living in the local area. The RSO is the official source of information regarding retirement pay, benefits and privileges for SFL – TAP Center customers. Safety Office This office advises the garrison commander on all aspects of creating and maintaining a safe and healthy work and living environment on an installation.

AR 600–81 • 17 May 2016 71 scheduled counseling Private, individual counseling for clients who prefer to not discuss transition-related issues in public. Senior Executive Service (SES) The executive classification for Office of Personnel Management positions above the General Schedule or GS 15 level. SFL – TAP Curriculum and Career Tracks Components of SFL – TAP based on value-added learning objectives that enable eligible Soldiers to become career ready. The curriculum builds the CRS common to all eligible Soldiers. SFL – TAP Career Tracks are chosen by eligible Soldiers to meet the Accessing Higher Education and Career Technical Training CRSs. The entrepreneur track may be chosen by eligible Soldiers interested in pursuing small business ventures. SFL – TAP participant assessment A Web-based assessment of the execution of the SFL – TAP modules, career tracks, and virtual curriculum. It includes curriculum and instruction materials, learning outcomes, facilitator performance, facilities, and logistics. Participant feed-back from the assessment ensures that SFL – TAP meets the needs and expectations of eligible Soldiers in transition and is outcome based. Information collected in the assessment will support the performance monitoring, evaluation, and reoccur-ring modifications to SFL – TAP. SFL – TAP Support Center An Internet Web site where installation SFL – TAP Centers and the Army can research SFL – TAP information, enter trouble tickets, and suggest modifications to the automated system. Soldier and Family Assistance Centers (SFACs) Deliver services to Soldiers assigned or attached to the WTU and their Family members. SFL – TAP is part of the network of service providers that support the SFACs. Soldier for Life – Transition Assistance Center (SFL – TAP) An SFL – TAP office that combines transition assistance and employment assistance functions into one integral service provider. Soldier for Life – Transition Assistance Center (SFL – TAP) On–Line An Internet site for information regarding the SFL – TAP, SFL – TAP locations and phone numbers, job fairs, job links, employment assistance information and references, transition assistance information, an employer utility and an Army leader’s path. Web site: https://www.sfl-tap.army.mil. Soldier for Life – Transition Assistance Program (SFL – TAP) A program designed to provide transition assistance and employment assistance services to Soldiers, their Family members and DA Civilians. The program offers preseparation counseling and provides job search training, counseling and resources. Staff Judge Advocate (SJA) Office Legal office on a military installation that advises commanders and assists military and Family members with wills, powers of attorney, and tax information and provides employment restriction counseling. status–of–forces agreement (SOFA) Negotiated agreements between the United States and each country where the U.S. has military forces stationed on a permanent basis. TAP interagency partners Federal organizations (DOL, VA, ED, and OPM) that have agreed to deliver TAP services to eligible Soldiers. TAP XXI TAP XXI is a computer/database system and is the Army’s comprehensive approach to meeting the needs of today’s Army and its Soldiers. TAP XXI addresses all SFL – TAP Center activities and resources. The implementing force behind TAP XXI is comprised of current business practices and a modernized Web-based application. TAP XXI Web–based application Although it is only one element of TAP XXI, the Web-based application is often referred to simply as TAP XXI. The application integrates support for all SFL – TAP Center operations. Consequently, staff members and clients alike use it. As an integrated application, TAP XXI supports all user needs including record keeping; scheduling; access to automated tools and resources; and system administration. targeted population A population of eligible Soldiers consisting of those who are any of the following: 1) 18 to 24 years old; 2) completing

72 AR 600–81 • 17 May 2016 first-term enlistments; 3) involuntarily separating due to force shaping; 4) Soldiers in the Integrated Disability Evaluation System (IDES) process; or 5) separating rapidly or on short notice from military service. transition A general term used to describe the process of leaving active government service (civilian) or active duty service (military). Transition may be voluntary or involuntary. transition advisors A general term used to describe personnel in the SFL – TAP assigned to assist Soldiers, their Family members, and DA Civilians with their transition needs (for example, transition assistance advisors, TCs, 79Vs, and transition employment liaisons). transition center (TC) The military personnel work center, which accomplishes final separation processing of Soldiers completing their active duty tour of service. Transition processing is initiated at varying times depending on the type of separation. The transition center prepares final separation documents, including transition orders and the DD Form 214. transition services manager (TSM) At the installation level, the TSM has oversight responsibility for the quality and volume of transition and employment assistance services. While the TSM does not directly supervise the SFL – TAP Center staff, the TSM is responsible for monitoring SFL – TAP Center operations. The TSM is the installation liaison and acts as the commander’s principal advisor on, and the agent for, transition issues and coordinates service providers and transition-related activities. Transition to Veterans Program Office (TVPO) The TVPO was created within the Office of the Secretary of Defense to develop and promulgate policies that support the successful transition of Service members from the military back into civilian communities. unanticipated separation Soldiers released unexpectedly from active duty before completion of enlistment, contract, or orders pursuant to Title 10, United States Code. VA Benefits Briefings I and II VA-led mandatory briefings that provide eligible Soldiers with information on available veteran’s benefits and services. Verification of Military Experience and Training (VMET), see DD Form 2586 Official Department of Defense document that details and verifies the Service member’s military education and training. Veterans Opportunity to Work (VOW) Act A reference to the law which mandates Service member completion of the preseparation briefing with initial counseling, VA briefings, and the DOL Employment Workshop. virtual asynchronous learning method A self-paced distance-learning environment designed for individual instruction. virtual curriculum A Web-based adult learning module package that provides an alternative delivery method, to allow Soldiers who cannot attend installation-based training to access SFL – TAP services. virtual quality control inspection As a cost-saving initiative, telephonic QC inspections by members of the SFL – TAP Center contractor management team are conducted as an alternative to QC inspections. Virtual quality control inspections assess service performance and op-erational procedures against established standards of quality. virtual synchronous learning method A real-time distance-learning environment, in which a group of individuals receives simultaneous instruction from a facil-itator. warm handover A Capstone process between the Army and appropriate interagency partners, resulting in the person-to-person mandatory connection of eligible Soldiers who do not meet CRS and/or do not have a viable ITP to services and follow-up resources as needed. The warm handover entails a confirmed introduction and assurance that the appropriate inter-agency partner acknowledges an eligible Soldier requires post-military assistance and is willing to follow through on providing assistance to meet the needs of Soldiers and assist them in attaining the CRS and a successful transition.

AR 600–81 • 17 May 2016 73 Warrior transition unit (WTU) Provides administrative control, accountability and support for seriously injured, wounded, or ill Soldiers. Section III Special Abbreviations and Terms ACF Army confinement facility ACT Army Career Tracker COOL Credentialing Opportunities On-Line CRS Career Readiness Standard DOLEW Department of Labor Employment Workshop ED Department of Education FTST Forward Transition Support Team IC initial counseling ITP Individual Transition Plan JKO Joint Knowledge Online JST joint services transcript MSO military service organization MTT Mobile Transition Team P3O Private Public Partnership Office PaYS Partnership for Youth Success program SFL Soldier for Life SFL – TAP Soldier for Life – Transition Assistance Program SLC Soldier Life Cycle SSG Senior Steering Group TD Transition Division

74 AR 600–81 • 17 May 2016 TEB transfer of eligibility of education benefits TSM transition services manager TVPO Transition to Veterans Program Office UCX unemployment compensation for ex-Servicemembers UNCLASSIFIEDPIN 999999 – 999 VOW Veterans Opportunity to Work VQC virtual quality control

UNCLASSIFIED PIN 106443–000

Collepals.com Plagiarism Free Papers

Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.

Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS

Why Hire Collepals.com writers to do your paper?

Quality- We are experienced and have access to ample research materials.

We write plagiarism Free Content

Confidential- We never share or sell your personal information to third parties.

Support-Chat with us today! We are always waiting to answer all your questions.