Changes in APA Writing Style 6th Edition (2006) to 7th Edition O

Changes in APA Writing Style 6th Edition (2006) to 7th Edition
OCT 2019 according to Streefkerk, 2019.
References and in-text citations in APA Style
When it comes to citing sources, more guidelines have been
added that make citing online sources easier and clearer. The
biggest changes in the 7th edition are:
1. The publisher location is no longer included in the reference.
Covey, S. R. (2013). The 7 habits of highly effective people:
Powerful lessons in personal change. New York, NY: Simon &
Schuster.
Covey, S. R. (2013). The 7 habits of highly effective people:
Powerful lessons in personal change. Simon & Schuster.
2. The in-text citation for works with three or more authors is
now shortened right from the first citation. You only include the
first author’s name and “et al.”.
(Taylor, Kotler, Johnson, & Parker, 2018)
(Taylor et al., 2018)
3. Surnames and initials for up to 20 authors (instead of 7)
should be provided in the reference list.
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B.,
Kelly, R. S., Turner, S. T., … Lee, L. H. (2018).
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly,
R. S., Turner, S. T., Lewis, F., Lee, L. H., Cox, G., Harris, H.
L., Martin, P., Gonzalez, W. L., Hughes, W., Carter, D.,
Campbell, C., Baker, A. B., Flores, T., Gray, W. E., Green, G.,
… Nelson, T. P. (2018).
4. DOIs are formatted the same as URLs. The label “DOI:” is no
longer necessary.
doi: 10.1080/02626667.2018.1560449
https://doi.org/10.1080/02626667.2018.1560449
5. URLs are no longer preceded by “Retrieved from,” unless a
retrieval date is needed. The website name is included (unless
it’s the same as the author), and web page titles are italicized.

Walker, A. (2019, November 14). Germany avoids recession but
growth remains weak. Retrieved from
https://www.bbc.com/news/business-50419127
Walker, A. (2019, November 14). Germany avoids recession
but growth remains weak. BBC News.
https://www.bbc.com/news/business-50419127
6. For ebooks, the format, platform, or device (e.g. Kindle) is
no longer included in the reference, and the publisher is
included.
Brück, M. (2009). Women in early British and Irish astronomy:
Stars and satellites [Kindle version].
https:/doi.org/10.1007/978-90-481-2473-2
Brück, M. (2009). Women in early British and Irish astronomy:
Stars and satellites. Springer Nature.
https:/doi.org/10.1007/978-90-481-2473-2
7. Clear guidelines are provided for including contributors
other than authors and editors. For example, when citing a
podcast episode, the host of the episode should be included; for
a TV series episode, the writer and director of that episode are
cited.
8. Dozens of examples are included for online source types
such as podcast episodes, social media posts, and YouTube
videos. The use of emojis and hashtags is also explained.
Inclusive and bias-free language
Writing inclusively and without bias is the new standard, and
APA’s new publication manual contains a separate chapter on
this topic.
The guidelines provided by APA help authors reduce bias
around topics such as gender, age, disability, racial and ethnic
identity, and sexual orientation, as well as being sensitive to
labels and describing individuals at the appropriate level of
specificity. Some examples include:
9. The singular “they” or “their” is endorsed as a gender-neutral
pronoun.
A researcher’s career depends on how often he or she is cited.
A researcher’s career depends on how often they are cited.

10. Instead of using adjectives as nouns to label groups of
people, descriptive phrases are preferred.
The poor
People living in poverty
11. Instead of broad categories, you should use exact age ranges
that are more relevant and specific.
People over 65 years old
People in the age range of 65 to 75 years old
APA Paper format
In the 7th edition, APA decided to provide different paper
format guidelines for professional and student papers. For both
types a sample paper is included. Some notable changes include:
12. Increased flexibility regarding fonts: options include Calibri
11, Arial 11, Lucida Sans Unicode 10, Times New Roman 12,
and Georgia 11.
13. The running head on the title page no longer includes the
words “Running head:”. It now contains only a page number and
the (shortened) paper title.
Running head: THE EFFECT OF GOOGLE ON THE
INTERNET
THE EFFECT OF GOOGLE ON THE INTERNET
14. The running head is omitted in student papers (unless your
instructor tells you otherwise).
15. Heading levels 3-5 are updated to improve readability.
Mechanics of style
In terms of style, not much has changed in the 7th edition. In
addition to some updated and better explained guidelines, there
are two notable changes:
16. Use only one space after a period at the end of a sentence.
17. Use double quotation marks to refer to linguistic examples
(e.g. APA endorses the use of the singular pronoun “they”)
instead of italics.
APA endorses the use of the singular pronoun they
APA endorses the use of the singular pronoun “they”

Reference
Streefkerk, R., (2019). APA Manual 7th edition: The most
notable changes. https://www.scribbr.com/apa-style/apa-
seventh-edition-changes/
SERGEANTS MAJOR ACADEMY
Department of Professional Studies
Lesson S301
Human Resource Management Processes and Systems
Reading A
Talent Management
Chapter 9
Trends and Future of
Talent Management
CHAPTER 9

CONTENTS
9.1. Introduction To Talent Management
................................................ 212
9.2. Why Does A Company Need Talent Management?
......................... 214
9.3. Importance of Talent Management
.................................................. 217
9.4. Changing Trend In Talent Management
........................................... 218
9.5. Challenges And Opportunities Faced By Talent
Management .......... 221
9.6. Next Generation of Talent Management
.......................................... 223
9.7. Talent Management In Accomplishing Competitive
Advantage ........ 226
9.8. The War For Talent
.......................................................................... 228
9.9. Recruitment And Retention
............................................................. 229
9.10. Conclusion
................................................................................... 230
9.11. Case Study: Best HR Practices Of International
Large Companies
......................................................................... 231

References
.............................................................................................
240
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed
on 2/21/2021 4:32 PM via US ARMY SGTS MAJOR
ACADEMY
AN: 2324514 ; Sen, Susmita.; Talent Management
Account: s4061880.main.ehost
Talent Management212
As 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 MANAGEMENT
Talent 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.
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Trends and Future of Talent Management 213
Finding 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.
The 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 compl etion 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
who 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.
• 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 organizatio n 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
employees 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 MANAGEMENT
Selecting 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:
• 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 MANAGEMENT
Organizations 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

recruiting 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 al l 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.
Figure 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.JPG
9.4.3. 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

will have shortage of 10 million workers, as suggested by
reports.
9.5. CHALLENGES AND OPPORTUNITIES FACED BY
TALENT MANAGEMENT
There 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 worl d 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.
Demographic 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.
9.5.4. 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 MANAGEMENT
Figure 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
accepted 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 manage ment 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
their 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.ClarityinjobSpecification
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
and experience developing programs should be implemented as
the part of

employee’s development.
9.7. TALENT MANAGEMENT IN ACCOMPLISHING
COMPETITIVE ADVANTAGE
Competitive 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.

In 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.

9.7.4. 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 organizatio n. 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 TALENT
It 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.
It 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 RETENTION
Recruitment 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.
How 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. CONCLUSION
In 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.
Even 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 COMPANIES
Knowledge 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 Managers
Most 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.
9.11.1.2. Half of Hungarian Companies Are Given Carte
Blanche
There 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 CEOs
According 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 Thinking
Talent management programmes do not promise a spectacular
increase of
company profits in the short-term, so they may easily be outside
the focus
of 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 Concept
Before 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

tools 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 work
9.11.3.3. 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.
9.11.3.4. 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.
• 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

to 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.

• 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 Level
Many 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

Hungarian best practices shared with us by the respondent
domestic senior
managers and HR managers.
REFERENCES
1. Avar, E., Mago, A., & Salamon, J. (2012). Best HR Practices
of
International Large Companies. [ebook] Available at: https://
t a l e n t c e n t r e b u d a p e s t . e u / s i t e s / d e f a u l t / f
i l e s / B e s t % 2 0 H R % 2 0
Practices%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.
c o m / s i t e s / d e f a u l t / f i l e s / w h i t e p a p e r / c s o
d _ W P _ Ta l e n t _
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&typ
e=p
df [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
7. Martin (2016). The Future of Talent Management. [online]
Cleverism.
Available at: https://www.cleverism.com/future-talent-
management/
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 Managemen t 241
talent-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].

Blank Page
Lesson S301
Human Resource Management Processes and
Systems
Reading B
Employee Engagement: Creating Positive Energy at
Work
Chapters 1, 6 and 7
2
Employee Engagement
Chapter 1
High levels of employee engagement
benefit everyone
In 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.
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AN: 2322279 ; Joan Peters.; Employee Engagement: Creating
High Positive Energy at Work
Account: s4061880
Chapter 1: High levels of employee engagement benefit
everyone
3
The challenges we face

Rochelle 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
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4
Employee Engagement
resigned. 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
organisations
As 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 employee
Traditionally, 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.
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Account: s4061880
everyone
5
Then 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
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6
Employee Engagement
Leadership and
Team
My job

Connection
Support
Trust
Aligned to my
strengths
Purpose and
meaning
Growth and
development
Belonging
Achievement
Well-being
Great job
performance
Initiative
Great Employee
Experience
Engaged
Employee
My job
Figure 1: Employee Experience and Customer Experience
If 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.2
Employee 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.
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Account: s4061880

everyone
7
These 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.3

In 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.”4
For 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.
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8
Employee Engagement
Talent 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.
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Account: s4061880
everyone
9
What 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;
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10
Employee Engagement
■ 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;
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everyone
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:
SA
TI
SF
A

CT
IO
N
H
IG
H High satisfaction/low
engagement
High satisfaction/high
engagement
LO
W Low satisfaction/low
engagement
High engagement/low
satisfaction
LOW HIGH
ENGAGEMENT
Figure 2: Satisfaction and engagement scenarios
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High 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.
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High 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.
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Employee Engagement
I 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.7
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Gallup’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.8
A 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.9
How 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, 11
People 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’t12
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16
Employee Engagement
How 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_work
What 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.13
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Well-being &
happiness
Success
More well-being
& happiness

More success
Figure 3: The Upward Spiral
Your well-being and happiness increase your chances of good
outcomes and these good outcomes increase well-being and
happiness.
Work and well-being
As 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.
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Employee Engagement
However, 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
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and 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.15
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Employee Engagement
Glassdoor, 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”.18

Researchers 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;
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■ 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.
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Employee Engagement
Sum
mar
y
In 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 2 The work climate for high engagement
Chapter 3 Strengths-based leadership
Chapter 4 How work can provide a sense of meaning,
purpose and contribution
Chapter 5 Learning and development at work
Chapter 6 Leadership for high engagement
Chapter 7 Measuring employee engagement
Chapter 8 Organisational issues
We will be following Rochelle’s progress with her team and in
Chapter 8, Laurisha will reply to Daniel’s outburst.
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Please 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: Employees
Schaufeli, 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 impor tant
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?
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Employee Engagement
What 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: Leaders
Looking 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 leaders
Is 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?

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Chapter 6
The Leaders Role in Employee
Engagement
In this chapter, we focus on the leader's role in the engagement
of their people, the concept of Conscious Leadership, leadership
styles and important personal qualities required of leaders.
“Let us all be the leaders we wish we had.”
Together and Others Don’t
Rochelle and Nicholas discuss leadership
“Our final session”, said Rochelle. “What more is there to talk
about?”
“A final reflection on your leadership role”, said Nicholas.
“But that’s all we’ve spoken about”, said Rochelle, “are you
saying
there is more for me to do?”
“Yes, it’s time to think holistically about your role as the
manager of
this department, as well as some of the personal qualities you
need
to be a success in a leadership role.”
The manager’s impact on engagement
A well-known observation from the Gallup Organisation is that
people join companies but leave managers! Managers have a big

impact on the everyday experience of employees; they account
for at
least 70% of variance in employee engagement scores.102
You will have noticed throughout the preceding chapters how
crucial
the manager’s role is in employee engagement. People want to
work
for managers who support them, give them work in line with
their
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strengths and passion, develop and engage them, and care about
them both as employees and people.
Great companies are built by great leaders. Leaders’ decisions
and
behaviours and the cultures these create play an important role
in
the engagement of any employee. Some workplace cultures
motivate
employees and lead to high performance. Others are toxic and
drain
employees’ motivation, leaving people feeling discouraged and
low
in energy.
According to Gallup’s research, poor management costs the
U.S.
between $960 billion and $1.2 trillion per year in productivity
lost to
disengagement. Globally, the cost approaches $7 trillion, or 9%
to

10% of the world’s GDP.103
Senior leaders need to be the champions of employee
engagement;
if they do that well, it’s more likely that middle and first-line
managers will support and sustain the behaviours and practices
that lead to high engagement. Senior leadership’s involvement
and interest in employee engagement sends signals to all levels
of
leadership that engagement is a high priority for the
organisation,
and that leadership must accept accountability for employee
engagement so that the company is successful in the long term.
Most companies have defined values and behaviours for their
employees, such as excellence of work, quality, innovation,
customer experience, collaboration, integrity and so on, and
have
communicated these expectations. Plus, there are stretch targets
for employees in terms of production, market share, profit, as
well
as some employee metrics such as attendance, labour turnover
and
training.
Once organisations have clarified the goals of the company and
their
expectations of their employees, the missing piece is often how
they
will achieve the active support of their employees to help make
this
happen. How will they unlock employees’ drive and energy to
want
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147
to go the extra mile? How do leaders establish an
organisational
culture in which engagement can thrive? How do leaders create
an
environment that attracts, retains and develops employees? This
leads us to a reflection on our leadership brand and what we
expect
of our leaders. Teams are more autonomous and may be
dispersed
geographically, so in this complex and fast-changing world, the
old “command and control” style of leadership is fast becoming
irrelevant. One person simply cannot have all the answers!
Employees
today expect their managers to coach them to succeed at work,
to value them as people, and to have real relationships with
them.
Management is key to every aspect of the workplace.
What is expected of leaders?
As we can see, in this rapidly changing world, people want their
leaders to provide vision, direction, stability and support, and to
be
people who their employees respect.104 A leader’s role is to
inspire
and enable others to do their best work and ensure the business
is
successful in the long run.
However the qualities that made us stand out and be promoted
to leadership are not always the ones that will make us great
leaders. Being a strong technical specialist with personal drive
and energy may not mean we know how to inspire and engage
others. As leaders, we need to think through our leadership

beliefs
and practices and ask ourselves how best we add value to our
organisations and the people we lead. Leadership requires a new
mindset and skillset.
■ Are you more of a manager or more of a leader?
As business leaders, we need to be good at both management
and
leadership. We need a vision, as well as the ability to execute
our
vision and achieve results. To inspire and engage people at
work
we need to go beyond the traditional management role and be
visionary, form bonds with the people we lead, and inspire them
by
helping them to find meaning, purpose and connection at work.
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In our leadership role, we:
■ lead and care for people;
■ have a vision for something better – we want to make a
positive
difference to something important;
■ provide direction;
■ focus on the big picture;
■ are able to influence and inspire people;
■ challenge the status quo; and
■ focus on the horizon – we see the future approaching.
In our management role, we:

■ manage resources, which includes people;
■ plan;
■ organise;
■ measure/monitor;
■ improve current processes; and
■ focus on the bottom-line, with a short-term focus.
The leadership roles and the management roles need to work in
harmony, as we can see from this quote:
“Work without vision is drudgery. Vision without work is
dreaming. Work plus vision-this is destiny.”
―Gordon B. Hinckley
“Anyone who manages people has a leadership responsibility.
Formal authority is never sufficient to gain enthusiasm from
those to be managed. An essential part of the manager’s job is
to enlist the full cooperation of those she leads, shifting their
motivation from external compliance to internal commitment.
Thus great leadership is a necessary condition for great
management.”
―Fred Kofman, Conscious Business
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The leader’s intention
Vision and connection with people are the starting points to
inspire
employees.

Employees want to know: Am I working hard to further my
leader’s
career, am I working hard to develop my skills and further my
own
career, or am I working hard to make a contribution to
something
important? Leaders can be more ego-driven and personally
ambitious or more contribution-driven, and how employees
interpret
their leader’s intention has a big influence on their engagement.
Great leaders understand that leadership goes beyond self-
interest.
This does not mean we do not take care of our own interests,
but
our intention is less on personal gain and more on the long-term
benefits for others.
The most effective leaders are those who are motivated by
purpose
and service to people. They are more able to inspire people
to achieve extraordinary levels of engagement, creativity and
performance through vision, and through finding ways for
people
to achieve a sense of meaning, human connectedness, success
and
happiness at work. People who can see that their collective
efforts
contribute something positive to society, the company, the
customer
and the people working in the team are more engaged and feel
greater trust and loyalty to the leader.
“If management views workers not as valuable individuals
but as tools to be discarded when no longer needed, then
employees will regard the firm as nothing more than a

machine for issuing pay checks, with no other value or
meaning. Under such conditions it is difficult to do a good job,
let alone enjoy one’s work.”
―Mihaly Csikszentmihalyi
Leaders need to truly embrace the value of people and not
merely
see them as a commodity or a resource. This is what is meant by
the
term “Servant Leadership”, a term used to describe visionary
leaders
who have the intention to make a positive difference.
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■ Servant leadership: Robert Greenleaf
Servant leadership is a philosophy and practice of leadership,
which was defined by Robert Greenleaf in the 1970s and has
been
supported by many leadership and management writers such as
Simon Sinek, Ken Blanchard, Stephen Covey, Peter Block, Peter
Senge,
Max DePree and Margaret Wheatley.
Servant leadership emphasises the leader’s role as steward of
the
company’s resources: human, financial, technological, and so
forth. It
encourages leaders to serve others while staying focused on
achieving
results in line with the organisation’s vision, mission and
values.

Servant leaders achieve results for their organisations by giving
priority attention to a purpose bigger than themselves.
Leadership
is not about me and personal gain – it is about the people and
the
organisation I lead. Decisions I make will be based on the long-
term
benefits for all.
Robert Greenleaf felt that the power-centred authoritarian
leadership
style was not working. The following statement by Greenleaf
summarises his thinking:
“The servant-leader is servant first… It begins with the natural
feeling that one wants to serve, to serve first. Then conscious
choice brings one to aspire to lead. That person is sharply
different from one who is leader first, perhaps because of the
need to assuage an unusual power drive or to acquire material
possessions… The leader-first and the servant-first are two
extreme types. Between them there are shadings and blends
that are part of the infinite variety of human nature.”
―Robert K. Greenleaf.105
The servant leadership concept has evolved into Conscious
Business
and Conscious Leadership:
■ Conscious Business and Conscious Leadership
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This is a philosophy of doing business in which the business
sets
itself a higher purpose than simply making a profit. This
purpose
is the difference the company is trying to make in the world. By
focusing on its higher purpose, a business inspires, engages and
energises all its stakeholders.
The focus is on the “Triple Bottom Line”, where the aim of the
business is to make a profit while providing value to people
(employees, customer, suppliers and the community) and the
planet.
Conscious businesses are created by visionary leaders who are
committed to business as a force for good. Conscious leaders
understand and embrace the vision and purpose of the business
and
focus on creating a culture, i.e. the values, principles and
practices
that support this.
A conscious business considers what is best for its employees as
well
as its customers, developing products and services that support
their
well-being.
As far back as 2013, a Harvard Business Review article showed
companies that practice ‘Conscious Capitalism’ perform ten
times
better than their peers.106
Conscious Companies South Africa
(https://www.consciouscompanies.
co.za/) defines a Conscious Company as being led by a
courageous and

visionary leader who is deeply aware of his actions and the
impact he
has on all of his stakeholders.
“A Conscious Company is a transformational organisation. Its
dominant
ethos is:
• Authenticity – creates a brand and operating culture that is
steeped in integrity
• Purpose – keeps its sights on a higher purpose that transcends
the
bottom line
• Stakeholder Engagement – is always conscious of the needs
of all stakeholders including equity owners, staff, customers
and
communities
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• Visionary Leadership – the business is run by a conscious
leader
and fosters future visionary leaders
• Trust, Accountability, Ethics and Governance – maintains the
principles of a moral code
• Creativity & Innovation – is progressive in its outlook, driving
disruption and new methodologies
• Responsible Citizen – always recognises and exceeds its
obligation

in the communities it operates in effecting social impact”
Full Spectrum Leadership107
A conscious leader with a vision of creating a sustainable
business
focusing on profit, people and planet will practice Full
Spectrum
Leadership, which simply means covering all the activities
required
for a successful and sustainable business.
Richard Barrett’s Full Spectrum Leadership illustrates how we
evolve
as leaders. It describes all the aspects of leading and managing
we
must master if we are to fulfil our vision of a sustainable
business
contributing to something important.
Barrett’s seven levels of leadership consciousness is a holistic
view of
the leadership role; to be successful as leaders, we need to
master
each level:
■ Level 1 focuses on the survival and security of the
organisation
through strong operational and financial management.
■ Level 2 looks at building relationships of trust and
belonging.
■ Level 3 aims to take the organisation’s performance to levels
of
excellence through ongoing process improvements. This ensures

the company remains competitive in its market.
These are the traditional management roles and many companies
do
not expect more of their leaders than this. Companies that do
not
progress beyond Level 3 are usually unable to inspire
employees.
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Visionary Leadership starts at Level 4:
■ At Level 4, leaders make an internal values shift; their vi sion
broadens and they want to develop and empower themselves
and others. They work collaboratively to make a significant
contribution to something beyond themselves. They then enter
the Servant Leadership/Conscious Leadership space, where they
are more able to inspire and engage others.
■ At Level 5, the leader’s focus is on collaboration and
winning
support for the vision.
■ At Level 6 the focus is on partnerships, personal
development,
the development of others and the creation of a strong cul ture
of ethics, integrity and contribution.
■ At Level 7 the focus is on contribution and service to people
and
the planet.
Table 1: The Seven Levels of Leadership Consciousness

Levels of
consciousness
Characteristics
7 Service Wisdom/Visionary: Service to society,
humanity and the planet. Focus on ethics,
social responsibility, sustainability and future
generations.
Displays wisdom, compassion and humility.
6 Making a
difference
Mentor/Partner: Strategic alliances and
partnerships, servant leadership. Focus on
employee fulfilment, and mentoring and
coaching.
Displays empathy and utilises intuition in
decision-making.
5 Internal
cohesion
Integrator/Inspirer: Strong cohesive culture
and a capacity for collective action. Focus
on vision, mission and values. Displays
authenticity, integrity, passion and creativity.
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Levels of
consciousness
Characteristics
4 Transformation Facilitator/Influencer: Empowerment,
adaptability and continuous learning. Focus on
personal growth, teamwork and innovation.
Displays courage, responsibility, initiative, and
accountability.
3 Self-esteem Manager/Organiser: High performance
systems and processes. Focus on strategy,
performance, excellence, quality, productivity
and efficiency. Displays pride in performance.
2 Relationship Relationship Manager/Communicator:
Employee recognition, open communication
and conflict resolution. Creates employee
and customer loyalty, and treats people with
dignity.
1 Survival Financial Manager/Crisis Director: Financial
stability, organisational growth, and employee
health and safety. Displays calmness in the
face of chaos, and decisiveness in the midst of
danger.
Take the free Values Assessment at the Barrett Values Centre to
see what is most important to you:
https://www.valuescentre.com/our-products/products-
individuals/personal-values-assessment-pva

“The true price of leadership is the willingness to place the
needs of others above your own. Great leaders truly care
about those they are privileged to lead and understand that
the true cost of the leadership privilege comes at the expense
of self-interest.”
Together and Others Don’t
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Leadership roles and skills
To be a Full Spectrum Leader and bring out the best in others,
leaders need a range of leadership skills to meet the needs of
the
specific situation.
Daniel Goleman identified six leadership styles and skill sets
leaders
must be able to draw on, depending on the situation. Each set of
skills is appropriate to specific situations and we cannot rely on
only
one or two skill sets if we are to be a Full Spectrum Leader. The
most
effective leaders know what is needed in each situation.108
1. The Command Style: A leader may need to use this autocratic
approach on occasions. “Do-it-because-I-say-so”. It is also
known as the “My way or the highway” style. This may be
appropriate in crisis situations or when drastic change is
required. It is probably best suited to the survival issues of
Level 1 on Barrett’s model. This is when compliance and tight
control and monitoring are needed. Orders must be followed

unquestioningly.
This style is problematic when over-used as it tends to include
threats, frequent criticism and rare praise, which eventually
erodes people’s spirits and pride and satisfaction in their work.
This is the least effective approach if used in situations other
than
a crisis; an autocratic and intimidating leader affects everyone’s
mood and engagement, team input is minimal, the climate
spirals down and performance suffers.
To use the commanding style well, a leader needs:
■ the drive to achieve;
■ the know-how to exert forceful direction in order to get
better results;
■ initiative: the leader does not wait for situations to drive
him/her, but rather takes forceful steps to get things done;
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■ emotional self-control and empathy to keep anger,
impatience or contempt in check (“Be angry with the right
person, in the right way, at the right time and for the right
reason.” – Aristotle); and
■ to know when the situation needs a strong hand at the top
and when to drop it.
Note to self: To what extent am I using this style and
what has been the impact?

2. Affiliative Leadership: When this style and skills are used
well,
people feel valued and their feelings are considered. These
skills
are particularly needed from Level 2 upwards in Barrett’s
model;
the leader works at building good relationships and harmony
in the team. By connecting with people, by building trust and
respect, and by offering emotional support during difficult
times, these leaders build tremendous loyalty. People want to
feel a sense of connection, belonging and inclusion, so this style
is essential at all times and required even more when a leader
needs to build morale, create harmony or repair broken trust.
A supportive, trusting and non-controlling relationship
with a supervisor and good co-worker relations encourages
engagement.
A leader cannot rely only on this approach, however; if the
leader
places relationships, harmony and personal popularity as the
priority, results can suffer, poor performance can go
uncorrected
and mediocrity may become the norm. Conflict is often avoided
and people don’t get the feedback they need to grow. The team
may feel directionless.
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This style works well in combination with the Visionary and
Pace-
Setting approaches.
To use this style well, the leader needs the skills of:

■ listening;
■ empathy;
■ conflict resolution; and
■ trust building.
3. Pace-setting Leadership: This style and skills allow the
leader
to set high standards and expect excellence (faster, cheaper,
better)! The focus is on results and continuous improvement.
The leader leads by example, and will do the work him/herself
if necessary. Poor performers are quickly identified and more is
asked of them; if they don’t rise to the occasion, the leader will
take over and do it. There is an impatience with poor
performers.
This approach works well with competent, self-motivated and
achievement-orientated people, where the challenges are big.
The down-side of pace-setting is that if it is over-used, people
feel pushed too hard. Pace-setting leaders are often unclear
about their requirements; people must just “know what to do”.
Morale drops when people are unsure and under pressure.
People often feel the leader does not care about them as people
and continuing high stress and pressure can be debilitating; the
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leader gets short-term results, but in the longer term, people
become disengaged and uncreative.
Pace-setting skills include an:

■ achievement drive, i.e. a personal need to achieve high
standards; and
■ initiative to seize opportunities.
Pace-setting is best used in combination with the Affiliative
Style,
with skills such as empathy, self-management and team skills.
Otherwise these leaders simply apply pressure, become
impatient,
criticise, never recognise, and eventually destroy morale. Use
with
care!
4. Participative Leadership: Leaders use this style and skills
to engage others in the decision-making process; they ask
questions and listen, and their approach is collaborative and
democratic. Their aim is to build trust, consensus and buy-in.
This style works well when the team consists of highly
competent
individuals, the situation is complex and the leader is uncertain
about what direction to take, or when the leader needs ideas
from employees, e.g. how to achieve a goal or new ways of
handling a situation. These leaders are facilitators and do not
rely
on position power.
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The skills needed by a participative leader are:

■ listening: these leaders really do want to hear what people
think so they make it safe for people to speak up and be
honest and open; and
■ team building skills of collaboration, consensus,
engagement, conflict resolution, diversity management and
influencing skills.
A leader must be careful not to overuse this style; the outcome
could be endless meetings and discussions with no decisions,
causing delays and confusion and maybe escalating conflict.
This approach is not appropriate:
■ with employees who are not able to give meaningful input;
and
■ in a crisis when quick decisions are needed.
5. The Leader as Coach: The leader makes time for
conversations
with employees about their personal growth, aspirations and
career goals, and how to accomplish these. They discuss the
employees’ strengths and development needs, and they give
feedback. The focus is on the person and their development and
motivation; the leader tries to link daily work to the employee’s
strengths and long-term goals. As a coach, the leader delegates
and gives challenging assignments to help develop people.
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Coaching works best with employees who are motivated, show

initiative and want development. Leaders must have the
expertise
and sensitivity necessary to coach, give feedback and delegate
challenging assignments. Skills needed to coach include:
■ counselling;
■ creating rapport;
■ giving guidance and advice in the best interests of the
employee; and
■ developing talent.
If coaching and feedback is done badly, this can lead to apathy
and fear; the delegation can look like micro-managing and a
focus on short-term goals may make people feel like they are
just being used to get an extra job done.
6. Visionary Leadership: The leader gains people’s support by
clarifying the big picture, setting standards, elucidating how
their work supports the company’s direction and strategy, and
explaining how they are making a difference to something
important. Asking these questions is key:
■ Where are we going?
■ Why is this important in the bigger scheme of things?
■ Who benefits from our success?
■ What are our challenges?
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This creates shared goals and a sense of pride, and people
understand why their jobs matter.
In an era of rapid change, vision becomes even more important
as a means of providing clarity, focus and direction. The route
may change but if the destination remains clear, people have
some sense of stability and clarity. Vision gives us the purpose
behind what we do and how we contribute to something
important. This energises people as it makes work more
meaningful.
Leaders of the most successful organisations have clearly
articulated their vision, even though there may be massive
short-
term uncertainty.
This leadership skill is essential when a clear direction is
needed,
when a team is “drifting”, or when changes require a new
vision.
Leaders are the custodians of the vision, which provides focus
and reminds everyone of what is really important. These skills
are
crucial at Level 7 of Barrett’s model.
Research suggests that this aspect is very important in
motivating people; by continually reminding people of the
larger purpose of their work, the visionary leader gives meaning
to people’s work. People can see they are contributing to
something worthwhile, which is an important contributor to
employees’ engagement.
The visionary leader must have:
■ confidence in order to create a vision that rings true; and

■ empathy to understand other’s perspectives and how they
feel so they can align the vision to the values of the people
they lead.
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Reflection
For each of the six styles and skill sets listed above, reflect on
how much of
your time is spent on each (as a rough percentage), then indicate
what you
believe your current skill level is and changes you want to
make.
Leadership
skills
Percentage
of time I
spend on
this
My current
skill level
(Unskilled/
Skilled/Very
Skilled)

Notes to self: actions I
will take
Command
Affiliative
Pace-setting
Participative
Coach
Visionary
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Important qualities for leaders
In the Conscious Leader/Full Spectrum Leader approach to
leadership, there is a strong focus on the personal qualities of
the
leader. To be a leader who is trusted, respected, inspiring and
able
to bring out the best in others, a commitment to ongoing
personal
development is the starting point.
Leadership greatness rests on our personal greatness; our
quality of
being determines our quality of doing. We cannot be a better
leader
than we are as a person – our character is at the core of how we
lead. We want to be leaders who are trusted and able to engage

and
inspire our followers to commit their full energy toward the
purpose
of the organisation and create value and success. In that case,
we
need to not only reflect on what we are doing as leaders, but
also on
how we are showing up as people.
We must be able to manage ourselves before we are able to
manage
other people as leadership flows from who we are.
The following are important personal qualities we need to be
trusted
and inspiring leaders:
Passion
Success starts with passion for what you do. Vision also flows
from passion. In every article you read about a successful
person
or business, the words “passion” and “vision” will come up as
the
starting point.
You may have a passion for your organisation’s product or
service.
I worked in the motor industry for years and many of the people
who worked there loved the product and took immense pride in
the design and quality of the cars; they would go to
extraordinary
lengths to build a good quality product. Similarly, I have met
people
in many other businesses with a great passion for their brand
and products. Many leaders have a passion for people and their

growth and development. Others love their field of work and
have
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Employee Engagement
a real passion for activities such as developing business cases
on
which future strategy is decided, coming up with the most
creative
marketing campaigns, process improvements on the production
line,
or ensuring working conditions are safe.
Passion is contagious and energises people to help make it a
reality.
Assertiveness
To build a climate of trust and respect, you need to consider
your
way of relating to the team. When you think about it, in any
team
you have to balance your needs, concerns and wishes with the
needs,
concerns and wishes of other people. Let’s look at four possible
scenarios, leading to four possible styles of behaviour, using the
diagram below.
My Concern for Your Needs, Concerns and Wishes
Dominant

Assertive
Withdrawing
Accommodating
M
y
Co
nc
er
n
fo
r M
y
N
ee
ds
, C
on
ce
rn
s
an
d

W
is
he
sHigh
Low
High
Figure 16: Four possible styles of behaviour
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Scenario 1: Here my concern for what I want is high, and
my concern for what others want is low. This means that
in any situation I will want my own way. This is dominant
or aggressive behaviour. When you are in this mode, people
around
you will perceive you as:
■ forceful; talks a lot;
■ pushing your ideas and not really listening to others;
■ stubborn;
■ unresponsive or insensitive to other people’s ideas or
feelings;
■ argumentative;
■ arrogant; and
■ self-centred; wanting your own way.
People in this mode tend to value their independence and
autonomy,
and like to have power and control over others.

If this is your usual style, harmonious relationships will not be
the
result, and if there are a few people in the team with this style,
open
warfare will be the norm!
Scenario 2: Here my concern for what I want is low;
possibly I have little courage to express my views, or
maybe it’s just not that important to me. I am also not
really concerned about what others want. This is withdrawing
behaviour. When you are in this mode, people will perceive you
as:
■ passive and uninvolved;
■ backing down easily;
■ tending to avoid issues;
■ taking a back seat;
■ letting things happen;
■ reluctant to express an opinion;
■ uninvolved;
■ unresponsive to the needs or concerns of others;
■ guarded and careful what you say.
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Employee Engagement
People who are in this mode often like security and
predictability.
Again, this approach will not build relationships of trust and
openness, as people will not know where you stand on any
issue.

Scenario 3: Here, as above, my concern for my needs and
wishes is still low, but now I am highly concerned about
your needs and wishes. This is accommodating behaviour
– I am happy if you are happy! In this mode, people will
experience
you as:
■ warm and responsive;
■ open and caring;
■ sensitive to others and their needs;
■ quick to compromise;
■ unassertive;
■ reluctant to take a stand on issues;
■ glossing over difficult issues; and
■ friendly and social.
People who adopt this style have strong needs for acceptance
and
want to be liked at all costs. They often have problems setting
clear
personal boundaries.
Again, this will not build great relationships in the long-term. If
you
are in this mode too much, you will soon feel that you are being
taken advantage of and your resentment will build up over time.
Also, your team members who have more dominant styles will
tend
to ride roughshod over you. If there are too many people in the
team
with this style, there will be little debate or challenge and
decisions
made will not have been thoroughly evaluated. There will be
more
emphasis on good relationships and not “rocking the boat”.

Scenario 4: In this scenario, you have a high concern for
the views and wishes of others, but you also have a high
concern for your own views, wishes and needs. This is
assertive behaviour. In this mode, people will experience you
as:
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■ open and clear about your views;
■ responsive to their views;
■ willing to engage in open discussion and debate;
■ open-minded and flexible;
■ showing respect for others’ views, needs and feelings;
■ a good listener; and
■ willing to look for creative solutions everyone can support.
People who are mostly in this mode have strong needs for
growth
and self-development, and want to make a contribution. They
realise
that listening to the people around them they will broaden their
understanding and that this will lead to better and more creative
decisions.
This style will build a great team as you are open about your
views
and wishes, but also willing to listen and understand the views
of
others and to make decisions which all can support.
Personal styles: Your area of growth

There are two main skills you need to work on to be in the
assertive
style:
■ Courage to be open and to express your views clearly and
constructively.
■ Respectful listening to fully understand the views of others.
What this basically means is that there must be a concern for
your
own benefit and well-being, as well for the benefit and well-
being
of others in the team. To achieve this balance, there needs to be
a
commitment in the team to keep the channels of communication
open and to work through problems.
Time to reflect
What would you say is your dominant style? Where is your area
of
growth? If your most-used style is in the:
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Employee Engagement
■ dominant quadrant, then your area of growth is to consider
the
needs of others as well as your own. This requires a higher level
of skill in Listening and Collaborating;
■ withdrawing quadrant, then you need to work on being more
open with your views and feelings and to engage more with
people to find out what their views and feelings are;

■ accommodating quadrant, the issue for you could be to be
more
assertive and to be clearer about your own boundaries in terms
of what you are or are not willing to accept; or
■ assertive quadrant, acknowledge these qualities within
yourself
and keep on honing your skills of listening actively and of being
constructively clear and candid.
Recognise that this process of looking for solutions that meet
the needs of all is how you and the team will make more
creative
decisions.
Think of people as your teachers
Every day you have to deal with people in different quadrants
and
each one will present a particular challenge and a particular
growth
opportunity for you. Very often we wish other people would
change,
but this is simply a way of distracting ourselves from our own
growth
needs. Instead, let’s take the view that it is impossible to
change
another person – only they can do that. Our best strategy is to
grow ourselves by developing new strategies and skills to deal
with
any difficulties our colleagues, customers or managers present
us.
This approach will reduce the amount of stress and frustration
we
experience when people do not behave as we think they should.

Self-empowerment
The first step in self-empowerment is to work from our Locus of
Control; some things are in our power to control and some are
not.
For this reason, we need to do a good job of controlling the
things
we can control and not waste so much energy on the things we
cannot. There are things we cannot control, but with some effort
we
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can influence them and then there will be fewer things going
wrong
that we could have prevented. Then we will have more time to
deal
with the things we cannot control if they do go wrong.
This requires a proactive approach, where we focus on the
issues we
can control in order to prevent problems. For example, as a
leader,
if I focus on improving the work processes, developing
employees’
skills, clear communication, building people’s engagement,
systems
to measure performance and identifyi ng problems quickly, I will
experience fewer problems and crises.
Every work process has inputs and outputs, so if I focus on the
inputs
and ensure a stable process and well-trained employees, less

will go
wrong and people will enjoy their work more.
The things that concern us
The things we can
Control
The things we cannot Control o
r Infl
ue
nc
e
The things we can Infl ue
nce
We must direct effort,
energy and time to
the things we do
have the power to
influence or control
Accept what is
But...
Think Possibility
Our
Locus of
Control
Figure 17: Our Locus of Control

Integrity, authenticity and courage109
Individuals with integrity are able to build trusting relationships
with others. A culture of integrity is highly valued as it creates
an
environment of trust and safety. A leader with integrity and
high
ethical standards conveys a commitment to fairness and a
confidence
that both they and their employees will honour the rules of the
game.
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Leaders with integrity live from a place of conviction. Even if
external
circumstances are chaotic or unclear, a leader with integrity is
guided
by their values. When you know the “why”, the “what” becomes
crystal clear. They speak their truth and listen with respect to
what is
true for others.
As a leader, you have decision-making power. Your team and
your
management need to trust that you will use it well and:
■ be reliable and responsible;
■ remain true to your word and honour your commitments;
■ stick to the rules of the organisation;
■ exercise caution and take calculated risks; and
■ consistently do the right thing for the organisation.

At times, integrity may require courage to act on your values,
but we
have to make sure that we walk our talk if we want a reputation
of
integrity.
To be a person with integrity, authenticity and courage, you
need to:
■ be clear on what you stand for. What are your values and
beliefs? Thinking and acting with integrity arises when you
understand your own values and why you do what you do; and
■ make decisions based on core values. What will be for the
greater good or what will lead to the fulfilment of our vision? If
you make decisions based on what will make you look good and
help your career, people will question your integrity.
An authentic person lives according to their values and speaks
their
truth. However, this does not mean giving ourselves permission
to
be dogmatic. An authentic person realises their values and
beliefs
reflect where they are now, and these may grow as a result of
new
experiences or influences. They are open to learning from
others and
from new experiences, and are constantly learning and
expanding.
Authentic people also consider the impact of their views and
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behaviour on others and have a regard for others’ beliefs and
values.
They know they have the right to share their views but they do
so
carefully, realising we are all “work-in-progress”.
To be a person of integrity may also mean having to say “No”
on
occasions, or “Let me think about it and get back to you”. If the
answer is “No”, explain the reasons so people get to know
where you
stand on issues.
Empathy and compassion
Empathy is an important building block in good relationships. It
is
the ability to understand another person’s feelings about a
situation,
to see the situation from their perspective, and to understand
how
they are experiencing it. Empathy requires that we listen
without
judging; we should understand the importance of the issue for
the
person and the impact it has on them.
Leaders with empathy can recognise the needs of clients,
customers,
colleagues and team members, and by using these insights they
are better able to build relationships of trust and respect, a
positive
organisational climate, and high engagement.
Judgement and perspective

Every day as a leader you make decisions, often about complex
issues. Your people want to know they can trust your judgement
because you take the time to:
■ think things through;
■ check your assumptions;
■ ask for input from others and take a wider view;
■ weigh up all the input and consider the situation from all
angles;
and
■ make a decision.
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Employees respect a leader with good judgement who can offer
a
sound perspective on issues.
Confidence and optimism110
When we believe in ourselves and our abilities, we are more
likely
to step forward and take actions in the direction of our vision
and
values. If we lack self-confidence we will most likely not take
positive
actions because we don’t feel good enough, clever enough or
“whatever” enough. This means we will be unlikely to
experience the
rewards of success or learn the lessons of failure.
When we are confident in our abilities, we will put in the time
and

effort required and persevere when there are difficulties. When
success is achieved, this feeds our confidence, meaning we take
on
bigger challenges. This leads to an upward spiral of success and
well-
being. In this way, confidence and optimism or a positive
mindset
come before success! We need to build our confidence in order
to
take the steps needed.
“The difference between people who are thriving and those
who are stuck in hopelessness is that they are living in
different realities.”
—Sean Achor
Optimism, i.e. a positive mindset, is often misunderstood.
Optimistic
and positive people do not ignore or not see problems. Rather
they
believe success is possible and problems can be overcome.
Pessimists
tend to think success is not possible. What is the lens through
which
we view the world?
This does not mean that we become an ‘irrational optimist’ who
thinks magical things will happen without any effort on our part
and
we can ignore the risks or problems. We need a view on the
world
that is real and positive. This is what Sean Achor refers to as
“Positive
Genius”; someone who can see the possibilities as well as the
obstacles and risks, but believes that with collective

intelligence and
effort, we can achieve a good outcome.
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173
To develop confidence and a positive outlook on life we need to
tune into our self-talk or the “voice in our head” and check how
it
is influencing our thoughts about ourselves and our situation. If
we
mostly hear downward spiral messages such as: it will fail, no-
one
will listen to you, you are not clever enough and so on, then it
is time
to find a good coach who can help you reflect and re-wire, as
those
thoughts are usually not true and will not help you move
forward.
The role of positive emotions and engagement was confirmed by
the
“Broaden-and-Build” theory of Fredrickson.111
Positive emotions have been found to broaden people’s
cognitive
abilities such as attention and creativity, and build personal
resources
such as resilience and engagement. The broaden-and-build
theory
suggests an upward spiral in which positive emotions and
broadened
thinking lead to increases in emotional and physical well -being,
i.e. a state of flourishing. According to Fredrickson, “When
positive
emotions are in short supply, people get stuck. But when

positive
emotions are in ample supply, people take off. They become
generative, creative, resilient, ripe with possibility and
beautifully
complex”. Positive emotions, confidence and engagement seem
to
feed each other and lead to great outcomes in terms of success
at
work and a sense of well-being.
Gratitude, which can be defined as “noticing and appreciating
the
positive in one’s work life”, has been found to have an impact
on
positive emotions. In one study, people were asked to record
things
they were grateful for in their job at least three times a week for
two
weeks. They found that this gratitude intervention was
associated
with a significant increase in positive emotion and
engagement.112
In another study of the differences between high and low
performing
teams, it was found that the highest-performing teams had a 5:1
ratio of positive to negative communica tion, while low
performing
teams had a 3:1 ratio of negative to positive statements.113
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Humility

Humility is an important quality for building trust, however it is
not
well-understood. People tend to confuse humility with a lack of
confidence, low status, unassertiveness or poor self-esteem.
The opposite of humility is arrogance or ego-driven behaviour,
both
of which break down trust.
If a team has the belief that their leader is self-absorbed,
opinionated, indifferent to other viewpoints, mainly focused on
self-
promotion and making decisions that are best for their personal
agenda, they will find it difficult to believe that this person will
do
what is best for them.
No question, we must have confidence in our strengths , our
decision-making abilities and in our contribution to the success
of
our organisations, however humility balances that as it includes
an
acceptance that:
■ we don’t have all the answers and we know what we don’t
know;
■ we can learn from others;
■ others have contributed to our success; and
■ we too have made mistakes and judgement errors.
People with humility make fewer mistakes because they are
open to
the views of others and are not arrogant enough to believe they
are
infallible. We tend to learn humility the hard way, i.e. once we
have

disregarded important input and done it our way and maybe
failed,
or once we have alienated colleagues or team members by
taking all
the credit.
Humility is an important quality of the Conscious Leader. One
way
to show humility and open up the route to a culture where
people
feel free to contribute their views is by repeatedly telling the
team,
“I need your input in case I miss something”. If we are open,
ask for
upward feedback and disclose our own mistakes, failures and
the
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insights we have learned from them, it will make it easier for
others
to do the same, which earns the leader trust and respect.
Adaptability, innovation and creativity
Adaptability means we are open to new ideas, willing to change
our
views or change our course of action when required, and accept
that
the approaches of the past may not be the route to future
success.
Adaptable or agile leaders are tuned into their environment in
order

to pick up signals so that they are able to innovate and respond
to new opportunities or challenges. We need to make an effort
to
understand viewpoints that differ from our own and engage with
people who are not like us. Further, we must immerse ourselves
in
new experiences and environments in order to open our minds
and
see new possibilities.
“I don’t think you can solve problems unless you’re curious
about
them, and so much of what we do is solving problems or
looking at
innovations in our supply chain or working with complicated
issues
around partnerships or innovations, to me that’s a natural
quality
that you’ve got to have–about business, your colleagues,
challenges–
it helps you be a better leader. We need a world full of people
asking
deep questions or else we’re not going to have a world to live
in.”–
Rose Marcario (Patagonia CEO)
Resilience
The pace of change and complexity in the business world has
increased dramatically, leading many people to feel overworked
and
overwhelmed.
When we are resilient, we are able to face challenges calmly
and
with a clear mind; we develop confidence in our ability to

handle any
situation life throws at us. Resilience is about responding with
inner
strength to the demands made on us on a daily basis.
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Employee Engagement
Great leaders are able to bounce back from adversity, so we
need
to develop qualities and behaviours that will protect us from the
potential harmful effects of workplace stress and turmoil, and
help us
to thrive during difficult circumstances.
Resilient people face their hardships. They make a deliberate
choice
to do something about their difficult situation, while at the same
time
checking that their emotions do not become negative. They do
not
allow themselves to become overwhelmed by their own
emotions;
they manage to stay positive and optimistic, expecting that
things
will work out well in the end. They believe that they will be
successful
and overcome their difficulties.
Resilient people are also very determined; they refuse to accept
failure and persevere with their efforts even when they
experience
some setbacks. They face and deal with the obstacles that come
their
way and make use of the support of their friends, colleagues and

family.
You may wish to explore the HeartMath techniques to deal
better
with stress and be more resilient.114
Mindfulness, self-awareness and self-regulation
Being mindful means being aware of our perceptions, our
emotions,
the reasons for our actions, and our values and goals. We
understand
that we take actions based on our understanding of a situation
and
we ask ourselves how we came to the conclusions and decisions
we did, and if we have sound reasoning for these. We need to be
aware of what we are thinking, because our thoughts create our
emotional state and drive our behaviour. In this way we
confront
reality and expand our understanding of our outer and inner
worlds.
We remember what is important to us and make conscious
choices
in line with our values and vision. We also develop an
awareness of
others and try to understand their deeper motivations.
When we first take on a leadership role, we tend to be very
aware
of how we interact with others and the impressions we are
making.
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Over time, as our confidence increases, we may be less aware of
the
impact we are having on others. The most effective leaders have
a
high degree of self-awareness about the emotional states that
they
are experiencing and expressing, and as a consequence, creating
in
others around them.
As we can see from the diagram below, between an incident and
our
response, we have choice. For example, if a team member does
not
meet an important deadline, I have the choice to:
■ react, maybe expressing anger, frustration and blame; or
■ breathe, calm down, examine my assumptions and choose a
response in line with my values, e.g. find out what happened,
how the problem can be resolved and then decide how the
employee should be handled.
My choice has consequences for my reputation, for the
employee
and for the team. A disempowered person who reacts will blame
other people or the situation for their behaviour (he made me
angry),
whereas an empowered person will always take responsibility
for
their behaviour (I reacted without thinking).
We always have a choice. We cannot always choose what
happens to
us, but we can choose how we deal with what happens to us.

Incident
Thoughts/
beliefs/
assumptions
My behaviour Consequences(Reality)
React or
Respond
Choice
Figure 18: Exercising choice in how we respond to situations
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Employee Engagement
Leaders who are able to regulate their emotions effectively
create
a stable environment, whereas leaders who are stressed,
frustrated
or angry can create toxic work environments. People quickly
pick up
on signals such as tense body language, scowling and eye
rolling,
however a calm, stable leader will help others to experience
similar
states. This empowers people to think more clearly, innovate
and
perform at their best.
Of course we are only human – even the best leaders will have
their

bad days when they react badly, but with self-reflection and
some
humility, we will take steps to correct the situation. As leaders
we
need strategies that keep us calm and stable so that the people
around us are not also stressed and anxious.
According to Richard Branson, “In business, know how to be a
good
leader and always try to bring out the best in people. It’s very
simple:
listen to them, trust in them, believe in them, respect them, and
let
them have a go!”115
Personal reflection on the individual qualities of great leaders
Reflect on the qualities listed above and identify where you are
already
strong.
Identify one or two qualities you wish to strengthen. List
specific actions
you will take to strengthen these.
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I witnessed the impact of great leadership recently when I was
coaching
young, top performing employees participating in a talent
development
programme.

Young people have a bad reputation for “job hopping”, but two
of the
group I was coaching had been in the same jobs for over five
years and
were both regarded as top performers. This normally meant that
they
would be mobile.
I asked them about their careers and both said they had
considered
changing jobs to add to their CV, but both said they did not
want to leave
their manager.
What they described was a Servant Leader/Conscious Leader
approach
which was bringing out the best in them. They both spoke about
how
their managers took a personal interest in them and encouraged
them
to take on greater responsibilities. They said they were not
afraid to take
on challenging new roles at work because they knew their
managers who
“had their backs”. Further, their managers tried to match work
to their
strengths and interests, and were available to them to discuss
problem
situations and to coach them on how to approach these.
There was plenty of encouragement, praise and public
recognition. Both
said they were prepared to put in long hours to get the job done
and they
knew their managers were flexible and trusting if they needed
time off.

They also spoke about their managers’ calm temperaments and
consultative approaches. Team meetings were fun and energetic,
and all
team members were willing to support each other if there was
unusual
pressure. One person mentioned that at the end of every day her
manager would say, “Good-bye and thank you for everything
today”, so
she always left on a high and looked forward to the next day.
They both felt that if they had made mistakes, it was very easy
to go to
their managers, tell them about it and have a conversation about
how
to sort things out quickly. You would only be in trouble if you
did not
highlight a mistake.
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Sum
mar
y
Leaders play an enormous role in the engagement of their
people. Our role is to set a clear direction, unleash the energy
and
intelligence of our team, and be committed to their growth.
Yet leadership is messy and complex with no guarantee of
success.
We will all experience great days as well as terrible days when

we
doubt ourselves. We have to deal with tough conversations;
make
hard decisions without always being able to share the context
with
our team so we hope they trust us; take responsibility when
things
go wrong; and give others the credit when it goes right.
Knowing we don’t always have the answers, having to maintain
high positive energy in the team when we don’t have it
ourselves
on some days, having to patiently coach someone when we think
its quicker to do it ourselves, listening to people’s aspirations
and
knowing we cannot meet them in the short or medium term, and
dealing with internal politics are all part of the job description.
The only way to succeed in the long term is to be clear about
your leadership values and the reputation you want as a leader,
to accept you will not always live up to it and not be so hard on
yourself, to self-reflect, to renew yourself and to resolve to do
better tomorrow.
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Learning and evolving is essential. Surround yourself with
people
who will support you, be honest with you and who want you to
succeed. Stay focused on where you’re going and celebrate your
successes as you go.
The rewards of leadership are great; meaningful connections,
great results, seeing people grow and develop, and witnessing

your own growth and confidence. Then you know you are
contributing something unique and amazing to the world and it
will all be worth it.
Personal reflection: Your leadership story
Take time to reflect on the information in this chapter, your
own
leadership journey up until now, and your leadership beliefs
that will take
you forward.
How has the leadership theme shown up in your life so far?
If you were to give your leadership story a name, like the title
of a book or
a movie, what would you call your story?
What beliefs or ideas underpin your leadership story? What has
been your
success formula so far?
Where did these ideas on leadership come from, i.e. what has
been the
greatest influence on you as a leader?
■ Who has had a positive impact on your beliefs about leading
and
motivating people?
■ What did you learn from these people?
■ What was the one event that helped you to become the leader
you
are today?

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Employee Engagement
How have these beliefs influenced the way you see yourself,
your work
and the people who are important to you?
Where will these beliefs take you? Is that where you want to be
heading?
Will there be changes to these beliefs?
What do you now believe is important for a leader?
Picture your retirement or farewell party. What do you want
people to say
about you?
What do you expect of your people?
What can people expect from you in a leadership role?
Rochelle and Nicholas conclude their coaching sessions
“It has been a lot to absorb”, said Rochelle. “I’ll certainly write
up my
intentions as a leader. I can see that leadership for high
engagement
is lifelong work. I’ll come back to these notes many times and
reflect.
Thank you for putting me on this path. I will grow as a person
and as
a leader, and I hope to be able to look back at the positive role I
have
played in developing talented people as well as my impact on

the
company’s success.”
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184
Employee Engagement
Chapter 7
Measuring employee engagement
In this chapter, we focus on using Employee Engagement
surveys, how to use the survey results and examples of
Employee Engagement questions.
We saw in Chapter 1 how important employee engagement is to
any
organisation. It is a key input into business results such as
customer
experience, productivity and quality, making it an important
focus
area for management and HR. Management often needs HR to
help
them connect the dots, however.
If the following business results are not looking good...
■ customer experience
■ productivity
■ quality
■ absenteeism
■ turnover among your talented employees
...then it is time to reflect on the state of employee engagement
in
the company as it may be a contributing factor.

Before employee engagement can be achieved, management and
HR
need a number of questions answered:
■ What is the current level of employee engagement?
■ Does it differ across the company?
■ What are the factors influencing employee engagement?
■ Do we know what employees appreciate as well as what
disengages them?
■ What can we do to manage those factors?
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185
HR will often recommend that an employee survey be carried
out as the first step in managing employee engagement. Many
organisations use formal, large-scale surveys to measure how
employees feel about their jobs and the workplace. Increasingly,
companies are supplementing these by using other forms of
engagement data as well, to gain ongoing real-time data
regarding
employees’ views of their experience at work. The most
common
methods used are more frequent “pulse surveys” and real-time
analytics from sources other than formal surveys. This is
certainly an
emerging area of competence for HR people.
Highly engaged organisations are more likely than less engaged
organisations to measure engagement continuously, showing the
value of the information from these surveys.
As the HR leaders providing our organisations with engagement
surveys, we need to challenge ourselves. Are our engagement

surveys really measuring the factors that contribute to
engagement
and specific drivers of performance? Or do we have a list of
questions we think are important and maybe have little relation
to
real employee engagement issues?
Consider how the workplace has changed over the past 10 years
or so… flatter organisational structures; fewer managers with
wider
spans of control; younger employees, possibly with different
value
systems and views on work; new technologies; and a workforce
made
up of full-time employees, contractors and remote workers. The
line between work and private time has blurred with
smartphones,
e-mails and WhatsApp groups. All of this means that we must
ask
ourselves if we are still measuring what is important to
employees in
our engagement surveys.
The best-case scenario is that we offer our organisation a survey
that
asks the questions that need to be asked, and we use the results
to
develop action plans and strategies that make the company a
really
awesome place to work.
The worst-case scenario is that we offer the organisation a
survey
with lots of questions we think are important, but we are not
really

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Employee Engagement
sure if this survey is measuring the factors that bring out the
best
in people and make them want to stay. Then we use the results
to
develop action plans and strategies, using up a lot of people’s
time
and company resources, that have no or little impact on
engagement
among our employees.
There is a huge market of employee survey providers. Deloitte
claims
the industry is valued at approximately $1 billion, and is staffed
by industrial psychologists who have built statistical models
that
correlate turnover with various employment variables.116
Gallup was
the pioneer in this field with the Gallup Q12, which consists of
12
questions that predict engagement and retention.117 Other
vendors
have developed their own models, which are mainly focused on
the
characteristics of leadership, management, career opportunities,
and
other elements of the work environment.
For an employee survey to add value, many issues need to be
thought through. Below is a process flow that lists the main
issues,
which are relevant to an annual company-wide survey as well as
to

the more frequent “pulse” surveys.
■ Top management support and understanding of the reasons
for doing the survey
■ Agree on survey questions and/or provider
■ When and how the survey will be carried out
■ Communications to leadership, employees and unions
■ Update organisational structures
■ Managing the daily survey logistics
■ Tracking participation rates
■ Daily communications`on progress
■ Distributing the results: company trends, divisional and team
scorecards
■ Analysis of company trends: best and worst performing
areas;
best and worst rated questions
■ Action planning: company level strategies and actions; team
results talks and action planning
■ Top management feedback to employees
Preparation for the survey
Survey phase
Results phase
Figure 19: Process flow listing main issues
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The employee engagement survey process
The preparation phase
� Top management support and understanding for the
employee engagement survey
There needs to be a good understanding of what employee
engagement is among top management. What does it mean and
how does it support business results? Once that has been
achieved,
they will want to know more about employee engagement levels
in the company and what is affecting them either positively or
negatively. Top management also need to understand that a
structured survey process will be followed to make sure the
results
are useful to all levels of management, and that actions must
follow
to address major employee concerns. These actions will take
place at
the company, division and team levels.
� Agree on survey questions and/or provider
An important consideration is what you will measure in the
engagement survey and who will manage the survey process.
You
can use an external provider with well-validated questions and
top-
class survey infrastructure, or you can decide to formulate your
own
survey questions and either run the survey in-house or contract
with
a company to run the survey for you, using your questions.

Many companies prefer to use companies that specialise in
employee
engagement, as their survey questions have been rigorously
tested,
they have the IT infrastructure to manage a hassle-free survey,
and
they can provide professional scorecards to each manager.
According to Mark Murphy, survey questions usually include
the
following topics:118
� Leader engagement: How employees are connected to and
energised by their leaders.
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Employee Engagement
� Job engagement: How involved and absorbed employees are
in
their work.
� Team engagement: To what degree employees are motivated
and energized by their co-workers.
� Organisational engagement: How passionate employees are
about the organisation as a whole.
Employees often have concerns about confidentiality and are
usually reassured when told the survey is not being run by
company
employees and that the survey company refuses to share any
individual scores, even if the CEO demands to know!

Some of the organisations that specialise in employee
engagement
surveys include Gallup, Towers Perrin, Deloitte, Best Place to
Work,
Gartner, Korn Ferry and Hay Group.
The downside is that the costs often seem very high and there is
no
choice regarding the questions, although some companies do
offer
the option to add additional company-specific questions to their
standard set of questions.
Developing your own company-specific questions may be more
difficult than you might think as the questions need to be very
clear
and unambiguous, and must measure topics that support
employee
engagement. Achieving buy-in from management for the
questions
can also be a difficult process as they often want to add in many
untested questions.
The next consideration is an IT system that can capture each
employee’s score, ensure employee confidentiality, and generate
meaningful and user-friendly results and scorecards. Developing
a
system might be a long and costly process, in which case it is
often
a better option to contract with a survey company to administer
the
survey for you.
Small companies may look at using tools like SurveyMonke y or
Google Chrome.

189
Examples of employee engagement questions
The Gallup Q12 is based on extensive research and has been
administered to more than 25 million employees in 189
countries.
These questions, Gallup says, constitute, “the best predictors of
employee and workgroup performance”. The first two criteria
on
the list address employees’ primary needs, while the others
address
three stages: how workers contribute to the whole and are
valued,
organisational fit, and development:119
1. Do you know what is expected of you at work?
2. Do you have the materials and equipment to do your work
right?
3. At work, do you have the opportunity to do what you do best
every day?
4. In the last seven days, have you received recognition or
praise
for doing good work?
5. Does your supervisor, or someone at work, seem to care
about
you as a person?
6. Is there someone at work who encourages your development?
7. At work, do your opinions seem to count?
8. Does the mission/purpose of your company make you feel

your
job is important?
9. Are your associates (fellow employees) committed to doing
quality work?
10. Do you have a best friend at work?
11. In the last six months, has someone at work talked to you
about
your progress?
12. In the last year, have you had opportunities to learn and
grow?
The top nine survey questions from Gartner:120
1. Do you understand the strategic goals of the broader
organisation?
2. Do you know what you should do to help the company meet
its
goals and objectives?
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Employee Engagement
3. Can you see a clear link between your work and the
company’s
goals and objectives?
4. Are you proud to be a member of your team?
5. Does your team inspire you to do your best work?
6. Does your team help you to complete your work?
7. Do you have the appropriate amount of information to make

correct decisions about your work?
8. Do you have a good understanding of the informal structures
and processes at your organisation?
9. When something unexpected comes up in your work, do you
usually know who to ask for help?
As a coach, I use the following statements with clients to
establish
their “mood” at work and to get a clear picture of what is
affecting
their engagement.
My job
1. My job gives me a sense of purpose and contribution, and the
opportunity to make a difference.
2. I have a sense of achievement and success at work.
3. My job is well-aligned to my strengths and skills.
4. In my job I use my natural talents.
5. My job is well-aligned to my personal values; I am doing
something I believe is important.
6. I love the kind of work I do.
7. I am growing and developing professionally and personally in
my job.
8. My work goals and KPIs are clearly defined; I know what is
expected of me at work.
9. I receive clear and constructive feedback on how well I am
doing
at work.

10. My input and ideas regarding my goals and KPIs are taken
into
account.
11. I am satisfied with my work-life balance.
12. I feel that my contribution is recognised and appreciation is
shown.
13. I have the authority to make decisions in my job.
14. I am appropriately involved in decisions in my work.
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My team
1. I feel proud to be part of this team for their results, impact
and
contribution.
2. In this team, there is a climate of trust and respect for each
other.
3. I have a sense of belonging in this team.
4. Commitment levels are high in this team.
5. In this team there is a culture of innovation and continuous
improvement; we are never satisfied with mediocrity.
6. In this team, people are highly skilled and experienced and
have
what it takes to do the job well.
7. At work I am able to freely raise issues that are important to
me,

e.g. ideas, problems.
8. At work my ideas and concerns are carefully considered.
9. In this team, we are clear on the team’s goals and roles.
10. Our work processes are clear.
11. Communication in this team is good; everyone ensures
that team members are well-informed and that we get the
information we need when we need it.
12. We have relationships of collaboration, trust and respect
with
other teams in the organisation.
Leadership
1. I trust my manager/team leader.
2. I feel respected by my manager/team leader.
3. I feel supported by my manager/team leader.
4. My immediate leader is a role model in terms of company
values.
Resources/Work environment
1. I have the resources to do what is expected of me.
2. My physical work environment is comfortable and functional.
3. The systems and processes in place are effective and support
the
achievement of our goals.
4. My work-load is manageable.
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Employee Engagement
The company

1. I am proud to work for…
2. Employee policies and practices are fair to all.
3. I have been treated fairly at this company.
4. I feel secure in my job.
5. I support the vision of the company.
6. I totally support the company values of…
7. Leadership at this company live authentically by the values
of the
company.
8. The culture and climate in the company brings out the best in
people.
9. I feel good about coming to work.
10. I would recommend [company] as a great place to work.
(This is
the Employee Net Promoter Score and is a way for organisations
to measure employee loyalty.)
If you are developing your own survey, one option is to test
your
questions on a small sample of employees before rolling them
out
across the organisation.
� When and how the survey will be carried out
The timing of the survey is an important topic. You want to
choose
a time when there is nothing happening that may skew the
results,
for example a restructuring or merger announcement, a bonus
pay
out, wage negotiations etc. When management receives the

results
of the survey and they are either very bad or very good, you do
not
want them dismissing the results by saying, “Oh yes, it’s
because
of…”. Ideally the survey should happen at a time when it’s
“business
as usual”.
You also need to decide how much time is necessary to give
everyone enough time to participate. This is normally anything
from
two weeks to a month.
� Who is included in the survey?
The other decision is who will participate; is this a company-
wide
survey or are we targeting specific groups within the company?
For
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example, we may find that we have a high turnover of
engineers, so
we may want to focus on that specific group.
If it is a company-wide survey, another consideration is if you
will
exclude anyone. For example, you may have people on overseas
assignments who are still part of your organisation. There may
be
women on maternity leave. There may be employees on
suspension

for an extended period, or employees who have been off sick for
a few
months. Will you include new employees with less than three
months
service? What about contract employees who work side-by-side
with
the company’s employees? Are part-time employees included?
If you
do exclude any group of people, make sure there is a good
rationale
for the decision and that the decision is applied consistently.
� Accurate organisational structures are essential
Most engagement surveys provide individual managers with a
team
scorecard. To do this, the company organogram must be up-to-
date so that each manager receives feedback from his or her
team
and not, for example, from people who moved departments some
time back. The organogram must then be uploaded onto the
survey
system. Employees are normally issued with a password which
ensures that their answers go into the correct scorecard. To
protect
confidentiality, teams with less than five people usually do not
get
a scorecard. The same applies if less than five people in a team
take
part in the survey.
� How to capture each person’s responses
Your next challenge in doing the survey is how you will gather
each employee’s responses. Online is usually the best, but many
companies have constraints if there are groups of employees

who are
not able to work on a computer or if it is difficult for employees
to
access a computer.
One big manufacturer with a large group of shop floor
employees
was not able to allow people to leave the moving production
line
to complete the engagement survey, so they issued each
employee
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with a password letter and a paper copy of the survey. They
stopped
the production line for 30 minutes and asked these employees to
complete the survey on the paper copy, only entering their
password
for identification. Students then collected the forms and entered
their responses onto the survey system. Because only a
password
was used, no-one could identify whose form was whose, thereby
protecting confidentiality.
� Is it a good idea to make employee engagement scores part
of management’s KPIs?
My view is that it is not a good idea; the message to employees
should be that it is not compulsory to do the survey, but we
would
like them to. Once participation becomes part of management’s
objectives, some managers pressurise people to do the survey.
The

same with the final engagement score: some employees say they
feel
they are not able to be honest in their ratings for fear of
upsetting
their management who obviously want a good outcome.
� Communications to leadership, employees and unions
Once you have the go-ahead from top management for the
survey
and you have worked out how you will go about doing it, it’s
then
time to communicate your plan to the rest of the organisation.
This
can be a combination of face-to-face briefings supplemented
with
information via e-mail, on company notice boards or letters
with
employees’ pay slips. The communications must include why we
are doing the survey, when it will take place, assurances around
confidentiality, what we will be doing with the results and of
course,
the questions employees will be asked to rate as well as the
rating
scale. You may decide to give the survey a catchy title such as
Pulse
or Barometer.
True story: One of the senior managers misunderstood the rating
scale:
he thought 1 was the top rating. He rated his boss, one of the
Directors
and a good leader, Poor or Very Poor on all the questions. The
Director
was distraught, trying to fathom who in his team of senior
managers was

so unhappy. It was only during the results discussion that this
person
realised his mistake!
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The survey phase
� Managing the daily survey logistics
Never underestimate the amount of work required for a
successful
survey, so be on standby to handle questions and ensure you
have
a Help Desk to handle queries regarding passwords and access
to
the system. People lose their passwords, forget their PIN
numbers,
cannot access the system, are not sure how to rate, and so on.
� Tracking participation rates
Most online systems will give you a daily participation rate for
the company, divisions and teams, and it is good to keep people
informed of the progress as it does help to get people to do the
survey. My suggestion is to use fun communications to motivate
people to do the survey.
Results and action phase
� Distributing the results: Company trends, divisional and
team scorecards
Once we have selected and validated our survey questions and

run
the survey, the key question is what to do with the results once
we
have them. Is it clear what actions you need to take to address
low-
scoring items and to maintain the high-scoring items?
Firstly, communicate to all employees once the results are
available,
with detailed information on how to access their scorecard.
Most
scorecards are easy to interpret, but it may be a good idea to
include
a short description of the key information on the scorecard.
� Analysis of company trends
It is now time for the analytical work: results need to be
interpreted
and trends identified. These might include:
■ the best and worst performing areas in the company;
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■ the best and worst rated questions;
■ any significant changes compared to previous surveys;
■ any significant differences between the various divisions in
the
company;
■ what the company is doing well in terms of employee

engagement; and
■ the “hot topics” to be addressed.
This information needs to be shared with top management who
need
to agree on a way forward. Top management usually have a lot
of
questions about the employee engagement survey results; why is
there such a difference between divisions? What are the top-
scoring
areas doing better than the rest? What is going on in the poorer -
scoring areas?
It might be good for HR to explore a little deeper before sharing
the
results. Focus group sessions always yield good information, so
it
would probably be wise to talk to a sample of employees from
the
best and worst scoring areas and ask some open-ended
questions,
such as:
■ What may have affected the results of your division’s
engagement scores?
■ What has been the biggest positive impact on your
engagement
at work? What makes you like your job?
■ What are the biggest frustrations at work? What makes you
dislike your job?
■ What are your recommendations to top management
regarding

making this company a great place to work?
When you as HR report on the survey results to top
management,
you now have some context to the results.
Gallup’s recommendation is that you give special attention to
those
employees who are high performers, highly engaged and have
extensive experience in the organisation, as they understand
your
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business, your customers and what can and cannot be changed.
In
this way you are more likely to create a workplace that attracts
more
people like your top employees. By asking for the opinions of
your
top performers and taking action on their recommendations, you
will
help create a better organisation where talented people want to
work
and grow.121
Do not ‘name and shame’ the leaders with poor engagement
scores:
things are not always as they seem…
I came across a scorecard with a very low engagement score of
around 40%. The scorecard was awash with red, i.e. Strongly
Disagree.
Fortunately, the leader in question agreed to me holding a

workshop
with the team concerned as he was devastated. I started asking
for
feedback from the team who soon informed me they were very
engaged
and loved their jobs; they also thought their leader was great.
However,
the artisan group received a lower salary increase than the shop
floor
operators which they felt was unfair, and they used the
employee survey
to highlight their dissatisfaction. They were shocked when I
commented
that a score like this could have raised serious doubts in the
minds of top
management about their leader’s ability to lead.
Another very poor scorecard was highlighted in a similar
situation; a
possible outsourcing for part of the team had been raised a few
weeks
before the survey and people were upset and insecure and rated
most of
the questions Strongly Disagree as a way of venting, even
though they
thought highly of their leader.
So these isolated incidents do happen; we need to first explore
the
reasons before concluding we have a leadership problem.
� Results talks and action planning: Company-level strategies
and actions.
Once top management have the results of the survey, they are
responsible for identifying and addressing company-wide

engagement
initiatives. This is when they often turn to HR for guidance.
HR may be tasked to develop strategies to address the problem
areas highlighted in the survey. Examples of company-wide
initiatives
as a result of the engagement survey might include:
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■ the CEO addressing the workforce every quarter on company
strategy, plans and performance;
■ a review of the talent management process to ensure people
with good potential for leadership are being identified and
developed;
■ the topic of employee engagement principles being included
in
the company’s leadership development programme;
■ the IT division being tasked to assist leadership to automate
outdated manual systems;
■ cross-divisional workshops being held to strengthen
collaboration and break down silos;
■ a company-wide recognition scheme being introduced;
■ the policy on part-time studies being reviewed and updated
so
that employees can more easily enhance their qualifications;
■ team or individual coaching being offered to leaders who

request this;
■ a fresh initiative being launched to strengthen the company
values and culture; and
■ the onboarding process for new employees being refreshed
and
updated.
Buy-in and support from top leadership is essential, so careful
research needs to be undertaken to ensure the relevance and
effectiveness of the proposed initiatives, as well as excellent
implementation.
� Results talks and action planning
Now that individual leaders have information on their
employees’
perceptions and feelings, they are usually totally confused! HR
support is therefore needed to guide them through this process.
Managers are responsible for addressing their team’s
engagement
issues. The team results talk is very important as when leaders
send
out an employee survey but take no action on the results, it can
lead
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to lower engagement than doing no survey at all.
Senior managers need to take ownership of the outcomes of the
leaders reporting to them by reviewing their scorecards with
them,

providing coaching and offering any other support required,
such as
leadership development, mentoring or any other internal
support.
A set of guidelines like the ones below will help leaders through
the
process.
The first step leaders must take is to ensure their team members
see
the scorecard.
Secondly, each leader needs to analyse the scorecard and
identify the
following:
■ How many people participated in the survey? What does that
tell
me? How do I interpret a high or a low participation rate?
■ What is the overall engagement score? Is it better or worse
than
previous surveys? How does it compare to the overall company
or divisional score? Should I be happy with this score or should
I
be concerned? Were there any special circumstances during the
past year that may have influenced the results?
■ What are the top three and the bottom three scores? What
is my understanding of the reasons for this? What may have
contributed to these results?
■ If this is a regular annual survey, reflect on the actions we
took
after the last survey. Can I see the impact of these in this year’s

results? What worked well and what did not work so well in
terms of engagement?
Thirdly, good leaders listen and understand before they take
action,
so each leader must set up a special “results talk” session with
the
team. Now if the scorecard is good, it’s an easy conversation:
the team
explains the reasons for the good scores and makes a few
suggestions
to remove some small frustrations. The manager is happy.
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If the scorecard is poor, however, it’s a terrible meeting; no-one
wants to talk about anything and no-one remembers scoring any
item low. If a team member is not at the meeting, the team may
conclude he or she gave the low rating!
This is where HR plays an important support role by providing
skilled
facilitators for these discussions. One option is to have the
manager
present with the facilitator leading the discussion, while another
option is for the facilitator to meet the team without the
manager
and to then give them feedback after the session.
It is always good to follow an appreciative enquiry approach at
these
sessions: focus on what is working as well as how things could
be
better.

It’s complicated! The results talks are important as scorecards
do not
tell the full story. Recently I worked with a team where the
question on
the company value of ‘Integrity’ had equal ratings in the
categories of
Strongly Agree, Agree, Disagree and Strongly Disagree. The
leader was
very worried, so I asked the team to define Integrity and to then
explain
the ratings:
Person 1 rated Strongly Agree and said integrity means sticking
to
agreed processes. He mentioned an incident where he was being
pressured by another department to skip some steps in the sign-
off of a
new system and his manager had supported him by insisting the
process
be followed.
Person 2 rated Strongly Disagree and said Integrity means
fairness. She
mentioned an example of an employee who had the opportunity
to
take part in a special development programme and she felt it
had been
handled unfairly.
Person 3 also rated Strongly Disagree and said Integrity means
transparency. She mentioned rumours that were denied and then
later
turned out to be true.
This discussion gave the leader a good insight into the issues

that
affected the ratings, as well as the impact of leadership
behaviours on
the team.
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Here is a suggested approach a leader can follow in his or her
own
results talk:
Suggested agenda for a team results talk
Make sure you as the leader ask open questions to explore the
issues
highlighted in the scorecard and listen well.
■ Welcome everyone.
■ Review the purpose of the meeting:
□ Review our scorecard.
□ Identify what is working well and what we need to address to
make work more fulfilling for us all.
□ Agree on two to three action plans.
■ Display the scorecard and highlight key trends and
information:
participation rate, engagement index, best and worst scoring
items,
and any significant changes since the last survey.

■ Ask the team to share their overall impressions of the results:
what
stands out for you? Which question is of most concern to you?
■ Focus on the top scoring items: ask the team what
contributed to the
good score, i.e. what is working well so we know to maintain
that?
■ Focus on the items of top concern: what contributed to the
low
scores and what do we need to do about it?
■ Agree an action plan with the team. The action plan should
consist
of:
□ a description of the current situation;
□ a description of the desired situation, i.e. what will success
look
like?
□ the action steps required to move from the current to the
desired situation; and
□ who is responsible for each action step. Try to share the
workload among the team as it is important that team members
also feel responsible for contributing to high engagement.
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■ Agree on how you will review progress; one suggestion is
that the

engagement action plans are reviewed as part of your weekly/
monthly team meetings. Once the action plans are completed,
you can ask the team what else you can all do to make this a
great
place to work. In this way, the focus on engagement and shared
responsibility for engagement is maintained on an ongoing
basis.
■ Remember to give recognition as progress is made.
If the team is not talking openly, or if one or two people
dominate, then
do this exercise:
■ Split the team into pairs and ask them to write on Post-it
notes:
□ what is helping me to be engaged at work and do a good job;
and
□ requests or suggestions to make this a really great place to
work.
■ Ask each pair to put up their Post-it notes on a wall or on a
flip chart.
■ Cluster the Post-it notes into similar themes.
■ Work through the items: ask the pair who put up the item to
explain
more fully what they meant by it. As the leader, listen and ask
questions to clarify.
■ Thank the team for their feedback. Make the point that we
must
ensure we continue to do the things that are already working

and
not neglect these.
■ Ask the team to identify the high priority issues from the
requests
and suggestions list. The team can vote or discuss until they
reach
consensus.
Maintain the momentum between surveys
Imagine standing on the scale and you note that you are 5 kgs
overweight. Then, without doing anything different, you stand
on
the scale a week later and you are upset because you are still 5
kgs
overweight. This is how some companies approach engagement
surveys: we run them annually, we look at the results, it is
business
as usual, and then in a year’s time everyone is frustrated
because
there is no improvement. There are also managers who think
once
the results talk is over, they can tick off employee engagement
as
completed!
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As HR leaders, we need to maintain a focus on employee
engagement activities. For example, regular communication to
employees about progress on the company-wide initiatives, as
well as quarterly or half-year follow ups with senior managers
to

review progress on engagement action plans in their divisions.
The
message needs to be clear that employee engagement is part of
the
leadership role. HR can also offer shorter pulse-type surveys to
see
if there is any improvement in the poorer scoring teams, as well
as
facilitated team workshops where the team can work on team
climate
and improve work processes.
If employees have the perception that nothing has happened
despite
their participation in the survey, they start to question if it adds
any
value and participation rates go down.
New directions in employee engagement surveys
Listening to the voice of employees is an important part of an
HR
strategy.
Some companies feel that feedback gathered from traditional
engagement surveys every year is not frequent enough to
provide
a complete and current perspective. Many companies now
complement their main engagement survey with pulse surveys
or
short topic-specific surveys, which help them to react faster to
the
insights gained.
The main problem with this approach is survey “fatigue”;
people

generally do not want to be bothered with too many surveys
asking
the same questions. It is also difficult to manage the results talk
and
action planning process if the surveys are coming around too
fast.
As a way to deal with the challenge of survey fatigue, an option
is
to run engagement surveys on a monthly basis but with different
groups of employees. In this way each employee is only asked
to
do the survey once per year, but the organisation is able to keep
its
finger on the pulse.
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If we use a pulse-type survey is for a smaller sample or sub-set
of
employees, we also need to be careful about how we react to a
sudden downward or upward trend which may be temporary and
specific to that group only. In these instances, the results talks
become very important to explore underlying issues.
HR can use other approaches to “listening” to employees that
will help them understand employee experience and help them
be able to predict retention, performance and engagement. New
technologies make employee analytics a lot easier. Companies
are
now starting to track trends from many sources, such as:
■ attendance;
■ sick leave;
■ length of service;

■ training and development received;
■ performance ratings;
■ job changes within the company;
■ information from exit interviews as well as stay interviews;
■ focus groups;
■ social analytics on data from platforms such as Glassdoor,
LinkedIn, Facebook or Twitter;
■ the company recognition programme; and
■ innovation management.
For the time being, the annual employee survey is still the norm
in
companies that do surveys, but a new wave of technology is
opening
up many other options. New pulse-type survey tools are
flooding the
market. SurveyMonkey is well known, but look on Google and
you
will see apps such as:
■ SurveyPlanet;
■ LimeSurvey;
■ QuickTapSurvey;
■ YesInsights;
■ Survey Anyplace;
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■ SmartSurvey; and
■ Client Heartbeat.
However, even if it is a quick pulse-type survey, the same
considerations apply: ask the right questions, produce useful

scorecards and do something about the outcomes.
Views against employee engagement surveys
Not everyone is a fan of engagement surveys. Some criticisms
are
listed below:
■ If your employer or leader wants to know how you feel about
your job, they shouldn’t give you surveys to fill out, they
should
just ask you!
■ Employee engagement surveys are the worst way to take the
pulse of your organisation. People believe that if they criticise
the boss in their survey feedback, they will feel the
repercussions
for that offence. What will really happen if the whole team told
the truth about a poor leader?
■ Surveys are point-in-time exercises. Things keep changing so
any
snapshot of how people are feeling will have very limited value.
■ People try to generalise their comments in order to avoid
being
identified as the feedback-provider, so their input can become
meaningless.
■ If a company has to promise confidentiality to get its
employees
to complete a survey, then you already know you have a lack of
trust.
■ These surveys are costly to administer and take significant
manager time to follow up.

■ Surveys produce quantitative (“what” employees think) but
not
qualitative results (“why” employees think as they do).
All of these are fair comments and mainly point to good
leadership
and trust. In a perfect working world with only great leaders, we
may
not need a survey to know how people feel about work.
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Employee Engagement
Currently the annual/biannual survey is a robust tool for
measuring
employee engagement. The employee survey does allow for
year-
over-year comparison and can help identify the causes of highs
and
lows in engagement. We do need to work around these
objections
raised, however, mainly by educating the leadership on how to
work
with the process.
Sum
mar
y
Measuring employee engagement provides HR and leadership in
the company a clear picture of how people feel about working at
the organisation, and gives guidance on the actions required to
improve the company’s culture and peoples’ experiences at

work.
Employee feedback collected through engagement surveys will
help HR teams and line leaders to understand more fully what
the
talent they employ expects and values. It also flags problem
areas
before they get out of control and helps you see what is
engaging
people to put in discretionary effort and want to stay at your
company.
Collecting employee feedback, listening to your people, sharing
with them what you’ve learned and how the results will be
addressed are all important parts of what it means to be a great
employer.
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Blank Page
Lesson S301
Human Resource Management Processes and Systems
Reading A
Human Resources Management Issues, Challenges and
Trends: "Now and Around the Corner"
Chapters 2, 8 and 9
Human Resources Management Issues, Challenges and Trends:
“Now and Around the Corner”, pages 31–52.
Copyright © 2019 by Information Age Publishing

All rights of reproduction in any form reserved. 31
CHAPTER 2
GLOBALIZATION AND HUMAN
RESOURCE MANAGEMENT
Ronald R. Sims
The 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.
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AN: 2006258 ; Ronald R. Sims.; Human Resources Management
Issues, Challenges and Trends: 'Now and
Around the Corner'
Account: s4061880
32 • RONALD R. SIMS
TODAY’S GLOBAL ORGANIZATION AND
HUMAN RESOURCE MANAGEMENT ISSUES
For 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
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Globalization and Human Resource Management • 33
brands 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
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to 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.
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Globalization and HRM
Due 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 ENVIRONMENT
It 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
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HRM 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 Factors
Government 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 Factors
This 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.
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Since 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 Factors
The 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 Factors

Technology 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
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thread 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 OPERATIONS
Today’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 Analysis
Political 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
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resources 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 categorizati on 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 organizatio ns
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.
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Finally, 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.
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ACADEMY
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Transnational. Finally, a transnational corporation attempts to
achieve the lo-
cal responsiveness of a multinational corporation whi le 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 FUTURE
Entry 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
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ensure 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
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company 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 HRM
Given 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
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seen 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
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different 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
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may 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
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ACADEMY
Around the Corner'
Account: s4061880
their 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 Professionals
As 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
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expend 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.
CONCLUSION

Globalization 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.
Co
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Today’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-
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A
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.
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ing 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.
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CHAPTER 8
ATTRACTING AND
RETAINING MILLENNIALS
Is Servant Leadership the Answer?
Shannon O. Jackson, Pamela Chandler Lee, and Jonathan
Shoemaker
According to the Pew Research Census Bureau, more than a
third of workers
today are millennials, born between 1981–2000 (Fry, 2015).
Research shows that
this large and growing sector of the workforce expects a
different work experience
than their predecessors, such as GenXers and baby boomers.
Undoubtedly, mil-
lennials are the most educated, ethnically diverse,
technologically competent and
perhaps the most innovative generation in the workforce. Thus,
as Mabrey (2015)
explains, they want a work environment that is “less formal,
less concerned with
customs and traditions…honest about [the] view that excessive
work demands
might not be worth the cost of advancement” (pp. 1, 3).
Significant to our discus-

sion is the reporting that millennials also “look for meaningful
work in a col-
laborative environment… [and] a more sustainable work/life
balance” (Mabrey,
2015, p. 2). Additionally, since millennials are in constant
search of such balance,
according to Taylor and Kester (2010), more than 65 percent of
millennials plan
to switch jobs throughout their careers (p. 48).
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164 • JACKSON, LEE, & SHOEMAKER
So then, the question becomes, how do organizations attract and
then retain
this ever more important sector of the workforce? As discussed
by Reuteman
(2015), millennials are comfortable working with teams and
having input; they
want to feel a part of something bigger than themselves.
However, in their desire
for work-life balance, participative management, and immediate
feedback, they
are likely to leave an organization if they become dissatisfied
(Ferri-Reed, 2014;
Lowe, Levitt, & Wilson, 2008; Malcolm, 2016). As a matter of
fact, the number
one reason millennials leave their organizations is because they
don’t feel valued

or respected by the people for whom they work (Reuteman,
2015). As Reuteman
(2015) explains, “People don’t leave companies; they leave
managers… they’re
not mad at the building…they’re mad at the people they work
with on a day to day
basis… they leave managers” (p. 8).
Consequently, this research emphasizes the significance of
effective leadership
for creating an organizational culture that attracts and retains
millennials. In other
words, if managers implement a leadership style that is
consistent with millenni-
als’ perspective of work, these workers will not only be
interested in joining the
organization, but they may also be more committed to staying
with the company
for the long-haul. Like the members of other generations,
millennials have a desire
to contribute and make an impact in their companies; they are
motivated by chal-
lenging work that allows them to grow and develop, and they
especially “want to
be part of innovative and energetic organizations that will value
their ideas and
encourage their creativity” (Lowe, Levitt, & Wilson, 2008, p.
47). However, mil-
lennials generally have a different view of loyalty to
organizations than other age
groups. If the work environment does not meet their needs, they
are more likely
than other generations to leave the company and seek
opportunities elsewhere
(Fries, 2018; Lowe, Levitt, & Wilson, 2008; Malcolm, 2016).
Additionally, these

workers seek confirmation that their work and their
contributions are appreci-
ated. If this feedback is not readily provided by their leaders,
they are likely to
disengage from their work, from their coworkers, and then from
the organization.
Thus, this essay proposes that servant leadership is the most
appropriate lead-
ership style for engaging millennials and meeting their need for
participation,
teamwork and serving a vision larger than themselves. Robert
Greenleaf’s theory
of servant leadership, also referred to as “leadership upside
down” (Daft, 2010,
p. 176), is “based in ethical and caring behavior...[which]
enhances the growth
of people, while at the same time improving the caring and
quality of our many
institutions” (Spears, 1996, p. 33). As Barbuto and Gottfredson
(2016) insist,
“millennials want what servant leaders are suited to provide,
which is a leader
who focuses on the developmental needs and human capital
improvements of its
employees, even beyond the needs of the organization or the
leader” (p. 2).
In this chapter, we will first discuss the millennial generation
and their pres-
ence in the workplace. We will then provide a review of
leadership research and
discuss the relevance of leadership for creating an
organizational culture which
respects, attracts, and engages millennial workers. This analysis
will emphasize

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Attracting and Retaining Millennials • 165
the principles of servant leadership and its relevance for the
millennial genera-
tion. We will then recommend specific strategies for attracting
and retaining this
expanding sector of the employee population.
THE MILLENNIAL GENERATION: WHO ARE THEY?
For the last few decades, the millennial generation has been the
topic of extensive
research, discussion and speculation, in popular press as well as
academic publi-
cations, by managers and practitioners, as well as researchers
and scholars. The
similarities and differences between millennials and other
generations have been
lauded, opposed, celebrated, and even denied. Some experts
insist that millenni-
als reflect some of the most unique—and possibly the most
frustrating—habits in
the workplace. There are others who maintain that, other than
their age, millen-
nials are not that much different from other generations
(Costanza, 2018). In an
article for Entrepreneur magazine, Christian Brucculeri, CEO of

Snaps, a mobile
platform that creates branded content, said, “The same basic
principles apply to
the millennial generation as to any other age group. Some
people are inspired,
excited, hardworking, humble and curious. Some are entitled,
unfocused and po-
litical. Not everyone is great!” (McCammon, 2016, para. 18).
Nevertheless, while some of the most sweeping generalizations
about millen-
nials may not apply to everyone in the age group, there is a
great deal of support
for generation theory, which represents generations as social
constructs in which
sets of ages are defined by historical or social events (Costanza,
Badger, Fraser,
Severt, & Gade, 2012; Strauss & Howe, 1991; Twenge, 2010).
Although the de-
scription of each cohort varies widely, prevailing research
defines baby boomers
as those as born between about 1945 and 1964, GenXers were
born between 1965
and 1981, and millennials, also referred to as Generation Y,
were born between
1981 and 2000 (Costanza et al., 2012). Millennials are referred
to as tech-savvy
multi-taskers, who desire instant gratification and recognition,
work life balance,
flexibility, transparency, career advancement, and team-oriented
tasks (Abbot,
2013; Malcolm, 2016).
Millennials also seem to be more comfortable with technology
than any other
generation in the workforce. As a matter of fact, it is this

familiarity with technol-
ogy which defines the key features that set millennials apart
from other genera-
tions. Millennials represent the generation that grew up with
tablets, laptops, the
Internet, and social media as norms in their environment. Thus,
immediate access
to information and connection with others may inspire the need
for teamwork,
collaboration, and immediate feedback (Green et al, 2005;
PWC, 2011). Along
with an appreciation for technology and social media,
millennials seek an organi-
zational culture which encourages innovation and creativity,
and which provides
the resources and support for them to be their best selves.
Leadership has the re-
sponsibility for establishing and maintaining such a culture in
order to attract and
retain this growing segment of the workforce.
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A REVIEW OF LEADERSHIP
Analyzing the relevance of leadership for engaging millennials
in the workplace
is a worthwhile endeavor. As this discussion will confirm,

leadership influences
the culture, climate, and even the performance of an
organization more than any
other single component. Historical analyses reflect a scholarly
interest in the lead-
ership construct since the 1800s. An examination of peer-
reviewed articles reveals
hundreds of definitions from a variety of perspectives. While
there are some dis-
tinctions in these viewpoints, there are also some similarities.
For example, the
most oft-cited definitions of leadership consist of the following
components:
Power or influence
• Communication
• Inspiration
• Purpose
• Visioning
• Change
• Outcomes
• Objectives
• Process
• People or relationships (Daft, 2010; Rost, 1993; Yukl, 2013)
Some of the most basic functions of leadership, or what l eaders
do in their
organizations include:
• Guiding the activities of the organization to meet a common
objective
• Directing and facilitating programs and opportunities for
organizational
profitability
• Empowering followers to support the mission and vision of the

organiza-
tion
• Training, developing, and supporting followers in their roles
• Influencing the behavior of followers, and
• Establishing and maintaining the organizational culture
(Eberly, Johnson,
Hernandez, & Avolio, 2013; House & Aditya, 1997; Rost, 1993;
Schein,
2010)
Significantly, contemporary research consistently emphasizes
the importance
of leadership for organizational performance (Center on
Leadership, 2009; Yukl,
2008). According to Citigroup (2007), some of the most well
publicized corporate
failures have pointed to the critical role of leadership in the
success or failure of
organizations. Kaiser, Hogan, & Craig (2008) concluded that as
much as 15–45%
of a firm’s performance can be attributed to leadership
functions. These research-
ers conducted a meta-analysis of studies investigating
managerial succession.
Through various methodologies, consistently, the research
showed a relationship
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between leadership and organizational performance.
Specifically, changes in lead-
ership were closely followed by changes in the organization’s
performance.
Studies have also linked organizational performance with
organizational or
corporate culture (Gordon & DiTomaso, 1992; Kotter &
Heskett, 1992). Orga-
nizational culture generally refers to the pattern of shared
assumptions, beliefs,
and values of its members (Schein, 2010; Trice & Beyer, 1993).
Schein (2010)
further emphasizes that this pattern is then “taught to new
members as the correct
way to perceive, think, and feel” (p. 18) about organizational
problems. Some
researchers have postulated that one of the most—if not the
most—important
role of leadership is to establish and maintain the culture of the
organization. As
a matter of fact, Schein (2010) contends that leadership is
manifested “when we
are influential in shaping the behavior and values of
others…and are creating the
conditions for new culture formation” (p. 3).
Scholars assert that leadership has a more significant impact on
organizational
culture than any other element of a company (Bass & Avolio,
1993; Schein, 2010;
Trice & Beyer, 1993). It is important to note that the influence
of leadership not

only refers to top level leaders, such as the Chief Executive
Officer (CEO) of a
company, but also mid-level managers and supervisors
performing the function
of leadership. In his seminal work examining leadership and
organizational cul-
ture, Schein (1985, 2010) identifies specific mechanisms or
tools that leaders use
to teach and then reinforce the values, beliefs, and assumptions
of the organiza-
tion. Schein refers to these tools as Primary Embedding
Mechanisms and Sec-
ondary Articulation and Reinforcement Mechanisms. The
Primary Embedding
Mechanisms represent “the most powerful daily behavioral
things that leaders do”
(Schein, 2010, p. 236); the Secondary Mechanisms represent
“the more formal
mechanisms that come to support and reinforce the primary
messages” (Schein,
2010, p. 236). Importantly, the secondary mechanisms are only
effective if they
are consistent with the primary mechanisms. Schein identifies
the following lead-
ership behaviors as the Primary Embedding Mechanisms:
• What leaders pay attention to, measure, and control on a
regular basis
• How leaders react to critical incidents and organizational
crises
• How leaders allocate resources
• Deliberate role modeling, teaching, and coaching
• How leaders allocate rewards and status
• How leaders recruit, select, promote, and excommunicate
Thus, according to Schein (2010), new employees learn more

about the culture
of their organizations from the daily behaviors of leadership
than they learn from
formal training or orientation sessions (p. 250). Si gnificant for
this research is the
leader’s role in recruiting, rewarding, and retaining employees.
Because millennials are assigned to and work in various levels
and depart-
ments throughout an organization, the organizational culture
must reflect an ap-
preciation for millennials and their contributions. In other
words, an organiza-
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tional culture which embraces millennials’ perspective of work
must permeate the
company. The role of leadership for establishing and
maintaining organizational
culture cannot be ignored. The following subsections will
briefly discuss the pro-
gression of leadership research from the 19th through the 21st
centuries.
Trait Approach
The scholarly and practical appreciation for the relevance of

leadership for or-
ganizational performance has evolved through more than a
century of research. In
the early days, scholars presumed that the basis for leadership
was found in a set
of innate traits such as drive, a desire to lead, honesty,
integrity, self-confidence,
intelligence, job-relevant knowledge, extraversion and a leaning
toward guilt as
a way of encouraging a sense of responsibility for others
(Kirkpatrick & Locke,
1981). Hundreds of empirical studies investigated the
correlation between traits
and a propensity for leadership; and traits and leadership
effectiveness. The re-
sults of these studies “…failed to find any traits that would
guarantee leadership
success” (Yukl, 2013, p. 12). Scholars concluded that the
narrow view of leaders
as being born did not explain the relevance of followers, nor did
it acknowledge
the importance of the leaders’ behaviors for organizational
performance.
Behavioral Approach
In the late 1930s and early 1940s, several researchers
demonstrated that a per-
son’s behaviors are more significant for understanding the
function or practice of
leadership than his innate traits. The implications of these
findings indicated that
leadership could be learned. For example, in 1939, Lewin,
Lippett and White led
a research project commonly known as the Iowa State Studies,
published in the

Journal of Social Psychology. This seminal research found that
leaders tended to
display one of three leadership styles: (1) a democratic style, in
which follower
participation was a key element; (2) an autocratic style, in
which decision making
was centralized rather than participative; or (3) a laissez-faire
style, in which the
leader relegated responsibility for decision making to followers.
Lewin, Lippett
and White found that the democratic style, in which followers
were empowered
and encouraged to participate, was correlated with the most
positive organiza-
tional outcomes (Lewin, Lippett, & White, 1939).
A decade later, in the 1950s, Stogdill and Coons led the Ohio
State Studies,
which also examined the behavioral tendencies of leaders. The
research showed
that there were two dimensions involved in how leaders
behaved: (1) they held a
high consideration for followers’ ideas and feelings, or (2) they
were more con-
cerned with the structure through which relationships were
oriented toward com-
pleting work tasks. Stogdill and Coons discovered that having a
high consider-
ation for employee needs and feelings, combined with a high
recognition for the
importance of a structure in which job completion was
paramount, was the most
effective leadership style (Stogdill & Coons, 1951).
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Research in the 1960s brought us the University of Michigan
studies by Kahn
and Katz. These studies followed a similar line of thought to the
Iowa State and
Ohio State studies, in that Kahn and Katz examined the
behavior of leaders in
terms of whether they were primarily employee oriented or
production oriented.
Again, the question of whether followers’ needs mattered for
effective leadership
was the primary research question. Kahn and Katz found that
leaders who were
primarily concerned with their followers had the highest levels
of productivity,
and their employees experienced the highest levels of job
satisfaction (Kahn &
Katz, 1960).
Then in the mid-1980s, Blake and Mouton published their now
famous Mana-
gerial Grid, once again examining the relationship between
productivity and at-
tention to follower needs, wants and desires. Blake and Mouton
found that leaders
performed best when they demonstrated a high consideration for
both people and
production (Blake & Mouton, 1984).

Transforming Approach
In 1978, while leadership scholars were proclaiming the
significance of rela-
tionships between leaders and followers for organizational
success, James Mac-
Gregor Burns introduced the theory of the “transforming” or
transformational
leader (Burns, 1978). Distinct from transactional leadership, in
which leaders and
followers exchange services to meet organizational objectives,
Burns suggested
that effective leadership is based on trusting and mutual
relationships between
leaders and followers that evolve over time. He defined
transforming leadership
as a process through which “leaders and followers raise one
another to higher
levels of morality and motivation” (p. 20). In many ways,
transformational lead-
ership is a motivational theory, in which the leader appeals to
followers’ moral
values, in order to influence followers to transcend their self-
interests for the good
of the organization (Bass, 1985; Burns, 1978). Thus, while the
theory focuses on
developing and transforming individuals, the end goal is
transformation in the
organization to achieve organizational objectives.
Over the last two decades, transformational leadership has
become the most
popular and most well-regarded theory of leadership in the
literature. With hun-
dreds of articles extoling its virtues, transformational leadership
has been cor-

related with constructs such as profitability, job satisfaction,
trust, emotional in-
telligence, charisma, and corporate social responsibility
(DuBrin, 2013; Groves
& LaRocca, 2011; Rubin, Munz, & Bommer, 2005).
Nevertheless, many of the
leaders in these organizations are concerned about attracting
and engaging millen-
nials, suggesting that there may be some inconsistency between
the components
of transformational leadership and the needs of the millennial
generation.
It could be argued that while transformational leadership
appeals to followers’
morality and values, the objective of the model is organizational
performance,
profitability, and success. Conversely, while millennials
certainly want to be com-
pensated fairly, they are more concerned about work-life
balance and quality of
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life (Dixon, 2016; Scalco, 2017). Interestingly, some
researchers have suggested
that the leader’s focus—on the organization or on the
employee—is what dis-

tinguishes transformational leaders from servant leaders
(Chaudhuri, Kettunen,
Naskar, 2015; Stone, Russell, & Patterson, 2003). According to
Stone, Russell,
and Patterson (2003), “the transformational leader’s focus is
directed toward the
organization, and his or her behavior builds follower
commitment toward orga-
nizational objectives, while the servant leader’s focus is on the
followers…the
achievement of organizational objectives is a subordinate
outcome” (p. 1).
Thus, leaders who listen to their employees and demonstrate
concern for their
individual growth and development may be in the best position
to establish an
organizational culture in which millennials are valued and
appreciated. As Fries
(2018) asserts:
Millennials want to work with leaders who value feedback from
all employees…
millennials are often keenly aware that the further up the
corporate food chain lead-
ers are, the more they tend to lose understanding of the
challenges other employees
face…and tend to dismiss the validity of their experiences.
(para. 9, 10)
Based on these findings, this analysis proposes that Servant
Leadership is an
appropriate model for recruiting, rewarding, and retaining this
millennial wave of
employees.

SERVANT LEADERSHIP THEORY
In the 1970s, based on an illustrious 40-year career in
management at AT&T, and
after reading Herman Hesse’s short novel entitled Journey to the
East, Robert
Greenleaf began examining the concept of leaders as servants
(Spears, 1996). As
a result of his research, Greenleaf concluded that “the great
leader is first experi-
enced as a servant to others...true leadership emerges from
those whose primary
motivation is a deep desire to help others” (Spears, 1996, p.
33).
Researchers have noted that the concept of leaders as servants is
not original to
Greenleaf. This model is seen in ancient, historic, religious and
even contempo-
rary leaders such as Jesus Christ, Moses, Confucius, Mother
Theresa, and Martin
Luther King, Jr. (Keith, 2008). It is important to acknowledge
that it is not neces-
sary for one to be a deity or a Saint to be characterized as a
servant leader. Many
successful contemporary leaders are identified as servant
leaders. One of the most
notable is C. William Pollard (Sendjaya & Sarros, 2002), a
former executive of
ServiceMaster who twice served as CEO of the firm (1983–1993
and 1999–2001).
Describing himself as a person who leads with a servant’s heart:
Pollard contends that the real leader is not the person with the
most distinguished
title, the highest pay, or the longest tenure...but the role model,

the risk taker, the
servant; not the person who promotes himself or herself, but the
promoter of others.
(Sendjaya & Sarros, 2002, para. 50)
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Also, according to the founder and former CEO of Southwest
Airlines, Herb
Kelleher, Southwest was founded in 1971 based on Kelleher’s
desire to serve;
Kelleher insists that Southwest’s success is sustained by people
“who have a pre-
disposition to serve others” (Leader Network.org, 2007, para.
6). While Kelle-
her has not held an active leadership role at Southwest since
2008, the airline is
consistently recognized as one of the most admired companies
in the world. One
of the four core values which creates the foundation for the
organization’s busi-
ness strategy and unique corporate culture encourages
employees to demonstrate
a “Servant’s Heart” (Southwest, 2015).
Servant leadership is becoming widely accepted as an effective
model of lead-
ership for the 21st century. Servant leaders are more concerned

about developing
others than promoting themselves; they welcome and appreciate
the importance
of diversity, empowerment, and collaboration for their
organizations’ success.
Unlike many other leadership theories which are defined by the
actions of the
leader, servant leadership relates to the character of the leader
who has a heart for
serving and ministering to the needs of others (Carter &
Baghurst, 2014).
When Greenleaf first introduced the theory in the 1970s,
scholars were initially
skeptical of its merits and its practicality for contemporary
business. However,
in the last four decades, some of the most successful leaders in
the world have
demonstrated a leadership style consistent with this theory. The
theory has also
received widespread attention in mainstream media outlets such
as Fortune maga-
zine and Dateline NBC. Leading scholars in the management
and leadership disci-
plines—such as Max DePree, Stephen Covey, Peter Block and
Peter Senge—have
also confirmed the positive impact of servant leadership in
organizations.
Based on Greenleaf’s work, Spears (1995) identified the
following 10 charac-
teristics of servant leaders:
• Listening: Servant leaders listen intently to others, without
prejudging
• Empathy: Servant leaders know that people need to be

recognized for their
unique gifts
• Healing: Servant leaders recognize the opportunity to help
make whole
those they serve
• Awareness: Servant leaders have general as well as self-
awareness; they
view situations from a perspective of ethics, power and values
• Persuasion: Servant leaders build consensus rather than coerce
compli-
ance
• Conceptualization: Servant leaders dream great dreams; they
stretch tra-
ditional thinking and are not consumed with attaining short term
goals
• Foresight: Servant leaders foresee and forecast the likely
outcome of a
situation based on the lessons of the past, the realities of the
present, and
the consequences of decisions for the future
• Stewardship: Servant leaders assume a commitment to serving
the needs
of others, such as employees, shareholders and the wider
community
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• Commitment to the Growth of People: Servant leaders believe
people
have an intrinsic value that is more than their value as
employees or work-
ers
• Building Community: Servant leaders believe true community
is created
among those who work in an institution as well as the
institution’s external
constituents
Greenleaf (1977) was careful to emphasize that the primary
outcome of effec-
tive servant leadership is not organizational performance: “The
best test and the
most difficult to administer is: Do those served grow as
persons? Do they, while
being served, become healthier, wiser, freer, more autonomous,
[and] more likely
themselves to become servants?” (pp. 13–14).
The following section discusses key strategies that today’s
employers should
adhere to in order to create and sustain a work environment in
which the specific
needs of millennials are considered primary.
RECRUITING, REWARDING, AND RETAINING
MILLENNIALS

Human Resource departments exist to find the right people and
to keep the right
people once they are found. Among other objectives, this
mission relates to three
specific strategies: Recruiting, Rewarding and Retaining high-
performing em-
ployees. All three strategies are integrated, and, in fact, there
are significant over-
laps among them (see Figure 8.1).
For example, as potential job candidates are being recruited,
they will want to
know about the kinds of rewards they can expect, and then
decide whether those
rewards will motivate and interest them enough to apply for the
position. Reten-
tion may also be emphasized during the recruiting phase, as
employees consider
FIGURE 8.1. Recruiting, Rewarding, Retaining
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joining Company XYZ for a career, and not just a job. Finally,
there is significant
overlap between Rewarding and Retaining, as many types of
rewards are pro-

vided to employees to prevent them from leaving for greener
pastures.
Importantly, as Schein (2010) offers, two of the most significant
leadership
behaviors which establish and maintain organizational culture
relate to how re-
wards are allocated, and how leaders recruit, select, and
promote employees. Con-
sidering these leadership behaviors, we will discuss Recruiting,
Rewarding and
Retaining in terms of the needs of millennials and the
implications for servant
leaders.
Recruiting
Finding the right employees begins with good recruiting
practices. Recruiting
must be performed strategically, just like any other function of
the organization.
Thus, if the organization is focused on hiring millennials, some
strategies will be
more effective than others.
For example, millennials are attracted to a psychologically
healthy workplace
as well as a workplace that supports corporate social
responsibility (CSR). Thus,
when recruiting millennials, it is important to communicate that
the employer
values CSR and psychological health. CSR refers to the extent
to which the orga-
nization values protection of its environment, support of its
community, and re-
spect for its employees (Ferri-Reed, 2014). A psychologically

healthy workplace
is one which prioritizes work-life balance, professional growth
and development,
and recognition and involvement of all employees (Catano &
Hines, 2016). All of
these priorities are reflective of the characteristics of servant
leadership.
In some instances, millennials were in favor of accepting lower
wages if they
felt the organization made a positive contribution to issues they
felt strongly about
(Cone Communications, 2015). Interestingly, CSR programs
seem to be effective
in attracting millennial candidates, regardless of whether the
millennial is more
strongly motivated by social concerns or making money (Catano
& Hines, 2016).
Research has also demonstrated that millennials seek
organizations in which
the leadership provides regular feedback and is committeed to
open and trans-
parent communication (Ferri-Reed, 2014). This transparency
should begin with
providing a realistic job preview for applicants, even as early as
first contact. First
contact with a potential applicant could occur in person at a job
fair, on the orga-
nization’s employment website, or through social media. Even
early-career job
applicants are savvy enough to know if they are being fed a
company line instead
of being given realistic expectations about the job (Tucker,
2012). A realistic job
preview could mean providing employee testimonials or

allowing the employee
to experience the organization through an interactive simulation
or “try-out day”
(Sabel, 2018).
Millennials are also accustomed to communication via social
media. They seek
an organization that is able to promote social and technological
integration (Ferri-
Reed, 2014). A robust website and social media presence are
requirements in the
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current recruiting market. These resources are of paramount
importance to mil-
lennials who get much of their information from these sources.
Posts to various
social media platforms should be engaging and frequent, and
websites should be
easy to navigate and user-friendly.
Organizations that wish to attract millennials should also
emphasize a healthy
and responsible organizational culture in recruiting materials.
Millennials gener-
ally prefer an organization that is willing to offer job security
and a future with-

in the company (Ferri-Reed, 2014). Best Companies to Work
For, such as 3M,
Google, St. Jude Research Hospital, and the Walt Disney
Company, tend to pro-
mote this aspect of their culture (Thurman, 2016).
It is important for organizations to maintain focus on their
purpose, and not
just their products. Many firms complain that their work is not
glamorous and,
thus, will not appeal to millennials. For example, manufacturing
and insurance
are two critical industries that have historically been challenged
to attract millen-
nial job candidates (Duett et al., 2017; Putre, 2016). One
solution is to focus the
recruiting message not so much on what the company does, but
on why the work
is important and how it contributes to the community and
society at large. Fully
60% of millennials said they chose their current employer to
fulfill a sense of
purpose above all (Islam, 2016). Millennials want to know that
the work they do
has significance and fulfills a need.
Finally, making it known that the organization values a culture
of servant lead-
ership is important for attracting millennials. This message
should be a natural fit
as servant leadership is congruent with many of the factors
millennials value, in-
cluding open, honest communication, CSR, a psychologically
healthy workplace,
and a focus on being purpose-driven (Marshall, 2018).

A culture of servant leadership is uniquely appealing to
millennials because of
their motivation to enact change that improves their
organizations for the future;
they want to make a difference and solve problems as soon as
they begin a new
job (Fox, 2015). Servant leaders who are willing to serve first
and lead second are
more likely to respond to the new organizational reality of
volatility and complex-
ity where millennials are the dominant employee population
(Islam, 2016).
Rewarding
When considering Rewards, let’s call the question: Which
rewards can talent
acquisition and human capital management professionals offer
to attract and re-
tain millennials? Perhaps a better question is whether there is
one set of rewards
that will appeal to every millennial. The likely answer is, no.
The first rule of Total
Rewards is an understanding that every employee is motivated
differently; the key
is to determine which incentives will be attractive to the
majority of the work-
force. For example, employers are realizing that compensation
packages must
be flexible to appeal to the largest number of employees with
different needs and
motivations. A recent compensation survey indicated that
employees prioritize
flexibility and choice in benefits offerings (Nyce & Gardner,
2017).

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It is also important to note that there can be just as much
diversity within a gen-
eration as there is between generations (Costanza, 2018).
Certainly, some benefits
appeal to some age groups more than others, but most
employees—not just mil-
lennials—would prefer work that is flexible and offers some
level of job security.
Typically, employers offer a combination of three types of
rewards: Direct Fi-
nancial Compensation, Indirect Financial Compensation and
Non-financial Com-
pensation. Direct Financial Compensation is easy to peg: here
we’re talking about
wages, tips, commissions and bonuses, any tangible reward the
employee earns
that can be spent immediately. Indirect Financial Compensation
is any tangible
reward that has a measurable monetary value, but is spent on
behalf of the em-
ployee, instead of being paid directly to the employee. These
include employer
subsidies of health care benefit premiums, administrative fees
and matches for
retirement plans, use of a company car, a housing allowance, or

free meals. The
employee doesn’t receive the money for these benefits, but she
does enjoy the
reward that the employer is paying for on her behalf. Even paid
time off can be
considered Indirect Financial Compensation. While employees
get paid directly
when they call out for sick, personal or vacation time, the
employer is potentially
paying for someone else to cover the absent employees while
they are out.
Direct Financial Compensation (a.k.a. pay) will always be a
popular incentive
for employees, and millennials are no exception. When asked
about their priority
for Rewards, at least 44% listed competitive wages as one of
their most important
priorities (Zimmerman, 2016). However, pay is not a
generational motivator, but
an early career motivator. Every past generation has hoped for a
high-paying job
after years spent perpetually pinching pennies and eating Ramen
noodles while in
school or training. This perspective can be particularly true
when recent graduates
are carrying historically high tuition and student loan debt
(Zimmerman, 2016).
However, in a departure from previous generations, millennials
don’t neces-
sarily only prioritize pay. Pay seems to run a close race with
opportunities for
advancement and professional development (Malcolm, 2016).
Millennials rated
“advancement potential” as their second highest priority in what

made an industry
desirable; their first priority was availability of jobs (Duett et
al., 2017). Thirty
percent of employees described “building a long term career”
with their employer
as a major career goal (Whitten, 2017). Consistent with
advancement must come a
focus on professional and personal development. Eighty-nine
percent of millenni-
als reported that they want to be constantly learning on the job
(Islam, 2016). The
organization must be intentional about offering their millennial
employees formal
and informal development opportunities (Fox, 2015). The dual
motivations of pay
and advancement underscore the importance of balancing a
Total Rewards pack-
age with both Direct and Indirect Financial Compensation.
Additional Indirect
Financial incentives that are likely to be attractive to
millennials include tuition
reimbursement, which many organizations have been offering
for decades. A few
forward-thinking companies are even offering student loan debt
repayment; this
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benefit is especially important to millennials, who graduated
with an average of
$37K in debt in 2016 (DiCamillo, 2017).
However, the jury is still out about which benefits millennials
value most. Some
surveys of rewards for millennials suggest that health care
benefits are important
(Zimmerman, 2017). This finding can be partially explained by
rising health care
costs throughout the U.S., and the challenge of starting a family
while also recov-
ering from student loan debt. Allowing more flexibility for
employees to custom-
ize health care plans and benefits also appeals to millennials
who are interested in
optimizing the benefits they will use most (Gilmore, 2017).
Cafeteria-style ben-
efits plans, where employees can choose from a wide range of
services that fit
their needs, are most desirable. Other sources recommend early
vesting periods
for defined contribution plan matches, a budget allotment for
technology tied to
each employee, and time for outside projects and innovation
(Kruman, 2016).
Ultimately, millennials are also concerned about fairness and
equity. More
than ever, employees are able to understand their comparable
worth to employers
through readily accessible commercial and governme nt sources
such as salary.
com, glassdoor.com, the Bureau of Labor Statistics and the U.S.
Department of
Labor’s Occupational Network Online (O*NET). Millennials

seek pay transpar-
ency and information about how their compensation is
determined (Dixon, 2016).
Sharing this information with employees is simply a good
business practice; if
compensation is based on reasonable and fair standards, there’s
no reason those
standards should not be shared.
Of course, some millennials would like to be rewarded wi th
individualized
perquisites. Perks like ping-pong tables, free snacks, nap pods
and the opportunity
to bring pets to work fit this category. These are only some of
the high-end benefits
that are trumpeted in popular press as evidence that millennials
are entitled. Man-
agement may believe that these perks are a waste of time and
resources. However,
there are two major problems with this mentality. First, the
price-tags of these
perks to the employer are in reality not that high. As a matter of
fact, the price can
be considered low compared to the costs of health care
premiums, higher salaries,
and better matches toward deferred contribution plans that
previous generations
have come to expect. The second problem is that research
continues to show that
these perks actually work to lower employee stress, increase
organizational loy-
alty, and improve contextual performance (Oden-Hall, 2017).
Many employers believe that they must throw money at
employees (whether
directly or indirectly) in order to attract millennials. While

some attention must
be given to Financial Compensation of both types, it is
becoming clearer that sup-
plementing rewards with Non-financial Compensation may be
the most effective
way to motivate employees, particularly millennials. Non-
financial compensation
includes those elements that are difficult (if not impossible) to
put a price on.
These include aspects of work that are often built into the
organizational culture,
such as a high degree of work-life balance, high quality of life
at work, feeling
valued, performing meaningful and challenging work, and
having flexibility and
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autonomy. The good news is these benefits are low or no cost
for the employer.
The bad news is they can be difficult to effectively implement
without significant
attention to organizational development (Sommer, 2011).
Work-life balance is an important non-financial concept. Rather
than repre-
senting one specific benefit, this concept refers to policies that
allow employees

to better attend to non-work responsibilities that in the past may
have been im-
possible to address. Flexible hours, telecommuting or working
from home, and
a culture that values productivity over face-time are examples
of perks that are
essentially free to the employer, but can significantly improve
employee perfor-
mance, efficiency and even health (Gaskell, 2016). Establishing
for job applicants
that the organization encourages flexible scheduling can be a
useful recruiting tool
(Scalco, 2017).
Quality of life at work is an important consideration that can
attract millenni-
als. It is imperative for employees to feel valued by their
organizations (Dixon,
2016; Malcolm, 2016). Respect from supervisors and
management is one compo-
nent of feeling valued. Millennials expect direct,
straightforward communication
and list respectful treatment as one of their top priorities
(Gilmore, 2017). Mil-
lennials also appreciate regular constructive feedback that
contributes to profes-
sional growth. Quality of life can also refer to how much
control the employee
has over his or her own work. Research shows that millennials
who received
regular feedback from their supervisors were significantly more
engaged at work
than their peers (Marshall, 2018). Millennials also prefer
significant autonomy
and the ability to self-manage their workload whenever possible
(Islam, 2016). A

physical example of how employers are emphasizing quality of
life is the trend
toward a less-traditional and more comfortable and
collaborative work environ-
ment, eliminating cubicles and desks in favor of common areas
and fewer walls
(Islam, 2016).
Servant leadership, while not a reward on its own, is closely
related to many
of the elements of Non-financial Compensation. Servant leaders
will strive for
inclusion of employees in decision-making, emphasize
empowerment and auton-
omy, and embrace opportunities to maximize quality of life at
work (Barbuto &
Gottfredson, 2016). Offering Financial Compensation can also
be linked to ser-
vant leadership. For example, servant leaders empathize and put
themselves in the
place of their entry-level employees in order to appreciate
which benefits would
be most desirable and how to best motivate employees through
fair and equitable
rewards (Fox, 2015).
Any cultural change that will result in improved Non-financial
Compensation
must begin with support from leadership and an active effort to
make the change
work. Start small with achievable changes, such as allowing
best performers to
work from home on certain days of the week, or providing flex
time to employees
as a performance-related privilege. If these are successful and
well-received, it

will be easier to gradually make more significant cultural
changes.
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Retaining
Millennials have earned an undeserved reputation as job
hoppers. It is thought
that they leave jobs quickly, presumably for better
opportunities. No matter the
numbers or the reasons, losing a talented employee—of any
generation—can be
costly. As a matter of fact, the cost of replacing a fully trained
professional em-
ployee, even at the early career stage, can be as high as $20,000
(Fries, 2017).
Clearly, retaining employees should be a major concern of any
organization.
Retention of high performing employees can be particularly
difficult because
these are the employees who have the most alternatives for
better or different
employment opportunities. This is especially true of millennials
who are early in
their working lives; thus, they are more open to changing jobs
or even careers,

particularly if they do not perceive opportunities for
advancement or promotion.
Organizations need to offer swift opportunities for advancement
along with spe-
cific criteria for how to earn promotions and advancement.
Entry-level jobs are
often arduous, but they are always necessary. It is up to early-
career leadership
to help entry-level employees recognize the pathways between
their current work
and future opportunities (Fox, 2015). It should go without
saying that a significant
amount of recruiting and promotion should be focused internally
to the organiza-
tion. Here, Rewards must support Retention as leadership
earmarks a significant
budget for training and development. Millennials are also
innovators. Creating
opportunities for employees to work on specific problems, seek
new business op-
portunities, or pitch new ideas can be rewarding for both the
organization and the
employee (Fries, 2017).
Open and efficient communication is also an imperative. For the
most part,
millennials have grown up with email, texting and instant
messaging and may
prefer more succinct, more frequent communications (Hackel,
2017). Transparen-
cy and directness in communicating what employees need to
know will minimize
the negativity of gossip and the office rumor-mill.
Communication also means
giving employees the opportunity to voice their opinions and
contributions, re-

gardless of their level in the organization (Malone, 2017).
Communication even
includes getting feedback when all else fails: the exit interview.
Some employees
will leave despite the company’s best efforts; it is important for
the organization
to know why (Fries, 2017).
Servant leadership is important to Retention. Employees are
more likely to
remain with an organization where they are led by example, and
when employees
all the way to the C-Suite are expected to abide by the same
rules, norms and val-
ues as everyone else (Malone, 2017). Contrary to the
stereotypes about millenni-
als’ work ethics, they do not readily leave their organizations to
seek more money
or other rewards. The number one reason millennials leave their
organizations is
because they don’t feel valued or respected by the people for
whom they work
(Reuteman, 2015). Displaying empathy and emphasizing a
commitment to com-
munity and the growth and development of all people, servant
leaders establish
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a culture in which employees feel heard, valued, and
empowered to be their best
selves.
YOU AND YOUR WHOLE GENERATION!
Millennials are pigeon-holed far too often. They are known as
the “generation
of entitlement,” and “job-hoppers” who “cannot live” without
their technology
(Roepe, 2017). Based on the discussion in this research, it might
be tempting to
believe that millennials are seeking an awful lot of perquisites
to which they may
not be entitled. Yet, good strategies for recruiting, rewarding
and retaining millen-
nial’ employees means understanding the resources they need to
succeed. Provid-
ing a combination of motivating extrinsic and intrinsic rewards
to employees is
essentially what makes the employer/employee relationship
work, regardless of
the age or the career stage of the employee.
Generational labels, while convenient, can never be completely
representa-
tive of every member of a generation. The rewards employees
tend to seek are a
combined product of their career stage and what is available in
their time, not only
their particular generation. Millennials seek many of the same
perks that previ-
ous generations looked for when they were early in their
careers. Additionally,
not all millennials are seeking the same rewards. Shifts in the

economy and the
labor market do not conveniently happen every 20 years
(Costanza, 2018). One
researcher suggested that the millennial generation should be
more accurately
split into two groups: “Early Millennials” (born during the first
half of the 1980s)
and “Recessionists” (born between 1988 and the mid-1990s).
These groups differ
according to how much they are motivated by money and the
degree of balance
they desire between work and life (Roepe, 2017).
Further, while millennials may appear to take modern workplace
perks for
granted, they do so in the same way previous generations may
have taken some
elements of compensation for granted. For example, consider
subsidized health
care premiums, safety in the workplace, paid time off, or even a
guaranteed mini-
mum wage. Before these perks became standards, past
generations would never
have expected that most (or all) employers would offer them.
When they first
entered the workforce, most baby boomers and GenXers simply
did not conceive
that these rewards were even possible. After all, little emphasis
was put on Non-
financial compensation, and the importance of concepts such as
corporate social
responsibility and team-based incentives were less researched
and even less un-
derstood.
CONCLUSION

Because they represent such a large and influential percentage
of the labor force,
attracting millennials is critically important for an
organization’s success and sur-
vival. Even as they appreciate the significance of this growing
population, many
organizations seem to be missing the mark in recruiting and
retaining these em-
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ployees. A review of the literature reveals that financial
compensation may not
be the only way, nor is it always the most effective way to
engage millennials.
Millennial workers seek opportunities to advance in their
organizations, and they
have a desire to innovate, create and contribute to their
societies. They may also
value flexible work schedules, autonomy at work, or the
opportunity to telecom-
mute even more than monetary incentives. These kinds of
opportunities should
not be viewed as isolated components on a list of benefits;
rather, they are indica-
tive of an organizational culture which acknowledges the
significance of work life

balance and is concerned about employees’ quality of life at
work. Establishing
and maintaining such a culture requires leadership which values
the needs and
concerns of employees, prioritizes their personal and
professional development,
respects their ideas, encourages their creativity, and supports
their quest to realize
their potential. Servant Leadership is the answer. By leveraging
Recruiting, Re-
warding, and Retaining strategies that will attract, motivate, and
keep millennials
engaged, employees of every age are certain to be served.
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ACADEMY
Around the Corner'
Account: s4061880
CHAPTER 9

MILLENNIAL WORKERS AND
THE EMPLOYEE ENGAGEMENT
PHENOMENON
Has the Wave Crested?
Angela N. Spranger and Sierra Chen
INTRODUCTION
The concept of employee engagement has become ambiguous, a
work-related psy-
chological measure influenced by factors that scholars and
researchers have focused
on identifying. While the realm of research scholars seeks to
identify it, the ob-
vious effects of employee engagement, or, rather,
disengagement are consistently
observed in the workplace. A recent Gallup survey suggested
that only 13% of em-
ployees around the globe are engaged on the job and disengaged
workers outnum-
ber engaged workers nearly two to one (Rana, Ardichvili, &
Tkachenko, 2014).

Research is trailing behind a phenomenon that is dominating the
workplace.
By determining the factors that can predict levels of employee
engagement,
organizations can focus their efforts on active improvement.
But, more impor-
tantly, by identifying employees’ expectations of the factors of
employee engage-
ment, organizations can better understand the needs of their
employees and tailor
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ACADEMY
Around the Corner'
Account: s4061880

186 • ANGELA N. SPRANGER & SIERRA CHEN
their organizational goals directly toward those needs. In a 1990
study, Kahn ad-
dressed the deeper components of engagement (meaningfulness,
safety, and psy-
chological availability) which form the basis of addressing what
HR professionals
and executives can do to help ensure their associates feel seen,
safe, and valued
(Spranger, 2015) in the workplace. These components of
engagement create the
foundation of the psychological expectations of employees and,
as a result, their
expectations of their managers and organizations.
In this chapter, we explore the employee engagement
phenomenon to better un-
derstand the expectations of visibility (feelings or perceptions
of being seen), safety,
and value as related to engagement, particularly regarding the
expectations of mil-

lennials entering the workforce. By studying the engagement
phenomenon and the
factors that impact it from the perspective of millennials and
their expectations,
HR professionals and executives can determine areas of change
that might inject
positive adaptation in their organizations. In this chapter, we
seek to decrease the
ambiguousness of the concept of employee engagement by
determining millennials’
expectations going into the workplace instead of focusing on
their experiences in
the workplace or after the fact. A primary research question
then is, what are millen-
nials’ expectations of visibility, safety, and value in the
workplace? Secondarily, if
these expectations are not met, how does it impact their level of
engagement?
LITERATURE REVIEW
Employee engagement is a phenomenon that is dominating the
workforce and
organizational culture. It is a concept substantiated by a
rigorous academic con-

versation, which has caught up with the initial leadership of the
consulting and
practitioner community. As the significance of employee
engagement becomes
more firmly set in organizational culture, the generations are
shifting, raising new
questions about how an organization should best engage
employees from differ-
ent stages of life. Baby Boomers, one of the largest generations
in history, are
preparing to retire from the workforce while Millennials are
flooding in with new
expectations, demands, and work habits. Organizations must
brace themselves
for the changes that are about to occur, understanding how to
engage millennials
who will, by 2025, make up about 75% of the workforce
(Deloitte, 2014; Don-
ston-Miller, 2016). At its core, employee engagement manifests
itself in the idea
that an employee who feels seen, safe, and valued in the
workplace will be more
engaged. In this conceptual chapter, we emphasize the
foundations of the term
“employee engagement,” and relate it to the current

expectations of millennials as
a young, technologically advanced generation that will bring
new ideas, but also
new expectations of visibility, safety, and value.
Defining Employee Engagement
Employee engagement is an ambiguous concept discussed by
researchers, but
difficult to define in clear, concrete terms. However, there are
several founda-
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Millennial Workers and the Employee Engagement
Phenomenon • 187
tions for the concept on which my research was built. The first
foundation was
Maslow’s Hierarchy of Needs in 1970, a straightforward,
conceptual framework
for understanding the importance of fulfilling basic human
needs (Kahn, 1990;
Shuck, Rocco, & Albornoz, 2011). This theory of motivation
relies on a model
which arranges human needs in order of necessity, suggesting
that higher-level
needs cannot be met until lower-level needs have been met. The
needs are ar-
ranged in a pyramid shape, demonstrating the most critical
needs to survival as the
lowest needs on the hierarchy according to foundational
necessity.
The hierarchy’s bottom level represents an individual’s
physiological needs;

the theory suggests that these are the most potent of needs for
human survival.
This level includes needs such as food, water, and shelter
(Shuck, Rocco, & Al-
bornoz, 2011). The next level is safety, which is the feeling of
personal protection
and control over one’s life. This need provides a fundamental
concept of the idea
of the importance of safety in the workplace. Humans have an
inherent need to
feel in control over their lives and personally protected. It also
includes the need
to feel a part of something bigger than oneself. Environments
that do not foster
this element of safety may be overly competitive and cold,
which discourages
relationship development and reduces productivity and
innovation. In Kahn’s
employee engagement framework, safety promotes
meaningfulness and psycho-
logical availability. According to Kahn, employees who do not
feel safe become
cognitively, emotionally, and physically “paralyzed” (Kahn,
1990).

The need for love and belonging is closely intertwined with the
need for safety,
as the need to develop relationships is especially prevalent in
the workplace. Em-
ployees develop several relationships at work, all of which have
the potential to
influence employees’ outcomes and experiences. Employees
who interpret rela-
tionships with co-workers as positive are more likely to
experience a positive
workplace climate, which leads to higher employee engagement
(Shuck, Owen,
Manthos, Quirk & Rhoades, 2016). The importance of a mentor
in the workplace
also reflects this shared need for love and belonging, while
underscoring the need
to be seen and valued. Mentorship allows for more
inexperienced employees to be
recognized by a more experienced employee or manager which
makes them feel
included in the workplace.
Once the need to feel safe and experience love and belonging is
satisfied, the
need for esteem becomes very relevant as employees work to

achieve career goals,
manifesting the desire for respect and recognition. The need for
self-actualization
finishes the hierarchy with a need to realize potential and
“become everything
one is capable of becoming” (Maslow, 1970; Shuck, Rocco, &
Albornoz, 2011).
According to Kahn, self-actualization, the need to realize
potential, parallels em-
ployee engagement (Kahn, 1990). If the most basic needs such
as physiological
needs, safety, love and belonging, and esteem needs are met,
employees will be
more equipped to realize their potential by sharing their
knowledge and creating
opportunities for other people.
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.
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is

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ACADEMY
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Maslow’s Hierarchy of Needs represent some of the most basic
human needs
that manifest themselves in humans and, therefore,
organizations in which hu-
mans work and seek fulfillment. Employees within an
organization are driven by
an inherent need to be seen, safe, and valued. When such
constructs are fulfilled,
it enhances employee well-being and satisfaction in the
workplace.
The second foundation for understanding employee engagement
comes from
Kahn’s 1990 article which laid a psychological framework for
employee engage-

ment. Kahn emphasized the fact that meaningfulness, safety,
and availability are
all key factors in determining levels of engagement (Kahn,
1990; Shuck, Rocco,
Albornoz, 2011). Kahn defined meaningfulness as the “positive
sense of return on
investments of self in role performance,” safety as “the ability
to show one’s self
without fear or negative consequences to self-image, status, or
career,” and avail-
ability as “the sense of possessing the physical, emotional, and
psychological re-
sources necessary for the competition of work” (Kahn, 1990).
According to these
three psychological constructs (meaningfulness, safety, and
availability), Kahn
asserted that when individuals are engaged, they bring all
aspects of themselves
(cognitive, emotional, and physical) to the performance of their
work role. Thus,
employee engagement represents the “simultaneous employment
and expression of
a person’s preferred self in task behaviors that promote
connections to work and to
others, personal presence, and active, full role performance”

(Kahn, 1990; Valentin,
Valentin, & Nafukho, 2015). Utilizing this psychological
foundation, we can also
assign meaning to the difference between engagement and
disengagement.
The concept of disengagement represents a clearly different
phenomenon from
simply low levels of engagement. Kahn defined disengagement
as the “uncou-
pling of selves from work roles; people withdraw and defend
themselves physi-
cally, cognitively, or emotionally during role performances”
(Kahn, 2010; Saks
& Gruman, 2014). Shuck, Zigarmi and Owen furthered this
conversation by in-
troducing a study that showed engagement as an experienced
and complex psy-
chological phenomenon that is experienced within the context of
an employee’s
experience (2015). As it relates to this chapter, an employee
who does not feel
seen, safe, and valued in the workplace will not be engaged.
Additionally, the
level of that employee’s disengagement will depend on the

degree to which he
or she perceives himself or herself as invisible, in danger, or of
little value to the
company. Human resource management and HR development
professionals may
engage employees by actively ensuring that they feel
comfortable and appreciated
in the workplace. This is not to suggest that Millennials, or any
other employees,
should be indulged or have policies and procedures relaxed to
accommodate them
in the workplace. Nor do we suggest that employees can, or
ought to, be made
to feel completely comfortable in the workplace at all times.
Still, organizational
development initiatives that intentionally address employees’
needs to feel seen,
safe, and valued in the workplace will yield significant impacts
on the organiza-
tion’s culture, and the individual and organizational outcomes
that are a proven
result of high employee engagement.
Co
py

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ig

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.
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ACADEMY
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Account: s4061880
Phenomenon • 189
Maslach, Schaufeli, and Leiter (2001) furthered the
development of the concept
of engagement by defining it as the opposite of burnout. By
defining engagement as
“an energetic state of involvement with personally fulfilling
activities that enhance
one’s state of professional efficacy,” the researchers
characterized engagement by

energy, involvement, and efficacy (Saks & Gruman, 2014). If
this is true, we can
add these components to our understanding of what engagement
and disengage-
ment are and how they affect the workplace and organizational
outcomes. In their
2001 article, Maslach, Schaufeli and Leiter researched the idea
that engagement is
characterized by high levels of activation and pleasure, in that
employees who are
engaged in work are less susceptible to burnout because stress
factors are reduced
and replaced with satisfaction (Valentin, Valentin, & Nafukho,
2015).
Adding another dimension to the research on employee
engagement, Macey
and Schneider focused on the idea that employees may be
predisposed to certain
positive outlooks based on personality characteristics (Macey &
Schneider, 2008;
Shuck, Rocco, & Albornoz, 2011). These researchers have
proposed that positive
outlooks on the workplace may be based on innate personality
characteristics and

suggested that employees with a proactive personality may be
more likely to be
engaged in their work (Macey & Schneider, 2008; Shuck, Rocco
& Albornoz,
2011). Instead of looking at employee engagement from an
intrinsic, psychologi-
cal perspective, they focused their research efforts on the
external manifestation
of internal employee satisfaction.
From this abbreviated summary of contemporary employee
engagement re-
search, and using Maslow’s hierarchy of needs as a foundational
concept, we
move to considerations of the actual, practical significance of
employee engage-
ment. For this chapter, we define employee engagement as an
employee’s in-
clination to both internally and externally express satisfaction
in the workplace
according to an organization’s efforts to make their employees
feel seen, safe, and
valued. We have taken Maslow’s hierarchy of needs as a
psychological foundation
to address the factors that affect an employee’s motivation in

the workplace. From
there, we incorporate the work of Kahn (1990) who explains
employee engage-
ment as an employee’s perceptions of safety and meaningfulness
combined with
his or her psychological availability (or, the amount of
cognitive energy he or she
dedicates to the work). Finally, we acknowledge disengagement
as a separate,
important phenomenon as noted by Kahn (2010), Saks and
Gruman (2014), and
Maslach, Schaufeli and Leiter (2001).
THE SIGNIFICANCE OF EMPLOYEE ENGAGEMENT
There are several correlations and predictive relationships that
can be observed
from high and low levels of engagement in the workplace.
These include en-
hanced employee well-being, improved productivity, positive
financial business
outcome, positive workplace climate, and reduced levels of
burnout. Many orga-
nizations believe that employee engagement is a dominant
source of competitive

advantage on the basic premise that happy/engaged employees
will perform better
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due to their connectedness to the organization (Saks & Gruman,
2014). Workers
who feel supported, safe, and provided opportunities for
learning are more likely

to engage (Shuck, Rocco, & Albornoz, 2011).
In 2014, Kerns suggested that workforce engagement exerts an
important in-
fluence on happiness and well-being in the workplace setting.
Employees who
find their relationships with co-workers to be positive and
trusting are more likely
to exhibit higher levels of performance (Shuck et al., 2016).
Forret and Love
(2008) defined trust in coworkers as “holding confident positive
expectations in
situations involving risk with coworkers” (p. 249). This
workplace concept, trust,
has received significant attention in management research,
leading to empirical
determination of its relationship to increased organizational
commitment, overall
workplace trust, greater proactive behavior in the workplace,
and lower intent
to quit. The researchers investigated the relationship of
perceptions of justice as
independent variables (distributive, procedural, and
interactional justice) to co-
worker trust and morale at the group level of analysis (Forret &

Love, 2008). By
analyzing survey data gathered from 264 employees at six small
companies in the
Midwestern U.S., Forret and Love controlled for gender, marital
status, education,
position and company tenure.
Organizational justice as a concept overall is based on fairness
perceptions.
Distributive justice is defined as perceived fairness of outcomes
received, while
procedural justice is defined as perceived fairness of company
procedures used to
determine those outcomes. Interactional justice is defined as the
manner in which
results are explained. It addresses the “quality of interpersonal
processes and
treatment of individuals (i.e., were they spoken to with sincerity
and sensitivity)
as well as the extent to which the reasons behind the outcome
are explained” (For-
ret & Love, 2008, p. 249). The three subconstructs of
organizational justice are
interrelated but have been determined to be empirically distinct,
accounting for

“unique incremental variance” (Forret & Love, 2008, p. 249).
Distributive justice
predicts outcome satisfaction, withdrawal and OCB. It has also
been associated
with job and pay satisfaction, satisfaction with management,
trust in organiza-
tion and trust in manager. Procedural justice predicts of
outcome satisfaction, job
satisfaction, performance, organizational commitment,
withdrawal and counter-
productive work behaviors, cooperative conflict management,
aggression towards
management, and trust in management. Interactional justice
related to evaluations
of authority figures, job satisfaction, OCB, outcome
satisfaction, commitment,
withdrawal behavior and performance. Additionally, it predicts
supervisor rela-
tionship quality, intent to quit, and intent to reduce work effort.
Forret and Love (2008) found support for all of the hypotheses
in their cross-
sectional field study, with positive associations and regression
analyses show-
ing that each variable predicted trust. Longitudinal research

would show how
justice perceptions influence coworker trust, but this cross-
sectional self-report
survey study left room for common method variance. Forret and
Love (2008)
made recommendations for increasing the subconstructs under
organizational jus-
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ACADEMY
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Account: s4061880

Phenomenon • 191
tice perceptions, in order to increase trust and other
organizational outcomes. To
improve perceptions of procedural justice, managers should
ensure procedures
are fair, involve employee input, and allow for formal appeals
mechanisms. Hu-
man resource managers can improve perceptions of distributive
justice by helping
employees understand how organizational compensation works
so that the em-
ployees understand reward allocation. Salary transparency, to
the degree possible,
helps with this—understanding how salaries are set, visibility
on the company’s
effort to eliminate salary inequality, and other compensation-
related initiatives
will help improve distributive justice perceptions. Management
should get a bet-
ter understand of what their employees actually view as
rewards, or as stated
earlier in this chapter what motivates their employees, to make
sure distribution is
fair. To improve interactional justice, managers must treat

employees with respect
and dignity regardless of performance level, employing active
listening without
defensiveness when questioned.
Simons (2002) also discusses the potential gap between leaders’
espoused and
enacted values, stating that organizational norms emerge from
the employees’
experience of trust stemming from poor word / deed alignment
in their leaders
and colleagues. In a conceptual paper investigating trust as a
highly complex con-
struct which underpins the reciprocal commitments between
employees and their
employers, Simons enumerates multiple behavioral antecedents
which create
employee perceptions and combine with their interpretations of
those behaviors,
leading to specific consequences of a concept Simons describes
as behavioral in-
tegrity. Those consequences include specific individual -level
organizational out-
comes, such as employee willingness to promote and implement
change, intent to

stay, organizational citizenship behaviors, and employee
performance (Simons,
2002). Identifying the definitions and interrelationships between
trust, credibility,
psychological contracts, and hypocrisy, Simons suggests that
behavioral integrity
represents a perceived, ascribed trait that shows consistent
alignment between a
colleague or supervisor’s words and deeds. In this chapter, we
connect employees’
perception of safety with the concept of trust in manager and
trust in organization.
Further, we suggest that a high degree of trust in the workplace
manifests as high
perceived value as well.
When employees are given opportunities to be seen and valued,
such as train-
ing development opportunities, career development
opportunities, resources and
benefits given by the manager, or mentorship opportunities,
they will also be more
likely to engage (Rana, Ardichvili, & Tkachenko, 2014). These
feelings of safety
and value/recognition in the workplace demonstrate a positive

predictive correla-
tion between relationships and engagement. Kerns also
suggested that engage-
ment stirs employee optimism about positively impacting
products, services, and
quality, which increases the customer experience as well (Rana,
Ardichvili, &
Tkachenko, 2014).
Employee engagement also has a correlation with several
factors that are re-
duced when employees are adequately engaged in the
workplace. Both theory
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ACADEMY

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Account: s4061880
and practice support the clear predictive value of a culture of
high engagement—
not just high engagement scores. Practitioner research such as
the Gallup meta-
analysis of studies in 1997 popularized efforts to investigate the
relationship of
“employee engagement” as a workplace phenomenon with
business and work
unit profitability, productivity, employee retention, and
customer satisfaction and
loyalty across 1,135 business units (Harter et al., 2006). Later,
the concept of “em-
ployee passion” emerged, briefly, in practitioner research.
Zigarmi, Blanchard,
Essary, and Houson (2017) suggests that employee passion
encompasses such
empirical constructs as intent to stay, organizational
commitment, job commit-

ment, discretionary effort, and employee endorsement. To have
employee pas-
sion, certain organizational and job characteristics must exist:
meaningful work,
autonomy, career growth, recognition, collaboration, fairness,
connection to lead-
ers, and connection to colleagues. More recent scholarly
research studies have
shown that high engagement leads to a decrease in theft,
turnover, burnout, and
unhappiness (Kerns, 2014; Saks & Gruman, 2014). Researchers
generally exe-
cute studies of employee engagement at the workgroup or
business unit level of
analysis, because at this level the data are aggregated and
reported generally to
maintain employees’ anonymity and confidentiality. Measurable
outcomes at the
workgroup or business unit level of analysis include customer
loyalty, profitabil-
ity, productivity, employee turnover, and safety statistics.
When employees are engaged and satisfied in feeling seen, safe,
and valued by
their organization and employers, it promotes a sense of

meaningfulness that al-
lows employees to view their role in the organization as
valuable and worthwhile.
Employees need to have a sense of return on their cognitive and
emotional invest-
ments before they are willing to fully engage with their work
(Rana, Ardichvili, &
Tkachenko, 2014). When employees’ work and workplace give
them satisfaction,
it discourages them from leaving the organization. Employees
who do not feel
seen, safe, or valued in the workplace become cognitively and
emotionally disen-
gaged, which leads to low productivity in the organization
(Kahn, 1990).
EMPLOYEE ENGAGEMENT AND MILLENNIALS
According to recent Gallup surveys, millennials are the least
engaged generation
in the workforce as organizations struggle to integrate different
values and expec-
tations in a workplace that has been shaped by Baby Boomers
and Generation X
(Adkins, n.d.; Rigoni & Adkins, n.d.). Around 86 million

millennials will be in the
workplace by 2020, making up about 35% of the total workforce
(Asghar, 2014;
Kurian, 2017). By 2025, the percentage will rise to millennials
representing an es-
timated 75% of the workforce, as ten thousand Baby Boomers
reach age 65 every
day in the United States and begin to retire (Dannar, 2013). As
the Baby Boomers
retire, one of the largest generations in the United States will
exit the workforce.
This leaves room for the Millennials to integrate themselves
into those openings,
entering companies with expectations that differ dramatically
from those of Baby
Boomers (Asghar, 2014).
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Phenomenon • 193
Surveys also show that 93% of millennials left their employer to
change roles
and 21% say that they have changed jobs within the past year,
which is signifi-
cantly more than the turnover rate of non-millennials (Adkins,
n.d.; Rigoni &
Adkins, n.d.). As mentioned previously, one of the reasons that
employee en-
gagement is significant to the effectiveness of a company is
because productivity
increases profitability. However, when employees are
disengaged, which triggers
high turnover, consultants estimate that it costs the U.S.
economy $30.5 billion

annually (Adkins, n.d.).
Gallup found that only 29% of millennials are engaged at work,
meaning that
only 29% are emotionally and behaviorally connected to their
job and company.
On the other hand, 16% of millennials are actively disengaged,
meaning that they
are actively working against the goals of the company and
seeking to do damage
to it. This leaves the remaining 55% disengaged workers who
are interested in
simply completing their tasks and leaving (Adkins, n.d.).
Companies need to give
these workers reasons to stay, attracting, retaining, and
engaging their employees
in the workplace so that they feel seen, safe, and valued. It is
important to under-
stand the millennials’ levels of engagement now, before they
make up the larg-
est portion of the workforce. By understanding the expectations
that Millennials
bring to the workforce, companies can be more prepared and
equipped to engage
them and ensure that they feel seen, safe, and valued in the

workplace.
Who are the Millennials?
In an increasingly diverse, multigenerational workforce, the
challenges of
navigating issues of communication and organizational
commitment has garnered
increasing attention from Human resources professionals and
executives, as well
as management scholars and researchers. Rodriguez (2006)
stated that the big-
gest, most important factor driving executive level diversity and
inclusion strat-
egy would be the need to engage all employees’ skills and
creativity, and use
those assets to add value to the customer experience. The term
“diversity” in itself
evokes the idea of differentiation in the workplace, and it is
appropriate to identify
Millennials in the context of varying qualities, experiences,
work styles and val-
ues that make individuals unique. Diversity factors may be
surface level, such as
those which are visible and easily observed (age, race, gender,

some disabilities)
or it may be deep level, involving religion, some disabilities,
sexual orientation
and ethnicity. In the contemporary workforce the four dominant
groups represent
the Veterans, or Traditionalists (those born before 1946), Baby
Boomers (born
mid-1940s to mid-1960s), Generation Xers (mid-1960s to 1980),
and Millennials
(1980 to 2000). The latest generation, Gen Z, has reached
working age (those born
from 2000 forward) and will bring even more diversity and
specific expectations
into the workplace.
The Veteran workers in the United States workforce are the
survivors of
World War II and the Great Depression. They tend to hold great
pride in and
loyalty toward American values, and have significant respect
for authority and
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chain of command. Baby Boomers, the children of the returning
Veterans, value
work but see it as a competition, as they had to prove
themselves at every level
of achievement they earned. Members of Generation X tend to
desire feedback
and flexibility, which require clear communication. However,
Gen Xers resent
close supervision and work to live, rather than operating under
the need to prove

their dedication through long hours and high visibility. The
Millennials are the
smartest, cleverest, healthiest, most wanted generation to have
ever existed. They
are quickly bored by routine, confident, assertive, and friendly
with their parents
(who may have adopted an overly-involved role in their lives,
thus earning the
term “helicopter parent”) (Gurchiek, 2008).
There is an impending talent shortage, as the experienced
individual contrib-
utors and managers of people from the Veteran and Baby
Boomer generations
exit the workforce. Additionally, and worse, traditionally there
has been a limited
transfer of knowledge between the groups. Gurchiek (2008)
suggests that the gen-
erations rarely interact in the workplace, such that employee
engagement, trust,
and commitment are difficult to establish. Members of different
generations on
the same team may not recognize each other’s skills and work
ethics, or value one
another’s perspectives.

As mentioned earlier, Millennials are those individuals who
were born between
1980 and 2000, between the ages of roughly 20 to early 30s.
This generation will
soon represent the largest portion of the American workforce
(Asghar, 2014). Also
known as Generation Y, the millennials have been described as
globally aware,
technologically sophisticated, ambitious, team-oriented,
narcissistic, socially in-
ept, and lacking in work ethic (Asghar, 2014; Dannar, 2013;
Gibson, Greenwood,
& Murphy, 2009). Millennials are curious, questioning and
results oriented, a
generation that accepts diversity and is comfortable with instant
communication
and social networking (Gibson et al., 2009). They have,
however, been given
names like the “Look at Me” generation to describe their overly
self-confident,
self-centered, disloyal, and unmotivated stereotypes (Myers &
Sadaghiani, 2010).
A generation’s values and behaviors are a manifestation of the

relationship
between parents, siblings, influential people, the media, and
historical events that
have a significant impact during formative years (Danner,
2013). Events such
as 9/11, Columbine and other violent tragedies (such as school
and theater mass
shootings), and celebrity scandals have shaped millennials’
culture and perspec-
tive, causing them to alter their expectations of companies for
which they work
(Gibson et al., 2009; Schweitzer & Lyons, 2010). Growing up in
a true global
economy, most members of the generation experienced instant
gratification of
microwave cooking, news and entertainment in small bites from
music television
videos, early exposure to personal computers and other digital
tools. Millennials
have experienced many influential events and now have an
emphasis on an ethical
business culture and an organization that lives out its values.
Technology is an integral part of the millennial identity as they
are the first

generation to be in continual communication with a network of
friends and fam-
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Phenomenon • 195
ily. As a result, millennials view work and life as a balance that
is equally achiev-
able because of advanced technology. This can, perhaps, explain

why millennials
are perceived as lacking work ethics. Millennials have grown
accustomed to easy
access to information and are eager to eager to share their
thoughts, opinions, and
experiences on social networks (Dannar, 2013; Gibson et al.,
2009). This genera-
tion was raised to believe, indeed to know, that their opinions
mattered and were
absolutely critical to people around the world. As a result,
social media tools like
Facebook, Twitter, Wikipedia, Snapchat and Instagram empower
millennials and
represent a significant part of millennials’ lives, communication
norms, and iden-
tities, even in the workplace.
Millennials are a unique generation because they are entering
the workforce
with superior knowledge of technology. They are also unique
because they are a
generation shaped by unique events that have drastically shifted
their values and
beliefs. Employers and companies should take what makes this
generation unique

and use it to their advantage, creating work environme nts that
are more likely to
engage and retain millennial employees.
Millennials’ Expectations
Based on the values and beliefs that have come to define
millennials, research-
ers seek to determine what they expect of their workplace. In
determining these
expectations, companies can be more prepared in learning how
to engage them.
For the millennial employee, the first three years of the
employment life cycle
are critical. Their loyalty, if any, is tenuous during that time
period and they may
be slow to trust institutions but may trust a manager instead.
They may show no
hesitation in expressing their perspective that if they are not
engaged, do not like
the job, the work, the workplace, or the management, they can
quit and be well
received at home or somewhere else. To avert these potentially
negative trends,
leaders and role models can help millennials design reasonable

blueprints to get
where they want to go professionally. HR and frontline
managers can and should
make it acceptable to deal with workplace problems, challenges,
and conflicts
in different ways. And, most importantly, encouraging
congruence between the
(organization’s and the) managers’ stated or espoused values
and their enacted
values, or walking the talk (Gurchiek, 2008).
IMPLICATIONS FOR PRACTICE
Popular literature suggests that millennials “want it all” and
“want it now” (Ng,
Schweitzer, & Lyons, 2010). They want work/life balance, good
pay and benefits,
rapid advancement, interesting and challenging work, and work
that holds sig-
nificance. Millennials place a heavy emphasis on work/life
balance. Because of
advancing technologies, millennials do not feel that they need
to choose between
work and life, regarding it as “symbiotic in nature” (Dannar,
2013). The events

of September 11, 2001, when the United States experienced its
most drastic loss
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of life due to foreign terrorist attacks, caused many millennials
to re-evaluate
their life priorities and choose work that allows them to
adequately balance work

and their personal lives. Millennials place their trust in
organizations and have a
strong preference for structured environments with clear rules
(Schweitzer & Ly-
ons, 2010). In this conceptual chapter we have laid the
groundwork for a clearer
understanding of millennial workers’ needs to feel seen, safe,
and valued in the
workplace, set in the theoretical context of employee
engagement.
Millennials want to be seen. They desire attention and feedback,
regarding
their leaders as mentors, and companionship and close
relationships within the
workplace that emphasize teamwork and collaboration (Dannar,
2013). Motivated
by ambition, a desire to be respected, and the significance of the
work, millennials
seek rapid advancement in an organization. They are willing to
leave the company
if this does not happen fast enough (Danner, 2013). Millennials
are exception-
ally good at gathering and acquiring information and knowledge
because of their

technological expertise, but they expect their organizational
leaders to provide
guidance as to how that information should be interpreted
(Dannar, 2013). They
want to be mentored and provided with sufficient support for
their advancement
(Kurian, 2017). Mentoring allows organizational leaders to
provide instruction
and guidance, offer wisdom, guide skill development, and
develop meaningful
relationships with their employees (Dannar, 2013). Mentoring
also serves as a
compromise between organizational expectations and millennial
expectations. A
mentor can teach millennial employees the company’s
expectations in ways that
makes sense to someone whose values have been shaped by
different events and
lifestyles (Asghar, 2014).
Millennials Want to Feel Safe in the Workplace
They want to enjoy the working experience and feel comfortable
in the organi-
zational culture. Close companionship is important for

millennials, who prefer to
collaborate rather than compete with co-workers (Dannar,
2013). Millennials want
to collaborate with colleagues and managers that they respect
and connect with
colleagues inside and outside the office (Kurian, 2017; Asghar,
2014). Gurchiek
(2008) suggested several specific actions that human resources
and management
professionals can integrate to improve intergenerational
employee engagement:
1. Create training programs that address future senior leaders’
preparation
2. Design a set of competencies to model desired behaviors,
including
knowledge transfer
3. Link compensation to goals of personal growth and career
progression
4. Define the jobs or roles that are “mission-critical;” identify
unique re-
quirements, and target /develop the talent needed
5. Customize retention strategies to generational needs

6. Define expectations about performance and productivity and
then stand
by that
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ACADEMY
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Phenomenon • 197
7. Use clear, straightforward language

8. Don’t hint and don’t assume
9. See the best.
10. Celebrate achievements.
To ensure that Millennials feel safe in the workplace,
communicate expecta-
tions clearly and offer opportunities for achievement of
personal and professional
goals in a learning organizational culture, or an environment
that does not punish
mistakes or inquiries.
Millennials want to be valued. They have a constant need for
gratification and
appreciation for both small and big successes. A workplace that
fosters open and
honest communication is more likely to engage this generation
because they want
to feel like their ideas and opinions matter. They want to know
that their insight
has company-wide significance (Kurian, 2017; Ng, Schweitzer,
& Lyons, 2010).
Millennials value manager feedback and they view strong
relationships with su-
pervisors to be foundational to their long-term satisfaction in

the organization
(Myers & Sadaghiani, 2010). Because millennials are motivated
by accomplish-
ment, close companionship, and a desire to be respected, they
want responsibility
within the company, evidenced in the significance of the work,
and want a chance
for promotions (Dannar, 2013; Myers & Sadaghiani, 2010). By
making work
more exciting and relevant, managers can engage their
millennials employees,
showing them verifiable career opportunities (Gibson et al.,
2009). According to
Dannar (2013), a “delegation of employment-related duties
should be utilized so
millennials can experience high levels of responsibility,
meaningfulness, and a
sense of personal fulfillment” (p. 9).
Company leaders can foster a workplace environment that
facilitates the best
performance from all their employees, starting with making
their employees feel
seen, safe, and valued. These organizations may need to alter
rules and policies,

so they can fully utilize millennials’ abilities (Myers &
Sadaghiani, 2010). It is
important for companies to understand the expectations that
Millennials bring
into the workplace so that they can better engage them. The
impending influx of
Millennials should excite employers, but it should also motivate
them to prepare
their workplace to ensure compatibility and compromise with
millennial and or-
ganizational expectations.
IMPLICATIONS FOR RESEARCH
This initial conceptual foray into the dialogue around employee
engagement has
led to many practical ideas and considerations for HR managers
and executives to
consider. These considerations are particularly relevant with
regard to improving
employee engagement among the millennial generation as they
enter the work-
force en masse within the next two to seven years. Our initial
research has indi-
cated clear connections between established theoretical models

and the idea that
employees of all generations, but especially Millennials, need to
feel seen, safe,
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ACADEMY
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and valued in the workplace. These connections link theories
around employees’
basic human needs with specific ways to address and validate

those needs in the
workplace. Additionally, we see opportunities for additional
academic research
into the dimensions of employee engagement and workplace
motivation identified
here. Specifically, we intend to identify validated scale items to
capture employee
perceptions of visibility, safety, and perceived value in their
workplaces. Compil-
ing such a scale from previously validated instruments, testing,
and administering
it, will provide a clear image of Millennials’ expectations and
actual perceptions
of being seen, safe, and valued in their workplaces. We seek to
compare these data
points with responses to an abbreviated measurement of
employee engagement
such as the Utrecht Work Engagement Scale, or UWES or
UWES-9 (Roof, 2015;
Schaufeli, Bakker, & Salanova, 2006) to millennial employees
with less than five
years’ workforce experience will provide a dataset from which
we can identify
the relationships between employee engagement and feelings of
being seen, safe,

and valued in the workplace, and what those factors indicate in
terms of millennial
employees’ expectations.
One challenging limitation of the continued research motivated
by this review
of the literature is that while millennial employees may be
willing to share their
expectations and desires for their workplace experience,
common method vari-
ance (CMV) is likely to pose a challenge, as with any self-
report data gathering
initiative. Additionally the challenge of social desirability bias
may affect how
participants respond to questions about whether they expected
to feel seen, safe,
and valued in the workplace prior to joining their current
employer, and the de-
gree to which they actually feel those things. Further
examination of the employee
engagement literature for validated scales that precisely capture
employee en-
gagement is required, as well.
CONCLUSION

This chapter established the linkages between individual
motivation, employee
engagement, and employee perceptions of visibility, safety, and
value in the work-
place. We have reviewed the literature on employee engagement
and identified
that among millennial workers there are specific demands which
HR leaders and
frontline managers and supervisors should acknowledge and
address, to ensure
higher engagement among the millennial workforce. We have
also initiated analy-
sis of the available scales and instruments with which we can
measure and docu-
ment employees’ perceptions of engagement and identify
correlations between
engagement levels and feeling seen, safe, and valued in the
workplace. As we add
to the dialogue around millennial workers’ expectations and
existing perceptions
of employee engagement, we do so with the desire to help
consultants and practi-
tioners in human resource development and HR management, as
well as frontline

managers and supervisors, to convert theoretical research
results into practical
steps that will positively affect productivity, performance, and
employee com-
mitment. In light of the constantly evolving body of knowledge
around employee
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Phenomenon • 199

engagement and organizational commitment, trust, relative to
the demands of the
millennial workforce, we assert that the employee engagement
“wave” has not
crested, but that there is significant work yet to be done in this
area.
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pu
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Blank Page

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
Washington, DC
*Army Regulation 600 – 81

17 May 2016 Effective 17 June 2016
Personnel-General
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 command er
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

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

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.
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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, a nd
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.
https://www.sfl-tap.army.mil/
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
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 el igible 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 civil ian
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
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.
https://www.sfl%E2%80%93tap.army.mil/

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
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.
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
activities in the United States and abroad in accordance with
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
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.

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
activities in the United States and abroad in accordance with
ment.
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.”
https://www.dmdc.osd.mil/tgpsp/
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.
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
ment.
AR 600–81 • 17 May 2016 9

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.
https://www.sfl%E2%80%93tap.army.mil/
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.
(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
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 w ill 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.
http://www.ebenefits.va.gov/
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
http://www.opm.gov/information-management/privacy-
policy/privacy-references/sornguide.pdf/
http://www.opm.gov/information-management/privacy-
policy/privacy-references/sornguide.pdf/
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).
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,
Predeploying, eligible AC Soldier 1. Web-based TAP XXI

application fails
2. Complete preseparation counseling at
Soldier Readiness Program site
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

(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 w ill 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
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
(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
(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.
assist the disabled veteran, for up to 180 days following the
separation date on DD Form 214.

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 invol untary
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,
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,
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).
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.
http://www2.ed.gov/admins/finaid/accred/index.html
https://www.ansica.org/accredita-tion/credentialing/default.aspx
https://www.ansica.org/accredita-tion/credentialing/default.aspx
http://www.benefits.va.gov/gibill/onthejob_apprenticeship.asp
http://www2.ed.gov/admins/finaid/accred/index.html
https://www.ansica.org/accreditation/credentialing/default.aspx
http://www.nasaa-vetseducation.com/programs.aspx/
http://www.nasaa-vetseducation.com/programs.aspx/
http://www.council.org/accredited-institutions/
http://www.council.org/accredited-institutions/

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.
http://myarmybenefits.us.army.mil/
http://www.soldierforlife.army.mil/retirement

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 Soldie rs
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 visi t 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.
https://www.ebenefits.va.gov/ebe nefits/job-
search.sfl%E2%80%93tap

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 offi ce
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.)
Enlisted Administrative Separations (Cited in para 7 – 11.)
Disability Evaluation System (Cited in para 3–2c.)
Preseparation Counseling for Military Personnel (Cited in para

3–2g.)
DOD Yellow Ribbon Reintegration Program (YRRP) (Cited in
para 7–3f.)
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.)
http://www.apd.army.mil/
http://uscode.house.gov/search/criteria.shtml
http://prhome.defense.gov/rfm/tvpo/

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
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.
Guidance for the Education and Employment Initiative and
Operation Warfighter
Separation of Regular and Reserve Commissioned Officers
Military Family Readiness
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/formsprogra

m.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)
http://www.dtic.mil/whs/directives/infomgt/forms/formsprogram
.htm
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
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
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
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 decisi on.
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
Chapter 11 – 1. Purpose1 – 2. References1 – 3. Explanation of
abbreviations and terms1 – 4. Responsibilities1 – 5.
MissionChapter 22 – 1. Assistant Secretary of the Army for
Manpower and Reserve Affairs2 – 2. Deputy Chief of Staff, G
– 12 – 3. Chief, National Guard Bureau2 – 4. Chief, Army
Reserve2 – 5. Assistant Chief of Staff for Installation

Management2 – 6. The Surgeon General2 – 7. Commander,
U.S. Army Training and Doctrine Command2 – 8. Commander,
U.S. Army Recruiting Command2 – 9. Army commanders at
all levelsChapter 33 – 1. Overview3 – 2. Statutory and
Department of Defense requirements3 – 3. Principles of
support3 – 4. Standards of serviceChapter 44 – 1. Command
responsibility4 – 2. Transition priority for services4 – 3.
Transition participation4 – 4. Virtual curriculum in Joint
Knowledge OnlineChapter 55 – 1. Veterans Opportunity to
Work requirements5 – 2. Career readiness standards
requirements5 – 3. Program Career Tracks5 – 4. Capstone
process (completion is mandatory)5 – 5. Program transition
timeline5 – 6. Early steps in the program5 – 7. Identifying
Soldiers for transition services5 – 8. Notifying Soldiers for
transition services5 – 9. Preseparation counseling5 – 10.
Preseparation counseling for Soldiers within the Integrated
Disability Evaluation System5 – 11. Preseparation counseling
for prisoners5 – 12. Preseparation counseling for eligible, pre-
deploying Active Component Soldiers5 – 13. Directed
initiatives—Partnership for Youth Success program5 – 14.
Initial counseling5 – 15. Individual transition plan5 – 16.
Follow up with new clients5 – 17. Military occupational
specialty crosswalk process5 – 18. Department of Labor
Employment Workshop5 – 19. Department of Labor
Employment Workshop exemptions5 – 20. Veterans

Administration Benefits Briefings5 – 21. Financial Planning
Workshop5 – 22. Wrap-up counseling5 – 23. Installation
clearance5 – 24. Army retentionChapter 66 – 1. Army Reserve
Component Soldiers6 – 2. Army National Guard6 – 3. Army
National Guard model6 – 4. U.S. Army Reserve6 – 5. U.S.
Army Reserve modelChapter 77 – 1. Eligible clients7 – 2.
Soldiers7 – 3. Spouses and dependents7 – 4. Exceptions to
eligibility7 – 5. Eligible retirees and veterans7 – 6. Eligible
Soldiers referred to the Integrated Disability Evaluation
System7 – 7. Eligible Soldiers assigned or attached to a
Warrior Transition Unit, and Soldier and Family Assistance
Center clients7 – 8. Eligible prisoners7 – 9. Eligible Soldiers
subject to the Army Stop Loss Program7 – 10. Eligible
demobilizing Reserve Component Soldiers7 – 11. Involuntary
separationsChapter 88 – 1. Objective8 – 2. Implementation8 –
3. Sample screening and selection process for commander use8
– 4. Criteria for Career Skills Programs8 – 5. Army Reserve
career skillsChapter 99 – 1. Objectives9 – 2. Task
organization9 – 3. Connection with Army personnel9 – 4.
Outreach, networking, and connecting9 – 5. Grassroots Army
network development9 – 6. Retired Soldier services9 – 7.
Tracking and reportingChapter 1010 – 1. Employment
assistance10 – 2. Employment assistance process10 – 3. Job
search process10 – 4. Federal job application training10 – 5.
U.S. Army Reserve employment assistanceChapter 1111 – 1.

Soldier Life Cycle11 – 2. Soldier Life Cycle – Transition
Assistance Program timeline11 – 3. Initial phase (0 – 1 year)11
– 4. Service phase (1 – 10 years) “Serve Strong”11 – 5.
Service phase: (reenlistment) “Serve Strong”11 – 6. Service
phase: (unemployed or at-risk RC Soldiers) “Serve Strong”11 –
7. Careerist (10 years-retirement) “Serve Strong”11 – 8.
Transition phase (12 months prior to transition) “Reintegrate
Strong”Chapter 1212 – 1. Transition services manager12 – 2.
The transition services manager’s role in the processChapter
1313 – 1. Job portal13 – 2. Program Web site13 – 3.
Accountability and monitoring13 – 4. Asynchronous
trainingChapter 1414 – 1. Objectives14 – 2. Concept14 – 3.
Measuring success14 – 4. At the installation-site levelAppendix
ASection ISection IISection IIISection IVAppendix BB – 1.
FunctionB – 2. PurposeB – 3. InstructionsB – 4. Test
questionsB – 5. CommentsGlossarySection ISection IISection
III
Assignment Instructions: Analyze the concepts and theories you
read about in S301; utilizing key language and terms from these
concepts and theories, write a 800-1200 word paper 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. This paper can incorporate personal experiences to help
illustrate your understanding of the material and to show
examples. This assignment also allows for you to write in first
person as you illustrate certain experiences within your paper.
Ensure to use good APA 7th Edition writing style, list the
references used, and cite them within the paper.
Assigned Student Readings
Scan DA PAM 600-25 Chapter 2 & 3
(1) S301RA: Human Resources Management, Issues,
Challenges and Trends “Now and Around the Corner” Chapters
2, 8 and 9, pp. 33-52, pp.163-184-160 and pp. 185-200
(2) S301RB: Employee Engagement, Creating positive energy
at work, Chapters 1, 6 and 7, pp. 1-24, pp. 145-182 and pp.184-
206
(3) S301RC: Trends and Future of Talent Management, pp.
212-241
(4) S301RD: Soldier for Life - Transition Assistance Program,
Army Regulation 600-81, pp. 1-27
Reflection Questions during readings:
(1) Why does a company need talent management?
(2) Why is trust so important for a manager/team leader?
(3) Is servant leadership the answer?
(4) What is the mission of the Soldier for Life Transition

Assistance Program?
This assessment targets the following ELO 400-SMC-1015.30.1
(S301: Human Resources in the Workforce)
According to Army Doctrine leader development must foster the
cognitive, social, and physical competencies associated with the
human dimension. War fundamentally remains a human contest
of wills, despite the advances in technology. Produci ng a
professional NCO corps demands a comprehensive Human
Dimension Strategy oriented on the individual, the team, and
the institution.
The roles and responsibilities for the NCO have always been to
lead, train, and care for Soldiers and equipment while enforcing
standards. The Army must have a cohort of competent and
committed NCOs of character as trusted professionals who
thrive in chaos, adapt, and win in a complex world. The Army’s
NCO 2020 Strategy provides the ways, means, and ends to
develop a professional, trained, and ready NCO corps that is
essential to remain as the world’s premier fighting force.
Leader development is further enhanced by recognizing,
developing, and maturing talents in Soldiers while
simultaneously managing talent to meet the immediate and long-
term goals of the ALDS. Together, leader development and
talent management build on the fundamentals.
Talent is the intersection of three dimensions —skills,
knowledge, and behaviors—that create an optimal level of

individual performance, provided individuals are employed
within their talent set. Talent management is a way to enhance
Army readiness by maximizing the potential of the Army’s
greatest asset—our people. By better understanding the talent of
the workforce and the talent necessary to meet capability needs
by unit requirements, the Army can more effectively acquire,
develop, employ, and retain the right talent at the right time. In
Army talent management, “best” equals best fit for the work at
hand.
TALENT MANAGEMENT.
Talent management is a deliberate and coordinated process that
aligns systematic planning for the right number and type of
people to meet current and future Army talent demands with
integrated implementation to ensure the majority of those
people are optimally employed. Talent management extracts the
most productivity and value from an organization’s greatest
asset – its people. Army talent management integrates people
acquisition, development, employment and retention strategies.
It begins with entry-level employees and aligns their talents
against the demand for them during their entire careers, to
include positions at the very top of the Army.
A trusted and open system for managing Army talent will
incentivize a culture of development, strength and service
1. Sustains Long-Term Readiness: Talent Management delivers
readiness for this fight while preparing for the next.

2. Managing People As Individuals: Talent Management
recognizes that everyone has talent strengths, and great
organizations maximize individual talents to meet
organizational needs by placing the right person in the right job
at the right time over time.
3. Better Data leads to Informed Decisions: Talent Management
strives to give people and organizations more relevant
information to drive better decisions.
4. Empowers Leaders & Individuals: Talent Management allows
individuals to define career success for themselves, advertise
their talents, seek opportunities in line with those talents, and
employed by leaders with direct hiring authority and
understanding their team's specific needs.
5. Tech-Enabled, People Focused: Technology is a compliment
to, but not a substitute for, the human dimension of talent.
6. Influences Behavior: Talent Management uses markets and
incentives to drive behavior.
7. Fosters a Culture of Assessments: Talent Management
promotes organizational, leader and self-awareness through
rigorous assessments of individuals and teams
8. Builds Trust: Talent Management builds trust over time
through consistency, transparency, balancing individual and
family needs with the needs of the Army and honoring
commitments made through the management process.
9. Retain Talent: Talent Management reveals granular

information about people leading to better and more focused
retention decisions of high demand talent.
10 Personal Accountability. Talent Management requires every
officer to take ownership of their own personal and career
decisions.
11. Flexibility. Talent Management builds flexibility into our
career models to better accommodate personal and professional
choices to apply to the needs of the Army.
12. Enhances Organizational Agility. Talent Management Army
promotes increased organizational agility and innovative out-
of--the-box thinking in response to new challenges and
opportunities.

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