Basic Allowance For Subsistence Regulation

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Basic Allowance For Subsistence Regulation – US Army Soldier Support Agency Advanced Personnel Training 542-36B10 – Financial Management AAA6B103/Version 4.2 June 16, 2015 Purpose of Pay and Allowances Entitlement Determinations are designed to train Soldiers in pay policies. The overall objective of this course is to teach soldiers through an analysis how to interpret military rights, applicable regulations, and supporting documents to establish claims for pay and allowances. This lesson is a culmination of previous lessons where students learned how to effectively search legislation and analyze military payroll. Instructors are responsible for teaching all content in this course. Students are responsible for learning all the content of this course and will be assessed at the end of this course. Look for opportunities to use the following key 21st century skills throughout this lesson. Character and responsibility, lifelong learner, critical thinking and problem solving and tactical and technical skills. Teaching Method: Lecture and role play method

2 Training Activity: Determination of Pay and Allowances: Computer console with DMO software as per Pay and Allowances documentation, Department of Defense Fund Management Regulations (DoDFMR), Joint Federal Travel Regulations, DTA and pamphlets, Office Supply Standards and Equipment and Awareness Operating Environment (OE). Variables and Actors. Standard: Make appropriate entries and dollar amounts to update Soldier’s DSIS MMPA for basic, special and incentive pay, including basic subsistence allowance and other allowances, with a minimum of 75% accuracy. Instructor Learning Objective Note: By following the requirements of the learning objective at the end of this lesson, inform the students that you (the student) will: Action: Determine salary and benefits Condition: Computer console DMO software according to Pay and Allowance documents, Department of Defense Fund Management Regulations (DoDFMR), Knowledge of federal joint travel regulations, DTA and pamphlets, office supplies and standard equipment, and operational environment (OE) variables and factors. Standards: Make appropriate entries and dollar amounts to update Soldier’s DSIS MMPA for basic, special, and incentive payments, including basic subsistence allowance and other payments, with at least 75% accuracy. Security Requirements: In an educational environment, leaders should conduct a risk assessment in accordance with the DA PAM, Risk Management. Leaders complete the 2977 DD Risk Management Sheet, assessing mission, enemy, terrain and weather, available time forces and support, and civil considerations (METT-TC) during the planning and execution of each mission and subtask. Local policies and procedures should be followed during extreme heat to prevent thermal injury. Observe work/rest cycles and water change guidelines Risk Assessment Level IAW TRADOC Regulations: Low Environmental Considerations: Protecting the environment is not just the law, it’s the right thing to do. It is an ongoing process and begins with deliberate planning. Always be aware of ways to protect your environment during training and assignments. By doing so, you help protect our educational resources while protecting people and the environment from harmful effects. See FM Environmental Considerations and GTA Environmental Risk Assessment. Protecting the environment is not only the law, it is the right thing to do. It is an ongoing process and begins with deliberate planning. Always be aware of ways to protect your environment during training and assignments. By doing so, you help protect our educational resources while protecting people and the environment from harmful effects. Teaching Tip: During this lesson, ask students about challenges they experienced in the operating environment (OE) and what they did to solve them. Encourage students to use any of the critical variables Political, Military, Economic, Social, Information, Infrastructure, Physical Environment and Time (PMESII-PT). Assessment: This course tests your ability to calculate salary, research funding terms and MMPA and make appropriate entries in DMO. Students must score an average of 75% to pass the exam. Practice Guide: Today, it is imperative that all players receive their basic pay to avoid unnecessary hardships. This class prepares you to answer basic payroll questions and make entries that affect veterans’ pay. Area of ​​Learning: Cognitive Level of Learning: Responsiveness 2. Teaching aids for this course are taught in a large group classroom with personal computer systems, Panasonic projector TVs, Mr. Podium MP42 lecture, built-in speakers, Crestron TPS-3100I touch panels, ceiling mounted. Projector, internet access and dry erase/whiteboard. APPENDIX A: EVALUATION PLAN APPENDIX B: SLIDES 3. COURSE IMPLEMENTATION COURSE SCHEDULE: 00 Hours 15 Minutes Introduction, Educational Objective, Administrative Data 00 Hours 05 Minutes Actual Experience: Film Price Conscious Awareness 00 Hours 15 Minutes 09 Hours Dissemination and Generalization Process New Information: Lesson Introduction 00 hours 10 minutes Development 14 hours 25 minutes Application 03 hours 00 minutes Evaluation 01 hours 00 minutes Evaluation Review Total 28 hours 30 minutes (28.6 hours)

Basic Allowance For Subsistence Regulation

Basic Allowance For Subsistence Regulation

Human-Made Payroll Errors – YouTube b. Concrete Experience (05 minutes) Concrete experience serves as a trigger for past experience, knowledge, and as a focus mechanism for the next lesson to support the teaching of new content. The collaborative goal forces students to connect with the subject and is a precursor to the intuitive thinking of the experiential learning model. Discuss the bridge between the video and the lesson to help students understand the importance of accurately identifying a charge or payment and entering it correctly in the DMO. Instructor Note: Double-click on the TV to open the video in presentation/slideshow mode. If not in presentation mode, right-click on the TV and select “Open Hyperlink.” J. Liberation and Process (15 minutes) In this phase of the military learning model, the instructor solicits students’ reactions to the actual experience. Students reflect on their experiences and knowledge of the topic and, if successful, reconcile where they will be at the end of the lesson and where they will be at the end of the lesson. An important part of this part of the ALM process is to reflect on students. As a teacher, you can achieve this by asking a series of thought-provoking questions: What happened in the video and how does it relate to the lesson? How did this video make you feel about the personal responsibility you have to take to reduce the unnecessary suffering of soldiers and their families? What did you see in the video that relates the video to your own experiences? What is your reaction to the scale of the mistakes? Getting students to think critically is the ultimate goal of output and processing. Ask students to explain their answers. In the sense of how and why they have reached the solution of the questions. As an instructor, you need to look for answers that help students generalize from disseminating and processing new information. During this process, remind students of the objectives of the lesson, from disseminating and processing new information to making generalizations.

Basic Allowance For Subsistence (bas) Rates

Special Basic Pay Special Hazardous Tax Incentive Pay Basic Subsistence Allowance Basic Allowance for Housing Other Allowances d. Generalization of New Information (9 hours 20 minutes) Instructor’s note: Explain to students the general pay and allowances of a soldier discussed in this lesson. During this time, refer the students to the handout containing the fee chart, summary sheet and calculation sheet. Throughout the lesson, emphasize the importance of these manuals as a useful tool.

Special Provision Duty Pay (SDAP) Hard Duty Pay (HDP-M & HDP-L) Hostile Fire Pay/Immediate Danger Pay (HFP/IDP) Duty Incentive Pay (AIP) Hazardous Duty Incentive Aviation Incentive Pay Incentive Pay Parachute Duty Demolition Pay D Generalizing New Information (9 hours 20 minutes) Instructor Note: Explain to students that other military pay is allowed, such as medical pay, stress duty incentive pay, airfield duty pay, diving duty pay, occupational maritime privileges, foreign language skills, etc. Fees and Bonuses. However, for this lesson, we will only discuss the most relevant, frequently seen and applicable military pay of the service branch.

Military pay scales (check) calculated on a 30-day month basis. Generalizing New Information (9 hours 20 minutes) Instructor Note: Students refer to DoDFMR Volume 7A, Chapter 1 and open the Fee Schedules handbook. Basic Pay: The DoDFMR defines basic pay as “the pay paid to an officer or soldier based on rank and length of service, before adding additional amounts for quarters, subsistence, flight status, foreign duty, etc. Length of service: This can be defined as the number of years of service a soldier is valid for legal purposes. Look at the table and look for the “E3” grade. When a soldier reaches the PFC grade, there are different pay rates that he can earn. If you read the different paragraphs, you will notice that a soldier with more than two years of service earns more than a soldier with less than two years of service. A soldier earns more than a soldier who works only for two years.A

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