1. Design External Advisement for Command: -Soldier & Leader Engagement -Religious Area analysis -religious impact assessment
Chaplain (MAJ) Rob Belton
18 June 2019
Operational Religious Support Leaders Course

3. Religious leader engagement at fob howz-e madad (Soldier & Leader engagement)

4. Terminal Learning Objective
Action: Plan external religious advisement at the operational level. Condition: Given student laptop computers with access to ATP and JG 1-05 in a classroom. Standard: Plan external religious advisement at the operational level. Includes: -analyzing the external advisement activity of Soldier and Leader Engagement -analyzing the external advisement products of Religious Area Analysis and Religious Impact Assessment -organizing two external advisement products for a wartime scenario, resulting in a score of at least 80% in accordance with the rubrics.

5. Administrative data
Safety: None beyond those presented at beginning of course. Risk Level: Low. Environmental: Recycle. Evaluation: Checks on Learning; 2 graded external advisement products (Religious Area Analysis and Religious Impact Assessment)

6. Overview of part 1: the activity of external advisement
Establish Soldier and Leader Engagement as a function of external advisement.
Present Chapter 4 of ATP : Religious Support and External Advisement, Chapter 3 of JG 1-05: Religious Affairs in Joint Operations, and additional resources for designing successful SLEs.
Manage subordinate UMTs’ Soldier and Leader Engagement.

7. External Religious Advisement
Activity
Products
Soldier & Leader Engagement
Religious Area Analysis
Religious Impact Assessment
Running Estimate

8. Soldier and Leader engagement (SLE)

9. SLE:
Interpersonal Service-member interactions (by Soldiers and leaders) with audiences in an area of operations
(lower enlisted) (NCOs & officers - including chaplains)

10. Purposes of UMT involvement in sle:
do these: through these: -Build relationships of mutual trust and respect -Dialogue -Promote human rights -Discussion -Deepen cultural understanding

11. Chaplain liaison: a joint perspective
Joint Guide 1-05: Religious Affairs in Joint Operations
Chapter III, page III-5
Paragraph 2: Chaplain Liaison in Support of Military Engagement

13. SLE and the Operations process (adp 5-0)
Plan
Prepare
Execute
Assess

14. Sle and supervision

15. Algeria, 1841
Key players: -Emir Abd el-Kader -Bishop Antoine-Adolphe Dupuche (Bishop of Algiers) -Fr. Suchet

16. Iraq, 2007
Key players: -CH (COL) Mike Hoyt (MNF-I Command Chaplain) -Canon Andrew White (Anglican Priest; pastor in Iraq) -GEN David Petraeus (MNF-I CDR) -Prime Minister Nouri al-Maliki -Delegates from multiple Iraqi factions

17. What about you?

18. Check on learning

19. Overview of part 2: Products of external advisement
Discuss Religious Area Analysis (RAA).
Discuss Religious Impact Assessment (RIA).
Understand the relationship between these two products and the Running Estimate.

20. Religious area analysis (RAA)

21. Religious area analysis (raa)
-Collects and analyzes data from an OE related to religion -Organizes the data using the operational variables (PMESII-PT) -Collects as much information about religion in an AO as time allows -Often a slide product; should be a usable format -Informs the Religious Impact Assessment and Running Estimate -Continuously updated

22. RAA vs. RIA
Religious Area Analysis Religious Impact Assessment
-Gathers and organizes religious data -Assessment based on the RAA
-Analyzes religious factors in an AO -Answers the “So what?”
slide product page document

23. Religious factors
Places  Physical Factors People  Human Factors Ideas  Ideological Factors

24. The “math” of religious area analysis
RELIGION + OPERATIONAL VARIABLES (PMESII-PT) Political + Religion = Military + Religion = Economic + Religion = Social + Religion = Infrastructure + Religion = Information + Religion = Physical Environment + Religion = Time + Religion =

25. P M E S I T A C O Political Military Economic Social Infrastructure
Information
Physical Environ. T
Time A
Areas
Consider other military religious area coverage; other military chaplain rank/power and party affiliation; majority vs. minority
Consider military chaplains; where religious services are held; sacred areas for military
Consider if any religious groups lack economic opportunity; location of religious minorities
Traditional religious bazaars; outdoor assembly sites; routes to and from
Religious communication networks; sacred religious identity tied to land
International religious news groups; word of mouth; gathering points
What is the geography like around religious areas?
Key terrain development progression; provincial progression milestones
Structures
National/Provincial/
District religious centers; religious assembly halls; primary religious education sites; monasteries and gravesites
Consider how military chaplains are aligned/assigned to military units; locations of provincial/districtreligious HQs
Consider religious bazaars; routes to religious sites; religious tourism
Consider sacred religious worship sites; weddings; funeral halls; popular eating
Consider routes to and from sacred sites; security for religious sites
Religious radio and TV towers; printing shops
How spacious and beautiful is the terrain around religious sites?
Military chapel closure or expansion; development of chaplain corps in other military C
Capabilities
Disputed religious resolutions; local religious leadership; international religious leadership’s ability to have an impact
Consider what chaplains of the other capability are doing
Consider religion’s ability to address trauma, loss, development of morality and ethics
Consider power of traditional religious influence; leader impact
Ability to build/maintain roads, walls; check dams and irrigation systems
What % of religious leaders are formally trained? In what disciplines?
How many people can a site hold? Ease of access?
Illumination cycle; weather impact on religious activities O
Organizations
Religious Political parties; international affiliations; Faith- Based Organizations
Consider other religious coalitions and international NGOs
Consider how military religious organizations acquire and disperse funding
Consider religious associations, leagues, political religious membership
Consider religious ministries of education, relief, freedom of religion advocates
Religious news organizations; influential pulpits; extreme views
How do religious groups demonstrate environmental care? (for future generations)
What religious organizations define sacred time/declare holidays?
People
Influential religious leaders, councils, and religious educators; financial contributors; extremist leaders
Consider religious demographics for military units; who is most influential?
Consider how military religious leaders and sites are funded; wages
Influential religious leaders/elders; members of influencing families
Religious builders; local development councils for religious buildings
Religious media owners; prominent preachers; elders; heads of family
How do religious leader and members show environmental concern?
When are religious leaders appointed and for how long?
Events
Religious elections & councils; religious assemblies; provincial religious meetings; festivals
Consider kinetic events; change in religious leadership; loss of religious leader
Consider religious collections; visitations; tourism
Religious festivals; holidays; weddings; deaths; births; sacred times
Consider religious ground- breaking events; closing of sites
Religious service times; renewal campaigns; critical religious incidents
How does religion speak to devastating weather conditions? (natural disasters)
Religious days; seasonal events; agricultural lifecycle events

26. Example from a religious area analysis on north korea: cross-section of religion and Political
The North Korean Constitution identifies Juche as an official system of thought or belief.
Juche is the basis for the cult of personality that exists in North Korea.
North Korean schools teach students that “man is God.”
According to Juche, the leader is the head of the Korean nation. He alone understands the nation’s destiny.
Information taken from “Juche: The State Religion of the DPRK” by SGM (Ret.) John Proctor

27. Resources for real-world research
-ATP Religious Support and External Advisement: posted on Blackboard -USACHCS World Religions and Advisement Smart Book, 2019: posted on Blackboard -Wikipedia: follow the references at the bottom of the article. (Never cite directly from Wikipedia.) -ARCENT: CH (LTC) Stanley Smith: -DLI Foreign Language Center: -Federal Research Division: -CIA World Factbook: -Department of State:

28. Check on learning: religious area analysis

29. Religious impact assessment (RIA)

30. Religious impact assessment (ria)
-Determines how religion in an AO impacts the unit’s mission -Assesses how religion informs stability and security -Considers how religion is used to destabilize the legitimate government -Based upon the information in the RAA and other products -How does religion help or hinder the commander’s mission?

31. Religious impact assessment (ria): format
1 or 2 page document
Must address the impact of religion on the unit’s mission
May be an information paper or a quick reference card
USACHCS format: 2-page memorandum
*Must assess three points that come from the RAA
*Must include prediction, course of action, desired end state for each of the three points

32. Questions to address in the religious impact assessment (as well as the Raa and in Soldier & leader engagement)
What religious beliefs influence the situation? How are clergy responding? How are people of faith (non-clergy) responding? What message needs to be sent to address the situation? What ideology are we confronting? What are people willing to live and die for? What religious values are threatened? Is a religious leader promoting peace? How can we help? What is being taught in religious education? How is religion being used to promote a political agenda? --See also: Appendix A (Religious Estimate) of JG 1-05.

33. Sample paragraph: ria on north korea
1. Protecting religious freedom following the end of the Kim dynasty a. Prediction: After years of brutal persecution by the North Korean government, North Koreans from various religions desire religious freedom. They wish to codify their protections under the newly formed government. b. Course of Action: The Brigade Unit Ministry Team initiates Soldier & Leader Engagement with chaplains from the Republic of Korea and with North Korean religious leaders (Christian, Buddhist, and Confucian) throughout the Brigade AO. The talks emphasize the importance of religious freedom for all people and faith groups. They also address the spiritual vacuum in North Korea after the demise of Juche, the state-sponsored religion with deified Kim Il Sung and enforced blind obedience to his successors. c. End State: North Korean citizens in the AO are better equipped to peacefully influence local representatives from the new North Korean government for the purpose of legally protecting religious liberty for all North Koreans.

34. RAA vs. RIA
Religious Area Analysis Religious Impact Assessment
-Not briefed to commander - Be prepared to brief commander

35. External advisement and The Running Estimate
“The continuous assessment of the current situation used to determine if the current operation is proceeding according to the commander’s intent and if planned future operations are supportable (ADP 5-0)” (ATP )
Figure 1-3 from ATP

36. Check on learning: religious impact assessment and the running estimate

37. RAA & RIA Assignment (2 assignments; both in groups)
Scenario: You are the chaplain for 3rd ACR (OPCON to 1st CAV DIV). The DIV will move from the Gorgas RSOI into Atropia. It will carry out Offensive Operations to expel Ariana’s forces from Atropia and then transition to Stability Operations.
Religious Area Analysis (RAA): Utilizing the information provided in the DATE 3.0 scenario, design a 10-slide RAA. Follow the slide template provided in Blackboard. Use PMESII-PT as a framework. Reference ATP , JG 1-05, Blackboard materials, and the principles learned in this class as a guide. Analyze the cross-section of religion with the Operational Variables pertaining to Atropia and/or Ariana.
Turn in one hard copy (with rubric attached) per group.
Religious Impact Assessment (RIA): Using ATP , Blackboard materials, and your RAA, produce a 2-page RIA memo. Follow the template provided in Blackboard. It must assess 3 points from the RAA, addressing the impact of religion on 3rd ACR’s mission in Atropia. Each point will include prediction, course of action, and desired end state. Turn in one hard copy (with rubric attached) per group.
Both assignments are due Tuesday, 25 June 0800.

39. Required information for assignment
-Link to DATE Scenario and Staffex Docs  -Click on Caucasus -Click on Atropia or Ariana (as appropriate) -Scroll down. Under each Operational Variable is a link to “Main article.”
Decisive Action Training Environment 3.0

40. Suggestions for RAA assignment
Identify one student per group as the leader.
Review Chapter 2 (RAA) of ATP
Collect relevant data in a Word document before building slides.
Less is more. 10 slides max. Keep it focused and clear. The point is to know how to do it, not to tell me everything. This is intended to be a practical exercise. When you do it in the operational realm, you can make it as long and in-depth as you deem necessary. For this particular assignment, be concise!
Check each other’s work.

41. remember
Address the elements of PMESII-PT in terms of religion (Political & Religion; Military & Religion; etc.).
Avoid overly busy slides in the RAA. Put the meat of your analysis and assessment in the notes section. Include citations from DATE 3.0 in the notes section.
The RIA is derived from the RAA. It gives the “so what” the commander needs to make decisions related to religion’s impact on the mission.
If you include Soldier and Leader Engagement as a course of action in the RIA, only use it once.

42. Contact info
Chaplain Rob Belton Cell (910)

43. Terminal Learning Objective
Action: Plan external religious advisement at the operational level. Condition: Given student laptop computers with access to ATP and JG 1-05 in a classroom. Standard: Plan external religious advisement at the operational level. Includes: -analyzing the external advisement activity of Soldier and Leader Engagement -analyzing the external advisement products of Religious Area Analysis and Religious Impact Assessment -organizing two external advisement products for a wartime scenario, resulting in a score of at least 80% in accordance with the rubrics.