Chapter 6 - Training And Education Flashcards
Is a life-cycle approach to developing innovative Airmen prepared to accomplish the Air Force mission and lead in a rapidly evolving global environment while aiming to meet both personal and professional needs.
Enlisted Force Development
Are designed to leverage the development of qualified Airmen with the leadership capacity and acculturation necessary to support current and projected mission requirements.
Enlisted Development Teams
Is responsible for guiding enlisted force development initiatives. The panel is charged with reviewing, evaluating, and making recommendations to senior Air Force leaders regarding education, training, and experiences impacting enlisted development.
Enlisted Force Development Panel
Is responsible for addressing deliberate development initiatives for Airmen with regard to opportunities for enhanced performance. The council is comprised of chief master sergeants serving in strategic/joint/combined commands, major command command chiefs, other senior enlisted leader, and selected advisors.
Air Force Senior Enlisted Leadership Council
Is comprised of the current 12 Outstanding Airmen of the Year. Serves as enlisted ambassadors for Air Force enlisted recruiting and retention efforts.
Air Force Enlisted Council
Is a Total Force, experience tracking, enterprise solution, that supports Air Force development priorities. Is a web-based career planning and force development tool that allows individuals greater transparency into their development and career
management.
MyVECTOR
Begins with recruiting and is continued through training and education, where it is cultivated. The Air Force’s ability to continue to respond faster than our adversaries relies on the flexibility and adaptability of our Airmen.
Talent Management
Air Force programs are designed to develop, manage, and execute realistic and flexible training and education to produce a highly skilled, motivated force that is capable of carrying out all tasks and functions in support of the Air Force mission. Innovative Airmen power the force.
Competitive Edge
Are about big picture concepts that the Air Force does, or is expected to do or know, all of the time.
Core Competencies
Are required of all Airmen within a specific workforce category or specialty. describe technical/functional skills, knowledge, abilities, behaviors, and other characteristics needed to perform that function’s mission successfully.
Occupational Competencies
Prepare Airmen to operate successfully across the widest array of Air Force tasks and requirements, and to adapt in a constantly changing operational environment.
Institutional Competencies
Is to equip senior leaders and managers of Air Force personnel and education and training programs with objective, fact-based information about Air Force occupations and civilian occupational series. Is to conduct occupational studies, develop survey instruments, analyze data collected, and provide actionable Air Force specialty information.
Occupational Analysis Program
Conducts occupational studies on enlisted Air Force specialties on a periodic basis, typically a three- to four-year cycle, and upon request if out of cycle.
Occupational Analysis Process
Are provided in occupational analysis reports that include information on the duties and responsibilities performed by career field members in the form of task statements and duty areas throughout each stage of their career.
Occupational Analysis Data
All enlisted Airmen are trained in the fundamental skills necessary to be successful in the Air Force. These skills include basic combat skills, field training exercises, weapons training, military discipline, physical fitness, drill and ceremonies, dormitory inspections, history and heritage, core values, and a comprehensive range of subjects relating to Air Force life, such as financial management, family issues, and alcohol/substance abuse.
Basic Military Training
To accomplish the mission, whether that means sending satellites into orbit, planes in the air, reports to higher headquarters, or vehicles on the road, training is a must. Training is something every Airman needs throughout their career, from basic military training, to technical training, to advanced skill level training, and beyond.
Training Opportunities
Provides personnel the opportunity to attain knowledge and skill qualifications required to perform duties in their specialty. Effective training, knowledge, proficiency, and experience are integral parts of a unit’s mission that will ultimately lead to a successful career and contribute to a solid national defense.
The Air Force on-the-job training (OJT)
Is satisfied through a planned program of study involving Career Development Courses (CDC) or technical references listed in the Career Field Education and Training Plan (CFETP) or identified by the supervisor.
Job Knowledge
Is hands-on training provided on the job, allowing the trainee to gain proficiency in tasks performed in the work center.
Job Proficiency
Is gained during and after upgrade training to build confidence and competence.
Job Experience
Leads to award of higher skill levels and is designed to increase skills and abilities.
Upgrade Training
Airmen must complete an initial skills course for award of the 3-skill level.
Apprentice
Airmen must complete mandatory CDCs, if available, and applicable mandatory core tasks identified in the CFETP. Award of the 5-skill level also requires completion of all mandatory requirements listed in the Air Force Enlisted Classification Directory (AFECD).
Journeyman
The member must be at least a Staff Sergeant; complete mandatory CDCs, if available, and complete applicable mandatory core tasks identified in the CFETP.
Craftsman
The member must be at least a Senior Master Sergeant, meet mandatory requirements listed in the AFECD, be recommended by the supervisor, and be approved by the commander.
Superintendent
Is designed to ensure all Airmen receive quality, standardized, comprehensive training. The trainee is the focal point of the training program, while at the forefront, unit training managers and supervisors work together to plan, conduct, and evaluate the trainees’ efforts to become qualified to perform in their Air Force specialty.
Unit Training Management
Are the commander’s key staff members responsible for overall management of the training program.
Unit Training Managers
Have the single greatest impact on mission accomplishment with regard to training. They must share their experiences and expertise with trainees to meet mission requirements and ensure a quality training program is provided.
Supervisors
Is selected based on their experience and their ability to provide instruction to the trainee. Additionally, they must maintain task qualification and complete the Air Force training course.
Trainers
Provide third-party certification and evaluation of progress in the training program. They must be at least a Staff Sergeant with a 5-skill level or civilian equivalent, complete the Air Force training course, and be capable of evaluating the task being certified.
Task Certifiers
Is important to personnel at all levels because it validates the status of training and task qualification.
Training documentation
Six-part folder (when required by the career field manager), or approved electronic equivalent, is generated for all trainees entering upgrade training for the first time.
Air Force Form 623, Individual Training Record
To document an individual’s training progress. The form reflects status, counseling, and breaks in training.
Air Force Form 623A, On-the-Job Training Record Continuation Sheet
Is a comprehensive core document identifying life-cycle education and training requirements, training support resources, core and home station training, and deployment/unit type code task requirements for Air Force specialties.
Career Field Education and Training Plan
Is a training document approved by the career field manager for a particular job type or duty position within an Air Force specialty.
Air Force Job Qualification Standard
Is a continuation of the CFETP Part II, or AFJQS. This form defines locally assigned duty position, home station training, and deployment/unit type code requirements not included in the CFETP, Part II.
Air Force Form 797, Job Qualification Standard Continuation/Command JQS
To conduct and document completion of task evaluations during training staff assistance visits, when directed by the commander, or when task certification requires validation.
Air Force Form 803, Report of Task Evaluations
To document selected tasks requiring recurring training or evaluation. Air Force and major command directives may identify tasks contained in the CFETP that require special certification, as well as recurring training or evaluations.
Air Force Form 1098, Special Task Certification and Recurring Training
Employs a strategy for ensuring all work center job requirements are completed by using a master task listing.
Master Training Plan
Are published to provide the information necessary to satisfy the career knowledge component of training.
Career Development Course Program
Will ensure trainees are enrolled in required CDCs within 45 days of in-processing (within 60 days for overseas units). Within 10 duty days of receipt the _______ issues CDC material to the supervisor and trainee, briefs them on proper use of the CDC, and documents the trainee’s AF Form 623A, On-the-Job Training Record Continuation Sheet, or equivalent automated training record.
Career Development Course Administration
Supervisors will notify the unit training manager of when to schedule and order the
Course Examination
Is designed to balance the number of personnel in specific grades and year groups of an Air Force specialty.
Retraining Program
Designed and managed by the Air Force Culture and Language Center at Maxwell Air Force Base, Alabama, provides opportunities for officers and enlisted Airmen who are skilled in a foreign language.
The Language Enabled Airman Program (LEAP)
Exist throughout an Airman’s career which contribute to individual overall development
Education Opportunities
Were established across the Air Force to provide non-commissioned officers leadership and management training required to assume day-to-day mission execution responsibilities.
Enlisted Professional Military Education
Provides PME to prepare Senior Airmen to supervise and foster a commitment to the military profession. The curriculum is designed to develop a mindset and associated skills with respect to four core attributes: (1) professional Airmen, (2) expeditionary Airmen, (3) supervisor of Airmen, and (4) supervisory communicator.
Airman Leadership School Distance Learning
Which combines distance learning principles with traditional classroom learning. Phase I is eight weeks long and delivered by utilizing an online learning management system. Students complete core academic work in an asynchronous environment. Phase II is two weeks long and conducted at the Paul H. Lankford PME Center located on McGhee Tyson Air National Guard Base, Tennessee.
Airman Leadership School Blended Learning
Is the first level of enlisted PME that Airmen complete as they progress through their Air Force careers.
Airman Leadership School
Provides PME for basic NCO institutional competency development required to prepare each enlisted leader to be professional, warfighting Airmen who can lead and manage Air Force units in the employment of air and space power.
Noncommissioned Officer Distance Learning
Is to prepare enlisted leaders for current and future leadership and management opportunities to operate (think and act) critically in complex and ambiguous environments.
The NCO Academy (NCOA)
Provides institutional competency development required to prepare SNCOs to lead the enlisted force at the tactical and operational levels.
Senior Noncommissioned Officer Distance Learning
Trains up to 2,250 Air Force, Navy, Coast Guard, Marine, and international SNCOs, annually. Is to develop joint and coalition senior enlisted leaders to influence mission success in dynamic service environments.
The SNCO Academy (SNCOA)
Is the capstone and pinnacle level of enlisted PME.
The Chief Leadership Course (CLC)
Provides SNCOs a comprehensive joint education to prepare them for assignments to joint billets at the senior enlisted leader or command senior enlisted leader level.
Senior Enlisted Joint Professional Military Education (SEJPME)
Security cooperation, under the Department of Defense guidance, leads national security objective efforts to train, educate, advise, and equip foreign partners.
Defense Security Cooperation Agency
Was initially established as a training program on 15 March 1943, at the request of Peru’s Minister of Aeronautics, General Fernando Melgar. Trained 11 Peruvian students in support of Allied unity in the western hemisphere at Albrook Air Force Station, Panama Canal Zone, marking the first United States aeronautics training in Latin America.
Inter-American Air Forces Academy (IAAFA)
Was passed into U.S. law in the Carl Levin and Howard P. “Buck” McKeon National Defense Authorization Act for Fiscal Year 2015, Section 1268. In 2017, was codified as a permanent authority to train and educate partner nations. The purpose of ______ is to provide military education and training to military personnel of countries that are members of the North Atlantic Treaty Organization (NATO) or signatories to the Partnership for Peace (PfP) Framework Documents. It’s mission is to enable combined, joint air operations by strengthening NATO and PfP Air Force capabilities and interoperability through targeted military education and training.
Inter-European Air Forces Academy
