Section 9E - Enlisted Force Development

Question 1

Enlisted Force Development (EFDD) is a ____ approach to developing innovative Airmen who lead in a rapidly evolving global environment and accomplish the Air Force mission.

Answer 1

Life-cycle. (Deliberate development is essential throughout an Airman’s career.)

Question 2

What is the most important issue when developing Airmen?

Answer 2

Ensuring they take full advantage of functional and institutional opportunities.

Question 3

How does the Air Force develop Airmen as technical experts?

Answer 3

Functionally, through career field progression planning. (Career field progression includes both technical and tactical development.)

Question 4

Institutionally, the Air Force develops experienced leaders by encouraging them to take on increased responsibility and leadership roles. This includes experience opportunities like deployments, joint assignments and HQ staff assignments. (T/F)

Answer 4

True. (These experiences offer a unique perspective on how the Air Force functions.)

Question 5

What educational opportunities exist to enhance an Airman’s knowledge and capabilities?

Answer 5

EPME, developmental education, civilian education and other self-improvement programs (like the Chief of Staff, US Air Force (CSAF) Professional Reading Program).

Question 6

Airman development and career progression depends on continuous conversation between ____ and ____ regarding career field and institutional requirements; personal qualifications and goals; and available developmental opportunities.

Answer 6

Supervisors and subordinates.

Question 7

What is the Enlisted Force Development Panel (EFDP) responsible for?

Answer 7

Guiding Enlisted Force Development (EFD) efforts.

Question 8

The Enlisted Force Developmental Panel (EFDP) is co-chaired by the CMSAF and the ____.

Answer 8

Director, Force Development (AF/A1D).

Question 9

Who else is on the Enlisted Force Development Panel (EFDP), besides the two co-chairs and a strategic advisor?

Answer 9

Command Chief Master Sergeants (CCM) from the combatant Command (COCOM) and MAJCOM levels; CMSgts from the Air Force Reserve Command (AFRC) and ANG; Career Field Managers; and representatives from Air Education Training Command (AETC), Air University (AU), Second Air Force, BMT, and Headquarters Air Force (HAF).

Question 10

Who attends the Enlisted Force Development Panel (EFDP) as a strategic advisor?

Answer 10

A former CMSAF.

Question 11

When did Force Development (AF/A1) and the Vice Chief of Staff approve Enlisted Development Teams (EDT) for all AFSCs?

Answer 11

August 2012.

Question 12

In 2010, who recommended initiating Enlisted Development Teams (EDT)?

Answer 12

The Enlisted Force Development Panel (EFDP).

Question 13

Career fields use Enlisted Development Teams (EDT) to help ____ eligible personnel for critical leadership and developmental positions.

Answer 13

Identify. (The teams also perform succession planning, based on defined education, training, experience and performance requirements.)

Question 14

____ is a Web-based self-service resource to manage your professional development.

Answer 14

My Enlisted Development Plan (MyEDP). (Stay informed, collaborate with peers and track professional and career development.)

Question 15

What special features does My Enlisted Development Plan (MyEDP) provide Airmen?

Answer 15

Mentoring capabilities, discussion forums and tools to track personal and professional accomplishments.

Question 16

What interactive tool helps senior Air Force leaders understand the Enlisted Force Development (EFD) enterprise and specific aspects of training, education and experience?

Answer 16

The EFD Strategic Visual Mapping Tool.

Question 17

The Enlisted Career Path ____ helps Airmen understand current and future opportunities for continuing development.

Answer 17

Pyramid. (It displays training, education and experience they will encounter in their career.)

Question 18

In ascending order, name the six leadership roles on the Enlisted Career Path Pyramid.

Answer 18

1) Supervisor; 2) NCOIC; 3) Section/Flight Chief; 4) Superintendent; 5) Manager; and 6) Chief.

Question 19

____ competencies prepare Airmen to operate successfully across the array of Air Force tasks and requirements and form the framework for force development.

Answer 19

Institutional.

Question 20

What do institutional competencies provide for consistency across the Air Force.

Answer 20

A common language and a set of priorities.

Question 21

Institutional competencies apply across a few occupations, functions and organizational levels. (T/F)

Answer 21

False. (They apply across all occupations, functions and organizational levels.)

Question 22

Name the Air Force’s three categories of institutional competencies.

Answer 22

Personal, people/team and organizational. (These are broken into 8 competencies and 24 sub-competencies.)

Question 23

____ competencies are institutional competencies applied in face-to-face and interpersonal relationships directly influencing values and human behavior.

Answer 23

Personal competencies.

Question 24

Do Airmen learn personal competencies at the strategic or tactical level?

Answer 24

Tactical level.

Question 25

Personal competencies are vital for individual contribution, building cohesive units and ___ immediate subordinates.

Answer 25

Empowering.

Question 26

The personal category of institutional competencies includes Embodies Airman Culture and Communication. (T/F)

Answer 26

True.

Question 27

What are the four sub-competencies of the institutional competency Embodies Airman Culture?

Answer 27

1) Ethical Leadership; 2) Followership; 3) Warrior Ethos; and 4) Develop Self.

Question 28

Airmen exhibit the Ethical Leadership institutional sub-competency when they promote Air Force core values through goals, actions and referent behaviors. Name three other ways they do this.

Answer 28

They also 1) maintain checks and balances on self and others; 2) develop trust and commitment through words and actions; and 3) exhibit accountability for Areas of Responsibility (AOR), operations of unit and personal actions.

Question 29

What institutional sub-competency exhibits hardiness of spirit, despite physical and mental hardship (moral and physical courage)?

Answer 29

Warrior Ethos. (It also continuously hones skills to support employment of military capabilities and displays military/executive bearing, self-discipline and self-control.)

Question 30

The Develops Self institutional sub-competency understands and values the role of follower in mission accomplishment. (T/F)

Answer 30

False. (Develops Self assesses self to identify strengths and developmental needs; seeks and integrates performance feedback and recognizes personal impact on others; and continuously expands knowledge and skills by developing life-long learning habits.

Question 31

Speaking and Writing is a sub-competency of the Communicating institutional competency. Name the other sub-competency.

Answer 31

Active-listening.

Question 32

If an Airman adjusts their communication approach based on the unique operational environment and audience needs, what institutional sub-competency are they employing?

Answer 32

Speaking and Writing. (This sub-competency also bridges communication between units, organizations and institutions, and articulates ideas and intent in a clear, concise and convincing manner, both verbally and in writing.)

Question 33

The institutional sub-competency, Active ____, fosters the free exchange of ideas in an atmosphere of open exchange.

Answer 33

Listening. (It also attempts to understand others’ points of view, clarifies information as needed and solicits feedback to ensure that others understand messages as intended.)

Question 34

Give two definitions of the institutional subcompenetcy, Followership.

Answer 34

Any two of the following 1) understands and values the role of followership in mission accomplishment; 2) seeks command guidance and/or leadership while giving unbiased advice; 3) aligns priorities and actions with chain of command guidance for mission accomplishments; or 4) exercise flexibility and adapts quickly to alternating role as follower/leader (the concept of “follower first, leader at times”).

Question 35

Which category of institutional competencies involves more interpersonal and team relationships?

Answer 35

People/Team. (Leaders use these competencies to set the organizational climate.)

Question 36

How may institutional competencies are in the people/team category?

Answer 36

Two. (Leading People and Fostering Collaborative Relationships.)

Question 37

The people/team category of institutional competencies contains six subcompetencies. (T/F)

Answer 37

False. (There are five subcompetencies.)

Question 38

Develops and Inspires Others, and Diversity, are two subcompetencies of the Leading People institutional competency. Name the third subcompetency.

Answer 38

Takes Care of People.

Question 39

A leader who uses feedback, coaching, mentoring and delegating to help and motivate others to improve skills and performance, exhibits which institutional subcompetency?

Answer 39

Develops and Inspires Others. (The leader also: empowers and guides others towards their goals and mission accomplishment; and inspires them to transcend self-interest and embrace personal risk and sacrifice for the food of the organization and mission.)

Question 40

Leaders employ the Diversity institutional subcompetency by showing respect for others in certain situations and treating people equally. (T/F)

Answer 40

False. (Leaders employing Diversity show respect for others, regardless of the situation. They also leverage differences in individual characteristics, experiences and abilities to accomplish the mission while fostering an inclusive environment.)

Question 41

Name one way Airmen apply the institutional subcompetency, Takes Care of People.

Answer 41

Any of the following: 1) people first - attends to the well being of fellow Airmen and their families; 2) integrates wellness into mission accomplishment and creates an environment where Airmen always take care of each other; and 3) establishes work-life balance through time management and setting clear expectations and priorities.

Question 42

What are the two subcompetencies of the institutional competency, Fostering Collaborative Relationships?

Answer 42

1) Builds Teams and Coalitions; and 2) Negotiating.

Question 43

If a leader sees and attends to the interest, goals and values of individuals and institutions, which institutional subcompetency is he applying - Builds Teams and Coalitions or Develops and Inspires Others?

Answer 43

Builds Teams and Coalitions. (Other definitions include: 1) contributes to group identity while fostering cohesiveness, confidence and cooperation; 2) builds effective teams for goal and mission accomplishment and improves team performance; and 3) develops networks and alliances that span organizational, service, department, agency and national boundaries.)

Question 44

Name four ways Airmen display the Negotiating institutional subcompetency?

Answer 44

They: 1) Comprehend the underlying principles and concepts applied throughout negotiation; 2) attain desired mission outcomes while maintaining positive, long-term relationships with key individuals and groups; 3) reduce tension or conflict between people using appropriate interpersonal styles and methods; and 4) persuade and influence, build consensus, gain cooperation and effectively collaborate.

Question 45

Managing Organizations and Resources is one of the organizational institutional competencies. Name the other three.

Answer 45

1) Employing Military Capabilities; 2) Enterprise Perspective; and 3) Strategic Thinking.

Question 46

Name six of the 13 organizational institutional competencies.

Answer 46

Any six of the following: 1) Operational and Strategic Art; 2) Unit, Air Force, Joint and Coalition Capabilities; 3) Non-adversarial Crisis Response; 4) Enterprise Structure and Relationships; 5) Government Organization and Processes; 6) Global, Regional and Cultural Awareness; 7) strategic Communication; 8) Resource Stewardship; 9) Change Management; 10) Continuous Improvement; 11) Vision; 12) Decisionmaking; and 13) Adaptability.

Question 47

Which institutional subcompetency uses innovation and technology to employ lethal and nonlethal force, and expertly integrates and leverages doctrine, concepts and capabilities within an effects-based approach to opertations?

Answer 47

Operational and Strategic Art. (The third definition is: understands and applies operational strategic art in conventional and irregular warfare, peacetime and homeland operations.)

Question 48

Which institutional subcompetency considers and applies Air Force capabilities across air, space and cyberspace?

Answer 48

Unit, Air Force, Joint and Coalition Capabilities. (This subcompetency also: 1) understand how Air Force capabilities relate and complement other service capabilities; and 2) understand interdependency and interoperability across services, agencies, departments and coalition partners.

Question 49

A leader who understands the national security implications of peacekeeping operations, humanitarian relief operations, and support of foreign and domestic civil authorities, displays which institutional subcompetency?

Answer 49

Non-adversarial Crisis Response. (The leader also understands the need for: engagement before and after warfighting or crisis response; integrated involvement with interagency and multinational partners; and multipurpose capabilities, applicable across military operations.)

Question 50

Leaders exhibit the Enterprise Structure and Relationship institutional subcompetency by understanding the organizational structure and relationships between the Air Force, DoD, joint staff, Combatant Commands (COCOM), defense agencies and other defense structure elements. How else do they display this subcompetency?

Answer 50

By comprehending how their unit or function fit into the parent organization and how the parent organization relates to its external environments. (such as supporting and supported organizations and public and Congress).

Question 51

Which institutional subcompetency develops language skills and seeks to understand foreign cultural, religious, political, organizational and societal norms and customs?

Answer 51

Global, Regional and Cultural Awareness. (It also promotes consciousness of regional and other factors influencing defense, domestic and foreign policy.)

Question 52

How is the institutional subcompetency, Government Organization and Processes, defined?

Answer 52

Understand the 1) essential operating features and functions of the Air Force, DoD, national security structure, other related executive branch functions and Congress, including organization and leadership; 2) roles of members, committees and staff; 3) authorization, appropriation and budget processes; 4) acquisition policy and procedures; and 5) interdependencies and relationships.

Question 53

Leaders applying the institutional subcompetency, Strategic Communication, formulate the institutional ___, telling the Air Force Story.

Answer 53

Message. (They also synchronize and integrate communication efforts to deliver truthful, timely, accurate and credible information, analysis and opinion to inform and influence key audiences.)

Question 54

In addition to implementing “best practice” management techniques throughout the organization, what is the second definition of the institutional subcompetency, Resource Stewardship?

Answer 54

Identifies, acquires, administers and conserves financial, informational, technological, material, warfare and human resources needed to accomplish the mission.

Question 55

Leaders who display the institutional subcompetency, Change Management, perceive ____ and risks before, or as, they emerge.

Answer 55

Opportunities. (They also: embrace, support and lead change; and understand the change management process; critical success factors, and common problems and costs.)

Question 56

List one definition of the institutional subcompetency, Continuous Improvement.

Answer 56

Any one of the following: 1) originates action to improving existing conditions and processes, using appropriate methods to identify opportunities, implement solutions and measure impact; 2) supports ongoing commitment to improve processes, products, services and people; and 3) anticipates and meets the needs of internal and external stakeholders.

Question 57

Vision, and institutional subcompetency, involves taking long-term view and building a shared vision that clearly defines and expresses a future state. It also formulates effective plans and strategies to consistently achieve goals and maximize mission accomplishment. What are two other definitions?

Answer 57

1) Providing innovative and creative insights and solutions for guiding and directing organizations to meet institutional needs; and 2) anticipating potential threats, barriers and opportunities while encouraging risk-taking.

Question 58

Decisionmaking, as an institutional subcompetency, identifies, evaluates and assimilates data from multiple streams and differentiates information according to its use. It also uses information to influence actions and decisions, and analytic methods to solve ____ and develop ____.

Answer 58

Problems; Alternatives.

Question 59

Making sound, well-informed and timely decisions, despite conditions of ambiguity, risk and uncertainty, defines the Continuous Improvement institutional subcompetency. (T/F)

Answer 59

False. (The correct subcompetency is Decisionmaking, also defined as: critically analyzing situations to anticipate second and third order effects of proposed policies or actions, and establishing metrics to evaluate results and adapt and implement feedback.)

Question 60

A leader who maintains effectiveness while experiencing major changes in work environment or tasks, displays which institutional subcompetency?

Answer 60

Adaptability. (This leader also adjusts to change in new work structures, processes, requirements and cultures, and responds quickly and proactively to ambigious and emerging conditions, opportunities and risks.)