DEPARTMENT OF THE AIR FORCE 3F2X1 CFETP

Headquarters US Air Force Parts I & II

Washington, DC 20330-1030 21 April 2023

AFSC 3F2X1

Education and Training

CAREER FIELD EDUCATION

AND TRAINING PLAN

ACCESSIBILITY: Publications and forms are available on the e-Publishing

website at www.e-publishing.af.mil for downloading or ordering.

RELEASABILITY: There are no releasability restrictions on this publication.

 CAREER FIELD EDUCATION AND TRAINING PLAN
EDUCATION AND TRAINING SPECIALTY
AFSC 3F2X1
Table of Contents

PART I

Preface ______________________________________________________________________ 1

Abbreviations/Terms Explained ____________________________________________________ 2

Section A - General Information___________________________________________________ 6

Purpose
Usage
Coordination and Approval

Section B - Career Progression and Information _______________________________________ 7

Specialty Description
Skill and Career Progression
Apprentice (3) Level
Journeyman (5) Level
Craftsman (7) Level
Superintendent (9) Level
Training Decisions
Community College of the Air Force (CCAF)
Career Field Path

Section C - Skill Level Training Requirements ______________________________________ 13

Purpose
Specialty Qualification
Apprentice Level Training
Journeyman Level Training
Craftsman Level Training
Superintendent Level Training

Section D - Resource Constraints _________________________________________________ 15

OPR: 355 TRS/TRR

Certified by: CMSgt Eric Johnson AFCFM (HQ USAF/A1DL)
Supersedes: CFETP3F2X1, 22 Aug 2019
Pages: 78

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PART II

Section A - Specialty Training Standard (STS) _____________________________________ 17

Section B - Course Objective List _______________________________________________ 31

Section C - Support Material ___________________________________________________ 31

Section D - Training Course Index ______________________________________________ 31

Section E - MAJCOM Unique Requirements ______________________________________ 32

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 EDUCATION AND TRAINING SPECIALTY AFSC 3F2X1
CAREER FIELD EDUCATION AND TRAINING PLAN

Part I

Preface

1. This Career Field Education and Training Plan (CFETP) is a comprehensive education and
training document that identifies life-cycle education and training requirements, training
support resources, and minimum core task requirements for this specialty. The CFETP will
provide personnel a clear career path to success and will instill rigor in all aspects of the
career field training. NOTE: Civilians and additional duty training managers occupying
associated positions may use Part II to support duty position qualification training.

2. The CFETP consists of two parts. Supervisors will use both parts to plan, manage, and
control training within the specialty.

2.1. Part I provides information necessary for overall management of the specialty. Section A
explains how to use the plan. Section B identifies career field progression information,
duties and responsibilities, training strategies, and career field path. Section C associates each
level with specialty qualifications (knowledge, education, experience, training, and other).
Section D indicates resource constraints (i.e., funds, manpower, equipment, facilities).
Section E identifies transition training plans for the 3F2X1 career field.

2.2. Part II is utilized to identify, plan, and conduct training commensurate with the overall
goals of this plan. Section A identifies the Specialty Training Standard (STS) and includes
duties, tasks, and technical references to support training, Air Education and Training
Command (AETC) conducted training, core task, and correspondence course requirements.
Section B identifies the course objective list. Section C identifies available support materials.
Section D identifies a training course index supervisors can use to determine resources
available to support training. Included here are both mandatory and optional courses. Section
E identifies Major Command (MAJCOM) unique training requirements supervisors can use to
determine additional training required for the associated qualification needs.

3. Using guidance provided in the CFETP will ensure individuals in this specialty receive
effective and efficient training at the appropriate points in their career.

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 ABBREVIATIONS/TERMS EXPLAINED

Advanced Distributed Learning (ADL) – ADL is an evolution of distributive learning

(distance learning) that emphasizes collaboration on standards-based versions of reusable objects,
networks, and learning management systems, and may include some legacy methods and media.

Advanced Training (AT) – Formal course that provides individuals who are qualified in one or
more positions of their Air Force Specialty (AFS) with additional skills and knowledge to
enhance their expertise in the career field. AT is for selected career Airmen at the advanced level of
the AFS.

Air Force Career Field Manager (AFCFM) – The Air Force focal point for the designated
career field within a functional community. Serves as the primary advocate for the career field,
addressing issues and coordinating functional concerns across various staffs. Responsible for
career field policy and guidance.

Air Force Automated Education Management System (AFAEMS) – The official system of
record for Air Force Voluntary Education data. Each Education Center uses AFAEMS to manage
military members’ education record.

Air Force Enlisted Classification Directory (AFECD) – The official directory for all military
enlisted classification descriptions, codes, and identifiers. The specialty descriptions and codes
will be used to identify each Air Force specialty (valid requirements) and describes the minimum
mandatory qualifications of personnel to fill these positions. The updated AFECD is available on
the myPers website.

Air Force Job Qualification Standard (AFJQS) – A comprehensive task list common to
all persons serving in the duty position, which describes a particular job type or duty
position.

Air Force Specialty (AFS) – A group of positions (with the same title and code) that require
common qualifications.

Air Force Specialty Code (AFSC) – A five-digit alphanumeric code with potential prefixes
and suffixes added to identify each career field within the Air Force.

Air Reserve Component (ARC) – This term is used as an overarching term when referring to
both the Air National Guard and Air Force Reserve Component together.

Career Field Education and Training Plan (CFETP) – A comprehensive core training
document that identifies life-cycle education and training requirements, training support
resources, and minimum core task requirements for a specialty. The CFETP aims to give
personnel a clear path. It is the formal training contract between the AFCFM and AETC for
formal accession and life-cycle skills training.

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Behavior - An activity performed to achieve objectives of the job. Involves observable
(physical) components and unobservable (mental) components. Behaviors consist of the
performance of one or more tasks.

Coaching - Relationship where an uncertified or certified professional coach provides technical

support focusing on development of mentees based on their identified performance need.

Competencies - Observable, measurable pattern of knowledge, skills, abilities, behaviors, and

other characteristics needed to perform institutional or occupational functions successfully.

Competency Model - A collection of competencies that together defines successful performance

in a particular work setting. Competency models are the foundation for important human
resource functions such as recruitment and hiring, training and development, and retention.
Competency models may be developed for specific jobs, job groups, organizations, occupations,
or missions. Some competency models include information about the levels of competence,
mastery, or proficiency required at different occupational levels.

Computer Based Training (CBT) – The use of computers to aid in the delivery and
management of instruction.

Core Task – Tasks identified by the AFCFM as minimum qualification requirements for
everyone within an AFSC.

Course Objective List (COL) – A publication derived from initial and advanced skills
course training standard, identifying the tasks and knowledge requirements, and respective
standards provided to achieve a 3, 5, or 7-skill level in this career field.
Supervisors use the COL to assist in conducting graduate evaluations in accordance with
DAFMAN 36-2689, Training Program.

Critical Task – A task that requires specific training and certification above and beyond
other tasks. Tasks may be defined as critical either through DAFI, Technical Orders, higher
headquarters, or at any level in the unit.

Deployment Task – Any tasks identified by higher headquarters for personnel to perform
during deployments, contingencies, or wartime. Deployment tasks may be specified for a
particular skill level or in general across the AFSC. Guidance for using deployment tasks can
be found in the applicable CFETP narrative.

Distance Learning (DL) – Includes video tele-seminar, interactive video tele-training, video
tele-training, Career Development Courses (CDCs), internet-based instruction (IBI), and
CBT. Includes formal courses that a training wing or a contractor develops for export to a
field location (in place of resident training) for trainees to complete without on-site support
of a formal training instructor.

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Distributed Training – Formal courses that a training wing or a contractor develops for
export to a field location (in place of resident training for trainees to complete without the on-
site support of a formal training instructor).

Duty Position Tasks – Tasks assigned to an individual to be considered qualified for the
position currently held. At a minimum these shall include all core tasks that correspond to the
duty position as directed by the AFCFM and tasks assigned by the supervisor.

Education and Training Course Announcements (ETCA) – Contains specific MAJCOM

procedures, fund citations, reporting instructions, and listings for those formal courses
conducted or managed by MAJCOMs or field operating agencies.

Experiential Learning – Formal and informal experiences (e.g., field exercises, internships, or
simulations), which enhance and expand an individual’s competencies. This type of learning
activity provides challenging environments, broadens perspectives, encourages reflective
thinking, introduces new or enhances existing competencies, and allows for the observation of a
learner’s real-time actions.

Foundational Competencies – A set of accepted and valued competencies (e.g., Airman’s

Foundational Competencies), which enable success across a wide-array of DAF missions, roles,
functions, and duties. Taken from AFH 36-2647, Competency Modeling.

Functional Manager (FM) – Senior leaders, designated by the appropriate functional authority,
who provide day-to-day management responsibility over specific functional communities at the
MAJCOM, Field Operating Agency (FOA), Direct Reporting Unit (DRU), Base Level, or ARC
level. FMs are responsible for ensuring their specialties are equipped, developed, and sustained,
as well as encouraging force development opportunities to meet future needs of the Department
of the Air Force’s mission.

Initial Skills Training (IST) – A formal training course that results in an AFSC 3-skill level
award for enlisted personnel.

Learning Management System (LMS) – A software application for the administration,

documentation, tracking, reporting, automation, and delivery of educational courses, training
programs, materials or learning and development programs.

Master Task List (MTL) – A comprehensive list (100%) of all tasks performed within a
work center and consists of the current CFETP or AFJQS and locally developed AF Form 797
(at a minimum). Additionally, it includes tasks required for deployment and/or Unit Type Code
(UTC) requirements.

myFSS – An enterprise solution to support the Air Force’s goal of providing a centralized place
available for all Airmen & Guardians to proactively manage their career, benefits, services, and
family care–from hire to retire.

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Occupational Competencies – A set of competencies required of all Airmen within a specific
workforce category (a group of functions requiring similar work, i.e., Engineering). They
describe technical/functional skills, knowledge, abilities, behaviors, and other characteristics
needed to perform that function’s mission successfully (taken from 1

Occupational Survey Report (OSR) – A detailed report showing the results of an occupational
survey of tasks performed within a particular AFS.

On-The-Job Training (OJT) – Hands-on, “over-the-shoulder” training conducted to certify

personnel in both upgrade (skill level award and job qualification) and position certification
training.

Proficiency Training – Additional training, either in-residence or exportable advanced training

courses, or on-the-job training, provided to personnel to increase their skills and knowledge
beyond the minimum required for upgrade.

Qualification Training (QT) – Hands-on performance training designed to qualify personnel in

a specific position.

Qualification Training Package (QTP) – A training aid used to provide step-by-step procedures
toward task completion. Supervisors/trainers must use these and document training in the 623A
during OJT (if available).

Representative Sites – Typical organizational units having similar missions, weapon systems or
equipment, or a set of jobs, used as a basis for estimating average training capacities and costs.

Resource Constraints – Resource deficiencies, such as money, facilities, time, manpower, and
equipment that preclude desired training from being delivered.

Specialty Training – The total training process used to qualify Airmen in their assigned
specialty.

Specialty Training Requirements Team (STRT) – Forum to determine education and training
requirements by bringing together the expertise to establish the most effective mix of formal and
OJT training for each AFS skill level.

Specialty Training Standard (STS) – An Air Force publication (typically inserted as Part II of
the CFETP) that describes an AFS in terms of tasks and identifies knowledge that an Airman in
that specialty may be expected to perform or to know on the job. Also identifies the training
provided to achieve a 3, 5, 7, or 9-skill level within an enlisted AFS. It further serves as a
contract between AETC and the functional user to show which of the overall training
requirements for an AFSC are taught in formal schools and correspondence courses.

Standard – A predetermined quality or quantity against which performance skills and

knowledge are measured. An exact value, a physical entity, or an abstract concept, the
appropriate authority, custom, or common consent sets up and defines to serve as a reference,

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model, or rule in measuring quantities or qualities, developing practices or procedures, or
evaluating results.

Total Force – All collective Air Force components (RegAF, reserve, guard, and civilian
elements) of the United States Air Force.

Training Capability – The ability of a unit or base to provide training. Authorities consider the
availability of equipment, qualified trainers, and study reference materials in determining a unit’s
training capability.

Training Capacity – The capability of a training setting to provide training on specified

requirements, based on the availability of resources.

Training Planning Team (TPT) – Comprised of subject matter experts (SMEs) who are
intimately involved in training development. The range of issues surpasses those covered during
the Utilization and Training Workshop (U&TW).

Training Requirements Analysis – A detailed analysis of tasks for a particular AFS to be

included in the training decision process.

Task Qualification Training (TQT) – Training conducted after chemical, biological,

radiological, nuclear, and high-yield explosive defense classroom training in which individuals
perform wartime mission essential tasks in a simulated wartime environment while wearing full
ground crew individual protective equipment or aircrew individual protective equipment.
Headquarters AF, MAJCOM and local functional area managers identify wartime mission
essential tasks. See AFI 10-2501, Emergency Management Program and DAFI 10-2602,
Countering Weapons of Mass Destruction Enterprise for additional information/ requirements.

Upgrade Training (UGT) – Mandatory training which leads to attainment of a higher skill
level of proficiency.

Utilization and Training Workshop (U&TW) – A forum of the AFCFM, FMs, SMEs and
AETC training personnel to determine career progression training requirements.

Wartime Course – Comprised of those tasks that must be taught when courses are accelerated in
a wartime environment.

Wartime Tasks – Tasks to be taught in the 3-skill level awarding course when the wartime
courses have been activated. In response to a wartime scenario, these tasks will be taught in the 3-
skill level awarding course in a streamlined training environment. These tasks are only for those
career fields that require them to be applied to their technical training center tasks.

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Section A — General Information

1. Purpose. This CFETP provides the information necessary for AFCFMs, MAJCOM FMs,
commanders, training managers, supervisors, and trainers to plan, develop, manage, and
conduct an effective and efficient career field training program. The plan outlines the
training individuals in this AFS should receive in order to develop and progress throughout
their career. This plan identifies initial skills, upgrade, qualification, advanced and
proficiency training. The CFETP has several purposes—some are:

1.1. Serves as a management tool to plan, manage, conduct, and evaluate a career field
training program. It is also used to help supervisors identify training, at the appropriate point,
in an individual’s career.

1.2. Identifies task and knowledge requirements for each skill level in the specialty and
recommends education and training throughout each phase of an individual’s career.

1.3. Lists training courses available in the specialty, identifies sources of training, and the
training delivery method.

1.4. Identifies major resource constraints that impact full implementation of the desired career
field training process.

2. Usage. The plan will be used by MAJCOM FMs, Base Training Managers (BTMs), Base
Functional Managers (BFMs), and supervisors at all levels to ensure comprehensive and
cohesive training programs are available for each individual in the specialty.

2.1. AETC training personnel will develop or revise formal resident, nonresident, field, and
exportable training based on requirements established by the users and documented in Part II of
the CFETP. They will also work with the AFCFM to develop acquisition strategies for
obtaining resources needed to provide identified training.

2.2. MAJCOM FMs will ensure their training programs complement the CFETP mandatory
initial, upgrade, and proficiency requirements. OJT, resident training, contract training, or
exportable courses can satisfy identified requirements. MAJCOM-developed training to
support this AFSC must be identified for inclusion into this CFETP.

2.3. Each individual will complete the mandatory training requirements specified in this
CFETP. The list of courses in Part II will be used as a reference to support training.

3. Coordination and Approval. The AFCFM is the approval authority. The AFCFM will
initiate an annual review of this document to ensure currency and accuracy. MAJCOM
representatives and AETC training personnel will identify and coordinate on the career field
training requirements.

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Section B - Career Progression and Information

4. Specialty Description.

4.1. Specialty Summary. Conducts Education and Training (E&T) tasks for maintenance,
operations, and support training; performs education services, curriculum development, and
instructor activities. Develops, delivers, and evaluates Education and Training programs
and oversees Education and Training activities. Related DoD Occupational Subgroup:
157000.

4.2 Duties and Responsibilities.

4.2.1. Develops, delivers, and evaluates Education and Training programs. Applies
instructional systems development (ISD). Compares individual knowledge and skills with
job standards and identifies Education and Training requirements. Determines adequacy of
existing courses and programs. Screens and validates formal Education and Training
requirements. Determines most cost-effective method to deliver Education and Training.
Sequences objectives; selects instructional design, method, and media; and identifies
resource needs. Creates materials to support objectives. Develops test and standards to
measure individual abilities. Evaluates Education and Training programs, recommends
actions to correct deficiencies, and oversees evaluations and surveys. Conducts, validates,
and revises programs and instruction. Coordinates user feedback with career field managers
and Education and Training providers and monitors corrective actions. Proctors exams.
Maintains and controls testing materials.

4.2.2. Administers Education and Training programs. Serves as Education and Training
program manager. Consults on ISD process and CFETPs. Advises on Education and
Training materials and services. Conducts work center visits and organizes programs to
develop and conduct job site training. Advises on unit and individual Education and Training
progress. Identifies Education and Training providers, capabilities, and resources, and
ensures availability of materials. Recommends revisions to Education and Training programs
and CFETPs. Helps obtain and analyze history of Education and Training achievements,
establish goals, and enroll in classes, courses, and programs. Prepares and maintains records,
files, and materials. Maintains liaison with activities conducting, scheduling, or supporting
Education and Training requirements. Coordinates and schedules events and facility use.
Requests course quotas; monitors formal Education and Training process; and maintains
records of course attendance, withdrawals, completions, and costs. Manages automated
systems and products, measurement tools, multimedia and maintenance qualification
training programs, and the extension course program. Coordinates contingency task training.

4.2.3. Oversees Education and Training activities. Organizes Education and Training
programs to achieve educational goals and mission requirements. Prepares directives to
manage and control Education and Training programs. Implements policies and coordinates
changes. Develops and manages reporting procedures. Maintains Education and Training
data and provides statistical reports on programs and operations. Monitors progress,
identifies problem areas, determines causes, recommends corrective action, and provides

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counsel. Organizes and controls facilities, supplies, and equipment to support Education and
Training needs. Forecasts Education and Training requirements, determines validity, and
assesses cost. Participates in STRTs, utilization and training workshops, training planning
teams, and training planning groups.

5. Competencies. The Air Force defines competencies as an observable, measurable pattern

of knowledge, skills, abilities, behaviors, and other characteristics needed to perform
institutional or occupational functions successfully. The Education and Training community
has rebuilt the entire training platform by using competencies to identify the behaviors that
are needed to be successful on the job. This has been accomplished by identifying and
integrating the 3F2X1, Education and Training, occupational competencies and leveraging
the Air Force’s foundational competencies in a manner that provides all Airmen with
transparent and unbiased pathways towards their own successful development.

5.1. Foundational Competencies. The foundational competencies are a set of accepted and
valued competencies, which enable success across a wide array of DAF missions, roles,
functions, and duties. These competencies are the core of Airmen development and enable
Airmen with tools, pathways, and capabilities to improve their performance in any job, specialty,
or situation. The foundational competencies are grouped into different categories of Developing
Self, Developing Others, Developing Ideas, and Developing Organization. Airmen can go to
MyVector (accessible via AF Portal) to complete a self-assessment, which will have them
evaluate themselves on the 24 Airmen’s foundational competencies or a 360-degree assessment,
where subordinates, peers, and leaders can also provide feedback. The assessment tools will
provide Airmen with immediate feedback on personal strengths and areas for improvement.
Additionally, a personal improvement plan with targeted resources (videos, reading content,
developmental opportunities) are provided for continued self-development.

Figure 1. Foundational Competencies.

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 5.2. Occupational Competencies. Occupational competencies are a set of competencies
required of all Airmen within a specific workforce category. These competencies provide a
framework that describe the technical/functional skills, knowledge, abilities, behaviors and other
characteristics needed to perform that function’s mission successfully.

5.2.1. Occupational Competency Model. A career field’s competencies can be viewed in a

competency model, which is an organized collection of competencies pertinent to the career
field. The occupational competency model provides a framework to effectively assess, maintain,
and monitor the competencies required for mission success for Airmen within the Education and
Training community. The occupational competency model follows a distinct process with
continued involvement from the career field and allows Airmen to see how their task lists, OJT,
formal courses, and other training, education, and experiences are aligned to the career field’s
strategic objectives.

5.2.2. Career fields work with trained competency experts to identify and develop their
competency model, which consists of the competencies, sub-competencies, and definitions.
Occupational competency models will be different for each career field. The model focuses on
integrating not just the technical components, but also leadership, management, combat, joint,
all-domain, and social mastery competencies required for Airmen to succeed in their career field.
Competency Sub-Competency Description

The development and enhancement of an individual's capability in support of the assigned organization's
Personnel Management
mission.
Organizational
Coaching Guiding others to achieve specific personal or professional goals by maximizing an individual's potential.
Management
Identifying and acquiring personnel, equipment, tools, funds, assets, supplies, facilities etc. to achieve an
Resource Management
objective.
Presenting clear, concise, and meticulous verbal and written information through active listening and
Communication Communication
clear messaging, to achieve mission goals, improve processes, and eliminate errors.

Program Management Managing programs mapped to mission priorities or objectives that improve organizational performance.

Focused execution of an individual's career progression in their skills, knowledge, abilities, and other
Upgrade and Qualification
characteristics manifested in behaviors to accomplish the mission within their specific functional
Training Management
Training Management community.
Deliberate administration of formal and informal programs to comply with the needs and standards of the
Course Management
individual's continuum of learning.

Testing Management Enforcing academic integrity by executing testing processes.

Curriculum Management Designing and implementing instructional materials that meet mission objectives.
Instructional Systems
Design (ISD) Delivering prescribed curriculum designed to develop an individual's skills, knowledge, abilities, and other
Instruction
characteristics manifested in behaviors.

Data Analytics Discovering, interpreting, and communicating significant trends.

Program Effectiveness
Assessments and Providing objective and impartial appraisal regarding the condition of a program to continuously improve
Inspections mission readiness.

Education Services Education Services Assisting and advising on educational opportunities and professional development programs.

Figure 2 provides an example of a competency model for the 3F2X1 career field.

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 Figure 2. 3F2X1, Education and Training, Occupational Competency Model.

5.2.3. Occupational Competency Rubric. After a model is developed, a team of subject matter
experts begin building competency rubrics, which consists of the competency, a description of
the competency, proficiency levels, and measurable and observable behaviors. The competency
rubrics will help Airmen learn which behaviors are aligned to the career field’s strategic
direction, the professional developmental expectations, and the criteria for success. Figure 3
provides an example of a competency rubric for 3F2X1 career field.

Figure 3. 3F2X1, Education and Training, Occupational Competency Rubric for Outbound
Operations.

Competency Proficiency Levels Observable Behaviors

Expert
Consistency of Application:
Able to innovate and formulate - Develops and updates training policies and procedures to improve training effectiveness
Training Management
strategies; able to - Consults with stakeholders to develop innovative solutions to enhance the organization’s
model/guide/teach other the training program
competency of how to apply the
competency
Sub-Competency Advanced
Consistency of Application: - Forecasts education and training requirements to determine validity and attainability
Sustained application of - Interprets and communicates strategic vision and training guidance to enable customers
Upgrade and Qualification Training
competency over time in complex in meeting requirements
Management
situations

Description

Focused execution of an individual's Intermediate - Assess work center priorities to help create accurate training plans
career progression in their skills, Consistency of Application: - Advises and assists assigned personnel in completing their responsibilities to meet
knowledge, abilities, and other Sustained application of training requirements
characteristics manifested in competency over time in variety of - Coordinates training for assigned personnel and collaborates with training providers to
behaviors to accomplish the mission situations support mission readiness
within their specific functional
community.

Supporting Competencies
- Conducts interviews to identify training needs to meet training requirements
Basic
- Tracks training requirements for assigned personnel to ensure qualifications are met
Develops People Consistency of Application:
- Manages and updates applicable training systems to ensure information accuracy
Organizational Awareness Sustained application of
- Reports training data to enable senior leaders to make informed decision and provide
Accountability competency over time
corrective actions
Information Seeking

5.2.4. To better understand how to read and utilize the competency rubric, a breakdown of each
component is explained below in figure 4a-c.

Figure 4a. Competency Rubric Section 1.

Competency The competency section states the competency group.

Training Management

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 Sub-Competency The sub-competency section states the narrower category that
forms part of the competency group.

Upgrade and Qualification Note: Some models may only consist of a competency and
Training Management not include a sub-competency.

The description section provides a statement that gives details

Description
about the sub-competency, enabling career field members to
Focused execution of an better understand how sub-competency relates to the AFS.
individual's career progression
in their skills, knowledge,
abilities, and other
characteristics manifested in
behaviors to accomplish the
mission within their specific
functional community.
The supporting competencies section are supported-level
Supporting Competencies competencies that are linked to the success of the sub-
competency. These competencies lend themselves more
toward areas like values, traits, and attitudes. These
Develops People competencies were included as part of a larger survey that
Organizational Awareness went out to the entire AFS; respondents were asked to rate the
Accountability top supporting competencies they believe will attribute to
Information Seeking higher successful performance within the sub-competency.

Figure 4b. Competency Rubric Section 2.

The proficiency levels are broken into four parts: basic,

Proficiency Levels intermediate, advanced, and expert.
Expert Under each proficiency level are predetermined criteria selected
Consistency of Application: by a group of SMEs from your career field and validated by the
Able to innovate and formulate career field. The criteria were used as the basis to develop the
strategies; able to observable behaviors. These criteria provide concrete
model/guide/teach other the parameters for the behaviors, which are consistent but
competency of how to apply the progressive in nature as a member moves up the scale from basic
competency to expert.
Advanced Some of the criteria (e.g., depth of knowledge, consistency of
Consistency of Application: application/complexity, and thinking challenge) allows an
Sustained application of individual to become an expert through the experience gained in
competency over time in a particular job and over a period of time. For example, the
complex situations person can quickly move up different proficiency levels while
Intermediate they are serving as a technician at a flight; they move quickly
because they are exposed to a variety of situations.
Consistency of Application:
Sustained application of While other criteria (e.g., scope, impact, and reach of
competency over time in variety influence) requires more of a hierarchical approach to gain the
of situations

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 experience needed to progress through the competency levels.
Basic Moving through the proficiency levels may be difficult to do in
certain jobs. For example, if scope at the expert level requires
Consistency of Application: job integration with the AF-level, then the individual may have
Sustained application of to be in a position where they can gain that experience (i.e., at
competency over time HHQ, Wing, or an organization with far reaching capabilities).

Figure 4c. Competency Section 3.

Observable Behaviors The observable behaviors

are statements of what
– Develops and updates training policies and procedures to improve can be observed from an
training effectiveness individual manifesting
– Consults with stakeholders to develop innovative solutions to the competency at the
enhance the organization’s training program respective competency
level.
– Forecasts education and training requirements to determine validity
and attainability They provide objective
– Interprets and communicates strategic vision and training guidance to evidence that the
enable customers in meeting requirements individual possesses the
competency level and
shows what effective
– Assesses work center priorities to help create accurate training plans performance looks like.
– Advises and assists assigned personnel in completing their
responsibilities to meet training requirements The behaviors are written
– Coordinates training for assigned personnel and collaborates with to be specific enough so
training providers to support mission readiness they can be observable
and lend themselves
– Conducts interviews to identify training needs to meet training towards measurement.
requirements
– Tracks training requirements for assigned personnel to ensure
qualifications are met
– Manages and updates applicable training systems to ensure
information accuracy
– Reports training data to enable senior leaders to make informed
decision and provide corrective actions

5.2.5 Another key component within the rubric is the supporting competencies section at the
bottom left-hand corner. These are the top four supporting competencies that can help members
excel and be successful in that particular sub-competency. Some of these supporting
competencies are tied directly to the Airmen’s Foundational Competencies, while others may be
unique to the career field. Having these supporting competencies identified and linked to a career
field’s competency model can cultivate those underlying characteristics needed to succeed on the
job. Leaders, supervisors, trainers, instructors, or mentors can now set members up for greater
success by building these supporting competencies and placing their Airmen in situations where
they can apply those strategies. All these elements come together to ensure we can develop
Airmen who are better prepared, present, future mission-focused, and ready to succeed in any
situation. Additionally, AFH 36-2643, Air Force Mentoring Program, has information on how
competencies can be used when an established mentoring strategy is put into effect to foster and
develop Airmen.

13
5.2.6. Competency Development. The intent of moving towards a competency-based system is to
sharpen our Airmen’s tactical expertise, operational competence, strategic vision, and joint
proficiency to lead and execute the full spectrum of USAF missions. This occurs not in a
classroom but on the job by combining education, training, and experiences to provide Airmen
with a better developmental pathway as they move along their careers. Airmen are still required
to complete specific training courses, core tasks, and other training requirements in order to

14
attain a 3-, 5-, and 7-skill levels. Competency development allows Airmen to move beyond the
minimum career field requirements and begin addressing developmental gaps and strengthening
their capabilities. The competency model provides information that enables Education and
Training community members to assess their professional growth and development by
comparing their strengths and weaknesses to the clear and objective behaviors outlined in the
model.

5.2.7. Below are the competency rubrics for the 3F2X1, Education and Training, career field.

Competency Proficiency Levels Observable Behaviors

Expert - Vectors personnel for career broadening opportunities and assignments to support
Organizational Management Reach of Influence: mission requirements and personnel development
MAJCOM/AF-Level/Industry - Develops human capital strategies for support of mission priorities

Sub-Competency - Identifies and capitalizes on opportunities for members to participate in experiential

Advanced learning to foster multi-capable Amn strategies
Reach of Influence: - Encourages collaboration by fostering a team environment to generate new ideas for
Personnel Management Wing/Institutional programs and process improvement
- Employs personnel to meet mission training requirements

Description
- Leads personnel within a section and provide feedback, internal training, and
Intermediate
The development and enhancement development opportunity for subordinates
Reach of Influence:
of an individual's capability in - Manages and advocates for readiness of personnel to meet local in-garrison and UTC
Unit/ Groups
support of the assigned requirements
organization's mission.

- Makes decisions at lowest level and elevates issues through appropriate chain of
Supporting Competencies
command
Basic
Accountability - Maintains individual accountability and encourages peer accountability to successfully
Reach of Influence:
Develops People execute duties, instructions, and responsibilities
Individuals
Relationship Building - Provides first line support for customer inquires in support of unit, training mission, and
Decision Making CC priorities

Competency Proficiency Levels Observable Behaviors

Expert
Consistency of Application:
Able to innovate and formulate
- Adopts and customizes new concepts, delivery, and approaches to create effective and
Organizational Management strategies: able to
versatile coaches
model/guide/teach others the
competency of how to apply the
competency
Advanced
Sub-Competency
Consistency of Application:
- Adjusts coaching techniques to meet delivery challenges by offering alternatives and
Sustained application of
back up plans
Coaching competency over time in complex
situations

Description Intermediate - Utilizes questioning techniques and guides individuals to create personalized goals
Consistency of Application: - Builds interpersonal skills with the focus on the development of emotional and social
Guiding others to achieve specific Sustained application of intelligence
personal or professional goals by competency over time in a variety - Assesses progress and offers observational feedback to personalize goal paths to each
maintaining an individual's potential of situations individual

Supporting Competencies
Basic - Actively listens, delivers feedback, and provides resources for an individual's
Communication Consistency of Application: development
Develops People Sustained application of - Identifies self-limitations and proactively seeks assistance to aid individuals in complex
Analytical Thinking competency overtime situations
Flexibility

15
 Competency Proficiency Levels Observable Behaviors

- Manages career field manning to balance fiscal constraints against mission demands
- Coordinates manpower studies to determine proper authorizations, assignments,
Expert
priorities, and projections
Organizational Management Impact on:
- Guides and advocates innovation efforts to streamline and improve training resources
AF-level practices/within industry
(e.g., training systems, equipment, manpower) to enhance objectives and program
management

Sub-Competency - Forecasts changes to manpower, budget, equipment, etc. and advocates for resources
Advanced to accomplish the objectives
Impact on: - Collaborates with multi-level leaders to resolve resource changes and shortfalls in order
Resource Management Management decisions to meet the organizations program objectives
- Identifies and resolves manpower, materials, and funding shortfalls

Description - Coordinates with appropriate agencies to obtain resources for specific project or
program
Intermediate - Prepares documents and provides justification to support procurement of resources in
Identifying and acquiring personnel,
Impact on: order to meet program requirements
equipment, tools, funds, assets,
Specific workplace projects - Elevates resource deficiencies when mission capabilities will be impacted
supplies, facilities etc. to achieve an
- Establishes procedures and enforces compliance for applicable agencies to utilize
objective.
assigned resources

Supporting Competencies
Basic - Identifies specific materials, equipment, personnel, funding, etc. needed to achieve an
Communication
Impact on: objective
Organizational Awareness
Specific workplace tasks - Secures equipment, materials, and funding to accomplish program objectives
Decision Making
Strategic Thinking

Competency Proficiency Levels Observable Behaviors

Expert
Consistency of Application:
- Develops and delivers complex information to translate strategic intent into operational
Able to innovate and formulate
guidance to meet organizational priorities
Communication strategies: able to
- Guides personnel on utilization of various communication methods and tools in order to
model/guide/teach others the
deliver desired message
competency of how to apply the
competency
Sub-Competency - Initiates cross-organizational communication to synchronize actions and behaviors to
Advanced
achieve a cohesive objective
Consistency of Application:
- Interprets highly technical subjects or ambiguous information from multiple sources to
Sustained application of
affect program changes or improvements
N/A competency over time in complex
- Identifies and employs new methods of communication to effectively transfer
situations
information throughout organizations

Description
- Collaborates with personnel and shares information to keep stakeholders and customers
Intermediate actively engaged
Presenting clear, concise, and
Consistency of Application: - Tailors communication techniques to address identified concerns or desires to various or
meticulous verbal and written
Sustained application of diverse audiences to ensure message is received in a non-hostile manner
information through active listening
competency over time in a variety - Utilizes all five types of communication (e.g., written, visual, verbal, non-verbal, and
and clear messaging, to achieve
of situations active listening) to provide integrated ideas, direction or support across an organization in
mission goals, improve processes,
order to meet mission priorities
and eliminate errors.

Supporting Competencies - Employs communication methods and tools (e.g., written, verbal, and electronic formats)
Basic
to effectively manage unit programs
Relationship Building Consistency of Application:
- Presents clear, accurate, error free communication in support of the customer
Accountability Sustained application of
- Informs stakeholders on program status and overall health to ensure mission
Precision competency overtime
effectiveness
Flexibility

16
 Competency Proficiency Levels Observable Behaviors

Expert
- Solves program limitations and directs revisions for enterprise-wide success
Impact on:
Training Management - Advises and coordinates with policy managers outside the functional community to
Air Force level practices/within
advocate for program implementation across the enterprise
industry

Sub-Competency
Advanced - Partners with higher-level leadership to provide recommended courses of actions and
Impact on: enhancements
Program Management Management decisions - Solves program challenges to achieve mission priorities

Description
- Utilizes time management to effectively oversee a multitude of programs for
Intermediate
Managing programs mapped to organizational mission accomplishment
Impact on:
mission priorities or objectives that - Integrates routine operations while adapting to program revisions for seamless execution
Specific workplace projects
improve organizational of requirements in support of customers
performance.
Supporting Competencies - Articulates procedures and standards on applicable programs to inform leaders on
Basic program status
Organizational Awareness
Impact on: - Applies project management techniques to execute program requirements to assist
Accountability
Specific workplace tasks personnel
Information Seeking
- Safeguards information to ensure data integrity and personnel privacy
Decision Making

Competency Proficiency Levels Observable Behaviors

Expert
Consistency of Application:
Able to innovate and formulate - Develops and updates training policies and procedures to improve training effectiveness
Training Management
strategies; able to - Consults with stakeholders to develop innovative solutions to enhance the organization’s
model/guide/teach other the training program
competency of how to apply the
competency
Sub-Competency Advanced
Consistency of Application: - Forecasts education and training requirements to determine validity and attainability
Sustained application of - Interprets and communicates strategic vision and training guidance to enable customers
Upgrade and Qualification Training
competency over time in complex in meeting requirements
Management
situations

Description

Focused execution of an individual's Intermediate - Assess work center priorities to help create accurate training plans
career progression in their skills, Consistency of Application: - Advises and assists assigned personnel in completing their responsibilities to meet
knowledge, abilities, and other Sustained application of training requirements
characteristics manifested in competency over time in variety of - Coordinates training for assigned personnel and collaborates with training providers to
behaviors to accomplish the mission situations support mission readiness
within their specific functional
community.

Supporting Competencies
- Conducts interviews to identify training needs to meet training requirements
Basic
- Tracks training requirements for assigned personnel to ensure qualifications are met
Develops People Consistency of Application:
- Manages and updates applicable training systems to ensure information accuracy
Organizational Awareness Sustained application of
- Reports training data to enable senior leaders to make informed decision and provide
Accountability competency over time
corrective actions
Information Seeking

17
 Competency Proficiency Levels Observable Behaviors

Expert - Generates needs assessment for new training demands

Impact on: - Advocates for new course requirements and resources specified for developmental
Training Management
Air Force level practices/within needs in the career field
industry - Implements course validation policy for target audience

Sub-Competency
Advanced - Develops guidelines and directives for course management utilization and publishes
Impact on: guidance through various platforms
Course Management Management decisions - Implement prerequisites parameters and determines equitable allocations of demands

Description
- Consolidates course requests to build class schedules and commits resource allocations
Intermediate to meet training demands
Deliberate administration of formal
Impact on: - Disseminates schedules and course information to maximize course utilization
and informal programs to comply
Specific workplace projects - Collaborates with outside agencies to obtain allocations and budget management to meet
with the needs and standards of the
training demands
individual's continuum of learning.

Supporting Competencies - Identifies course needs for assigned personnel for continued advancement
Basic - Communicates with key stakeholders and validates training requests for upgrade and
Information Seeking
Impact on: qualification needs
Organizational Awareness
Specific workplace tasks - Schedules training events based on identified requirements for progression in the
Initiative
continuum of learning
Flexibility

Competency Proficiency Levels Observable Behaviors

Expert
- Builds relationships with neighboring testing centers to maintain alternative options
Training Management Impact on:
- Develop and implement test management guidance to maintain academic integrity
AF-level practices/within industry

- Analyzes reliability and accuracy of tests to provide recommendations to senior

Sub-Competency
Advanced leadership
Impact on: - Identifies improvements and implements schedule and procedure revisions to
Testing Management Management decisions accommodate mission demands
- Executes necessary actions to support test compromise procedures

Description
Intermediate - Maintains current test facility validation to ensure test security, integrity, and inventory
Impact on: - Standardizes the process for test preparation, facilitation, and uploading completion for
Enforcing academic integrity by
Specific Workplace Projects education advancement
executing testing processes

Supporting Competencies
Basic - Executes testing procedures to enable testing facility process
Accountability
Impact on: - Directs customers to appropriate and pertinent study material and resources to ensure
Precision
Specific Workplace Tasks preparedness
Digital Literacy
Results Focused

18
 Competency Proficiency Levels Observable Behaviors

Expert
Consistency of Application: - Creates and influences processes that aligns mission, policy, and organizational values
Able to innovate and formulate for instructional design
Instructional System
strategies; able to - Teaches personnel on strategies of the instructional system process
Design (ISD)
model/guide/teach others the - Integrates emerging and advanced learning theories to make necessary adjustments to
competency of how to apply the the development and design process
competency

Sub-Competency
Advanced - Analyzes data and makes recommendations to improve validity, effectiveness, and
Consistency of Application: efficiency of instructional systems
Sustained application of - Provides guidance and support to stakeholders and SMEs during the instructional
Curriculum Management competency over time in complex development process
situations - Evaluates course outcomes for fulfillment of operational objectives

Description Intermediate - Conducts task and learning analysis to identify requirements

Consistency of Application: - Applies the steps of the instructional design process to build training materials in a
Designing and implementing Sustained application of variety of delivery platforms
instructional materials that meet competency over time in a variety - Compiles data to make necessary adjustments to the instructional system
mission objectives. of situations - Develops assessment tools to identify and measure occupational requirements

Supporting Competencies
Basic - Coordinates with stakeholders and subject matter experts to identify desired learning
Creative Thinking Consistency of Application: outcomes
Analytical Thinking Sustained application of - Identifies training strategies aligning with learning outcomes to meet objectives
Strategic Thinking competency over time - Integrates existing training materials into the design process to preserve resources
Results Focused

Competency Proficiency Levels Observable Behaviors

Expert
Consistency of Application:
Able to innovate and formulate - Creates a supportive and challenging learning environment promoting professionalism,
Instructional System
strategies; able to reflective practice, self-directed learning, self-assessment, and lifelong learning
Design (ISD)
model/guide/teach others the - Trains personnel and provides feedback on proper techniques to enhance instruction
competency of how to apply the
competency
Sub-Competency
Advanced
Consistency of Application: - Researches and implements new instructional techniques and technologies for delivery
Sustained application of - Establishes adaptable and personalized learning environments dependent on real-time
Instruction competency over time in complex data, direct observation, and interaction with personnel
situations

Description
Intermediate
- Employs multiple strategies that address differing learning styles (e.g., visual, oral,
Delivering prescribed curriculum Consistency of Application:
verbal, social, logical, spatial) of personnel
designed to develop an individual's Sustained application of
- Modifies training strategies and instructional techniques based on student feedback
skills, knowledge, abilities, and other competency over time in a variety
and/or limitations
characteristics manifested in of situations
- Identifies course deficiencies and provides feedback on curriculum content
behaviors.

Supporting Competencies - Demonstrates instructional preparedness in the training environment

Basic
- Applies instructional methods and strategies to keep students engaged, on-task, and on-
Communication Consistency of Application:
schedule
Develops People Sustained application of
- Administers appropriate measurement device to assess student learning
Flexibility competency over time
- Promotes inclusion and creates a safe learning environment for all individuals
Relationship Building

19
 Competency Proficiency Levels Observable Behaviors

- Develops policy for data collection and analysis for achieving statistical objectives
Expert - Analyzes and interprets external guidance for functional community implementation
Scope: - Enforces standardized approaches in expectations and gate-keeps other functional
Program Effectiveness
Integration with requirements for field implementation
AF-level/within industry - Designs and regulates information timelines and structures channeling standardized
execution for enterprise-wide operations

Sub-Competency - Examines statistical data from lower levels to highlight potential training gaps and
Advanced
determine viable solutions
Scope:
- Collaborates with functional community and leadership to determine benchmarked
Integration with
Data Analytics approaches to data provisions for implementation
organizational strategies
- Elevates substandard trends and concerns for solution determinations and guidance

Description
Intermediate
- Identifies deficiencies and trends to evaluate overall training effectiveness
Scope:
- Correlates and differentiates implied statistical data to assist leaders to resolve training
Discovering, interpreting, and Integration with
deficiencies, issues, and compliance within the unit
communicating significant trends. concerned areas

Supporting Competencies - Retrieves data and collects statistical inputs for unit requirements and incorporates data
for further analysis
Basic
Analytical Thinking - Compiles data to illustrate training program effectiveness for key leaders
Scope:
Information Seeking - Communicates key performance indicators (KPI) for the effective and efficient mission
Specific Area
Digital Literacy parameters to unit leaders
Organizational Awareness - Files and stores empirical data to ensure compliance with program requirements

Competency Proficiency Levels Observable Behaviors

Expert - Develops policy for inspections and assessments within functional community
Scope: - Creates checklists and criteria used by field to measure training effectiveness
Program Effectiveness
Integration with - Responds and develops inspection adjustments and issues between HHQ and unit level
AF-level/within industry personnel

- Interprets internal assessments to provide sample plans and direction to IG teams

Sub-Competency
- Continuously evaluates lower level self-assessment checklists for inclusion in strategic
Advanced
planning
Scope:
- Augments face-to-face inspections as directed by command leadership for lower level
Integration with
Assessments and Inspections validation
organizational strategies
- Authors command specific policy and direction to guide inspectors for high interest
items and concerns

Description Intermediate - Inspects base level programs and presents trend analysis for wing leadership awareness
Scope: and decision making
Providing objective and impartial Integration with - Re-examines shortfalls in unit training programs and provides assistance to key
appraisal regarding the condition of concerned areas personnel to implement recommended improvements
a program to continuously improve - Composes inspection and assessment reports and elevates findings to leadership for
mission readiness. advancement in training programs

Supporting Competencies - Reviews pertinent information to identify training trends and gaps
- Conducts inspection to evaluate work center
Basic
Accountability - Briefs stakeholders on inspections findings and provides recommended courses of
Scope:
Communication action for improvement in mission readiness
Specific Areas
Information Seeking - Authors assessment reports and publishes for historical data to maintain training
Organizational Awareness effectiveness

20
 Competency Proficiency Levels Observable Behaviors

Expert
Consistency of Application:
- Oversees policy and advocates for the education program to provide up to date military
Able to innovate and formulate
and civilian credentialing, processes and requirements
Educational Services strategies; able to
- Liaises and coordinates with CCAF, associated colleges, and other educational
model/guide/teach other the
institutions for completion of educational goals
competency of how to apply the
competency

Sub-Competency Advanced
Consistency of Application: - Implements force development programs to ensure personal and professional
Sustained application of requirements are met
Education Services competency over time in complex - Advises senior leadership on education issues to ensure program integrity and success
situations

Description Intermediate
- Counsels individuals on educational benefits, programs, and requirements to meet
Consistency of Application:
Assisting and advising on professional and academic goals
Sustained application of
educational opportunities and - Advertises and disseminates academic information to familiarize individuals and
competency over time in variety of
professional development communities about educational opportunities
situations
programs.
Supporting Competencies
Basic - Assists individuals with educational benefits and credentialing opportunities to meet
Communication Consistency of Application: professional and academic goals
Develops People Sustained application of - Updates applicable management systems to ensure records accuracy and educational
Service Mindset competency over time life cycle
Digital Literacy

6. Training Decisions. The CFETP has undergone a considerable revision towards building a
competency-based training and development platform for the Education and Training career
field. A significant change has been to shift the focus from task-based training to one that is more
centered on outcomes-based learning. A task is a unit of work activity or operation which forms
a significant part of a duty. These are singular in nature and are usually accomplished in one
continuous action, which also can occur independently of other tasks. Conversely, outcomes are
learning goals that typically consist of a multitude of tasks. These outcomes are actions and
performances that embody and reflect the learner’s competence in using content, information,
ideas, and tools successfully. Focusing on learning outcomes allow organizations, leaders,
supervisors, and trainers to incorporate foundational competencies and underlying characteristics
(values, traits, attitudes) into learning, which is necessary for developing Airmen with the
competencies needed for future challenges. The following decisions were made as a result of
close coordination between HQ AETC, 2AF Technical Training, schoolhouse instructors and
staff, field SMEs, functional managers and the AFCFM. The final training requirements are then
approved by the Career Field Manager.

6.1. A planning meeting/STRT was held from 26-30 September 2022 at Keesler AFB, MS.
Members of the planning meeting/STRT sought to develop the learning outcomes. This was
accomplished by reverse engineering the behaviors found in the Education and Training
occupational competency model and then by asking what does an Airman need to know and do
in order to master a specific behavior. The intent of the learning outcomes is to identify all
factors needed to succeed in attaining the behavior. During the planning meeting, members
decided (approved at STRT portion) to remove the qualitative proficiency code key and use a
behavioral statement coding system for the STS.

21
As a result, each line item will consist of a verb and the coding system for formal training will
only use P (performance), K (knowledge), and pk (performance-knowledge).

6.2. The CFETP uses a building block approach (simple to complex) to encompass the entire
spectrum of training requirements for the 3F2X1 career field. The spectrum includes a strategy
for when, where, and how to meet the training requirements. The strategy must be apparent and
affordable to reduce duplication of training and eliminate a disjointed approach to training. The
training decisions were made during the STRT held 26-30 September 2022 and utilizing the ISD
process as implemented by 335TRS/UOB during training planning and course development.

6.3. Skill and Career Progression. Adequate training and timely progression from the
apprentice to the superintendent level play an important role in the Air Force’s ability to
accomplish its mission. It is essential that everyone involved in training do their part to plan,
manage, and conduct an effective training program. The guidance provided in this part of the
CFETP will ensure each individual receives viable training at appropriate points in their career.

6.3.1. Apprentice (3) Level. The initial skills course, E3ALR3F231 01AC Education and
Training Apprentice, must be completed for the award of AFSC 3F231. Initial skills training
requirements were identified during the 3F2X1 STRT.

6.3.2. Journeyman (5) Level. Qualification in and possession of AFSC 3F231 and completion
of UGT consisting of completing: (1) CDCs (if available); (2) all core tasks identified with “5”;
(3) meet time in training requirements as identified by the AFCFM on myFSS “Time in Training
Requirements”; (4) recommended by supervisor and approved by their commander for the award
of AFSC 3F251.

6.3.3. Craftsman (7) Level. Qualification in and possession of AFSC 3F251. Begin UGT to
the 7-skill level upon selection to SSgt or DOR for ARC. UGT consists of completing: (1) all
core tasks identified with a number “7”; (2) meet time in training requirements as identified by
the AFCFM on myFSS “Time in Training Requirements”; (3) recommended by supervisor and
approved by their commander for the award of AFSC 3F271. Core tasks identified with “7/R”
are mandatory for RegAF but optional for ANG and AFRC.

6.3.4. Superintendent (9) Level. Qualification in and possession of AFSC 3F271. Must be at
least a Senior Master Sergeant (SMSgt) and meet mandatory requirements listed in the AFECD,
have completed SNCOA or sister-service equivalent, and be recommended by their supervisor
and approved by their commander for award of the 9-skill level.

6.4. 3-Skill Level Training. The initial skills course, E3ALR3F231 01AC, has been revised by
335 TRS/UOB at Keesler AFB to provide training needed to prepare graduates for education and
training related positions.

6.5. 5-Skill Level Upgrade Training. There is no advanced 5-level course at this time.

6.6. 7-Skill Level Advanced Training. There is no advanced 7-level course at this time.

22
7. The CFETP Part II identifies thirteen (13) sub-competencies. Each competency is further
broken down into the following proficiency levels: basic, intermediate, advanced, and expert.
The proficiency levels are not tied to a specific rank or position. Additionally, each occupational
competency has supporting competencies tied to them. The supporting competencies allow
Airmen to intentionally develop those transferrable underlying characteristics that will translate
to mission capabilities, mission readiness, and mission success for the agile, future thinking
Airmen. Airmen, supervisors, trainers, mentors, and leaders should look for opportunities to
integrate the supporting competencies into every facet of an Airman’s development as they seek
to gain and increase proficiency within the Education and Training competencies.

8. Community College of the Air Force (CCAF). Enrollment in CCAF occurs automatically
upon completion of basic military training and assignment to an Air Force career field. CCAF
provides the opportunity to obtain an Associate of Applied Sciences Degree. Exception: AFSC
3F2X1 personnel must request enrollment into the new degree program through their Education
Service Office. In addition to its associate degree program, CCAF offers the following:

8.1. Certifications

8.1.1. CCAF Instructor Certification (CIC) Program. This program is for qualified
instructors who teach CCAF collegiate-level credit awarding courses at a CCAF affiliated
school. The CIC is a professional credential that recognizes the instructor's extensive faculty
development training, education and qualification required to teach a CCAF course, and formally
acknowledges the instructor's practical teaching experience. Qualified officer, enlisted, civilian
and other service instructors are eligible for this certification.

8.1.2. CCAF Instructional Systems Development Certification. CCAF offers the

Instructional Systems Development (ISD) Certification for qualified individuals who develop
CCAF courses/curriculum at CCAF affiliated schools. The purpose of the certification is to
recognize the training and education required for individuals to be qualified to develop and
manage CCAF collegiate courses. The certification also recognizes the individual’s ISD
qualification and experience in planning, developing, implementing, and managing instructional
systems. Qualified officer, enlisted, civilian, and other service curriculum writers/developers are
eligible for this certification.

8.1.3. AF Credentialing Opportunities On-Line (AF COOL). The AF COOL is a Total

Force Enlisted program. It includes all enlisted AFSCs for RegAF, AFR, ANG, and USSF.
Members of the ARC MUST be on Title 10 or 32 active orders for the duration of the AF COOL
process (FDO: upload member's AD orders in AFAEMS). This program assists Airmen in
navigating through the various civilian credentialing opportunities that are available for their
control/duty AFSCs. AF COOL provides a one-stop-shop for Airmen to explore credentials
recognized by the civilian community that can enhance an Airman's current performance in their
AF specialty as well help prepare for civilian employment. Please review all the tabs as each has
important information for successful completion of an AFSC-related credential.

8.2. Degree Requirements. Prior to completing an associate degree, the 5-skill level must be
awarded, and the following requirements must be met:
Semester Hours

23
Technical Core/Elective Education _________________________________________________24
Leadership, Management, and Military Studies_______________________________________ 6
General Education__________________________________________________________ 15
Oral Communication, Written Communication, Mathematics Social Science and
Humanities
Program Elective _____________________________________________________________15
Technical Education; Leadership, Management, and Military Studies; or General
Education
Total________________________________________________________________________ _ 60

8.2.1. Technical Education (24 Semester Hours): A minimum of 9 semester hours of

technical core subjects/courses must be applied and the remaining semester hours applied from
Technical Core or Technical Elective subjects and courses. Specific requirements can be found
in the latest CCAF catalog located at https://www.airuniversity.af.edu/Barnes/CCAF/.

8.2.2. Leadership, Management, and Military Studies (6 Semester Hours): Professional

military education and/or civilian management courses.

8.2.3. General Education (15 Semester Hours): Applicable courses must meet the criteria
for application of courses to the General Education Requirements (GER) and be in agreement
with the definitions of applicable General Education subjects/courses as provided in the CCAF
General Catalog.

8.2.4. Program Elective (15 Semester Hours): Satisfied with applicable Technical
Education; Leadership, Management, and Military Studies; or General Education subjects and
courses, including natural science courses meeting GER application criteria. Nine semester hours
of CCAF degree applicable technical credit otherwise not applicable to this program may be
applied. See the CCAF General Catalog for details regarding the Associate of Applied Science
degree for this specialty.

8.3. Off-duty Education. While additional off-duty education is a personal choice and is
encouraged for all, the 3F2X1 AFCFM strongly advocates it for all Education & Training
Managers.

9. Career Field Path.

24
9.1. 3F2X1 Career Pyramid

3F2X1 Career Pyramid

25
9.2. 3F2X1 Enlisted Career Path.

GRADE REQUIREMENTS
Education and Training Average Earliest High Year of Tenure
Requirements Rank Sew-On Sew-On (HYT)

Basic Military Training School

Apprentice Technical School Amn 6 months
(3-Skill Level) A1C 16 months

Upgrade to Journeyman
(5-Skill Level)
- Complete core / duty
Amn
position requirements A1C 16 months 28 months 10 years
- meet time in training requirements as
SrA 3 years
identified by the AFCFM

Airman Leadership School Trainer

- Must be a SrA with 36 - Must attend the AF Training Course (AFTC)
months’ time in service or a - Must be qualified to perform the task to be trained
SSgt Selectee.
- Resident graduation is a Certifier
prerequisite for SSgt sew-on - Certifiers must be at least a SSgt (E-5) with a 5-skill level or
(Active Duty Only) civilian equivalent, capable of evaluating the task being certified,
and have completed the AFTC

Upgrade to Craftsman
(7-Skill Level)
- Minimum rank SSgt Select
- Complete core / duty SSgt 6 years 3 years 20 Years
position requirements
- meet time in training requirements as
identified by the AFCFM

Non-Commissioned Officer Academy TSgt 9.4 years 5 years 22 years

Complete NCOA: Required for
promotion to MSgt
MSgt 12.7 years 8 years 24 years

Upgrade to Superintendent
(9-Skill Level)
- Minimum rank of SMSgt.
SMSgt 17 years 11 years 26 years
- Mandatory requirements
in AFECD

USAF Senior NCO Academy

Complete SNCOA: Required for

promotion to SMSgt

Chief Enlisted Manager (CEM) CMSgt 21.5 years 14 years 30 years

25
9.3. Occupational Badges.

9.3.1. Wear the basic badge after completing technical school or completion of 3-level tasks if
technical school is waived. Wear the senior badge after award of the 7-skill level, and the master
badge as a master sergeant or above. For proper wear, follow the guidance in the DAFI 36-2903,
Dress and Personal Appearance of United States Air Force and United States Space Force
Personnel.

Section C - Skill Level Training Requirements

10. Purpose. Skill level training requirements in this specialty are defined in terms of task and
knowledge requirements. This section outlines the specialty qualification requirements for each
skill level in broad, general terms and establishes the mandatory requirements for entry, award
and retention of each skill level. The specific task and knowledge training requirements are
identified in Part II of this CFETP.

11. Specialty Qualification: The initial skills course, E3ALR3F231 01AC Education and
Training Apprentice, must be completed for the award of AFSC 3F231. Initial skills training
requirements were identified during the 3F2X1 STRT, held 26-30 September 2022.

11.1. Apprentice Level Training

11.1.1. Specialty Qualification.

11.1.1.1. Knowledge. Comprehension of: principles, policies, and procedures of Air Force
Education and Training programs; interviewing and counseling techniques; training techniques
and instruction methods; task analysis procedures, learning process, curriculum development,
training evaluations, and Education and Training systems and products; effective writing skills;
editing practices; instructional media application, training reporting, program and curriculum
validation, and implementation procedures; training program management; scheduling training
events and facilities; conducting assistance visits and training meetings; work center and
individual job qualification standard development; education institution registration
requirements; military personnel classification system and policies; application of
communicative interpersonal skills; and distance learning concepts.

11.1.1.2. Education. Completion of high school is mandatory for entry into this specialty.
Academic courses in English grammar and composition, speech, psychology, guidance, and
sociology are desirable.

11.1.1.3. Training. Completion of the following is mandatory (unless waived by the AFCFM):
course E3ALR3F231 01AC, Education and Training Apprentice. Completion of the following
courses are desirable: instructor-training course, technical writing course, curriculum
development course, academic counseling course, instructional system designer course, and
principles of instruction course. Completion of the Instructional System Designer course is
mandatory for personnel performing curriculum designer functions. Completion of an accredited
instructor-training course is mandatory for individuals assigned to instructor positions.

26
11.1.1.4. Experience. N/A

11.1.1.5. Other. Prior qualifications in any AFSC at the 5-skill level or higher (3-skill level, if
no 5-skill level exists), (SrA or higher) and the ability to speak clearly and distinctly are
mandatory for entry into and retention of this specialty. Ability to use word processing software
is desirable. Must have a mandatory ASVAB Admin score of 62. Retraining interviews are
mandatory for entry into this career field. The AFSC 3F2X1 base functional manager conducts
the interview. For RegAF, retraining applicants must shadow a 3F2 for 5 duty days with a
current 5-7 level 3F2 appointed by the Base Functional Manager. The days a member shadows
do not need to happen consecutively, but all 5 days must be completed before the BFM endorses
the interview/recommendation letter. Note, members who have fulfilled ADUTM additional
duty within the last year are exempt (documented on BFM recommendation letter). Shadowing
topics will include: OJT rosters, TPM briefing, training systems updates, CDCs, workcenter
visits, Microsoft office applications.

11.1.2. Training Sources and Resources. Successful completion of course E3ALR3F231

01AC, Education and Training Apprentice (PDS Code 472), satisfies the knowledge and training
requirements specified in the specialty qualification section (above) for award of the 3-skill level.

11.2. Journeyman Level Training.

11.2.1. Specialty Qualification: Enter 5-skill level UGT after completion of the 3-skill level
course.

11.2.1.1. Knowledge. Comprehension of: principles, policies, and procedures of Air Force
Education and Training programs; interviewing and counseling techniques; training techniques
and instruction methods; task analysis procedures, learning process, curriculum development,
training evaluations, and Education and Training systems and products; effective writing skills;
editing practices; instructional media application, training reporting, program and curriculum
validation, and implementation procedures; training program management; scheduling training
events and facilities; conducting staff assistance visits and training meetings; work center and
individual job qualification standard development; education institution registration
requirements; military personnel classification system and policies; application of
communicative interpersonal skills; and distance learning concepts.

11.2.1.2. Education. N/A

11.2.1.3. Training. UGT consists of completing all core tasks identified with a “5” in the STS
located in Part II of this CFETP, completion of CDCs (if available), recommended by their
supervisor and approved by their commander for the award of AFSC 3F251. Meet time in
training requirements as identified by the AFCFM on myFSS. Supervisors must ensure task
proficiency and experience levels are met to fulfill upgrade requirements.

11.2.1.4. Experience. Qualification in and possession of AFSC 3F231. Experience conducting

or developing education or training programs, and qualification in assigned tasks in education
services or unit, base, or maintenance training duty positions (if applicable).

27
11.2.1.5. Other. Off duty education is highly recommended and encouraged for 3F2s.
MyVector, Percipio, and Digital University have many courses available to further develop your
skills and competencies at no cost. These courses can be utilized for career broadening and
professional growth. Beneficial topics may include:

- Building Trust with Business Ethics

- CriticalThinking
- Developing Emotion Intelligence
- Expert Insights on Managing Stress
- Giving/Receiving Feedback
- Negotiating
- Networking & Building Relationships

11.2.2. Training Sources and Resources. N/A

11.3. Craftsman Level Training:

11.3.1. Specialty Qualification. All 3F231 and 3F251 qualifications apply to 3F271
requirements.

11.3.1.1. Knowledge. Comprehension of: principles, policies, and procedures of Air Force
Education and Training programs; interviewing and counseling techniques; training techniques
and instruction methods; task analysis procedures, learning process, curriculum development,
training evaluations, and Education and Training systems and products; effective writing skills;
editing practices; instructional media application, training reporting, program and curriculum
validation, and implementation procedures; training program management; scheduling training
events and facilities; conducting assistance visits and training meetings; workcenter and
individual job qualification standard development; education institution registration
requirements; military personnel classification system and policies; application of
communicative interpersonal skills; and distance learning concepts.

11.3.1.2. Education. To assume the grade of SSgt and MSgt, individuals must be graduates of
the Airman Leadership School and NCO Academy, respectively (for ARC, completion of
AFIADL Courses 00001 and 00015 satisfy the ALS & NCO Academy requirement).

11.3.1.3. Training. Completion of the following requirements is mandatory for the award of the
7-skill level: all core tasks (identified with a number “7”), recommended by their supervisor and
approved by their commander for the award of AFSC 3F271. Core tasks identified with “7/R” are
mandatory for RegAF but optional for ANG and AFRC. Meet time in training requirements as
identified by the AFCFM on myFSS. Supervisors must ensure task proficiency and maturity
levels are met to fulfill upgrade requirements.

11.3.1.4. Other. Off duty education is highly recommended and encouraged for 3F2s.
MyVector, Percipio, and Digital University have many courses available to further develop your
skills and competencies at no cost. These courses can be utilized for career broadening and
professional growth. Beneficial topics may include:

28
- Business Plan Development
- Inclusive Leadership: Working w/ Equality & Diversity
- Sharing a Vision
- Strategic Planning & Execution
- Strategic Thinking
- Talent Development and Transformation

11.3.2. Training Sources and Resources. Completion of training references listed in the CFETP
Part II satisfies the knowledge requirements specified in the specialty qualification section for
award of the 7-skill level. The CFETP Part II identifies all the core tasks required for
qualification.

11.4. Superintendent Level Training:

11.4.1. Specialty Qualification.

11.4.1.1. Knowledge. Comprehension and application of: education, maintenance and support
training management, functions, and policies; related military personnel classification policies;
instructional system development, management, operation, and evaluation; wartime and
contingency training planning; and test development, administration, and management.

11.4.1.2. Education. To assume the grade of SSgt, MSgt, and SMSgt individuals must be
graduates of the Airman Leadership School, NCO Academy, and SNCO Academy respectively.

11.4.1.3. Training. Qualification as an Education and Training Craftsman, recommended by

supervisor and approval by their commander is mandatory for the award of AFSC 3F291.

11.4.1.4. Experience. Must be at least a SMSgt, meet mandatory requirements listed in the
AFECD, recommended by supervisor and approved by commander, and experience in directing
functions such as education and training programs.

11.4.1.5. Other. N/A

11.4.2. Training Sources and Resources. N/A

Section D - Resource Constraints

12. Purpose. This section identifies known resource constraints that preclude optimal and
desired training from being developed or conducted, including information such as cost and
manpower. Resource constraints will be, at a minimum, reviewed and updated annually.

29
13. Apprentice Level Training: E3ALR3F231 01AC, Education and Training Apprentice
Course.

13.1. Constraints. Required lead-time for development of resident training to meet added and
changed training requirements specified in this CFETP.

13.1.1. Impact. Training to support this CFETP will be implemented with the class beginning
1 Oct 23.

13.1.2. Resources Required. Manpower resources are available to complete required course
revisions by the specified target completion date. Command assistance may be necessary to
supplement job experience and subject matter expertise of the assigned instructor staff.

13.1.3. Action Required. Complete a revision of the 3-level course to meet all training
requirements and behavioral statement coding identified in this CFETP.

13.2. OPR/Target Completion Date. 335TRS/UOB will implement revised training with the
class beginning 1 Oct 23.

14. Journeyman Training: CDC 3F251, Education and Training Manager Journeyman
ACTIVATED.

14.1. Constraints. Supervisors and trainers will meet added and changed training
requirements specified in this CFETP via On-the-Job training.

14.1.1. Impact. N/A

14.1.2. Resources Required. Manpower resources are available to complete required course
revisions by the specified target completion date. Command assistance may be necessary to
supplement job experience and subject matter expertise of the assigned instructor staff.

14.1.3. Action Required. On-the Job training conducted by supervisors and/or trainers to meet all
training requirements identified in this CFETP.

14.2. OPR/Target Completion Date. 335TRS/UOB will revise methodology and medium of
new formal course, Education and Training Manager Journeyman.

15. Craftsman Training: N/A

30
Part II

Section A – Specialty Training Standard (STS)

1. Implementation. The STS will be used for technical training provided by AETC for the
3-skill level Education and Training Apprentice.

2. Purpose. As prescribed in DAFMAN 36-2689, this STS:

2.1. Is used to document task completion when placed in the AF Form 623, Individual
Training Record, and used according to DAFMAN 36-2689. CFETP documentation shall be
IAW DAFMAN 36-2689 or any subsequent messages.

2.2. Attachment 1. Qualitative Requirements. Contains the behavioral statement coding

used to indicate the level of training and knowledge provided by resident training and career
development courses.

2.3. Lists in column 1 the most common competencies/learning outcomes, knowledge, and
Technical References (TR) necessary for Airmen to perform their duties in the 3-, 5-, and 7-
skill level.

2.4. Column 2 lists the “behavior match” as outlined in the competency header for required
behaviors.

2.5. Identifies, in column 3 column, core tasks by the number of skill level it is required for
(“5”, “7” or “9”) and column 4 deployment tasks by a diamond, (*), TQT tasks by a ♦. Core
tasks identified with “7/R” are optional for ANG and AFRC. Base level 3F2 functional
manager will schedule training for personnel tasked to fill a deployed training position with
the base education office."

2.6. Provides certification for OJT. Columns 5-9 are used to record completion of tasks and
knowledge training requirements. Use automated training management systems to document
technician qualifications, if available.

2.7. Shows formal training and correspondence course requirements. Columns 10-13 shows
the proficiency to be demonstrated on the job by the graduate as a result of training on the
task and the career knowledge provided by the corresponding course.

2.8. Is a guide for development of promotion tests used in the Weighted Airman Promotion
System (WAPS). SNCOs with extensive practical experience in their career fields develop
the Specialty Knowledge Tests (SKTs) at the AETC SAS/OA. The tests sample knowledge
of STS subject matter areas judged by test development team members as most appropriate
for promotion to higher grades. Questions are based upon study references listed in the
Enlisted Promotion References and Requirements Catalog (EPRRC). Individual
responsibilities are in DAFMAN 36-2664, Personnel Assessment Program.

31
 3. Third Party Certification. Core tasks identified in this CFETP do not
require third- party certification.

4. Recommendations. Comments and recommendations are invited concerning the quality of

AETC training. A Customer Service Information Line (CSIL) has been installed for the
supervisors’ convenience. For a quick response to concerns, call our CSIL at DSN 597-4566, or
e-mail us at 81trg.tge@us.af.mil. Reference this STS and identify the specific area of concern
(paragraph, training standard element, etc.).

BY ORDER OF THE SECRETARY OF THE AIR FORCE

OFFICIAL Caroline M. Miller

Lieutenant General, USAF
Deputy Chief of Staff,
Manpower, Personnel and Services

Attachment:
1. Qualitative Requirements

32
 THIS BLOCK IS FOR IDENTIFICATION PURPOSES ONLY
NAME OF TRAINEE
PRINTED NAME (Last, First, Middle Initial) INITIALS (Written) SSAN (last four)

PRINTED NAME OF TRAINER, CERTIFYING OFFICIAL AND WRITTEN INITIALS

N/I N/I

N/I N/I

N/I N/I

N/I N/I

N/I N/I

N/I N/I
ATTACHMENT 1

QUALITATIVE REQUIREMENTS

Behavioral Statement STS Coding System

Code Definition
K Subject Knowledge Training - The verb selection identifies the individual's ability to identify facts,
state principles, analyze or evaluate the subject.

P Performance Training - Identifies that the individual has performed the task to the satisfaction of the
course; however, the individual may not be capable of meeting the field requirements for speed and
accuracy.
pk Performance Knowledge Training - The verb selection identifies the individual's ability to relate
simple facts, procedures, operating principles and operational theory for the task.

- No training provided in the course or CDC.

X Training is required but not provided due to limitations in resources.

33
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

1. ORGANIZATIONAL
- - - - - - - - - - - -
MANAGEMENT

1.1. PERSONNEL MANAGEMENT

Description: The development and enhancement of an individual's capability in support of the assigned organization's mission.

Supporting Competencies: Accountability, Develops People

Relationship Building, Decision Making

TR: AFI 1-1, AFH 36-2643, AFMAN 36-2100, CFETP 3F2X1, AFECD, ETCA, DAFMAN 36-2689, DAFH 33-337

1.1.1. PERSONNEL MANAGEMENT BASIC

Required Behaviors:
1) Makes decisions at lowest level and elevates issues through appropriate chain of command
2) Maintains individual accountability and encourages peer accountability to successfully execute duties, instructions, and responsibilities
3) Provides first line support for customer inquiries in support of unit, training mission, and CC priorities

Criteria:
Reach of Influence: Individual

1.1.1.1. Articulate roles &

responsibilities in the unit's 1 5 - K - - -
mission

1.1.1.2. Identify decision

point(s) on elevating matters of 1 5 - K
concern
- - -
1.1.1.3. Communicate personnel
issues at the appropriate chain 1 5 - pk - - -
of command levels
1.1.1.4. Perform key duties
2 5 - - - - -
autonomously
1.1.1.5. Integrate USAF Core
Values and foundational 2 - - - - - -
principles into duties
1.1.1.6. Pursue mission related
development and learning 2 - - - - - -
opportunities

34
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

1.1.1.7. Articulate the mission

of each work center (AFSC) 3 5 - - - - -
within the unit
1.1.1.8. Describe customer
3 5 - - K - -
service responsibilities

1.1.1.9. Refer customer

inquiries to the appropriate 3 5 - K - - -
resource/agencies
1.1.2. PERSONNEL MANAGEMENT INTERMEDIATE
Required Behaviors:
1) Leads personnel within a section and provides feedback, internal training, and development opportunities for subordinates
2) Manages and advocates for readiness of personnel to meet local in-garrison and UTC requirements

Criteria:
Reach of Influence: Unit/Groups

1.1.2.1. Assess personnel's

capability to fulfill role and 1 7 - - - - -
responsibilities

1.1.2.2. Provide personal and

professional feedback to 1 7 - - - - -
enhance mission readiness

1.1.2.3. Encourage and provide

opportunities for mission-related
1 - - - - - -
development and learning
opportunities

1.1.2.4. Identify functional and

personnel readiness
2 7 - - - - -
requirements (e.g., UTC
posture, line items)

1.1.2.5. Ensure subordinates

complete mandatory readiness,
2 - - - - - -
qualification, and upgrade
training requirements
1.1.2.6. Validate that
subordinates meet core 2 - - - - - -
competencies

35
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

1.1.3. PERSONNEL MANAGEMENT ADVANCED

Required Behaviors:
1) Identifies and capitalizes on opportunities for members to participate in experiential learning to foster multi-capable Amn strategies
2) Encourages collaboration by fostering a team environment to generate new ideas for programs and process improvement
3) Employs personnel to meet mission training requirements

Criteria:
Reach of Influence: Wing/Institutional

1.1.3.1. Implement career

1 7 - - - - -
broadening plan

1.1.3.2. Institute conflict

2 - - - pk - -
management principles
1.1.3.3. Promote collaboration
2 - - - - - -
and networking opportunities

1.1.3.4. Foster diversity and

inclusion dynamics for team 2 - - - pk - -
development

1.1.3.5. Establish performance

standards and analyze the
3 7 - - - - -
development needs for
personnel
1.1.4. PERSONNEL MANAGEMENT EXPERT
Required Behaviors:
1) Vectors personnel for career broadening opportunities and assignments to support mission requirements and personnel development
2) Develops human capital strategies for support of mission priorities

Criteria:
Reach of Influence: MAJCOM/AF-Level/Industry

1.1.4.1. Align personnel

strengths with emerging 1 - - - - - -
opportunities
1.1.4.2. Institute vectored career
1 - - - - - -
field positions
1.1.4.3. Design and certify a
2 - - - - - -
career broadening plan
1.1.4.4. Design vectored
2 - - - - - -
position selection strategies

36
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

1.1.4.5. Disseminate career

2 - - - - - -
broadening opportunities
1.1.4.6. Assess potential
accessions for entry into career 2 7 - - - - -
field
1.2. COACHING
Description: Guiding others to achieve specific personal or professional goals by maximizing an individual's potential.

Supporting Competencies: Communication, Develops People, Analytical Thinking, Flexibility

TR: AFH 1, AFH 36-2643, DAFH 33-337

1.2.1. COACHING BASIC

Required Behaviors:
1) Actively listens, delivers feedback, and provides resources for an individual's development
2) Identifies self-limitations and proactively seeks assistance to aid individuals in complex situations

Criteria:
Consistency of Application: Sustained application of competency overtime

1.2.1.1. Establish rapport and

1 - - - - - -
obtain background information

1.2.1.2. Display active listening

skills and appropriate non- 1 - - - - - -
verbals

1.2.1.3. Practice coaching

techniques to encourage 1 5 - - pk - -
discussion and participation

1.2.1.4. Promote root-cause

1 - - - pk - -
analysis

1.2.1.5. Guide individuals to

1 - - - - - -
identify possible solutions

1.2.1.6. Refer agency resources

1 - - - - - -
for individual development

1.2.1.7. Seek feedback on

coaching blind spots and 2 - - - pk - -
unconscious biases

37
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

1.2.1.8. Mitigate impacts of

2 - - - pk - -
coaching blind spots
1.2.1.9. Incorporate growth
mindset into coaching 2 - - - - - -
techniques
1.2.2. COACHING INTERMEDIATE
Required Behaviors:
1) Utilizes questioning techniques and guides individuals to create personalized goals
2) Builds interpersonal skills with the focus on the development of emotional and social intelligence
3) Assesses progress and offers observational feedback to personalize goal paths to each individual

Criteria:
Consistency of Application: Sustained application of competency over time in a variety of situations

1.2.2.1. Demonstrate
1 - - - - - -
professional interpersonal skills

1.2.2.2. Utilize open-ended

1 5 - - - - -
questioning techniques
1.2.2.3. Seek avenues to develop
2 - - - - - -
emotional intelligence skills
1.2.2.4. Assist in creation of
3 - - - - - -
individual accountability plan

1.2.2.5. Produce battle rhythm

3 - - - - - -
for follow-up (if necessary)
1.2.3. COACHING ADVANCED
Required Behaviors:
1) Adjusts coaching techniques to meet delivery challenges by offering alternatives and back up plans

Criteria:
Consistency of Application: Sustained application of competency over time in complex situations

1.2.3.1. Promote best practices,

methodologies, and tools
1 7 - - - - -
impacting goal setting and
achievements

1.2.3.2. Tailor coaching

approaches dependent on 1 7 - - - - -
personnel differences

38
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

1.2.3.3. Assist members in

1 - - - - - -
developing solution alternatives

1.2.3.4. Guide member toward

establishing realistic 1 - - - - - -
expectations/outcomes
1.2.4. COACHING EXPERT
Required Behaviors:
1) Adopts and customizes new concepts, delivery, and approaches to create effective and versatile coaches

Criteria:
Consistency of Application: Able to innovate and formulate strategies; able to model/guide/teach others the competency of how to apply the
competency

1.2.4.1. Implement coaching

methodologies using guides,
1 - - - - - -
seminars, and personal
assessments to develop coaches

1.2.4.2. Pursue and promote

industry-leading coaching 1 - - - - - -
enhancement opportunities
1.3. RESOURCE MANAGEMENT
Description: Identifying and acquiring personnel, equipment, tools, funds, assets, supplies, facilities etc. to achieve an objective.

Supporting Competencies: Communication, Organizational Awareness, Decision Making, Strategic Thinking

TR: AFI 36-2650, AFI 38-101, AFMAN 36-2100, DAFH 33-337, DAFI 36-2110, DAFMAN 36-2689

1.3.1. RESOURCE MANAGEMENT BASIC

Required Behaviors:
1) Identifies specific materials, equipment, personnel, funding, etc. needed to achieve an objective
2) Secures equipment, materials, and funding to accomplish program objectives

Criteria:
Impact on: Specific workplace tasks

1.3.1.1. Identify work center

resource deficiencies that hinder 1 - - K - - -
training capability

1.3.1.2. Identify and document

1 - - - - - -
office resource requirements

39
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

1.3.1.3. Coordinate with

appropriate agencies to request
2 5 - - pk - -
training resources and
manpower
1.3.2. RESOURCE MANAGEMENT INTERMEDIATE
Required Behaviors:
1) Coordinates with appropriate agencies to obtain resources for specific project or program
2) Prepares documents and provides justification to support procurement of resources in order to meet program requirements
3) Elevates resource deficiencies when mission capabilities will be impacted
4) Establishes procedures and enforces compliance for applicable agencies to utilize assigned resources

Criteria:
Impact on: Specific workplace projects

1.3.2.1 Coordinate resource

requirements to facilitate 1 5 - - pk - -
mission execution
1.3.2.2. Develop and submit
2 - - - - - -
unfunded requests to leadership
1.3.2.3. Generate funding
requests to meet mission 2 5 - - pk - -
requirements

1.3.2.4. Develop annual training

budget to secure resources for
2 5 - - pk - -
day-to-day operations and
program management

1.3.2.5. Review key components

of manning documents and
3 7/R - - pk - -
address manpower shortfalls
(e.g., OCR/MCR)

1.3.2.6. Communicate training

3 - - - - - -
resource gaps to leadership

1.3.2.7. Establish procedures to

manage and utilize available 4 - - - - - -
resources

40
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

1.3.3. RESOURCE MANAGEMENT ADVANCED

Required Behaviors:
1) Forecasts changes to manpower, budget, equipment, etc. and advocates for resources to accomplish the objectives
2) Collaborates with multi-level leaders to resolve resource changes and shortfalls in order to meet the organizations program objectives
3) Identifies and resolves manpower, materials, and funding shortfalls

Criteria:
(Impact on: Management decisions

1.3.3.1. Project impacts of

personnel movements on the 1 7/R - - pk - -
mission
1.3.3.2. Advocate for resources
outside of normal POM cycle
1 - - - - - -
(e.g., unfunded, fallout, and
innovation)
1.3.3.3. Elevate and explain
potential impacts of HHQ 2 - - - - - -
enlisted grade review

1.3.3.4. Deconflict resource

constraints by communicating
2 - - - - - -
with stakeholders for
prioritization plan

1.3.3.5. Project for and request

additional support to mitigate 3 - - - - - -
personnel shortages

1.3.3.6. Develop mitigation

strategies to minimize impact of 3 7 - - pk - -
resource shortfalls
1.3.4. RESOURCE MANAGEMENT EXPERT
Required Behaviors:
1) Manages career field manning to balance fiscal constraints against mission demands
2) Coordinates manpower studies to determine proper authorizations, assignments, priorities, and projections
3) Guides and advocates innovation efforts to streamline and improve training resources (e.g., training systems, equipment, manpower) to
enhance objectives and program management

Criteria:
Impact on: AF-level practices/within industry

41
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

1.3.4.1. Validate and approve

changes to HHQ enlisted grade 1 - - - - - -
review
1.3.4.2. Analyze manning levels
and impacts on total force
1 - - - - - -
capabilities within AF
constraints
1.3.4.3. Coordinate with
appropriate agencies to evaluate
2 - - - - - -
manpower standards and resolve
concerns
1.3.4.4. Balance manpower
capabilities with authorized 2 7/R - - - - -
funded allocations
1.3.4.5. Justify manpower
movements to appropriate 2 7/R - - - - -
stakeholders
1.3.4.6. Incorporate strategic
vision objectives' impact on 2 - - - - - -
manpower authorizations
1.3.4.7. Implement industry best
3 - - - - - -
practices

1.3.4.8. Prioritize resourcing for

3 - - - - - -
innovation projects

1.3.4.9. Encourage enterprise-

3 - - - - - -
wide innovation mindset

2. COMMUNICATION
2.1. COMMUNICATION
Description: Presenting clear, concise, and meticulous verbal and written information through active listening and clear messaging, to
achieve mission goals, improve processes, and eliminate errors.

Supporting Competencies: Relationship Building, Accountability, Precision, Flexibility

TR: DAFI 90-160, DAFMAN 36-2689, DAFH 33-337, AFMAN 33-326

42
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

2.1.1. COMMUNICATION BASIC

Required Behaviors:
1) Employs communication methods and tools (e.g., written, verbal, and electronic formats) to effectively manage unit programs
2) Presents clear, accurate, error free communication in support of the customer
3) Informs stakeholders on program status and overall health to ensure mission effectiveness

Criteria:
Consistency of Application: Sustained application of competency overtime

2.1.1.1. Identify and apply

communication techniques IAW
approved guidance and source 1 - - P - - -
references, (e.g., verbal, visual,
and written, etc.)

2.1.1.2. Utilize digital

1 5 ♦ P - - -
applications for communication
2.1.1.3. Apply OPSEC and
COMSEC through all forms of 1 - ♦ - - - -
communication
2.1.1.4. Provide presentations to
inform personnel on program
2 5 - P - - -
requirements (e.g., verbal,
visual, and written, etc.)

2.1.1.5. Convey clear and

concise communications 2 5 - P - - -
(verbal, visual, and written)

2.1.1.6. Communicate with a

positive physical presence to
2 5 - P - - -
ensure body language is open
and approachable

2.1.1.7. Clearly communicate

2 - ♦ - - - -
status and turn over

2.1.1.8. Identify proper email

2 - - - K - -
and social media etiquette

2.1.1.9. Speak to an individual

or audience in an engaging and 2 5 - P - - -
clear manner

43
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

2.1.1.10. Communicate
milestones and outcomes with
3 5 - - - - -
internal and external
stakeholders
2.1.1.11. Identify local
procedures for communicating 3 - ♦ - - - -
with the chain of command
2.1.2. COMMUNICATION INTERMEDIATE
Required Behaviors:
1) Collaborates with personnel and shares information to keep stakeholders and customers actively engaged
2) Tailors communication techniques to address identified concerns or desires to various or diverse audiences to ensure message is received
in a non-hostile manner
3) Utilizes all five types of communication (e.g., written, visual, verbal, non-verbal, and active listening) to provide integrated ideas,
direction or support across an organization in order to meet mission priorities

Criteria:
Consistency of Application: Sustained application of competency over time in a variety of situation

2.1.2.1. Utilize approved and

appropriate communication
systems to engage with and 1 5 - - - - -
disseminate information to
customers

2.1.2.2. Develop relationships

and builds a professional 1 5 - - - - -
network

2.1.2.3. Recognize
differences/similarities in target 2 - - - - - -
audience and adjust delivery

2.1.2.4. Apply conflict

management resolution 2 7 - - - - -
techniques

2.1.2.5. Recognize unconscious

bias and utilize techniques to 2 5 - - - - -
overcome obstacles

44
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

2.1.2.6. Anticipate and adapt to

technical difficulties by creating
alternate communication means
(e.g., rehearse brief, familiarity 2 5 - - - - -
with content, back-up
presentation methods, paper
copies)

2.1.2.7. Conduct research,

compile information, and
3 5 - - - - -
provide a comprehensive
presentation

2.1.2.8. Apply interpersonal

skills (e.g., emotional
intelligence, non-verbal, tone, 3 5 - - - - -
volume, and words) to direct,
inform, and persuade
2.1.2.9. Utilize verbal and non-
verbal techniques to show and
keep attention of the stakeholder
3 5 - P - - -
(e.g., open-ended and
exploratory questions, eye
contact)
2.1.2.10. Utilize active listening
3 5 - - - - -
techniques
2.1.2.11. Identify and select
optimal forms of
communication to ensure 3 5 - - - - -
successful messaging (e.g.,
written, visual, verbal)
2.1.3. COMMUNICATION ADVANCED
Required Behaviors:
1) Initiates cross-organizational communication to synchronize actions and behaviors to achieve a cohesive objective
2) Interprets highly technical subjects or ambiguous information from multiple sources to affect program changes or improvements
3) Identifies and employs new methods of communication to effectively transfer information throughout organizations

Criteria:
Consistency of Application: Sustained application of competency over time in complex situations

2.1.3.1. Perform an after-action

assessment (hot wash, debrief, 1 7 - - - - -
etc.) on major projects

45
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

2.1.3.2. Resolve
complaints/disagreements and
1 7 - - - - -
communicate those actions to all
parties involved

2.1.3.3. Seek ideas, concerns,

1 - - - - - -
and questions from others

2.1.3.4. Manage and

communicate project risks,
1 7 - - - - -
failures, or setbacks with
stakeholders

2.1.3.5. Formulate and deliver

comprehensive courses of action
1 7 - - - - -
to inform the decision-making
authority

2.1.3.6. Leverage negotiation

1 7 - - - - -
techniques to achieve consensus

2.1.3.7. Incorporate leadership

vision into task assignment and 2 7 - - - - -
execution

2.1.3.8. Identify the needs and

goals of leadership and other 2 - - - - - -
stakeholders

2.1.3.9. Establish and maintain

expectations for internal and
external stakeholders 2 - - - - - -
concerning participation, project
updates, and objectives/goals

2.1.3.10. Consider Volatile,

Uncertain, Complex,
Ambiguous (VUCA) challenges 2 - - - - - -
while developing/executing
communication strategy

2.1.3.11. Anticipate potential

questions or concerns to provide
2 5 - pk - - -
leadership with additional
supporting data when presenting

46
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

2.1.3.12. Investigate and utilize

emerging techniques to
3 7 - - - - -
overcome communication
barriers
2.1.4. COMMUNICATION EXPERT
Required Behaviors:
1) Develops and delivers complex information to translate strategic intent into operational guidance to meet organizational priorities
2) Guides personnel on utilization of various communication methods and tools in order to deliver desired message

Criteria:
Consistency of Application: Able to innovate and formulate strategies: able to model/guide/teach others the competency of how to apply the
competency

2.1.4.1. Translate strategic

messaging into actionable 1 - - - - - -
objectives

2.1.4.2. Formulate and

summarize critical thinking 1 7 - - - - -
perspectives to senior leaders

2.1.4.3. Provide guidance of

2 - - - - - -
strategic messaging at all levels

2.1.4.4. Deliver leadership

orders, guidance and messages 2 - - - - - -
in a professional manner

2.1.4.5. Apply tactics to

influence others in writing, 2 - - - - - -
speaking, and visual means

3. TRAINING
MANAGEMENT
3.1. PROGRAM MANAGEMENT
Description: Managing programs mapped to mission priorities or objectives that improve organizational performance.

Supporting Competencies: Organizational Awareness, Accountability, Information Seeking, Decision Making

TR: AFI 25-201, AFI 36-2650, AFI 38-401, AFI 90-201, AFMAN 33-326, CFETP 3F2X1, DAFH 33-337, DAFMAN 36-2689,
HOI 90-1 attach 3

47
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

3.1.1. PROGRAM MANAGEMENT BASIC

Required Behaviors:
1) Articulates procedures and standards on applicable programs to inform leaders on program status
2) Applies project management techniques to execute program requirements to assist personnel
3) Safeguards information to ensure data integrity and personnel privacy

Criteria:
Impact on: Specific workplace tasks

3.1.1.1. Articulate roles and

responsibilities for program 1 5 - - pk - -
stakeholders

3.1.1.2. Adhere to program

standardization process to 1 - - - - - -
ensure compliance

3.1.1.3. Perform follow up

actions based on timeline and 1 5 - - pk - -
milestones

3.1.1.4. Collect, organize, and

1 5 - - pk - -
supply deliverables

3.1.1.5. Track timelines and

2 5 - - pk - -
milestones to meet objectives

3.1.1.6. Utilize project

management tools to gather data 2 5 - - pk - -
and generate reports

3.1.1.7. Visit work centers to

2 - - - - - -
establish rapport

3.1.1.8. Manage system

accounts to maintain 3 5 - - pk - -
accountability and access

3.1.1.9. Identify ways to

safeguard information of unit 3 5 - - pk - -
personnel

48
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

3.1.1.10. Identify and address

3 - - - - - -
system issues
3.1.2. PROGRAM MANAGEMENT INTERMEDIATE
Required Behaviors:
1) Utilizes time management to effectively oversee a multitude of programs for organizational mission accomplishment
2) Integrates routine operations while adapting to program revisions for seamless execution of requirements in support of customers

Criteria:
Impact on: Specific workplace projects

3.1.2.1. Develop timelines and

1 7 - - - - -
milestones to meet objectives

3.1.2.2. Prioritize appropriate

tasks across multiple program 1 7 - - - - -
requirements

3.1.2.3. Apply knowledge and

application of program
1 - - - - - -
management methodology and
techniques

3.1.2.4. Communicate delays

and propose solutions with
1 5 - - - - -
stakeholders to mitigate mission
impact

3.1.2.5. Troubleshoot system

2 5 - - - - -
issues for users

3.1.2.6. Interpret policy and

guidance to assist w/ program 2 - - - - - -
development standardization

3.1.2.7. Approve and

2 5 - - - - -
disseminate deliverables

3.1.2.8. Consolidate and submit

program improvement
2 - - - - - -
recommendations to next higher
level or appropriate office

49
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

3.1.2.9. Utilize trend analysis to

provide resolution for frequent 2 - - - - - -
user errors/issues

3.1.2.10. Identify and adhere to

formal agreements (MOU, 2 - - - pk - -
MOA, SOP, OI, etc.)

3.1.2.11. Identify and explain

program management tools and
2 - - - - - -
resources to standardize
utilization
3.1.3. PROGRAM MANAGEMENT ADVANCED
Required Behaviors:
1) Partners with higher-level leadership to provide recommended courses of actions and enhancements
2) Solves program challenges to achieve mission priorities

Criteria:
Impact on: Management decisions

3.1.3.1. Leverage data to

identify and mitigate program
1 - - - - - -
deficiency to ensure continual
process improvement

3.1.3.2. Inform and recommend

program changes to decision 1 - - - - - -
makers
3.1.3.3. Develop local processes
to align program with
2 - - - - - -
installation requirements and
resources
3.1.3.4. Analyze standardized
program processes to identify
2 - - - - - -
where local deviations are
required

3.1.3.5. Execute program self-

2 - - - - - -
assessment to resolve shortfalls

50
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

3.1.4. PROGRAM MANAGEMENT EXPERT

Required Behaviors:
1) Solves program limitations and directs revisions for enterprise-wide success
2) Advises and coordinates with policy managers outside the functional community to advocate for program implementation across the
enterprise

Criteria:
Impact on: Air Force level practices/within industry

3.1.4.1. Research and advocate

for industry technologies
1 - - - - - -
applicable to career field
programs

3.1.4.2. Establish enterprise-

wide standard operating
1 - - - - - -
procedures (SOP) across policy
and doctrine

3.1.4.3. Explain and disseminate

strategic messaging to educate 2 - - - - - -
stakeholders

3.1.4.4. Incorporate historical

trends and future requirements 2 - - - - - -
in decision-making practices

3.1.4.5. Collaborate with cross

functional SMEs to identify best 2 - - - - - -
practices and future projects

3.2. UPGRADE TRAINING AND QUALIFICATION

Description: Focused execution of an individual's career progression in their skills, knowledge, abilities, and other characteristics
manifested in behaviors to accomplish the mission within their specific functional community.

Supporting Competencies: Develops People, Organizational Awareness, Accountability, Information Seeking

TR: DAFMAN 36-2689, DAFI 90-160, UTM PSDG, LMS QRGs, AFI 36-2650, DAFH 36-2675, DAFMAN 36-2664

51
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

3.2.1. UPGRADE TRAINING AND QUALIFICATION BASIC

Required Behaviors:
1) Conducts interviews to identify training needs to meet training requirements
2) Tracks training requirements for assigned personnel to ensure qualifications are met
3) Manages and updates applicable training systems to ensure information accuracy
4) Reports training data to enable senior leaders to make informed decision and provide corrective actions

Criteria:
Consistency of Application: Sustained application of competency over time

3.2.1.1. Identify individual

training requirements for 1 5 - K K - -
assigned AFSCs

3.2.1.2. Interview newly

assigned personnel to identify 1 5 - P pk - -
current training status

3.2.1.3. Document training

2 5 - P pk - -
status on the OJT roster

3.2.1.4. Analyze an On-the-Job

Training (OJT) roster to track 2 5 - P pk - -
members training status

3.2.1.5. Track and report

ancillary training requirements 2 5 - P pk - -
for assigned personnel

3.2.1.6. Manage mandatory

training requirements (CDCs,
2 5 - P pk - -
DL courses, advanced courses,
core tasks, etc.)

3.2.1.7. Schedule personnel for

training using established 2 5 - - pk - -
guidance and processes

3.2.1.8. Maintain training

2 5 - pk pk - -
records

3.2.1.9. Review applicable

publication and inform
2 - - P pk - -
supervisors of CFETP, STS and
AFJQS changes

52
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

3.2.1.10. Review and process

3 5 - P pk - -
training forms

3.2.1.11. Update TSC and

AFSC in accordance with 3 5 - P pk - -
prescribed guidance

3.2.1.12. Update Date Initially

Entered Retraining (DIERT) for 3 5 - P pk - -
applicable personnel

3.2.1.13. Update Learning

Management Systems for 3 5 - P pk - -
assigned personnel

3.2.1.14. Conduct Training

Performance Metrics (TPM) 4 5 - P pk - -
briefing with leadership

3.2.2. UPGRADE TRAINING AND QUALIFICATION INTERMEDIATE

Required Behaviors:
1) Assesses work center priorities to help create accurate training plans
2) Advises and assists assigned personnel in completing their responsibilities to meet training requirements
3) Coordinates training for assigned personnel and collaborates with training providers to support mission readiness

Criteria:
Consistency of Application: Sustained application of competency over time in variety of situations

3.2.2.1. Monitor and evaluate

1 5 - - pk - -
effectiveness of training

3.2.2.2. Assist with developing a

1 - - P - - -
training plan

3.2.2.3. Conduct training

2 5 - P pk - -
meetings and document minutes

3.2.2.4. Communicate with

2 5 - - pk - -
supervisor on trainee progress

3.2.2.5. Visit work center to

build rapport and assess training 2 5 - - pk - -
environment

53
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

3.2.2.6. Assist supervisors in

developing corrective action
2 5 - - pk - -
plan for personnel who fail to
progress in training

3.2.2.7. Coordinate formal

training requests including 3 - - - - - -
Mobile Training Teams (MTT)

3.2.2.8. Identify lack of training

3 - - - - - -
capability
3.2.2.9. Coordinate AFTC 3 5 - - pk - -
3.2.3. UPGRADE TRAINING AND QUALIFICATION ADVANCED
Required Behaviors:
1) Forecasts education and training requirements to determine validity and attainability
2) Interprets and communicates strategic vision and training guidance to enable customers in meeting requirements

Criteria:
Consistency of Application: Sustained application of competency over time in complex situations

3.2.3.1. Direct Data Calls 1 - - - - - -

3.2.3.2. Provide guidance and

policy interpretation to 2 - - - - - -
subordinate units
3.2.4. UPGRADE TRAINING AND QUALIFICATION EXPERT
Required Behaviors:
1) Develops and updates training policies and procedures to improve training effectiveness
2) Consults with stakeholders to develop innovative solutions to enhance the organization’s training program

Criteria:
Consistency of Application: Able to innovate and formulate strategies; able to model/guide/teach other the competency of how to apply the
competency

3.2.4.1. Develop training

1 - - - - - -
guidance and policy

3.2.4.2. Analyze and monitor

training data and updates policy 1 - - - - - -
as needed

54
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

3.2.4.3. Realign career field

training priorities using
1 - - - - - -
evaluation data and feedback
from the field

3.2.4.4. Collaborate with

stakeholders to resolve 2 - - - - - -
problems with training
3.2.4.5. Advocate for functional
community, addressing issues,
and coordinating specialty 2 - - - - - -
concerns across various staffs

3.3. COURSE MANAGEMENT

Description: Deliberate administration of formal and informal programs to comply with the needs and standards of the individual's
continuum of learning.

Supporting Competencies: Information Seeking, Organizational Awareness, Initiative, Flexibility

TR: DAFMAN 36-2689, AFMAN 36-2100, ETCA, AFI 36-2650, AFMAN 33-326, DAFH 36-2675, DAFMAN 36-2664

3.3.1. COURSE MANAGEMENT BASIC

Required Behaviors:
1) Identifies course needs for assigned personnel for continued advancement
2) Communicates with key stakeholders and validates training requests for upgrade and qualification needs
3) Schedules training events based on identified requirements for progression in the continuum of learning

Criteria:
Impact on: Specific workplace task

3.3.1.1. Identify training for

assigned personnel to meet 1 5 - - K - -
mission requirements

3.3.1.2. Notify stakeholders of

2 - - - - - -
training needs

3.3.1.3. Advise leadership of

mission impact due to training 2 - - - - - -
shortfalls

3.3.1.4. Compile training needs

and validate prerequisites,
2 5 - - pk - -
mission requirements, and
availability

55
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

3.3.1.5. Follow local process

3 5 - - pk - -
and guidance to request training

3.3.1.6. Secure training for

assigned personnel to meet 3 5 - - pk - -
mission requirements
3.3.2. COURSE MANAGEMENT INTERMEDIATE
Required Behaviors:
1) Consolidates course requests to build class schedules and commits resource allocations to meet training demands
2) Disseminates schedules and course information to maximize course utilization
3) Collaborates with outside agencies to obtain allocations and budget management to meet training demands

Criteria:
Impact on: Specific workplace projects

3.3.2.1. Initiate training forecast

1 5 - - pk - -
with supported agencies

3.3.2.2. Compile training

1 5 - - pk - -
forecast needs

3.3.2.3. Build class based on

course parameters and mission 1 - - - - - -
needs

3.3.2.4. Secure resources to

1 - - - - - -
meet training demands

3.3.2.5. Publish and disseminate

schedules to ensure members
2 - - - - - -
and leaders receive class
information

3.3.2.6. Identify training

3 - - - - - -
capability shortfalls

3.3.2.7. Foster relationship with

outside agencies to acquire 3 - - - - - -
additional allocations
3.3.2.8. Collaborate with
resource advisor to acquire
3 - - - - - -
funding to meet training
demands

56
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

3.3.3. COURSE MANAGEMENT ADVANCED

Required Behaviors:
1) Develops guidelines and directives for course management utilization and publishes guidance through various platforms
2) Implements prerequisites parameters and determines equitable allocations of demands

Criteria:
Impact on: Management decisions

3.3.3.1. Establish course

1 - - - - - -
scheduling and request process

3.3.3.2. Publish guidance to

1 - - - - - -
stakeholders

3.3.3.3. Advertise nominative

opportunities to key leaders for
1 - - - - - -
highly coveted courses to
develop talent

3.3.3.4. Identify course and

2 - - - - - -
application requirements

3.3.3.5. Establish prioritization

2 - - - - - -
gates and distribution equity
3.3.4. COURSE MANAGEMENT EXPERT
Required Behaviors:
1) Generates needs assessment for new training demands
2) Advocates for new course requirements and resources specified for developmental needs in the career field
3) Implements course validation policy for target audience

Criteria:
Impact on: Air Force level practices/within industry

3.3.4.1. Survey training needs 1 - - - - - -

3.3.4.2. Collaborate with

subject-matter experts to 1 - - - - - -
confirm training requirements

3.3.4.3. Determine need for

2 - - - - - -
course update or creation

57
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

3.3.4.4. Prioritize resource

allocations to address
2 - - - - - -
progressive enterprise-wide
requirements
3.3.4.5. Establish validation
3 - - - - - -
plan
3.4. TESTING MANAGEMENT
Description: Enforcing academic integrity by executing testing processes.

Supporting Competencies: Accountability, Precision, Digital Literacy, Results Focused

TR: AFI 38-401, AFI 36-2650, DAFMAN 36-2664, DAFMAN 36-2689

3.4.1. TESTING MANAGEMENT BASIC

Required Behaviors:
1) Executes testing procedures to enable testing facility process
2) Directs customers to appropriate and pertinent study material and resources to ensure preparedness

Criteria:
Impact on: Specific Workplace Task

3.4.1.1. Identify, interpret, and

articulate regulatory guidance 1 - * - - - -
for test procedures

3.4.1.2. Proctor testing IAW

1 - * - - - -
applicable directives

3.4.1.3. Validate and follow post

test administration and 1 - * - - - -
disposition procedures

3.4.1.4. Determine customer

2 - * - - - -
requirements

3.4.1.5. Advise customers of

2 - * - - - -
resources for test preparation

58
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

3.4.2. TESTING MANAGEMENT INTERMEDIATE

Required Behaviors:
1) Maintains current test facility validation to ensure test security, integrity, and inventory
2) Standardizes the process for test preparation, facilitation, and uploading completion for education advancement

Criteria:
Impact on: Specific Workplace Projects

3.4.2.1. Conduct inventories on

assigned test facility 1 - * - - - -
accountable assets

3.4.2.2. Enforce policies to

secure and validate testing 1 - * - - - -
environment

3.4.2.3. Establish security

measures to ensure testing 1 - * - - - -
procedure integrity

3.4.2.4. Develop local process to

standardize testing
2 - * - - - -
administration and disposition
procedures

3.4.3. TESTING MANAGEMENT ADVANCED

Required Behaviors:
1) Analyzes reliability and accuracy of tests to provide recommendations to senior leadership
2) Identifies improvements and implements schedule and procedure revisions to accommodate mission demands
3) Executes necessary actions to support test compromise procedures

Criteria:
Impact on: Management decisions

3.4.3.1. Formulate and deliver

comprehensive CoAs to inform
1 - - - - - -
the decision-making authority
on test validity

3.4.3.2. Report test change

recommendation to appropriate 1 - - - - - -
authorities

3.4.3.3. Conduct trend analysis

1 - - - - - -
to identify testing inaccuracies

59
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

3.4.3.4. Apply process

improvement to identify and
implement local process 2 - * - - - -
changes to alleviate mission
shortfalls
3.4.3.5. Execute applicable
guidance when test compromise 3 - * - - - -
is suspected

3.4.3.6. Implement procedures

to prevent and identify test 3 - * - - - -
compromise

3.4.4. TESTING MANAGEMENT EXPERT

Required Behaviors:
1) Builds relationships with neighboring testing centers to maintain alternative options
2) Develops and implements test management guidance to maintain academic integrity

Criteria:
Impact on: AF-level practices/within industry

3.4.4.1. Identify and foster

relationships with alternative
1 - - - - - -
testing centers to minimize
negative mission impact

3.4.4.2. Collaborate with

alternative testing centers to
1 - - - - - -
share best practices, templates,
and resources

3.4.4.3. Develop, revise, and

validate policy governing test 2 - - - - - -
management procedures

4. INSTRUCTIONAL
SYSTEMS DESIGN (ISD)

60
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CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

4.1. CURRICULUM MANAGEMENT

Description: Designing and implementing instructional materials that meet mission objectives.

Supporting Competencies: Creative Thinking, Analytical Thinking, Strategic Thinking, Results Focused

TR: AFH 1, AFI 36-2650, DAFH 36-2675, DAFMAN 36-2689,

4.1.1. CURRICULUM MANAGEMENT BASIC

Required Behaviors:
1) Coordinates with stakeholders and subject matter experts to identify desired learning outcomes
2) Identifies training strategies aligning with learning outcomes to meet objectives
3) Integrates existing training materials into the design process to preserve resources

Criteria:
Consistency of Application: Sustained application of competency over time

4.1.1.1. Organize and facilitate

1 - - - - - -
curriculum advisory committee

4.1.1.2. Develop objectives and

Course Control Documents 1 - - - - - -
(CCD)

4.1.1.3. Design learning

objectives based off of desired 2 - - - - - -
learning outcomes

4.1.1.4. Integrate diversity and

2 - - - - - -
inclusion into course content

4.1.1.5. Coordinate training

resources and deconflict
3 - - - - - -
organizational priorities to align
with scheduling needs

4.1.1.6. Utilize available

resources/templates for course 3 - - - - - -
design and execution

61
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

4.1.2. CURRICULUM MANAGEMENT INTERMEDIATE

Required Behaviors:
1) Conducts task and learning analysis to identify requirements
2) Applies the steps of the instructional design process to build training materials in a variety of delivery platforms
3) Compiles data to make necessary adjustments to the instructional system
4) Develops assessment tools to identify and measure occupational requirements

Criteria:
Consistency of Application: Sustained application of competency over time in a variety of situations

4.1.2.1. Produce needs

assessment to determine 1 - - - - - -
shortfalls

4.1.2.2. Analyze resource

1 - - - - - -
availability

4.1.2.3. Analyze instructional

goals using required resources 1 - - - - - -
for target audiences

4.1.2.4. Define measurable

actions to accomplish 1 - - - - - -
instructional goals

4.1.2.5. Develop and validate

learning resources by
integrating content and
2 - - - - - -
strategies for producing
guidance and supporting
objectives
4.1.2.6. Implement learning
solution by preparing learning
2 - - - - - -
space and engage learning
environment

4.1.2.7. Ensure the quality of

continuous learning by
formative evaluation prior to
implementation to solidify 3 - - - - - -
resources that satisfy learning
standards accomplishing
instructional goals

62
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

4.1.2.8. Create and utilize

feedback assessment tools for 4 - - - - - -
course instructional analysis
4.1.3. CURRICULUM MANAGEMENT ADVANCED
Required Behaviors:
1) Analyzes data and makes recommendations to improve validity, effectiveness, and efficiency of instructional systems
2) Provides guidance and support to stakeholders and SMEs during the instructional development process
3) Evaluates course outcomes for fulfillment of operational objectives

Criteria:
Consistency of Application: Sustained application of competency over time in complex situations

4.1.3.1. Modernize curriculum

resources and content to adjust
1 - - - - - -
for mission requirements and
policy changes

4.1.3.2. Assess course

curriculum and instructional
1 - - - - - -
efficacy against learning
outcomes and objectives

4.1.3.3. Govern stakeholders

and suggests courses of action
2 - - - - - -
for curriculum development and
implementation

4.1.3.4. Validate execution of

curriculum objectives to sync 3 - - - - - -
with learning outcomes
4.1.4. CURRICULUM MANAGEMENT EXPERT
Required Behaviors:
1) Creates and influences processes that aligns mission, policy, and organizational values for instructional design
2) Teaches personnel on strategies of the instructional system process
3) Integrates emerging and advanced learning theories to make necessary adjustments to the development and design process

Criteria:
Consistency of Application: Able to innovate and formulate strategies; able to model/guide/teach others the competency of how to apply the
competency

63
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

4.1.4.1. Develop guidance and

instruction for curriculum
1 - - - - - -
implementation and training
execution

4.1.4.2. Highlight instructional

curriculum competencies for
1 - - - - - -
customer needs and mission
accomplishment

4.1.4.3. Educate stakeholders on

instructional design process
2 - - - - - -
steps and course development
lifecycle

4.1.4.4. Implement innovative

curriculum design for
3 - - - - - -
implementation of agile learning
outcomes

4.2. INSTRUCTION
Description: Delivering prescribed curriculum designed to develop an individual's skills, knowledge, abilities, and other characteristics
manifested in behaviors.

Supporting Competencies: Communication, Develops People, Flexibility, Relationship Building

TR: AFI 36-2650, DAFH 36-2675, DAFMAN 36-2689

4.2.1. INSTRUCTION BASIC

Required Behaviors:
1) Demonstrates instructional preparedness in the training environment
2) Applies instructional methods and strategies to keep students engaged, on-task, and on-schedule
3) Administers appropriate measurement device to assess student learning
4) Promotes inclusion and creates a safe learning environment for all individuals

Criteria:
Consistency of Application: Sustained application of competency over time

4.2.1.1. Prepare learning

environment and resources for 1 5 - - pk - -
timely curriculum delivery

64
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

4.2.1.2. Review course materials

in preparation to deliver 1 5 - P pk - -
instruction

4.2.1.3. Integrate interactions

and teaching techniques that
2 - - - - - -
promote course standards and
learning objectives

4.2.1.4. Incorporate a variety of

teaching methodologies that
2 - - - - - -
encourage dialog and
participation

4.2.1.5. Apply classroom

management strategies for
2 5 - - pk - -
effective and efficient use of
instructional time

4.2.1.6. Employ approved

metrics for learning objective 3 - - - - - -
evaluations

4.2.1.7. Integrate diversity and

inclusion into course delivery 4 - - - pk - -
and student engagement

4.2.1.8. Promote academic

freedom to encourage student 4 - - - - - -
participation

4.2.1.9. Conduct AFTC as

2 5 - P pk - -
needed
4.2.2. INSTRUCTION INTERMEDIATE
Required Behaviors:
1) Employs multiple strategies that address differing learning styles (e.g., visual, oral, verbal, social, logical, spatial) of personnel
2) Modifies training strategies and instructional techniques based on student feedback and/or limitations
3) Identifies course deficiencies and provides feedback on curriculum content

Criteria:
Consistency of Application: Sustained application of competency over time in a variety of situation

65
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

4.2.2.1. Research learning styles

1 - - - - - -
and preferences of students

4.2.2.2. Implement methods to

meet student learning styles and 1 - - - - - -
preferences

4.2.2.3. Identify student

physical and cognitive 2 5 - - pk - -
limitations to learning

4.2.2.4. Adjust lesson content

and delivery to overcome
2 7 - - - - -
barriers which hinder student
learning

4.2.2.5. Review and process

course critiques to guide
2 5 - - pk - -
instructional strategies and
techniques

4.2.2.6. Analyze course

shortfalls and develop potential 3 - - - - - -
solutions
4.2.2.7. Coordinate and propose
corrective actions with course 3 - - - - - -
developers
4.2.3. INSTRUCTION ADVANCED
Required Behaviors:
1) Researches and implements new instructional techniques and technologies for delivery
2) Establishes adaptable and personalized learning environments dependent on real-time data, direct observation, and interaction with
personnel

Criteria:
Consistency of Application: Sustained application of competency over time in complex situations

4.2.3.1. Incorporate industry and

collegiate level standards into
tools, techniques, and
1 - - - - - -
procedures for student
development and instructional
management design

66
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

4.2.3.2. Demonstrate real-time

flexibility within instructional
2 - - - - - -
strategy and techniques to
achieve lesson objective

4.2.4. INSTRUCTION EXPERT

Required Behaviors:
1) Creates a supportive and challenging learning environment promoting professionalism, reflective practice, self-directed learning, self-
assessment, and lifelong learning
2) Trains personnel and provides feedback on proper techniques to enhance instruction

Criteria:
Consistency of Application: Able to innovate and formulate strategies; able to model/guide/teach others the competency of how to apply the
competency

4.2.4.1. Develop techniques to

encourage student-centered and
1 - - - - - -
collaborative learning
environments

4.2.4.2. Adopt and integrate

emergent learning theories
1 - - - - - -
(experiential, student-centered,
outcomes-based, etc.)

4.2.4.3. Facilitate instructor

growth through personalized
2 - - - - - -
development plans and
instructional evaluation

5. PROGRAM
EFFECTIVENESS
5.1. DATA ANALYTICS
Description: Discovering, interpreting, and communicating significant trends.

Supporting Competencies: Analytical Thinking, Information Seeking, Digital Literacy, Organizational Awareness

TR: DAFMAN 36-2689, DAFI 21-101, AFI 36-2650

67
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

5.1.1. DATA ANALYTICS BASIC

Required Behaviors:
1) Retrieves data and collects statistical inputs for unit requirements and incorporates data for further analysis
2) Compiles data to illustrate training program effectiveness for key leaders
3) Communicates key performance indicators (KPI) for the effective and efficient mission parameters to unit leaders
4) Files and stores empirical data to ensure compliance with program requirements

Criteria:
Scope: Specific Area

5.1.1.1. Review local and Air

Force level policy to identify 1 5 - P pk - -
required training

5.1.1.2. Utilize various data

sources, systems of record, and
1 5 - - pk - -
repositories to download and
review training data

5.1.1.3. Accomplish training

data call for future mission 1 5 - pk pk - -
requirements

5.1.1.4. Apply analytical data

techniques and prepares training 2 5 - P pk - -
visuals for applicable audience

5.1.1.5. Present training visuals

to correlate training data to 3 5 - P pk - -
mission effectiveness

5.1.1.6. Follow records

management 4 5 - - pk - -
policy/guidance/timelines

5.1.2. DATA ANALYTICS INTERMEDIATE

Required Behaviors:
1) Identifies deficiencies and trends to evaluate overall training effectiveness
2) Correlates and differentiates implied statistical data to assist leaders to resolve training deficiencies, issues, and compliance within the
unit

Criteria:
Scope: Integration with concerned areas

68
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

5.1.2.1. Interpret and showcase

data fluctuations for trend
1 - - - - - -
analysis in relation to mission
requirements

5.1.2.2. Audit collected data for

accuracy, accountability, and
2 - - - - - -
usability in order to drive data
driven decisions

5.1.3. DATA ANALYTICS ADVANCED

Required Behaviors:
1) Examines statistical data from lower levels to highlight potential training gaps and determine viable solutions
2) Collaborates with functional community and leadership to determine benchmarked approaches to data provisions for implementation
3) Elevates substandard trends and concerns for solution determinations and guidance

Criteria:
Scope: Integration with organizational strategies

5.1.3.1. Integrate critical

thinking and problem-solving
techniques to identify training 1 7 - - - - -
shortfalls across all assigned
organizations

5.1.3.2. Utilize policy to resolve

training gaps at subordinate 1 7 - - - - -
units

5.1.3.3. Coordinate training and

information to enforce
standardized methods of 2 - - - - - -
conducting data analytics based
on HHQ guidance

5.1.3.4. Partner with internal

and external SME working
2 - - - - - -
groups to assist in resolving data
analytics shortfalls

5.1.3.5. Advocate for additional

resources to enable data driven 3 - - - - - -
decisions

69
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

5.1.3.6. Elevate policy

inefficiencies for data analytics
3 - - - - - -
to HHQ if unable to determine
viable solution

5.1.4. DATA ANALYTICS EXPERT

Required Behaviors:
1) Develops policy for data collection and analysis for achieving statistical objectives
2) Analyzes and interprets external guidance for functional community implementation
3) Enforces standardized approaches in expectations and gate-keeps other functional requirements for field implementation
4) Designs and regulates information timelines and structures channeling standardized execution for enterprise-wide operations

Criteria:
Scope: Integration with AF-level/within industry

5.1.4.1. Research and develop

new guidance to incorporate
1 - - - - - -
data analytics into career field
requirements

5.1.4.2. Establish policy and

process for data collection from 2 - - - - - -
outside sources

5.1.4.3. Incorporate external

agency or industry guidance into 2 - - - - - -
functional data analytics

5.1.4.4. Codify training

instructions for enterprise level 3 - - - - - -
implementation and execution

5.1.4.5. Filter joint regulations

for field implementation and
4 - * - - - -
deconflict functional practices
with DoD expectations

5.1.4.6. Create and disseminate

Plans of Action and Milestones 4 - - - - - -
(POAM) for data execution

70
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

5.2. ASSESSMENTS AND INSPECTIONS

Description: Providing objective and impartial appraisal regarding the condition of a program to continuously improve mission readiness.

Supporting Competencies: Accountability, Communication, Information Seeking, Organizational Awareness

TR: DAFMAN 36-2689, DAFMAN 36-2664

5.2.1. ASSESSMENTS AND INSPECTIONS BASIC

Required Behaviors:
1) Reviews pertinent information to identify training trends and gaps
2) Conducts inspections to evaluate work centers
3) Briefs stakeholders on inspections findings and provides recommended courses of action for improvement in mission readiness
4) Authors assessment reports and publishes for historical data to maintain training effectiveness

Criteria:
Scope: Specific Areas

5.2.1.1. Describe inspection

requirements and timelines 1 5 - - K - -
(CCIP, NSI, UEI, HSI, etc.)

5.2.1.2. Analyze historical

training program and inspection 1 5 - - pk - -
data

5.2.1.3. Conduct self-assessment

2 5 - pk pk - -
to measure compliance

5.2.1.4. Conduct a Staff

Assistance Visit (SAV) to
2 5 - pk pk - -
determine unit training program
health & welfare

5.2.1.5. Recommend
3 5 - - pk - -
improvement areas

5.2.1.6. Compile assessment

4 5 - - pk - -
findings and publishes report

5.2.1.7. Complete follow-up

4 5 - - pk - -
actions

71
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

5.2.2. ASSESSMENTS AND INSPECTIONS INTERMEDIATE

Required Behaviors:
1) Inspects base level programs and presents trend analysis for wing leadership awareness and decision making
2) Re-examines shortfalls in unit training programs and provides assistance to key personnel to implement recommended improvements
3) Composes inspection and assessment reports and elevates findings to leadership for advancement in training programs

Criteria:
Scope: Integration with concerned areas

5.2.2.1. Attend/complete
1 - - - - - -
applicable IG training

5.2.2.2. Observe WIT inspection 1 - - - - - -

5.2.2.3. Perform inspections 1 - - - - - -

5.2.2.4. Identify repeat findings 1 - - - - - -

5.2.2.5. Advise stakeholders on

2 - - - - - -
Corrective Action Plans

5.2.2.6. Identify findings and

educate stakeholders on rebuttal 2 - - - - - -
process

5.2.2.7. Assist in completion of

3 - - - - - -
assessment report

5.2.2.8. Compile findings and

3 - - - - - -
forward to appropriate agency
5.2.3. ASSESSMENTS AND INSPECTIONS ADVANCED
Required Behaviors:
1) Interprets internal assessments to provide sample plans and direction to IG teams
2) Continuously evaluates lower level self-assessment checklists for inclusion in strategic planning
3) Augments face-to-face inspections as directed by command leadership for lower level validation
4) Authors command specific policy and direction to guide inspectors for high interest items and concerns

Criteria:
Scope: Integration with organizational strategies

5.2.3.1. Pre-determine risk-

1 - - - - - -
based sampling strategies

72
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CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

5.2.3.2. Implement continuous

2 - - - - - -
evaluation plan

5.2.3.3. Implement MAJCOM

3 - - - - - -
3F2 IG augmentee plan

5.2.3.4. Determine &

communicate MAJCOM
4 - - - - - -
training inspection priorities
(e.g., CII)

5.2.3.5. Cross-tell best practices

with key stakeholders (e.g., 4 - - - - - -
pertinent oversight authorities)

5.2.3.6. Facilitate waiver

4 - - - - - -
process
5.2.4. ASSESSMENTS AND INSPECTIONS EXPERT
Required Behaviors:
1) Develops policy for inspections and assessments within functional community
2) Creates checklists and criteria used by field to measure training effectiveness
3) Responds and develops inspection adjustments and issues between HHQ and unit level personnel

Criteria:
Scope: Integration with AF-level/within industry

5.2.4.1. Author training

1 - - - - - -
inspection policy

5.2.4.2. Develop checklists for

2 - - - - - -
end user

5.2.4.3. Establish and execute

3 - - - - - -
policy adjustments

5.2.4.4. Request stakeholder

3 - - - - - -
feedback

5.2.4.5. Infuse Career Field

3 - - - - - -
Mission w/HHQ directives

6. EDUCATION SERVICES

73
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CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

6.1. EDUCATION SERVICES

Description: Assisting and advising on educational opportunities and professional development programs.

Supporting Competencies: Communication, Develops People, Service Mindset, Digital Literacy

TR: DAFMAN 36-2689, DAFI 36-2681

6.1.1. EDUCATION BASIC

Required Behaviors:
1) Assists individuals with educational benefits and credentialing opportunities to meet professional and academic goals
2) Updates applicable management systems to ensure records accuracy and educational life cycle

Criteria:
Consistency of Application: Sustained application of competency over time

6.1.1.1. Assist members to seek

additional personal and
professional developmental
1 - * - - - -
opportunities (e.g., professional
credentialing organizations,
education, and training)

6.1.1.2. Inform members on

1 - * - - - -
career broadening opportunities

6.1.1.3. Maintain currency of

approved technological systems
2 - * - - - -
in support of customer
educational development

6.1.1.4. Utilize member

certificates and diplomas to 2 - - - - - -
update records

6.1.2. EDUCATION INTERMEDIATE

Required Behaviors:
1) Counsels individuals on educational benefits, programs, and requirements to meet professional and academic goals
2) Advertises and disseminates academic information to familiarize individuals and communities about educational opportunities

Criteria:
Consistency of Application: Sustained application of competency over time in variety of situations

74
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

6.1.2.1. Identify customer needs

1 - * - - - -
and goals

6.1.2.2. Counsel member on

individual benefits and career 1 - * - - - -
broadening opportunities
6.1.2.3. Distribute academic and
educational data to 2 - - - - - -
organizations
6.1.3. EDUCATION ADVANCED
Required Behaviors:
1) Implements force development programs to ensure personal and professional requirements are met
2) Advises senior leadership on education issues to ensure program integrity and success

Criteria:
Consistency of Application: Sustained application of competency over time in complex situations

6.1.3.1. Recruit and procure

1 - - - - - -
media and facilitators

6.1.3.2. Seek emerging

professional developmental 1 - - - - - -
opportunities

6.1.3.3. Acquire funding to

support developmental 1 - - - - - -
opportunities

6.1.3.4. Establish schedule and

1 - - - - - -
application process for events

6.1.3.5. Advise leadership on

issues impacting educational 2 - - - - - -
benefits
6.1.4. EDUCATION EXPERT
Required Behaviors:
1) Oversees policy and advocates for the education program to provide up to date military and civilian credentialing, processes and
requirements
2) Liaises and coordinates with CCAF, associated colleges, and other educational institutions for completion of educational goals

Criteria:
Consistency of Application: Able to innovate and formulate strategies; able to model/guide/teach others the competency of how to apply the
competency

75
 Deployment * / SEI +
Behavior Match

CBRN/TQT ♦
Core/Cert
1. Tasks, Knowledge and Trng Trng Trainee Trainer Certifier 3- 5- 7- 9-
Technical References Start Complete Initials Initials Initials lvl lvl lvl lvl

6.1.4.1. Author policy for

currency and coordinates for 1 - - - - - -
validity

6.1.4.2. Collaborate with total

force partners for inclusive 1 - - - - - -
policy

6.1.4.3. Audit existing policy

and provides recommended
1 - - - - - -
changes to remedy potential
shortfalls

6.1.4.4. Develop and foster

relationships and open
2 - - - - - -
communication within the
educational community

6.1.4.5. Ensure education

programs meet credentialing 2 - - - - - -
standards

Section B –Course Objective List

Section C - Support Material

There are currently no support material requirements.

Section D - Training Course Index

1. Purpose. This section of the CFETP identifies training courses available for the specialty
and shows how the courses are used by each MAJCOM in their career field training
programs.

2. Air Force In-Residence Courses:

COURSE NUMBER TITLE LOCATION

E3ALR3F231 01AC Education and Training Apprentice Keesler AFB
(*)3AIRTXXXX 0B1A Basic Instructor Course Each TTW
J3AZRTXXXX 0P1A Principles of Instruction Sheppard AFB
J3AZRTXXXX 0D1B Instructional Systems Designer Sheppard AFB
X3AIRXXXXX 0C1A Computer Based Instruction (CBI) Designer Goodfellow AFB
76
 J4AIP3F2X1 DF3A Technical Writer Principles FTD
J3AIRTXXXX 0W1A Technical Writer Sheppard AFB
L3AIRTXXXX 0A1B Analysis, Design, Development, JBSA-Lackland
X3AIRTXXXX 0A1A Implementation, and Evaluation (ADDIE) Goodfellow AFB
J3AIRTXXXX 0A1A Course Sheppard AFB
(*) Indicates Multiple Training Locations

3. Air Force Distance Learning / Mobile Training:

COURSE NUMBER TITLE Method of Delivery
J7AITTXXXX 0B3A Basic Instructor Course MTT
J7AZTTXXXX 0P1A Principles of Instruction - Mobile Training Team MTT/FTD
J7AZTTXXXX 0D1B Instructional Systems Designer – Mobile Training MTT
Team
J7AITTXXXX 0W1A Technical Writer Course - Mobile Training Team MTT

E6AIWTXXXX 0O1B Instructor/Developer of Online Learning (IDOL) DL

BFM 3F2X1 001 3F2 Base Functional Manager and Base Training DL
Manager Course
L7AITTXXXX 0A1M ADDIE (Analysis, Design, Development, MTT
Implementation, and Evaluation)
4. Other Training

CCAF Advisor’s Workshop. Contact CCAF at DSN 749-5021 for current class schedule.

Section E - MAJCOM Unique Requirements

1. The following list of MAJCOM unique requirements are not all-inclusive; however, it
covers the most frequently referenced areas:

COURSE NUMBER TITLE LOCATION

J3AZRTXXXX 0D1B INSTRUCTIONAL SYSTEMS DESIGN COURSE SHEPPARD AFB

MTMC MAINTENANCE TRAINING MANAGEMENT JB MCGUIRE DIX-

COURSE LAKEHURST, NJ
3J5ACC3S200 000 ACC CLASSROOM INSTRUCTOR COURSE DYESS

3J5ACC3S200 001 ACC INSTRUCTOR METHODOLOGY COURSE DYESS

3J5ACC3S200 002 ACC INSTRUCTIONAL SYSTEMS DYESS

DEVELOPMENT PRINCIPLES COURSE

77
355AZOXXXXX 005 39 IOS INSTRUCTIONAL SYSTEMS HURLBURT FIELD
DEVELOPMENT

78