Term
| What three parts of the work center mission do you define during the analysis phase? |
|
Definition
1) Purpose
2) Products
3) Customers |
|
|
Term
| What types of tasks must a needs assessment include? |
|
Definition
| Daily routine and infrequent tasks, which include additional duties, contingency, recurring, and special work requirements |
|
|
Term
| What manpower documents identify AFSCs assigned to the work center? |
|
Definition
UMD (Unit Manning Document)
and UPMR (Unit Personnel Manpower Roster) |
|
|
Term
| What Air Force publication identifies generic tasks performed in an AFSC? |
|
Definition
| Air Force Enlisted Classification Directory (AFECD) |
|
|
Term
| What training documents can you research to identify specific tasks for the work center? |
|
Definition
|
|
Term
| In addition to the manpower and training documents, what are some other documents used to identify tasks performed in the work center? |
|
Definition
| Policy directives, manuals, handbooks, technical orders, military and civilian position descriptions, base operation plans, staff assistance visit reports, production records, and mission statements. |
|
|
Term
| List the two factors needed to qualify as a subject matter expert. |
|
Definition
| Field Expertise and Recent Job Experience |
|
|
Term
| List the tasks you have to complete to prepare for an interview |
|
Definition
1) Research
2) Develp Questions
3) Set up the interview
4) Prepare the room |
|
|
Term
| When conducting an interview, what is the basic goal of your questions? |
|
Definition
| To gain information from the experts |
|
|
Term
| When conducting the interview, why do you provide the SME with your phone number? |
|
Definition
| In case the SME remembers other information later |
|
|
Term
What can occur if the respondents are confused after reading the questionnaire instructions?
|
|
Definition
They may discard the questionnaire
|
|
|
Term
What are the two types of questions you use on a questionnaire?
|
|
Definition
|
|
Term
When you develop an MTL, what do you use it to identify?
|
|
Definition
All the tasks completed in the work center
|
|
|
Term
List the three types of training standards that you can use to develop an MTL.
|
|
Definition
(1) CFETP.
(2) AFJQS.
(3) AF Form 797
|
|
|
Term
What are the three characteristics of a task?
|
|
Definition
(1) Observable.
(2) Measurable.
(3) Definite beginning and end.
|
|
|
Term
When preparing a local training standard, how do you make sure the task is identified?
|
|
Definition
By giving the task a descriptive title.
|
|
|
Term
List the four levels you use to resolve a lack of training capability.
|
|
Definition
(1) Work center.
(2) Unit education and training.
(3) Base education and training.
(4) MAJCOM career field manager
|
|
|
Term
If a lack of training capability cannot be resolved at base level, how do you forward this problem to MAJCOM?
|
|
Definition
|
|
Term
What training status code must you place a trainee in if you cannot resolve the lack of training capability at the base level?
|
|
Definition
|
|
Term
Why do you review a new trainee’s training folder?
|
|
Definition
To make sure applicable work center training standards are included
|
|
|
Term
Who normally receives initial evaluations?
|
|
Definition
Initial formal school graduates and reassigned personnel
|
|
|
Term
List four additional training factors you need to consider when defining training requirements.
|
|
Definition
(1) Identifying personnel gains/losses.
(2) Planning and scheduling training time(3) Determining need for job rotation.
(4) Defining work center training requirements
|
|
|
Term
How do you obtain the total work center training requirements?
|
|
Definition
By taking the training requirements for each individual and adding these tasks together
|
|
|
Term
Where does the UTM look to confirm the required CDC for each AFSC?
|
|
Definition
A4/A6’s “list of AFSCs with CDCs required.”
|
|
|
Term
What on-line program allows UTMs to check CDC enrollment data at ECP?
|
|
Definition
|
|
Term
Who determines the CDC volume completion order?
|
|
Definition
|
|
Term
At what point in the CDC enrollment should you request an extension for a trainee?
|
|
Definition
When the trainee enters the 10th
month of enrollment
|
|
|
Term
Requests for CDC reactivations beyond 90 days require what level of approval?
|
|
Definition
|
|
Term
What three parts of the work center mission are defined during the analysis phase?
|
|
Definition
Purpose, products, and customers
|
|
|
Term
When performing a needs assessment you must look at
|
|
Definition
additional duties, recurring tasks, contingency tasks, and special work requirements
|
|
|
Term
Which source usually provides the best information for identifying work center tasks?
|
|
Definition
|
|
Term
Although generic in nature, the Air Force Enlisted Classification Directory (AFECD) lists mandatory and desirable items for the various
|
|
Definition
skill levels in each AFSC.
|
|
|
Term
The specialty training standard (STS) is part of the
|
|
Definition
Career Field Education and Training Plan (CFETP).
|
|
|
Term
What qualifications are needed for a person to be considered a subject matter expert (SME)?
|
|
Definition
Field expertise and recent job experience
|
|
|
Term
When preparing for a subject matter expert (SME) interview, your first step is to review the
|
|
Definition
unit’s mission statements
|
|
|
Term
The publication that contains information about organizations and their mission is the
|
|
Definition
Air Force mission directive (AFMD).
|
|
|
Term
When you do research for a subject matter expert (SME) interview, the easiest tasks to identify are the
|
|
Definition
normal day-to-day requirements
|
|
|
Term
In researching for a subject matter expert (SME) interview, which form identifies the duties required for civilian personnel?
|
|
Definition
AF Form 1378, Civilian Personnel Position Description
|
|
|
Term
Questions developed for a subject matter expert (SME) interview should be
|
|
Definition
specific and pertinent to the subject
|
|
|
Term
When conducting a subject matter expert (SME) interview, you should communicate on a level which
|
|
Definition
|
|
Term
When asking questions during a subject matter expert interview (SME), speak
|
|
Definition
|
|
Term
After asking a question during a subject matter expert (SME) interview, what should
you do to show you care about the response?
|
|
Definition
|
|
Term
What are the three sections of a questionnaire?
|
|
Definition
Instructions, background, and questions
|
|
|
Term
Once you write the instructions for a questionnaire, what is the next step?
|
|
Definition
Have someone else read the instructions and provide input
|
|
|
Term
When used on a questionnaire, a closed-ended question
|
|
Definition
limits the choice of possible responses
|
|
|
Term
When developing a master task listing (MTL), to keep it useful, you should remember to
|
|
Definition
keep it as simple as possible
|
|
|
Term
Which training document shows tasks that are applicable to an entire career field and can be part of a master task listing (MTL)?
|
|
Definition
Career Field Education and Training Plan (CFETP).
|
|
|
Term
Which training document is prepared by Air Force career field managers (AFCFM) and describes a particular duty position?
|
|
Definition
Air Force Job Qualification Standard (AFJQS).
|
|
|
Term
When completing a local training standard, what is an observable and measurable unit of work?
|
|
Definition
|
|
Term
When determining training capability, at what level is the first attempt to resolve a lack of training capability made?
|
|
Definition
|
|
Term
When a question of training capability arises, what base-level tool is available to determine if there are any local personnel who hold the Air Force specialty code (AFSC)?
|
|
Definition
Military Personnel data system (MILPDS).
|
|
|
Term
What training status code (TSC) is used when a training capability problem prevents a trainee from progressing in training?
|
|
Definition
|
|
Term
Who can authorize automation of a specialty training standard (STS)?
|
|
Definition
Air Force career field manager (AFCFM).
|
|
|
Term
When conducting an initial evaluation on a recent technical school graduate, you should base the evaluation on the tasks listed in the
|
|
Definition
Career field Education and Training Plan (CFETP).
|
|
|
Term
When conducting an initial evaluation on a reassigned individual, you determine if the individual is still qualified on work center tasks by
|
|
Definition
matching the individual’s qualifications to the work center requirements.
|
|
|
Term
Unit review exercise (URE) questions are designed to be answered by which method?
|
|
Definition
|
|
Term
| When completed one-by-one, what do task objectives help you attain? |
|
Definition
| Your long-term objectives |
|
|
Term
| List the three basic parts of a task objective. |
|
Definition
(1) Condition.
(2) Performance/behavior.
(3) Standard. |
|
|
Term
| What are the two basic ways of measuring a person’s knowledge of a subject? |
|
Definition
|
|
Term
| List the selection-type questions that you can use on a written test. |
|
Definition
| Multiple choice, matching, and true false. |
|
|
Term
| What should the questions used for an oral test require the student to do? |
|
Definition
| Explain why he or she is performing certain functions. |
|
|
Term
| After writing your test questions, you review them for what five test characteristics? |
|
Definition
| Validity, reliability, comprehensiveness, objectivity, and discrimination. |
|
|
Term
| On what is a performance test based? |
|
Definition
| Directly on what the individual is required to perform |
|
|
Term
| What are the three basic parts of a performance test? |
|
Definition
(1) Objective.
(2) References/materials.
(3) Instructions. |
|
|
Term
| What are the four common rating errors you need to make test evaluators aware of? |
|
Definition
(1) Standard.
(2) Logic.
(3) Central tendency.
(4) Halo. |
|
|
Term
| What are the resources you use when doing research for completing a task breakdown? |
|
Definition
| Yourself, books, and other experts. |
|
|
Term
| What must you identify when developing and documenting a task breakdown? |
|
Definition
| Subtasks, procedural skills, and supporting knowledge. |
|
|
Term
Once you have finished the task breakdown, what specific things do you look for when you
review it? |
|
Definition
| Completeness, accuracy, and required equipment |
|
|
Term
| List the three major parts of a lesson plan. |
|
Definition
(1) Introduction.
(2) Development or body.
(3) Conclusion. |
|
|
Term
| List the four basic parts of the introduction. |
|
Definition
(1) Attention.
(2) Motivation.
(3) Overview.
(4) Transition. |
|
|
Term
| On what document is the body of your lesson plan based? |
|
Definition
|
|
Term
| List the three parts of a conclusion |
|
Definition
(1) Summary.
(2) Remotivation.
(3) Closure. |
|
|
Term
| What should you consider before you select the teaching aids that you will use? |
|
Definition
Consider using the teaching aids that are easiest to use, most inexpensive to develop and maintain, but that
add realism to the learning process. |
|
|
Term
| List at least six types of teaching aids. |
|
Definition
Any six of the following: equipment, printed matter, chalkboards, whiteboards, flat pictures, mockups,
trainers, simulators, transparencies, television, and computers. |
|
|
Term
| List the three steps you use to schedule training. |
|
Definition
| Prepare tentative schedule, coordinate, and assign trainees to a training session roster. |
|
|
Term
| What is the first thing to do when you are coordinating the training schedule? |
|
Definition
| Determine how many sessions are offered and the times that they are held. |
|
|
Term
| What do you provide to each affected supervisor after you schedule trainees for training? |
|
Definition
| A copy of the training roster or a training notification letter. |
|
|
Term
| What are the two basic ways to try out and validate the training? |
|
Definition
|
|
Term
What do you look for when you’re revising training after the SMEs and/or trainees identify
errors? |
|
Definition
|
|
Term
| In what four areas can problems occur that might require revision? |
|
Definition
(1) Task objective.
(2) Test.
(3) Lesson plan.
(4) Visual aids. |
|
|
Term
| List the four ways to review a work center training program. |
|
Definition
(1) Informal visits.
(2) Formal visits.
(3) Task evaluation reports.
(4) Quality control reports. |
|
|
Term
| What is an informal visit, and why is it used? |
|
Definition
| A casual visit with the supervisors, trainers, and trainees; to assist with possible problems and build rapport |
|
|
Term
| What is a formal visit, and why is it used? |
|
Definition
A formal review of the training program; to find and report any existing problems and help the supervisor
solve them. |
|
|
Term
What other types of information can you review that can apply to your work center training
program? |
|
Definition
| IG crosstells, MAJCOM newsletters, survey results, and other training managers. |
|
|
Term
| When writing an objective, the minimum requirement is that the objective contains a |
|
Definition
|
|
Term
Which element of an objective tells a trainee the level of performance that must be
met? |
|
Definition
|
|
Term
| What are the two types of test items? |
|
Definition
|
|
Term
Which type of test questions can you use in the same way as multiple-choice type
questions? |
|
Definition
|
|
Term
When you match each test question with the objective it measures, and if the
questions pertain to the performance/behavior portions of each objective, then the test is |
|
Definition
|
|
Term
| If a test distinguishes between poor, average, and outstanding trainees, it is called |
|
Definition
|
|
Term
| The references or materials used by the trainee during the performance test are those |
|
Definition
| used by the trainee while learning the objective. |
|
|
Term
When you develop a checklist to use for scoring a performance test, you include
those items |
|
Definition
| required for complete performance |
|
|
Term
Due to the error of standard, which is a common rating error that detracts from a
test, the evaluator may rate the trainee either high or low based on his or her own |
|
Definition
|
|
Term
After completing task breakdowns during lesson plan development, which elements
become the major teaching steps? |
|
Definition
|
|
Term
A task breakdown indicates that a trainee must use a screwdriver to complete the
task. Tool use is identified on the task breakdown as a |
|
Definition
|
|
Term
| Once you complete the task breakdown, who should review it next? |
|
Definition
| Other subject matter experts |
|
|
Term
When you develop a lesson plan, which portion of the introduction helps to focus
the trainee’s attention on the first major teaching step? |
|
Definition
|
|
Term
| One of the more versatile teaching aids available is the |
|
Definition
|
|
Term
Which training aid provides the trainee with a realistic job-type setting since it
enhances transfer of learning? |
|
Definition
|
|
Term
When you coordinate a training session schedule, the more you involve the
supervisors in the process the more |
|
Definition
|
|
Term
| When you schedule training, what are the three steps you must follow? |
|
Definition
Prepare a tentative training schedule, coordinate, and assign trainees to the training
session. |
|
|
Term
| The two types of training validation that you can use are |
|
Definition
| subject matter expert (SME) and trainee |
|
|
Term
Which type of training validation is being conducted when the people who need the
training are used in the validation process? |
|
Definition
|
|
Term
How should you respond to errors that were identified during the training validation
process? |
|
Definition
| Look for the root problem |
|
|
Term
The use of visits, task evaluation reports, and quality control reports allows the
training manager to |
|
Definition
| review the work center training program. |
|
|
Term
What type of visit is being conducted when a unit training manager goes to the
work center, talks with the people about potential training problems, and builds rapport? |
|
Definition
|
|
Term
| Where does an individual apply to retrain into another career field? |
|
Definition
| They complete a retraining request on the vMPF. |
|
|
Term
In the 3S2X1 career field, who reviews the retraining request application to make sure all
mandatory requirements are met? |
|
Definition
|
|
Term
Who conducts an interview with the prospective retrainee who wants to enter the education and
training career field? |
|
Definition
|
|
Term
What is the reference for the mandatory knowledge and training requirements for an individual
wanting to retrain into another AFSC? |
|
Definition
|
|
Term
What are the two key requirements for the education and training career field that are not
immediately recognizable? |
|
Definition
| The ability to work with people and the ability to communicate effectively—both orally and in writing. |
|
|
Term
Who makes sure that the base training managers are qualified to conduct base training programs
in support of mission requirements? |
|
Definition
|
|
Term
If training is required but not offered at your base, who may be able to provide you with the
necessary personnel to make sure training is developed and provided? |
|
Definition
|
|
Term
Who do you get involved if training problems cannot be handled or resolved at a local level,
depending on the severity of the problem? |
|
Definition
| Installation commander and/or the MAJCOM TM |
|
|
Term
| How can you assist units in establishing effective OJT functions? |
|
Definition
| Through the use of a good training program you set up for your UTMs |
|
|
Term
What reference identifies the required training publications you need for each job task in an
AFSC? |
|
Definition
| Part two of the CFETP or STS |
|
|
Term
| List the two categories of publications. |
|
Definition
| Directive and nondirective |
|
|
Term
| List two examples of specialized publications. |
|
Definition
|
|
Term
| How do you make inputs to a tentative training standard? |
|
Definition
| Line through (delete) any task, knowledge, or technical reference you determine is not required. Add the tasks and knowledge you feel should be included in the CFETP. Edit the task or knowledge statements that were not added or deleted to show your training requirements. |
|
|
Term
List the three types of edits you can make when you coordinate and provide recommendations to
a publication. |
|
Definition
(1) Instructional.
(2) Technical.
(3) Composition. |
|
|
Term
Which type of edit are you performing when you make sure the information in a publication is
valid, accurate, and up-to-date? |
|
Definition
|
|
Term
Which type of edit are you performing when you review a publication for common English
mistakes? |
|
Definition
|
|
Term
| What factors do you consider when determining whether a waiver request deserves approval? |
|
Definition
| Education, training, knowledge, experience, and other factors such as the required physical ability, aptitude, and qualifications the individual possesses. |
|
|
Term
| What reference do you use to process waiver requests? |
|
Definition
|
|
Term
| How do you identify personnel that are demonstrating unsatisfactory performance in UGT? |
|
Definition
| By reviewing the monthly OJT roster and computer products, and through work center visits and CDC feedback. |
|
|
Term
| How do you proceed once you identify personnel who are having training problems? |
|
Definition
| Determine the deficiencies |
|
|
Term
| What process is initiated if a trainee fails to meet mandatory skill qualifications? |
|
Definition
|
|
Term
| What is the primary reason for an AFSC downgrade? |
|
Definition
| A lack of performance at the awarded skill level or demotion |
|
|
Term
| Define training capability |
|
Definition
| The ability to provide training |
|
|
Term
| What is a lack of training capacity? |
|
Definition
| You have the ability to provide training but not in sufficient quantity |
|
|
Term
When there is a lack of training capability, at what organizational level should you first try to
resolve the problem? |
|
Definition
|
|
Term
If you have a lack of training capability and cannot resolve the problem within your unit, to what
organizational level should you elevate your problem? |
|
Definition
| Base education and training |
|
|
Term
|
Definition
A type of distance learning where structured learning takes place without the physical presence of the
instructor |
|
|
Term
| Who appoints the JST POC? |
|
Definition
|
|
Term
|
Definition
| Training site that is equipped to receive programming from broadcast centers |
|
|
Term
When does the JST POC ensure the classroom is set up to accommodate the number of students
expected? |
|
Definition
|
|
Term
| What does a Broadcast Center do? |
|
Definition
| Provides transmission service for training courses |
|
|
Term
| How often does Second Air Force conduct the formal training data call? |
|
Definition
|
|
Term
| List the four basic steps used in managing local training requirements |
|
Definition
(1) Review.
(2) Validate.
(3) Consolidate and prioritize.
(4) Process the request. |
|
|
Term
| What must you do to validate a local training request? |
|
Definition
| Determine if the training is mission essential and ensure requested training cannot be accomplished locally |
|
|
Term
When you receive a RIP for a work center member from the formal training section, what must
you verify? |
|
Definition
| Verify the work center member assigned to attend the formal course has completed the course prerequisite requirements. |
|
|
Term
| What is an out-of-cycle request? |
|
Definition
| A request for training that is submitted before or after the annual data call. |
|
|
Term
| When is it mandatory for the supervisor to sign the RIP? |
|
Definition
| When the member is taking leave in conjunction with the training TDY |
|
|
Term
| CSIL calls should be answered within how many duty days? |
|
Definition
|
|
Term
| Field visits are normally conducted within how many months of a student graduating a course. |
|
Definition
|
|
Term
When a unit training manager (UTM) interviews prospective candidates retraining
into Air Force specialty code 3S2X1, what are the two essential qualities the UTM must
have in order to conduct a successful interview? |
|
Definition
| The ability to work with people and communicate effectively |
|
|
Term
For required training that is not offered at your base, who authorizes temporary duty
(TDY) to personnel to help develop and provide initial training at your base? |
|
Definition
|
|
Term
As the base education and training expert, which is not a training program area where
you provide advice and assistance? |
|
Definition
Resolving career development course (CDC) problems by scheduling one-on-one study
sessions with the trainee. |
|
|
Term
| The two systems of Air Force publications are |
|
Definition
|
|
Term
| Which document is considered a specialized publication? |
|
Definition
| Career Field Education and Training Plan (CFETP). |
|
|
Term
| Which type of publication is directive in nature? |
|
Definition
|
|
Term
The purpose of the coordination process of the Career Field Education and Training
Plan (CFETP) is to make sure |
|
Definition
| total user-command mission-related requirements are identified |
|
|
Term
Which action do you take when coordinating and reviewing an Air Force job
qualification standard (AFJQS)? |
|
Definition
| Line through any tasks not required at your base. |
|
|
Term
Who authorizes that an Air Force job qualification standard (AFJQS) will be used as
a stand-alone document? |
|
Definition
| Air Force career field manager (AFCFM). |
|
|
Term
When evaluating a waiver request package, which is not a factor to consider when
determining whether the waiver request deserves approval? |
|
Definition
|
|
Term
Who is the approval authority for an Air Force specialty code (AFSC) mandatory
training waiver? |
|
Definition
| Air Force Personnel Center (AFPC) commander. |
|
|
Term
What document, obtained from MilPDS, is used to provide an overall picture of
training progress in your unit? |
|
Definition
| On-the-job training (OJT) roster |
|
|
Term
How can a supervisor help a trainee overcome his or her lack of motivation toward
training? |
|
Definition
| Display a sincere interest in the training. |
|
|
Term
In reference to problem solving as a distinct method of counseling, which is not a
phase of the three-phase process or cycle of helping? |
|
Definition
|
|
Term
How can you determine and verify that your unit has a lack of training capability
problem? |
|
Definition
| Find out if the necessary training can be provided in your unit |
|
|
Term
If you have everything necessary for your training program, but you do not have the
necessities in sufficient quantity, you have a |
|
Definition
| lack of training capacity |
|
|
Term
Which alternate training resources course type usually occurs with the purchase of
new equipment by the Air Force? |
|
Definition
| Civilian contracted courses |
|
|
Term
| Which is not considered a form of distance learning (DL)? |
|
Definition
| Classroom stand-up instruction |
|
|
Term
In reference to managing job site training (JST), which point of contact (POC)
performs the technical tasks necessary to implement distance learning (DL) at his or her
base? |
|
Definition
| Technical site coordinator (TSC) |
|
|
Term
Job site training (JST) distance learning (DL) training requests submitted after the
annual data call are considered |
|
Definition
|
|
Term
| How often does a satellite broadcast center submit requirements for new equipment? |
|
Definition
|
|
Term
When using a satellite broadcast for delivery of job site training (JST), the JST point
of contact (POC) is responsible for all of these tasks except |
|
Definition
| sending no-show letters to commanders |
|
|
Term
| What are the basic steps in identifying and managing local training requirements? |
|
Definition
| Review, validate, consolidate and prioritize, and process the request |
|
|
Term
How often does Second Air Force direct major commands (MAJCOM) to initiate
screening (data call) to all units via the base training manager? |
|
Definition
|
|
Term
| Which form do you use to submit an out-of-cycle training request? |
|
Definition
| AF Form 403, Request for Special Technical Training |
|
|
Term
After the member has acquired the appropriate signatures on the training report on
individual personnel (RIP) and returned the completed RIP to you, what is your next
step? |
|
Definition
| Review the RIP for accuracy |
|
|
Term
The Customer Service Information process (CSIP) is a method the field can use to
identity whether training problems exist. A training problem CSIP can help identify is if
the graduate |
|
Definition
| does not meet some proficiency levels for tasks listed on the STS |
|
|
Term
As part of the training feedback process, within how many months of course
completion are field evaluation questionnaires (FEQ) sent to technical school graduates? |
|
Definition
|
|
Term
| List the six phases you need to complete to make sure of the success of an assistance visit |
|
Definition
(1) Pre-visit preparations.
(2) Schedule the visit.
(3) Conduct the visit.
(4) Out-brief.
(5) Prepare the report.
(6) Assist in corrective actions. |
|
|
Term
| Why do you review unit statistics during your pre-visit preparations? |
|
Definition
| These provide you with an overall view of the unit training program |
|
|
Term
| When conducting a SAV, how do you begin the “conduct a visit” phase? |
|
Definition
|
|
Term
| What is training capacity based on? |
|
Definition
| The number of trainees that can be effectively trained by one trainer |
|
|
Term
| List the areas you would review when you assess the quality of a training program. |
|
Definition
| Management procedures, experience levels, planning procedures, projected training needs, evaluation procedures, work standards versus requirements, communication channels, compliance with work center rules, and safety discipline. |
|
|
Term
During the “conduct a visit” phase of conducting a SAV, what three steps can you use to help
assess your findings? |
|
Definition
(1) Define the problem.
(2) Determine the cause of the problem.
(3) Provide possible solutions and recommendations. |
|
|
Term
| When do you conduct the out-brief for the CC? |
|
Definition
| When the SAV is concluded, before the report is written |
|
|
Term
| Within how many days do you distribute the SAV report? |
|
Definition
|
|
Term
| Who is the target audience for the AFTC? |
|
Definition
| Personnel who are trainers and task certifiers |
|
|
Term
|
Definition
| 3S2X1’s and civilian E&T personnel who are assigned to 3S2X1 personnel positions and have completed the AFTC are authorized to teach the course |
|
|
Term
| What is your first action when scheduling a training meeting? |
|
Definition
| Notify the personnel in advance |
|
|
Term
| What is needed for a meeting to be successful? |
|
Definition
| A definite purpose or objective |
|
|
Term
| When conducting a training meeting, what do you state to the attendees? |
|
Definition
| The purpose or objective of the meeting |
|
|
Term
| What is included in your meeting minutes? |
|
Definition
| Personnel in attendance, personnel absent, and an indepth description of items discussed, to include any items requiring further action |
|
|
Term
| Who does the training manager forward the SOT visual aids to when completed? |
|
Definition
| To all pertinent personnel so they can be reviewed for accuracy |
|
|
Term
| How often is the unit training manager required to brief the SOT to the unit commander? |
|
Definition
|
|
Term
| When does the BTM brief the wing SOT? |
|
Definition
|
|
Term
| How long does the BTM maintain the SOT data? |
|
Definition
|
|
Term
Which office is required to keep the personnel in their chain of command informed of the SOT
within the maintenance complex? |
|
Definition
|
|
Term
| Who chairs the monthly maintenance SOT? |
|
Definition
|
|
Term
The maintenance training manager manages the maintenance training program according to what
instructions? |
|
Definition
| AFI 36-2232 and AFI 36-2201 |
|
|
Term
| How often is the MIS required to be updated? |
|
Definition
|
|
Term
| What form is used to collect, consolidate, and verify inputs for TD courses? |
|
Definition
|
|
Term
| What is the last thing the MTF scheduler will update in the MIS? |
|
Definition
| MTF/TD course attendance, no-shows and walk-ins |
|
|
Term
|
Definition
A training program that provides individuals with mission essential training needed to meet the
requirements of an assignment to short or long tour locations |
|
|
Term
| What does enroute training provide? |
|
Definition
| Weapon system training to aircraft maintenance personnel assigned to units with equipment or systems unfamiliar to the personnel in transition, or have not worked the system/MDS for 3 years (free-flow personnel) |
|
|
Term
| When does evaluation take place during the ISD process? |
|
Definition
| It is continuous throughout the entire ISD process |
|
|
Term
| How often is an ISR accomplished? |
|
Definition
|
|
Term
| When does the fiscal year begin? |
|
Definition
|
|
Term
| How far out should you forecast your budget? |
|
Definition
|
|
Term
| Who approves the AF budget? |
|
Definition
|
|
Term
| By what date do you need to have all of your funds obligated to prevent loss of funds? |
|
Definition
|
|
Term
The purpose of reviewing unit statistics during pre-visit preparations for conducting
a staff assistance visit (SAV) is to |
|
Definition
| get an overall view of the unit training program. |
|
|
Term
Compiling and reviewing unit statistics during pre-visit preparations for conducting
a staff assistance visit (SAV) reveals the following except |
|
Definition
|
|
Term
| When conducting a staff assistance visit (SAV), always begin the visit |
|
Definition
| by briefing the commander and other unit leaders |
|
|
Term
If you have a high number of trainees and a low number of trainers in the work
center or section, you may have a |
|
Definition
| lack of training capacity |
|
|
Term
After the staff assistance visit (SAV), you complete post-visit procedures, which
consists of out-briefing appropriate officials, preparing the report, and |
|
Definition
| assisting with the corrective actions |
|
|
Term
Within how many days after the staff assistance visit (SAV) is the follow-up visit
due? |
|
Definition
|
|
Term
| The Air Force Training Course (AFTC) includes these topics of instruction except |
|
Definition
| initiating a staff assistance visit (SAV). |
|
|
Term
| Who is the target audience for the Air Force Training Course (AFTC)? |
|
Definition
| Supervisors, trainers, and task certifiers only |
|
|
Term
When you conduct an education and training meeting, make sure your training
meeting is successful by |
|
Definition
| having a purpose or objective |
|
|
Term
| When preparing the education and training meeting minutes, use the date the |
|
Definition
|
|
Term
The completed status of training (SOT) slides are sent to all pertinent personnel
before the SOT briefing for |
|
Definition
|
|
Term
How often is the unit training manager (UTM) required to brief the status of training
(SOT) to the commander? |
|
Definition
|
|
Term
How often is the base training manager (BTM) required to brief the status of
training (SOT) to the wing commander? |
|
Definition
|
|
Term
How long is the base training manager (BTM) required to maintain the status of
training (SOT) data on file? |
|
Definition
|
|
Term
Within the maintenance complex, who is required to keep the maintenance group
commander informed on the status of training (SOT)? |
|
Definition
| Maintenance training flight |
|
|
Term
Unit training managers (UTM) manage the maintenance training program in
accordance with what Air Force instructions (AFI)? |
|
Definition
| AFI 36–2201 and AFI 36–2232 |
|
|
Term
Who does the maintenance training manager coordinate with if there is a lack of
training capability in the unit? |
|
Definition
| Maintenance training flight (MTF). |
|
|
Term
How many days before the class start date does the maintenance training flight
(MTF) scheduler provides the class roster to the training provider? |
|
Definition
|
|
Term
What training provides individuals with mission-essential training needed to meet
the requirements of an assignment to a long- or short-tour location? |
|
Definition
|
|
Term
| Enroute training is only authorized for tour lengths less than |
|
Definition
|
|
Term
How often is a training detachment (TD) required to perform an instructional
system review (ISR) for each course taught? |
|
Definition
|
|
Term
| On what date does the fiscal year begin? |
|
Definition
|
|
Term
Who is responsible for using procured funds for training personnel to meet mission
needs effectively? |
|
Definition
| Unit training manager (UTM). |
|
|
Term
| Who is eligible to participate in the voluntary education program and in what order? |
|
Definition
| Active duty military, members of the ANG and AFRES personnel in the selected reserve, DOD employees, family members, military retirees, and members of the civilian community on a space-available basis |
|
|
Term
Name one responsibility assigned to each level of command responsible for the education
services program. |
|
Definition
(1) HQ USAF provides support and guidance by obtaining legislation, implementing DOD policies, preparing basic directives, reviewing financial plans, specifying priorities for program accomplishment, identifying particular programs for emphasis, visiting field activities, holding conferences, and resolving problems of Air Force-wide significance.
(2) MAJCOMs monitor the programs within its command, ensuring adequate educational opportunities are available to all organizations within the command.
(3) Installations implement and carry out the program. |
|
|
Term
| How often are needs assessments conducted? |
|
Definition
| At least every three years or when a major population change occurs |
|
|
Term
| Who prepares the budget estimate? |
|
Definition
|
|
Term
| What is the Air Force policy on nondiscrimination in the education services program? |
|
Definition
| It is Air Force policy that all aspects of the education services program are available to academically qualified individuals without regard to race, color, religion, sex, age, or national origin |
|
|
Term
| What system has automated the AF Form 186 (Education Record)? |
|
Definition
|
|
Term
| What are the two purposes of the AF Form 186? |
|
Definition
| Stores a participant’s educational level and progress and serves as an advisement and counseling tool and a record of each participant’s education level and progress |
|
|
Term
What action must the education services center take if a separating or retiring student has
unresolved reimbursement or missing grade issues? |
|
Definition
| The ESC must expedite completion of unresolved issues |
|
|
Term
| What are the six conditions used to determine an individual’s eligibility for TA? |
|
Definition
(1) The individual establishes eligibility based on service retainability criteria referenced in AFI 36–2306. Officers incur a 2-year ADSC after completing the course or courses.
(2) The local ESO or the ESO’s authorized representative advises the individual.
(3) Appropriate entries are made on the individual’s AF Form 186, Individual Record—Education Services Program, or updated to the member’s automated education record in the AFAEMS.
(4) The course has to apply to the individual’s planned educational or training goals. The individual must also satisfy any prerequisites for the course. The individual attends classes during off-duty hours, not necessarily limited to evening hours. The duty schedule may be adjusted to permit program participation, provided mission requirements are met and the individual performs normal work hours.
(5) The school offering the course must be approved for tuition assistance studies and meet the specific criteria outlined in AFI 36–2306.
(6) The ESO completes and approves the AF Form 1227, Authority for Tuition Assistance—Education Services Program. |
|
|
Term
| What three types of educational institutions are approved for TA? |
|
Definition
| Colleges and universities; high schools; and post-secondary, technical, and occupational schools |
|
|
Term
| List the factors that you must examine before you approve TA for credit by examination. |
|
Definition
(1) The student must meet the institution’s eligibility requirements for this credit.
(2) The institution counts credit established by examination as applicable towards its own degree in the curriculum being followed by the student.
(3) The individual must be enrolled in the institution and program of study as stated on AF Form 186, indicating the individual’s intent to complete degree requirements with the same school.
(4) The institution has to agree to return any fee if the student cannot take the requested examination for credit. In this case, the obligation incurred for tuition assistance is canceled.
(5) The authorization of TA for credit by examination does not cover the fees required by schools for examinations to remove incomplete grades or for the administration of makeup tests.
(6) Students are required to refund TA if they do not make a qualifying grade for credit.
(7) Students who do not take the examination must reimburse TA unless waived by the ESO. |
|
|
Term
| How long is the ADSC for an officer who uses TA? |
|
Definition
|
|
Term
What form is used to process withdrawals from courses in which tuition assistance was used and
to process a waiver of TA reimbursement? |
|
Definition
| AF Form 118, Refund of Tuition Assistance - Education Services Program |
|
|
Term
| List the seven acceptable reasons TA may be waived. |
|
Definition
(1) Reassignment from the locality.
(2) Extended TDY.
(3) Emergency leave (of length to preclude completion).
(4) Hospitalization (of length to preclude completion).
5) Change of military duties preventing completion.
(6) Family health problems arising after the enrollment.
(7) Approved voluntary separation programs. |
|
|
Term
| Students are required to reimburse TA if they receive which grades in a course? |
|
Definition
| All “F” grades regardless of level, and “D” grades at the graduate level |
|
|
Term
| A student may reimburse TA by what three methods? |
|
Definition
| Cash payment, lump sum payroll deduction, and monthly payroll deduction. |
|
|
Term
What requirements must be met before AF personnel can apply for permission to accept a
fellowship, scholarship, or grant from an eligible donor organization? |
|
Definition
(1) The recipient of the award is a winner of a competition in which the member was authorized to compete, if the purpose of the fellowship, scholarship, or grant is education or training.
(2) The education or training to be received or the research to be performed by the applicant qualifies the applicant to satisfy a requirement or potential requirement of the Air Force, contributes to the applicant’s recognized potential for career service, or contributes to a project of value to the US.
(3) The applicant agrees in writing to serve on active duty after completing the education, training, or research for the period specified in AFI 36–2107.
(4) The applicant also must meet military and scholastic eligibility and assignment availability prerequisites for admission to the Air Force Institute of Technology (AFIT). These prerequisites are listed in the USAF ETCA. |
|
|
Term
Normally, what three conditions must be met before applications for non-governmental TA are
approved? |
|
Definition
(1) The monetary grant associated with the award covers the cost of tuition and related fees.
(2) The recipient certifies he or she will not accept a greater amount than the cost of sending him or her to the same school at Government expense.
(3) The period of education, training, or research is ordinarily 2 years or less for Master’s Programs and 3 years for PhD Programs. |
|
|
Term
| What is the mission of the CCAF? |
|
Definition
| To offer mission-related academic programs that enhance Air Force readiness by improving the technological, managerial, and leadership skills of enlisted members. |
|
|
Term
| List the four goals of the CCAF |
|
Definition
(1) Programs – Provide quality credentialing programs responsive to the needs of the Air Force and its enlisted personnel.
(2) Awareness – Increase recognition of the value of the college.
(3) Resources – Secure adequate staffing, funding, facilities, equipment, systems, and training to administer programs.
(4) Values – Conduct the mission of the college by living out the Air Force core values of excellence, integrity, and service. |
|
|
Term
| What role does the ESC play in the CCAF process? |
|
Definition
| Provide academic advice and offer financial assistance to Airmen planning and pursuing their educational goals. Courses conducted by regionally accredited civilian institutions through ESCs may satisfy some CCAF degree requirements. |
|
|
Term
| In what career areas are CCAF degrees offered? |
|
Definition
| Aircraft and Missile Maintenance, Allied Health, Electronics and Telecommunications, Logistics and Resources, and Public and Support Services |
|
|
Term
| List the five requirements for a CCAF degree |
|
Definition
| Technical education, LMMS, physical education, general education, and program elective |
|
|
Term
|
Definition
| To help strengthen and coordinate voluntary college-level educational opportunities for service members |
|
|
Term
| What pay is authorized for an AFELA participant? |
|
Definition
|
|
Term
| What is required of an AFELA participant who resides in base housing? |
|
Definition
| Contact local base housing office to arrange rent payment |
|
|
Term
| What is the required course load for an AFELA participant? |
|
Definition
| Minimum full time course load |
|
|
Term
| Describe the active duty service commitment associated with the AFELA program |
|
Definition
| All members incur an active duty service commitment of two months for every month of leave taken in addition to any current service obligations |
|
|
Term
| What is the purpose of an educational deferment? |
|
Definition
| To prevent an individual’s departure on a PCS assignment before the completion of a specific education program |
|
|
Term
| What is the purpose of AFIT? |
|
Definition
| To develop, conduct, and administer the Air Force professional and technological educational requirements |
|
|
Term
| What are the two schools within AFIT? |
|
Definition
| Graduate School of Engineering and Management and Civilian Institutions Programs |
|
|
Term
| What are the eligibility requirements for an officer applying for AFIT? |
|
Definition
| Be medically unrestricted for worldwide duty, be in the grade of colonel or below, have a competitive military record, be available for reassignment, have at least 3 years of intervening service (on the date of class entry) since their PCS education assignment |
|
|
Term
| What is the total period of AFIT education for anyone? |
|
Definition
|
|
Term
| What are three categories of ECP courses? |
|
Definition
| Professional military education programs, specialized courses, and career development courses |
|
|
Term
| List the enlisted PME courses administered by ECP |
|
Definition
| ALS Associate Program, NCOA Correspondence Course, and USAF SNCOA Correspondence Course |
|
|
Term
Which enlisted PME courses are unauthorized for active duty Air Force enlisted personnel to
enroll in? |
|
Definition
| ALS Associate DL Program and NCOA Correspondence Course |
|
|
Term
| Which PME course is considered the middle tier of the three-tier PME program for officers? |
|
Definition
|
|
Term
| List the officer PME courses available through ECP. |
|
Definition
| SOC Nonresident Programs, ACSC DL, and AWC Nonresident Studies |
|
|
Term
AFI 36–2306, The Education Services Program, is the basic authority for which Air
Force program? |
|
Definition
|
|
Term
A condition for civilian personnel to participate in an on-base educational
opportunity is |
|
Definition
|
|
Term
Which organization is responsible for determining whether an educational
institution is discriminating in its admission or treatment of students? |
|
Definition
| Education services officer (ESO). |
|
|
Term
What form is used by nonautomated education service centers (ESC) to report
academic progress to the Military Personnel Flight (MPF) for Military Personnel Data
System (MILPDS) input? |
|
Definition
|
|
Term
In the Air Force Automated Education Management System (AFAEMS), the
student record (AF Form 186, Individual Record – Education Services Program) stores
the participant’s |
|
Definition
| education level and progress |
|
|
Term
What action does the Education Service Center (ESC) take upon verifying a future
out-processing student has missing grades or outstanding reimbursement action? |
|
Definition
| Update the out-processing checklist to “Visit Reqd” in virtual out processing. |
|
|
Term
Students who receive tuition assistance (TA) to obtain course credit by examination
and then fail to take the examination are required to |
|
Definition
| reimburse the TA unless waived by the education services officer (ESO). |
|
|
Term
How many days are students given to reply to tuition assistance (TA)
reimbursement determinations? |
|
Definition
|
|
Term
Applications for a fellowship, scholarship, or grant must include a copy of the offer
or award (if available), transcripts of previous academic work, a narrative outline of work
to be undertaken, and |
|
Definition
|
|
Term
| Which is not a goal of the Community College of the Air Force (CCAF)? |
|
Definition
Excellence - Conduct the mission of the college by educating and training personnel to
high standards. |
|
|
Term
Who developed the concept of the Service member’s Opportunity Colleges (SOC)
program? |
|
Definition
| Civilian and military educators |
|
|
Term
| The purpose of an educational deferment is to prevent |
|
Definition
departure of a student on a permanent change of station (PCS) assignment before
completing a specific educational program. |
|
|
Term
| Which individual would qualify for an educational deferment? |
|
Definition
A person completing a second baccalaureate degree that directly applies to the Air
Force specialty code (AFSC). |
|
|
Term
| The purpose of the Air Force Institute of Technology (AFIT) is to |
|
Definition
develop, conduct, and administer professional and technological educational
requirements for the Air Force. |
|
|
Term
Officers may be eligible for a second Air Force Institute of Technology (AFIT) tour
after completing an interim duty assignment of at least |
|
Definition
|
|
Term
The total career Air Force Institute of Technology (AFIT) education for an
individual may not exceed |
|
Definition
|
|
Term
Which course is not written specifically for the professional military development of
noncommissioned officers? |
|
Definition
| Career Development Course (CDC). |
|
|
Term
Which program is intermediate in the three-tier professional military education
(PME) program for officers? |
|
Definition
| Air Command and Staff College |
|
|
Term
Which program is at the top-level in the three-tier professional military education
(PME) program for officers? |
|
Definition
|
|
