Flashcards in chapter-11 Deck (185):
What does the Enlisted Evaluation System (EES)provide? (251)
l) Meaningful feedback on expectations; 2) advice on howwell expectations are being met and how to better meet them;3) a reliable, long-term cumulative record of performanceand potential; and 4) information from SNCO evaluationboards, the W APS and other personnel managers to identifythose best qualified for advancement and increased responsibility.
What must the ratee know in the Enlisted EvaluationSystem (EES)? (251)
When 1) feedback sessions are due; 2) to request one ifneeded; and 3) to notify the rater and other evaluators when arequired or requested feedback session is missed.
All Airmen above the pay grade of __ must selfreportcivilian offenses to their supervisors. (251)
When self-reporting, what kind of offenses are Airmenrequired to report? (251)
1) A plea or finding of guilty; 2) a plea of no contest (nolocontendere); and 3) all other actions tantamount to a findingof guilty (including adjudication withheld, deferred prosecution,entry into adult or juvenile pretrial intervention programsand any similar disposition of charges).
Active duty members must self-report a civilian offensewithin __ days of the date their conviction isannounced. (251)
15 days. (Even if the sentence is not yet imposed or if themember intends to appeal.)
The rater has responsibilities in what two EnlistedEvaluation System (EES) areas? (251-252)
Providing performance feedback and performance reporting.
What is the rater's responsibility in the performancefeedback process of the Enlisted Evaluation System(EES)? (251)
To prepare, schedule and conduct feedback sessions and provide realistic feedback to help the ratee improve.
In the Enlisted Evaluation System (EES), what formsare used to document performance? (252)
AF Form 910, Enlisted Peiformance Report (AB thru TSgt),and AF Form 911, Enlisted Peiformance Report (MSgt thruCMSgt).
In Enlisted Evaluation System (EES) performancereporting, the rater 1) ensures the ratee knows who is inthe rating chain; 2) reviews the ratee's Personnel InformationFile (PIF) and Unfavorable Information File(UIF), if applicable, before preparing the report; and 3)assesses and documents the ratee's performance and hisor her potential. List five additional responsibilities. (252)
Any five of the following: 4) obtain meaningful informationfrom the ratee and as many sources as possible; 5) encourageratee input on specific accomplishments; 6) consider thesignificance and frequency of positive and negative incidents;7) record the ratee's performance; 8) ensure all data onthe EPR matches the EPR notice; 9) make a valid and realisticrecommendation for promotion, if appropriate; and 10)differentiate between ratees with similar performance records.
In the Enlisted Evaluation System (EES), what arethe responsibilities of the additional rater? (252)
In the Enlisted Evaluation System (EES), what arethe responsibilities of the additional rater? (252)
In the Enlisted Evaluation System (EES), the additionalrater must be the rater's rater, with what exception?(252)
Deviation may be required to meet grade requirements or toaccommodate unique organizational structures.
In the Enlisted Evaluation System (EES), the reviewer/senior rater/final evaluator reviews the Personnel InformationFile (PIF) and Unfavorable Information File(UIF), if applicable; returns performance reports to previousevaluators for reconsideration; and obtains additionalinformation from competent sources if necessary.Identify another responsibility. (252)
When appropriate, he or she concurs or nonconcurs withprevious evaluators and makes comments.
In what four Enlisted Evaluation System (EES) situationswould the senior rater complete Section VII (Reviewer'sComments) of EPR for SNCOs? (252)
1) To differentiate between individuals with similar performancerecords; 2) to meet minimum grade requirements; 3)when the ratee is a CMSgt or CMSgt-selectee; or 4) whenthe ratee is Time in Grade (TIG) eligible. (Refer to AFI 36-2406, Officer and Enlisted Evaluation Systems, for exceptions.)
In the Enlisted Evaluation System (EES), who managesthe EPR program for the organization? (252)
The unit commander.
In the Enlisted Evaluation System (EES), the unitcommander (or squadron section commander) ensuresperformance reports are accurate and realistic; and determinesthe rating chain for assigned personnel. Identifyfour additional responsibilities. (252)
He or she I) ensures first-time supervisors receive specificmandatory training; 2) ensures supervisors conduct performancefeedback sessions as required; 3) ensures the firstsergeant conducts a quality force review on all EPRs; and 4)conducts the commander's review.
In the Enlisted Evaluation System (EES), first sergeantsreview all EPRs before the commander and advisethe commander of quality force __ . (252)
Performance feedback is a(n) , formal communicationtool used to explain duty performance requirementsand responsibilities and to let the ratee know if heor she is performing as expected. (252)
Performance feedback, if clearly stated and received,should explain duty performance requirements and responsibilities,and tell ratees if they are performing asexpected. How does this help ratees? (252)
It contributes to positive communication, improves theirperformance and helps them grow professionally.
In performance feedback, why is the rater usuallythe immediate supervisor? (252)
The rater is usually responsible for the total job effort and is in the best position to observe daily duty performance. (Also,the rater normally has the knowledge and experience necessaryto discuss expectations related to the AFS.)
In performance feedback, who can be raters? (252-253)
An officer or NCO of a US or foreign military service in agrade equal to or higher than the ratee, or a civilian (GS-5 ora comparable grade or higher) in a supervisory position higherthan the ratee in the ratee's rating chain.
In the performance feedback process, when may Sr Aserve as raters? (253)
After completing ALS.
Performance feedback sessions are mandatory for allenlisted personnel. T/F (253)
Initial performance feedback sessions are held within__ days of when a rater initially begins supervision.(253)
60 days. (The rater uses this session to clearly define expectationsfor the upcoming rating period.)
What is a midterm feedback session and who mustreceive one? (253)
A session held midway between the date supervision beganand the projected EPR closeout date focusing on how wellthe ratee meets expectations. All AB-SMSgt who receiveEPRs receive one. (They are not required for CMSgts.)
When is a midterm feedback session due for Airmenwho do not receive EPRs? (253)
Approximately 180 days after the initial session. (This cyclecontinues until there is a Change of Rating officer (CRO) orthe airman begins to receive EPRs.)
When do raters conduct a feedback session for ABTSgtwhen an evaluation report is written without a subsequentchange of rater? (253)
The session is conducted within 60 days of the EPR closeout.
Feedback sessions are held if the rater determinesthere is a need for one or within __ days of a requestfrom a ratee (provided at least 60 days have passed sincethe last feedback session). (253)
If a Change of Rating Official (CRO) is expected orthe projected EPR closeout date limits the period of supervisionto less than __ days, a feedback sessionshould take place approximately 60 days before the EPR Vcloseout. (253)
The Performance Feedback Worksheet (PFW) is aguide for conducting feedback sessions covering whattopics? (253)
Objectives, standards, behavior and performance.
Performance Feedback Worksheet (PFW) commentsmust be handwritten. T/F (253)
False. (They may also be typed.)
When does the rater give the completed PerformanceFeedback Worksheet (PFW) to the ratee? (253)
At the end of the feedback session. (The rater also keeps acopy for personal reference.)
When may the Performance Feedback Worksheet(PFW) be used in any personnel action? (253)
Only ifthe ratee introduces it.
In performance feedback, the rater's rater is authorizedaccess to the completed Performance FeedbackWorksheet (PFW) for which ranks? (253)
AB-TSgt. (The commander is authorized access for allgrades.)
What is the rater's main goal when completing AFForm 931, Performance Feedback Worksheet (PFW)?(253)
To develop the ratee. (The form itself is just a tool.)
How many sections are on AF Form 931, PerformanceFeedback Worksheet (PFW)? (253-255, 256-257-Fig)
On AF Form 931, where do you enter the ratee'sname, grade and unit assigned? (253)
Section I, Personal Information.
On AF Form 931, where do you indicate whether thefeedback is initial, midterm, ratee requested or rater directed?(253)
Section II, Types of Feedback.
The ratee's major job-specific duties are listed inSection III, Primary Duties on AF Form 931. If additionalspace is needed, where should you continue the description?(253)
In Section V, Strengths, Suggested Goals and Additional Comments
Which section of AF Form 931 incorporates bothprimary duty factors and general military factors intoone major category? (253)
Section IV, Performance Feedback.
What primary duty factors are covered in Section IVof AF Form 931? (253)
AFS-related factors with feedback based on occurrences inthe work environment.
What is the focus of the general military factors inSection IV of AF Form 931? (253)
Characteristics considered essential to military order, imageand tradition.
Each subheading in Section IV of AF Form 931 israted by placing an "X" in the performance assessmentblock that most accurately identifies the ratee's performance.Name the possible ratings. (254, 256-Fig)
1) NIA Initial Feedback; 2) Does Not Meet; 3) Meets; 4)Above Average; 5) Clearly Exceeds; and 6) Exempt (for thefitness factor only).
Why does every marked block in Section IV of AFForm 931 require discussion with the ratee? (254)
So the ratee clearly understands the rater's position regardingperformance and the directions to take. (Space is also providedto explain ideas and to give examples of the behaviorsnoted.)
What factors comprise the Primary/ Additional Dutiessubheading in Section IV of AF Form 931, whichfocuses on the ratee's AFS? (254, 256-Fig)
Adapting, learning, quality, timeliness, professional growthand communication skills. (For SSgt/TSgt, additional factorsare supervisory, leadership and technical ability.)
When considering the quality of work factor underthe Primary/Additional Duties subheading in Section IVof AF Form 931, what standard does the rater measurethe ratee's typical performance results against? (254)
The minimum quality standards established for each job.
What does the timeliness of work factor under thePrimary/Additional Duties subheading in Section IV ofAF Form 931 focus on? (254)
The ratee's awareness of, and responses to, the job's timeconstraints.
In the performance feedback process, good __skills help Airmen listen, organize and express ideas verballyand in writing. (254)
In the performance feedback process, supervisionand __ go hand-in-hand while managing people andresources. (254)
In the performance feedback process, __ ability isthe specialized knowledge and skills obtained throughexperience and training. (254)
What should the rater consider when evaluating thePrimary/Additional Duties subheading in Section IV ofAF Form 931? (256-Fig)
Does the ratee 1) display an ability to learn rapidly and adaptquickly to changing situations?; 2) demonstrate accuracy,thoroughness and orderliness in performing work assignments?;3) use systematic methods to accomplish more inless time?; 4) actively support professional organizations?;and 5) effectively communicate management decisions toachieve understanding and acceptance?
What factors comprise the Standards, Conduct,Character & Military Bearing subheading in Section IVof AF Form 931? (254, 256-Fig)
Dress and appearance, and personal/professional conducton/off duty. (For SSgt/TSgt, additional factors are enforcementof standards and customs and courtesies.)
Dress and appearance is a distinction of militaryservice. In the performance feedback process, what iseveryone's duty in this regard? (254)
To ensure Airmen reflect pride in self, unit, and the AirForce by abiding with and exceeding its requirements.
Since military members are on duty 24 hours a day,every day, what does "off-duty behavior" on the AFForm 931 refer to? (254)
Behavior that occurs away from the normal workplace. (TheAF Form 931 is an opportunity to reinforce expectations inthis area.)
What should the rater remember when discussingthe enforcement of standards factor in the Standards,Conduct, Character & Military Bearing subheading inSection IV of AF Form 931 with the ratee? (254)
Use specific examples, whether positive or negative, whenexplaining expectations versus actual performance.
Customs and courtesies involve the ability to createesprit de corps, morale, discipline, and an atmospherewhere respectful behaviors signal readiness and willingnessto serve. What should the rater discuss when providingperformance feedback on this factor? (254)
Trends and standards.
What should the rater consider when evaluating theStandards, Conduct, Character & Military Bearing subheading in Section IV of AF Form 931? (256-Fig)
Does the ratee 1) meet or exceed Air Force standards fordress and appearance?; 2) project a positive military imageaccording to AFI 36-2903?; 3) achieve success when confrontedwith limited resources?; 4) effectively overcomepersonal and organizational obstacles to achieve results?; and5) support organizational, base and/or community activities(on-duty or off-duty hours)?
When completing the Fitness subheading in SectionIV of AF Form 931, the rater considers whether the rateemaintains physical fitness standards and participates inthe Air Force physical training program. What are thepossible ratings for this factor? (256-Fig)
Does Not Meet, Meets or Exempt.
When completing the Training Requirements subheadingin Section IV of AF Form 931, the factors areupgrade, ancillary, OJT and readiness. What are theadditional factors for SSgt/TSgts? (256-Fig)
PME, off-duty education, technical growth and upgradetraining.
When completing the Training Requirements subheadingin Section IV of AF Form 931, an individual'straining is rated in what four categories? (255)
1) Upgrade training (OJT/CDC); 2) PME; 3) proficiency andqualification training; and 4) contingency, mobility and othertraining.
What are the rater's responsibilities with regard toPME and the performance feedback process? (255)
The rater must know the various PME courses available tothe ratee and ensure he or she emolls in and successfullycompletes any and all courses necessary for their overallimprovement.
What should the rater consider when evaluating theTraining Requirements subheading in Section IV of AirForce Form 931? (256-Fig)
Does the ratee 1) complete training in the minimum timeallowed?; 2) accomplish readiness requirements in a timelymanner?; 3) have required PME for current grade completed?;4) translate innovative or better ways to do things into aplan of action?; and 5) display a high level of technical competence?
When completing the Teamwork/Followership subheadingin Section IV of AF Form 931, the factors areteam building and support of team and followership.What are the additional factors for SSgt/TSgt? (256-Fig)
Leadership, team accomplishments, and recognition/rewardothers.
In the performance feedback process, how can raters encourage teamwork and followership, ensuring trustand pride in mission accomplishment within the unit?(255)
Stimulate subordinates to share their expertise with eachother to become a cohesive team that achieves goals andexpectations.
What should the rater consider when evaluating theTeamwork/Followership subheading in Section IV of AFForm 931? (256-Fig)
1) Is the ratee easy to work with?; 2) does the ratee have apositive attitude?; 3) does the ratee complain or foster teamworkto accomplish the task?; 4) do the other unit, flight orsection personnel enjoy working with the ratee?; 5) does theratee display appropriate leadership traits?; and 6) does theratee display the ability to stimulate others?
When completing the Other Comments subheadingin Section IV of AF Form 931, the factors are promotion,future duty/assignment/education recommendations andsafety, security and human relations. What should therater mention in this section? (256-Fig)
1) Future assignments to help the ratee achieve breadth ofexperience within their career field; 2) educational requirementsneeded to complete CCAF or higher degree; 3) whetherthe ratee practices safety and security measures daily; and4) whether the ratee works harmoniously and effectivelywith others.
What should the rater's typed or written commentsin Section V, Strengths, Suggested Goals and Additional~ Comments, of AF Form 931 focus on? (255)
It should 1) continue comments on performance factors; 2)discuss other areas of interest; 3) pinpoint strong characteristics;and/or 4) outline the goals to work on until the nextfeedback session.
What factors are covered under Section V,Strengths, Suggested Goals and Additional Comments ofAF Form 931? (257-Fig)
Enlisted Professional Development: Enlisted EvaluationSystem (EES), assignments, PME, mentoring, career advice,etc.
When completing the Section V, Strengths, SuggestedGoals and Additional Comments heading of AF Form931, why should you not give encouragement and adviceat the same time? (257-Fig)
It sends a mixed message. Separate the feedback to ensureboth messages get through.
What is the purpose of AF Form 932? (258)
For the rater to provide candid comments about an SNCO'sduty performance and an uninflated assessment of applicable~ performance factors.
Which section of AF Form 932 differs between AFForm 931 and 932? (258)
Section IV, Performance Feedback. (The requirements aresimilar, only the subheadings identifying the requirementsfor SNCO performance are different.)
What factors comprise the Primary Duties subheadingin Section IV of AF Form 932? (260-Fig)
Quality, quantity, timeliness, technical knowledge, leading,managing and supervising.
Quality, quantity, timeliness, technical knowledge, leading,managing and supervising.
Quality, quantity, timeliness, technical knowledge, leading,managing and supervising.
What should the rater consider when evaluating thePrimary Duties subheading in Section IV of AF Form932? (260-Fig)
Does the ratee 1) show professional concern for qualitywork?; 2) constantly produce more than expected?; 3) identifyand eliminate timewasters?; 4) possess the knowledge tohandle the most complex work?; 5) inspire cooperation andconfidence of others?; 6) stimulate management efficiencyand effectiveness?; and 7) recognize the important relationshipbetween rewards, reinforcement and results?
What factors comprise the Standards: Enforcementand Personal Adherence, Conduct, Character, MilitaryBearing, Customs and Courtesies subheading in SectionIV of AF Form 932? (258, 260-Fig)
Dress and appearance and personal/professional conducton/off duty.
What should the rater consider when evaluating theStandards: Enforcement and Personal Adherence, Conduct,Character, Military Bearing and Customs andCourtesies subheading in Section IV of AF Form 932?(260-Fig)
Does the ratee 1) respond positively on inconsequential issues?;2) exceed and enforce a positive military image inaccordance with AFI 36-2903?; 3) achieve success whenconfronted with limited resources?; 4) effectively overcomepersonal and organizational blocks to achieve results?; and 5)support organizational, base and/or community activities(on-duty or off-duty hours)?
What does the rater consider when completing theFitness subheading in Section IV of AF Form 932? (260-Fig)
Whether the ratee participates in the Air Force physical trainingprogram and meets standards. (Possible ratings are DoesNot Meet, Meets, or Exempt.)
What factors comprise the Resource Managementand Decision Making subheading in Section IV of AFForm 932? (260-Fig)
Efficiency, judgment and setting and meeting goals.
What should the rater consider when evaluating theResource Management and Decision Making subheadingin Section IV of AF Form 932? (260-Fig)
Does the ratee 1) achieve consistent effectiveness; 2) displaya practical approach to solving problems; 3) display excellentintuitive judgment; 4) set goals compatible with the organization;and 5) establish methods for attaining goals?
What factors comprise the Training, Education, OffDutyEducation, PME, Professional Enhancement andCommunication subheading in Section IV of AF Form932? (260-Fig)
Providing, supporting and personal growth.
What should the rater consider when evaluating theTraining, Education, Off-Duty Education, PME, ProfessionalEnhancement and Communication subheading inSection IV of Air Force Form 932? (260-Fig)
Does the ratee 1) help subordinates reach new skill levels,knowledge and attitudes?; 2) encourage subordinates to improveabilities for greater responsibility?; 3) develop a climateproviding motivation, participation and opportunitiesfor subordinate initiative?; and 4) have required PME forcurrent grade completed?
What factors comprise the Leadership/Team Building/Followership subheading in Section IV of AF Form932? (260-Fig)
Team accomplishments, leveraging personal experiences,community support and recognition/reward for others.
What should the rater consider when evaluating theLeadership/Team Building/Followership subheading inSection IV of AF Form 932? (260-Fig)
Does the ratee 1) have a positive attitude?; 2) complain orfoster team work to accomplish the task?; 3) have a goodrelationship with other unit, flight or section personnel?; 4)display appropriate leadership traits?; 5) display the ability tostimulate others; and 6) use award programs to recognizesubordinate's outstanding accomplishments?
The rating factors for Other Comments in Section IVof AF Form 932 are promotion, future duty/assignment/education recommendations and safety,security and human relations. What should the ratermention in this section? (259, 260-Fig)
1) Future assignments to help the ratee achieve breadth ofexperience within their career field; 2) educational requirementsneeded to complete CCAF or higher degree; 3) whetherthe ratee practices safety and security daily; 4) whether theratee works harmoniously and effectively with others; and 5)to spell out uncommon acronyms.
How can you enhance the effectiveness of your performancefeedback sessions? (262)
1) Observe performance and keep notes; 2) schedule the timeand place; 3) set the agenda; 4) choose the best approach;and 5) avoid pitfalls.
What is the most important factor in preparing for aperformance feedback session? (262)
Routinely observing the ratee's performance.
As a rater, what active involvement on your partmakes the performance feedback process work? (262)
I) Routinely take notes about ratee behavior and the impactof that behavior; 2) collect examples of the ratee's work orletters of appreciation; 3) talk to others who are knowledgeableabout the ratee's duty performance; and 4) actively interactwith ratees.
What two steps in the observing process allow formeaningful insight and help the rater prepare for theperformance feedback session? (262)
1) Review performance without bias; and 2) keep goodnotes.
What should you look for when selecting the time fora performance feedback session? (262)
Schedule the session far enough in advance for the rater andratee to prepare, and make enough time to cover the entireagenda without rushing.
What should you look for when selecting the place Vfor a performance feedback session? (262)
Select a room that allows for privacy and face-to-face discussions,has proper lighting and ventilation, and prevents anyoutside distractions or interruptions.
Select a room that allows for privacy and face-to-face discussions,has proper lighting and ventilation, and prevents anyoutside distractions or interruptions.
3) Targets to meet those expectations; 4) a brief synopsis ofthe mission; and 5) the status of the unit. (The agenda forfollowup sessions should include a review of observed actionsand results, work samples, etc.)
What four basic questions should you ask when establishingan agenda for feedback sessions? (262)
1) What has happened in response to the discussion from thelast feedback session? 2) What has been done well? 3) Whatcould be done better? and 4) What new areas are there todiscuss?
As a rater, what fundamental rule of performancefeedback should you remember when choosing your approach?(262)
What are the three approaches for providing performance feedback? (262)
Directive, nondirective and combined.
The __ approach to giving performance feedbackinvolves analyzing the situation, developing a solution orimprovement plan and telling the Airman or NCO whatto do. (262)
Which performance feedback approach includesgiving advice, explaining and reassuring? (262)
Which performance feedback approach requires therater have excellent listening and questioning skills?Why? (262)
Nondirective. Because the rater must ask questions and drawthe Airman or NCO into the process of developing a solution.
Which performance feedback approach relies onboth the rater and ratee to develop solutions and offersthe greatest flexibility? (262)
Name at least four pitfalls to avoid during the performancefeedback process. (262)
Any four of the following: 1) personal bias; 2) stereotyping;3) loss of emotional control; 4) inflexible methods; 5) reluctanceto provide feedback; 6) inadequate planning; or 7) focusingon the person instead of the behavior.
Why is it important to avoid common pitfalls duringthe performance feedback process? (263)
Because the pitfalls always lead to a discussion of generalimpressions instead of specific aspects of performance.
As a rater, what two general guidelines help youavoid pitfalls in the performance feedback process? (263)
1) Exhibit the proper attitude; and 2) practice good observationskills.
What can you do to practice good observation skillsin the performance feedback process? (263)
1) Gather supporting notes over a period of time; 2) discriminatebetween relevant and irrelevant information; 3) focuson specific behaviors and outcomes; 4) decide what aspectsof the job are really measurable and important; 5) sampleselectively when direct observation is infrequent; and 6)communicate regularly with ratees.
What is extremely important when opening a performancefeedback session? (263)
Placing the ratee at ease. (Focus on a neutral topic or event, recap the last session or thank the person for his or her effortsduring the observation period. Keep the opening conversationbrief and be friendly and sincere.)
Why should you seek the ratee's ideas and opinionsduring the initial stage of the performance feedback session?(263)
To help develop goals and objectives for improvement.
Full attention requires listening to what is beingcommunicated, not just the words and symbols that areused. T/F (263)
True. (Eye contact, posture, head nods, facial expressions,and verbal behavior are important indications of inner emotionsand attitudes.)
What should the plan you and the ratee develop toimplement a course of action during a performance feedbacksession include? (263)
Objectives and priorities that specify the quantity, quality,timeliness and manner of actions desired.
How can you ensure your performance feedbackplan is used to its fullest extent? (263)
Ensure all key points are written on the Performance FeedbackWorksheet (PFW) and given to the ratee. (This givesthe ratee a summary and a "memory jogger.")
Tips for better performance feedback include 1) developthe ratee's confidence in you; 2) don't present perceptionsor opinions as facts; and 3) stick to specific relevantbehavior in areas the ratee can control. Name sixothers. (263-264)
4) Avoid personal opm10ns, likes, dislikes and biases; 5)praise to motivate, build self-confidence and reinforce performance;6) listen carefully, paraphrase and ask questionsthat clarify; 7) communicate acceptance of the ratee as aworthwhile person; 8) avoid "loaded" terms that produceemotional reactions and heightened defenses; and 9) keepcommunicating.
What should you take a few minutes to do beforeending the performance feedback session? (264)
Review and summarize the key items discussed and reinforcethe goals for the next observation period.
How should you end the performance feedback session?(264)
On a positive, encouraging and forward-looking note.
What is the goal of the performance feedback process?(264)
To improve individual duty performance.
How does regular, informal performance feedbackhelp the ratee? (264)
It keeps him or her on the road to improvement, increasesmotivation and prevents new problems from developing.
How do the ratee, the rater and the Air Force benefitfrom the performance feedback process? (264)
The ratee benefits professionally, the rater benefits from amore productive worker and the Air Force benefits fromincreased mission accomplishment.
There are many exceptions and special rules involvedin EPR submission requirements. If in doubt,which AFI should you refer to? (264)
AFI 36-2406, Officer and Enlisted Evaluation Systems. (Orcontact the Military Personnel Section (MPS) for assistance.)
Raters submit an EPR when the ratee is a(n) __or below, has 20 or more months of Total Active FederalMilitary Service (T AFMS), has not yet had a report and120 calendar days of supervision have elapsed. (264)
Al C. (The reason for the report is "Initial.")
An EPR is submitted if the ratee is a Sr A or above,has not had a report for at least a year, and 120 calendardays of supervision have elapsed. What is the reason forthis report? (264)
Raters submit an EPR when a member is placed on(or removed from) the control roster according to AFI36-2907, Unfavorable Information File (UIF) Program,and calendar days of supervision have elapsed.(264)
60 calendar days. (The reason for the report is "Directed byCommander.")
Raters submit an EPR to document unsatisfactory ormarginal performance or to document a significant improvementin duty performance after __ calendardays of supervision have elapsed. (264)
120 calendar days. (The reason for the report is "Directed byCommander.")
Raters do NOT submit an EPR for an AlC or belowwith less than months of Total Active Federal MilitaryService (T AFMS). (264)
Raters do NOT submit an EPR for individuals who are in prisoner status, on __ leave or AWOL. (264)
Raters do NOT submit an EPR for individuals whodied on active duty, with what exception? (265)
A report is optional if it was already being processed at thetime of death.
Three criteria must all be met before personnel withan approved retirement date no longer require an EPR:1) the retirement date is within one year of the projectedannual closeout date of the report and the retirementapplication was approved prior to the projected annualcloseout date. Name the other two. (265)
2) The member will not be considered for promotion beforethe retirement date; and 3) retirement is not withdrawn. (Therater may still decide to write the report even though it is notrequired.)
An EPR for personnel with an approved separationdate is not required if the date of separation is within__ month(s)/year(s) of the projected annual closeoutdate and the separation was approved before the projectedannual closeout date. (265)
One year. (The rater may still decide to write the report eventhough it is not required.)
When processing EPRs, the rater reviews the EPRnotice and may provide a copy to the ratee. T/F (265)
When processing EPRs, an EPR notice indicates theratee has an Unfavorable Information File (UIF). Whatmust the rater do? (265)
Review the contents of the UIF before preparing the EPR.
When processing EPRs, what two documents mustbe reviewed before writing the EPR? (265)
The EPR notice and the ratee's Personnel Information File(PIF).
When processing performance reports, when is thecompleted EPR due to the Military Personnel Section(MPS)? (265)
No later than 30 days after closeout.
When processing EPRs, what actions occur after therating chain completes the EPR? (265)
The rating chain forwards the EPR to the Military PersonnelSection (MPS) and the rater and ratee conduct feedback andfinalize the EPR.
When processing EPRs, personnel in the Military Personnel Section (MPS) update the EPR rating in theMilitary Personnel Data System (MilPDS) and upload thedigitally-signed form into the Case Management System(CMS). What occurs next? (265)
CMS transfers the evaluation to the Air Force PersonnelCenter (AFPC) for inclusion into the ratee's Automated RecordsManagement System (ARMS) record. (If the EPR containshandwritten signatures, the original is mailed to theAFPC for inclusion in ARMS and promotion records.)
Who prepares the EPR? (265)
The rater (normally the immediate supervisor).
Who prepares the EPR if the rater dies, is MIA, iscaptured or interned, becomes incapacitated or is relievedof evaluation responsibility during the period ofthe report? (265)
The rater's rater.
If the rater's rater assumes EPR duties but cannotobtain sufficient knowledge of the ratee's duty performance,what action does the Air Force Personnel Center(AFPC) authorize? (265)
Filing an AF Form 77, Letter of Evaluation, in the ratee'srecord stating why a report could not be prepared for thatperiod.
AF Form __ is the EPR for AB-TSgt. (268-Fig)
AF Form 910.
The senior EPR, AF Form 911, is filed for whichranks? (270-Fig)
What information is required in Section I, RateeIdentification Data of AF Forms 910 and 911? (265-266,268-Fig)
1) Name; 2) SSN; 3) Grade; 4) Duty AFSC (DAFSC); 5)Organization, Command, Location and Component; 6) PersonnelAccounting Symbol (PAS) Code and Senior RaterIdentification (SRID); 7) Period of Report; 8) Number ofDays Supervision; and 9) Reason for Report.
What information is required in Section II, Job Descriptionof AF Forms 910 and 911? (266, 268-Fig)
1) Duty Title; 2) Significant Additional Duty(s); and 3) KeyDuties, Tasks and Responsibilities.
What are the guidelines for completing the key duties, tasks and responsibilities in Section II, Job Descriptionof AF Forms 910 and 911? (266)
1) Enter a clear description of the ratee's duties; 2) avoidjargon and acronyms; 3) describe tasks performed, how selectivethe ratee's assignment is and the scope or level ofresponsibility; 4) include the dollar value of projects managedand the number of people supervised; and 5) optionally,include earlier duties or additional duties held during thereporting period if they influence ratings and comments.
How does the rater complete Section III, PerformanceAssessment of AF Forms 910 and 911? (266, 268-Fig, 270-Fig)
By 1) placing an "X" in the block that accurately describesthe ratee's performance in each assessment block - Does NotMeet, Meets, Above Average or Clearly Exceeds; and 2)using bullet statements to describe the action, impact andresult of the performance within each criterion.
When completing Section III, Performance Assessmentof AF Forms 910 and 911, how can additional evaluatorsshow disagreement with the rater's ratings? (266)
By marking "non-concur" and making specific commentsregarding the exact standard(s) and/or comment(s) they disagreewith in Section VI of the form.
In Section IV, Rater Information of AF Forms 910and 911, the forms have __ signature and auto datecapability. (266)
Digital. (If digital signatures cannot be used, sign in reproducibleblack or blue ink.)
The rater should not sign Section IV, Rater Informationof AF Forms 910 or 911 until on or after thecloseout date. T/F (266)
True. (The assessment and feedback block will be locked andadditional rater signature capability will be unlocked with therater's digital signature.)
What should the rater consider when completingSection V, Overall Performance Assessment of AF Forms910 and 911? (266)
The ratee's readiness for increased rank and responsibility,and how he or she compares to others in the same grade andAFSC.
What are the five possible ratings in the rater's andadditional rater's assessment in Section V, Overall PerformanceAssessment of AF Forms 910 and 911? (269-Fig, 271-Fig)
1) Poor; 2) needs improvement; 3) average; 4) above average;and 5) truly among the best.
When completing AF Forms 910 and 911, how doesthe rater certify performance feedback was provided?(266)
By entering the date when the most recent feedback was provided in Section V. (If feedback was not provided, statethe reason why or enter ''NIA" ifit was not required.)
Section VI, Additional Rater's Comments of AFForms 910 and 911 is used to support rating decisionsand allow evaluators to comment on the ratee's overallperformance and potential as compared to others in thesame grade. What is it important to remember whencompleting this section? (267, 269-Fig, 271-Fig)
1) When agreeing with the report, mark the "concur" block;2) use bullet format to provide meaningful comments; 3) donot repeat comments; 4) the additional rater must be therater's rater unless the additional rater doesn't meet graderequirements; and 5) the rater and additional rater shoulddiscuss any disagreements.
When completing Section VI, Additional Rater'sComments of AF Forms 910 and 911, prior evaluatorsare given an opportunity to change the evaluation, butwill not change it just to satisfy an evaluator who disagrees.What action occurs if the evaluators still disagreeafter discussion? (267, 269-Fig, 271-Fig)
The disagreeing evaluator marks the "non-concur" block andcomments on each item in disagreement.
.0n AF Form 910, Section VII and AF Form 911,Section X, Functional Examiner/Air Force Advisor, anAir Force advisor advises raters when the final evaluatoron an EPR is not an Air Force officer or Department ofthe Air Force official. What grade must this advisor befor EPRs on TSgt and below? MSgt and above? (267)
The advisor must be a MSgt or above for EPRs for TSgt andbelow; Major or above for MSgt-CMSgt.
The Air Force advisor may change any statement orrating on AF Forms 910 or 911. T/F (267)
False. (He or she may provide clarification regarding theratee's duty performance on AF Form 77 and attach it to theEPR.)
Which AF Form includes Section VII, Reviewer'sComments -AF Form 910 or 911? (267, 271-Fig)
AF Form 911.
Do not use Section VII, Reviewer's Comments of AFForm 911 if Section VI, Additional Rater's Comments, isnot completed. What is entered on the form if the additionalrater is the final evaluator? (267, 271-Fig)
Enter "This section not used." (If used, this section requirescomments in bullet format. The reviewer will mark the "concur"or "non-concur" block and make appropriate commentsif applicable.)
When may senior raters endorse an AF Form 911?(267
1) To differentiate between individuals with similar performancerecords when using the AF Form 911 for personneldecisions; 2) to meet the minimum grade requirement to close out the report; 3) when the ratee meets the Time inGrade (TIG) requirements for promotion; or 4) when theratee is a CMSgt or CMSgt-selectee.
In Section VIII of AF Form 910 and Section XI ofAF Form 911, Unit Commander/Civilian Director/OtherAuthorized Reviewer, the unit or squadron section commanderinfluences __ , removes exaggerations, identifiesinflated ratings, and provides information to evaluatorsfor finalizing the reports. (272)
If the commander agrees with the report, he or shemarks the "concur" block and digitally signs the spaceprovided in Section VIII of AF Form 910 or Section XI ofAF Form 911, Unit Commander/Civilian Director/OtherAuthorized Reviewer. Where does he or she providecomments if there is a disagreement? (272)
On AF Form 77.
When completing Section VIII of AF Form 910 orSection XI of AF Form 911, Unit Commander/CivilianDirector/Other Authorized Reviewer, commanders whoare part of the rating chain fill out both the commander'sreview section and the appropriate evaluator's section,signing the report twice. The two signatures serve whatseparate purposes? (272)
1) As an evaluator regarding duty performance; and 2) as acommander regarding quality review. (Enlisted personnelauthorized to perform the commander's review must includethe words "Commander," "Commandant," or "Detachment/Flight Chief" in the signature block.)
How does the final evaluator complete Section VIII,Final Evaluator's Position of AF Form 911? (272, 271-Fig)
By placing an "X" in the appropriate block for the level ofendorsement.
Does Section IX, Time in Grade (TIG) Eligible of AFForm 911 apply to the ratee's actual promotion eligibilityas of the closeout date or to the TIG eligibility for thesenior rater endorsement? (272)
The TIG eligibility for the senior rater endorsement.
When completing Section IX, Time in Grade (TIG)Eligible of AF Form 911, to whom do TIG requirementsnot apply? (272)
CMSgts, CMSgt-selectees or reservists. (SMSgt-selecteesare not eligible for senior rater endorsement because they arenot TIG eligible for the next promotion cycle.)
Which section of AF Forms 910 and 911 includes theratee's signature? (269-Fig, 271-Fig)
Section IX of AF Form 910 and Section XII of AF Form911, Ratee's Acknowledgment.
You may not comment on duty history or performanceoutside the current reporting period on any EnlistedEvaluation System (EES) document. T/F (272)
Mentioning previous reports or ratings on any EnlistedEvaluation System (EES) form is prohibited, withwhat exception? (272)
They may be mentioned in conjunction with performancefeedback sessions.
Evaluators do not refer to performance feedbacksessions in any area of an Enlisted Evaluation System(EES) form except where? (272)
In the performance feedback certification block (Section V).
A serious incident occurs after the Enlisted EvaluationSystem (EES) closeout date, but before the reportbecomes a matter of record. What must you do? (272)
Request an extension of the closeout date.
Who has the authority to extend Enlisted EvaluationSystem (EES) closeout dates? (272)
Air Force Personnel Center (AFPC).
Extensions for Enlisted Evaluation System (EES)closeout dates are limited to the time necessary to completeactions, not to exceed __ days. (272)
When writing an EPR, when can you mention incidentsthat occurred in a previous reporting period? (272)
Only when the events add significantly to the performancereport, were not known to other evaluators and/or were notpreviously included in a performance report.
An event came to light after an EPR became a matterof record, but occurred during the period of the report.When could this incident be reported? (272)
In the ratee's next report (because the incident was not previouslyreported).
When writing an EPR, be sure performance informationis reliable and supported by substantial evidence.Who should you consult with to determine whether thisinformation is appropriate? (273)
The servicing Staff Judge Advocate (SJA).
Is it appropriate to mention "SSgt Johnson was acquittedof assault charges" or that "involuntary separationaction was unsuccessful" when writing an EPR?(273)
No. (You may, however, mention the underlying conductthat formed the basis for the action.)
EPRs may not mention confidential statements, testimonyor data obtained by or presented to boards underAFI __ ,Safety Investigations and Reports. (273)
On an EPR, do not mention actions with guaranteedrights of appeal that are taken by an individual outsidethe normal chain of command. T/F (273)
True (i.e., IG, Air Force Board of Correction of MilitaryRecords (AFBCMR), equal opportunity and treatment complaintsand Congressional inquiries).
Can you mention awards or nominations such as"outstanding maintainer" or "12 Outstanding Airmen ofthe Year" on an EPR? (273)
Yes. (But do not mention recommendations for decorationsunless they were approved or presented during the reportingperiod.)
What caution should be used in the EPR processwhen referring to the race, ethnic origin, gender, age orreligion of the ratee? (273)
Do not refer to these items in such a way that others couldinterpret as reflecting favorably or unfavorably on the person.(For example, "TSgt Scott is the first female ever selectedfor training ... " is an inappropriate reference to gender.)
Evaluators are prohibited from making EPR commentson the ratee's involvement in cultural or churchactivities. T/F (273)
False. (But do not mention specific religious denominations,etc.)
Can a performance report mention the ratee's disqualificationunder DoD 5210.42-R/AFMAN 10-3902,Nuclear Weapons Personnel Reliability Program (PRP)?(272-273)
No. (But you may reference the behavior that resulted in theaction.)
In Enlisted Evaluation System (EES) documents,what should the rater's comments regarding drug or alcoholabuse rehabilitation programs focus on? (273)
The resulting behavior, conduct or performance, not the actualconsumption of alcohol or drugs or participation in arehabilitation program.
May W APS scores, SNCO promotion scores, boardscores, etc., be mentioned on an EPR? (273)
May EPR comments include positive and/or negativestatements about marital status, family activities, employment,education or volunteer service activities of themember's family? (273)
Why are broad statements such as "top five percentAirman" or "clearly a top one percent SNCO" not allowedon performance reports? (273)
Because the evaluator does not have first-hand knowledge ofall Airmen or SNCOs. (Broad statements lack credibility.)
If the ratee does not meet Air Force fitness standards,how should commanders refer to physical fitnessand/or body composition scores on EPR? (273)
Focus on the reasons and/or behavior that resulted in thepoor physical assessment, rather than on the overall numericalscores.
An EPR is a referral report if it contains a "Does NotMeet Standards" in any Section III block or if the rateereceives a "Poor" (overall rating "1 ") or "Needs Improvement"(overall rating "2") in Section V. What additionalcircumstances require referral? (274)
An EPR that contains derogatory comments or implies orrefers to behavior not meeting minimum acceptable standardsof personal conduct, character or integrity. (It may nothave an overall rating of "5. ")
Evaluators do not normally refer an EPR more thanonce, although a report may be referred several timesduring processing. When may EPR reports be referredmore than once? (274)
When 1) referred again to allow the ratee to rebut a reportthat, after initial referral, was corrected or changed beforebecoming a matter of record; or 2) a subsequent evaluatorgives additional referral ratings or comments.
A ratee has __ duty days to submit comments andthe rebuttal for a referral report. (274)
3 duty days.
__ cover periods of ratee performance too shortto require a performance report or periods of time whenthe ratee is under someone other than the designatedrater. (274)
Letters of Evaluation (LOE).
What are Letters of Evaluation (LOE) used for?(274)
To prepare the ratee's next EPR (but they are not attached tothe report).
Except for __ , evaluators may paraphrase orquote information provided in Letters of Evaluation(LOE). (274)