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Flashcards in chapter-9 Deck (235)

__ are the backbone of the Air Force. (183)

NC Os.


What is the essential purpose of an organized militaryforce? (183)

To defend the state's interests, by force of arms if necessary.(This task is unique to the military profession.)


The military profession is a calling that requires adevotion to service and willingness to sacrifice at thesame levels as those required in the business world. T/F(183)

False. (It requires devotion and sacrifice far beyond thoserequired in the business world.)


Why does the enlisted force need a common approachto career progression, professional development,and acquiring increased supervisory and leadership responsibilities?(183)

Because it is a diverse corps of functionally and operationallyspecialized Airmen.


What provides consistent, well-defined expectations,standards and opportunities for growth for all Airmen inevery specialty and command? (183)

The enlisted force structure.


What does the enlisted force structure reflect? (183)

The Air Force core values (Integrity First, Service BeforeSelf and Excellence in All We Do), which are the foundationof all Air Force policies, guidance and overall focus.


The enlisted force structure provides what threethings? (183)

1) A structure that best meets mission requirements; 2) acommon stable career structure for all enlisted personnel;and 3) an opportunity for professional growth for all Airmen.


What five things does the enlisted force structuredefine? (183)

1) Its three tiers; 2) the three levels of enlisted leadership and development; 3) the roles, responsibilities, expectations andofficial terms of address of each enlisted rank; 4) specialSNCO positions; and 5) official duty titles for the enlistedforce.


Each in the enlisted force structure correspondsto higher training levels, education, technicalcompetence, experience, leadership and managerial responsibilities.(184)



What are the three tiers of the enlisted force structure?(184)

The 1) Junior Enlisted Airman tier; 2) NCO tier; and 3)SNCO tier.


What ranks are included in the Junior Enlisted Airmantier of the enlisted force structure? (184)

AB, Arnn, AlC and SrA.


What is the initial focus of those in the Junior EnlistedAirman tier of the enlisted force structure? (184)

Adapting to the military profession's requirements, achievingtechnical proficiency and becoming productive servicemembers.


Upon achieving what rank do Airmen begin to exerciselimited supervision and leadership while preparingfor increased responsibilities and expanding their technicalskills? (184)

Sr A.


The ____ tier of the enlisted force structure includesSSgts and TSgts serving as first-line supervisors whilebecoming expert hands-on technicians.

NCO tier.


What are the three major responsibilities of NCOs?(184)

1) Ensuring their team members work together; 2) developingtheir subordinates into the future's NCOs; and 3) continuingto develop their own leadership skills.


Which tier of the enlisted force structure includesMSgts, SMSgts and CMSgts who are critical to the AirForce's ability to project air power? (184)

The SNCO tier.


What should be the primary focus for those in theSNCO tier of the enlisted force structure? (184)

Accomplishing the mission by skillfully using and developingteams, as well as participating in the decisionmakingprocess appropriately.


The three enlisted leadership and development levelsapply to all members of the enlisted force. What arethey? (184)

1) Tactical; 2) operational; and 3) strategic.


The tactical level of enlisted leadership and developmentnormally applies to members in what ranks?(184)

AB through TSgt.


What is the primary focus of the tactical level of enlistedleadership and development? (184)

Accomplishing all assigned work as efficiently as possibleusing the personnel and resources available.


At what enlisted leadership and developmental leveldo SNCOs (typically working at the Numbered Air Force(NAF) level and below) transition from expert techniciansand first-line supervisors to leaders with broaderresponsibilities? (184)

The operational level.


What do SNCOs at the operational level of enlistedleadership and development continue to develop? (184)

Their expertise, experience, and management and leadershipskills to convert direction into mission accomplishment.


The majority of the enlisted force spends their entirecareers at the and levels of enlisted leadershipand development, where their natural strengths ofcompetencies, experience and day-to-day mission focusare required. (184)

Tactical and operational levels.


CMSgts (and a few other SNCOs assigned to higherHQ) serve in what positions that constitute the strategiclevel of enlisted leadership and development? (184)

Key leadership positions at the DoD, Headquarters Air Force(HAF), MAJCOMs, Direct Reporting Units (DRU) and selectagencies and HQ.


What abilities do SNCOs serving at the strategiclevel of enlisted leadership and development continue todevelop? (184)

Their knowledge of Air Force institutional management processesand challenges, ability to advise senior leaders, participationin top-level decisionmaking processes, drafting policies, managing career fields and leading far-reaching programs.


What is the primary focus of the strategic level ofenlisted leadership and development? (184)

Strategic leadership and management of the force that satisfiescurrent and future requirements.


Name four general junior enlisted Airman responsibilities.(185)

1) Accepting and executing all duties, instructions, responsibilitiesand lawful orders in a timely, efficient manner; 2)being effective followers; 3) placing official duty requirementsand responsibilities above their personal desires; and4) issuing lawful orders if placed in charge ofa work activityor other Airmen.


To attain and maintain the highest level of personalreadiness and meet Air and Space Expeditionary Force(AEF) mission requirements, Airmen must be ready toaccomplish the mission in what five ways? (185-186)

1) Technically; 2) physically; 3) mentally; 4) spiritually; and5) by meeting all predeployment requirements if postured todeploy.


How can junior enlisted Airmen be technically readyto accomplish the mission? (185)

Have a skill level commensurate with their rank and maintaina high degree of proficiency in their specialty.


How can junior enlisted Airmen be physically readyto accomplish the mission? (185)

Maintain good physical condition, meet Air Force fitnessstandards and participate in the Air Force Fitness Program.


How can junior enlisted Airmen be mentally ready toaccomplish the mission? (185-186)

Deal with issues that detract from mission focus, diminishmotivation, erode positive attitudes and reduce the quality oftheir work. (Seek help ifnecessary.)


What kinds of issues can detract from mental readiness?(185)

Quality of life, financial problems, sexual harassment, discrimination,stress, marital problems and substance abuse.


If a junior enlisted Airman is having difficulty dealingwith an issue that detracts from mental readiness, heor she can seek assistance from whom? (186)

His or her supervisory chain, first sergeant, commander,chaplain or an appropriate referral agency. (Airmen are expectedto take positive steps to resolve these issues responsi- \..,_/bly.)


What is the Air Force's policy regarding discrimina~tion and sexual harassment? (186)

"Zero tolerance."


To whom should junior enlisted Airmen immediatelyreport anyone who may be exhibiting suicidal behavior?(186)

Their supervisory chain, first sergeant or commander. (FellowAirmen are extremely important in suicide prevention.)


How can junior enlisted Airmen be spiritually readyto accomplish the mission? (186)

Develop the personal qualities needed to get through times ofstress, hardship and tragedy.


Spiritual readiness always includes religious activities.T/F (186)

False. (It may or may not include religious activities.)


Junior enlisted Airmen should correct personnel whoviolate what military standards? (186)

Professional behavior, military bearing, respect for authorityand dress and appearance.


__ are primarily learners operating at the tacticallevel of enlisted leadership and development. They canperform basic tasks under close supervision at their firstduty station. (186)



Arnn, operating at the __ level of enlisted leadershipand development, should understand and conform tomilitary standards, customs and courtesies. (186)



Although Arnn remain focused on learning and requiresignificant supervision and support, what shouldthey begin to show? (186)

Basic task proficiency.


What is required of an AlC? (186)

He or she must master many skills while becoming an effectiveteam member. (Al Cs must fully comply with Air Forcestandards.)


AlCs operate at the tactical level of enlisted leadershipand development and no longer require supervisionto progress. T/F (186)

False. (They require continued supervision.)


SrA establish themselves as effective first-line supervisorswith whose guidance and assistance? (186)

The NCOs above them.


When may Sr A become reporting officials? (186)

After completing ALS.


How are Sr A commonly used? (186)

As skilled technicians and trainers operating at the tacticallevel.


Name several general NCO responsibilities. (186-188)

Any of the following: 1) accept and execute all duties, instructions,responsibilities and lawful orders in a timely, efficientmanner; 2) be effective leaders and followers; 3) maintainthe highest level of readiness technically, physically,mentally and spiritually; 4) prepare themselves and theirsubordinates to meet all predeployment requirements; 5)accept the responsibility and accountability that comes withleadership; 6) support and explain leaders' decisions; 7) stayinvolved with their personnel on a daily basis; 8) epitomizeexcellence and lead by example; 9) provide career counselingto subordinates; 10) promote a culture of flexible Airmenable to master many tasks; 11) secure and promote PME andprofessional enhancement for themselves and their subordinates;and 12) promote organizational esprit de corps andfoster good community relations.


What is an NCO's primary purpose? (187)

To be a skilled technician in his or her assigned specialty andbuild, prepare and lead teams to accomplish the mission.


How should NCOs monitor and address their subordinates'mental readiness? (187)

By 1) helping them identify and resolve their personal, financial,marital, alcohol and stress-related problems; 2) activelysupporting the "zero tolerance" policy for discriminationand sexual harassment; 3) watching for signs of suicidalbehavior; 4) familiarizing themselves with the off-duty opportunitiesand living conditions of their subordinates; and 5)recognizing and rewarding individuals whose military conductand duty performance exceed standards and holdingsubordinates who do not meet them accountable.


__ are often in the best position to detect earlyindications of personal, financial, marital, alcohol andstress-related problems in their subordinates and are keyto identifying, addressing and resolving them. (187)

Supervisors. (They must stay involved and be supportive astheir subordinates struggle to resolve these problems.)


What should an NCO do if he or she notices a personexhibiting possible suicidal behavior? (187)

Ask the person directly ifhe or she is thinking of hurting himor herself, then immediately seek assistance from the firstsergeant, commander, security forces, chaplain, life skillssupport center or medical personnel. Remain with the individual until relieved by the proper authority.


How should NCOs help their subordinates becomespiritually ready to accomplish the mission? (187)

Provide assistance to subordinates who are struggling withtheir spiritual readiness through the chaplain, life skills supportcenter or other support agencies.


In addition to meeting predeployment requirementswhen postured to deploy, what must NCOs do to ensuredeployment readiness? (187)

They must educate and assist subordinates with deploymentpreparation and correct and counsel those who do not meetdeployment readiness standards.


Responsibility and accountability increase commensuratewith __ . (187)



Within the enlisted grades, how do NCOs take rankand precedence over all junior enlisted Airmen and otherNCOs? (187)

According to rank.


Within the same grade, how is rank and precedencedetermined? (188)

By 1) Date of Rank (DOR); 2) Total Active Federal MilitaryService Date (TAFMSD); 3) pay date; and 4) Date of Birth(DOB).


One way that NCOs demonstrate responsibility andaccountability is by 1) understanding the Air Force corevalues, the Airman's Creed and the Air Force symbol.Name two other ways. (188)

Any two of the following: by 2) staying informed on issuesaffecting the Air Force via social media sites and e-mailwithout discrediting the Air Force or compromising operationalsecurity; 3) monitoring individual and group dynamicsthat affect readiness and safety; and 4) maintaining a "zerotolerance" environment regarding behaviors that preventAirmen from achieving their full potential.


At a minimum, when must an NCO provide careercounseling to subordinates? (188)

In conjunction with performance feedback counseling orwhen a subordinate comes up for quality review under theSelective Reenlistment Program (SRP).


Commanders may place NCOs in charge of moresenior NCOs of the same grade. T/F (188)

True. (These NCOs are then authorized to issue lawful orders.Failure to obey violates Article 92, UCMJ.)


Name two ways NCOs can promote a culture of flexibleAirmen. (188)

Consider for themselves and encourage subordinates to 1) retrain into Air Force shortage career fields, when appropriate;and 2) serve in special duties, such as military traininginstructor, PME instructor, recruiter, etc.


SSgts strive to develop greater supervisory and technicalcompetence. Operating at the tactical level of enlistedleadership and development, what do they require?(188)

Opportunities to demonstrate growth as leaders.


__ , technical experts in their specialties, developand supervise their assigned enlisted personnel and operateat the tactical level of enlisted leadership and development.(189)



What are the general responsibilities of SNCOs?(189)

In addition to meeting NCO responsibilities, they must 1)provide highly effective leadership; 2) translate leader directionsfor their teams; 3) be active, visible leaders; 4) helpleadership make informed decisions; 5) support developmentof Company Grade Officers (COO); 6) epitomize excellence,professionalism and competence; 7) ensure efficient andeffective use of resources; 8) promote a culture of flexibleAirmen who adapt to evolving requirements throughout their \...,..tcareers; 9) continue professional development through avariety of means; and 10) promote organizational esprit decorps and foster good community relations.


Why should SNCOs study their leaders' decisions?(189)

To understand their leaders' rationale and goals in order tofully leverage their own personal experience and knowledgeto more effectively accomplish the mission.


How can SNCOs support the development of CompanyGrade Officers (CGO)? (189)

By sharing knowledge and experience, as appropriate, tomeet their organization's challenges.


How do SNCOs ensure the efficient use of resources?(189)

By planning resource utilization, replenishment and budgetallocation to ensure personnel have the equipment and resourcesnecessary to effectively accomplish the mission.


How can SNCOs continue their professional development?(190)

Through professional reading, voluntary CDCs, lectures, offdutyeducation and leadership seminars. (Personal professionalgrowth never ends.)


__ transition from technical experts and first-linesupervisors to leaders and managers normally working atthe operational level of enlisted leadership and development.(189)



Members in which rank, normally at the operationallevel of enlisted leadership and development, are experiencedleaders continuing to develop their skills by preparingfor expanded responsibilities and higher leadershippositions? (190)



What are the distinctive roles CMSgts may hold,serving at either the operational or strategic levels of enlistedleadership and development? (190)

Commandants, superintendents, program managers, CommandChief Master Sergeants (CCM), functional managersand career field managers.


Only the very best NCOs - those who epitomize thefinest qualities of military leadership - are selected asCMSgts. What do they bring to their organizations?(190)

Substantial institutional, operational and functional experience,as well as strong leadership skills.


Enlisted duty titles enable rapid identification of aperson's role and level of responsibility. How are theyassigned? (190)

Based on the scope of responsibility and duties performed.(A consistent, standard approach is important to ensure thetitles are meaningful.)


List the eight official authorized duty titles in theenlisted force (excluding special SNCO duty positions).(190-191)

1) Supervisor; 2) NCOIC; 3) Section Chief; 4) Flight Chief;5) Squadron Superintendent; 6) Superintendent; 7) Manager;and 8) Chief.


What are the prerequisites for the title of Supervisor?(190)

Must be at least a SrA, an Airman Leadership School (ALS)graduate and supervise the work of others.


What enlisted duty title is used only for someone whois in charge of a workcenter or element, has subordinatesupervisors and whose primary duty is program or functionalmanagement, even if he or she does not directlysupervise personnel? (190)



What determines the rank of a section chief or aflight chief? (190)

The size of the section or flight (number of enlisted personnel,number of workcenters and scope of responsibilities).


What enlisted duty title is given the enlisted leader ofa squadron? (190)

Squadron Superintendent. (Usually a CMSgt, but may occasionallybe a SMSgt or MSgt.)


What enlisted duty title is given to SNCOs in chargeof group- or wing-level functions, or who oversee functionswithin a squadron? (191)



Managers and Chiefs are program, project or policymanagers at what levels? (191)

Numbered Air Force (NAF), MAJCOM, Direct ReportingUnit (DRU), Field Operating Agency (FOA), Joint Staff orAir Staff levels.


Managers and Chiefs may be the enlisted leader ofthe branch, division or __ . (191)

Directorate. (They may or may not have personnel workingfor them.)


List several special SNCO positions. (191-193)

First sergeant, group superintendent, enlisted academy commandant,enlisted MAJCOM Functional Manager (MFM),Air Force Career Field Manager (AFCFM), Command ChiefMaster Sergeant (CCM) and CMSAF.


What are the duties of the first sergeant, an expeditionaryleader working directly for and deriving authorityfrom the commander? (191)

To 1) be the commander's link to the unit for all matters concerningenlisted members; 2) provide the commander with amission-ready enlisted force; 3) be a vital link between thecommander, unit personnel and support agencies; 4) ensurethe enlisted force understands the commander's policies,goals and objectives; 5) ensure support agencies are responsiveto the needs of unit personnel and their families; and 6)watch for and resolve issues that would adversely impactAirmen readiness.


How is the first sergeant identified on his or her uniform?(191, 191-Fig)

With a distinguishing diamond device on the chevron.


How long is a tour of duty as a first sergeant? (191)

Three years (with options to remain up to three more years).


First sergeant duty is considered retraining. T IF(191)

False. (SNCOs normally return to their previous career fieldwith the knowledge and experience they gained.)


What unique SNCO position is filled by CMSgts whoare enlisted leaders at the group level? (191)

Group superintendent.


What are the duties of the group superintendent?(191)

To 1) provide leadership and manage assigned personnel toeffectively achieve the organization's mission; 2) manageand direct resource activities; 3) interpret and enforce policiesand applicable directives; 4) recommend and initiateactions to improve organizational effectiveness and efficiency;and 5) resolve issues between subordinate squadrons,other groups, wing staff and outside agencies.


Enlisted academy commandants are SNCOs. Wheredo they serve? (192)

Each ALS, NCOA, the Air Force SNCOA and the First SergeantAcademy.


What are the duties of enlisted academy commandants?(192)

They 1) implement and enforce policies, procedures anddirectives; 2) analyze data and provide direction and vision;and 3) coordinate visits from high-ranking leadership.


What is the role of the Vice Commandant, ThomasN. Barnes Center for Enlisted Education (BCEE)? (192)

He or she provides leadership, guidance and direction toPME faculty support staff and strategic planning and policyto BCEE schools.


Enlisted MAJCOM Functional Managers (MFM)manage enlisted career fields for MAJCOMs. What aretheir duties? (192)

They 1) serve as MAJ COM liaisons for their Air Force CareerField Managers (AFCFM); 2) monitor their career fieldhealth and manning within their command and elevate concernsto their AFCFM; 3) manage command training; 4)coordinate associated issues with MAJCOM staff and theAFCFM; 5) disseminate policies and program requirementsthroughout the MAJCOM; 6) ensure proper command prioritizationof personnel resources; and 7) provide expertise toAir Education and Training Command (AETC) to developnew training programs or improve existing ones.


Where do enlisted Air Force Career Field Managers(AFCFM) usually serve? (192)

On the Air Staff.


What are the responsibilities of the Air Force CareerField Manager (AFCFM)? (192)

To 1) organize and manage one or more enlisted careerfields; 2) establish career field entry requirements; 3) managetrained personnel requirements and manning; 4) develop andmanage career-long training plan requirements and programs;5) construct viable career paths; 6) evaluate trainingeffectiveness; 7) monitor career field health and manning; 8) provide input on personnel policies and programs; 9) developforce management policies and programs; I 0) develop contingencyplanning policies; 11) validate deployment re- '--"quirements and workforce availability; 12) ensure their careerfields are responsive to current and future Air Forceneeds; and 13) communicate directly with other Air Staffoffices, MAJCOM enlisted career field representatives andAir Education and Training Command (AETC) trainingmanagers.


Command Chief Master Sergeants (CCM) serve atwhat organizational level(s)? (192)

MAJCOM, wing and other authorized organizational levels.


What are the duties of a Command Chief MasterSergeant (CCM)? (192)

To 1) lead the enlisted force; 2) advise commanders on mattersimpacting the enlisted force; 3) monitor compliance withAir Force standards; 4) serve on advisory councils; 5) have aclose relationship with the community; 6) maintain a liaisonbetween their commander, the enlisted force and staff members;7) communicate with commanders regarding problems,concerns, morale and enlisted force attitudes; 8) ensure theenlisted force knows and understands the commander's policies;and 9) serve as functional manager for assigned firstsergeants.


Command Chief Master Sergeants (CCM) do notwear a distinctive chevron. T/F (192)



In 1964, Air Force leadership rejected the idea ofcreating a(n) __ position, fearing it would underminethe formal chain of command. (193)



Why did the Air Force create the CMSAF position in1966? (193)

It realized the tremendous support behind the failed congressionalbill mandating that each service appoint an SNCO as aSenior Enlisted Advisor (SEA).


Describe the unique insignia of the CMSAF. (193,193-Fig)

It has a wreath around the star and an eagle and two stars inthe chevron.


Who became the first CMSAF, the senior-rankingenlisted member of the Air Force, in April 1967? (193)

Chief Paul W. Airey.


Which CMSAF helped create the WAPS, served asan aerial gunner on B-24 bombers in Europe duringWWII, was held prisoner by the Germans for almost ayear and was awarded the Legion of Merit during theKorean Conflict? (193)

Paul W. Airey. (April 1967-July 1969)


__ served as CMSAF from August 1969 - September1971. He worked to help support his mother andpay tuition prior to being drafted into the Army AirCorps, serving as an armament and gunnery instructorand in the personnel career field. As CMSAF, he focusedon resolving racial tensions, assignment concerns andpromotion problems. (193-194)

Donald L. Harlow. (He was known for his no-nonsense approachand ability to listen.)


The third CMSAF grew up on an Iowa farm duringthe Great Depression and Dust Bowl years. After he wasdrafted into the Army in 1945, he served in France at theend of WWII. Known as "the GI's man in Washington,"he focused on increasing opportunities for NCO professionaldevelopment as CMSAF. Who was he? (194)

Richard D. Kisling. (October 1971- September 1973)


Which CMSAF, whose tenure was extended for twoyears, was the first African-American to serve in thehighest enlisted post of any military service, worked toensure equality among the ranks and races, and brokedown barriers for women in the Air Force? (194)

Thomas N. Barnes. (October 1973 - July 1977)


The fifth CMSAF, __ , enlisted to travel and learna skill He educated the force on the hazards of substanceabuse (SA) and addressed low morale, weak militarypublic image, quality of life and prejudices against minoritiesand women. (195)

Robert D. Gaylor. (August 1977 - July 1979)


The fifth CMSAF, __ , enlisted to travel and learna skill He educated the force on the hazards of substanceabuse (SA) and addressed low morale, weak militarypublic image, quality of life and prejudices against minoritiesand women. (195)

James M. McCoy. (August 1979 - July 1981)


Which CMSAF served nearly 14 years in the militarypolice force after enlisting out of patriotism and adesire to expand, traveled extensively as CMSAF to knowthe issues firsthand, and focused on cultural change withinthe Air Force? (196)

ArthurL. "Bud" Andrews. (August 1981-July 1983)


__ entered the Air Force as a ground weatherequipment operator, became the youngest 7-level in hiscareer field and was a member of the first SNCOA class.He obtained approval for the John Levitow Award foreach level of PME and established the First Sergeant ofthe Year program Air Force-wide. (196)

Sam E. Parish. (August 1983 - June 1986)


Disqualified from flight school because of high frequencyhearing loss, this CMSAF set his sights on becomingCMSAF while serving in Vietnam. He was the sole enlisted member on the President's Commission on MilitaryCompensation, created the EPR and performancefeedback systems, and believed that giving more responsibilityto Airmen would attract and retain higher qualitypeople. Who was he? (197)

James C. Binnicker. (July 1986 - July 1990)


After playing minor league baseball, this CMSAFserved as an aircraft mechanic and military training instructor,taking part in the first Ability to Survive andOperate (ATSO) exercise in a chemical environment. Heworked to avoid involuntary separations during the AirForce downsizing and created enlisted career paths similarto the officer career model. Who was he? (197)

Gary R. Pfingston. (August 1990 - October 1994)


Once his supervisors at his first base turned his attitudearound, __ sought challenges throughout hiscareer. As CMSAF, he successfully fought a proposedreduction in retirement pay, gave each Airman an individualroom in the dormitory, and advised Airmen to behonest and keep their promises. (198)

David J. Campanale. (October 1994- November 1996)


Which CMSAF served as the US Air Forces in Europe(USAFE) Senior Enlisted Advisor (SEA) duringOperation Joint Endeavor in Bosnia, crafted the NCOProfessional Development Seminar and Warrior Week inbasic training, and focused on culture change as the AirForce became an expeditionary force? (198)

Eric W. Benken. (November 1996 - August 1999)


Which CMSAF began his career in the "bombdumps" as a missile maintenance crew chief, restructuredthe PME program, implemented the procedures tocreate the ALS and allowed MSgts to attend theSNCOA? He also streamlined the Command Chief MasterSergeant (CCM) selection process, giving commandersmore flexibility, and ensured the development of future-focused leaders. (199)

Frederick J. "Jim" Finch. (August 1999 - June 2002)


Often recognized for performance and leadership,this CMSAF was promoted to Sr A Below the Zone(BTZ). He refocused Basic Military Training (BMT) andPME toward expeditionary combat principles, developeda new physical fitness program, and balanced the enlistedforce structure. Who was he? (199)

Gerald R. Murray. (July 2002 - June 2006)


Trained as a medical technician and aircraft maintenancespecialist, __ served as the Pacific Air Forces(P ACAF) Command Chief Master Sergeant (CCM) beforebecoming the CMSAF in June 2006. He helped makethe first major changes to feedback and performancereport forms since 1990, encouraged Airmen to earntheir CCAF degree earlier in their career, created theEnlisted Heroes Walk, and brought back the enlisted collar brass and Good Conduct Medal. (200)

Rodney J. McKinley. (June 2006 - June 2009)


The 16th CMSAF, __ , served in civil engineerpositions and as a Command Chief Master Sergeant(CCM) at multiple levels, helped build a culture of resiliencywithin Airmen and their families, focused on developingAirmen through training, education and experience,and improved Distance Learning (DL) opportunities.(200)

James A. Roy. (June 2009 - January 2013)


Who is the current CMSAF? (201)

James A. Cody (He entered the Air Force as an air trafficcontroller, served as Command Chief Master Sergeant(CCM) at multiple levels, and most recently served as theCCM for Air Education and Training Command (AETC).)


The term "Airmen" refers to members in which AirForce ranks? (201)

All ranks from AB to the four-star general.


__ is a mindset or attitude about belonging to theProfession of Arms that is reflected in our behavior. (201)

Airmanship. (A mindset predetermines our responses andinterpretations of situations.)


Name three hallmarks of the airmanship mindset.(201)

1) Belief in and commitment to the oath of enlistment; 2)embracement of Air Force core values as your own; and 3)willingness to fulfill all NCO responsibilities.


Adhering to and enforcing standards, impeccablewear of the uniform, readiness to perform mission objectivesand perpetuating the Air Force culture all give aclear picture of what we expect Airman behavior to looklike. T IF (201)

True. (Proudly exhibit the highest levels of professionalism.)


The We Are All Recruiters (WEAR) program grantsup to __ days permissive TDY to participate in anapproved event that directly helps recruiting efforts.(201-202)

12 days.


We Are All Recruiters (WEAR) events can provideleads for recruiters as Air Force personnel interact withand educate the public about the Air Force. T/F (201)

True. (WEAR events augment limited recruiting resourcesand advertising dollars.)


What do Air Force members do in Recruiters AssistancePrograms (RAP)? (202)

Bring the Air Force story to their hometowns or prior residencesby helping local recruiters make contacts and developleads. (Any active duty member may apply.)


What may be granted to those desiring to positivelyimpact recruiting by participating in Recruiters AssistancePrograms (RAP)? (202)

Up to 12 days of nonchargeable leave, including one weekend.


How does EPME complement training, experienceand other educational programs? (202)

By providing 1) a continuum learning via progressive courseson developing airmanship and warfighting skills; 2) professionaleducation at critical career points; and 3) increasedsupervision, leadership and management preparation.


What are the three levels of Air Force EPME? (202)

ALS, NCOA and Air Force SNCOA.


Which levels of EPME are available through Dis- I. .tance Learning (DL) courses? (202)

ALS, NCOA and Air Force SNCOA.


Who 1) provides EPME program development, facultydevelopment and operational program managementfor EPME; and 2) advises Air Force and other key leaderson Air Force and Joint EPME issues and policies?(202)

The Thomas N. Barnes Center for Enlisted Education(BCEE), EPME Academic Affairs (AA).


What is the Academic Affairs (AA) mission? (202)

To provide the continuum of EPME necessary to inspire anddevelop enlisted leaders of integrity, service and excellence.


Academic Affairs' (AA) vision is to instill Airmenwith a warrior ethos, expeditionary mindset and a passionfor leading. What is its goal? (202)

To expand enlisted leadership ability and strengthen commitmentto the profession of arms by integrating sound leadership,communication skills and military studies.


EPME Academic Affairs (AA) courses are based onwhat three broad areas of learning/graduate attributes?(202)

1) Military professional; 2) expeditionary leadership; and 3)leadership communication.


What are the three principle methods of instructionfor each EPME course? (202)

1) Guided discussion; 2) case study analysis; and 3) experientiallearning.


The __ is accredited through the Southern Associationof Colleges and Schools. (202)



Do graduates of resident and nonresident Air ForceSNCOA, NCOA and ALS receive college credits with theCCAF? (202)

Yes. EPME schools provide the CCAF class graduate informationand the CCAF automatically updates individual recordsand transcripts.


What is the first level of resident EPME that enlistedAirmen attend? (202)



What is the ALS mission and goal? (202-203)

To prepare SrAs to be professional warfighters able to superviseand lead Air Force teams that employ air, space andcyberspace power by helping them understand expectationsinherent in their position and the need for professional development.


Operating at most installations, resident ALS is a__ -week course that helps SrAs understand expectationsinherent in their position and their need for professionaldevelopment. (203)



ALS must be completed in residence to be eligible forpromotion to what rank? (203)

SSgt. (It is also required before performing duties as a reportingofficial.)


What four attributes does ALS provide graduates?(203)

Those of 1) expeditionary Airmen; 2) supervisors of Airmen;3) military professionals; and 4) supervisory communicators.


Resident ALS graduates earn __ semester hoursof college credit with the CCAF. (203)

10 semester hours.


Five stateside NCOAs are operated by the ThomasN. Barnes Center for Enlisted Education (BCEE) and oneis operated by the ANG. Who operates the four overseasNCOAs? (203)

Three are operated by Pacific Air Force (PACAF), one byUS Air Forces in Europe (USAFE).


What is the mission of the NCOA? (203)

To prepare TSgts to become professional warfighters wholead and manage Air Force units to employ air, space andcyberspace power.


What is the goal of the NCOA? (203)

To help TSgts understand their position in the military structureand develop effective supervisory and leadership skills.


You must complete the 6-week NCOA curriculum(in residence) within two years of sewing on __ , and tobe eligible for promotion to __ . (203)

TSgt; MSgt.


NCOA focuses on what four graduate attributes?(203)

Those of 1) military professionals; 2) operational Airmen; 3)unit managers; and 4) managerial communicators.


How many semester hours of college credit with theCCAF do resident NCOA graduates earn? (203)

11 semester hours.


The Air Force established the Air Force SNCOA in1972 to enhance development of SNCOs through PME.What is its current annual enrollment? (203)

Up to 2,250 Air Force SNCOs, Navy and Coast Guard chiefpetty officers, Army and Marine sergeants major and internationalSNCOs.


What is the mission of the Air Force SNCOA? (203)

Prepare SNCOs to lead the enlisted force in employing air,space and cyberspace power to support national securityobjectives.


Resident Air Force SNCOA completion is requiredto assume what rank? (203)

SM Sgt.


What do Air Force SNCOA students do to improveinteractions between officers and enlisted members in thePME environment? (203)

Work in teams with Squadron Officer School students forthree days, increasing understanding and appreciation ofeach other's talents.


The Air Force SNCOA is a __ -week in-residencecourse. (203)



What four key attributes does the Air Force SNCOAfocus on? (203)

Those of a 1) military professional; 2) operational manager;3) joint warfighter; and 4) senior communicator.


Air Force SNCOA graduates earn __ semesterhours of CCAF college credit. (203)

13 semester hours.


What do students completing the EPME DistanceLearning (DL) courses gain? (203)

Additional knowledge about their increasing responsibilitiesas leaders and managers.


What are the three EPME Distance Learning (DL)courses? (203)

I) ALS, Course l; 2) NCOA, Course 9; and 3) SNCO,Course 14.


ALS Distance Learning (DL) Course 1 consists ofwhat five volumes? (203)

I) Successful learning; 2) expeditionary Airman; 3) supervisorof Airmen; 4) military professional; and 5) supervisorycommunicator.


Name the five volumes covered in NCOA DistanceLearning (DL) Course 9. (203)

1) Successful learning; 2) military professional; 3) operationalAirman; 4) unit manager; and 5) managerial communicator.


EPME Distance Learning (DL) Course 1, Course 9and Course 14 are only available for Reserve and Guardpersonnel. T/F (203)

False. (Course 14 is available for active duty, Reserve andGuard personnel.)


ALS Distance Learning (DL) Course 1 graduatesearn __ CCAF semester hours of college credit. (203)



NCOA Distance Learning (DL) Course 9 graduatesearn __ CCAF semester hours of college credit. (203)



SNCO Distance Learning (DL) Course 14 graduatesearn __ CCAF semester hours of college credit. (204)



Which EPME Distance Learning (DL) course is aweb-based multimedia course that has five objective multiple-choice tests covering five areas - profession of arms,communication skills, behavior analysis, human resourcedevelopment and organizational management? (203)

Course 14.


Completion of SNCO Distance Learning (DL)Course 14 is mandatory for all active duty personnel. T/F(204)

False. (It is voluntary, though highly encouraged for AirForce active duty personnel. However, it is required for asenior rater endorsement on SNCO EPRs.)


What web-based course gives SNCOs a more comprehensivejoint education to prepare them for assignmentsto joint billets at the Senior Enlisted Leader (SEL)or command SEL level? (204)

Senior Enlisted Joint PME (SEJPME).


hat does the Senior Enlisted Joint PME (SEJPME)course prepare enlisted personnel to do? (204)

To effectively operate as part of a future joint force and tosupervise multiple service members.


Who may enroll in Senior Enlisted Joint PME(SEJPME)? (204)

All active duty, Reserve or Guard enlisted personnel in thegrades ofE-6 to E-9.


You should complete rank-required service EPMEprior to enrolling in Senior Enlisted Joint PME(SEJPME). T/F (204)



The Senior Enlisted Joint PME (SEJPME) courseconsists of a pretest, five learning modules of variouslengths totaling 40 hours, section quizzes and a final exam.How many weeks does it take to complete? (204)

It is a self-paced course, so timing varies depending on thestudent's schedule and personal commitment.


Military __ is about knowing what is good andtrue, and the courage to do and be what and who weought to be. (204)

Ethics. (It's also about our heritage, history and responsibilityto be men and women of character.)


Military ethics is rooted in the three Os. Name them.(204)

Owing, ordering and oughting.


The core value of "service before self'' is based onthe debt of gratitude Airmen owe to whom? (204)

Country, family, service, chain of command, comrades andthose who wore the uniform before us.


According to Dr. James H. Toner, what is the properordering of Airmen's priorities? (204)

Country, Air Force, unit.


Ethics insists upon conditional and contextual obedienceto orders. T/F (204)

True. (Lawful orders ought to be obeyed.)


When facing an ethical dilemma, rely on your __ as a guide to what you ought to do. (204)



Enlisted Force Development (EFD) is a __ approachto developing innovative Airmen who lead in arapidly evolving global environment and accomplish theAir Force mission. (205)

Life-cycle. (Deliberate development is essential throughoutan Airman's career.)


What is the most important issue when developingAirmen? (205)

Ensuring they take full advantage of functional and institutionalopportunities.


How does the Air Force develop Airmen as technicalexperts? (205)

Functionally, through career field progression planning. (Careerfield progression includes both technical and tacticaldevelopment.)


Institutionally, the Air Force develops experiencedleaders by encouraging them to take on increased responsibilityand leadership roles. This includes experienceopportunities like deployments, joint assignments andHQ staff assignments. T/F (205)

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


What educational opportunities exist to enhance anAirman's knowledge and capabilities? (205)

EPME, developmental education, civilian education andother self-improvement programs (like the Chief of Staff, USAir Force (CSAF) Professional Reading Program).


Airman development and career progression dependson continuous conversations between __ and__ regarding career field and institutional requirements;personal qualifications and goals; and availabledevelopmental opportunities. (205)

Supervisors and subordinates.


What is the Enlisted Force Development Panel(EFDP) responsible for? (205)

Guiding Enlisted Force Development (EFD) efforts.


The Enlisted Force Development Panel (EFDP) is cochairedby the CMSAF and the __ . (205)

Director, Force Development (AF/AID).


Who else is on the Enlisted Force Development Panel(EFDP), besides the two co-chairs and a strategic advisor?(205)

Command Chief Master Sergeants (CCM) from the CombatantCommand (COCOM) and MAJCOM levels; CMSgtsfrom the Air Force Reserve Command (AFRC) and ANG;Career Field Managers; and representatives from Air EducationTraining Command (AETC), Air University (AU), SecondAir Force, BMT, and Headquarters Air Force (HAF).


Who attends the Enlisted Force Development Panel(EFDP) as a strategic advisor? (205)

A former CMSAF.


When did Force Development (AF/Al) and the ViceChief of Staff approve Enlisted Development Teams(EDT) for all AFSCs? (205)

August 2012.


In 2010, who recommended initiating Enlisted DevelopmentTeams (EDT)? (205)

The Enlisted Force Development Panel (EFDP).


Career fields use Enlisted Development Teams(EDT) to help __ eligible personnel for critical leadershipand developmental positions. (205)

Identify. (The teams also perform succession planning, basedon defined education, training, experience and performancerequirements.)


_____ is a Web-based self-service resource to manageyour professional development. (206)

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


What special features does My Enlisted DevelopmentPlan (MyEDP) provide Airmen? (206)

Mentoring capabilities, discussion forums and tools to trackpersonal and professional accomplishments.


What interactive tool helps senior Air Force leadersunderstand the Enlisted Force Development (EFD) enterpriseand specific aspects of training, education andexperience? (206)

The EFD Strategic Visual Mapping Tool.


The Enlisted Career Path __ helps Airmen understandcurrent and future opportunities for continuingdevelopment. (206)

P)'Tamid. (It displays training, education and experience theywill encounter in their career.)


In ascending order, name the six leadership roles on the Enlisted Career Path Pyramid. (207-Fig)

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


__ competencies prepare Airmen to operate successfullyacross the array of Air Force tasks and requirementsand form the framework for force development.(207)



What do institutional competencies provide for consistencyacross the Air Force? (207)

A common language and a set of priorities.


Institutional competencies apply across a few occupations,functions and organizational levels. T/F (207)

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


Name the Air Force's three categories of institutionalcompetencies. (207)

Personal, people/team and organizational. (These are brokeninto 8 competencies and 24 subcompetencies.)


__ competencies are institutional competenciesapplied in face-to-face and interpersonal relationships,directly influencing values and human behavior. (207)

Personal competencies.


Do Airmen learn personal competencies at the strategicor tactical level? (207)

Tactical level.


Personal competencies are vital for individual contribution,building cohesive units and immediatesubordinates. (207)



The personal category of institutional competenciesincludes Embodies Airman Culture and Communicating.T/F (208-Fig)



What are the four subcompetencies of the institutionalcompetency Embodies Airman Culture? (208-Fig)

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


Airmen exhibit the Ethical Leadership institutionalsubcompetency when they promote Air Force core valuesthrough goals, actions and referent behaviors. Namethree other ways they do this. (208-Fig)

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


What institutional subcompetency exhibits hardinessof spirit, despite physical and mental hardship (moraland physical courage)? (208-Fig)

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


The Develops Self institutional subcompetency understandsand values the role of follower in mission accomplishment.T/F (208-Fig)

False. (Develops Self assesses self to identify strengths anddevelopmental needs; seeks and integrates performancefeedback and recognizes personal impact on others; and continuouslyexpands knowledge and skills by developing lifelonglearning habits.)


Speaking and Writing is a subcompetency of theCommunicating institutional competency. Name the othersubcompetency. (208-Fig)

Active Listening.


If an Airman adjusts their communication approachbased on the unique operational environment and audienceneeds, what institutional subcompetency are theyemploying? (208-Fig)

Speaking and Writing. (This subcompetency also bridgescommunication between units, organizations and institutions,and articulates ideas and intent in a clear, concise and convincingmanner, both verbally and in writing.)


The institutional subcompetency, Active __ , fostersthe free exchange of ideas in an atmosphere of openexchange. (208-Fig)

Listening. (It also attempts to understand others' points ofview, clarifies information as needed and solicits feedback toensure that others understand messages as intended.)


Give two definitions of the institutionalsubcompetency, Followership. (208-Fig)

Any two of the following: 1) understands and values the roleof followership in mission accomplishment; 2) seeks command,guidance and/or leadership while giving unbiasedadvice; 3) aligns priorities and actions with chain of commandguidance for mission accomplishment; or 4) exercisesflexibility and adapts quickly to alternating role as follower/leader (the concept of "follower first, leader at times").


Which category of institutional competencies involvesmore interpersonal and team relationships? (208)

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


How many institutional competencies are in the people/team category? (209-Fig)

Two. (Leading People and Fostering Collaborative Relation ships.)


The people/team category of institutional competenciescontains six subcompetencies. T/F (209-Fig)

False. (There are five subcompetencies.)


Develops and Inspires Others, and Diversity, are twosubcompetencies of the Leading People institutionalcompetency. Name the third subcompetency. (209-Fig)

Takes Care of People.


A leader who uses feedback, coaching, mentoringand delegating to help and motivate others to improveskills and performance, exhibits which institutionalsubcompetency? (209)

Develops and Inspires Others. (The leader also: empowersand guides others toward their goals and mission accomplishment;and inspires them to transcend self-interest andembrace personal risk and sacrifice for the good of the organizationand mission.)


Leaders employ the Diversity institutionalsubcompetency by showing respect for others in certainsituations and treating people equally. T/F (208-Fig)

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


Name one way Airmen apply the institutionalsubcompetency, Takes Care of People. (209-Fig)

Any of the following: 1) people first - attends to the wellbeingoffellow Airmen and their families; 2) integrates wellnessinto mission accomplishment and creates an environmentwhere Airmen always take care of each other; and 3)establishes work-life balance through time management andsetting clear expectations and priorities.


What are the two subcompetencies of the institutionalcompetency, Fostering Collaborative Relationships?(209-Fig)

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


If a leader sees and attends to the interests, goals andvalues of individuals and institutions, which institutionalsubcompetency is he applying - Builds Teams and Coalitionsor Develops and Inspires Others? (209-Fig)

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


Name four ways Airmen display the Negotiating institutional subcompetency? (209-Fig)

They: 1) comprehend the underlying principles and conceptsapplied throughout negotiation; 2) attain desired missionoutcomes while maintaining positive, long-term relationshipswith key individuals and groups; 3) reduce tension or conflictbetween people using appropriate interpersonal stylesand methods; and 4) persuade and influence, build consensus,gain cooperation and effectively collaborate.


Managing Organizations and Resources is one of theorganizational institutional competencies. Name the otherthree. (210-Fig)

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


Name six of the 13 organizational institutionalsubcompetencies. (210-Fig)

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


Which institutional subcompetency uses innovationand technology to employ lethal and nonlethal force, andexpertly integrates and leverages doctrine, concepts andcapabilities within an effects-based approach to operations?(210-Fig)

Operational and Strategic Art. (The third definition is: understandsand applies operational and strategic art in conventionaland irregular warfare, peacekeeping and homelandoperations.)


Which institutional subcompetency considers andapplies Air Force capabilities across air, space and cyberspace?(210-Fig)

Unit, Air Force, Joint and Coalition Capabilities. (Thissubcompetency also: 1) understands how Air Force capabilitiesrelate and complement other service capabilities; and 2)understands interdependency and interoperability acrossservices, agencies, departments and coalition partners.)


A leader who understands the national security implicationsof peacekeeping operations, humanitarian reliefoperations, and support of foreign and domestic civilauthorities, displays which institutional subcompetency?(210-Fig)

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


Leaders exhibit the Enterprise Structure and Relationshipsinstitutional subcompetency by understanding the organizational structure and relationships betweenthe Air Force, DoD, joint staff, Combatant Commands(COCOM), defense agencies and other defense structureelements. How else do they display this subcompetency?(210-Fig)

By comprehending how their unit or function fit into theparent organization and how the parent organization relatesto its external environment (such as supporting and supportedorganizations, the public and Congress).


Which institutional subcompetency develops languageskills and seeks to understand foreign cultural,religious, political, organizational and societal norms andcustoms? (210-Fig)

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


How is the institutional subcompetency, GovernmentOrganization and Processes, defined? (210-Fig)

Understands the 1) essential operating features and functionsof the Air Force, DoD, national security structure, other relatedexecutive branch functions and Congress, includingorganization and leadership; 2) roles of members, committeesand staff; 3) authorization, appropriation and budgetprocesses; 4) acquisition policy and procedures; and 5) interdependenciesand relationships.


Leaders applying the institutional subcompetency,Strategic Communication, formulate the institutional__ ,telling the Air Force story. (210-Fig)

Message. (They also synchronize and integrate communicationefforts to deliver truthful, timely, accurate and credibleinformation, analysis and opinion to inform and influencekey audiences.)


In addition to implementing "best practice" managementtechniques throughout the organization, what isthe second definition of the institutional subcompetency,Resource Stewardship? (210-Fig)

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


aders who display the institutionalsubcompetency, Change Management, perceiveand risks before, or as, they emerge. (210-Fig)

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


List one definition of the institutionalsubcompetency, Continuous Improvement. (210-Fig)

Any one of the following: 1) originates actions to improveexisting conditions and processes, using appropriate methodsto identify opportunities, implement solutions and measureimpact; 2) supports ongoing commitment to improve processes,products, services and people; and 3) anticipates andmeets the needs of internal and external stakeholders.


Vision, an institutional subcompetency, involves takinga long-term view and building a shared vision thatclearly defines and expresses a future state. It also formulateseffective plans and strategies to consistently achievegoals and maximize mission accomplishment. What aretwo other definitions? (210-Fig)

1) Providing innovative and creative insights and solutionsfor guiding and directing organizations to meet institutionalneeds; and 2) anticipating potential threats, barriers and opportunitieswhile encouraging risk-taking.


Decisionmaking, as an institutional subcompetency,identifies, evaluates and assimilates data from multiplestreams and differentiates information according to itsuse. It also uses information to influence actions and decisions,and analytic methods to solve __ and develop__ . (210-Fig)

Problems; Alternatives.


Making sound, well-informed and timely decisions,despite conditions of ambiguity, risk and uncertainty,defines the Continuous Improvement institutionalsubcompetency. T/F (210-Fig)

False. (The correct subcompetency is Decisionmaking, alsodefined as: critically analyzing situations to anticipate secondand third order effects of proposed policies or actions, andestablishing metrics to evaluate results and adapt and implementfeedback.)


A leader who maintains effectiveness while experiencingmajor changes in work environment or tasks, displayswhich institutional subcompetency? (210-Fig)

Adaptability. (This leader also adjusts to change in new workstructures, processes, requirements and cultures, and respondsquickly and proactively to ambiguous and emergingconditions, opportunities and risks.)