DEVELOPMENT
Introduction
A sound development strategy will ensure intelligence experts are thoroughly
versed in Air Force operations. It will institutionalize flexible and responsive
training processes--the right training at the right time. The intelligence
force must have development programs that are requirements driven, visible
and of the highest quality.
Air Force intelligence training follows Air Force doctrine. As people
are a decisive part of Air Force intelligence capability, training is as
realistic as possible, is evaluated closely, and prepares intelligence
professionals for Air Force, joint, or combined combat operations.
Cradle-to-Grave Development Concept
The Cradle-to-Grave concept involves the development, documentation, and
application of comprehensive core training standards that identify life-cycle
education/training requirements, training support resources, and minimum
core task requirements for individual specialties.
This concept applies to all Active and Reserve component intelligence
personnel and to civilians possessing intelligence-related Occupational
Specialty Codes. The Cradle-to-Grave training concept is implemented for
officer and enlisted personnel through the use of Career Field Education
and Training Plans (CFETP). Officer equivalent civilians fall under Air
Force Career Programs.
*personnel through the use of Command Education and Training Plans (CEPT)
Training Evaluation
Various issues affect how training requirements are developed. Figure xxx
depicts these issues and the progressive nature in which training requirements
are determined. It also highlights the fact that utilization, classification,
and training are deeply embedded within the responsibilities of force management,
as they are the primary functions that are impacted by force management.
Civilian Career Enhancement Plan
In contrast to AF Military requirements, Civilian training requirements
are based on individual, career employee plans. A Career Enhancement Plan
(CEP) is used to document required training and development courses for
each registered career program employee. Supervisors help an employee identify
training needs, career goals, and required centralized training and developmental
activities. Using the MDP, the annual Training and Development Guide, and
promotion evaluation patterns, the supervisor completes the CEP and forwards
to the training office in the Civilian Personnel Flight. The career programs
extract the data to nominate and select for opportunities and budget for
total annual requirements.
SOURCES OF TRAINING
In addition to basic intelligence training at Goodfellow AFB, there are
numerous ways an Air Force intelligence professional is trained. Intelligence
professionals must take an active role in ensuring that their training
is adequate to complete the mission. One way to become aware of other available
training is to foster networking with peers and counterparts throughout
the force (active duty, ARC and civilian) and with other services. The
following tools are available to assist you in your journey.
Career Field Education and Training Plan (CFETP).
The CFETP is a comprehensive, core training document that identifies life
cycle education and training requirements, training support resources,
and minimum core task requirements for individual specialties. It is intended
to provide a clear career path for individuals and it makes career field
training identifiable, measurable, and budget defensible. The CFETP consists
of two parts, both of which are used by supervisors to plan, manage, and
control training within the career field.
CFETPs are published or are being developed for each intelligence AFSC.
CFETPs contain Career Path Flow Charts for use as a guide to assist personnel
in their own career development and to allow them to maintain awareness
of career progression requirements.
CAREER PROGRAMS.
Following are a few of the initiatives the Air Force has developed to capitilize
on special skills and increase experience levels for Intelligence professionals.
Foreign Area Officer Program (FAO).
The Secretary of the Air Force (SAF), International Affairs Division is
establishing an AF FAO Program in order to comply with DoD Directives requiring
FAO to fill specific joint billets. The program is scheduled to be in operation
by end of 1997 and is geared toward 0-3 to 0-6 Officers. Training will
be dependent on positions being filled, but could include language and
area studies, or cultural training to fill attaché positions in
foreign embassies and other select positions at overseas and stateside
locations.
AF Career Program (Civilian).
Using an Air Force-wide approach to managing resources, the Career Programs
apply the civilian life cycle model to develop careers. Each program is
tailored to the needs of the occupation and function. Career programs are
the process by which top performers are identified and developed to meet
current and future staffing needs. Through centralized management of selected
positions functional management is able to offer challenging duty assignments,
job rotation, career broadening, training and education to Air Force employees.
ARC Career Programs.
The ARC currently does not provide an effective, comprehensive career program
for intelligence professionals. For the most part, reserve intelligence
professionals are forced to conduct their own career program management
by aggressively seeking out resources and schools to improve themselves.
Career Development Courses (CDC).
A CDC provides post technical school Officer and Enlisted training necessary
for the well rounded intelligence professional. CDCs, in conjunction with
5- and 7-level OJT, comprise upgrade AFSC training. Officer CDCs are currently
being developed. Some CDCs will be available on CD ROM in the near future
and long range goals call for exporting CDCs to customers via disk or CD
ROM if classification permits. MAJCOM and unit training monitors have the
most status on each CDC.
OJT and Supplemental Training.
OJT provides a vital link between formal technical training and actual
job performance. Providing OJT in the workplace is currently an area of
major concern as a large portion of the experienced intelligence work force
is engaged in the joint environment, or participating in ongoing contingency
operations, and are not available to train.
Commanders must ensure that programs are developed and adequately managed
by supervisors to ensure that intelligence personnel are trained adequately.
For further information refer to AFI 36-2201.
Technology-Based Training.
Advances in technology demand that the Intelligence Community capitalize
on new and innovative ways to train personnel. Distance learning or exportable
training allows the force to use material developed by professional training
providers based on the stated requirements of the user. This type of training
ultimately saves resources. Current initiatives under development include
the Joint Imagery Analysis Course, Voice Processing Training System, and
Conventional Weaponeering. Once these courses are delivered, it is incumbent
on the supervisor to ensure that time is provided at the units for personnel
to complete this training. The intelligence community will also rely heavily
on INTELINK and SIPRNET, and where possible, the INTERNET, to provide courseware
and information on training opportunities.
MILITARY TRAINING EVALUATION
References: AFI 36-2201, Field Evaluation of Education and Training; AETCI
36-2201, Technical Training Quality Assessment; and AETCI 36- 2203, Student
Measurement Program
Feedback to the training provider on adequacy of training is critical
to providing the best-trained personnel. The Technical Training Evaluation
program is the Air Force and AETC tool to determine training trends; whether
formal training meets MAJCOM/joint activity requirements; and if new training
requirements exist. AIA/DPT is the focal point between the field (MAJCOMs,
Joint Activities) and the training provider (AETC). There are two formal
feedback mechanisms: the Graduate Assessment Survey (GAS) and the Field
Evaluation Questionnaire (FEQ).
The GAS is a three-question feedback sheet that is mailed directly to
each graduate's supervisor within 60 days after graduation. It collects
initial, broad training feedback on a graduate's attitude and adherence
to military standards; whether a graduate is capable of working at the
apprentice level; and whether a graduate can meet workplace job requirements.
The FEQ collects data on whether training meets specialty training standard
(STS) or course training standard (CTS) requirements. The FEQ is mailed
to all supervisors and graduates approximately five months after graduation.
Explanatory comments are essential to validate FEQ statistical data.
17 TRG analyzes this data and and others publishes a Field Evaluation
Questionnaire Summary (FEQS) for each course annually or as adverse trends
dictate.
Additionally, direct feedback can be provided through the 17 TRG Customer
Service Information Line, a 24-hour dedicated phone line, DSN 477-3350
or Commercial 1-915-654-3350. For conversations requiring a STU-III, use
DSN 477-3693 between 1330-2230Z.
