Term
| What three parts of the work center mission do you define during the analysis phase? |
|
Definition
| *Purpose, products, and customers |
|
|
Term
| What types of tasks must a needs assessment include? |
|
Definition
| Tasks performed as part of daily routine and tasks that occur infrequently |
|
|
Term
| What manpower documents identify AFSCs assigned to the work center? |
|
Definition
|
|
Term
| What Air Force publication identifies generic tasks performed in an AFSC? |
|
Definition
| Air Force Enlisted Classification Directory (AFECD) |
|
|
Term
| What training documents can you research to identify specific tasks for the work center? |
|
Definition
| Career Field Education and Training Plan (CFETP), Specialty Training Standard (STS) and Air Force Job Qualification Standard (AFJQS) |
|
|
Term
| In addition to the manpower and training documents, what are some other documents used to identify tasks performed in the work center? |
|
Definition
| Policy directives, manuals, handbooks, and technical orders |
|
|
Term
| List the two factors needed to qualify as a subject matter expert. |
|
Definition
| *Field expertise and recent job experience |
|
|
Term
| List the tasks you have to complete to prepare for an interview? |
|
Definition
| Researching, developing questions, setting up the interview, and preparing the room |
|
|
Term
| When conducting an interview, what is the basic goal of your questions? |
|
Definition
| To gain information from the experts |
|
|
Term
| When conducting the interview, why do you provide the SME with your phone number? |
|
Definition
| In case he or she remembers other information later |
|
|
Term
| What can occur if the respondents are confused after reading the questionnaire instructions? |
|
Definition
| May get confused and discard the product/they cannot complete the questionnaire |
|
|
Term
| What are the two types of questions you use on a questionnaire? |
|
Definition
|
|
Term
| When you develop an MTL, what do you use it to identify? |
|
Definition
| All the tasks completed in the work center |
|
|
Term
| List the three types of training standards that you can use to develop an MTL. |
|
Definition
| CFETP, AFJQS, and AF Form 797 |
|
|
Term
| What are the three characteristics of a task? |
|
Definition
| *Observable and measurable unit of work with a definite beginning and end |
|
|
Term
| What are the three characteristics of a task? |
|
Definition
| *Observable and measurable unit of work with a definite beginning and end |
|
|
Term
| When preparing a local training standard, how do you make sure the task is identified? |
|
Definition
|
|
Term
| List the four levels you use to resolve a lack of training capability. |
|
Definition
| The work center, unit education and training, base education and training, and MAJCOM career field manager level |
|
|
Term
| If a lack of training capability cannot be resolved at base level, how do you forward this problem to MAJCOM? |
|
Definition
|
|
Term
| What training status code must you place a trainee in if you cannot resolve the lack of training capability at the base level? |
|
Definition
| Training Status Code (TSC) “P” |
|
|
Term
| Why do you review a new trainee’s training folder? |
|
Definition
| To make sure applicable work center training standards are included |
|
|
Term
| Who normally receives initial evaluations? |
|
Definition
| Initial formal school graduates and reassigned personnel |
|
|
Term
| List four additional training factors you need to consider when defining training requirements. |
|
Definition
| Identifying personnel gains and losses, planning and scheduling training time, determining the need for job rotation, and making sure you have completely defined the work center training requirements. |
|
|
Term
| How do you obtain the total work center training requirements? |
|
Definition
| Take the training requirements for each individual and add these tasks together |
|
|
Term
| Where does the UTM look to confirm the required CDC for each AFSC? |
|
Definition
| Air Force Institute for Advanced Distributed Learning’s (AFIADL) “AFSC Listing with required CDCs” |
|
|
Term
| What on-line program allows UTMs to check CDC enrollment data at AFIADL? |
|
Definition
| Course Development Systems Administration Registrar (CDSAR) |
|
|
Term
| Who determines the CDC volume completion order? |
|
Definition
|
|
Term
| At what point in the CDC enrollment should you request an extension for a trainee? |
|
Definition
| If a trainee has reached the 10th month of enrollment and has not completed the course exam |
|
|
Term
| Requests for CDC reactivations beyond 90 days require what level of approval? |
|
Definition
|
|
Term
| When completed one by one, what do task objectives help you attain? |
|
Definition
| Your long-term objectives |
|
|
Term
| List the three basic parts of a task objective. |
|
Definition
| The condition, the performance/behavior, and the standard |
|
|
Term
| What are the two basic ways of measuring a person’s knowledge of a subject? |
|
Definition
|
|
Term
| List the selection-type questions that you can use on a written test. |
|
Definition
| Multiple choices, matching, and true/false |
|
|
Term
| What should the questions used for an oral test require the student to do? |
|
Definition
| Explain why he or she is performing certain functions |
|
|
Term
| After writing your test questions, you review them for what five test characteristics? |
|
Definition
| Valid, reliable, comprehensive, objective, and discriminatory in nature |
|
|
Term
| On what is a performance test based? |
|
Definition
| Directly on what the trainee is required to perform |
|
|
Term
| What are the three basic parts of a performance test? |
|
Definition
| Objective, references/materials, and instructions |
|
|
Term
| What are the four common rating errors you need to make test evaluators aware of? |
|
Definition
| Standard, logic, central tendency, and halo |
|
|
Term
| What are the resources you use when doing research for completing a task breakdown? |
|
Definition
| Yourself, books, and other experts |
|
|
Term
| What must you identify when developing and documenting a task breakdown? |
|
Definition
| Subtasks, procedural skills, and supporting knowledge |
|
|
Term
| Once you have finished the task breakdown, what specific things do you look for when you review it? |
|
Definition
| Completeness, accuracy, and required equipment |
|
|
Term
| List the three major parts of a lesson plan. |
|
Definition
| Introduction, development (body), and conclusion |
|
|
Term
| List the four basic parts of the introduction. |
|
Definition
| Attention, motivation, overview, and transition. |
|
|
Term
| On what document is the body of your lesson plan based? |
|
Definition
|
|
Term
| List the three parts of a conclusion. |
|
Definition
| Summary, remotivation, and closure |
|
|
Term
| What should you consider before you select the teaching aids that you will use? |
|
Definition
| Aids that are easiest to employ and most inexpensive to develop and maintain, but add realism to the learning process |
|
|
Term
| List at least six types of teaching aids. |
|
Definition
| Printed matter, chalkboards, dry erase whiteboards, flat pictures, mockups, trainers, simulators, transparencies, television, computers, and distance learning |
|
|
Term
| List the three steps you use to schedule training. |
|
Definition
| Prepare a tentative training schedule, coordinate, and assign trainees to a training session roster |
|
|
Term
| What is the first thing to do when you are coordinating the training schedule? |
|
Definition
| Determine just how many sessions you are offering and the times that they are held |
|
|
Term
| What do you provide to each affected supervisor after you schedule trainees for training? |
|
Definition
| A copy of the completed training roster |
|
|
Term
| What are the two basic ways to try out and validate the training? |
|
Definition
|
|
Term
| What do you look for when you’re revising training after the SMEs and/or trainees identify errors? |
|
Definition
|
|
Term
| In what four areas can problems occur that might require revision? |
|
Definition
| Objective, test, lesson plan, or visual aids |
|
|
Term
| List the four ways to review a work center training program. |
|
Definition
| Informal and formal visits, task evaluation reports, and quality control reports |
|
|
Term
| What is an informal visit, and why is it used? |
|
Definition
| Visit with the supervisors, trainers, and trainees to find out if they are experiencing any problems and build rapport |
|
|
Term
| What is a formal visit, and why is it used? |
|
Definition
| A formal review of the training program to find any existing problems and help the supervisor solve them |
|
|
Term
| What other types of information can you review that can apply to your work center training program? |
|
Definition
| IG crosstells, MAJCOM newsletters, survey results, and telephone calls to another training managers |
|
|
Term
| A needs assessment must include looking at |
|
Definition
| Additional duties, recurring tasks, contingency tasks, and special work requirements |
|
|
Term
| Which sources usually provide the best information for identifying work center tasks? |
|
Definition
|
|
Term
| The specialty training standard (STS) is part of the |
|
Definition
| Career Field Education and Training Plan (CFETP) |
|
|
Term
| What document do Air Force career field managers create to identify tasks for a particular job type, duty position, or defense system? |
|
Definition
| Air Force Job Qualification Standard (AFJQS) |
|
|
Term
| Which factor concerning subject matter expert (SME) qualification is based on time in the career field and in a particular job? |
|
Definition
|
|
Term
| The publication that contains information about organizations and their mission is the |
|
Definition
| Air Force Mission Directive (AFMD) |
|
|
Term
| When you do research for a subject matter expert (SME) interview, the easiest tasks to identify are the |
|
Definition
| Normal day-to-day requirements |
|
|
Term
| In researching for a subject matter expert (SME) interview, which form identifies the duties required for civilian personnel? |
|
Definition
| AF Form 1378, Civilian Personnel Position Description |
|
|
Term
| When conducting a subject matter expert (SME) interview, you should communicate on a level which |
|
Definition
|
|
Term
| When asking questions during a subject matter expert interview (SME), speak |
|
Definition
|
|
Term
| After asking a question during a subject matter expert (SME) interview, what should you do to show you care about the response? |
|
Definition
|
|
Term
| Once you write the instructions for a questionnaire, what is the next step? |
|
Definition
| Have someone else read the instructions and provide input |
|
|
Term
| When used on a questionnaire, a closed-ended question |
|
Definition
| Limits the choice of possible responses |
|
|
Term
| Which training document can be part of a master task listing (MTL) and shows tasks that are applicable to an entire career field? |
|
Definition
| Career Field Education and Training Plan (CFETP) |
|
|
Term
| Which training standard is prepared by Air Force Career Field Managers (AFCFM) and describes a particular duty position? |
|
Definition
| Air Force Job Qualification Standard (AFJQS) |
|
|
Term
| When completing a local training standard, what is an observable and measurable unit of work? |
|
Definition
|
|
Term
| In reviewing tasks for a training standard, when the results of an action on a person’s part can be seen, the task is said to be |
|
Definition
|
|
Term
| The task title is comprised of a verb and |
|
Definition
|
|
Term
| When a question of training capability arises, what base-level tool is available to determine if there are any local personnel who hold the Air Force specialty code (AFSC)? |
|
Definition
| Military Personnel Data System (MILPDS) |
|
|
Term
| What training status code (TSC) is used when a training capability problem prevents a trainee from progressing in training? |
|
Definition
|
|
Term
| Who can authorize automation of a specialty training standard (STS)? |
|
Definition
| Air Force Career Field Manager (AFCFM) |
|
|
Term
| When conducting an initial evaluation on a reassigned individual, you determine if the individual is still qualified on work center tasks by |
|
Definition
| Matching the individual’s qualifications to the work center requirements |
|
|
Term
| Which element of an objective tells a trainee the level of performance that must be met? |
|
Definition
|
|
Term
| What are the two types of test items? |
|
Definition
|
|
Term
| The least effective form of test questions for measuring simple knowledge is the |
|
Definition
|
|
Term
| If a test shows who knows and does not know the material, then the test is |
|
Definition
|
|
Term
| A performance test is based directly on |
|
Definition
| What the trainee is required to perform |
|
|
Term
| When you develop a checklist to use to score a performance test, you include those items |
|
Definition
| Required for complete performance |
|
|
Term
| An evaluator with the error of standard may rate the trainee either high or low based on his or her own. |
|
Definition
|
|
Term
| An evaluator with the error of halo, will rate the trainee according to |
|
Definition
| His or her impressions of the trainee |
|
|
Term
| When you develop lesson plans, after you complete the task breakdown, which elements become the major teaching steps? |
|
Definition
|
|
Term
| When reviewing a task breakdown to make sure all the steps required to do a task are identified, you are reviewing it for |
|
Definition
|
|
Term
| When you develop a lesson plan, which portion of the introduction helps to focus the trainee’s attention on the first major teaching step? |
|
Definition
|
|
Term
| One of the more versatile teaching aids available is the |
|
Definition
|
|
Term
| Which training aid can you use to provide the trainee with a realistic job-type setting since it provides for a good transfer of learning? |
|
Definition
|
|
Term
| When you coordinate a training session schedule, the more you involve the supervisors in the process the more |
|
Definition
|
|
Term
| Which type of training validation is being conducted when the people who need the training are used in the validation process? |
|
Definition
|
|
Term
| How should you respond to errors that were identified during the training validation process? |
|
Definition
| Look for the root problem |
|
|
Term
| In the 3S2X1 career field, which job is definitely the mainstream of the AFSC and works directly with the personnel community concerning upgrade, promotion and separation matters? |
|
Definition
|
|
Term
| What agency makes the final decision on the retraining application? |
|
Definition
| Headquarters Air Force Personnel Center |
|
|
Term
| What are two essential key requirements that the unit and training manager (UTM) should have to be successful? |
|
Definition
| The ability to work with people and communicate effectively |
|
|
Term
| For training required but not offered at your base, who may be able to send personnel on temporary duty (TDY) to develop and provide initial training? |
|
Definition
|
|
Term
| The two categories of Air Force publications are |
|
Definition
| Directive and Nondirective |
|
|
Term
| Which type of publication is directive in nature? |
|
Definition
|
|
Term
| Which document is considered a specialized publication? |
|
Definition
| Career Field Education and Training Plan |
|
|
Term
| Which type of publications is an example of a recurring publication? |
|
Definition
|
|
Term
| The purpose of the coordination process of the Career Field Education and Training Plan (CFETP) is to make sure |
|
Definition
| Total user-command mission-related requirements are identified |
|
|
Term
| Which action do you take in coordinating an Air Force job qualification standard (AFJQS)? |
|
Definition
| Line through any tasks not required at your base |
|
|
Term
| Who can authorize an Air Force job qualification standard (AFJQS) to be used as a stand-alone document? |
|
Definition
| Air Force Career Field Manager (AFCFM) |
|
|
Term
| Which coordination edit of training documents are you doing when you check for sentence structure and typographical errors? |
|
Definition
|
|
Term
| What document is used to provide an overall picture of training progress in your unit? |
|
Definition
| On-the-job training (OJT) roster |
|
|
Term
| Once you identify personnel that are having training problems, what do you look for when deciding the cause of the deficiency? |
|
Definition
|
|
Term
| If a trainee does not concur with removal from training, who forwards documents to the parent major command (MAJCOM) indicating the suggested course of action? |
|
Definition
| Military Personnel Flight (MPF) chief |
|
|
Term
| How do you determine if you have a lack of training capability problem in your unit? |
|
Definition
| Find out if the training that is needed can be provided in your unit |
|
|
Term
| If there is a training capability problem, which document would prove most helpful in locating a qualified trainer? |
|
Definition
| Unit Manning Document(UMD) |
|
|
Term
| What is your best source of information regarding Air Force specific courses? |
|
Definition
| Education and Training Course Announcements (ETCA) |
|
|
Term
| Which course type usually occurs with the purchase of new equipment by the Air Force? |
|
Definition
| Civilian contracted courses |
|
|
Term
| Which is not considered a form of distance learning? |
|
Definition
| Classroom stand-up instruction |
|
|
Term
| Which organization is designated as the lead command for Air Force distance learning? |
|
Definition
| Air Education and Training Command |
|
|
Term
| Which is a type of computer-controlled training where the learning experience is based on the interaction between the learner and the computer system? |
|
Definition
|
|
Term
| What are the three basic steps in handling local training requirements? |
|
Definition
| Review, validate, and process the request |
|
|
Term
| Which type of training is conducted by mobile training teams (MTT)? |
|
Definition
|
|
Term
| Which form do you use to submit an out-of-cycle training request? |
|
Definition
| AF Form 3933, MAJCOM Mission Training Request |
|
|
Term
| The Customer Service Information process (CSIP) is a method the field can use to identity whether training problems exist. An example of a training problem CSIP can help identify is if the graduate |
|
Definition
| Does not meet some proficiency levels for tasks listed on the STS |
|
|
Term
| Between how many months after graduation should a graduate of a technical school receive a field evaluation questionnaire (FEQ)? |
|
Definition
|
|
Term
| Why do you review unit statistics during pre-visit preparations for conducting a staff assistance visit (SAV)? |
|
Definition
| To get a total view of the unit training program |
|
|
Term
| What is the first stage of an staff assistance visit? |
|
Definition
|
|
Term
| When preparing the training meeting minutes, use the date the |
|
Definition
|
|
Term
| What is used to grade a performance test? |
|
Definition
|
|
Term
| Within the maintenance complex, who is required to keep the maintenance group commander informed on the status of training? |
|
Definition
| Maintenance Training Flight (MTF) |
|
|
Term
| How often is a training detachment (TD) required to perform an instructional system review (ISR) on each course taught? |
|
Definition
|
|
Term
| Where does an individual apply to retrain into another career field? |
|
Definition
| Virtual Military Personnel Flight (vMPF) |
|
|
Term
| In the 3S2X1 career field, who reviews the retraining request application to make sure all mandatory requirements are met? |
|
Definition
|
|
Term
| Who conducts an interview with the prospective retrainee who wants to enter the education and training career field? |
|
Definition
| Base 3S2X1 Functional Manager |
|
|
Term
| What is the reference for the mandatory knowledge and training requirements for an individual wanting to retrain into another AFSC? |
|
Definition
| AF Enlisted Classification Directory (AFECD) |
|
|
Term
| Where can individuals wanting to retrain into the education and training career field gain as much information as possible before making their retraining decision? |
|
Definition
| AFECD,CFETP, AFI 36–2201, AFMAN 36–2236, AFI 36–2306 |
|
|
Term
| What are the two key requirements for the education and training career field that are not immediately recognizable? |
|
Definition
| The ability to work with people and to communicate effectively |
|
|
Term
| Which job in the education and training career field requires the retrainee to submit a special duty application for entry into that job? |
|
Definition
|
|
Term
| Who makes sure that the base training managers are qualified to conduct base training programs in support of mission requirements? |
|
Definition
|
|
Term
| Who do you get involved if training problems cannot be handled or resolved at a local level, depending on the severity of the problem? |
|
Definition
|
|
Term
| How can you assist units in establishing effective OJT functions? |
|
Definition
| Through a good training program you set up for your UTMs |
|
|
Term
| What is a key ingredient in any case involving a withdrawal? |
|
Definition
|
|
Term
| What factors do you consider when determining whether a waiver request deserves approval? |
|
Definition
| Education, Training, Knowledge, Experience, Other(physical ability, aptitude, qualifications) |
|
|
Term
| What reference do you use to process waiver requests? |
|
Definition
| AFI 36–2101, Classifying Military Personnel (Officers and Airmen) |
|
|
Term
| What reference identifies the required training publications you need for each job task in an AFSC? |
|
Definition
|
|
Term
| List two examples of specialized publications. |
|
Definition
|
|
Term
| How do you make inputs to a tentative training standard? |
|
Definition
| Line through (delete) any task, knowledge, or technical reference that you know is not required; Add the tasks and knowledge you feel should be included in the STS portion; Edit the task and knowledge statements that were not added or deleted to show your training requirements. |
|
|
Term
| What is the purpose of the coordination and review process of a training standard? |
|
Definition
| To make sure the total user-command mission-related requirements are identified |
|
|
Term
| List the three types of edits you can make when you coordinate and provide recommendations to a publication. |
|
Definition
| Technical, Composition, Instructional |
|
|
Term
| Which type of edit are you performing when you make sure the information in a publication is valid, accurate, and up-to-date? |
|
Definition
|
|
Term
| Which type of edit are you performing when you review a publication for common English mistakes? |
|
Definition
|
|
Term
| How do you identify personnel that are demonstrating unsatisfactory performance in UGT? |
|
Definition
| Reviewing the monthly OJT roster; |
|
|
Term
| What do you do once you identify personnel who are having training problems? |
|
Definition
| Notify the supervisor to explain the situation. If a game plan is not in place to remedy the problem, it’s time to make one now. |
|
|
Term
| Who approves withdrawal from training when all parties are in agreement with the action? |
|
Definition
| Base Education and Training |
|
|
Term
| If either the base E&T manager or the trainee does not concur with the withdrawal from UGT, what does the MPF chief do? |
|
Definition
| Forwards the documents (last three performance reports, training documentation, and medical evaluations, if appropriate) to the parent MAJCOM with a cover letter indicating the suggested course of action |
|
|
Term
| When there is a lack of training capability, where should you look for a trainer outside your work center to resolve the problem? |
|
Definition
|
|
Term
| If you have a lack of training capability and cannot resolve the problem within your unit, to what organizational level should you elevate your problem? |
|
Definition
| Base Education and Training |
|
|
Term
| List the six types of training sources. |
|
Definition
| Education and Training Course Announcements (ETCA), locally developed courses, civilian contracted courses, Department of Defense (DOD) schools, correspondence courses, civilian schools, and distance learning (DL) |
|
|
Term
| What source is the best for finding information regarding Air Force specific courses? |
|
Definition
|
|
Term
| What agency is the primary source for correspondence courses? |
|
Definition
| Air Force Institute for Advanced Distributed Learning (AFIADL) |
|
|
Term
| Define distance learning. |
|
Definition
| Structured learning that takes place without the physical presence of the instructor |
|
|
Term
| Who plans and submits distance-learning requirements to HQ AETC/EDD on an annual basis? |
|
Definition
|
|
Term
| Who tasks training and education course providers through MAJCOMs to collect, consolidate, and report various distance-learning data supporting HQ USAF and OSD requirements? |
|
Definition
|
|
Term
| What type of distance learning is considered live where the students and the instructor are geographically separated? |
|
Definition
|
|
Term
| What are the five areas of responsibility concerning the management of the distance learning instructional program in which you may be directly involved? |
|
Definition
| Inform the units of the programs that are available; Schedule the training sessions; Obtain the course materials and equipment; Make sure the material is current; Make sure the training aides are serviceable |
|
|
Term
| Why is historical data reviewed when setting up your training budget? |
|
Definition
| Provides a baseline to compare |
|
|
Term
| List the three basic steps used in managing local training requirements. |
|
Definition
| Review, validate, and process the request |
|
|
Term
| What must you do to validate a local training request? |
|
Definition
| Determine if the training is mission essential |
|
|
Term
| How often does HQ AF conduct the formal training data call? |
|
Definition
|
|
Term
| When an AF Form 3933 is used for special training of civilians, with what office must the form be coordinated? |
|
Definition
| Civilian Personnel Flight |
|
|
Term
| When you receive a RIP for a work center member from the formal training section, what must you verify? |
|
Definition
| The work center member assigned to attend the formal course has completed the course prerequisite requirements |
|
|
Term
| CSIL calls should be answered within how many duty days? |
|
Definition
| Not later than five duty days after contact with the caller |
|
|
Term
| List the six phases you need to complete to make sure of the success of an assistance visit. |
|
Definition
| Schedule the visit; Make previsit preparations; Conduct the visit; Out-brief; Prepare report; Assist in corrective actions |
|
|
Term
| Why do you review unit statistics during your pre-visit preparations? |
|
Definition
| To provide you with a total view of the unit E&T program |
|
|
Term
| When conducting a SAV, how do you begin the “conduct a visit” phase? |
|
Definition
|
|
Term
| Training capacity is based on what? |
|
Definition
| The number of trainees that can be effectively trained by one trainer |
|
|
Term
| List the areas you would review when you assess the quality of a training program. |
|
Definition
| Management procedures, Experience levels, Planning procedures, Projected training needs, Evaluation procedures, Work standards versus requirements, Communication channels, Compliance with work center rules, and Safety discipline |
|
|
Term
| During the “conduct a visit” phase of conducting a SAV, what three steps can you use to help assess your findings? |
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Definition
| Defining the problem, Discovering the cause of the problem and Providing possible solutions and recommendations |
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Term
| Who is the target audience for the Air Force training course? |
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Definition
| Personnel who are trainers and task certifiers |
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Term
| What is your first action when scheduling a training meeting? |
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Definition
| Notify the supervisors before the meeting |
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Term
| What is needed for a meeting to be successful? |
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Definition
| A definite purpose or objective |
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Term
| Which arrangement of tables encourages involvement and discussion? |
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Definition
| A horseshoe or round table setup |
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Term
| When conducting a training meeting, what do you state to the attendees? |
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Definition
| The purpose or objective of the meeting, define it, and explain any terms that may trouble the attendees |
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Term
| What is included in your meeting minutes? |
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Definition
| Personnel in attendance, personnel absent, and an in-depth description of items discussed, to include any items requiring further action |
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Term
| List the steps used to manage the training evaluation program. |
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Definition
| Developing, Ordering, Controlling and Disposing of test material; Administering, Grading, and Validating tests; Analyzing test results; Submitting changes to training material |
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Term
| What is the purpose of validating the test you use in managing the training evaluation program? |
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Definition
| To verify whether the test is usable and what, if anything, needs correction |
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Term
| List the procedures used to report the status of training completions. |
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Definition
| Identify overdue training items; Identify cause of deficiencies; Recommend corrective actions; Identify unit’s capability to meet training obligations; Prepare status reports |
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Term
| List some causes of deficiencies. |
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Definition
| TDYs, leaves, mission conflicts, no-shows, or other scheduling problems |
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Term
| Which office is required to keep the offices in their chain of command informed of the status of training within the maintenance complex? |
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Definition
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Term
| Who is eligible to participate in the voluntary education program and in what order? |
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Definition
| Active duty military personnel, members of the Air National Guard and Air Force Reserve personnel in the selected reserve, Department of Defense (DOD) employees, family members, and military retirees may participate in the voluntary education program. Members of the civilian community may also participate on a space available basis. In the event it becomes necessary to restrict access to programs and accompanying services, the above rank order applies. Advisement on college entrance must be provided to adult family members of Air Force and civilian personnel. |
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Term
| Name one responsibility assigned to each level of command responsible for the education services program. |
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Definition
| The program is implemented and carried out at the installation (base) level. MAJCOMs monitor the programs within their command to ensure adequate educational opportunities are available to all their installations. HQ USAF provides support and guidance by obtaining legislation, implementing DOD policies, preparing basic directives, reviewing financial plans, specifying program priorities, identifying particular programs for emphasis, visiting field activities, holding conferences, and resolving Air Force-wide problems. |
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Term
| How often are needs assessments conducted? |
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Definition
| Once every three years, or when a major population change occurs |
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Term
| Who prepares the budget estimate? |
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Definition
| Education Services Officer (ESO) |
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Term
| What is the Air Force policy on nondiscrimination in the education services program? |
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Definition
| Anyone taking advantage of educational opportunities provided through an ESC are not discriminated against in regard to race, color, religion, sex, age, or national origin |
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Term
| What three characteristics are always present in an effective briefing? |
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Definition
| Accuracy, brevity, and clarity |
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Term
| What is the first step in planning a briefing? |
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Definition
|
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Term
| What is the backbone of any briefing? |
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Definition
|
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Term
| What system has automated the AF Form 186 (Education Record)? |
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Definition
| Air Force Automated Education Management System (AFAEMS) |
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Term
| What are the two purposes of the AF Form 186? |
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Definition
| It stores the participant’s educational level and progress, and serves as an advisement and counseling tool for future contacts with the individual |
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Term
| What action must the Education Services Center take if a separating or retiring student has unresolved reimbursement or missing grade issues? |
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Definition
| Update the status to “Visit Reqd” on the electronic checklist, this shows a visit to the ESC is required to clear the suspense before the record is released |
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Term
| An academic failure is reported in which category on the annual Education Services report? |
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Definition
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Term
| An individual who enrolls in three classes during the academic year is tallied how many times in the “individual” block? |
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Definition
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Term
| What are the six conditions used to determine an individual’s eligibility for tuition assistance? |
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Definition
| The individual must establish eligibility based on service retainability criteria referenced in AFI 36–2306. Officers incur a 2-year active duty service commitment (ADSC) upon completion of the course or courses; The local ESO or the ESO’s representative must advise the individual; Appropriate entries must be updated to the member’s automated education record in the AFAEMS; The course must be applicable to the individual’s planned educational or training goals. The individual must also satisfy any prerequisites for the course. The course or courses must be pursued during the individual’s off-duty time (this is not necessarily limited to evening hours). Provided mission requirements are met and the individual performs normal work hours, the duty schedule may be adjusted to permit program participation; The school offering the course must be approved for TA studies and meet criteria outlined in AFI 36–2306; AF Form 1227, Authority for Tuition Assistance - Education Services Program, must be completed and approved by the ESO for normal or late registration |
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Term
| What three types of educational institutions are approved for tuition assistance? |
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Definition
| Colleges and universities; High schools; Post-secondary technical/occupational schools |
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Term
| List the factors that you must examine before you approve tuition assistance for credit by examination. |
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Definition
| The student must meet the institution’s eligibility requirements for credit by examination; The institution must count credit established by examination as applicable toward its own degree in the curriculum being followed by the student; The individual must be fully matriculated with the institution and enrolled in a program of study. The student’s education record must be annotated indicating the individual’s intent to complete degree requirements with the same school; The institution must agree to return any fee if the student is not permitted to take the requested examination for credit. In this case, any obligation incurred for TA is canceled; The authorization of TA for credit by examination does not cover fees required by the school, examinations to remove incomplete grades, or the administration of makeup tests; Students must refund TA if they fail to make a qualifying grade for credit; Students who fail to take the examination must reimburse TA unless waived by the ESO |
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Term
| How long is the ADSC for an officer who uses tuition assistance? |
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Definition
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Term
| What form is used to process withdrawals from courses in which tuition assistance was used and to process a waiver of TA reimbursement? |
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Definition
| AF Form 118, Refund of Tuition Assistance |
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Term
| List the seven acceptable reasons tuition assistance may be waived. |
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Definition
| Reassignment from the locality; Extended TDY; Length of emergency leave that prevents completion; Length of hospitalization that prevents completion; Change of military duties that prevent completion; Family health problems arising after the enrollment; Approved voluntary separation programs |
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Term
| Students are required to reimburse TA if they receive which grades in a course? |
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Definition
| All “F” grades, regardless of level, and “D” grades at the graduate level |
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Term
| A student may reimburse TA by what three methods? |
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Definition
| Cash collection; Payroll deduction collections; Involuntary payroll deductions |
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Term
| What requirements must be met before AF personnel can apply for permission to accept a fellowship, scholarship, or grant from an eligible donor organization? |
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Definition
| The recipient of the award is a winner of a competition in which he or she was authorized to compete (if the purpose of the fellowship, scholarship, or grant is education or training);The education or training to be received or the research to be performed by the applicant qualifies the applicant to satisfy a requirement or potential requirement of the Air Force, contributes to the applicant’s recognized potential for career service, or contributes to a project of value to the US; The applicant agrees in writing to serve on active duty after completing the education, training, or research for the period specified in AFI 36–2107; The applicant also must meet military and scholastic eligibility and assignment availability prerequisites for admission to the Air Force Institute of Technology (AFIT). These prerequisites are listed in the USAF ETCA |
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Term
| Normally, what three conditions must be met before applications for non-governmental TA are approved? |
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Definition
| The monetary grant associated with the award covers the cost of tuition and related fees; The recipient certifies he or she will not accept a greater amount than the cost of sending him or her to the same school at Government expense; The period of education, training, or research is ordinarily 2 years or less for Master’s Programs and 3 years for PhD Programs |
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Term
| What is the mission of the CCAF? |
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Definition
| To offer mission-related academic programs to enhance Air Force enlisted members’ readiness skills. |
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Term
| List the four goals of the CCAF. |
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Definition
| Programs – Provide quality credentialing programs responsive to the needs of the Air Force and its enlisted personnel; Awareness – Increase recognition of the value of the college; Resources – Secure adequate staffing, funding, facilities, equipment, systems, and training to administer programs; Values – Conduct the mission of the college by living out the Air Force core values of excellence, integrity, and service |
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Term
| What role does the ESC play in the CCAF process? |
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Definition
| Provides academic advice and offers financial assistance to airmen planning and pursing educational goals; Courses conducted by regionally accredited civilian institutions through ESCs may satisfy some CCAF degree requirements |
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Term
| In what career areas are CCAF degrees offered? |
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Definition
| Aircraft and Missile Maintenance, Allied Health, Electronics and Telecommunications, Logistics and Resources, and Public and Support Services |
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Term
| List the five requirements for a CCAF degree. |
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Definition
| Technical Education, Leadership, Management, and Military Studies (LMMS), Physical Education, General Education, and Program Electives |
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Term
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Definition
| To help strengthen and coordinate voluntary college-level educational opportunities for service members and to provide programs that can be pursued continuously as airmen move within the US and, in many instances, overseas |
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Term
| What pay is authorized for an AFELA participant? |
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Definition
|
|
Term
| What is required of an AFELA participant who resides in base housing? |
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Definition
| They are required to coordinate with the local housing office to pay rent during the program |
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Term
| What is the required course load for an AFELA participant? |
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Definition
| The student must carry at least the minimum number of course hours required for full time study as established by the college/university |
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Term
| Describe the active duty service commitment associated with the AFELA program. |
|
Definition
| Two months for every month of leave taken in addition to any current service obligations; Officers must have completed their initial term of obligated service to participate, while enlisted members must have completed one term of service and have reenlisted to qualify |
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Term
| What is the purpose of an educational deferment? |
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Definition
| *To prevent an individual’s PCS departure before he or she completes a specific education program |
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Term
| What are the two schools within AFIT? |
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Definition
| Graduate School of Engineering and Management and Civilian Institutions Programs |
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Term
| What are the eligibility requirements for an officer applying for AFIT? |
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Definition
| Be medically unrestricted for worldwide duty; Be serving in the grade of colonel or below; Have a competitive military record; Be available for reassignment; Have at least three years of intervening service since their last PCS education assignment on the date of class entry |
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|
Term
| What is the total period of AFIT education for anyone? |
|
Definition
|
|
Term
| What are three categories of AFIADL courses? |
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Definition
| Professional military education programs, specialized courses, and career development courses |
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Term
| List the enlisted PME courses administered by AFIADL. |
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Definition
| ALS Associate Program, NCOA Correspondence Course, and USAF SNCOA Correspondence Course |
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Term
| Which enlisted PME courses are unauthorized for active duty Air Force enlisted personnel to enroll in? |
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Definition
| ALS Associate Program and NCOA Correspondence Course |
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Term
| Which PME course is considered the middle tier of the three-tier PME program for officers? |
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Definition
|
|
Term
| List the officer PME courses available through AFIADL. |
|
Definition
| SOC Nonresident Programs, ACSC DL, and AWC Nonresident Studies |
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Term
| What is the primary mission of DANTES? |
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Definition
| *To manage the provision of examination and certification programs to support the voluntary education programs of each military service and to improve the availability of educational opportunities wherever a person is stationed |
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Term
| Name two DANTES responsibilities. |
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Definition
| Serves as the program manager for DOD education contracts; Operates an examination score recording and reporting system |
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Term
| What form is used to enroll an individual in an independent study course listed in the DISC? |
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Definition
| DANTES Form 1562/31, DANTES Independent Study Course Form |
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|
Term
| The responsibility to implement and carry out the education services program is assigned to which organizational level? |
|
Definition
|
|
Term
| Which sequence of activities/duties represents the proper order for preparing an educational briefing? |
|
Definition
| Planning, researching, and organizing |
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|
Term
| What is considered the backbone of any briefing? |
|
Definition
|
|
Term
| Which abbreviations represent the electronic management system used to document education records within the Education Services Center (ESC)? |
|
Definition
|
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Term
| What action does the Education Service Center (ESC) take upon verifying a future out-processing student has missing grades or outstanding reimbursement action? |
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Definition
| *Update the out-processing checklist to “Visit Reqd” in virtual out processing |
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Term
| Which statement is not a condition for providing tuition assistance to active duty airmen? |
|
Definition
| School offering the course must be a member of the Serviceman’s Opportunity Colleges (SOC) program |
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|
Term
| Students who receive tuition assistance (TA) to obtain course credit by examination and then fail to take the examination are required to |
|
Definition
| Reimburse the TA unless waived by the education services officer (ESO) |
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Term
| Which situation does the Air Force consider as an unacceptable reason for receiving a noncompletion on a course taken with tuition assistance? |
|
Definition
|
|
Term
| A student who is using tuition assistance is given how many months to change an incomplete grade to an acceptable grade? |
|
Definition
|
|
Term
| Applicants with scholarships approved by HQ USAF should be advised that |
|
Definition
| Application approval does not necessarily mean that the TDY for the study or research will be approved |
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Term
| Which is not a goal of the Community College of the Air Force (CCAF)? |
|
Definition
| Excellence - Conduct the mission of the college by educating and training personnel to high standards |
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Term
| Which of the following is not a criteria for a college or university to participate as an Servicemember’s Opportunity Colleges (SOC) institution? |
|
Definition
| Requiring acceptable ACT or SAT scores as a criteria for admission |
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|
Term
| Which individual would qualify for an educational deferment? |
|
Definition
| An individual completing a second baccalaureate degree that directly applies to the AFSC |
|
|
Term
| The purpose of the Air Force Institute of Technology (AFIT) is to |
|
Definition
| *Develop, conduct, and administer professional and technological educational requirements for the Air Force |
|
|
Term
| Which Air Force Institute of Technology (AFIT) activity manages degree granting and continuing education programs? |
|
Definition
| Civilian Institutions Programs |
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|
Term
| Which course is not written specifically for the professional military development of noncommissioned officers? |
|
Definition
| Career Development Course |
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|
Term
| Which program is intermediate in the three-tier professional military education (PME) program for officers? |
|
Definition
| Air Command and Staff College |
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|
Term
| Who retains the first yellow copy of the DD Form 1562/31, Defense Activity for Non-Traditional Education Support (DANTES) Independent Study Application Form? |
|
Definition
| Education Services Center |
|
|
Term
| The Unit Personnel Manpower Roster (UPMR) is more user friendly than the UMD because |
|
Definition
| It identifies names of individuals loaded to each manpower position |
|
|
Term
| How does job rotation avoid mission stoppage? |
|
Definition
| By ensuring several individuals are trained in all the work center required tasks, in the case an individual is removed from the work center |
|
|
Term
|
Definition
| It measures what it is supposed to measure |
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|
Term
| When a test yields the same results consistently, it is said to be |
|
Definition
|
|
Term
| A test is comprehensive when |
|
Definition
| All the objectives taught are measured |
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|
Term
| When the personal bias or prejudice is removed from the rating system of a test it is said to be |
|
Definition
|
|
Term
| What is the error of central tendency? |
|
Definition
| When an evaluator does now allow either a high score or a low score |
|
|
Term
| Error of logic occurs when |
|
Definition
| The evaluator gives a final score based on only seeing one portion of the task being performed |
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