AFSC 3S1X1. Military Equal Opportunity (MEO)

Transcription

1 CFETP 3S1X1 Parts I and II 22 Deember 1999 AFSC 3S1X1 Military Equal Opportunity (MEO) CAREER FIELD EDUCATION AND TRAINING PLAN

2 DEPARTMENT OF THE AIR FORCE Headquarters US Air Fore Washington, DC CAREER FIELD EDUCATION AND TRAINING PLAN MILITARY EQUAL OPPORTUNITY SPECIALTY AFSC (3S1X1) Table of Contents Part I PREFACE AREVIATIONS/TERMS EXPLAINED SECTION A, GENERAL INFORMATION Purpose of the CFETP Use of the CFETP Coordination and Approval of the CFETP SECTION, CAREER PROGRESSION AND INFORMATION Speialty Desription Skill/Career Progression Apprentie Level (3) Journeyman Level (5) Craftsman Level (7) Superintendent Level (9) Training Deisions Career Field Path SECTION C, SKILL LEVEL TRAINING REQUIREMENTS Purpose Speialty Qualifiation Apprentie Level (3) Journeyman Level (5) Craftsman Level (7) Superintendent Level (9) Community College of the Air Fore SECTION D, RESOURCE CONSTRAINTS Part II SECTION A, SPECIALTY TRAINING STANDARD SECTION, COURSE OJECTIVE LIST SECTION C, TRAINING COURSE OJECTIVE Supersedes: STS 3S1X1, 30 Jun 99 OPR: HQ USAF/DPDH (Mr Robert Cook) Certified: HQ USAF/DPDH (Mr Robert Cook) Number of Printed Pages: 41 2

3 MILITARY EQUAL OPPORTUNITY SPECIALTY AFSC 3S1X1 CAREER FIELD EDUCATION AND TRAINING PLAN Part I Prefae 1. This Career Field Eduation and Training Plan (CFETP) is a omprehensive eduation and training doument that identifies life-yle eduation/training requirements, training support resoures, and minimum ore task requirements for this speialty. The CFETP will provide personnel a lear areer path to suess and will instill rigor in all aspets of areer field training. NOTE: Civilians oupying assoiated positions will use Part II to support duty position qualifiation training. 2. The CFETP onsists of two parts; they are used by supervisors to plan, manage, and ensure training within the areer field Part I provides information neessary for overall management of the speialty. Setion A explains the purpose and how everyone will use the plan; Setion identifies areer field progression, duties and responsibilities, training strategies, and areer field path; Setion C assoiates eah level with speialty qualifiations (knowledge, eduation, training, and other); Setion D indiates resoure onstraints. Some examples are funds, manpower, equipment, and failities; Setion E identifies transitional training guide requirements for SSgt through MSgt Part II inludes the following: Setion A identifies the Speialty Training Standard (STS), whih inludes duties, tasks, tehnial referenes, wartime ourse, ore task, and orrespondene ourse requirements; Setion ontains the ourse objetive list and training standards supervisors will use to determine if airmen satisfied training requirements; Setion C identifies available support materials. An example is a Qualifiation training pakage (QTPs whih may be developed to support profiieny training). These pakages are identified in AFIND8, Numerial Index of Speialized Eduational Training Publiations; Setion D identifies a training ourse index supervisors an use to determine what resoures are available. Inluded here are both mandatory and optional ourses; Setion E identifies MAJCOM unique training requirements supervisors an use to determine additional training for the assoiated qualifiation needs. 3. Using guidane provided in the CFETP will ensure individuals in this speialty reeive effetive and effiient training at the appropriate point in their areer. This plan will enable us to train today's work fore for tomorrow's jobs. At unit level, supervisors and trainers will use Part II to identify, plan, and ondut training ommensurate with the overall goals of this plan. 3

4 AREVIATIONS/TERMS EXPLAINED Advaned Training (AT). Formal ourse whih provides individuals who are qualified in one or more positions of their Air Fore Speialty (AFS) with additional skills/knowledge to enhane their expertise in the areer field. Training is for seleted areer airmen at the advaned level of the AFS. Air Fore Job Qualifiation Standard/Command Job Qualifiation Standard (AFJQS/CJQS). A omprehensive task list that desribes a partiular job type or duty position. They are used by supervisors to doument task qualifiations. The tasks on AFJQS/CJQS are ommon to all persons serving in the desribed duty position. Alloation Curves. The relation of hours of training in different training settings to the degree of profiieny, whih an be, ahieved on speified performane requirements. Career Field Eduation and Training Plan (CFETP). A CFETP is a omprehensive, multipurpose doument enapsulating the entire spetrum of eduation and training for a areer field. It outlines a logial growth plan that inludes training resoures and is designed to make areer field training identifiable, to eliminate dupliation, and to ensure this training is budget defensible. Career Training Guide (CTG). A doument that uses Task Modules (TMs) in lieu of tasks to define performane and training requirements for a areer field. Continuation Training. Additional training exeeding requirements with emphasis on present or future duty assignments. Core Task. A task Air Fore areer field managers identify as a minimum qualifiation requirement within an Air Fore speialty or duty position. Course Objetive List (COL). A publiation, derived from initial/advaned skills ourse training standard, identifying the tasks and knowledge requirements, and respetive standards provided to ahieve a 3-/7-skill level in this areer field. Supervisors use the COL to assist in onduting graduate evaluations in aordane with AFI , Developing, Managing and Conduting Military Training Programs. Exportable Training. Additional training via omputer assisted, paper text, interative video, or other neessary means to supplement training. Field Tehnial Training (Type 4). Speial or regular on-site training onduted by a field training detahment (FTD) or by a mobile training team. 4

5 Instrutional System Development (ISD). A deliberate and orderly, but flexible proess for planning, developing, implementing, and managing instrutional systems. It ensures personnel are taught in a ost effiient way the knowledge, skills, and attitudes essential for suessful job performane. Initial Skills Training. A formal resident ourse whih results in award of the entry level. Oupational Survey Report (OSR). A detailed report showing the results of an oupational survey of tasks performed within a partiular AFS. On-the-Job Training (OJT). Hands-on, over-the-shoulder training onduted to ertify personnel in both upgrade (skill level award) and job qualifiation (duty position ertifiation) training. Optimal Training. The ideal ombination of training settings resulting in the highest levels of profiieny on speified performane requirements within the minimum time possible. Qualifiation Training (QT). Atual hands-on task performane training designed to qualify an individual in a speifi duty position. This portion of the dual hannel on-the-job training program ours both during and after the upgrade training proess. It is designed to provide the performane skills required to do the job. Qualifiation Training Pakage (QTP). An instrutional pakage designed for use at the unit to qualify, or aid qualifiation, in a duty position or program, or on a piee of equipment. It may be printed, omputer-based, or in other audiovisual media. Resoure Constraints. Resoure defiienies, suh as money, failities, time, manpower, and equipment that prelude desired training from being delivered. Skills Training. A formal ourse whih results in the award of a skill level. Speialty Training. A mix of formal training (tehnial shool) and informal training (on-thejob) to qualify and upgrade airmen in the award of a skill level. Speialty Training Pakage and COMSEC Qualifiation Training Pakage. A omposite of lesson plans, test material, instrutions, poliy, dotrine, and proedures neessary to ondut training. These pakages are prepared by AETC, approved by National Seurity Ageny (NSA), and administered by qualified ommuniations seurity (COMSEC) maintenane personnel. Speialty Training Standard (STS). An Air Fore publiation that desribes skills and knowledge that an airman in a partiular Air Fore speialty needs on the job. It further serves as a ontrat between the Air Eduation and Training Command and the user to show the overall training requirements the formal shools teahes for an Air Fore speialty ode. 5

6 Standard. An exat value, a physial entity, or an abstrat onept, established and defined by authority, ustom, or ommon onsent to serve as a referene, model, or rule in measuring quantities or qualities, establishing praties or proedures, or evaluating results. A fixed quantity or quality. Task Module (TM). A group of tasks performed within an Air Fore speialty that are performed together and that require ommon knowledge, skills, and abilities. TMs are identified by an identifiation ode and a statement. Total Fore. All olletive Air Fore omponents (ative, reserve, guard, and ivilian elements) of the United States Air Fore. Training Capaity. The apability of a training setting to provide training on speified requirements, based on the availability of resoures. Training Setting. The type of forum in whih training is provided (formal resident shool, onthe-job, field training, mobile training team, self-study et.). Upgrade Training (UGT). Mandatory training whih leads to attainment of higher level of profiieny. Utilization and Training Pattern. A depition of the training provided to and the jobs performed by personnel throughout their tenure within a areer field or Air Fore speialty. There are two types of patterns: 1) Current pattern, whih is based on the training provided to inumbents and the jobs to whih they have been and are assigned; and 2) Alternate pattern, whih onsiders proposed hanges in manpower, personnel, and training poliies. Utilization and Training Workshop (U&TW). A forum of MAJCOM Air Fore Speialty Code (AFSC) funtional managers, Subjet Matter Experts (SMEs), and AETC training personnel that determines areer ladder training requirements. 6

7 Setion A - General Information 1. Purpose. This CFETP provides information neessary for Air Fore Career Field Managers (AFCFM), MAJCOM funtional managers (MFMs), ommanders, training managers, supervisors and trainers to plan, develop, manage, and ondut an effetive areer field training program. This plan outlines the training that individuals in this AFS should reeive in order to develop and progress throughout their areer. This plan identifies initial skills, upgrade, qualifiation, advaned, and profiieny training. Initial skills training is the AFS speifi training an individual reeives upon entry into the Air Fore or upon retraining into this speialty for award of the 3- skill level. Normally, this training is onduted by AETC at one of the tehnial training enters. Upgrade training identifies the mandatory ourses, task qualifiation requirements, and orrespondene ourse ompletion requirements for award of the 3-, 5-, 7-, 9-skill levels. Qualifiation training is atual hands-on task performane training designed to qualify an airman in a speifi duty position. This training program ours both during and after the upgrade training proess. It is designed to provide the performane skills/knowledge required to do the job. Advaned training is formal speialty training used for seleted airmen. Profiieny training is additional training, either in-residene or exportable advaned training ourses, or on-the-job training, provided to personnel to inrease their skills and knowledge beyond the minimum required for upgrade. The CFETP has several purposes, some are: 1.1. Serves as a management tool to plan, manage, ondut, and evaluate a areer field training program. Also, it is used to help supervisors identify training at the appropriate point in an individual's areer Identifies task and knowledge training requirements for eah skill level in the speialty and reommends eduation/training throughout eah phase of an individual's areer Lists training ourses available in the speialty, identifies soures of training, and the training delivery method Identifies major resoure onstraints, whih impat full implementation of the desired areer field training proess. 2. Uses. The plan will be used by MFMs and supervisors at all levels to ensure omprehensive and ohesive training programs are available for eah individual in the speialty AETC training personnel will develop/revise formal resident, non-resident, field and exportable training based on requirements established by the users and doumented in Part II of the CFETP. They will also work with the AFCFM to develop aquisition strategies for obtaining resoures needed to provide the identified training MFMs will ensure their training programs ompliment the CFETP mandatory initial, upgrade, and profiieny requirements. Identified requirements an be satisfied by OJT, resident 7

8 training, ontrat training, or exportable ourses. MAJCOM-developed training to support this AFSC must be identified for inlusion into plan Eah individual will omplete the mandatory training requirements speified in this plan. The lists of ourses in Part II will be used as a referene to support training. 3. Coordination and Approval. The AFCFM is the approval authority. MAJCOM representatives will identify and oordinate on the areer field training requirements. DEOMI and CFM for this speialty will initiate an annual review of this doument to ensure urreny and auray. Using the list of ourses in Part II, they will eliminate dupliate training. 8

9 Setion - Career Progression and Information 4. Speialty Desription Speialty Summary. Performs, supervises and manages MEO and HRE programs and ativities. Conduts administrative funtions to support MEO programs. Related DoD Oupational Subgroup: Duties and Responsibilities: Plans, organizes, and direts MEO and HRE ativities. Promotes an environment where individuals are treated with dignity and worth regardless of rae, olor, religion, national origin, or sex. Provides advie, onsultation, eduation, mediation, and referral servies to enhane mission effetiveness. Coordinates with staff agenies to support MEO programs and poliies Advises personnel on MEO responsibilities, poliies, and programs. Provides information to those seeking assistane. Serves as an authoritative program data soure for the installation ommander. Uses interviews, surveys, and other tehniques to provide information and guidane on preventing or eliminating onditions whih negatively impat mission effetiveness Performs administrative funtions inluding but not limited to preparing reports, analyzing program statistis and initiating/ maintaining ase files. Clarifies MEO omplaints. Identifies existing and potential equal opportunity and other human relations issues. Advises and assists ommanders, supervisors, and personnel with possible solutions in resolving MEO onerns. Prepares news media artiles and maintains historial data files. Prepares lesson plans and support material for human relations eduation. Conduts briefings, letures, group disussions, and seminars to improve an organization s human relations limate. Evaluates eduation program ativities, and oordinates sheduling of base human relations eduation. Provides mediation, oordinates and monitors the Affirmative Ation program, and onduts unit limate assessment (UCA). Identifies and obtains support from base and ivilian referral resoures. Provides oversight on Speial Interest Items as ditated by Higher Headquarters, i.e. Sexual Harassment, Dissident and Protest Ativities. Determines resoure requirements and manages annual MEO budgets Performs required MEO funtions during ontingenies, hostilities, or war. Assists ommanders at all levels resolve onditions that impat ombat operations and mission effetiveness. Emphasizes areas that potentially undermine the base s readiness posture/human relations environment, i.e., demonstrations, dissident and protest ativities. MEO personnel will fous on identifying and preventing atual/potential omplaints and inidents. 5. Skill/Career Progression. Adequate training and timely progression from the apprentie to the superintendent skill level play an important role in the Air Fore's ability to aomplish its mission. It is essential that everyone involved in training must do their part to plan, manage, and ondut an effetive training program. The guidane provided in this part of the CFETP will ensure eah individual reeives viable training at appropriate points in their areer. 9

10 5.1. Apprentie (3) Level Minimum rank of SSgt Attend the Defense Equal Opportunity Management Institute (DEOMI) Equal Opportunity Advisor Course Upon ompletion of tehnial shool, individual should be able to perform and/or have knowledge of tasks identified in the Military Equal Opportunity (MEO) Speialty Training Standard (STS) Supervisor will ondut an initial evaluation as soon as pratial and establish an OJT plan Due to ongoing soietal hanges and additional mission requirements, supervisor/trainer may mandate additional training, when appropriate Journeyman (5) Level. N/A 5.3. Craftsman (7) Level Experiene a minimum 12 months on-the-job training in order to be profiient in the 7- level ore tasks identified by * and ** in the MEO STS Aomplish assigned tasks by immediate supervisor(s) and be able to train others Complete appropriate Career Development Course (CDC) materials within time alloated by the supervisor Reeive offiial ertifiation on the Air Fore approved MEO Mediation proess, when available. (See Setion D, Resoure Constraints) Due to ongoing soietal hanges and additional mission requirements, supervisors may mandate additional training, when appropriate Superintendent (9) Level Minimum rank of SMSgt Profiient in all areas listed in the MEO STS Ability to manage MEO and human relations eduation programs Award of CCAF or other Assoiate degree in Soial Servies is highly reommended. 10

11 Must be an in-resident or orrespondene SNCOA graduate Due to ongoing soietal hanges and additional mission requirements, supervisors may mandate additional training, when appropriate Must have Commander s reommendation. 6. Training Deisions. The CFETP uses a building blok approah (simple to omplex) to enompass the entire spetrum of training requirements for the Military Equal Opportunity areer field. The spetrum inludes a strategy for when, where, and how to meet the training requirements. The strategy must be apparent and affordable to redue dupliation of training and eliminate a disjointed approah to training. 7. Career Field Path Manpower Table. Will provide at a later date. 11

12 7.2. Enlisted Career Path. Table.1 Military Equal Opportunity Enlisted Career Path Eduation and Training GRADE REQUIREMENTS Requirements Rank Average Sew-On Apprentie Tehnial Shool (3-Skill Level) - Attend Defense Equal Opportunity Management Institute Upgrade To Journeyman (5-Skill Level) Earliest Sew-On High Year Of Tenure (HYT) SSgt 7.5 years 3 years 20 years - Not Appliable for lateral trainees Upgrade To Craftsman SSgt 7.5 years 3 years 20 years (7-Skill Level) Certifier - Minimum rank of SSgt - Minimum SSgt with 7-Level (same experiene level for ivilians) - Minimum 12 months OJT - Attend formal Air Fore Training Course - Complete appropriate CDC - e reommended by Supervisor and appointed in writing by Commander e ertified on tasks e a person other than the trainer - Certify ore and ritial tasks Nonommissioned Offier Aademy (NCOA) - Must be a TSgt or TSgt Seletee. - Resident graduation is a prerequisite for MSgt sew-on - ANG/AFRES: Correspondene or in residene USAF Senior NCO Aademy (SNCOA) - All SMSgt or SMSgt Seletee must attend - Seleted MSgts (E-7s) will attend in residene - Resident graduation is a prerequisite for CMSgt sew-on ANG/AFRC: Correspondene or in residene Upgrade To Superintendent (9-Skill Level) - Minimum rank of SMSgt - Must be Awarded CCAF Assoiates in Soial Servies - Complete SNCOA - Meet mandatory 9-skill level requirements in AFI TSgt MSgt 12.5 years 16 years 5 years 8 years 20 Years 24 Years SMSgt 19.2 years 11 years 26 years CMSgt 21.5 years 14 years 30 years Setion C - Skill Level Training Requirements 8. Purpose. Skill level training requirements in this areer field are defined in terms of tasks and knowledge requirements. This setion outlines the speialty qualifiation requirements for eah skill level in broad, general terms and establishes the mandatory requirements for entry, award and retention of eah skill level. The speifi task and knowledge training requirements are identified in the STS at Part II, Setions A and of this CFETP. 9. Speialty Qualifiation: 12

13 9.1. Apprentie Level Training: Knowledge. Knowledge in the following areas is mandatory: priniples, poliies, and proedures for administering MEO programs; regulations and proedures of other government and ivilian agenies administering and providing servies to prevent and eliminate soial problems; MEO eduation and instrution programs; interviewing and ounseling tehniques; and, preparing and maintaining personnel ase files and reords. Knowledge areas address individual, group, and organizational behavior, equal opportunity management skills; instrutor skills; the study of disrimination based upon raial, sexual, religious, and ethni differenes on individual, institutional and ultural levels; the study of ultural, historial, and soiopsyhologial perspetives as well as ontemporary status of Amerian minority groups; equal opportunity programs and proedures of the military servies; a pratial appliation exerise; and, student physial fitness training Eduation. For entry into this speialty, ompletion of high shool with ourses in soial siene, psyhology, soiology, human resoures and behavior, organizational development, and speeh is desirable. Completion of a CCAF or other assoiates degree program, or ollege level ourses in English omposition and grammar, speeh, guidane, omputer siene, and soiology are highly reommended for entry into this AFS Training. Completion of Defense Equal Opportunity Management Institute (DEOMI) is mandatory for award of the 3-skill level AFS. Graduates of DEOMI reeive nearly 500 aademi hours of training in ommuniations, individual and group behavior, studies of major ethni groups, aspets of power and disrimination, equal opportunity (EO) staff advisor skills, and Servie speifi studies Experiene. Initial skills training in the Military Equal Opportunity speialty onsist of tasks and knowledge provided in the in-residene ourse provided at DEOMI. DEOMI uses a variety of eduational tehniques with an emphasis on partiipative methods. Training fouses on group dynamis, effetive leadership, ommuniative skills, ultural fators, unit ohesion, staff advisor skills, and AF MEO program poliies, philosophy, administrative proedures and wartime roles Other. Must have prior qualifiations in any AFS at the 5-skill level or higher; grade of SSgt or higher; ability to speak distintly and ommuniate well with others; no reord of disiplinary ation or finanial irresponsibility inluding any prior Equal Opportunity and Treatment violations; meets or exeeds AF Standards with outstanding appearane, ethial behavior, and exeptional military bearing and ondut; no previous reord of having failed to graduate from a formal MEO training ourse; meets physial profile of PULHES 3,3,3,3,3,1; and, has an overall evaluation of a 4 or "5 on last five EPRs. Additional training requirements deemed neessary by supervisor(s). 13

14 Training Soures and Resoures. Completion of Defense Equal Opportunity Management Institute (DEOMI) Course (L5ALO3S ) at Patrik AF FL satisfies the knowledge and training requirements speified above for award of the 3-skill level Implementation. Entry into training is aomplished by approved retraining from any AFSC at the 5-skill level or higher (or 3-skill level, if no 5-skill level exists); be a SSgt or higher; be interviewed and reommended by the Chief, MEO; omplete a minimum 20 duty day observation period in the Military Equal Opportunity Offie; and, have the Installation Commander s approval Journeyman Level Training: N/A 9.3. Craftsman Level Training: Knowledge Upon ompletion of CDCs and OJT, the individual will have a working knowledge of the priniples, poliies, and proedures for administering MEO programs and knowledge of the regulations and proedures of related government and ivilian agenies. The individual will be able to supervise and perform in the following areas: MEO eduation and training; interviewing and ounseling, and preparing/maintaining reords. Knowledge areas address individual, group, and organizational behavior; equal opportunity management skills; instrutor skills; the study of disrimination based upon raial, sexual, religious, and ethni differenes on individual, institutional and ultural levels; the study of ultural, historial, and soiopsyhologial perspetives as well as ontemporary status of diverse groups; equal opportunity programs and proedures of the military Servies; and, student physial fitness training Eduation. Completion of a CCAF or other assoiates degree program, or ollege level ourses in English omposition and grammar, speeh, guidane and ounseling, omputer systems, human relations, onsultation, soiology and psyhology are highly reommended. Additional ourses in leadership and human resoure management are desirable. To assume the grade of MSgt the individual must be a graduate of the NCO Aademy inresidene and ANG/AFRC personnel must omplete ECI Course 0006 (whih satisfies the NCO Aademy requirement) Training. Suessful ompletion of the MEO 7-level CDCs. Qualifiation onsists of ompleting STS task knowledge (single asterisk (*)) and subjet knowledge (double asterisk (**)).+- Wartime and ontingeny training requirements are identified on the STS as Experiene. Qualifiation in and possession of AFSC 3S131. Also experiene performing or supervising funtions suh as organizing and administering MEO programs and instruting on MEO issues and problems Other. Listed in AFMAN ; these items are seleted by the supervisor. 14

15 Training Soures and Resoures. N/A Implementation. N/A Superintendent Level Training: Knowledge. Knowledge of the following areas in: Wartime and ontingeny training, planning, and marketing, administration and management of all funtions within the Military Equal Opportunity program Eduation. Completion of the Senior NCO Aademy in residene or orrespondene is mandatory. For AFRC individuals, ompletion of the ECI Course 0008 satisfies the SNCO Aademy requirement Training. N/A Experiene. Qualifiation in and possession of AFSC 3S171. Also, experiene in managing equal opportunity and eduation in human relations ativities Other. Listed in AFMAN Training Soures/Resoures. N/A Implementation. N/A. 10. Community College of the Air Fore. Enrollment in CCAF ours upon ompletion of basi military training. CCAF provides the opportunity to obtain an Assoiates Degree in Soial Servies. In addition to its assoiates degree program, CCAF offers the following: Oupational Instrutor Certifiation. Upon ompletion of instrutor qualifiation training, onsisting of the instrutor methods ourse and supervised pratie teahing, CCAF instrutors who possess an assoiates degree or higher may be nominated by their shool ommander/ommandant for ertifiation as an oupational instrutor Trade Skill Certifiation. When a CCAF student separates or retires, a trade skill ertifiation is awarded for the primary oupational speialty. The CCAF uses a ompeteny based assessment proess for trade skill ertifiation at one of four profiieny levels: Apprentie, Journeyman, Craftsman/Supervisor, or Master Craftsman/Manager. All are transribed on the CCAF transript Degree Requirements. All airmen are automatially entered into the CCAF program. Prior to ompleting an assoiates degree, the following requirements must be met: 15

16 Semester Hours Tehnial Eduation Leadership, Management, and Military Studies Physial Eduation General Eduation Oral and Written Communiation; Mathematis; Soial Siene; and, Humanities Program Eletive Tehnial Eduation; Leadership, Management, and Military Studies; or General Eduation Total Tehnial Eduation (24 Semester Hours): A minimum of 12 semester hours of Tehnial Core subjets/ourses must be applied and the remaining semester hours applied from Tehnial Core/Tehnial Eletive ourses Leadership, Management, and Military Studies (6 Semester Hours): Professional military eduation and/or ivilian management ourses Physial Eduation (4 Semester Hours): This requirement is satisfied by ompletion of asi Military Training General Eduation (15 Semester Hours): Courses must meet the riteria for appliation of ourses within the General Eduation Requirements (GER) and be in agreement with the definitions of appliable General Eduation subjets/ourses as provided in the CCAF General Catalog Program Eletive (15 Semester Hours): Satisfied with appliable Tehnial Eduation; Leadership, Management, and Military Studies; or General Eduation subjets/ourses, inluding natural siene ourses meeting GER appliation riteria. Six semester hours of CCAF degree appliable tehnial redit otherwise not appliable to this program may be applied. See the CCAF General Catalog for details regarding the Assoiates of Applied Siene for this speialty Additional off-duty eduation. This is a personal hoie that is enouraged for all. Individuals desiring to beome an Air Eduation and Training Command Instrutor should be atively pursuing an assoiates degree. A degree faulty is neessary to maintain areditation through the Southern Assoiation of Colleges and Shools. Setion D - Resoure Constraints 11. Purpose. This setion identifies known resoure onstraints whih prelude optimal/desired training from being developed or onduted, inluding information suh as ost and manpower. Narrative explanations of eah resoure onstraint and an impat statement desribing what effet eah onstraint has on training are inluded. Also inluded in this setion are ations required, 16

17 offie of primary responsibility, and target ompletion dates. Resoure onstraints will be, as a minimum, reviewed and updated annually. 12. Apprentie Level Training: Constraints. N/A Impat. N/A Resoures Required. N/A Ation Required. N/A OPR/Target Completion Date. N/A. 13. Journeyman Level Training: Constraints. N/A Impat. N/A Resoures Required. N/A Ation Required. N/A OPR/Target Completion Date. N/A. 14. Craftsman Level Training: N/A. Pr Constraints. N/A. Availability and funding Impat. N/A. Limits ability to ondut ore tasks Resoures Required. N/A. Funding, training alloations and ontrator availability Ation Required. N/A OPR/Target Completion Date. N/A. Part II Setion A - Speialty Training Standard 17

18 1. Implementation. This STS will be used for tehnial training provided by DEOMI for lasses beginning the month of January, April, and September. 2. Purpose. As presribed in AFI , this STS: 2.1. Lists in olumn 1 (Task, Knowledge, and Tehnial Referenes) the most ommon tasks, knowledge, and tehnial referenes (TR) neessary for an airman to perform duties in the 3- and 7-skill level. Task statements are numbered sequentially, i.e., 1.1, 1.2, 2.1, et. Column 2 (Core/War-Time Tasks) identifies, by asterisk (*), speialty-wide training requirements Provides ertifiation for OJT. Column 3 is used to reord ompletion of tasks and knowledge training requirements. Use automated training management systems to doument tehniian qualifiations, if available. Task ertifiation must show a ertifiation/ompleted date Shows formal training and orrespondene ourse requirements. Column 4 shows the profiieny to be demonstrated on the job by the graduate as a result of training on the task/knowledge and the areer knowledge provided by the orrespondene ourse. See CADRE/AFSC/CDC listing maintained by the unit training manager for urrent CDC listings Qualitative Requirements. Attahment 1 ontains the profiieny ode key used to indiate the level of training and knowledge provided by resident training and areer development ourses eomes a job qualifiation standard (JQS) for on-the-job training when plaed in AF Form 623, On-The-Job Training Reord, and used aording to AFI When used as a JQS, the following requirements apply: Doumentation. Doument and ertify ompletion of training. Identify duty position requirements by irling the subparagraph number next to the task statement. As a minimum, omplete the following olumns in Part 2 of the CFETP: Training Completed, Trainee Initials, Trainer Initials, Certifier Initials (if appliable) Converting from Old Doument to CFETP. Use the new CFETP to identify and ertify all past and urrent qualifiations. For those tasks previously ertified and required in the urrent duty position, evaluate urrent qualifiations and, when verified, reertify using urrent date as ompletion date and enter ertifier s initials. For previous ertifiation on tasks not required in the urrent duty position, arry forward only the previous ompletion date. If and when these tasks beome a duty position requirement, reertify with urrent date and ertifier s initials. 18

19 This lok Is For Identifiation Purposes Only Name Of Trainee Printed Name (Last, First, Middle Initial) Initials (Written) SSAN Printed Name Of Certifying Offiial And Written Initials N/I N/I N/I N/I N/I N/I N/I N/I N/I N/I N/I N/I N/I N/I N/I N/I QUALITATIVE REQUIREMENTS Profiieny Code Key Sale Definition: The individual Value Task Performane 1 Can do simple parts of the task. Needs to be told or shown how to do most of the task. (Extremely Limited) Levels 2 Can do most parts of the task. Needs only help on hardest parts. (Partially Profiient) 3 Can do all parts of the task. Needs only a spot hek of ompleted work. (Competent) 4 Can do the omplete task quikly and aurately. Can tell or show others how to do the task. (Highly Profiient) * Task a Can name parts, tools, and simple fats about the task. (Nomenlature) Knowledge b Can determine step by step proedures for doing the task. (Proedures) Levels Can identify why and when the task must be done and why eah step is needed. (Operating Priniples) d Can predit, isolate, and resolve problems about the task. (Advaned Theory) ** Subjet A Can identify basi fats and terms about the subjet. (Fats) Knowledge Can identify relationship of basi fats and state general priniples about the subjet. (Priniples) Levels C Can analyze fats and priniples and draw onlusions about the subjet. (Analysis) D Can evaluate onditions and make proper deisions about the subjet. (Evaluation) Explanations * A task knowledge sale value may be used alone or with a task performane sale value to define a level of knowledge for a speifi task. (Example: b and 1b) ** A subjet knowledge sale value is used alone to define a level of knowledge for a subjet not diretly related to any speifi task, or for a subjet ommon to several tasks. - This mark is used alone instead of a sale value to show that no profiieny training is provided in the ourse or CDC. X This make is used alone in ourse olumns to show that training required but not given due to limitations in resoures. NOTE: All tasks and knowledge items shown with a profiieny ode are trained during wartime. 19

20 1. Tasks, Knowledge And Tehnial Referenes 1. MEO CAREER FIELD STRUCTURE AND PROGRESSION TR: AFl SECURITY TR: AFI a. Communiations seurity (COMSEC) TR: AFI (1) Prevent seurity violations (2) Observe seurity preautions involved in ommuniations b. Operations Seurity (OPSEC) TR: AFI (1) OPSEC signifiane of unlassified data (2) Speifi OPSEC vulnerabilities of AFSC 3S1X1 2. Core/ Wartime Tasks 3. Certifiation For OJT 4. Profiieny Codes Used To Indiate Training/Information Provided (See Note) A C D E A C 3 Skill Level 5 Skill Level 7 Skill Level Tng Tng Trainee Trainer Certifier (1) (2) (1) (2) (1) (2) Start Complete Initials Initials Initials Course CDC Course CDC Course CDC A - A 3. SUPERVISION a. Orient New Personnel TR: AFI b. Plan work assignments. Determine work priorities d. Shedule work assignments TR: AFI e. Establish TR: AFIs & (1) work methods (2) Controls (3) Performane standards f. Evaluate work performane g. Interpret poliies or diretives h. Counsel Personnel (1) Counsel personnel on job-performane or military related problems (2) Doument trainee ounseling sessions TR: AFIs & i. Personnel Utilization (1) Volunteer Utilization A (2) Retrainee Appliant Sreening A 20

21 1. Tasks, Knowledge And Tehnial Referenes (3) Counsel Personnel on areer progression TR: AFI Core/ Wartime Tasks 3. Certifiation For OJT 4. Profiieny Codes Used To Indiate Training/Information Provided (See Note) A C D E A C 3 Skill Level 5 Skill Level 7 Skill Level Tng Tng Trainee Trainer Certifier (1) (2) (1) (2) (1) (2) Start Complete Initials Initials Initials Course CDC Course CDC Course CDC 4. TRAINING TR: AFI a. Evaluate personnel training needs b. Plan and supervise OJT (1) Prepare job qualifiation training (2) Motivate trainers and trainees (3) Counsel trainees on training progress (4) Monitor effetiveness of (a) Career knowledge upgrade training (b) Job profiieny upgrade training () Qualifiation training (5) Maintain training reords (6) Evaluate effetiveness of training programs (7) Reommend personnel for training 5. AIR FORCE DOCTRINE, and MEO RESPONSIILITIES, POLICIES AND PROGRAMS a. Air Fore Dotrine b. Duties and Responsibilities TR: AFPD 36-27, AFI , AFI , AFI Poliies and Programs TR: AFI , DoD , AFM 1-1 d. Responsibilities of varying MEO organizational levels TR: AFI e. Military and Civilian Poliies and Programs interfaing with MEO Programs TR: AFI & * * * * A 6. PERSONAL GROWTH AND DEVELOPMENT tr: Massey, Flashpoint (V) a. Soialization Proess ** b. Group Development, Norms, ** and Expetations. Ethis ** d. Air Fore Core Values A 21

22 1. Tasks, Knowledge And Tehnial Referenes 2. Core/ War - time Tasks 3. Certifiation For OJT 4. Profiieny Codes Used To Indiate Training/Information Provided (See Note) A C D E A C 3 Skill Level 5 Skill Level 7 Skill Level Tng Tng Trainee Trainer Certifier (1) (2) (1) (2) (1) (2) Start Complete Initials Initials Initials Course CDC Course CDC Course CDC 7. PERFORM ADMINISTRATIVE FUNCTIONS IN SUPPORT OF MEO PROGRAMS TR: AFI a. MEO budget TR: AFI (1) Annual proess A (2) udget Management A *b. Draft Written Communiations TR: AFI * (1) Talking Paper 2b - (2) Staff Summary 1b - (3) Memorandum for Reord (4) Air Fore Memorandum 2b - (5) Inspetion Reply (6) Message - (7) News artile *. Prepare the HAF- DP(SA)7204 Equal Opportunity Human Relations Reports TR: AFI *d. Safe guarding of EOT information TR: AFI , DODR & AFI * * (1) FOIA & Funtional Request A (2) Privay At A (3) FOUO A e. Manage MEO Manpower Douments A 8. COMMUNICATION SKILLS a. Verbal/nonverbal * - *b. Interpret verbal and nonverbal ommuniations ** TR: Nonverbal Communiation and human ommuniation elements and ontats (1) Individual 2b (2) Group 2b *. Condut MEO briefings TR: AFP b 9. Condut MEO Eduation Program TR: AFI a. Shedule Training * b. Organize Training Materials * 2b -. Personalize an AF approved * 2b - lesson plans d. Condut a leture using as AFapproved * 2b - lesson plan *e. Condut a disussion/seminar * f. Update attendane * A g. Evaluate training quality * h. Revise eduational material * i. Critique analysis * 2b A 22

23 1. Tasks, Knowledge And Tehnial Referenes 10. GEOGRAPHICALLY SEPARATED UNITS (GSU) MEO PROGRAMS TR: AFI Core/ 3. Certifiation For OJT 4. Profiieny Codes Used To Indiate Training/Information Provided (See Note) War - time A C D E A 3 Skill Level 5 Skill Level C 7 Skill Level Tasks Tng Start Tng Complete Trainee Initials Trainer Initials Certifier Initials (1) Course (2) CDC (1) Course (2) CDC (1) Course (2) CDC A 11. MEO ROLE IN HOST- TENANT AGREEMENTS A 12. UNIT CLIMATE ASSESSMENT (UCA) TR: AFI /AFI a. Prepare for UCA ** 2b b. Analyze historial trend data ** 2b. In-brief unit ommander ** 2b d. Gather data for assessment (1) Survey 2b (2) Individual interview 2b (3) Group interview 2b e. Analyze data ** 2b f. Prepare report of assessment ** 2b g. Out-brief ommander ** 2b h. Assist Commander in ** 2b formulating an ation plan i. Administer ommander s ritique * A 13. REFERRAL PROCESS/SUPPORT RESOURCES TR: AFI a. Identify referral/support * resoures b. Refer individual to * referral/support resoures. Develop referral listing * 14. CROSS-CULTURAL AWARENESS AND DIVERSITY TR: Terry, For Whites Only; Allport, The nature of Prejudie; Kitano, Rae Relations; Sue, Counseling The Culturally Different Theory and Pratie; Thomas, eyond Rae and Gender a. Historial - b. Contemporary Issues. Unlawful Disrimination * - (1) Institutional - (2) Personal - (3) Sexual Harassment - d. Relevany of Culture * 23

24 1. Tasks, Knowledge And Tehnial Referenes 2. Core/ War - time Tasks 3. Certifiation For OJT 4. Profiieny Codes Used To Indiate Training/Information Provided (See Note) A C D E A C 3 Skill Level 5 Skill Level 7 Skill Level Tng Tng Trainee Trainer Certifier (1) (2) (1) (2) (1) (2) Start Complete Initials Initials Initials Course CDC Course CDC Course CDC 15. INFORMAL COMPLAINTS TR: AFI , DL(?) a. Intake Interview * 2b b. Complainant s Options/ Ation * 1b Plan **. Doumentation 1b d. Advise on Appeal Proess 1b e. Follow-up 1b f. Close Case File 1b 16. MEO FORMAL COMPLAINT PROCESS TR: AFI , AFPD 36-27, DL(?) a. Intake Interview * 2b b. Categorize omplaint * 1b. Immediate Referral - d. Doument and Establish * A omplaint file e. Determine Complaint * 1a Resolution f. rief Chief of MEO * 2b g. rief/coordinate with * 2b Commander(s) h. Consult with Legal (1) Allegations * 2b (2) Rights Advisement 2b i. Advise Alleged Offender on * 2b ART 31/5 th Amendment Rights j. Condut Complaint Clarifiation * (1) Inter-offie Staffing 2b (2) Identify Potential Witnesses 2b and Information Soures (3) Condut Interviews and 2b Review Soures (4) Prepare Complaint 1b Clarifiation Report * b k. Coordinate Report with Legal * 2b Offie 1. rief Complainant and Doument * (1) Provide Periodi Status 2b Updates (2) Outome/alternate 2b Grievane Channels (3) Advise on Appeal Proess 2b m, Joint Servie/ Defense - A Agenies Complaints Proessing n. Senior Offiers (0-6 Seletees & 0-6) Proess - b 24

25 1. Tasks, Knowledge And Tehnial Referenes 2. Core/ 3. Certifiation For OJT 4. Profiieny Codes Used To Indiate Training/Information Provided (See Note) War - time A C D E A 3 Skill Level 5 Skill Level C 7 Skill Level Tasks Tng Start Tng Complete Trainee Initials Trainer Initials Certifier Initials (1) Course (2) CDC (1) Course (2) CDC (1) Course (2) CDC o. Doument Ations Taken by * 2b Commander in Case File p. Close Case File * 2b q. Follow-up for Possible Reprisal * A Ations r. Proess IAW Time Limitations * IG Investigation of MEO Disrimination Issues TR: AFI , AFI a. Criteria: * (1) Inonlusive Cases - (2) Senior Offiial (0-7 or - above) b. Subjet Matter Expert to * Investigation Offiers (1) Assist IO in Conduting * b b - investigation (2) Verify/ Address MEO b b - Allegations (3) Review Report of * b Investigation (4) Doumentation 18. AF Form 1271, MEO RECORD OF ASSISTANCE TR: AFI a. Purpose and Use 2b (1) Information 2b (2) Non-Complaint Assistane 2b (3) Reord Out and Abouts 2b b. Follow-up Proedures and Doumentation * 2b 19. MEDIATION TR: AFI , AF approved MEO Mediation Course a. Purpose of Mediation * - b. Role of Mediator -. Intake Interview - d. Sreening Proess - e. Commander s Involvement - f. Limited Confidentiality - g. Establish Case File - h. Settlement Agreement - i. Legal Review - j. Follow-up * AFFIRMATIVE ACTIONS TR: AFI a. Historial Perspetive ** A b. Objetives ** - 25

26 1. Tasks, Knowledge And Tehnial Referenes 2. Core/ War - time Tasks 3. Certifiation For OJT 4. Profiieny Codes Used To Indiate Training/Information Provided (See Note) A C D E A C 3 Skill Level 5 Skill Level 7 Skill Level Tng Tng Trainee Trainer Certifier (1) (2) (1) (2) (1) (2) Start Complete Initials Initials Initials Course CDC Course CDC Course CDC 21. EQUAL OPPORTUNITY AND TREATMENT INCIDENT TR AFI , AFPD 36-27, AFI , and AFI a. Inident Notifiation/ A Information Soures (1) Coordinate with A Appropriate Staff Agenies (2) rief Chief of MEO/CC A (3) Classify Inident A (4) Prepare Appropriate - Message (initial) b. Condut Inident Clarifiation (1) Inter/Intra-offie Staffing - (2) Identify Potential Witnesses - and Information Soures (3) Condut Interviews and - Review Soures (4) Prepare inident larifiation - Report (5) Coordinate Report with Legal * - Offie (6) rief CC * A. Condut Follow-up AFI * - d. Coordinate with Publi Affairs TR: AFI , AFI * e. Report Findings * 22. DISSIDENT & PROTEST ACTIVITY TR: AFI , AFPD 51-9, AFI , DODD * - - a. Assessing A b. Reporting A 23. WING CLIMATE ASSESSMENT COMMITTEE MEETING TR: a. Roles and Responsibilities * A b. WCAC Working Group * -. Agenda * - d. Meeting Minutes * WING CLIMATE ASSESSMENT TR: AFI a. Develop Data Colletion Strategies b. Coordinate Ativities with Senior Installation Commander * ** ** b ** b. Gather HR Data for Assessment ** b d. Analyze Data ** b e. Prepare Report of Findings TR: AFI , AFI ** b 26

27 1. Tasks, Knowledge And Tehnial Referenes f. rief Findings of Climate Assessment TR: AFI g. Assist Commander in Formulating an Ation Plan TR: AFI Core/ 3. Certifiation For OJT 4. Profiieny Codes Used To Indiate Training/Information Provided (See Note) War - time A C D E A 3 Skill Level 5 Skill Level C 7 Skill Level Tasks Tng Start Tng Complete Trainee Initials Trainer Initials Certifier Initials (1) Course (2) CDC (1) Course (2) CDC (1) Course (2) CDC ** b ** b 25. ADVISE ON SPECIAL ** OSERVANCES TR: AFI & a. Commander b. Committees. Resoures 26. COORDINATE WITH SPECIAL EMPHASIS PROGRAMS TR: AFI , AFPD ** - A 25. COORDINATE WITH SPECIAL INTEREST ORGANIZATIONS TR: 26. SEXUAL HARASSMENT REPORTING REQUIREMENTS (FY98 NDAA) TR: Setion 591 A. Criteria (1) Ative Duty Military (2) Formal. Reporting Proedures (1) rief Wing/CC and GCMCA (2) Initial Reporting within 72 Hours (3) Interim Reporting (4) Final Reporting (5) Timelines/Extensions C. Complaints Against Senior Offiials 27

28 Doumenting Career Knowledge. When a CDC is not available: the supervisor identifies STS training referenes that the trainee requires for areer knowledge and ensures, as a minimum, that trainees over the mandatory items in AFI For two-time CDC ourse exam failures: supervisors identify all STS items orresponding to the areas overed by the CDC. The trainee ompletes a study of STS referenes, undergoes evaluation by the task Certifier, and reeives ertifiation on the STS. NOTE: Career Knowledge must be doumented prior to submitting a CDC waiver Deertifiation and Reertifiation. When an airman is found to be unqualified on a task previously ertified for his or her position, the supervisor lines through the previous ertifiation or deletes previous ertifiation when using the automated system. Appropriate remarks are entered on the AF Form 623A, On-The-Job Training Reord Continuation Sheet, as to the reason for deertifiation. The individual is reertified (if required) either by erasing the old entries and writing in the new or by using orretion fluid (if the entries were made in ink) over the previously ertified entry Training Standard. Tasks are trained and qualified to the go/no go level. Go means the individual an perform the task without assistane and meets loal demands for auray, timeliness, and orret use of proedures Is a guide for development of promotion tests used in the Weighted Airman Promotion System (WAPS). Speialty Knowledge Tests (SKTs) are developed at the USAF Oupational Measurement Squadron by senior NCOs with extensive pratial experiene in their areer fields. The tests sample knowledge of STS subjet matter areas judged by test development team members as most appropriate for promotion to higher grades. Questions are based upon study referenes listed in the WAPS atalog. Individual responsibilities are in hapter 14 of AFI , US Air Fore Reenlistment, Retention, and NCO Status Programs (formerly AFR 35-16, volume 1). WAPS is not appliable to the Air National Guard. 3. Reommendations. Report unsatisfatory performane of individual ourse graduates to Defense Equal Opportunity and Management Institute, ldg. 561, Patrik AF FL , ATTN: Servie Liaison Offier. Referene speifi STS paragraphs. Y ORDER OF THE SECRETARY OF THE AIR FORCE OFFICIAL Setion - Course Objetive List 4. Measurement. Eah objetive is indiated as follows: W indiates task or subjet knowledge whih is measured using a written test, PC indiates required task performane whih is measured with a performane progress hek, and PC/W indiates separate measurement of both knowledge and performane elements using a written test and a performane progress hek. 28

29 5. Standard. The standard is 70% on written examinations. Standards for performane measurement are indiated in the objetive and delineated on the individual progress heklist. Instrutor assistane is provided as needed during the progress hek, and students may be required to repeat all or part of the behavior until satisfatory performane is attained. 6. Profiieny Level. Most task performane is taught to the 2b profiieny level whih means the students an do most parts of the task, but do need assistane on the hardest parts of the task (partially profiient). The student an also determine step by step proedures for doing the task. 7. Course Objetive. These objetives are listed in the sequene taught by lok of Instrution Initial Skills Course: Defense Equal Opportunity and Management Course (Resident) Annex Interpersonal Skills POI FILE FILE TITLE SCOPE 5000 Equal Opportunity Poliy 5050 Roles of the EO Advisor (EOA) To orient students with an understanding of personality preferenes in order to improve ommuniation, teamwork, and leadership. STS 6a & To disuss the major roles of the equal opportunity staff advisor and fators that ontribute to a suessful equal opportunity program. STS 5a 1050 Soialization Proess To provide a desription of the soialization proess and its impat on human behavior. STS 6a 1100 Equal Opportunity Ethis To provide students an opportunity to look at situations that make ethial deision making diffiult and ways to reason about ethial issues. STS Group Development Theory To desribe the formation, developmental stages, and task and maintenane funtions of a group. STS 6a & b 2000 Communiations Proess To desribe the ommuniations proess; identify key elements of the ommuniations proess; and identify fators affeting the effetiveness of interpersonal ommuniations. 29

30 STS 8a & b 1200 Pereptions To desribe the pereption proess and its importane to the equal opportunity program. STS 8a & b, 12d (2)(3), 6b & 2050 Effetive Listening To identify strategies for enhaning listening skills. Emphasis is plaed on removing bloks to effetive listening. STS 8a & b, 12d (2)(3), 6b & 2100 Effetive Feedbak Skills To desribe the proess of giving and reeiving feedbak. Emphasis is plaed on strategies for improving feedbak skills. STS 8a & b, 12d (2)(3), 6b & Annex C - Communiation Skills 2150 Guided Disussion Tehniques To develop small group leadership and maintenane skills. STS 6a, b, 12d(3) 2250 Presentation Skills Students learn and pratie briefing styles using a variety of methods. STS 8 & 9d 1000 asi Failitation Skills To learn and pratie failitation in small groups. STS 8a, b, Annex D- Cultural Awareness PURPOSE: To provide basi information on various ultural relationships that exit within the Amerian soiety and the United States military Personal and Organizational Dissonane To develop awareness and skills in working with personal prejudies, raism and sexism. Instrution is onduted through the use of a psyhodrama presented in a guest leture presentation STS 14a, b,, d, 8a, b 4050 Conepts of Culture To explore and identify the onepts of rae and ulture. Students experiene ultural differenes through afa afa exerise. STS 14a, b,, d, 8a, b 4100 lak Amerian Experiene To identify and desribe the historial bakground, ulture, and ontemporary issues assoiated with 30

31 the lak-amerian ulture in the United States. STS 14a, b,, d, 8a, b 4150 Hispani Amerian Experiene 4200 Native Amerian Experiene 4250 Asian Amerian Experiene 4300 Jewish Amerian Experiene 4350 White Amerian Experiene To identify and desribe the historial bakground, ulture, and ontemporary issues assoiated with the Hispani Amerian ulture in the United States. STS 14a, b,, d, 8a, b To identify and desribe the historial bakground, ulture, and ontemporary issues assoiated with the Native Amerian ulture in the United States. STS 14a, b,, d, 8a, b To identify and desribe the historial bakground, ulture, and ontemporary issues assoiated with the Asian-Amerian ulture in the United States. STS 14a, b,, d, 8a, b To identify and desribe the historial bakground, ulture, and ontemporary issues assoiated with the Jewish Amerian ulture in the United States. STS 14a, b,, d, 8a, b To identify and desribe the historial bakground, ulture, and ontemporary issues assoiated with the White Amerian ulture in the United States. STS 14a, b,, d, 8a, b 5100 Women in the Military To explore and identify the historial bakground, ultural and ontemporary issues assoiated with women in military. STS 14a, b,, d, 8a, b 4400 Arab Amerian/Middle Eastern Culture 3000 Power and Disrimination (Ray s Plae) To identify and desribe the historial bakground, ulture, and ontemporary issues assoiated with Arab Amerian/Middle Eastern ulture in the United States. STS 14a, b,, d, 8a, b To desribe and examine the relationships between disrimination and power. Student exerises inlude Star Power and Powerline. STS 14a, b,, d. 5a, b, & d 3050 Institutional To examine the historial bakground, types, and 31

32 Disrimination ontemporary issues related to institutional disrimination STS 5a, b,, d, 6a, b,, 14a, b,, d 3100 Power and Privilege Students will disuss the dynamis of power and privilege and how the EOA an be an ally for positive hange. STS 5a, b,,d, 6a, b, &14a, b,, d 3150 Raism To explore the impat of prejudie and disrimination on human and eonomi resoures within the military. STS 5a,b,,d,6a,b,,14a,b,,d 3200 Raism in the Military To identify the historial bakground, reurring themes, and impat of raism in the military STS 5a, b,, d, 6a, b,, 14a, b,, d 3250 Sexism To desribe the onept s of sexism, identify fators ontributing to sexism, disuss the impat of sexism in the military and strategies for ombating sexism STS 5a, b,, d, 6a, b,, 14a, b,, d 5150 Sexual Harassment To define sexual harassment within the military setting and identify its impat on human resoures. STS 5a, b,, d, 6a, b,, 14a, b,, d 3300 Religious Disrimination Prevention To identify and disuss Servie diretives governing religious aommodation and proessing religious disrimination omplaints. STS 6a, b,, 14a, b,, d 3350 Anti-Semitism To identify and desribe the historial bakground and ultural and ontemporary issues related to Anti- Semitism. STS 6a, b,, 14a, b,, d 2200 Diversity Management through ross-ultural ommuniations To allow students to examine the relationship between interpersonal interultural interraial, and intergender ommuniation. STS 6a, b,, 14a, b,, d 5250 Affirmative Ations To define and desribe the onept of affirmative ations and their importane to the military. 32

33 STS 6a, b,, 14a, b,, d 5300 Ethni Observanes To identify the purpose of an ethni observane and desribe the ations required to plan, oordinate, exeute, and follow-up when onduting an ethni observane. STS 23, 24 Annex E - Unit & Organizational Fators Purpose: To provide basi knowledge and skills required to perform duties as the equal opportunity staff advisor to ommanders Motivation Theory To identify fators that impat individual motivation aording to Maslow s theory STS 6a, b, 1250 Conflit Management To desribe onflit and identify strategies for oping with onflit in the military environment STS 6a,b,, 6000 Organizational Change To introdue the onept of organizations as systems; to disuss the nature of resistane to hange and ways to manage hange in organizations STS 6a, b 6050 EO-EEO Interfae To desribe the similarities and differenes between EO and EEO. Emphasis is plaed on potential interations between the EO and EEO staffs on an installation STS 5a,, 12, g, 15a, b,, d, e, 22a, b,, d, e, f, g, Gaining Commander Support To Identify and disuss the EOSA s role in advising the ommander and tehniques for marketing equal opportunity in the ommand STS 5a, b 6100 Interviewing Tehniques To identify the skills and knowledge required to ondut suessful group and individual interviews. Emphasis plaed on the observation and atual performane of these skills in the interviewing proess STS 5b,, 8a, b, 12d(2), 16a, h, i, 17b(2), 21a(6), 33

34 14d 6150 Managing Statistial Data To identify and desribe the management of statistial data gathered for equal opportunity purposes. Emphasis is plaed on olleting, organizing, and omputing data to provide useful information STS 5a, b, 12b, d, e, 15a, b, 20a, b, 22a,, d, 7, Organizational Assessments To explore the systems view of an organization. Emphasis is plaed on internal and external subsystems of an organization and riteria for assessing group/organizational health. To identify tehniques available for preparing equal opportunity organizational data for briefing a ommander. STS 15a, b,, d, e, 10a, b, 22a, b,, d, e, f, g, 14a-d, 12a, b 6250 Observation Tehniques To desribe the purpose and role of observation tehniques in gathering equal opportunity information for assessment purpose. STS 15a, b,, d, e, 10a, b, 22a, b,, d, e, f, g, 14a-d, 12a, b 6350 Intervention and Ations Planning To provide students with the opportunity to develop a planning doument. STS 12a, b, d, e, f, h, 15e, 20a, b, 22a, b,, d, e, f, g 6400 Survey Considerations To meet the need for students to be able to onfidently and ompletely advise their ommanders as to whether the Military Equal Opportunity Climate Survey (MEOCS) is the tool for them. STS 12a, b,, d, e, f, g, h, i, 15a, b,, d, e, 22a, b,, d, e, f, g 6450 Assessment Feedbak Skills To desribe the proess for assessing the equal opportunity limate of an organization. Emphasis is plaed on assessing an organization by olletion and examination of data from all soures. Sandy eah exerise is used. Students disuss and pratie methods of delivering the 34

35 assessment out briefing to the ommander. STS 12a, b,, d, e, f, g, h, i, 15a, b,, d, e, 22a, b,, d, e,f,g Annex F - Servie Speifi - Air Fore LESSON PLAN OJECTIVES ADMINISTRATIVE FUNCTIONS IN SUPPORT OF MEO PROGRAMS TLO: Given senario, students will prepare required management reports ( STS 7) ELO 1: Using bakground data and AF Form 3018, the student will prepare the Equal Opportunity/Human Relations Eduation Summary Report (RCS: HAF-DPP(SA) 7204) IAW AFI , no more than four errors. (STS 7) ELO 2: The student will prepare losed EOT Complaints to be reviewed by the Wing Commander on a monthly basis IAW AFI (STS 16r) ELO 3: Given a ompleted management report, students will prepare a Staff Summary Sheet IAW AFI (STS 7b(2)) DISCRIMINATION COMPLAINTS TLO: Given a senario involving an individual's omplaint of disrimination, the student will ondut a disrimination omplaint larifiation IAW AFI (STS 16j, k, and l) ELO 1: Without the use of referene materials, the student will identify the Air Fore poliies and programs on equal opportunity and treatment IAW AFI (STS 5b, ) ELO 2: Without the use of referene materials, the student will identify Air Fore equal opportunity onepts and terms defined in AFPD 36-27, AFI and DODD (STS 5b, ) ELO 3: Given an allegation, student will differentiate between an EO and non-eo omplaint IAW AFI (STS 18a & b) ELO 4: Given a senario, student will identify whih situation goes on AF Form 1271 or AF Form 1587 IAW AFI (STS 16b, 18a) ELO 5: Given a senario, the student will identify proedures for ompleting an AF Form 1271, Complaint/Assistane Reord IAW AFI (STS 18a) 35

36 ELO 6: Without the use of referene material, the student will identify AF ivilian poliies and programs interfaing with MEO program IAW AFD 36-2, AFPD 36-12, AFI and AFI (STS 5e) ELO 7: Without the use of referene materials, the student will identify the proess for resolving EO omplaints as desribed in AFI (STS 16) ELO 8: Given a senario, the student will omplete an AF Form 1587 to doument an alleged disrimination omplaint. The AF Form 1587 must ontain no more than two errors in format and the ontent must be approved by the instrutor/trainer. (STS 16) ELO 9: Given a senario, student will differentiate between "E" & "R" omplaints IAW AFI (STS 16b & e) ELO 10: Given the allegations of disrimination, student will identify the appropriate referral ageny IAW AFl (STS 13a & b) ELO 11: Given a senario, the student will perform an EO omplaint larifiation IAW AFI The resulting AF Form 1587 and omplaint larifiation report must be approved by the instrutor/trainer. (STS 16) ELO 12: Students will identify fators, whih onstitute a omplex ase or MEO onflit of interest. (STS 17) ELO 13: Given a senario involving allegations of disrimination against a Senior offiial, the student will identify when and how to transfer a ase to the IG IAW AFI (STS 17) ELO 14: As the Subjet Matter Expert to the Inquiry Offier, the student will identify their responsibilities IAW AFI (STS 17) ELO 15: Without use of referene material, the student will identify the AF poliy on reprisals IAW AFI , AFI (STS 16q) ELO 16: Given senarios, the student will identify examples of reprisals IAW AFI (STS 16q) ELO 17: Without use of referene material, the student will identify appropriate agenies to address reprisals IAW AFI (STS 16q) ELO 18: Without referene materials, the student will identify the proedures for handling FOIA Requests IAW AFI and AFI (STS 7d(l)) ELO 19: Without referene of materials, the student will identify the requirements for Privay At Information IAW AFI and AFI (STS 7d(2)) ELO 20: Without referene materials, the student will identify the requirements for funtional request IAW AFI and AFI (STS 7d(1)) ELO 21: Without referene materials, the student will identify the requirements for releasing FOUO douments IAW AFI and AFI (STS 7d(3)) 36

37 WING CLIMATE ASSESSMENT COMMITTEE TLO: The student will identify the proess for onduting a Wing Climate Assessment Committee Meeting. (STS 23) ELO 1: The student will identify the roles and responsibilities of the ageny representatives omprising the Wing Climate Assessment Committee working group (WCAC) IAW AFI (STS 23) ELO 2: Given a senario, the student will develop an agenda, briefing topis, initiatives and meeting minutes. (STS 23) RESPONSIILITIES, POLICIES, PROGRAM AND DOCTRINE TLO 1: Without the use of referene materials, the student will desribe MEO poliies, responsibilities, and program management ativities IAW AFPD 36-27, AFI , AFI , and AFI (STS 5b) ELO 1: Without the use of referene materials, the student will identify the funtional responsibilities and struture of the 36P1 and 3S1X1 areer field IAW AFI , AFMAN and AFMAN (STS 5b) ELO 2: Without the use of referene materials, the student will identify MEO dotrine, poliies, and programs IAW AFI , DOD , AFPD (STS 5b) ELO 3: Using AFI , the student will identify the hannel for resolving ivilian disrimination omplaints based on rae, olor, national origin, or handiap in Department of the Air Fore programs IAW AFI and AFI (STS 5e) ELO 4: Without the use of referene materials, the student will identify the elements of the operations seurity program (OPSEC) that apply to the 3S1X1 and 36PX areer field IAW AFI (STS 2b(2)) CONDUCT MEO EDUCATION PROGRAM TLO: Using an approved Air Fore Lesson Plan, the student will ondut the required training to 70% auray on the Human Relations Eduation presentations soring sheet. ELO 1: Using an approved Air Fore Lesson, and a training requirement, the student will identify sheduling and administrative requirements (STS 9a & b) ELO 2: Without referene material, the student will identify the various types of self-paed methods IAW AFMAN (STS 9e) ELO 3: Without referene materials, the student will identify the various types of instrutional inrements used when onduting training (STS 9d & e) ELO 4: Without the use of referene materials, the student will determine resoure requirements and ost (STS 7a, 9h) 37

38 ELO 5: Without the use of referene material, the student will identify the steps of lesson evaluation, IAW AFMAN (STS 9g, h, I) UNIT CLIMATE ASSESSMENT TLO: Using a senario, the student will ondut a-unit Climate Assessment and identify all elements of the Unit Climate assessment Proess, IAW AFI , and AFPAM , Unit Climate Assessment Guide. (STS 12) ELO 1: Without the use of referene materials, the student will identify the purpose of the Air Fore UCA IAW AFI and AFPAM (STS 22a,, d) ELO 2: Using a senario, the student will develop an ation plan for onduting a UCA, At a minimum, the plan must identify length of time for the visit, failities and resoures, number of people to survey and interview, and the impat on unit operations, IAW AFI and AFPAM (STS 12) ELO 3: Using a senario, the student will identify soures of bakground information soures required for a UCA. (STS 12b, d) ELO 4: Using a senario, the student will ondut a UCA in-brief with a surrogate ommander. The in-brief must identify the purpose, how the UCA will be onduted, the primary point of ontat person in the unit and input/guidane from the ommander IAW AFI and AFPAM ELO 5: Without the use of referene materials, the student will identify the proess for administering individual and group surveys in the Air Fore. (STS 12d (1)(2)(3)) ELO 6: Using responses from a survey, the student will enter the responses into the omputerized UCA Analysis Program with no more than three errors. (STS 12d, e) ELO 7: Without the use of referene materials, the student will identify statistial trends available from the Survey Analysis Rating inventory. (STS 12e) ELO 8: Using survey data, the student will write at least two interview questions about eah statistial trend identified by the data. Eah question must be open-ended and be approved by the instrutor/trainer. (STS 12d(2)) ELO 9: Using a senario, the student will identify the role of the individual interview in the Air Fore UCA program. (STS d(2)) ELO 10: Without the use of referene material, the student will identify the proedures for seleting sheduling personnel to be interviewed IAW AFPAM (STS 12a/d) ELO 11: Using the results of personal interviews, the student will desribe EO trends indiated by the data. (STS 12e) ELO 12: Using UCA findings from unit reords/reports, observations, surveys, and interviews, the student will organize the findings into the nine topi areas. Eah finding must be identified with its orresponding topi area IAW AFPAM

39 ELO 13: Using unit reords/reports, observations, interview and survey results and UCA analysis, the student will write a final unit UCA report with few deviations from the ontent of the report as outlined in AFPAM (STS 12f) ELO 14: Using a final unit UCA report and supporting doumentation, the student will brief the ommander on the unit's human relations limate. The briefing must be at least 10 minutes but no more than 15 minutes in length and be onsistent with the out brief guidane listed in AFPAM (STS 12g, h, i) WING CLIMATE ASSESSMENT Using AFI and data on a base, the student will ondut a semi-annual Wing Climate Assessment (WCA), and terminate with a written and verbal assessment of the base s Human Relations Climate IAW AFI (STS 24) ELO 1: Without the use of referene materials, the student will identify bakground information soures IAW AFI (STS 24a,, d) ELO 2: Using a senario desribing base human relations fators, the student will identify eah fator IAW AFI (STS 24d) ELO 3: Using analyzed human relations fators, the student will omplete the human relations limate assessment report IAW AFI (STS 24f) ELO 4: Using a ompleted Climate Assessment Report, the student will identify the appropriate staff ommander and agenies that must review the WCA prior to formally presenting the WCA to the ommander IAW AFI ELO 5: Using a oordinated limate assessment, the student will write the final WCA Report. The report must be in a format IAW AFI (STS 24e) ELO 6: Using a ompleted final WCA Report fators, the student will brief the ommander on the findings. The briefing must not exeed 15 minutes in length. (STS 24f, g) FIRST DUTY STATION TLO: Given Military Equal Opportunity ase-level Eduation Lesson Plan and the First Duty Station Orientation Human Relations Eduation Instrutor Guide, the student will personalize the First Duty Station Human Relations Eduation Lesson Plan. Personalized lesson plan must be IAW the Lesson Plan Grade Sheet. (STS 9) ELO 1: Without the use of referene materials, the student will identify the elements and supporting ontent of the First Duty Station Human Relations Eduation Lesson Plan IAW MEO ase-level Eduation Lesson Plan. (STS 9a) EOT INCIDENTS TLO: Given an EOT inident senario, the student will ondut an inident larifiation IAW AFI (STS 21) 39

40 ELO 1: Using a senario, the student will identify a minimum of four bakground information soures on an alleged EOT inident. (STS 21a) ELO 2: Using a senario, the student will identify whether the inident is (1) motivated by or (2) has overtones based on age, olor, national origin, rae, religion, or sex IAW AFI (STS 2la(3), (6)) ELO 3: Using a senario, the student will identify the ategory of the inident that is presribed by the severity of the inident IAW AFI (STS 2la(7)) ELO 4: Using a senario, the student will ondut a human relations inident larifiation. The resulting Inident Clarifiation report must be in a format desribed in AFI and be approved by the instrutor/trainer. (STS 21a(6) (7) & b) ELO 5: Using a senario, the student will draft a message reporting the inident to higher headquarters IAW AFI The message must be direted to the orret level of ommand. (STS 21, b, e, f) ELO 6: Using a senario, the student will reommend orretive ations as a result of the inident IAW AFI The student must reommend at least three orretive ations for the inident. (STS 21 & d) Setion C - Training Course Objetives 9. Purpose. This setion of the CFETP identifies training ourses available for the speialty and shows how the ourses are used by eah MAJCOM in their areer field training programs. 10. Air Fore In-Residene Courses. COURSE NUMER TITLE LOCATION USER L5AL03S Equal Opportunity Advisor Course Patrik AF, DoD (DEOMI) 11. Extension Course Institute (ECI) Courses COURSE NUMER TITLE LOCATION USER CDC 3S171 Military Equal Opportunity Randolph AF USAF Tehniian 40

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