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not justify failing to hold a required session. The Air National Guard does not currently have an automated process for ACA notices, and may use an alternate form of communication to notify raters and ratees of ACA schedules. All initial ACA sessions must be conducted within the first 60 days of when supervision begins. This will be the ratee’s only initial feedback until there is a change of reporting official. The rater must conduct a mid-term ACA session midway between the date supervision begins and the next evaluation projected close-out date. For the end-of-reporting period, the rater conducts the ACA session within 60 days after the evaluation has been accomplished. Note: Ratees may request a feedback as long as 60 days have passed since the last session. Note: For Chief Master Sergeants and Colonels, the initial ACA is the only feedback required. Note: Air Reserve Component personnel do not require an ACA if action is pending in accordance with AFI 36-3209, Separation Procedures for Air National Guard and Air Force Reserve members. Note: If the ratee is due an annual evaluation and the period of supervision is less than 150 days, the rater conducts the ACA approximately 60 days before the projected evaluation close-out date. Note: For Lieutenant through Captain only, if an evaluation is due to a change of reporting official, the new rater will do an initial feedback. This feedback may be accomplished using the ACA Worksheet, but documentation is not required. Note: For Airman Basic, Airman, or Airman First Class (with less than 20 months of Total Active Federal Military Service), after the initial feedback, a mid-term ACA session is conducted every 180 days until the rater writes a performance report or a change of reporting official occurs. 57 Section 8B—Performance Evaluations 8.5. Performance Evaluation Administration The
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performance evaluation system is designed to provide a reliable, long-term, cumulative record of performance and potential. The key aspects associated with the evaluation system are how well the individual does his or her job and the qualities the individual brings to the job. It is important for supervisors to help subordinates understand their strengths and weaknesses and how their efforts contribute to the mission. Supervisors must understand how and when to employ the officer and enlisted evaluation systems and the civilian performance program. Access to Evaluations. Evaluations are For Official Use Only and are subject to the Privacy Act. They are exempt from public disclosure under DoDM 5400.07-R/AFMAN 33-302, Freedom of Information Act Program , and AFI 33-332, Air Force Privacy and Civil Liberties Program . Only persons within the agency who have a proper need to know may read evaluations. The office with custodial responsibility determines if a person's official duties require access. Classified information should not be included in any section of evaluation forms or on attachments to evaluations, referral documents, or endorsements to referral documents. Specific instructions for completing evaluations, with reference to proper formatting, appropriate raters/evaluators, additional raters, content, acronym use, classified information, and other details, are found in AFI 36-2406, Officer and Enlisted Evaluation Systems. 8.6. Performance Evaluation Uses The officer and enlisted evaluation systems should be used with the following objectives in mind: 1. Establish performance standards and expectations for ratees, meaningful feedback on how well the ratee is meeting those expectations, and direction on how to better meet those established standards and expectations. 2. Provide a reliable, long-term, cumulative record of performance and promotion potential based on that performance. 3. Provide officer selection boards, enlisted evaluation boards, and personnel managers with sound information to assist in identifying the best qualified personnel for promotion,
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as well as other personnel management decisions. 4. Document in the permanent record any substantiated allegation of a sex-related offense against an Airman, regardless of grade, that results in conviction by court-martial, non-judicial punishment, or other punitive administrative action. 8.7. Performance Evaluation Forms and Documentation There are a number of forms, as listed below, used to document performance and potential over the course of a ratee’s career. These forms are considered when making promotion recommendations, selections or propriety actions, selective continuations, involuntary separations, selective early retirements, assignments, school nominations and selections, and other management decisions. 58 AF Form 77, Letter of Evaluation (multipurpose evaluation form) AF Form 475, Education/Training Report, (used in education and training environments) AF Form 707, Officer Performance Report (Lt thru Col) AF Form 910, Enlisted Performance Report (AB thru TSgt) AF Form 911, Enlisted Performance Report (MSgt thru SMSgt) AF Form 912, Enlisted Performance Report (CMSgt) Note: The ratee’s grade or projected grade on the static close-out date is used to determine the appropriate performance report form. 8.8. Performance Evaluation Responsibilities Unit commanders are responsible for ensuring all first-time supervisors receive mandatory officer evaluation system and/or enlisted evaluation system training, as applicable, within 60 days of being appointed as a rater. Additionally, Air Force members should receive annual recurring evaluation system training. How and when this training is conducted is at the unit commander’s discretion. Unit commanders must conduct a record review of all personnel assigned to and/or transferred into his or her command to ensure knowledge of and familiarization with the Airman’s history of sex-related offenses resulting in conviction by courts-martial, non-judicial punishment, or other punitive administrative action. This is accomplished to reduce the likelihood that repeat offenses will escape the notice of current, subsequent, or higher level commanders. Review of the record will be
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conducted by the immediate commander of the Airman at the lowest unit level. These responsibilities will not be delegated. Raters and additional raters must consider the contents of Unfavorable Information Files or Personal Information Files when preparing a performance evaluation. They must assess the ratee’s performance, what the ratee did, how well he or she did it, and the ratee’s potential based on that performance throughout the rating period. Ratees must review evaluations prior to them becoming a matter of record. This is the time to bring typos, spelling errors, and inaccurate data to the attention of the rater. When the ratee signs the evaluation, he or she is not concurring with the content, but rather acknowledging receipt of the completed evaluation, and certifying they have reviewed the evaluation for administrative errors. If the ratee disagrees with any comments and/or ratings on the report, the ratee may file an appeal after the evaluation becomes a matter of record. 8.9. Documenting Performance Bullet format is mandatory. Bullets are limited to a minimum of one line and a maximum of two lines per bullet. White space is authorized. Main bullets begin at the left margin and will have one space after the “-”. For additional guidance on bullet writing, refer to “The Bullet Background Paper” in AFH 33-337, The Tongue and Quill. Although the Tongue and Quill allows three lines per bullet, evaluations will not have more than two lines per bullet. 59 Note: In very rare and unique cases, evaluations may be handwritten, only when authorized by Headquarters Air Force or Air Reserve Personnel Center, as appropriate. The U.S. President or Vice President may handwrite evaluations. Adverse Information. The expectation for performance evaluations is fair and equal treatment of all, and enforcement of the same behavior in subordinates. The goal is
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for fair, accurate, and unbiased evaluations to help ensure the best qualified members are identified for positions of higher responsibility. Failure to document misconduct that deviates from the core values of the Air Force is a disservice to all Airmen who serve with honor and distinction. Situations involving convictions or violations of criminal law must be handled appropriately and in accordance with required timelines and procedures. In all cases, when comments are included in performance evaluations, they must be specific, outlining the event and any corrective action taken. Comments, such as “conduct unbecoming…” or “an error in judgment led to an off-duty incident…,” are too vague. Examples of valid comments are “Master Sergeant Smith drove while intoxicated, for which he received an Article 15” and “Captain Jones made improper sexually suggestive and harassing comments to a squadron member, for which he received a Letter of Reprimand.” Some aspects of performance that may need to be considered when preparing an accurate assessment of behavior include: - Impact of the misconduct on the Air Force as an institution (Did it bring discredit on the Air Force?). - Impact of the misconduct on, and its relationship to, the ratee’s duties (Did it affect the ratee’s ability to fulfill assigned duties?). - Impact of the misconduct on the Air Force mission (Did the mission suffer in any way? Was unit morale affected?). - Grade, assignment, and experience of the ratee (Is the ratee in a sensitive job? Did the ratee know better?). - Number of separate violations and frequency of the misconduct (Is this an isolated or repeated incident?). - Consequences of the misconduct (Did it result in death, injury, or loss of/damage to military or civilian property?). - Other dissimilar acts of misconduct during the reporting period (Is the ratee establishing a pattern
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of misconduct?). - Existence of unique, unusual, or extenuating circumstances (Was the misconduct willful and unprovoked, or were there aggravating factors or events?). Adverse Actions. For the purpose of this policy, an adverse action includes reportable civilian offenses or convictions, other than convictions for motor vehicle violations that do not require a court appearance. Specifically, convictions required to be reported include: 1) any finding of guilt; 2) any plea of guilty; 3) any plea of no contest or nolo contendere ; 4) any plea of guilty in exchange for a deferred prosecution or diversion program; or 5) any other similar disposition of civilian criminal charges. 60 In the event a commander or military law-enforcement official receives information that a member of the Air Force, under the jurisdiction of another military department, has become subject to a conviction for which a report is required by this section, the commander or military law-enforcement official receiving such information shall forward it to the member’s immediate commander. Complaints of sex-related offenses against a member, regardless of grade, resulting in conviction by court-martial, non-judicial punishment, or punitive administrative action, require a mandatory notation on the member’s next performance report or training report and promotion recommendation form (if not already documented on an evaluation or court-martial in the selection record). Sex-related offenses include violations of the Uniform Code of Military Justice or attempts to commit related offenses. If a member has been convicted by a court-martial or if the senior rater decides to file any adverse information in an Airman’s selection record, comments relating to the ratee’s behavior are mandatory on the ratee’s next performance or training report and promotion recommendation form (if not already documented on an evaluation or court-martial in the selection record). The evaluation becomes a referral for the performance report or training
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report. Extraordinary Cases . Raters may request a waiver of the mandatory requirement to document civilian convictions for good cause. The waiver request will route from the rater, through any required additional rater and the ratee’s commander, to the ratee’s senior rater, and, if endorsed, be forwarded to the major command commander or authorized final approval authority. Section 8C—Reenlistments and Continuation 8.10. Selective Reenlistment Program The Selective Reenlistment Program applies to all enlisted personnel by which commanders, directors, and supervisors evaluate first-term, second-term, and career Airmen to ensure the Air Force retains those who consistently demonstrate the capability and willingness of maintaining high professional standards. First-term Airmen receive selective reenlistment consideration when they are within 15 months of their expiration of term of service. Second-term and career Airmen with less than 19 years of total Regular Air Force federal military service are considered within 13 months of the original expiration of term of service. Career Airmen receive selective reenlistment consideration within 13 months of completing 20 years of total Regular Air Force federal military service. Career Airmen who have served beyond 20 years of total Regular Air Force federal military service receive selective reenlistment consideration each time they are within 13 months of their original expiration of term of service. 8.11. Selective Reenlistment Considerations Commanders and directors consider enlisted performance report ratings, unfavorable information from any substantiated source, the Airman’s willingness to comply with Air Force standards, and the Airman’s ability (or lack thereof) to meet required training and duty performance levels when determining if a member may reenlist. Supervisors should carefully evaluate the Airman’s duty performance and review the Airman’s personnel records, to include the AF Form 1137, Unfavorable Information File Summary, if applicable, before making a recommendation to unit commanders and directors concerning the Airman’s career potential. 61
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Non-Selectee. If an Airman is not selected for reenlistment, an AF Form 418, Selective Reenlistment Program Consideration for Airmen in the Regular Air Force/Air Force Reserve , is completed, and the Airman is informed of the decision. The commander must make sure the Airman understands the right to appeal the decision. The Airman has up to three calendar days to render an appeal intent. The Airman must submit the appeal to the military personnel section within 10 calendar days of the date he or she renders the appeal intent on the form. The commander sends the completed form to the military personnel section after the Airman signs and initials the appropriate blocks. Appeal Authority. The specific appeal authority is based on an Airman’s total Regular Air Force federal military service. The appeal authority for first-term Airmen and career Airmen who will complete at least 20 years of total Regular Air Force federal military service on their current expiration of term of service appeal selective reenlistment program non-selection is the respective group commander. The appeal authority for second-term and career Airmen who will complete fewer than 16 years of total Regular Air Force federal military service on their current expiration of term of service is the respective wing commander. The appeal authority for second-term and career Airmen who will complete at least 16 years of total Regular Air Force federal military service but fewer than 20 years of total Regular Air Force federal military service on their current expiration of term of service, is the Secretary of the Air Force. The decision of the appeal authority is final. The appeal authority’s decision is documented and the Airman is advised of the outcome. 8.12. Career Job Reservation Program Because of various career force size and composition restrictions, there are times when the
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Air Force must place a limit on the number of authorized first-term Airmen who may reenlist. The Career Job Reservation (CJR) Program exists to assist in the management of first-term Airmen reenlistments by Air Force Specialty Code (AFSC) to prevent surpluses and shortages. All eligible first-term Airmen must have an approved CJR to reenlist. Airmen are automatically placed on the career job applicant list on the first duty day of the month during which they complete 35 months on their current enlistment (59 months for six-year enlistees), but no later than the last duty day of the month during which they complete 43 months on their current enlistment (67 months for six-year enlistees). To keep their approved CJR, Airmen must reenlist on or before the CJR expiration date. When the number of CJR applicants exceeds the number of available quotas, the Air Force Personnel Center must use a rank-order process to determine which Airmen will receive an approved CJR. Airmen compete for a CJR in their respective initial term of enlistment group (four-year or six-year enlistees). Applicants are ranked using the following factors: Unfavorable Information File (automatic disqualifier), top three performance reports, current grade, projected grade, date of rank, and total Regular Air Force federal military service date. Applicants are placed on the Air Force-wide career job applicant waiting list when there are no CJRs available. An Airman’s position on the waiting list is subject to change as his or her rank-order information changes or as new Airmen apply. Airmen may remain on the waiting list until their 43rd month on their current enlistment (67th month for six-year enlistees). Note: When Airmen are placed on the waiting list in their AFSC, they may request a CJR in an additionally awarded Air Force specialty if quotas are readily available and if
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all criteria are met. Supervisors should encourage Airmen to pursue retraining into a shortage skill if a CJR is not immediately available. 62 8.13. Enlistment Extensions Airmen serving on a Regular Air Force enlistment may request an enlistment extension if he or she has a service-directed retainability reason and the extension is in the best interest of the Air Force. Extensions are granted in whole-month increments. For example, if the individual needs 15½ months of retainability for an assignment, the individual must request a full 16-month extension. Voluntary extensions for all Airmen are limited to a maximum of 48 months per enlistment. In the event that Air Force specialties are constrained, the Air Staff may limit first-term Airmen extensions to a specified period. Certain situations (such as citizenship pending) may warrant exceptions to policy. Airmen may be eligible to request an extension of enlistment to establish a date of separation at high year of tenure to separate or retire. Normally, Airmen must be within two years of their high year of tenure before they can extend. Note: Once approved, an extension has the legal effect of the enlistment agreement by extending the Airman’s period of obligated service. Enlistment extensions can only be canceled when the reason for the extension no longer exists, as long as the Airman has not already entered into the extension. 8.14. Selective Retention Bonus The Selective Retention Bonus (SRB) Program is a monetary incentive paid to Airmen serving in certain selected critical military skills who reenlist for additional obligated service. The bonus is intended to encourage the reenlistment of sufficient numbers of qualified enlisted personnel in military skills with either demonstrated retention shortfalls or high training costs. Airmen in SRB skills who reenlist or extend their enlistment in the Regular Air Force for at least three
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years are eligible for an SRB provided they meet all criteria listed in AFI 36-2606, Reenlistment and Extension of Enlistment in the United States Air Force . Airmen can expect to serve in the SRB specialty for the entire enlistment for which the bonus was paid. SRB designations are established by zones, which are determined by the total Regular Air Force federal military service of Airmen at the time of reenlistment or the date they enter the extension. Eligible Airmen may receive an SRB in each zone (A, B, C or E), but only one SRB per zone. Zone A applies to Airmen reenlisting between 17 months and 6 years. Zone B applies to Airmen reenlisting between 6 and 10 years. Zone C applies to Airmen reenlisting between 10 and 14 years. Zone E applies to Airmen reenlisting between 18 and 20 years. SRBs are calculated using one month's base pay, multiplied by the number of years reenlisted, multiplied by the SRB multiple as listed on the authorized SRB listing. The maximum SRB per zone is $90,000. Note: The Airman's base pay on the date of discharge is used to calculate the SRB. Therefore, if an Airman was promoted to Staff Sergeant on 1 May and reenlisted on 1 May, the SRB would be calculated on the base pay of the day prior to the reenlistment as Senior Airman. 8.15. Air Force Retraining Program Retraining is a force management tool used primarily to balance career fields (officer and enlisted) across all AFSCs, and to ensure sustainability of career fields. Retraining also provides a means to 63 return disqualified Airmen to a productive status. Although Airmen maybe selected for involuntary retraining based on Air Force needs, the retraining program allows a limited number of Airmen the opportunity to pursue other career
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paths in the Air Force. The Online Retraining Advisory is a living document found on myPers, maintained by the Air Force Personnel Center as a key tool used to advise members of retraining opportunities. For additional information on retraining eligibility and application procedures, refer to: AFI 36-2626, Airman Retraining Program. First-Term Airmen Retraining Program. First-term Airmen assigned to the Continental United States may apply not earlier than the first duty day of the month during which they complete 35 months of their current enlistment (59 months for six-year enlistees), but not later than the last duty day of the 43rd month of their current enlistment (67 months for six-year enlistees). First-term Airmen assigned outside the Continental United States may apply for retraining nine to 15 months prior to the date they are eligible to return from overseas if serving within their normal first-term window (35th month for four-year enlistees or 59th month for six-year enlistees). Airmen with an indefinite return from overseas date must complete the original tour length before departing for retraining. On the last duty day of each month, the Air Force Personnel Center selects the most eligible Airmen for retraining based on quality indicators of most recent performance report rating, current grade, projected grade, previous two performance report ratings, date of rank, total Regular Air Force federal military service date, aptitude qualification examination score (electrical, mechanical, administrative, general), Air Force Enlisted Classification Directory, Part II, Attachment 4 (Additional Qualifications), and requested AFSC preferences. Noncommissioned Officer Retraining Program. The NCO retraining program is designed to retrain second-term and career Airmen from overage Air Force specialties into shortage specialties to optimize the enlisted force and to best meet current and future mission needs. Airmen possessing a secondary or additional AFSC in a shortage skill may be returned to the
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shortage skill if in the best interest of the Air Force. Phases I and II. The NCO retraining program consists of two phases. The objective of Phase I is to obtain volunteer applicants from identified overage AFSCs to fill requirements in shortage specialty codes. All Airmen with retraining ‘out’ objectives may apply for any available specialty codes with retraining ‘in’ objectives for which they qualify. During Phase I, if sufficient applications are not received and retraining objectives for the fiscal year are not met, implementation of Phase II is necessary. In Phase II, Airmen will be selected for mandatory retraining based on Air Force needs to balance the force. The master vulnerability list is used to select Airmen for mandatory retraining. 8.16. Officer Crossflow and Reclassification Programs Tools and procedures are available to address career field manning imbalances and shape the officer force within authorized, funded end-strength. The Nonrated Line Crossflow Program addresses manning shortages and overages by conducting a crossflow panel when needed to select the best qualified officers to fill the required vacancies. The Missileer Crossflow Program is a process ensuring the Nuclear and Missile Operations (13N) Air Force specialty remains balanced for sustainment by crossflowing excess officers at the four-year point back to donor 64 career fields. Out-of-cycle crossflow requests, as well as initial skills training reclassification, are additional programs to ensure the balance of officer career fields. 65 Chapter 9 ENLISTED PROMOTIONS # Chapter 9 ENLISTED PROMOTIONS Section 9A—Promotion Systems and Programs 9.1. Enlisted Promotion Systems The enlisted promotion system supports DoD Directive 1304.20, Enlisted Personnel Management System (EPMS), by providing visible, relatively stable career progression opportunities; attracting, retaining, and motivating the kinds and numbers of people the military needs; and ensuring a reasonably uniform application of the principle of equal pay for equal work among
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the services. While many significant changes have taken place with the enlisted promotion systems in recent years, there are some standardized, consistent aspects that Airmen recognize and rely on for fair and accurate consideration for promotion. AFI 36-2502, Enlisted Airman Promotion/Demotion Programs , provides detailed information regarding enlisted promotion systems. Note: This chapter applies to Regular Air Force enlisted promotions. 9.2. Promotion Quotas The Department of Defense limits the number of Airmen the Regular Air Force may have in the top five enlisted grades. Promotion quotas for Staff Sergeant through Chief Master Sergeant are tied to fiscal year-end strength and are affected by funding limits, regulatory limits, and the number of projected vacancies in specific grades. Public law, as outlined in Title 10 United States Code, Armed Forces, limits the number of Airmen who may serve in the Regular Air Force in the top two enlisted grades. The authorized average of enlisted members on Regular Air Force status (other than for training) in pay grades E-8 and E-9 in a fiscal year may not be more than 2.5 percent and 1.25 percent, respectively. 9.3. Enlisted Promotion Opportunities While the Air Force promotion system is designed to promote eligible Airmen recommended by their commander on a noncompetitive basis, there are additional opportunities and factors for Airmen to consider regarding promotions. Airman Below-the-Zone Promotion Program. Under the Airman Below-the-Zone Program, Airmen in the grade of Airman First Class may compete for early advancement to Senior Airman if they meet the minimum eligibility criteria. If promoted to Senior Airman below-the-zone, the promotion effective date is six months before their fully qualified date. Airmen are considered for below-the-zone promotion in the month (December, March, June, or September) before the quarter (January - March, April - June, July - September, or October - December) that
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they are eligible. Stripes for Exceptional Performers Program. The Stripes for Exceptional Performers (STEP) Program is designed to meet those unique circumstances that, in a commander’s judgment, clearly warrant promotion. The STEP Program is intended to promote Airmen for compelling, although perhaps not quantifiable, reasons. Isolated acts or specific achievements should not be the sole basis for promotion under this program. Under the STEP Program, commanders at various organizational levels may promote a limited number of exemplary performing Airmen with exceptional potential to the grades of Staff Sergeant 66 through Technical Sergeant. An individual may not receive more than one promotion under any combination of promotion programs within a 12-month period. One exception is that Senior Airmen must serve six months of time in grade before being promoted to Staff Sergeant. Commanders must ensure personnel who are promoted meet eligibility requirements. Weighted Airman Promotion System. Airmen compete for promotion and test under the Weighted Airman Promotion System (WAPS) in the control Air Force Specialty Code (AFSC) held on the promotion eligibility cutoff date. Contributing factors are “weighted” or assigned points based on the importance relative to promotion. The PFE contains a wide range of Air Force knowledge, while the SKT covers AFSC broad technical knowledge. The Air Force makes promotion selections under the WAPS within, not across, each AFSC. This means those who are eligible will compete for promotion with those individuals currently working in their AFSC. Selectees are individuals with the highest scores in each AFSC, within the quota limitations. If more than one individual has the same total score at the cutoff point, the Air Force promotes everyone with that score. Senior Noncommissioned Officer Promotions. Consideration for promotion to the grades of Master Sergeant, Senior Master Sergeant, and Chief Master Sergeant is a two-phased process. Phase I consists
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of the WAPS. Phase II consists of the central evaluation board held at Air Force Personnel Center. Promotion selection is determined by a combination of total points from Phase I and phase II in each AFSC within the quota limitations. If more than one individual has the same total score at the cutoff point, the Air Force promotes everyone with that score. In-System Supplemental Promotion Process. The in-system supplemental action is typically processed on a monthly basis. Eligible Staff Sergeants through Senior Master Sergeants whose weighable data changes in their promotion file compete monthly for promotion consideration. In-system supplemental consideration also applies to Airmen who test after initial selects have been made, such as deployed Airmen, or anyone who was unable to test during their normal testing window. Senior Noncommissioned Officer Supplemental Promotion Process. The SNCO supplemental board is for those members promotion-eligible to Master Sergeant, Senior Master Sergeant, or Chief Master Sergeant. Supplemental evaluation boards are conducted on a semiannual basis. SNCOs may request to meet the supplemental board if they believe they have a valid request. With the exception of a missing static closeout date evaluation, there are no automatic approvals for supplemental board consideration when a record did not meet a previous board for which they were eligible. Supplemental promotion consideration may not be granted if an error or omission appeared on the data verification record or in the SNCO selection record located in the personnel records display application, and the individual did not take the necessary steps to correct the error prior to promotion selection or prior to the evaluation board. Fully documented supplemental consideration requests, to include proof of corrective or follow-up actions taken by the individual to correct the error, are submitted to the military personnel section in writing with the recommendation of the
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individual’s unit commander. The military personnel section forwards the request to Air Force Personnel Center for final approval. 67 Section 9B—Promotion Cycles 9.4. Promotion Cycles and Eligibility The Air Force establishes promotion cycles to ensure timely periodic promotions and to permit accurate forecasting of vacancies. Promotion cycles also balance the promotion administrative workload and provide promotion eligibility cutoff dates (PECD). Factors for promotion eligibility may include: proper skill level, sufficient time in grade, sufficient time in service, commander recommendation, completion of enlisted professional military education (PME), completion of a college degree, cumulative years of enlisted service, and high year of tenure. Note: Air Force Reserve promotions are based on a combination of position vacancy, time-in-grade, time-in-service, fitness, and completion of appropriate professional military education. 9.5. Basic Promotion Guidelines The basic promotion guidelines for enlisted members are provided here. Promotion to Airman. Airman Basic may be promotion eligible to Airman at six months of time in grade. Promotion to Airman First Class. Airman may be promotion eligible to Airman First Class at 10 months of time in grade. Airmen initially enlisting for a period of six years are promoted from Airman Basic to Airman First Class upon completion of either technical training or 20 weeks of technical training after graduation from basic military training (whichever occurs first). The date of rank for Airman First Class is then adjusted to the signatory date on the basic military training certificate, without back pay and allowances. Promotion to Senior Airman. Airmen may be promotion eligible to Senior Airman upon completion of 36 months of time in service and 20 months of time in grade or 28 months of time in grade (whichever occurs first). Required skill level in primary Air Force Specialty Code (AFSC) is 3-level. Senior Airman below-the-zone is a one-time promotion consideration
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to advance to Senior Airman six months earlier than basic promotion timelines to Senior Airman. Promotion to Staff Sergeant. Senior Airmen may be promotion eligible to Staff Sergeant upon completion of three years of time in service and six months of time in grade. The PECD for promotion to Staff Sergeant is 31 March. The test cycle is May – June. Required skill level in primary AFSC is 5-level. Promotion to Technical Sergeant. Staff Sergeants may be promotion eligible to Technical Sergeant upon completion of five years of time in service and 23 months of time in grade. The PECD for promotion to Technical Sergeant is 31 January. The test cycle is February – March. Required skill level in primary AFSC is 7-level. Promotion to Master Sergeant. Technical Sergeants may be promotion eligible to Master Sergeant upon completion of eight years of time in service and 24 months of time in grade. The PECD for promotion to Master Sergeant is 30 November. The test cycle is February – March. Required skill level in primary AFSC is 7-level. 68 Promotion to Senior Master Sergeant. Master Sergeants may be promotion eligible to Senior Master Sergeant upon completion of 11 years of time in service and 20 months of time in grade. The PECD for promotion to Senior Master Sergeant is 30 September. The test cycle is December. Required skill level in primary AFSC is 7-level. Promotion to Chief Master Sergeant. Senior Master Sergeants may be promotion eligible to Chief Master Sergeant upon completion of 14 years of time in service and 21 months of time in grade. The PECD for promotion to Chief Master Sergeant is 31 July. The test cycle is September. Required skill level in primary AFSC is 9-level. 9.6. Accepting Promotion Selects to the grade of Master Sergeant and
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Senior Master Sergeant with more than 18 years Total Active Federal Military Service (TAFMS) by effective date of promotion will sign an AF Form 63, Active Duty Service Commitment (ADSC) Acknowledgement Statement, or a Statement of Understanding within 10 duty days after selections are confirmed. In addition, all Chief Master Sergeant-selects, regardless of TAFMS, will sign an AF Form 63 or a Statement of Understanding within 10 duty days after selections are confirmed. The form will acknowledge that Master Sergeant-selects and Senior Master Sergeant-selects must obtain two years of service retainability and incur a two-year active duty service commitment (ADSC) from the effective date of promotion to qualify for non-disability retirement. Chief Master Sergeant-selects must acknowledge and obtain three years of service retainability and incur a three-year ADSC from the effective date of promotion to qualify for non-disability retirement. Failure to withdraw an existing retirement application (approved or pending) within 10 duty days from presentation of the AF Form 63 or the Statement of Understanding will result in removal from the selection list. 9.7. Promotion Sequence Numbers The Air Force Personnel Center assigns promotion sequence numbers to Airmen selected for promotion to Staff Sergeant through Chief Master Sergeant based on date of rank, TAFMS, and date of birth. Supplemental selectees are assigned promotion sequence numbers of .9 (increment previously announced) or .5 (unannounced future increment). 9.8. Declining Promotion Airmen may decline a promotion in writing by submitting a letter to the military personnel flight (MPF). MPF will ensure Military Personnel Data System (MilPDS) is updated and ensure the declination is entered in the member’s electronic records. This may be accomplished any time prior to the promotion effective date. 9.9. Promotion Ineligibility There are many reasons why an Airman may be considered ineligible for promotion, such as approved retirement, declination for
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extension or reenlistment, court-martial conviction, control roster action, no commander recommendation, failure to appear for scheduled testing without a valid reason, and absent without leave. When individuals are ineligible for promotion, they cannot test, cannot be considered if already tested, and the projected promotion, if already selected, will be canceled. 69 Section 9C—Preparation and Responsibilities 9.10. Individual Responsibilities Preparing for promotion testing is an individual responsibility. All promotion eligible individuals must know their eligibility status, maintain specialty and military qualifications, initiate a self-study plan, obtain all applicable study references as outlined in the Enlisted Promotions References and Requirements Catalog (EPRRC), ensure their selection folder is accurate if it will be reviewed by the central evaluation board, and be prepared to test on the beginning of the testing window. The importance of individual responsibility cannot be overemphasized. Members who will be unavailable during the entire testing cycle must be prepared to test prior to their departure, even if that is before the first day of the testing cycle. Airmen may opt to test early provided the correct test booklets are available. 9.11. Enlisted Promotion Test Compromise Airmen must use a self-initiated program of individual study and effort under the Weighted Airman Promotion System (WAPS). Group study (two or more people) for the purposes of enlisted promotion testing is strictly prohibited. This prohibition protects the integrity of the promotion testing program by ensuring promotion test scores are a reflection of each member’s individual knowledge. Enlisted personnel who violate these prohibitions are subject to prosecution under Article 92 of the Uniform Code of Military Justice for violating a lawful general regulation. Conviction can result in a dishonorable discharge, forfeiture of all pay and allowances, and confinement for up to two years. Information concerning enlisted promotion test compromise is contained in AFMAN 36-2664, Personnel
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Assessment Program . Note: Training designed to improve general military knowledge does not constitute group study as long as the intent of the training is not to study for promotion tests. Likewise, training to improve general study habits or test-taking skills is permissible if the training does not focus on preparing for promotion tests. Restrictions on Group Study. Restrictions on group study and additional specific test compromise situations regarding promotion tests are briefly covered here. - Discussing promotion test content with anyone other than the test control officer or test examiner is prohibited. Written inquiries or complaints about a test are handled by the test control officer. - Sharing pretests or lists of test questions recalled from a current or previous promotion test; personal study materials; underlined or highlighted study reference material; and commercial study guides with other individuals is prohibited. - Placing commercial study guide software on government computers is prohibited. While Airmen may use commercial study materials in preparation for promotion testing, the Air Force does not recommend, endorse, or support commercial study guides. - Creating, storing, or transferring personal study notes on government computers is prohibited. Government computers may only be used to view electronic versions of official study references. 9.12. Distribution of Enlisted Promotion Test Study References The Barnes Center for Enlisted Education, Air Force Career Development Academy is responsible for providing promotion eligible members access to WAPS Career Development Courses. They 70 are available on-line at: . The site is updated to coincide with release of the EPRRC. Study materials, such as instructions, manuals, or technical orders, are made available online at: or other approved repositories. Individuals may ask unit WAPS monitors to order study reference material listed in the catalog that is not locally available. According to AFMAN 36-2664, promotion eligible Airmen
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must have access to reference materials at least 60 days before the scheduled test date. If not, the Airman may request a delay in testing. 9.13. Promotion Eligibility Cutoff Date The promotion eligibility cutoff date (PECD) is used to determine Airman promotion eligibility as well as the cutoff date that will determine when contents of the selection folder and information on promotion evaluation briefs must be updated and complete. The PECD is the date that promotion criteria is considered for promotion, such as the data provided on the Data Verification Brief, that is used for promotion board evaluation consideration. For SNCOs, this information is then used to post the SNCO evaluation brief filed in the SNCO selection folder. Promotion Criteria. As the Air Force continues to offer opportunities for career broadening and special duty assignments, it is important to mention that individuals with a reporting identifier or special duty identifier, designated as their control Air Force Specialty Code (AFSC) on the PECD, will compete within that reporting identifier or special duty identifier. Otherwise, Master Sergeants being considered for promotion to Senior Master Sergeant will compete for promotion in the superintendent level of the control AFSC they held as of the PECD. Likewise, Senior Master Sergeants being considered for promotion to Chief Master Sergeant will compete for promotion in the chief enlisted manager code of the control AFSC they held as of the PECD. 9.14. Data Verification Record The Data Verification Record (DVR) is the document utilized for promotion consideration and is the most important tool to review to ensure information on a promotion record is complete. All eligible Airmen must review their DVR in the Automated Records Management System/Personnel Records Display Application (ARMS/PRDA). If an error or omission is noted, the Airman must immediately contact his or her military personnel
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flight for assistance. The military personnel flight will update the Military Personnel Data System with the correct data and update the DVR on virtual military personnel flight. Airmen should review the updated record to verify changes have been completed accurately. Data reflected on the DVR should not be confused with the Data Verification Brief or a Single Unit Retrieval Format, commonly referred to as SURF. Data Verification Record Review Steps: -Access the Air Force Portal. -Access PRDA. -Under My Sections, select PRDA. -The Selection Folder category within PRDA is the “As Is” record. -The Board category within PRDA is the “As Met” record. 71 Section 9D—Promotion Testing 9.15. Promotion Test Development The Air Education and Training, Studies and Analysis Squadron, Airman Advancement Section, Joint Base San Antonio-Randolph, Texas, produces all Air Force enlisted promotion tests, which are written by Airmen for Airmen. Teams of SNCOs travel to work in-house with test development specialists and apply their knowledge and expertise to develop current, relevant, and accurate test questions for enlisted promotion testing. At the beginning of a test development project, the most current tests are administered to the test development teams. This gives test writers the point of view of the test takers and helps them evaluate how the test content relates to performance in their specialties. Teams will also carefully check the references of each question for currency and accuracy. Only after this is accomplished do the teams begin developing new test questions. During test development, test development specialists provide psychometric and developmental expertise required to ensure the tests are credible, valid, and fair to all examinees. Promotion Fitness Examination. The Promotion Fitness Examinations (PFE) measure military and supervisory knowledge required of Staff Sergeants, Technical Sergeants, and Master Sergeants. For the PFE, test development specialists select Chief Master Sergeants based
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on Air Force demographics, extensive experience, and diverse major command representation to develop and validate questions. Specialty Knowledge Tests. Specialty Knowledge Tests (SKT) measure important job knowledge required in a particular specialty. For SKTs, test development specialists work closely with Air Force career field managers to stay abreast of changes affecting career fields which may impact promotion test development. SNCOs, based on their specialties and job experiences, are selected to develop and validate SKT questions. Resources used to develop SKTs include Career Field Education and Training Plans, occupational analysis data, and experiences to ensure test content is related to important tasks performed in the specialty. 9.16. Enlisted Promotions References and Requirements Catalog Published annually on 1 October, the Enlisted Promotions References and Requirements Catalog (EPRRC), lists all enlisted promotion tests authorized for administration and the study references associated with these tests. Every question on a promotion test comes from one of the publications listed in the EPRRC, and only publications used to support questions on a given promotion test are listed. The study references for the PFE are the grade-specific Enlisted Promotion Study Guides derived from AFH 1, Airman . The study references for SKTs are often a combination of Career Development Courses and technical references. Career Development Courses used as study references may be different from those issued for upgrade training. The catalog also contains administrative and special instructions for test control officers. The EPRRC is available at: . 9.17. Promotion Test Administration and Scoring Promotion tests are administered to all Airmen competing for promotion to the grades of Staff Sergeant through Chief Master Sergeant. Test administration procedures are standardized to ensure fairness for all members competing for promotion. Strict procedures are used for handling, storing, and transmitting test booklets and answer sheets at all times. All promotion
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tests are electronically 72 scored at Air Force Personnel Center following thorough quality control steps to ensure accurate test results are recorded for each member. The test scanning and scoring process contains many safeguards to verify accuracy. Test Scores. A minimum score of 40 points is required on a PFE. A minimum score of 40 points is required on a SKT. A combined score of 90 points is required. Airmen who score the minimum 40 points on either exam (when taking both examinations) must score a minimum 50 on the other one to meet the minimum combined score of 90. For those testing PFE only, a minimum score of 45 is required (combined score of 90 when doubled). 9.18. Promotion Points Calculating points for promotion can be a somewhat complex, but not complicated process. The complete charts, to include exceptions and notes for calculating points and factors for promotion, are included in AFI 36-2502, Enlisted Airman Promotion/Demotion Programs. 73 Chapter 11 PERSONNEL PROGRAMS AND BENEFITS # Chapter 11 PERSONNEL PROGRAMS AND BENEFITS Section 11A—Benefits and Services 11.1. Programs, Benefits, and Services The Air Force requires military members to be prepared to serve and support the mission at all times. To do this, there are a wide range of benefits and services to ensure military members and families are cared for, whether through pay and entitlements processes, family support programs, or secured military records. Throughout our careers, we as Airmen need to understand the benefits and services applicable to ourselves, as well as to subordinates, peers, and leaders in our chain of command. We need to take responsibility for ourselves and serve as good wingmen for others. 11.2. Information Accessibility In 2000, the Air Force launched the Air Force Portal to simplify the way Airmen access information and improve the way
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we do business. The portal provides a single point of entry to web-based information, self-service applications, collaboration and networking tools, and combat support systems, many without requiring a separate user identification and password. Access to the portal is available from any internet-connected computer with a valid Department of Defense public key infrastructure certificate, such as a common access card. Through the portal, users have access to myPay, Air Force Virtual Education Center, Air Force Fitness Management System, Virtual Military Personnel Flight, LeaveWeb, Assignment Management System, and the Air Force E-Publishing Website. On the Library and Resources link, users can access online periodicals, research information, and find valuable education and training materials. 11.3. Airman and Family Readiness Center Airman and Family Readiness Center (A&FRC) support services are designed to assist commanders in assessing and supporting the welfare of the military and building a strong sense of community and support within the Air Force. The A&FRC supports mission readiness by helping Airmen and their families adapt to the challenges and demands of expeditionary operations and the military lifestyle. A&FRCs coordinate with unit leadership to assess unit strengths, resources, and concerns to help identify issues and trends that affect community readiness and personal preparedness by working with a wide range of civilian and military agencies. A&FRCs provide support for work/life issues and facilitate community readiness, resilience, and personal preparedness. Services offered by the A&FRC are briefly described here. Personal and Work Life Program. The Personal and Work Life Program promotes community wellness and assists with the readiness and resiliency of the force. Services include intervention, prevention/enrichment consultation, and skill building education designed to enhance work-life competencies for individuals, couples, and families. Focus is on promotion, enrichment, and improvement of the balance between work and home to increase quality of life and resilience. Key
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Spouse Program. The Key Spouse Program is an official Air Force program for and owned by commanders designed to enhance mission readiness and resilience and establish a sense of 74 community and partnerships with the A&FRC, unit leadership, families, volunteer key spouses, and other service agencies. Transition Assistance Program. The Transition Assistance Program (TAP) is congressionally mandated and executed by the A&FRC. TAP has four components members are required to complete prior to separation or retirement: pre-separation counseling, transition GPS workshop, Veterans Affairs benefits briefings I and II, and capstone. TAP provides service members with knowledge and skills to make informed decisions, be competitive in a global workforce, and be positive contributors to their community as they transition and reintegrate into civilian life. Volunteer Excellence. The Volunteer Excellence Program is designed to assist installation commanders through collaboration with other base volunteer agencies to recruit, train, place, and recognize volunteer service. The Air Force Volunteer Excellence Award is a commander’s program for recognizing volunteer contributions in the local civilian community or military community. Military Family Life Counselors. The Department of Defense contracted Military Family Life Counselor Program provides Airmen and their dependents with confidential assistance for non-medical, short-term, solution focused counseling and briefings that augment counseling services provided by other agencies. Air Force Aid Society Assistance. The Air Force Aid Society serves as the official charity of the Air Force as a private, nonprofit organization that promotes the Air Force mission by helping to relieve financial distress of Air Force members and their families as a step toward a lasting solution to financial problems, enabling educational goals, and seeking opportunities to improve quality of life. Exceptional Family Member Program. The Exceptional Family Member Program provides coordination of family support services on and off the installation to exceptional family members who have
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physical, developmental, emotional, or intellectual impairments or disabilities. Three components of support are medical, assignments, and family. Air Force Families Forever. Air Force Families Forever provides immediate and long-term bereavement care, service, and support to identified family members of Airmen who die while serving on Regular Air Force status. Voting Assistance Program. The Voting Assistance Program ensures service members and their families understand their right to vote via absentee ballot. A&FRC staff operate the Installation Voter Assistance Office and serve as Voting Assistance Officers, responsible for providing accurate nonpartisan voting information and assistance. More information about the Voting Assistance Program can be found in AFI 36-3107, Voting Assistance Program . Deployment Briefings. Personnel and family readiness pre-deployment briefings are mandatory for individuals with a firm deployment tasking of 30 or more days. The briefings educate Airmen and their families on all phases of deployment and critical aspects of reunion and reintegration. Spouses are welcome and encouraged to attend. The briefings include information on preparing for deployment; sustainment, support, and services for family members including extended family; and mandatory reintegration briefings and continuing services that help Airmen prepare for reuniting with their families, friends, and communities, and for handling combat stressors. Employment Assistance. Employment assistance supports Airmen and their families in achieving short- and long-term employment, referral for education and training, and development of career 75 goals through employment skills counseling and skills development workshops to prepare customers for careers in the private and public sectors. They also offer resources for self-employment, information on small business and entrepreneurial opportunities, and links to alternatives to paid employment, such as volunteerism and education. Personal Financial Readiness Services. Personal financial readiness is an A&FRC program that offers information, education, and personal financial counseling to help individuals and families maintain financial stability and reach their
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financial goals. The program provides education to all personnel upon arrival at their first duty station. The program includes, at a minimum, facts about the personal financial management program, checkbook maintenance, budgeting, credit buying, state or country liability laws, and local fraudulent business practices. Personal financial readiness services are free. Military Child Education. Civilian and military school liaison officers partner to provide information, referrals, resources, and advocacy for the educational needs of military-connected students by assisting Airmen and families regarding local school districts and other educational options, as well as educating school personnel on the unique issues impacting military children. Relocation Assistance. Relocation assistance provides pre-departure and post-arrival services, allowing members to make informed decisions and preparations for their moves. Referrals will include, but are not limited to: temporary housing services, government or private home finding services, child care, medically-related services, spouse employment assistance, cultural and community orientation, schooling, legal assistance, personal property shipment, and information on educational and volunteer opportunities. Crisis Support. Crisis support provides immediate, short-term information and referral to appropriate agencies or services to assist individuals and families facing crisis situations. Casualty Assistance. Casualty assistance representatives and survivor benefit plan counselors provide counseling on benefits offered by a wide variety of programs including Department of Veterans Affairs, Social Security Administration, Internal Revenue Service, Department of Health and Human Services, as well as state and local agencies. Emergency Assistance. Emergency assistance provides immediate, short- and long-term assistance, promoting recovery and return to a stable environment and mission readiness status for Department of Defense personnel and their families following an all-hazards incident. When directed by wing leadership, assistance and support will be provided through the Emergency Family Assistance Center, which is the central point for delivery of services, coordination of family assistance services, and continuous family assistance information. Legal
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Services. Legal offices provide legal assistance in connection with personal civil legal matters to support and sustain command effectiveness and readiness. The ability to offer legal assistance and legal services to the eligible categories of personnel is contingent upon the availability of legal staff resources and regulations as may be prescribed by the Secretary of the Air Force. 11.4. Warrior Wellness Air Force Wounded Warrior Program. The Air Force Wounded Warrior (AFW2) Program is a congressionally-mandated, federally funded program that provides personalized care, services, and advocacy to seriously or very seriously wounded, ill, or injured Total Force Airmen, their 76 caregivers, and family members. AFW2 also provides the following support activities: Emergency Family Member Travel, Family Liaison Officer Program, Caregiver Support Program, Adaptive Sports & Resiliency Programs, Special Compensation for Assistance with Activities of Daily Living, Recovering Airman Mentorship Program, Empowerment through Transition, and the Ambassador Program. Anyone may refer an Airman to the AFW2 Program. The AFW2 website is: , the e-mail address is: wounded.warrior@us.af.mil , and the toll-free number is: 1-800-581-9437. Invisible Wounds Initiative. The Invisible Wound Initiative (IWI) is designed to provide centralized oversight, guidance, and advocacy to ensure wounded, ill, and injured service members and their families successfully reintegrate back to duty or into veteran status with dignity and respect. Developed as a quality of life initiative, senior leaders across the Air Force assembled a core team to integrate warrior care efforts and improve processes associated with identification, diagnosis, treatment, and reintegration or transition of Airmen. The IWI is designed to build a developmental approach to mental fitness, improving evidence-based care for Total Force Airmen and their families experiencing invisible wounds (post-traumatic stress, traumatic brain injury, or other cognitive, emotional, or behavioral condition associated with a traumatic experience). 11.5. Family Care Plans According to AFI
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1-1, Air Force Standards , the Air Force must have people in the right place at the right time, ready to perform the jobs for which they have been trained. Unless specifically deferred or exempted, all Air Force members must be available to perform military duties and assignments, including but not limited to, permanent change of station or assignment, unaccompanied tours, temporary duty, deployments, alerts, recalls, extended hours, or shift work. Single-member parents with custody of children who bear sole or joint responsibility, and military couples with dependents, must have a family care plan. Members who are solely responsible for the care of a spouse, elderly family member, or adult family member with disabilities who is dependent on the member for financial, medical, or logistical support, must also have a family care plan. This includes family members who have limited command of the English language, are unable to drive, or unable to gain access to basic life-sustaining facilities. Suitable arrangements must be planned in advance for a nonmilitary member to assume custody of dependents in the event the military member is unavailable to provide dependent care due to military obligations. Family Care Arrangements. Each Air Force member must make and maintain dependent care arrangements that will allow the member to be world-wide deployable at all times. Advance planning is the key to dependent care arrangements. Every Air Force member with dependents must take the initiative to use all available military and civilian resources, including other-than-immediate family members, to ensure dependents receive adequate care, support, and supervision that is compatible with the member’s military duties. Dependent care plans must cover all possible situations in the short- and long-term, and must be sufficiently detailed and systematic for a smooth, rapid transfer of responsibilities to another individual during the absence of the military
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sponsor. Family Care Certification. Commanders or first sergeants counsel all Airmen with family members on AFI 36-2908, Family Care Plans, during inprocessing. During this counseling, commanders or first sergeants must stress the importance of, and confirm the need for, family care certification by completing AF Form 357, Family Care Certification . Also, commanders or first sergeants are required to annually brief all military members with family care responsibilities, 77 individually. During this briefing, the commander or first sergeant signs the AF Form 357 each time the plan is reviewed and certified, determining the actual workability of the family care plan. The member signs and dates the AF Form 357 to document that the briefing was completed. In the event of geographical separation, commanders may delegate responsibility, in writing, to detachment and operating location Chiefs to counsel members and certify the form. The original signed AF Form 357 will be filed with the member’s administrative office and a copy will be sent to the commander for review and filing. Family Care Plan Changes. Members must notify their commander or first sergeant immediately, or within 30 days (60 days for Selected Reserve) if changes in personal status or family circumstances require completion of an AF Form 357. Specific circumstances that may warrant development of a family care plan are provided in AFI 36-2908. Note: Failure to produce a family care plan within 60 days of the discussion with the commander, supervisor, or commander’s designated representative may result in disciplinary action or administrative separation. Note: Duty deferments, primarily for a four-month period, when applicable, are offered to assist Air Force military members in developing family care plans and establishing a pattern of childcare. AFI 36-2908 provides more detailed information regarding duty deferments and to whom they may apply. 11.6. Veterans Affairs Benefits The
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Department of Veterans Affairs (VA) offers a wide range of benefits to the Nation’s veterans, service members, and their families. VA benefits and services fall into the major categories of: disability benefits, education benefits, vocational rehabilitation and employment, home loans, burial benefits, dependents’ and survivors’ benefits, life insurance, and health care. Airmen requiring specific information on their VA benefits can retrieve information at: www.va.gov or contact the closest VA department for eligibility requirements. Disability Compensation. Disability compensation is a tax free monetary benefit paid to veterans with disabilities that are the result of a disease or injury incurred or aggravated during Regular Air Force military service. Compensation may be paid for post-service disabilities that are considered related or secondary to disabilities occurring in service and for disabilities presumed to be related to circumstances of military service, even though they may arise after service. The degree of disability is designed to compensate for considerable loss of working time from exacerbations or illnesses. The benefit amount is graduated according to the degree of the veteran's disability on a scale from 10 percent to 100 percent (in increments of 10 percent). If you have dependents, an additional allowance may be added if your combined disability is rated 30 percent or greater. Compensation may be offset if you receive military retirement pay, disability severance pay, or separation incentive payments. Educational Benefits. The VA offers a variety of educational benefits to service members and veterans to pursue a higher education during or following their service. Benefit programs include the Post-9/11 GI Bill, Montgomery GI Bill, Reserve Educational Assistance Program, and Survivors’ and Dependents’ Educational Assistance. The Yellow Ribbon GI Education 78 Enhancement Program is a provision of the Post-9/11 Veterans Educational Assistance Act of 2008. Vocational Rehabilitation and Employment. Airmen may receive services to help
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with job training, employment accommodations, resume development, and job seeking skills coaching through the VA Vocational Rehabilitation and Employment Program. Additional services may be provided to assist veterans in starting their own businesses or independent living services for those who are severely disabled and unable to work in traditional employment. Home Loans. The VA helps service members, veterans, and eligible surviving spouses become homeowners by providing a home loan guaranty benefit and other housing-related programs to help Airmen buy, build, repair, retain, or adapt a home for their own personal occupancy. VA home loans are provided by private lenders, such as banks and mortgage companies. VA guarantees a portion of the loan, enabling the lender to provide you with more favorable terms. Burial Benefits. Burial benefits available include a gravesite in any of the 134 VA national cemeteries with available space, opening and closing of the grave, perpetual care, a government headstone or marker, a burial flag, and a Presidential Memorial Certificate, at no cost to the family. Some veterans may also be eligible for burial allowances. Cremated remains are buried or inurned in national cemeteries in the same manner and with the same honors as casketed remains. Burial benefits available for spouses and dependents buried in a national cemetery include burial with the veteran, perpetual care, and the spouse or dependent’s name and date of birth and death will be inscribed on the veteran's headstone, at no cost to the family. Eligible spouses and dependents may be buried, even if they predecease the veteran. Dependency and Indemnity Compensation. Dependency and indemnity compensation is a tax-free monetary benefit generally payable to a surviving spouse, child, or parent of service members, or to survivors of veterans who died from their service-connected disabilities. Dependency and indemnity compensation is an income-based benefit for
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parents who were financially dependent on a service member or veteran who died from a service-related cause. Life Insurance. The VA provides valuable life insurance benefits to give service members and veterans the peace of mind that comes with knowing their family is protected. The VA life insurance programs were developed to provide financial security for service member families given the extraordinary risks involved in military service. 11.7. Veterans Health Administration The transition from receiving care within the military healthcare system into the Veterans Health Administration can be challenging and sometimes confusing. Military health care, known as TRICARE, is operated through the Department of Defense and provides medical care for service members and their dependents. The Veterans Health Administration provides health care for enrolled veterans and their eligible family members through a network of hospitals and clinics across the country. TRICARE and the Veterans Health Administration work together, but have different eligibility criteria, health benefits, and costs. TRICARE Program. TRICARE is the worldwide health care program serving uniformed service members and retirees, their family members, survivors, and some former spouses entitled to TRICARE benefits. TRICARE programs are also available to Air Reserve Component members and their families. TRICARE is a force multiplier for the military health system that fills gaps in 79 military health care using networks of civilian health care professionals, facilities, pharmacies, and suppliers. These civilian networks help enable the Department of Defense to provide beneficiaries with access to high-quality health care services even while uniformed medics are serving abroad in contingency operations. TRICARE is available in the United States and overseas. Each TRICARE region has a managed care support contractor that administers and coordinates health care services with network and non-network civilian hospitals and providers. Comprehensive, current information on TRICARE plans and programs can be found at:
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. TRICARE Plans. Several TRICARE health plan options are available to eligible beneficiaries. The primary health care options offered to eligible beneficiaries are TRICARE Prime and TRICARE Select. Availability of the plans depends on the sponsor’s military status and residence. Variations of TRICARE Prime are available, such as TRICARE Prime Remote, TRICARE Prime Overseas, and TRICARE Prime Remote Overseas. Variations of TRICARE Select are available, such as TRICARE Select and TRICARE Select Overseas. Additional plans available include TRICARE For Life, TRICARE Reserve Select, TRICARE Retired Reserve, TRICARE Young Adult, and US Family Health Plan. The TRICARE plan finder at: can be used to determine the best plan available. TRICARE Dental Plans. TRICARE offers three dental plans, each with its own dental contractor. The three plans include the Active Duty Dental Program, the TRICARE Dental Program, and the TRICARE Retiree Dental Program. 11.8. Retirement Benefits Enlisted members are eligible to retire if they have 20 years of Total Active Federal Military Service (TAFMS) and there are no restrictions per AFI 36-3203, Service Retirements . Enlisted members must apply for retirement, otherwise they will separate on their date of separation. Officers must have 20 years of TAFMS and 10 years of total active federal commissioned service to be eligible to retire. A retirement application may be submitted through virtual military personnel flight up to 12 months, but no less than 120 days before the desired retirement date. Place of Retirement. In general, a member retires at the current duty station and may travel to a home of selection anywhere in the United States. If the member is overseas, the member retires at that location when outprocessing facilities exist, and the member and family proceed to the final home of selection. When outprocessing facilities do not exist at the overseas location,
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the member may request travel to a separation processing base in the United States. If the member elects to retire overseas and live permanently in that country, he or she must comply with command and host government residency rules before the date of retirement. Retirement Pay Plans. The Date Initially Entered Uniformed Service (DIEUS) normally determines which retirement pay plan applies to a member. DIEUS is the date an individual was initially enlisted, inducted, or appointed in a Regular or Reserve Component of a uniformed service as a commissioned officer, warrant officer, or enlisted member. The DIEUS is a fixed date that is not subject to adjustment because of a break in service. Current Regular Air Force personnel will fall under one of the retirement plans described in Table 11.1. 80 Table 11.1. Retirement Pay Plans. A B C D Retirement Plan Eligibility (determined by DIEMS) Retired Pay Formula (Multiplier times years of service times retired pay base) Cost-of-Living Adjustment (note 1) Final Basic Pay. Entered service before 8 September 1980. 2.5 percent multiplied by the years of service, plus 1/12 multiplied by 2.5 percent for each additional full month, multiplied by final basic pay of the retired grade (10 USC § 1406). Full inflation protection; cost-of-living adjustments based on consumer price index. High-3 (note 2). Entered service on or after 8 September 1980 and before 1 August 1986. 2.5 percent multiplied by the years of service, plus 1/12 multiplied by 2.5 percent for each additional full month, multiplied by the average of the highest 36 months of basic pay (note 3) (10 USC § 1407). *High-3 with Redux/Career Status Bonus option. Entered service on or after 1 August 1986 and before 1 January 2018. High-3: 2.5 percent multiplied by the years of service, plus 1/12 multiplied by 2.5 percent
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for each additional full month, multiplied by the average of the highest 36 months of basic pay. High-3: Full inflation protection; cost-of-living adjustments based on consumer price index. OR OR *Instead of retiring under High-3, these members may choose to receive the career status bonus at 15 years of service in exchange for agreeing to serve to at least 20 years of service and then retiring under the less generous Redux plan. The member may elect a lump sum of $30K, two payments of $15K, three payments of $10K, four payments of $7.5K, or five payments of $6K. *Redux/ career status bonus option: 2.0 percent multiplied by the years of service for the first 20 years of active service, plus 3.5 percent multiplied by the years of service, plus 1/12 multiplied by 3.5 percent for each additional full month for service beyond 20 years, multiplied by the average of the highest 36 months of basic pay. At age 62, retired pay is recalculated to what would have been under the High-3 Pay Plan. *Redux/ career status bonus option: partial inflation protection; cost-of-living adjustments based on consumer price index minus 1 percent. At age 62, retired pay is adjusted to reflect full cost-of-living adjustments since retirement. Partial cost-of-living adjustments then resumes after age 62. Blended Retirement System (BRS). Entered service on or after 1 January 2018 (see notes 4-7). 2.0 percent times the years of service, plus 1/12 multiplied by 2.0 percent for each additional full month, multiplied by the average of the highest 36 months of basic pay. Full inflation projection based on consumer price index. 81 Table 11.1. Retirement Pay Plans, continued. Notes associated with Table 11.1. Retirement Pay Plans: 1. Cost-of-living is applied annually to retired pay. 2. High-3 is a reference to the average of the high
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3 years or, more specifically, the high 36 months of basic pay as used in the formula. 3. If a member is demoted or an officer is retired in a lower grade as a result of an officer grade determination, retired pay is calculated using the multiplier for the member’s retirement pay plan. The retired pay base is calculated as final basic pay of the lower, retired grade (10 USC § 1407). 4. Members entering the service prior to 1 January 2018, who have less than 12 years of service (calculated from the pay date) or less than 4,320 retirement points (for Reserve Component members) as of 31 December 2017, may enroll in the BRS. 5. Members in the delayed entry program, cadets at service academies, officer candidates in Officer Training School, students enrolled in a Reserve Component in senior Reserve Officer Training Corps (ROTC) Programs entering service prior to 1 January 2018, may enroll in the BRS following commissioning/accession into active duty. Members commissioned/accessed into active duty after 2 December 2018 have 30 days to enroll in the BRS. 6. Members with breaks in service reentering active duty or the Selected Reserve on or after 1 January 2019, who originally entered the service prior to 1 January 2018, and have less than 12 years of service (calculated from the pay date) or less than 4,320 retirement points for Reserve Component members as of reentry, may enroll in the BRS within 30 days of reentry. 7. Members enrolled in the BRS will have a Thrift Savings Plan established that includes automatic and matching government contributions. DoD begins an automatic contribution of one percent of base pay after 60 days of service (calculated from pay date). DoD begins matching contributions up to an additional four percent of base pay after two
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years of service (calculated from pay date). Automatic and matching contributions continue until the member separates, retires or completes 26 years of service (calculated from pay date). For members enrolling in BRS as outlined in notes 4 through 6, government contributions begin the pay period following enrollment. 11.9. Survivor Benefit Plan Military pay stops when a member dies. The survivor benefit plan provides a monthly income to survivors of retired military personnel upon the member’s death. The survivor benefit plan is a government program for retiring members to ensure their eligible survivors receive a portion of their military retired pay as a monthly annuity after their death. The plan was structured so a surviving spouse cannot outlive the annuity, and cost-of-living adjustments are incorporated to offset inflation. Regular Air Force members with a spouse or dependent children are automatically covered by the survivor benefit plan at no cost while they remain on Regular Air Force status. The member’s death must be classified in ‘line of duty’ for an annuity to be payable if the member is not yet retirement eligible (has not accrued 20 years of Regular Air Force status) on the date of death. The annuity payable is 55 percent of the retired pay the member would have been entitled to receive if retired with a total disability rating on the date of death. An annuity may also be payable if the member’s death is classified ‘not in line of duty’ as long as the member was retirement eligible on the date of death. In this case, annuity payable is 55 percent of the retired pay the member would have been entitled to receive if retired for years of service on the date of death. The surviving spouse of a member who dies in the line of duty while
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on Regular Air Force status may request the survivor benefit plan be paid only to the member’s children, avoiding the reduction caused by a spouse’s receipt of dependency and indemnity compensation, the survivor benefits paid by the VA when a member’s death is determined to have resulted from a service-connected cause. 82 The survivor benefit plan is the only program that enables a portion of military retired pay to be paid to a member’s survivors. Prior to retiring, each member must decide whether to continue survivor benefit plan coverage into retirement. If electing coverage, survivor benefit plan premiums are assessed and automatically deducted from the member’s monthly retired pay. Premiums are government-subsidized and deducted from a participating member’s retired pay before taxes. Survivor benefit plan premiums and beneficiary annuity payments depend on what is called the “base amount” elected as the basis of coverage. A service member’s base amount can be the full monthly retired pay or a portion of retired pay, down to $300. Full coverage means full retired pay is elected as the base amount. The base amount is tied to a member’s retired pay; therefore, when retired pay receives cost-of-living adjustments, so does the base amount, and as a result, so do premiums and annuity payments. Under limited circumstances, Airmen may withdraw from the survivor benefit plan or change coverage. As a survivor benefit plan participant, individuals have a one-year window to terminate survivor benefit plan coverage between the second and third anniversary following the date beginning receipt of retired pay. The premiums paid will not be refunded, and an annuity will not be payable upon death. The covered spouse or former spouse must consent to the withdrawal. Termination is permanent, and participation may not be resumed under any circumstance barring future enrollment. The survivor benefit plan
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also has a “paid-up” feature that permits members who have attained age 70, and who have paid survivor benefit plan premiums for 360 months, to stop paying premiums but remain active participants in the plan. 11.10. American Red Cross The American Red Cross offers unwavering commitment, free of charge, 365 days a year/24 hours a day, to members of the U.S. Armed Forces, veterans, and their families, to include: Regular Air Force, National Guard, Reservists, Reserve Officer Training Corps, U.S. Army Corps of Engineers, U.S. Coast Guard, and U.S. Public Health Service. Red Cross support enhances morale and contributes to increased operational capability by linking military families during an emergency, connecting families with local community resources, providing resiliency training, and supporting wounded warriors and military hospitals. The Red Cross toll free number for service members and families in the United States is: 1-877-272-7337. Military members and family members overseas may call base or installation operators or the American Red Cross office at the overseas location. Local overseas Red Cross contact information can be found online at: Note: For the American Red Cross to provide expedient service, provide as much of the following information available as possible: full name, rank/rating, branch of service, social security number or date of birth, military address, and information about the deployed unit and home base unit (for deployed service members only). Emergency Communication Services. When a military family experiences a crisis, the American Red Cross is there to assist by providing emergency communications. The Red Cross relays urgent messages containing accurate, factual, complete, and verified descriptions of the emergency to service members stationed anywhere in the world, including ships at sea, embassies, and remote locations. Red Cross-verified information assists commanders in making decisions regarding emergency leave. 83 Financial Assistance. The American Red Cross works
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under partnership agreements with the Air Force Aid Society, Army Emergency Relief, Coast Guard Mutual Assistance, and Navy-Marine Corps Relief Society to provide quality, reliable financial assistance to eligible applicants. Types of assistance include financial assistance for emergency travel, burial of a loved one, and assistance to avoid privation or hardship. Coping with Deployments. The psychological first aid course was designed specifically for spouses, parents, siblings, and significant others of service members. This Red Cross service provides useful information on how to strengthen the ability to successfully respond to challenges that military family members may encounter throughout the deployment cycle. The course also explains how to provide psychological first aid to others experiencing stressful feelings or events. Reconnection Workshops. The reconnection workshops are designed for reintegration support for working through anger, communicating clearly, exploring stress and trauma, relating to children, and identifying depression. The workshops focus on individuals and small groups to help family members reconnect, and help service members reintegrate successfully. Led by licensed, specifically trained Red Cross mental health workers, each session addresses a topic military families have found relevant to the reunion adjustment. Veterans Claims for Benefits. The American Red Cross provides assistance and information in preparing, developing, and obtaining sufficient evidence to support applicants’ claims for veterans’ benefits, and also assists claimants who seek to appeal to the Board of Veterans’ Appeals. Information and Referral Services. The American Red Cross offers confidential services to all military personnel and their families. Counseling, guidance, information, referrals, and other social services are available through the worldwide network of chapters and offices on military installations. As more and more National Guard and Reserve units are called to full-time duty status, counseling has become increasingly important to prepare the civilian-based military members and their families for the period of activation. 11.11.
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Recruiting Programs Airmen of all ranks can have a positive impact on recruiting and help recruiters make contacts and develop leads. Recruiter Assistance Programs. The Recruiter Assistance Program (RAP) is a Regular Air Force leave program, run by the Air Force Recruiting Service, where an Airman directly supports an Air Force recruiter. Members may request nonchargeable leave in accordance with AFI 36-3003, Military Leave Program . RAP is beneficial to the Air Force and to participants because Airmen can be a major influence in bringing the Air Force story to their hometown or place of previous residence. RAP duties may include question-and-answer sessions, making presentations, or providing testimonials of their Air Force experiences to high school and college students. For more information, visit: www.recruiting.af.mil , and review the RAP Fact Sheet. We Are All Recruiters. The We Are All Recruiters (WEAR) Program may grant individuals permissive temporary duty status if they participate in an event that directly enhances the recruiting mission. All Airmen, regardless of their Air Force specialty, are recruiters. A WEAR event is an event where the interaction of Air Force personnel educates and increases public awareness of the Air Force and could potentially generate interest in new recruits. 84 Approval for WEAR is limited to those events where Airmen are directly speaking to potential applicants or influencers about Air Force opportunities. Applicants are defined as individuals within the age range of 17 to 39. Influencers are defined as parents, community leaders, teachers, counselors, or coaches. For events where multiple Airmen are attending, each attendee must submit a package for approval. WEAR requests must be first approved by the individual’s commander in accordance with AFI 36-3003, Military Leave Program. Requests are then routed to the Air Force Recruiting Service Public Affairs office via e-mail: afrshqpa@us.af.mil . Members may
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request permissive temporary duty to attend a WEAR event. For more information about WEAR, visit: www.recruiting.af.mil , review the WEAR Fact Sheet, and download the WEAR form. Section 11B—Leave and Authorized Absences 11.11. Leave Management Annual leave programs/plans give members the opportunity to take leave within the constraints of operational requirements. Unit commanders establish leave programs and plans to encourage the use of leave for the maximum benefit of the member. Lengthy respites from the work environment tend to have a beneficial effect on an individual’s psychological and physical status. Therefore, an effective leave program is an essential military requirement. Processing Leave Requests. LeaveWeb is an automated method of requesting and processing leave. Under LeaveWeb, the member requests leave which generates an e-mail to the leave approval authority, as determined by the member’s commander. While commanders have final approval authority, they may delegate this authority according to the needs of the organization, normally no lower than the first-line supervisor. The leave approval authority approves or disapproves the leave and, if approved, LeaveWeb sends the request to the unit leave monitor for validation. Once validated, the leave request is sent electronically to finance. The member prints a copy of the approved leave form to hand-carry during leave. Upon returning from leave, the member completes the necessary updates in LeaveWeb and forwards the e-mail to the leave approval authority for endorsement. In the event LeaveWeb is unavailable, appropriate procedures may require use of the AF Form 988, Leave Request/Authorization . 11.12. Beginning and Ending Leave Leave must begin and end in the local area. The term “local area” means the place of residence from which the member commutes to the duty station on a daily basis. This also applies to leave enroute to a permanent change of station or temporary duty (TDY)
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assignment. The old permanent duty station is for beginning leave and the new permanent duty station is for ending leave. When members take leave enroute with permanent change of station or TDY travel, the financial service office uses the travel voucher to determine authorized travel and chargeable leave. Nonduty days and holidays are chargeable leave days if they occur during an authorized period of leave. If leave includes a weekend, a member cannot end leave on a Friday and begin leave again on Monday. Further, unit commanders will not approve successive Monday through Friday leaves (or periods of leave surrounding other nonduty days) except under emergency or unusual circumstances, as determined by the unit commander. 85 Extensions and Recalls. When an extension of leave is desired, the member must ask, orally or in writing, for an extension of leave. The extension must be requested sufficiently in advance of expiration of leave authorized to permit the member to return to duty at the proper time if the approval authority disapproves the extension. Unit commanders may recall members from leave for military necessity or in the best interest of the Air Force. Refer to the Joint Travel Regulation to determine if travel and transportation allowances apply. If the unit commander authorizes the member to resume leave after the member completes the duty that resulted in recall, a new AF Form 988 or orders must be prepared. 11.13. Accruing Leave Members accrue 2.5 days leave for each month of active duty Air Force status. Members do not earn leave when they are absent without official leave, in an unauthorized leave status, in confinement as a result of a court-martial sentence, in an excess leave status, or on appellate leave. Members may accumulate a maximum of 60 days by the end of a fiscal
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year. There are certain circumstances when a leave balance of more than 60 days may be carried forward into a new fiscal year, but only when specifically authorized. By law, members may receive accrued leave payment up to a maximum of 60 days at certain points in their careers, such as reenlistment, retirement, separation under honorable conditions, or death. Department of Defense policy expresses concern that members use leave to relax from the pressures of duties and not as a method of compensation. 11.14. Types of Leave AFI 36-3003, Military Leave Program , outlines many types of leave, as briefly described here. Annual Leave. Another name for “ordinary” leave is annual leave. Normally, members use annual leave to take vacations, attend to family needs, celebrate traditional holidays, attend significant events, or as terminal leave with retirement or separation from Regular Air Force status. Advance Leave. Advance leave is granted based on a reasonable expectation that a member will accrue at least the amount of leave being requested during the remaining period of Regular Air Force status. The purpose of advance leave is to enable members to resolve emergencies or urgent situations when they have limited or no accrued leave. When a member has taken all the advance leave that represents what he or she will accrue during the remaining period of Regular Air Force service, commanders change the member’s leave status from advance to excess leave. Excess Leave. Excess leave is normally used for personal or family emergency situations when members cannot request advance leave. Excess leave is a no-pay status; therefore, entitlement to pay and allowances and leave accrual stops on the member’s first day of excess leave. If injured, a member will not receive disability pay for time spent on excess leave. The period of excess leave will
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not count toward fulfillment of Regular Air Force duty service commitment. Convalescent Leave. Convalescent leave is an authorized absence normally for the minimal time needed to meet the medical needs for recuperation. Convalescent leave is not chargeable leave. Unit commanders normally approve convalescent leave based on recommendations by the medical treatment facility authority or the physician most familiar with the member’s medical condition. When medical authorities determine a medical procedure is necessary, such as childbirth, and the member elects civilian medical care, with recommendation of the medical treatment facility, the commander may grant convalescent leave. Convalescent leave may also apply to paternal leave, spouse leave, and secondary caregiver leave, as applicable. 86 Emergency Leave. Emergency leave is chargeable leave granted for emergencies involving members of the immediate family. Unit commanders approve emergency leave and can delegate leave approval to no lower than the first sergeant for enlisted personnel. The official granting leave may request assistance from the military service activity nearest the location of the emergency or, when necessary, from the American Red Cross. The initial period of emergency leave is usually no more than 30 days with a possible 30 day extension with approval from the unit commander or first sergeant. Unit commanders should advise members to apply for a humanitarian or exceptional family member reassignment or hardship discharge if the leave period is more than 60 days. Enroute Leave. Enroute leave is ordinary leave used during a permanent change of station. Normally, the losing unit commander approves up to 30 days enroute leave with any change of station move if it does not interfere with the reporting date of the new assignment. Members who complete basic or technical training may request 10 days of leave enroute if their first duty station is in the Continental United States, or
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14 days for an overseas assignment. Members may request advance leave when they do not have enough leave accrued for enroute leave. Terminal Leave. Terminal leave is chargeable leave taken in conjunction with retirement or separation from Regular Air Force status. The member’s last day of leave coincides with the last day of Regular Air Force status. Normally, a member does not return to duty after terminal leave begins. The amount of leave taken cannot exceed the leave balance at the date of separation. Environmental and Morale Leave. Environmental and morale leave is authorized overseas where adverse environmental conditions require special arrangements for leave in desirable places at periodic intervals. Funded environmental and morale leave is charged as ordinary leave and members are authorized military transportation (travel time is not charged as leave). Unfunded environmental and morale leave is charged as ordinary leave and members are authorized space-available air transportation to and from the duty locations (travel time is charged as leave). 11.15. Permissive Temporary Duty Permissive TDY is an administrative absence for which funded TDY is not appropriate. Commanders may not authorize permissive TDY in place of leave or a special pass or in conjunction with special passes. Permissive TDY, if authorized, may include traveling to or in the vicinity of a new permanent duty station to secure off-base housing, accompanying a military or dependent patient to a designated medical treatment facility not in the local area, attending a Department of Defense sponsored assistance seminar under the Transition Assistance Program, or attending national conventions or meetings hosted by service-connected organizations. 11.16. Regular and Special Passes A pass period is an authorized absence from duty for a relatively short amount of time. There are no mileage restrictions; however, members may be expected to return to duty within a reasonable time
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due to an operational mission requirement, such as a recall, unit alert, or unit emergency. Regular Pass. A regular pass normally begins at the end of work hours on Friday afternoon and continues until the beginning of normal work hours on the following Monday when non-duty days are Saturday and Sunday. A regular pass period on non-traditional work schedules (alternate or compressed schedules) may not exceed the four-day special pass limit. The combination of non-duty days and a public holiday may not exceed the four-day special pass limit. The combination of three non-duty days and a public holiday during a compressed work schedule is a regular pass 87 period. Department of Defense or higher management may determine that a Monday or Friday is compensatory (comp) time off when a holiday is observed on a Tuesday or Thursday, in which case a regular pass may consist of a weekend, a comp day off, and a public holiday. Special Pass. Unit commanders may award three- or four-day special passes for special occasions, circumstances, special recognition, or compensatory time off. Commanders may delegate approval to a level no lower than squadron section commander, deputies, or equivalents. Special passes start after normal work hours on a given day. They stop at the beginning of normal work hours on either the fourth day for a three-day special pass or the fifth day for a four-day special pass. 88 Chapter 12 FINANCE, MANPOWER, AND RESOURCES # Chapter 12 FINANCE, MANPOWER, AND RESOURCES Section 12A—Individual Finances and Allowances 12.1. Individual Financial Responsibilities According to AFI 1-1, Air Force Standards , just like physical fitness is important for health, “fiscal fitness” is equally important to overall well-being of Air Force members. Two keys aspects of individual financial responsibility are the establishment of a personal budget and effective management
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of one’s debt. It is important to review Leave and Earnings Statements (LES) on a regular basis, file travel vouchers on a timely basis, use the government travel card for authorized purchases only, and provide support for dependents, including payments required by court order. Additional information on financial responsibilities, pay and allowances, and related entitlements can be found in the Joint Travel Regulation, DoD Regulation 7000.14-R, Volume 7A, Military Pay Policy—Active Duty and Reserve Pay, and AFMAN 65-116, Volume 1, Defense Joint Military Pay System Active Component FSO Procedures . 12.2. Military (Basic) Pay Basic pay is the fundamental component of military pay, and typically the largest component of a member’s pay. Annual military pay raises are set by Congress and the U.S. President in the National Defense Authorization Act. In accordance with Federal Law, the 1 January annual pay raise will automatically match the private sector wage increases, as measured by the Employment Cost Index for the previous year. If national emergencies or serious economic conditions affect general welfare, the U.S. President may propose that Congress instill a lower annual pay raise. Military Pay Date. The military pay date determines the length of service for pay purposes. In general, the pay date should be the same date the individual entered on Regular Air Force status if he or she had no prior service before entering the Air Force. However, if the individual previously served in certain governmental agencies, the Air Force adjusts the pay date to reflect credit for these periods. In the event of periods of absence without leave, desertion, and sickness or injury due to personal misconduct, negative pay date adjustments may result. 12.3. Leave and Earnings Statement The LES, titled the Defense Finance and Accounting Service (DFAS) Form 702, Defense Finance and Accounting Service Military Leave
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and Earnings Statement , is a comprehensive statement of a member’s entitlements, deductions, allotments, leave information, tax-withholdings, as well as Traditional and Roth Thrift Savings Plan information. Verify and keep track of the monthly LES, applying increased attention when returning from deployment or when making changes, such as marriage, divorce, or birth of a child. The myPay system allows members to view their LES as well as initiate changes to selected items affecting their pay. If pay varies significantly, consult the servicing finance office. Regular Pay Schedule. Military members are paid on a monthly basis with the option to receive payments once or twice per month. Members receive a statement (net pay advice) of the net amount of pay and the financial statement at mid-month (if receiving a payment), and a comprehensive 89 statement of pay (the LES) at the end of the month via myPay. These statements are created centrally by DFAS. The pay system has processing cutoff dates for computing, preparing, and transferring funds so DFAS can stop processing transactions against pay accounts for the current period and begin the regular payroll process. While cutoff dates fluctuate from month to month, they generally occur around the 6th for the mid-month and the 20th for the end-of-month paydays. Local, Partial, and Emergency Partial Payments. Local cash payments are normally only authorized for overseas areas where on base military banking facilities are not readily available. Exceptions may be granted for members assigned to classified or contingency operations where the exigencies of their assignments may require local cash or partial payments. The member’s commander may authorize immediate cash payments up to the amount of accrued entitlement to date when deemed appropriate to the mission. Non-cash partial payments may be made via electronic funds transfer and deposited into the member’s financial institution,
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normally in two to three business days. Partial payments are limited to the amount of pay and allowances the member has accrued to the date of the payment. Partial payments are recouped in full on the next available payday. Under extenuating circumstances, a stateside member may receive an emergency partial payment if deemed time sensitive and required within 24 hours due to unforeseen circumstances. 12.4. Military Allowances and Entitlements Allowances are provided for specific needs, such as food or housing. Monetary allowances are provided when the government does not provide for that specific need. For example, those who live in government housing do not receive full housing allowances, and those who do not live in government housing receive allowances to assist with the cost of obtaining commercial housing. Other than Continental United States (CONUS) cost-of-living allowance, allowances are not taxable, which is an additional embedded benefit of military pay. Basic Allowance for Subsistence. Basic allowance for subsistence is a nontaxable allowance used to offset the cost of a service member’s meals. Often junior grade enlisted members assigned to single-type government quarters at their permanent duty station are required to eat in government dining facilities, receive basic allowance for subsistence, and are charged the discounted meal rate which is deducted from their pay. When certified by the commanding officer or designee, members are allowed to claim reimbursement for missed meals. Basic Allowance for Housing. The intent of basic allowance for housing is to provide uniformed service members accurate and equitable housing compensation based on housing costs in local civilian housing markets. This allowance is payable when government quarters are not provided. Many Air Force installations have privatized quarters. Members in privatized quarters are entitled to basic allowance for housing. A rental agreement requires a rent amount not to exceed the basic
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allowance for housing entitlement paid via allotment. Note: Members without dependents residing in government single-type quarters are entitled to partial basic allowance for housing unless the quarters (including government-leased quarters) exceed the minimum standards of single quarters for their grade. Note: Members living in single-type government quarters who pay court-ordered child support may qualify for differential (basic allowance for housing-differential). Overseas Housing Allowance. Overseas housing allowance is a cost reimbursement-based allowance to help defray housing costs incident to assignments to a permanent duty station outside 90 the United States. Members are reimbursed actual rental costs not to exceed the maximum overseas housing allowance rate for each locality, grade, and dependency status. Move-in housing allowance (for those who qualify) is based on the average “move-in” costs for members. Monthly overseas housing allowance includes the rent (up to the rental allowance at a permanent duty station) plus the utility/recurring maintenance allowance. Family Separation Housing. The purpose of family separation housing is to pay a member for added housing expenses resulting from enforced separation from dependents. Family separation housing-basic allowance for housing is payable in a monthly amount equal to the without-dependent basic allowance for housing rate applicable to the member’s grade and permanent duty station. Family separation housing-overseas housing allowance is payable in a monthly amount up to the without-dependent overseas housing allowance rate applicable to the member’s grade and permanent duty station. 12.5. Clothing Replacement Allowance Enlisted military members receive an annual allowance to help maintain, repair, and replace initial issue uniform items, as necessary. Clothing replacement allowance-basic is a preliminary replacement allowance paid annually between the 6th and 36th month of Regular Air Force status. Clothing replacement allowance-standard automatically replaces clothing replacement allowance-basic after 36 months of Regular Air Force status. Entitlement to either allowance depends on the individual’s “entered
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on Regular Air Force status date” in his or her master military pay account. 12.6. Family Separation Allowance Family separation allowance is payable to members with dependents in addition to other allowances or per diem to which a member may be entitled. The purpose of family separation allowance is to compensate qualified members for added expenses incurred due to an enforced family separation. Family separation allowance-restricted applies when transportation of dependents is not authorized at government expense, and the dependents do not live in the vicinity of the member’s permanent duty station. Family separation allowance-temporary applies when a member is on temporary duty away from the permanent duty station continuously for more than 30 days, and the member’s dependents are not residing at or near the temporary duty station, including members beginning temporary duty before reporting to the initial station of assignment. 12.7. Station Allowances Outside the Continental United States Overseas station allowances are established to help defray the higher than normal cost of living or cost of procuring housing in overseas areas. Allowances authorized by the Department of Defense at certain overseas locations may include temporary lodging allowance and cost-of-living allowance. Members receive information regarding their specific entitlements during in-processing at the new location. Members may also receive information from their local finance office upon notification of a pending overseas assignment. 12.8. Continental United States Cost-of-Living Allowance The CONUS cost of living allowance is payable to members assigned to designated “high cost” areas within the CONUS. For additional information, see the Joint Travel Regulation. 91 12.9. Special and Incentive Pay A number of special and incentive pays recognize certain aspects of duty, such as hazardous duty incentive pay, imminent danger pay, special duty assignment pay, enlisted flying duty incentive pay, and hardship duty pay-location. Enlistment and reenlistment bonuses are
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also considered as special and incentive pay. 12.10. Involuntary Deductions Involuntary deductions are payroll deductions of certain amounts of pay that are imposed by law. Examples of involuntary deductions are provided here. Withholding Income Tax. All pay is considered income for federal and state income tax purposes, to include basic pay, incentive pay, special pay, lump-sum payment of accrued leave, and separation pay. The LES reflects the current month and year-to-date income for social security, federal income tax, and state income tax purposes under the headings “FICA TAXES,” “FED TAXES,” and “STATE TAXES” in the middle of the form. Federal Insurance Contributions Act Taxes. The Federal Insurance Contributions Act (FICA) requires federal agencies to withhold FICA (Social Security and Medicare) taxes from the basic pay of military members covered by the Social Security Act and to pay matching FICA taxes to the Social Security Administration. Federal Income Tax Withholding. The Federal Income Tax Withholding (FITW) is used to provide for national programs, such as defense, community development, and law enforcement. A member may authorize an additional monthly amount of FITW. For additional information, the FITW complies with the Treasury Department Circular E, addressed in military service directives. State Income Tax Withholding. The State Income Tax Withholding (SITW) refers to state tax laws of the state where the member is a legal resident. The amount withheld depends upon the state tax rate. One-time payments may also be subject to state tax. The state for tax purposes is reflected in the first column on the LES under STATE TAXES. Armed Forces Retirement Home. Monthly Armed Forces Retirement Home (AFRH) deductions from the pay of regular enlisted members, up to a maximum of $1, are set by the Secretary of Defense after consulting with the AFRH board. Deductions collected help support the U.S.
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Soldiers’, Airmen’s, and Naval Homes. 12.11. Voluntary Deductions Military members may establish voluntary deductions, such as allotments to help administer personal finances, support family members, and insurance premium payments. Members may control certain discretionary allotments through myPay. Nondiscretionary allotments have limited uses, such as charitable contributions, loan repayments to the Air Force Aid Society, garnishment for commercial debts, and delinquent travel charge card debt. Members are not authorized to start allotments for purchase, lease, or rental of personal property. To allow for sufficient processing time, allotments should be requested 30 days before the desired month. Normally, if the member is paid twice a month, the allotment is deducted in equal amounts from the mid-month and end-of-month pay. If the individual receives pay once a month, the entire amount is deducted from the monthly paycheck. 92 Thrift Savings Plan. The Thrift Savings Plan (TSP) is a voluntary deduction. It is a retirement savings and investment plan established for federal employees as part of the Federal Employees’ Retirement Act of 1986. The plan offers tax-deferred advantages similar to those in an individual retirement account or 401(k) plan. Traditional TSP contributions can be taken out of pay before taxes are computed, resulting in reduced individual tax obligations. Roth TSP contributions are taken out of pay after income is taxed. When funds are withdrawn at a future date, contributions will be tax-free since taxes were already paid on the contributions. If a member is contributing to the TSP from basic pay, the member is authorized to contribute bonuses, incentive, or special pay. As of January 2019, the maximum TSP contribution amount is $19,000 for deferred and Roth contributions and up to $56,000 total combined deferred/exempt Traditional and Roth contributions. Members are not permitted to contribute more than 92 percent of their basic pay so
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that required deductions of social security and Medicare can be made. Service Members’ Group Life Insurance. The Service Members’ Group Life Insurance (SGLI) is a voluntary deduction. The maximum amount of SGLI coverage is $400,000 and members are covered, by law, at the maximum rate unless they decline or reduce coverage. SGLI automatically insures an eligible member against death when the member is on Regular Air Force status and/or training for an ordered period of more than 30 days. However, an individual may choose less coverage in amounts divisible by $50,000 or elect no coverage, but he or she must do so in writing. Additionally, family SGLI covers spouses and dependent children when the eligible member also participates in SGLI coverage, including military spouses. There is a monthly deduction for spousal coverage, based on the amount of coverage. Each child is covered in the amount of $10,000 at no cost to the member. The member may not elect to insure any child for less than $10,000. SGLI and family SGLI premiums are deducted from members’ military pay each month. The military personnel section is the office of primary responsibility for administering the program. 12.12. Financial Obligations Military members will pay their financial obligations in a proper and timely manner; provide adequate financial support of a spouse, child or any other relative for which the member receives additional support allowances; comply with the financial support provisions of a court order or written support agreement; and respond to applications for involuntary allotments of pay within the established suspense dates. AFI 36-2906, Personal Financial Responsibility , provides administrative and management guidelines and rules. Handling Complaints. Complainants are often unfamiliar with Air Force organizational addresses or do not know the member’s actual unit of assignment, and so frequently address correspondence to the installation commander,
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Staff Judge Advocate, or force support squadron. Complaints are forwarded for action to the individual’s immediate commander and the complainant is notified of the referral. Commanders will attempt to respond within 15 days. Failure to pay debts or support dependents can lead to administrative or disciplinary action. Commanders must actively monitor complaints until they are resolved. If the commander decides the complaint reflects adversely on the member, this action should be included in the unfavorable information file. If the member has separated with no further military service or has retired, the complainant is notified and informed that the member is no longer under Air Force jurisdiction and the Air Force is unable to assist. Note: Retired members’ retirement pay can be garnished for child support or alimony obligations. 93 Federal Government Collection of Debts. An Air Force member who owes debts to the government does not have to give his or her consent for the Air Force to collect. Generally, for debts exceeding $100, the individual must receive notification of the pending collection of a debt, and be given a chance to repay the debt before any withholding action occurs. However, due process need not be completed before the start of a collection action if an individual’s estimated date of separation is not sufficient to complete collection and the Air Force would be unlikely to collect the debt or when the collection action can be completed within two monthly pay periods. The Air Force may also collect debts involving any federal agency, portions of a reenlistment bonus not served, delinquent hospital bills for family members, excess shipment of household goods, loss or damage to government property, and erroneous payments made to or on behalf of the member by the Air Force. Waiver and Remission Provisions. Military members may request relief
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from valid debts by applying for waiver or remission of the debt. The local financial services office has specific guidance and can provide assistance regarding these programs. Waiver of Claims for Erroneous Payments of Pay and Allowances. When a member receives erroneous pay or allowances, he or she may apply for a waiver of claims by the United States. A waiver may be granted when there is no indication of fraud, misrepresentation, fault, or lack of good faith on the part of the member or any other person having an interest in obtaining a waiver of the claim. DFAS will rule on all waivers. Remission. A Regular Air Force, separated member, or his or her commander, may apply for remission of a member’s indebtedness to the United States. The Air Force may not remit or cancel any debt due to non-collection of court-martial forfeiture. In addition to the circumstances creating the debt and the issue of good faith on the part of the member, financial hardship may be a factor for consideration. 94 Chapter 13 ORGANIZATIONAL MANAGEMENT Section 13C—Change and Problem Solving 13.9. Organizational Change Change is inevitable. We know changes are taking place every day, all around us. Change is appropriate when there is a perceived gap between what the norms are and what they should be. Organizational change is not automatic. It is the deliberate adoption of a new idea or behavior by an organization and the establishment of new norms. These norms can involve technology, tasks, structure, and resources, including people. First, leaders must do their part to create an organizational climate conducive to change by explaining the limitations or shortfalls of the present process and the possibilities and benefits of the proposed change. Next, leaders must facilitate the change itself by walking Airmen through the change,
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explaining the details, and answering questions. Finally, leaders should show appreciation for those who contribute to the change and help refocus those who do not. Tough-minded, realistic optimism is the best quality a leader can demonstrate when coping with change. Resistance to Change. The first reaction to change is often perceived as resistance. An essential element for preventing or overcoming resistance to change is establishing a well thought out plan. Planning enables the change agent (the person advocating for or leading the organizational change) to build confidence, anticipate questions, develop courses of action, and address opposing perceptions. Five of the most common responses to change are briefly described here. - Distrust. Imposed change that significantly affects an organization will often be met with tough questions to ensure the change purpose and intent is clearly understood. Leaders who are not prepared to clarify or explain thought processes behind the change will not easily overcome employee doubt and will struggle to gain employee buy in. - Uncertainty. When faced with impending change, people may experience fear of the unknown or see the change as a threat to organizational stability and their job security. Employees may wonder if they will still have a job, if they will be able to do the new job, or if they will have to learn a new program or process. - Self-interest. People often consider the position they currently have or their role in the existing environment and question the direction and capabilities of those in positions of power after the change is implemented. - Different Perception/No Felt Need to Change. Even if you think people recognize the need for change, they may see the situation differently, particularly if the change has been dropped on them. Maintain an environment of open communication to build support for the
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change and reduce the amount of employees who inwardly resist it. - Over-Determination. Ironically, organizational structure may be a barrier to change. For example, a mechanistic structure that relies on strict procedure and lines of authority may be so rigid that it inhibits change and possibly damages professional relationships. 95 13.10. Reducing Perceived Resistance to Change Successful change management depends on addressing causes of resistance and improving the change implementation process. There are several approaches leaders can take to implement change successfully. Education and Communication. Open communication is necessary throughout the change process and helps reduce uncertainty. Educating people about the need for and expected results of a change should reduce resistance. Participation and Involvement. Leaders reduce resistance by actively involving those affected in designing and implementing change. Involving people in the change process helps generate ownership and commitment to the change. Facilitation and Support. Leaders should introduce the change to employees gradually and provide additional training, if needed. Reinforcement and encouragement help facilitate the power of high expectations throughout the organization. Negotiation and Agreement. Leaders may choose to offer incentives to those who continue to resist the change. In difficult times, negotiated agreements can help focus and remind employees of the changes agreed upon as the change process progresses. Coercion. Coercion is a forcing technique used to make employees accept change. Coercion can negatively affect attitudes and can potentially cause long-term negative consequences. Coerced compliance is not recommended and requires constant leadership oversight to ensure the change remains in effect. 13.11. Three-Stage Change Process Although there are a wide range of various change processes, the change process model proposed by renowned social psychologist, Kurt Lewin, recommended leaders view change as a three-stage process: unfreezing, changing, and refreezing. In the three-stage change process, leaders (change agents) must analyze restraining or
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opposing forces and devise ways to reduce them to overcome resistance. At the same time, leaders must recognize and strengthen supporting forces, which are those forces pushing toward change. After analyzing the forces for and against change, and developing a strategy to deal with them, leaders can attend to the change itself. Stage 1: Unfreezing. Once the need for change is recognized, the three-stage change process begins with unfreezing. Unfreezing is a deliberate management activity to prepare people for change by knowing and going where issues may exists. The most neglected, yet essential part of unfreezing is creating an environment where people feel the need for change. A key factor in unfreezing involves making people knowledgeable about the importance of a change and how it will affect their jobs or the overall organizational structure. By pointing out problems or challenges that currently exist in the organization, leaders are able to generate a need in the people who will feel the greatest effect of the change. Stage 2: Changing. After unfreezing, the next stage in the three-stage change process is changing. The changing stage involves modifying technology, tasks, structure, or distribution of people. During the changing stage, the organization moves from the old state or the previous norms, to the new state by installing new equipment, restructuring work centers, or implementing procedures. In short, changing is anything that alters the previously accepted status quo. The change agent in this stage is essential. 96 Change needs to be monitored as it occurs by paying close attention to the people most affected by the change. Signs of implementing the change too early may include negative reactions from employees. In some instances, systems are not completely ready and production may bog down. Be prepared to receive and respond to feedback in any number of
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forms to ensure the change unfolds as successfully as possible. Being involved and available throughout the process will allow leaders to react quickly to issues as well as provide support to employees who are dealing with the issues of the change firsthand. Encouragement and involvement in the changing stage may be very similar to that applied during the unfreezing stage. Note: It is a leader’s responsibility to be receptive to the needs of the organization and its employees. Readdressing unfreezing techniques is better than forcing a change that causes more problems than it resolves. Stage 3: Refreezing. The third and final stage in the three-stage change process is refreezing. After implementing a change, it is time to lock in (or refreeze) the desired outcomes and the new norms so they become permanent. Actively encouraging and reinforcing the use of new techniques is a way of helping the new behavior stick. A critical step in refreezing is remaining engaged and evaluating results to determine if the change reached the desired effect or if the new process needs more support, instruction, training, or time. Positively reinforcing desired outcomes is crucial during the refreezing stage. Rewarding people when they do something in alignment with the change emphasizes the value of the new procedures or behaviors and helps freeze them into place. Highlighting successful change helps reduce the desire to return to the old way of doing things. In many cases, the change agent can call attention to the success of the change and show where it works while also being receptive to feedback and areas that may cause lingering issues or continued frustration. In this case, the change agent must evaluate results, reinforce the desired outcomes, and make constructive modifications, as needed. 13.12. Continuous Process Improvement The use of Continuous Process Improvement (CPI)
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increases operational capabilities while reducing associated costs by applying proven methodologies to all processes associated with fulfilling the Air Force mission. CPI is a comprehensive philosophy of operations built around the concepts that there are always ways a process can be improved to better meet mission/customer requirements, organizations must constantly strive to make those improvements based on performance metrics that align to strategic objectives, and efficiencies should be replicated to the extent practical. CPI is a hallmark of highly successful organizations, is a major graded area in the Air Force Inspection System (AFI 90-201, The Air Force Inspection System ), and is acommander’s responsibility (AFI 1-2, Commander’s Responsibilities) . Continuous Process Improvement Methodologies. Air Force CPI incorporates aspects of four major methodologies. A practical problem solving method may simultaneously draw from more than one of these CPI processes. - Lean. Lean is a methodology focused on work flow, customer value, and eliminating process waste. Lean is unique from traditional process improvement strategies in that the primary focus is on eliminating non-value added activities. - Six Sigma. Six sigma is a rigorous, data-driven methodology for process improvement focused on minimizing waste through identifying, controlling, and reducing process variation. 97 - Business Process Reengineering. Business process reengineering is a comprehensive process requiring a change in the fundamental way business processes are performed. Business process reengineering identifies unnecessary activities and eliminates them wherever possible. - Theory of Constraints. Theory of constraints is a systematic approach to optimize resource utilization by identifying, exploiting, subordinating, elevating, and reassessing constraints (bottlenecks) in the process. 13.13. Practical Problem Solving Method At the core of Air Force CPI is the practical problem solving method, a standardized and structured approach to problem solving in the commercial industry, and adopted by the Air Force. The practical problem solving method, as
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shown in Figure 13.1., is an eight-step process used to clarify problems, identify root causes, and develop appropriate countermeasures to achieve change. Step 1—Clarify and Validate the Problem. The first step to effective problem-solving is to clearly understand the problem, often best accomplished by developing a problem statement. A well-defined problem statement uses data to identify where the problem is occurring, determine the impact of the problem, and compare performance against a standard with scope and direction. A problem statement does not assume a root cause, solution, or countermeasure, but should include visual tools to depict the current state. The who, what, when, where , and significance of the problem statement should be validated by data. This is done by collecting and analyzing data to validate the existence and magnitude of the problem. If data does not exist, the effort should be paused to collect and analyze the needed data before moving forward. Step 2—Break Down Problem and Identify Performance Gaps. Understanding what appropriate data is required and the ability to interpret that data is paramount to performance gap analysis. Step 2 effectively frames and supports the problem in Step 1. Once the problem statement has been identified and answers the who, what, when, where , and significance of the problem, further analyze the data in comparison to the expected outcome. The expected outcome is the objective from which to measure the gap between the current state and end state (the expected outcome) and highlight opportunities for improvements (also called the performance gap). > Figure 13.1. Practical Problem Solving Method .98 Step 3—Set Improvement Targets. Air Force leaders establish a vision of what an organization will strive to become (the ideal state). In Step 3, process owners or project managers set improvement targets based on expected outcomes and strategic goals
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and objectives. Targets help define the required performance levels to achieve the desired end state. Targets should be challenging but achievable. Step 4—Determine Root Cause. Air Force leaders often find themselves addressing problems which have been solved many times when previous problem-solving efforts were directed at symptoms of a problem rather than root causes . Root cause analysis often involves applying a tradeoff between digging as deeply as possible as opposed to finding the deepest point within the team’s sphere of influence. The correct root cause should be validated by using the same data used to define the problem in Step 1. Step 5—Develop Countermeasures. Step 5 is where potential root causes are addressed with countermeasures. Consideration should be given to the most practical, efficient, and effective countermeasures. Valid countermeasures will close performance gaps and should move the organization closer to the ideal state. When developing countermeasures, strive for process improvement change that is sustainable and repeatable. At the end of Step 5, obtain a vector check to ensure strategic alignment with the desired outcome is still moving in the appropriate direction. Remember, the impact of a solution is a combination of the quality of the solution and the acceptance of the solution by people who implement it. Judiciously involving employees in the development of countermeasures generates buy-in and ownership of the solution and its success. Step 6—See Countermeasures Through. Step 6 is seeing countermeasures through to execution and tracking detailed implementation plans for each countermeasure approved in Step 5. Reviews and progress checks should be updated regularly on all tasks until countermeasures have been implemented, or until deemed unnecessary. Step 7—Confirm Results and Process. Step 7 compares the results of implemented countermeasures to the identified performance gaps, improvement objectives/targets, and the expected outcome. Sustainability and repeatability of the improved
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process should be verified. Results are measured by data and analyzed to confirm the project’s intent. Processes should be monitored for performance relative to the baseline developed in Steps 1 and 2, relative to targets established in Step 3, and relative to the solution implementation. Illustrate confirmed results with appropriate data tools which link back to performance gaps and improvement targets. Incorrect root-cause determination is the most common mistake made during CPI efforts. If targets are not met, it may be necessary to return to Step 4. Step 8—Standardize Successful Processes. Step 8 is the most commonly neglected step of the entire practical problem solving method; however, it is important to ensure the results of the efforts made in previous steps are codified. In Step 8, consider the answers to following three questions: - What is needed to standardize the improvements? Possible answers may include a submission to the Airmen Powered by Innovation Program or change requests for technical orders, instructions, manuals, materiel, and suppliers. - How should improvements and lessons learned be communicated? The wing process manager should be made aware of the success. Inputting information into the Air Force CPI portal, conducting key meetings, writing publications, utilizing public affairs, informing the chain of command, or populating data collection sites. 99 - Were other opportunities or problems identified by the problem-solving model? This project may have identified additional problem-solving opportunities that should be recognized and addressed. 13.14. Levels of Problem Solving Consistently applied, the Practical Problem Solving Method provides an excellent tool for making data-driven decisions with regard to management, process change, and the sharing of best practices, ensuring actions lead to the desired results with minimal waste. It also ensures the results are aligned with the needs of the organization. Three different levels of effort are available for
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accomplishing this method initiative. As a standardized template for solving problems and performing process improvement initiatives, the Practical Problem Solving Method is flexible enough to be effective at any of the following three levels. Just Do It: Also called point improvement, the ‘just do it’ approach involves one person (or a small team) and can be accomplished in less than a day. Examples could be using torque wrenches instead of adjustable wrenches or routing paperwork electronically rather than through physical distribution channels. Rapid Improvement Event: A rapid improvement event consists of a small team of individuals, usually subject matter experts, and can be accomplished in less than a week. It is designed to develop and implement countermeasures after appropriate project preparations have been made. Examples could be improving aircraft servicing cycle times or improving first-time pass yields on task management tool taskers. Improvement Project: The ‘improvement project’ setting requires a large team and is conducted over a longer period of time. Examples could be shortening aircraft annual overhaul cycle time or writing software to track annual overhauls. 13.15. Project Management Although there are many definitions of project management, for the purpose of this reading project management is defined as the process of leading, coordinating, planning, and controlling a diverse and complex set of processes and people in the pursuit of achieving an established objective. With this definition in mind, it is important to emphasize that a project is not a program; programs are ongoing. A project is temporary, based on an established objective that has a generalized time frame attached to it. Project Management Steps. Project management uses a unique array of terminology to identify and communicate its principles and uses. Basic terminology is primarily found in the steps of project management and is explained below. - Define the Project
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Objective. Identify the objective or improvement to be achieved by the project. What is being satisfied by the project? What is the expected outcome? - Develop Solution Options. How many ways might you go about solving the problem? Of the available alternatives, which do you think will best solve the problem? - Plan the Project. Planning is nothing more than answering questions—what must be done, by whom, how, for how much, when, and so on. 100 - Execute the Plan. People sometimes go to great lengths and effort to put together a plan, but then fail to follow it. Follow your plan. - Monitor and Control Progress . The project manager must monitor and control by being present and making appropriate decisions. This is where to determine whether or not the plan was sound and make adjustments. Are we on target? If not, what must be done? Should the plan be changed/modified? What else have we learned? - Close the Project. Once the objective has been achieved, there is still a final step that should be taken. Document and discuss lessons learned—what went well, what didn't, and what should be addressed. 13.16. Project Management Constraints Constraints are numerous for all activities we endeavor, but constraint consideration is crucial for project management. Quality, time, and cost are among the main constraints most often realized in project management. Quality. Quality refers to being in accordance with the requirement - the specifications. Time. Time refers to the amount of time you have to complete the project. Cost. Cost refers to your resource constraints, to include: money, manpower, machinery, and materials. One of the constraints (Quality, Time, or Cost) will be your driver for the project. The driving constraint for your project will have an impact on the other two constraints. Ensure you take
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this into consideration when making decisions about the project's objective and adjust the management of your project accordingly. It is incumbent upon a project manager to provide leadership and use good team-building techniques to establish a sound project objective and generate the solution options necessary to achieve those objectives. 13.17. Project Management Planning Once options are developed, the most important and time-consuming aspect of project management must occur—planning the project. Planning a project involves activities that answer the questions who, what, when, where, and how. Techniques of special importance to use during planning are gathering important information, creating a work breakdown structure, and conducting a task analysis. Regardless of the method of planning used, the completion of the tasks in a sense of order and timeliness, made foreseeable through the task analysis, ensures project completion is more likely to succeed. B-SMART Objectives. Ultimately, the goal of project management is to achieve the objective of the project in the most logical, sensible manner. Once realization of the steps of project management is attained, accomplishing these steps requires understanding of B-SMART terminology. Throughout any project, beginning with Step 1, the concept of B-SMART should be taken into consideration. B-SMART is an acronym, which has been given a number of equally valuable meanings, depending on the context or circumstances. B – Balanced: Ensure goals are bold yet balanced across the multiple fronts of organizational output and multiple targets. S – Specific: Specific objectives/targets should answer who is involved, what is to be accomplished, where it is to be done, when it is to be done, which requirements and constraints exist, and why (purpose) the objective is being accomplished. 101 M – Measurable: Establish criteria for measuring progress toward and attainment of each objective/target/milestone until the desired objective is met. A – Attainable: Ensure
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applicable resources are available and objectives/tasks (within acceptable levels of risk), are possible. It may also be helpful to use action-oriented statements rather than passive voice. R – Results Focused: Link to the mission, vision, and goals and ensure they are meaningful and relevant to the user. Good objectives must be obtainable, yet purposeful. T – Time-Bound: Provide date for completion. Targeted dates provide periodic and overall accountability. B-SMART Objective Example: A B-SMART objective is one that is understandable, quantifiable, and precise. When the principles of B-SMART are applied to a project, a project objective (such as renovate the office area) will be considerably more defined. A B-SMART project objective would look like: Complete a renovation of the office area by 30 June 2021 at a cost not to exceed $12,000. Work Breakdown Structure. A work breakdown structure is a technique based on dividing a project into sub-units or work packages. Since all the elements required to complete the project are identified in the work breakdown structure, the chances of neglecting or overlooking an essential step are minimized. A work breakdown structure is typically constructed with two or three levels of detail, although more levels are common, depending on the complexity of a project. Such a structure for your project will permit you and others who see the work breakdown structure to readily identify what needs to be done, spot omissions which might later affect the outcome of the project, and make suggestions for improving and expanding the work breakdown structure. The amount of breakdown is an element the project manager and the project team must decide upon. Task Analysis. Similar to the work breakdown structure, the amount of detail needed for a task analysis depends on the task involved and the desires of the project manager and project team.
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The more complex the project, the greater the importance of detailed task analysis. Information contained in the task analysis, which is not depicted in a work breakdown structure, includes task milestones, how the milestones can be measured, and resources or requirements. Project managers may delegate the task analysis for each task to the appropriate person. Once compiled, final decisions on task assignments and budgetary concerns can be addressed. The task analysis is what provides the crucial information for determining how the tasks of the project interrelate. It is imperative to establish the proper sequencing of tasks prior to beginning a project to ensure the efficiency of the project. Section 13D—Team Dynamics 13.18. Team Building Dynamic is a way of describing elements of a process or system; it is a term used to recognize constant change, activity, or progress. Dynamic can also be used to describe a force that stimulates change or progress. As Airmen, we must know and understand our leaders, peers, and subordinates. In team environments, we must know the right approaches to building effective teams and cultivating a healthy, dynamic team spirit. The spirit in which a team operates will influence every stage of team development and can ultimately determine whether goals are met. Healthy teams are high performing teams that most often have a foundation of trust, communication, and cooperation. While each is essential in building a healthy team spirit, trust is at the core of all healthy team interaction. Team members must feel comfortable with, and 102 confident in, one another to be able to fully participate. Positive group member behavior is essential for a team to accomplish its goals. Team members do not often immediately form strong bonds for trust, communication, and cooperation. There are typically stages that teams experience before rising to the level
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of becoming highly functional, productive teams. Trust. Teamwork requires a high degree of trust. Team members must share mutual confidence in the integrity and ability of teammates. They also need to feel comfortable enough to take risks, think outside the box, and share their thoughts and ideas without fear of being shut down or discounted. Freedom to communicate openly, honestly, and directly within the group is the hallmark of a trust-based team. Individuals must understand the importance of utilizing effective communication skills to develop the level of trust needed for the teams to grow. “Nothing reduces trust in a group faster than members saying one thing within the group and something else outside the group. When members are assertive enough to say what they need to say directly to the appropriate people and to refrain from talking behind each other’s backs, trust is enhanced.” - Suzanne Zoglio, author of Teams at Work Creating trust among team members requires professional working relationships, professional behavior, and a desire to achieve established objectives. Dialogue and feedback must be exchanged between members in an open and sincere manner without fear of harsh criticism. Team members should respond to one another with inclusion, receptivity to inputs, and information sharing. It’s true…there’s honesty and then there’s brutal honesty. Feedback, critical thinking, and disagreements can be exchanged among team members without being brutally honest or offensive. Leaders can promote a trusting atmosphere by valuing individual differences and encouraging open and honest communication. Leaders empower their teams to solve problems innovatively through a shared sense of collaboration that is free of self-preservation and personal bias. Leaders should focus their efforts on setting the right tone for developing trusting relationships, communicating openly and honestly, knowing and establishing a good rapport with team members, and discouraging cliques or divisions within
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the team. In other words, team leaders should set the example and lead by example. Communication. Teams must communicate. Team members need to safely assert themselves and share their ideas. Teams that don’t allow honest, open sharing quickly lose their effectiveness. As a result, some team members may purposely withhold vital information or disengage from the team. This may cause confusion, frustration, and the inability to complete tasks within teams. While sharing information between team members is essential in producing effective, well thought out plans, leaders must be willing to share information with team members. When leaders hold on to information, they can create an inaccurate, incomplete, or totally wrong picture of the expected outcome to team members. Information sharing yields better results. Leaders can increase team success by giving members complete access to all necessary data, discouraging the discounting of ideas and feelings, and encouraging the practice of active listening and valuing individual differences. Cooperation. Cooperation is critical if teams are to combine diverse backgrounds, skills, and approaches to meet the challenges, customer requirements, and mission changes. Cooperation yields synergistic results and reduces the exerted effort it takes to reach a desired outcome. Leaders who encourage cooperation show team members that others have very important contributions to the goals of the team. Team members may also come to understand how dependent they are on 103 one another in reaching mission objectives. Successful teams have few turf wars, little competitiveness, and an ability to forgive and forget. Cooperation breeds shared ownership for performance results, and achieving objectives increases team pride and a healthy team spirit. A sign that a team is not performing cohesively is when competition exists among team members. This may be observed when some team members attempt to outshine others to gain extra attention or credibility. When
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a member of a team demonstrates “all-starring” behavior, they may be experiencing a power struggle. To reduce power-play behavior, leaders should reemphasize each team member’s specific roles and responsibilities, which eliminates potential barriers to cooperation. 13.19. Stages of Team Building The typical stages or team dynamics that groups or teams experience are normal and often inevitable. The four stages most often experienced by teams are: # FORMING - STORMING - NORMING - PERFORMING - Forming. Forming is the initial period of uncertainty in which individuals try to determine their place on a team and establish or accept the procedures and rules of the team. When a team is forming, members cautiously explore the boundaries of acceptable group behavior in various ways. The forming stage is when the transition from individual to member status occurs and when a leader’s guidance is tested, both formally and informally. - Storming. During the storming stage, conflicts begin to arise as members tend to resist the influence of the team and rebel against accomplishing the task. Storming is probably the most difficult stage when some team members begin to realize the task is different and more difficult than they initially expected. Impatient about the lack of progress, but still too inexperienced to know much about decision-making or the scientific approach, members argue about just what actions the team should take. Team members may try to rely solely on their experience, thus resisting the need for collaboration with other team members. Regardless of tensions, during the storming stage, team members are beginning to understand one another. - Norming. During the norming stage, team members establish cohesiveness and commitment, discovering new ways of working together and setting norms for appropriate behavior. During the norming stage, members reconcile competing loyalties and responsibilities and begin to accept the team,
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team ground rules (norms), their roles in the team, and the individuality of fellow members. Emotional conflict is reduced as competitive relationships become more cooperative. As the team begins to work out their differences, they focus more time and energy on the team objective. - Performing. In the performing stage, the team develops proficiency in achieving its goals and becomes more flexible in its patterns of working together. By the performing stage, the team has settled its relationships and expectations and can begin diagnosing and solving problems and choosing and implementing changes. At last, team members have discovered and accepted each other’s strengths and weaknesses and learned and embraced their roles. In the performing stage, the team can be considered to be an effective, cohesive, and productive unit. 13.20. Conflict Management Conflict is inevitable in every organization, and is often necessary to reach high levels of performance. Conflict involves differences between parties that result in interference or 104 opposition. Such differences can motivate for positive change or decrease productivity. Positive conflict results in addressing problems for a solution, greater understanding, and enhanced communication between individuals or groups. Conflict can be constructive when managed effectively. Conflict becomes destructive when it results in barriers to cooperation and communication, thus degrading morale and diverting attention away from tasks. At times, managers tend to avoid conflict because of its negative repercussions; however, managing conflict effectively benefits the organization by reducing ambiguity and stimulating productivity. 13.21. Sources of Conflict Conflict is defined as frustration of an important concern, whether real or perceived. Many factors may result in or increase the probability of conflict within an organization. These factors manifest themselves in combination with other factors, making it potentially difficult to identify the specific source of the conflict. Conflict often originates with one or more of
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the following situations. Communication Factors . Communication often gets the blame for problems that occur in the workplace; however, the real crux of the problem is more likely to be miscommunication. For example, communication may be occurring, sometimes even over-communication occurs within an organization, but when the communication is misinterpreted, inaccurate, or incomplete, this leads to frustration and stress. For personnel to perform at their very best, they need constructive, comprehensible, and accurate information. Structural Factors. It is likely that the larger the organization, the more people there will be to potentially cause and participate in conflict. Resources, whether scarce or under high demand, may generate conflict as each party postures to compete for the resource. The more people interact, the more noticeable their differences become. When dealing with line-staff distinctions, this can lead to disputes, partly because although people may attempt to participate, it does not necessarily mean their contributions are heard, valued, or accepted. Leaders should encourage employees to challenge the status quo, seek better ways of doing business, and continually improve processes. Also, rewards programs can potentially encourage and develop a healthy competition as long as the rewards aren’t perceived as unfair, unjust, or biased in some way. Personal Behavior Factors. Conflict can arise because of individual differences, such as goals and objectives, perceptions, values, and personalities. If we align our personal needs and values with the overall Air Force mission, we will be more aptly willing to change, set aside self-interests, listen to the ideas of others, and reduce conflict. Although not always easy, striving to align personal values with Air Force values can reduce conflict that arises based on differences that exist in the workplace. Differences can be perceived as threats, weaknesses, or stressors in the workplace. Focusing on diversity through strengths that contribute to
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the organization in different ways can help reduce criticism and avoid conflict. Addressing issues through a realistic or even positive perspective rather than being based on emotion will lead to less arguments and more professionally driven performance. Personality conflicts and differences among employees will always exist, but the way we respond to them does not have to be unprofessional or disruptive to the organization. 13.22. Conflict Management Techniques There are a few techniques that can be used to minimize the impact that workplace conflict can have on individuals and on the organization. When considering the degree of cooperation, and the 105 degree of assertiveness of those involved, leaders can determine how to categorize conflict and how to best manage it. Cooperation refers to how willing or unwilling a person or group is to satisfy the other’s needs. Assertiveness refers to how passive or active a person is in addressing the conflict. Using an approach addressed by Dr. Kenneth Thomas, author of Conflict and Negotiation Processes in Organizations , there are five major conflict management styles and categorizes, defined based on the levels of cooperation and assertiveness associated with any given situation. Competing (Forcing). (High assertiveness and low cooperativeness). The competing (forcing) style attempts to overwhelm an opponent with formal authority, threats, or the use of power. Collaborating. (High assertiveness and high cooperativeness). The collaborating style uses an attempt to satisfy the concerns of both sides through honest discussion. Creative approaches to conflict reduction, such as sharing resources, may actually lead to both parties being materially better off. For the collaborating style to be successful, trust and openness are required of all participants. Collaborating involves behavior that seeks a ‘win’ position for both groups. Accommodating. (Low assertiveness and high cooperativeness). The accommodating style often simply consists of giving in to another
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person’s wishes. Avoiding. (Low assertiveness and low cooperativeness). The avoiding style appears to indicate a neutral position of participants which can often lead to ‘things working themselves out,’ but can also result in an escalation of a situation by allowing it to go unresolved. Compromising. (Some assertiveness and some cooperativeness). The compromising style requires a willingness of both parties to change, adjust, or give something up. Compromising involves behavior that seeks to partially satisfy both parties’ desires and resolves the conflict. Note: All situations are unique, depending on the individuals involved, the criticality of the issues, and the urgency of the situations. When considering each of the conflict management styles, consider the who , the stakes , and the situation to determine the best approach to take to resolve conflict. 13.23. Transactional Analysis Transactional analysis (TA) is something that can be recognized and applied in any situation where two or more people interact, whether at home, at the workplace, or in any setting. TA is a theory of personality as well as an application for personal growth and personal change. It is particularly valuable in organizations and educational environments. TA principles and techniques are used by managers to more fully understand themselves and their relationships with others, which can lead to happier, healthier, and more productive interactions between individuals. TA can be defined by several principles, such as ego states, life positions, transactions, and strokes, all used to form techniques to improve individual productivity and lead to increased organizational effectiveness. These principles are briefly introduced here. Ego States. The underlying concept of TA is about highlighting differences among individuals. According to Dr. Eric Berne in his book, Games People Play, TA analysis states that a human personality is composed of ego states commonly referred to as parent, adult, and child
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(the PAC). Each ego state is relatively separate from the others and each has its own set of feelings, beliefs, and behavior patterns. Recognizing the ego states in ourselves and in others can help us modify our behavior or help us resist reacting in a way that could otherwise be triggered by other’s ego states. When one ego 106 state dominates the others, an individual may find decisions and reactions to situations to be distorted. Generally, people act in one ego state at a time, but may rapidly switch from one ego state to another. An expert on TA, Dr. Thomas Harris, has done an excellent job of describing these ego states in his book, I'm OK—You’re OK . - Parent Ego State. The parent ego state is a way of thinking, acting, feeling, and believing much the same as our parents did, and is based upon the brain's recordings of our perceptions of our parents' responses. As such, the parent ego state responds immediately and automatically to childlike behavior. Responses from the parent ego state can range from critical to overly nurturing. A parent-dominated personality does not engage in much rational problem solving because of the perception that they already know what is right and what is wrong. Parent ego states may trigger child ego states or responses in others. - Adult Ego State. The adult ego state is a way of acting, feeling, and believing that is rather objective. The adult part of our personality develops later than the parent or the child ego states. The adult ego state continues to develop throughout the lifetime of a healthy person and is the analytical part of our personality that processes current and objective information about our environment. Adult ego states may trigger other adult ego states or responses in
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others. - Child Ego State. The child ego state involves our basic desires and needs, and the recordings of the feelings and reactions of our childhood. Oddly enough, the child state develops about the same time as the parent state. The spontaneous dimensions of the child provide for the joy, motivation, and natural creativity of one's own personality. Having a child-dominated personality generally restricts rational problem solving or reasoning in emotionally charged situations because of the learned behaviors of child-like attributes. Child ego states may trigger parent ego states or responses in others. Life Positions. A life position is generally used to describe how a person feels about oneself and about other people. In the process of growing up, people tend to make basic assumptions about themselves and others in their environment, generated from expressions of need and responses to expressed needs that shape one’s life position and the feelings associated with those assumptions. Life positions tend to be more permanent than ego states. Dr. Harris, author of I'm OK—You’re OK, addressed life positions as individuals labeling themselves and others as either being OK or not OK. In these terms, OK and not OK typically equate to a person’s value and individual worth. Four possible life positions are identified below with positive and negative signs to indicate positively or negatively associated assumptions. I'm not OK—You’re not OK = neither of us has value (- -). I'm not OK—You’re OK = I don't have value; you have value (- +). I'm OK—You’re not OK = I have value; you don't have value (+ -). I'm OK—You’re OK = We both have value (+ +). As shown above, the fourth life position of I’m OK—You’re OK is ideal and tends to indicate a positive outlook on life. Recognizing the tendency of labeling
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ourselves and others in terms of the OK categories can help modify thought processes or help seek more positive perspectives when interacting with others. 107 Transactions and Strokes. A transactional stimulus is an initial interaction among two or more people. A transactional response is a reaction by an individual to another individual’s transactional stimulus. In terms of TA, the study of the action-reaction interaction is concerned with diagnosing which ego states or life positions are used during each of these types of interactions (the transactional stimulus and transactional response). For ego states, simple transactions in which both stimulus and response arise from adult ego states are called parallel or c omplementary because an adult ego state stimulus that generates an adult ego state response is most often appropriate and expected. Likewise, child to parent ego state transactions (and vice versa) are also considered complementary ego states because these types of interactions would also be considered to be appropriate and expected. Some transactions are not complementary, such as an initial adult-to-adult stimulus followed by a child to parent response. These responses that are not expected, not appropriate, and are not complementary to one another, are called crossed transactions. Another transaction that occurs, but is often more subtle, is when an expected response is received, but an underlying message may exist. This is referred to as an ulterior response. Ulterior responses sometimes include a certain tone, specific verbiage, or what is perceived as sarcasm that make the interaction a little less recognizable. In these cases, further interaction could be required to understand the life position of the individuals involved, if necessary. Analyzing transactions to determine ego states can help determine life positions of individuals. As long as transactions remain complementary, communication continues regardless of the content of the transaction. The application of
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TA provides opportunities for individuals to develop as leaders and contribute to the leadership development of others. When all parties involved are aware of each other's needs, communication improves. Individuals in leadership positions have found TA to be very helpful in terms of understanding individual’s needs and increasing organizational effectiveness. 108 Chapter 14 LEADERSHIP # Chapter 14 LEADERSHIP Section 14A—Responsibility 14.1. Leadership Responsibility As the old adage “a born leader” implies, there are individuals who were intended, inclined, or born to lead. On the other hand, leadership is often defined by a person’s title or position of authority. In all actuality, leadership is an ability we can all develop, cultivate, and expand upon. Merriam-Webster’s dictionary defines the word lead as, “to guide on a way especially by going in advance” or “to direct on a course or in a direction.” A military leader is considered to be, “a person who directs a military force or unit” or “one who has commanding authority or influence.” Leadership, as a moral quality put into action through a command or leadership role, can serve to move mountains…or move people over, around, or through mountains, whichever is required. Another way of looking at leading in the Air Force can be recognized as the art and science of accomplishing the Air Force mission by motivating, influencing, and directing Airmen. This highlights two central elements, the mission, objective, or task to be accomplished; and the Airmen who will accomplish it. The science of leadership being observed and studied refers to the methods and understanding of what leadership is. The art of leadership, being personal and subjective, refers to the demonstration and application of leading. 14.2. Leadership and Management While leadership and management are separate topics in many respects, they go hand in hand in producing elements that
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promote mission success. Organizations need a strong balance of both. “Management is getting people to do what needs to be done. Leadership is getting people to want to do what needs to be done.” - Warren G. Bennis, Ph.D. A leader is a person who leads or commands a group, organization, or country. Terms often associated with leadership roles include flight leader, team leader, and squad leader. Warren G. Bennis, Founding Chair, The Leadership Institute, University of Southern California, labeled three primary behavioral leader characteristics as the abilities to motivate, develop, and inspire. Under this model, leaders motivate and inspire people to interact and understand one another as they move in the right direction by satisfying human needs for a sense of achievement, belonging, recognition, self-esteem, and control over their lives. A manager is a person responsible for controlling or administering all or part of a company or organization. Terms often associated with managerial roles include career field managers, major command functional managers, program managers, and project managers. Bennis labeled three primary behavioral characteristics of managers as administrators, maintainers, and controllers. Under this model, managers focus on tasks and aim to assert a level of control to drive people in the right direction. - Generally, managers ensure the resources needed are readily available and efficiently used. Leaders launch and steer the organization toward the pursuit of goals and strategies. 109 - Managers are responsible for organizing projects, staffing positions with qualified individuals, communicating plans, delegating responsibilities, and devising systems to monitor implementation. Leaders support these actions by aligning the personnel’s needs, wants, emotions, and aspirations with the task. - Good management brings a degree of order and consistency to key issues like readiness, availability, and sustainment. Good leaders lead people to accomplish the mission. - The best managers tend to
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become good leaders because they develop leadership abilities and skills through practicing good management techniques. Similarly, often an effective leader will also be found to be a good manager. 14.3. Professional Associations Private organizations develop professional skills and associations for individuals in many career fields and technical specialties. Membership in such associations may provide additional opportunities for leadership roles, public speaking, and mentoring, as well as broaden technical expertise. Many units have unofficial organizations, such as the squadron booster club and event planning committees. There are also organizations that allow members to join based on rank, such as the Junior Enlisted Airmen Council, 5/6 Counsel, Top III, and the Chiefs’ Group. Taking an active role in these organizations is highly encouraged for personal and professional development. 14.4. Chief of Staff, United States Air Force Professional Reading Program In 1996, General Fogleman created the Chief of Staff, USAF Professional Reading Program to develop a common frame of reference among Air Force members—officers, enlisted, and civilians—to help each become better, more effective advocates of airpower. The Chief of Staff, USAF Professional Reading Program can help launch a career-long reading habit or supplement previous reading materials. Topics, although the majority detail airpower from its genesis to recent times, include insight into Air Force history, analysis of ongoing conflicts and their relevancy to the future, organizational and leadership success stories, and lessons learned from recent conflicts. These sources provide great examples of leadership to illustrate qualities Airmen should emulate. The reading list is particularly relevant as civilian men and women take on more responsibility in these times of global terrorism and international conflict. Each Chief of Staff of the Air Force has subsequently enhanced and continued the program with current and relevant material for the force. The program currently includes books, films, documentaries, briefings,
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presentations, publications, journals, and other online resources. The professional reading list and a brief summary of new selections can be found on the Air Force Portal and at: .110 Section 14B—Active Leadership Role 14.5. The Leader as a Mentor Mentoring is a process designed to help each individual reach his or her maximum potential. Air Force leaders have an inherent obligation and responsibility to mentor future leaders. Through mentoring, senior leaders pass on their experience and wisdom to junior members as well as philosophy, traditions, shared values, quality, and lessons learned. Commanders and supervisors must be positive role models and make themselves available to Airmen who seek career guidance, counsel, and mentorship. They must take an active role in their Airmen’s professional development by continually challenging them to grow, develop, and improve. At a minimum, a supervisor’s mentoring consists of a discussion of performance, potential, and professional development plans during performance feedback sessions. Conversations should include promotion, professional military education, advanced degree work, physical fitness, personal goals and expectations, professional qualities, future assignments, and long-range plans. “We make a living by what we get, we make a life by what we give.” - Winston Churchill Mentoring is an ongoing process and perhaps the most powerful method leadership can use to shape the future. It helps prepare Airmen for the increased responsibilities they will assume as they progress in their careers. There are no limitations or stages of career development that would limit any individual from benefitting from the counsel of a mentor. Additionally, mentors are often appreciated by the mentees more than they will ever know. 14.6. The Air Force Mentoring Program The Air Force mentoring program covers a wide range of areas, such as career guidance, professional development, leadership, Air Force history and heritage, airpower doctrine, strategic vision,
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and contributions to joint warfighting. Foremost, individuals must focus on Air Force institutional needs. The Air Force must develop people skilled in the employment and support of airpower and how this meets national security needs. Mentors must distinguish between individual goals, career aspirations, and realistic expectations. Each individual defines a successful career, goal, or life accomplishment differently. There are numerous paths to meet individual career and success goals. Although the immediate supervisor or rater is the primary mentor, coach, counselor, guide, or role model for Airmen, subordinates may seek additional counseling and professional development advice from other sources or mentors as well. While there are several approaches mentors can take in the form of coach, counselor, advisor, and advocate, Air Force mentoring is governed by AFMAN 36-2643, Air Force Mentoring Program . 14.7. The Mentoring Process The mentoring model demonstrates the concepts of effective mentoring. The elements of effective mentoring, described here, correspond to the letters in the word itself. M – E – N – T – O – R – I – N – G 111 Model. An effective mentor, serving as a role model, understands that actions speak much louder than words. The protégé is constantly observing and learning from the mentor. The opportunity to see how the mentor deals with a variety of situations is an important part of the mentoring process. Empathize. Mentoring requires the ability to empathize and show genuine compassion for protégés. Mentors who remember what it was like when they were new and inexperienced may be more effective in assisting others in their professional development. Empathy cultivates bonds between mentors and protégés and fosters the mutual commitment that exemplifies mentoring. Nurture. Nurturing emphasizes a caring attitude. Like a farmer tends to the field, the mentor nurtures the protégé, by investing ample time,
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patience, and effort. Mentors must make the time and effort to effectively mentor their protégés and provide the appropriate amounts of attention, training, and time for them to apply, internalize, and value what they have learned. Teach. The skill of teaching may not come naturally to everyone, but knowledge and experience are valuable as mentors. Consider these five simple steps when teaching and training protégés: (1) organize the material into logical, systematic units of manageable size; (2) correct errors immediately; (3) frequently review previously covered material and relate the material to the current lesson; (4) include practical exercises to help the protégé exercise the newfound knowledge; and (5) evaluate the protégés’ progress and provide detailed feedback. Organize. Mentors must first be organized before helping others become organized. An organized mentor knows from the very beginning what he or she wants to achieve, and focuses on this goal. The time and effort spent organizing thoughts and materials into a logical, sequential plan aimed at a precisely defined target pays big dividends in the form of improved learning and developmental experiences for the protégé. Respond. Mentoring is a two-way communication process that requires mentors to actively listen to the protégés’ questions and provide useful and timely responses. Effective mentors must remain alert to recognize nonverbal behaviors and subtle communication cues that indicate the protégés’ interest in certain areas. Mentors should be proactive, anticipate the needs, problems, and concerns of protégés, and address them immediately. Inspire. More than a good role model, teacher, or ally, a genuine mentor is an inspirational mentor. Inspirational mentors have a profound impact on protégés that encourages them to transform into a more improved being. Inspiration is a characteristic that distinguishes leaders from managers. Network. A good mentor introduces and connects a protégé with others who can provide
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increased guidance, support, resources, and opportunities. Networking is a vital function that helps protégés establish themselves in their professional community through a solid network of friends, acquaintances, and associates. Goal-Set. Sometimes people lack the experience to understand the importance of setting goals or the expertise to establish specific, achievable, and realistic goals. Mentors must help their protégés understand why goals are important; establish short- and long-term goals that are specific, achievable, and realistic; and be available to assist them in achieving their goals. 14.8. The Leader as a Counselor Being involved in an Airman’s development and growth is essential to a leader’s influence and credibility. Leaders should seek to develop and improve counseling abilities to ensure effective counseling is provided to Airmen. Counseling can be conducted for a number of reasons, ranging 112 from something as simple as discussing steps made toward achieving a goal, to something as complex as addressing a significant life changing event. 14.9. When to Counsel The key to successful counseling is to conduct the counseling as close to the event as possible. Good leaders take advantage of naturally occurring events as opportunities for providing feedback. Leaders must be genuinely interested in Airmen and understand how involvement can help personally and professionally. Listening and providing assistance may greatly enhance an Airman’s ability to deal with a situation. Professional growth counseling is often conducted while reviewing an Airman’s duty performance during a certain period and setting standards for the next period, typically, but not only during Airman’s Comprehensive Assessment (ACA) feedback sessions. Leaders may conduct counseling for superior or substandard duty performance or behavior. Leaders may conduct crisis counseling to help an Airman through the initial shock after receiving negative news. Referral counseling may follow crisis counseling, which can help Airmen work through a personal situation and
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may serve as preventive counseling before a situation becomes a problem. Referral counseling often involves agencies, such as legal services, religious affairs, or an alcohol and drug counselor. 14.10. Approaches to Counseling An effective leader approaches each Airman as an individual. Different people and different situations require different counseling approaches. Three approaches to counseling include nondirective, directive, and combined. The major difference between the approaches to counseling is the degree to which the Airman participates and interacts during a counseling session. Figure 14.2. summarizes the advantages and disadvantages of each approach. Nondirective. The nondirective counseling approach is preferred for most counseling sessions. During the counseling session, the leader listens to the situation before helping the individual make decisions or giving advice. The leader encourages the Airman to explore and clarify important points to better understand the situation. During nondirective counseling, the leader should refrain from providing solutions or rendering opinions, instead, maintain focus on individual and organizational goals and objectives. Also, ensure the Airman’s plan of action aligns with those goals and objectives. Directive. The directive counseling approach works best to correct simple problems, make on-the-spot corrections, and correct specific aspects of duty performance. The leader using the directive style directs a course of action for the Airman. The directive approach is best when time is short, when the solution is clear, or if an Airman has limited problem-solving skills and needs guidance. Combined. The combined counseling approach is a blend of both the directive and nondirective approaches, adjusting them to articulate what is best for the situation. With the combined approach, the leader emphasizes the Airman’s planning and decision-making responsibilities by listening, offering options, helping analyze possible solutions, encouraging the Airman to decide which solution is best, and assisting with the development of a plan of action. 113 >
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Figure 14.2. Co unseling Approach Summary Chart. > Approach Advantages Disadvantages > Nondirective > Encourages maturity > Encourages open communication > Develops personal responsibility > More time consuming > Requires greatest counselor skills > Directive > The quickest method > Good for people who need clear, concise direction > Allows counselors to actively use their experience > Does not encourage Airmen to be part of the solution > May treat symptoms, not problems > May discourage Airmen from talking freely > The counselor provides the solution, not the Airman > Combined > Moderately quick > Encourages maturity > Encourages open communication > Allows counselors to actively use their experience > May take too much time for some situations 14.11. The Counseling Process One of the most important things a leader can do when conducting a counseling session, regardless of purpose, is to ensure the intent is established and the environment is appropriate. Although the length of time required will vary, when possible, conduct counseling during the duty day, aim for the counseling session to last less than one hour, and be prepared to schedule a second session, if necessary. Both the leader and the Airman should clearly understand why, where, and when the counseling session will take place and be prepared to discuss main points, pertinent information, and plausible, obtainable goals. Finally, the environment should have minimal interruptions and be free from distractions to show respect for the Airman and the conversation. Even when you have not prepared for formal counseling, you can follow the four basic components of a counseling session: state the purpose, discuss the issues, develop a plan of action, and record the plan. These steps can be as simple or as elaborate as the situation requires. Also, schedule any future meetings, at least tentatively, before closing
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the session. Appropriate measures to consider following the counseling may include a follow-up session, making referrals, informing the chain of command, and taking corrective measures. 14.12. The Leader as a Coach Effective leaders often serve as coaches who must thoroughly understand the strengths, weaknesses, and professional goals of members of their teams. Leaders coach Airmen similar to the way athletic coaches improve their teams, by setting goals, developing and implementing plans of action, and providing oversight and motivation throughout the process. 114 14.13. The Lost Art of Feedback During counseling sessions of any purpose or intent, there is a matter of feedback to be addressed. Feedback can provide a spark that inspires change in a career or personal life for the better. Through feedback, recipients can discover and develop in ways they did not know or think they were previously capable of. Regardless of how the feedback is delivered, showing genuine consideration for the individual is important. When a leader remains true to the nature of the feedback and delivers the message consistently, these perceptions are more likely to be subject to the trust established between the leader and the individuals they are responsible for. Two types of feedback are supportive feedback (reinforcing an ongoing behavior) and corrective feedback (desiring a change in behavior). The feedback strategies suggested here offer a logical and effective sequence of events for helping an individual attain a goal. The person planning the session must decide on the desired objective or outcome, whether the outcome is expected to be achieved within five minutes or five years after the feedback session. Supportive Feedback. Supportive feedback is used to reinforce behavior that is effective and desirable. Although good performance and appropriate behavior are expected from the employee, if supervisors concentrate on what individuals are doing well, then
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superior work is what individuals become aware of. What is reinforced has a tendency to become stronger, what is not reinforced has a tendency to fade away. There are a few things to keep in mind when giving supportive feedback. - Acknowledge the specific action to be reinforced. Immediately let the individual know you are pleased about something he or she did. Be specific and describe the event in behavioral terms. “You finished the project (action) on time (result). We can begin to move forward to (impact).” - Explain the effects of the accomplishment and state your appreciation. For the behavior to be reinforced, the individual must be able to see the effects of that behavior in specific, observable ways. “Your efforts were a major factor in securing the contract (effect). I am pleased with your outstanding work (appreciation).” - Help the individual take full responsibility for the success. One approach to help the individual internalize the success and receive satisfaction from it, is to ask how the success was accomplished or if any problems were encountered and how they were overcome. In talking about what happened, the individual is likely to realize how much he or she was really responsible for. - Ask if the individual wants to talk about anything else. While the individual is feeling positive and knows that you are appreciative and receptive, he or she may be willing to open up about other issues. The positive energy created by this meeting can be directed toward other work related issues, so take advantage of the valuable opportunity. - Thank the individual for the good performance . Thanking the individual for the accomplishment assures your appreciation will be uppermost in his or her mind as he or she leaves and returns to the work setting. Corrective Feedback.
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Corrective feedback is used to alter a behavior that is ineffective or inappropriate. A corrective feedback session may not be a particularly positive experience, but there are ways to ensure the most desired outcome is achieved. When an individual is made aware of undesirable behavior, having an immediate alternative can be effective and powerful in shaping behavior. It can also help the individual to come out of a personally uncomfortable situation in the shortest possible time and help protect the dignity of the individual. 115 The leader should establish himself or herself as a supporter of good work and good workers, which can go a long way in developing strong, productive, supportive working relationships. By presenting an alternative the individual might never have considered or that was considered and rejected, the leader would make the individual aware that an alternative was available at the time they chose to act otherwise. This awareness can facilitate the individual in taking responsibility for his or her own choices. That is, the individual would realize, “That's right, I could have done it that way.” Here are a few things to keep in mind when giving corrective feedback. - Immediately describe the event in behavioral terms and explain the effect . Clearly relate in specific, observable, and behavioral terms, the nature of the behavior and the effect it had on others or the organization. If you can appropriately say something to reduce the employee's embarrassment, the employee is more likely to accept the feedback in a non-defensive manner. - Ask what happened. Before assuming the individual is at fault, ask what happened. In many instances, the subordinate is not at fault or is only partially responsible. At worst, the individual is given an opportunity to explain before you proceed. At best, you may receive information
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that would prevent you from unduly criticizing them. - Help the individual to take full responsibility for their actions. The more time spent on finding out what happened, the easier it will be to help the individual take responsibility for their actions. The individual needs to learn from the experience and be willing to correct it. - Develop a plan to deal with the issues. Once the individual has accepted responsibility, the next step is to help rectify the situation by collaborating and devising a plan to take action. This is also an excellent opportunity to build on the individual’s strengths, “I’d like for you to show the same fine attention to safety regulations that you show to job specifications.” - State your confidence in the individual’s ability. Once the issue is resolved, end the session by stating your confidence in the ability of the individual to handle the situation and your interest in following up to provide additional feedback, when necessary. The objective is to allow the individual to reenter the work setting feeling as optimistic as the situation permits. Additional feedback guidelines. The more that supportive feedback is cast in terms of specific behaviors, the higher the probability that those behaviors will be repeated and eventually become part of the person's natural way of doing things. The more that corrective feedback is cast in specific behavioral terms, the more it supports problem solving and the easier it is to control. Here are a few more examples of how to provide feedback in a productive manner. - Present observable effects. If the employee is to learn from feedback and respond to it, they must be able to see clearly how the behavior impacted the group's performance, morale, etc. When the employee perceives the feedback objectively, the issue will be
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depersonalized, and they will be more willing to demonstrate appropriate behaviors or modify inappropriate behaviors. If specific observable behavior is not addressed by the leader in the feedback session, he or she should expect the individual to ask for examples or more details regarding the issue. Be prepared to provide clarification so the individual can begin to understand the specific observable behavior being addressed. - Focus on actions, not attitudes. Just as feedback must be specific and observable to be effective, it must be non-threatening and respect the dignity of the person receiving the feedback. Rather than taking the approach of stating something like, “You have been acting hostile toward Jim,” it may be more appropriate to describe the actions by stating, “You threw the papers down on Jim's desk and used profanity.” 116 - Determine the appropriate time and place. Feedback works best if it is given as soon as feasible after the behavior occurs. Waiting decreases the impact that the feedback will have on the behavior. The passage of time may make the behavior seem less important, and some of the details of the behavior might be forgotten. From the individual’s viewpoint, the longer the wait for the feedback, the less important it must be. Try to eliminate unnecessary stress or suspense regarding a meeting. A more appropriate approach would be to say, “Do you have time to talk now?” or “When you reach a stopping point, drop by my office.” On the other hand, the leader might convey a quick observation by telling someone informally, “That was a great presentation at this morning’s meeting.” Choosing the time and place is a matter of mixing a little common sense with an awareness of comfort levels and norms in the environment. Note: In many instances, praise in public is
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appropriate and appreciated. Also, almost without exception, corrective feedback is more appropriately given in private. However, some group norms prefer privacy with regard to any feedback, praise, or otherwise. Sometimes work group norms prefer to make a big deal out of good work. This does not mean that the group does not value good work, but supportive feedback in private might prevent the feeling of breaking the norm, even when it is in a positive manner. - Refrain from inappropriately including other issues. When supportive feedback is given, introducing an unrelated topic could undercut the supportive feedback. However, in certain situations it may be appropriate to give supportive and corrective feedback in the same session. If giving supportive and corrective feedback within the same conversation, rather than connecting the two with the word “but” use “and” instead. This method allows both parts of the sentence to be heard clearly and sets the stage for a positive suggestion. - Perceptions of feedback. The person giving the feedback is responsible for relating the situation as he or she observes it, and the person receiving the feedback is responsible for relating what he or she meant, felt, or thought. From the recipient's viewpoint, the first principle is, “You can't tell me how I am, and I can't tell you what you see.” Although most people realize that giving feedback correctly requires skill and awareness, they may find it just as important to learn how to receive feedback. Receiving feedback can be challenging. It is very common for people to disagree with, disown, or attempt to justify information presented during a feedback session. To prevent or minimize defensiveness and miscommunication during a feedback session, there are a few things to keep in mind so the information is perceived as valuable rather than as a
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personal attack. Section 14C—Introspection 14.14. Leadership Development Leaders must effectively influence others, whether through expectation, delegation, or empowerment. Qualities that facilitate followership and ensure credibility and mutual respect with Airmen are also important. Three qualities that help leaders gain respect and credibility and have a positive influence on others are self-awareness, cultural awareness, and empathy. Self-Awareness. Leaders must be fully aware of their own values, needs, and biases before counseling Airmen. Self-aware leaders are more likely to act consistently with their own values and actions and are less likely to project their own biases onto Airmen. Cultural Awareness. Leaders need to be aware of the similarities and differences between individuals of different cultural backgrounds and how these factors may influence values, 117 perspectives, and actions, especially if they generate concerns within the organization. Empathy. Showing empathy is being understanding of and sensitive to another person’s feelings, thoughts, and experiences to the point that you can almost feel or experience them yourself. Leaders with empathy put themselves in another’s shoes and see a situation from their perspective. Understanding another’s position can help the development of a plan of action—one that works. 14.15. Leadership Self-Evaluation To successfully perform as a responsible leader, one must understand what is expected of them. The following is a list of questions that offer a perspective for what is expected of aspiring leaders in developing particular skills. Only the most honest responses will reveal one’s definitive strengths and potential weaknesses. Pause and consider the importance of the following questions. - Do I have the courage to make tough decisions and stand by them? - Am I flexible when dealing with change? - Can I remain enthusiastic and cheerful when I am confronted with seemingly impossible tasks? - Am I willing to do my best with what seem
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to be inadequate means? - Can I inspire people to achieve outstanding results? - Am I willing to take reasonable risks to allow my Airmen to grow and become more productive? - Am I willing to let my Airmen be creative? - Does my manner invite communication? - Do I really listen and withhold judgment until I have all the facts? - Am I willing to accept my Airmen’s failures as my own and recognize their successes as theirs? - Am I able to do many things at one time to manage a complex job? - Can I carry out orders as well as give them? 14.16. Leadership Milestones Life in the military incorporates a perpetual requirement for continued development. Effective leaders must accept the responsibility of being both a master student and a master teacher by embracing the role of both follower and leader. Setting high, attainable standards provides opportunities for continual growth, as well as guidance and feedback. Giving Airmen a goal and inspiration for developing and performing to their best ability is a leader’s direct line to developing leaders of tomorrow. In business, successful corporations actively seek out people with leadership potential and expose them to career experiences designed to develop their skills. They also value a combination of maturity, experience, and untapped potential as a valuable asset to any organization. Valuing Experience. Leaders foster professional growth by insisting their Airmen focus attention on the aspects of a situation, mission, or project they control, setting the stage for some adventure and providing challenging and enlightening experiences. As leaders progress and develop themselves, it is just as important to allow Airmen to do the same while growing a sense of confidence in their skills and abilities. 118 Fostering Growth. The role of the leader in fostering growth is
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