Air Force Specialty Code 2A6X2 AEROSPACE GROUND

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Air Force Specialty Code 2A6X2

AEROSPACE GROUND EQUIPMENT

CAREER FIELD EDUCATION AND TRAINING PLAN

DEPARTMENT OF THE AIR FORCE

Headquarters, U.S. Air Force

Washington, DC

CFETP 2A6X2

Part I

9 JULY 2024

CFETP2A6X2 9 JULY 2024

This Page Intentionally Blank

CFETP2A6X2 9 JULY 2024

CAREER FIELD EDUCATION AND TRAINING PLAN

AEROSPACE GROUND EQUIPMENT

SPECIALTY AFSC 2A6X2

Table of Contents

PART 1 Page

Preface 5

Abbreviations/Terms Explained 6

Section A - General Information 10

4. Purpose of the Career Field Education and Training Plan (CFETP)

5. Use of the CFETP

6. Coordination and Approval of the CFETP

Section B - Career Progression and Information 11

7. Specialty Description

8. Skill/Career Progression

9. Training Decisions

10. Competencies

11. Community College of the Air Force (CCAF)

12. Career Field Path

Section C - Skill Level Training Requirements 17

13. Purpose

14. Specialty Requirements

Section D - Resource Constraints 18

15. Purpose

16. Apprentice Training

17. Journeyman Training

18. Craftsman Training

Section E - Transitional Training Guide (reserved) 18

19. Section Reserved

PART 2

Section A – Specialty Training Standard 19

20. Implementation

21. Purpose

22. Objective Measurement

23. Objective Standard

24. Proficiency Level

25. Course Objective Listing

CFETP2A6X2 9 JULY 2024

Section B – Course Objective List 20

Section C – Support Material (reserved) 20

Section D – Training Course Index 20

Section E – MAJCOM-Unique Requirements (reserved) 21

Attachment 1

Airmen’s Foundational Competencies

Attachment 2

Attachment 3

Qualitative Requirements Code Key

Specialty Training Standard- General

OPR: 361 TRS/TRR

Certified by: HQ USAF/A4LM (CMSgt Mary

Ryan) Supersedes: CFETP 2A6X2, 19 July 2019

Pages: 30

CFETP2A6X2 9 JULY 2024

CAREER FIELD EDUCATION AND TRAINING PLAN

AEROSPACE GROUND EQUIPMENT

SPECIALTY AFSC 2A6X2

PART I

PREFACE

1. This Career Field Education and Training Plan (CFETP) is an education and training document that

identifies life-cycle education/training requirements, training support resources, and minimum core

competency requirements for the 2A6X2, Aerospace Ground Equipment (AGE), career field. The CFETP

provides personnel a clear path to career success and instills rigor in all aspects of career field training. This

CFETP supersedes 2A6X2 CFETP dated 19 July 2019. NOTE: Civilians occupying associated positions (Air

Reserve & Air National Guard Technicians) will use Part 2 to support duty position qualification training.

2. The CFETP consists of two parts. Supervisors will use both parts to plan, manage, and control training.

Using guidance provided in the CFETP ensures that individuals in this specialty receive effective and

efficient training at the appropriate point in their career. This plan enables us to train today’s workforce for

tomorrow’s jobs.

2.1. Part 1 provides information necessary for overall management of the specialty.

• Section A explains the purpose and use of the plan.

• Section B identifies career field progression information.

• Section C associates each skill level with training/specialty requirements (knowledge, education,

training, etc.).

• Section D indicates resource constraints to accomplishing this plan, such as funding, manpower,

equipment, and facilities. Section E identifies transitional training guide requirements (reserved).

2.2. Part 2 includes the following:

• Section A concerns course objectives.

• Section B identifies available support material (reserved).

• Section C identifies a training course index that supervisors can use to determine if resources are

available to support training. Included here are both mandatory and optional courses.

• Section D identifies MAJCOM-unique training requirements (reserved).

• Section E covers the Specialty Training Standard that identifies duties, competencies, and technical

references to support training; Air Education and Training Command (AETC)-conducted training; and

wartime course/core competencies. At the unit level, supervisors and trainers use Part 2 to identify,

plan, and conduct training commensurate with the overall goals of this plan.

3. Using CFETP guidance ensures individuals in this specialty receive effective and efficient training at the

appropriate points in their career. This plan enables us to train today’s work force for tomorrow’s jobs.

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TERMS

Air Force Career Field Manager (AFCFM) – Representative appointed by the respective HQ USAF Deputy

Chief of Staff or Under Secretariat, to ensure assigned AF specialties are trained and utilized to support AF

mission requirements. AF Career Field Manager is the OPR; however, works in concert with MAJCOM

Functional Managers as required.

Air Force Job Qualification Standard (AFJQS) – A comprehensive task/competency list which describes a

particular job type or duty position. Supervisors use the AFJQS to document task/competency qualifications.

The tasks/competencies on AFJQS are common to all personnel serving in the described duty position.

Career Field Education and Training Plan (CFETP) – A CFETP is a comprehensive, multipurpose

document covering the entire spectrum of education and training for a career field. It outlines a logical growth

plan that includes training resources and is designed to make career field training identifiable to eliminate

duplication and to ensure training is budget defensible.

Certification - A formal indication of an individual’s ability to perform a competency to required standards.

Certification Official - A person authorized by appropriate commander to determine an individual’s ability

to perform a competency to required standards.

Competencies - Observable, measurable pattern of knowledge, skills, abilities, behaviors, and other

characteristics needed to perform institutional or occupational functions successfully.

Core Competency - A competency that identifies, as a minimum, qualification requirement within an Air

Force Specialty. Only a percentage of critical competency for each system are listed as mandatory core

competency. This gives units the needed flexibility to manage their workforce training.

Course Training Standard (CTS) – Training standard that identifies the training members receive in a

specific course.

Course Objective Listing - A list of the competencies and knowledge requirements and respective objectives

provided to achieve a 3-level in this career field. Supervisors may use the listing to assist in conducting

graduate evaluations in accordance with DAFI 36-2689, Training Program.

Distance Learning – Structured learning that does not require the physical presence of the instructor.

Exportable Training - Additional training via computer assisted, paper text, interactive video, or other

necessary means to supplement training.

Field Training – Technical, operator, and other training either a training detachment or field training team

conducts at operational locations on specific systems and associated direct-support equipment for maintenance

and aircrew personnel.

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Home Station Training (HST) – Training required to perform in the current duty position to include duty

position competencies, core competencies, Resource Augmentation Duty program competencies, contingency

competencies, and additional duty competencies.

Initial Skills Training - A formal in-resident course that results in award of a 3-level AFSC.

Instructional System Development (ISD) - A deliberate and orderly process for developing, validating, and

reviewing instructional programs that ensures personnel are taught the knowledge and skills essential for

successful job performance.

Maintenance Information System (MIS) - Systems and applications that support and enable maintenance

business processes. Used to document maintenance actions. Provides maintenance supervisors with products

to evaluate organizational effectiveness and to aid in decision-making processes at all levels.

Master Task List (MTL) – A comprehensive list (100%) of all tasks/competencies performed within a work

center which consists of the current CFETP or AF Job Qualification Standard and locally developed DAF

Forms 797 (at a minimum). Should include tasks/competencies required for deployment and/or unit type code

requirements.

Master Training Plan (MTP) – Employs a strategy for ensuring the completion of all work center job

requirements by using a Master Task Listing and provides milestones for tasks/competencies and Career

Development Course completion, prioritizing deployment/unit type code, home station training

tasks/competencies, upgrade, and qualification competencies.

Occupational Analysis (OA) – Collecting and analyzing factual data on the competencies and/or knowledge

performed by AF career fields. This data is used to provide personnel and training decision-makers with

factual and objective job information which enables them to justify and/or change personnel utilization

policies and programs, refine, and maintain occupational structures, and establish, validate, and adjust testing

and training programs.

On-the-Job Training (OJT) – Hands-on, “over-the-shoulder” training or evaluation conducted to certify

personnel in both upgrade (skill level award) and job qualification (position certification training).

Proficiency Training – Additional training provided to personnel through in-residence, exportable advanced

training courses, or on-the-job training, to increase skills and knowledge beyond the minimum required for

skill level upgrade.

Position Qualification Training – Training designed to qualify an Airman in a specific position and is

accomplished after upgrade training.

Qualification Training (QT) – Actual hands-on competency performance training designed to qualify an

Airman in a specific duty position. This training occurs both during and after the upgrade training process.

It’s designed to provide the performance skill/knowledge training required to do the job.

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Qualification Training Package (QTP) – An instructional package designed for use at the unit to qualify, or

aid qualification in a duty position or program, or on a piece of equipment. It may be printed, computer-based,

or in other audiovisual media.

Resource Constraints – Resource deficiencies, such as money, facilities, time, manpower, and equipment

that preclude desired training from being delivered.

Specialty Training Requirements Team (STRT) – A forum made up of the Air Force Career Field Manager

(AFCFM), AETC Training Pipeline Manager, career field MAJCOM Functional Managers (MFMs), Subject

Matter Experts (SMEs), and AETC personnel who determine career path training requirements.

Specialty Training Standard (STS) – An AF publication that describes an Air Force Specialty (AFS) in

terms of competencies and knowledge an Airman in that specialty may be expected to perform or to know on

the job. Also identifies the training provided to achieve a 3-, 5-, or 7-skill level within an enlisted AF

Specialty. It further serves as a contract between AETC and the functional user to show which of the overall

training requirements for an AFS are taught in formal schools and correspondence courses.

Supplemental Training – Formal, standardized training within an Air Force Specialty (AFS) that is in

addition to required initial skills training and skill level upgrade training. It may support new/newly assigned

equipment, methods, and/or technology.

Task/Competency Certifier – See Certification Official.

Training Detachment – An AETC detachment that provides technical training, at an operational location, on

specific systems, and their aerospace ground equipment. A training detachment aims to: qualify personnel on

new equipment or in new techniques and procedures, maintain proficiency and to increase skill and

knowledge, acquaint personnel with specific systems, and keep personnel aware of changing concepts and

requirements.

Upgrade Training (UGT) - A mixture of mandatory courses, competency qualifications, and QTPs that are

required for award of the 5-, 7-, or 9-skill levels.

Utilization and Training Workshop – Air Force Career Field Managers (AFCFM) use the utilization and

training workshop process to develop and review training programs within an Air Force Specialty or civilian

occupational series. The goal of the utilization and training workshop process is to develop the architecture

for effective life-cycle training to be provided at appropriate points throughout a career path and to ensure that

personnel within the specialty or series are properly employed.

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ABBREVIATIONS and ACRONYMS

AETC – Air Education and Training Command

AFCFM – Air Force Career Field Manager

AF COOL – Air Force Credentialing Opportunities On-Line

AFJQS – Air Force Job Qualification Standard

AFRC – Air Force Reserve Command

AFS – Air Force Specialty

AFSC – Air Force Specialty Code

ALS – Airman Leadership School

ANG – Air National Guard

BMT – Basic Military Training

CBRN – Chemical, Biological, Radiological, and Nuclear

CCAF – Community College of the Air Force

CEM – Chief Enlisted Manager

CFETP – Career Field Education and Training Plan

COL – Course Objective List

CTS – Course Training Standard

DAFECD – Department of the Air Force Enlisted Classification Directory

EPME – Enlisted Professional Military Education

FTD- Field Training Detachment

HST – Home Station Training

ICW – Interactive Courseware

ISD – Instructional System Development

ITP – Individual Training Plan

JQS – Job Qualification Standard

JSAMTCC – Joint Service Aviation Maintenance Technician Certification Council

MDS – Mission Design Series

MFM – MAJCOM Functional Manager

MMCL – MAJCOM Mandatory Course List

MTP – Master Training Plan

NCOA – Noncommissioned Officer Academy

OAR – Occupational Analysis Report

OJT – On-the-Job Training

QT – Qualification Training

QTP – Qualification Training Package

SEI – Special Equipment Identifier

SKT – Specialty Knowledge Tests

SME – Subject Matter Expert

SNCOA – Senior Noncommissioned Officer Academy

STRT – Specialty Training Requirements Team

STS – Specialty Training Standard

TIS – Time in Service

TIG – Time in Grade

WAPS – Weighted Airman Promotion System

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SECTION A – GENERAL INFORMATION

4. Purpose. This CFETP provides information necessary for the AFCFM, MFMs, commanders, training

managers, supervisors, and trainers to plan, develop, manage, and conduct an effective career field training

program. This plan outlines the training that individuals in AFSC 2A6X2 should receive to develop and

progress throughout their career. This CFETP identifies initial skills, upgrade, and qualification training.

Initial skills training is the Air Force Specialty-specific training that an individual receives upon entry into the

Air Force or upon retraining into AFSC 2A6X2 for award of the 3-skill level. Upgrade training identifies the

mandatory courses, competency qualification requirements, and correspondence course completion

requirements for award of the 3, 5, 7, or 9-skill levels. Qualification training is actual hands-on competency

performance training designed to qualify an Airman in a specific duty position; this training program occurs

both during and after the upgrade training process. It’s designed to provide the performance skills/knowledge

required to do the job. Proficiency training is additional training, either in-resident or exportable advanced

training courses, or on-the-job training provided to personnel to increase their skills and knowledge beyond

the minimum required for upgrade. The CFETP has several purposes, some of which are to:

4.1. Serve as a management tool to plan, manage, conduct, and evaluate a career field training program. It’s

also used to help supervisors identify training at the appropriate point in an individual’s career.

4.2. Identify competency and knowledge training requirements for each skill level in the specialty and

recommend education/training throughout each phase of an individual’s career.

4.3. List training courses available in the specialty, identify sources of training, and identify the training

delivery method.

4.4. Identify resource constraints that impact full implementation of the desired career field training process.

5. Usage: The plan will be used by MAJCOM FMs, Base Training Managers (BTMs), Base Functional

Managers (BFMs), and supervisors at all levels to ensure comprehensive and cohesive training programs are

available for each individual in the specialty.

5.1. AETC training personnel will develop or revise formal in-resident, non-resident, FTD, and exportable

training based on requirements established by the users and documented in Part 2 of the CFETP. They will

also work with the AFCFM to develop acquisition strategies for obtaining resources needed to provide the

identified training.

5.2. MAJCOM FMs ensure their training programs complement the CFETP mandatory initial, upgrade, and

proficiency requirements. On-the-job Training, resident training, and contract training or exportable courses

can satisfy identified requirements. Ensure Major Command-developed training to support this Air Force

Specialty Code is identified for inclusion into the plan.

5.3. Each individual will complete the mandatory training requirements specified in this plan. The list of

courses in Part 2 is used as a reference to support training.

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6. Coordination and Approval. The Air Force Career Field Manager (AFCFM) is the approval authority.

Also, the AFCFM will initiate an annual review of this document to ensure currency and accuracy. Major

Command representatives and AETC training personnel will identify and coordinate on the career field

training requirements. The AFCFM can implement out-of-cycle changes whenever necessary to address the

addition of new platforms, systems, changes to test equipment, etc. Career field members can provide inputs

on content or change request to the AFCFM at any time via their MFM. The AFCFM will evaluate the

information and (1) provide feedback on why the suggestion will not be incorporated, (2) initiate an out of

cycle change, or (3) incorporate the suggestion during the next scheduled review, whichever is appropriate.

SECTION B - CAREER PROGRESSION AND INFORMATION

7. Specialty Description.

7.1. Specialty Summary. Refer to the Department of the Air Force Enlisted Classification Directory

(DAFECD), accessible via myFSS at https://myfss.us.af.mil/ search for “Department of the Air Force Enlisted

Classification Directory”.

7.2. Specialty Shred. None

7.3. Duties and Responsibilities.

7.3.1. Helper, Apprentice, Journeyman, Craftsman. Refer to “AFSC 2A672, Craftsman / AFSC 2A652,

Journeyman / AFSC 2A632, Apprentice / AFSC 2A612, Helper,” titled “AEROSPACE GROUND

EQUIPMENT” in DAFECD Section II, for specialty summary, duties and responsibilities, and specialty shred

out if applicable.

7.3.2. Chief Enlisted Manager (CEM) and Superintendent. Refer to “CEM Code 2A600/AFSC 2A692,

Superintendent,” titled “AIRCRAFT SYSTEMS,” in DAFECD Section II, for specialty summary, and duties

and responsibilities for 9-skill level and CEM personnel.

8. Skill/Career Progression. Adequate training and timely progression from the apprentice to the

superintendent skill level play an important role in the Air Force’s ability to accomplish its mission. It is

essential that everyone involved in training do their part to plan, manage, and conduct an effective training

program. The guidance provided in this part of the CFETP will ensure each individual receives necessary

training at appropriate points in their career.

8.1. Apprentice (3-skill level)

8.1.1. Individuals are awarded their 3-skill level upon completion of Initial

Skills Training (technical school). At their first duty station, a trainee will work

with a trainer to enhance their knowledge and skills.

8.1.2. Wear of the Basic Maintenance Badge is authorized on award of the 3

skill-level.

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8.2. Journeyman (5-skill level)

8.2.1. Upon arrival at their first duty location, individuals must complete formal 5-level OJT training

requirements as defined in this CFETP, AFI 36-2650, DAFMAN 36-2689, the DAFECD, and MAJCOM or

work-center-identified upgrade competencies. Once upgraded to the 5-skill level, the Journeyman will enter

qualification training to broaden their experience base by increasing their knowledge and skill in

troubleshooting and solving more complex problems. This includes qualification on duty specific competency

identified by the work center supervisor. Available proficiency and/or supplementary training should be

completed as early as duty permits.

8.2.2. Minimum time in upgrade training: None

8.2.3. Maximum time in upgrade training: none. However, promotion to Staff Sergeant requires a member to

achieve and maintain at least a 5-skill level.

8.3. Craftsman (7-skill level)

8.3.1. Once selected for promotion to Staff Sergeant, individuals begin formal 7-

skill level OJT training requirements as defined in this CFETP, AFI 36-2650,

DAFMAN 36-2689, the DAFECD, and MAJCOM or work-center-identified

upgrade competencies. Once upgraded to the 7-skill level, the craftsman will also

train on any qualification or duty specific competencies identified by the work

center supervisor. Available proficiency and/or supplementary training should be

completed as early as duty permits. Members should enroll and complete the 9-

skill level course (when available) soon after being selected for promotion to MSgt.

8.3.2. Minimum time in upgrade training: None

8.3.3. Maximum time in upgrade training: None

8.3.4. Completion of the Supervisor AFJQS is mandatory for upgrade to 7-level. See

https://www.airuniversity.af.edu/Foundational-Resources/

8.3.5. Completion of the NCOIC/Section Chief AFJQS is mandatory on promotion to MSgt.

8.3.6. Wear of the Senior Maintenance Badge (star) is authorized on award of the 7-skill level.

8.3.7. MSgt selects should attend the Production Superintendent course.

8.3.8 AGE Production Superintendent: An AGE Production Superintendent is a key position within an AGE

flight. This position is tasked to monitor AGE Flight production, distribution, control, and condition of assets

while simultaneously demonstrating extensive knowledge and strict adherence to AGE Flight safety, training

and CTK programs. Additionally, the AGE Production Superintendent should be able to interpret commanders’

vision, identify negative performance trends, and perform root cause analysis for presentation to various

organizations on or off installation. Positional requirements related to becoming an AGE Production

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Superintendent are annotated in the CFETP Part 2.

8.4. Superintendent (9-skill level)

8.4.1. The 9-skill level is awarded upon promotion to Senior Master Sergeant.

When necessary, unit OJT is used for training. In addition to full 7-skill level

qualifications, an individual must possess advanced skills and knowledge of

concepts and principles in the management of aircraft maintenance. The 9-

skill level needs to be an effective leader; must be able to forecast, budget,

and manage funds and other resources to include manning; must be

knowledgeable of federal and local environmental standards; and must ensure

adherence to the proper handling and disposal of hazardous materials. This

career field merges into the 2A600 career field at the CMSgt/9-skill level. Any aircraft specific qualifications

required are identified by Special Experience Identifier (SEI) codes.

8.4.2. Completion of the AFJQS for Flight Chiefs is mandatory prior to award of the 9-skill level. See

https://www.airuniversity.af.edu/Foundational-Resources/

8.4.3. Wear of the Master Maintenance Badge (wreath and star) is authorized on award of the 9-skill level.

9. Training Decisions. The CFETP has undergone a considerable revision towards building a competency-

based training and development platform for the AGE career field. A significant change is shifting the focus

from task-based training to an approach more centered on outcome-based learning. A task is a unit of work

activity or operation which forms a significant part of a duty. These are singular in nature and are usually

accomplished in one continuous action, which also can occur independently of other tasks. Conversely,

outcomes are learning goals that typically consist of a multitude of tasks. These outcomes are actions and

performances that embody and reflect the learner’s competence in using content, information, ideas, and tools

successfully. Focusing on learning outcomes allow organizations, leaders, supervisors, and trainers to

incorporate foundational competencies and underlying characteristics (values, traits, attitudes) into learning,

which is necessary for developing Airmen with the competencies needed for future challenges. The following

decisions resulted from close coordination between HQ AETC, 2AF Technical Training, schoolhouse

instructors and staff, field SMEs, functional managers and the AFCFM. The final training requirements are

then approved by the AFCFM.

9.1. A planning meeting was held from 11-14 July 2022 at Sheppard AFB, TX. Members of the planning

meeting sought to develop the learning outcomes. This was accomplished by reverse engineering the

behaviors found in the AGE occupational competency model and then by asking “What does an Airman need

to know/do in order to master a specific behavior?”. The intent of the learning outcomes is to identify all

factors needed to succeed in attaining the behavior. During the planning meeting, members decided (approved

at STRT/U&TW) to remove the qualitative proficiency code key and use a behavioral statement coding

system for the STS. As a result, each line item will consist of a verb and the coding system for formal training

will only use P (performance), K (knowledge), and pk (performance-knowledge).

9.2. The CFETP uses a building block approach (simple to complex) to encompass the entire spectrum of

training requirements for the AGE career field. The spectrum includes a strategy for when, where, and how to

meet the training requirements. The strategy must be apparent and affordable to reduce duplication of training

CFETP2A6X2 9 JULY 2024

and eliminate a disjointed approach to training. The following decisions were made by a career field STRT

held at Sheppard AFB, TX on 12-16 Sep 2022.

9.3. Core/Cert Tasks/Competencies. Tasks/competencies identified with the corresponding skill level (5/7)

are specialty-wide training requirements. Certification on all shop/flight line core tasks/competencies must be

completed for skill level upgrade.

9.4. Initials Skills Training: Initial skills training is provided by AETC through the AGE Course.

9.5. 5-Level Upgrade Training. Upgrade requirements include completion of core competencies and

identified work center requirements for their assigned weapons system and completion of MAJCOM

Mandatory Course List (MMCL) requirements as necessary based on assignment. Once 5-level CDC

replacements are available, they will be mandatory for upgrade and sustainment of the 5-skill level.

9.6. 7-Level Upgrade Training Requirements. Upgrade requirements include completion of core

competencies and identified work center requirements for their assigned weapons system, and completion of

MAJCOM Mandatory Course List (MMCL) requirements as necessary based on assignment.

10. Competencies.

10.1. The CFETP Part 2 identifies fifteen (15) sub-competencies. Each competency is further broken down

into the following proficiency levels; basic, intermediate, advanced, and expert. The proficiency levels are

not tied to a specific rank or position. Additionally, each occupational competency has supporting

competencies tied to them. The supporting competencies can allow Airmen to intentionally develop those

transferrable underlying characteristics that will translate to mission capabilities, mission readiness, and

mission success for the agile, future thinking Airman. Airmen, supervisors, trainers, mentors, and leaders

should look for opportunities to integrate the supporting competencies into every facet of an Airman’s

development as they seek to gain and increase proficiency within the AGE competencies.

10.2. Airmen’s Foundational Competencies. The foundational competencies are a set of accepted and

valued competencies, which enable success across a wide array of DAF missions, roles, functions, and duties.

These competencies are the core of Airmen development and enable Airmen with tools, pathways, and

capabilities to improve their performance in any job, specialty, or situation. The foundational competencies

are grouped into different categories of Developing Self, Developing Others, Developing Ideas, and

Developing Organization. See Figure 10.1. For further clarification, see Attachment 1.

CFETP2A6X2 9 JULY 2024

Figure 10.1. Foundational Competencies.

10.2. Occupational Competencies. A set of competencies required of all Airmen within a specific workforce

category (a group of functions requiring similar work, i.e., Engineering). They describe technical/functional

skills, knowledge, abilities, behaviors, and other characteristics needed to perform that function’s mission

successfully. The occupational competency modeling process follows a distinct process with continued

involvement from the career field. This process allows Airmen to see how their task lists, OJT, formal

courses, in addition to other training, education, and experiences are aligned with the career field’s strategic

objectives. For further clarification, see Attachment 1.

10.3. Intent. The intent of moving towards a competency-based system is to sharpen our Airmen’s tactical

expertise, operational competence, strategic vision, and joint proficiency to lead and execute the full spectrum

of USAF missions. This occurs not in a classroom but on the job by combining education, training, and

experiences to provide Airmen with a better developmental pathway as they move along their careers. Airmen

are still required to complete specific training courses, core tasks, and other training requirements to attain a

3-, 5-, and 7-skill levels. For further clarification, see Attachment 1.

10.4. The CFETP Part 2 identifies fifteen (15) sub-competencies. Each competency is further broken down

into the following proficiency levels; basic, intermediate, advanced, and expert. The proficiency levels are

not tied to a specific rank or position. Additionally, each occupational competency has supporting

competencies tied to them. The supporting competencies can allow Airmen to intentionally develop those

transferrable underlying characteristics that will translate to mission capabilities, mission readiness, and

mission success for the agile, future thinking Airman. Airmen, supervisors, trainers, mentors, and leaders

should look for opportunities to integrate the supporting competencies into every facet of an Airmen’s

development as they seek to gain and increase proficiency within the AGE competencies.

11. Higher Education and Advanced Certification Opportunities. Advanced certifications and other

additional off-duty education is a personal choice encouraged for the professional development of the entire

enlisted force.

CFETP2A6X2 9 JULY 2024

11.1. Community College of the Air Force (CCAF) Degree Program. Enrollment in CCAF occurs

automatically upon completion of Basic Military Training (BMT). Degree completion; technical education;

leadership, management and military studies; general education; and program elective requirements are

identified in the CCAF Catalog which can be found on the Air University (AU) site

at http://www.airuniversity.af.mil/Barnes/CCAF/.

11.2. CCAF Degree Requirements:

Topic

Semester Hours

Technical Education

Leadership, Management & Military Studies

General Education (written communication, oral

communication, mathematics, social science, humanities)

Program Elective

11.3. CCAF Academic Programs. In addition to its associate degree program, CCAF offers other

credentialing programs (licensure and certification). Licensure is normally issued by federal, state, or local

governmental agencies and is issued to individuals to practice in a specific occupation. Certification is

normally issued by non-governmental agencies, associations, schools, or industry-supported companies and

are typically an optional credential. Air Force Credentialing Opportunities On-Line (AF COOL) supports

programs like CCAF Instructor Certification; CCAF Instructional Systems Development (ISD) Certification;

and Joint Service Aviation Maintenance Technician Certification Council (JSAMTCC). Information on

current programs is available via the Air Force Portal CCAF site at

http://www.airuniversity.af.mil/Barnes/CCAF/.

11.4. Air Force Credentialing Opportunities On-Line (AF COOL) Program. AF COOL replaced the

CCAF Credentialing and Education Research Tool (CERT). The AF COOL Program can be accessed at

https://afvec.langley.af.mil/afvec/Public/COOL/Default.aspx. The site provides a research tool designed to

increase an Airman's awareness of national professional credentialing and CCAF education opportunities

available for all Air Force occupational specialties. The AF COOL Program also provides information on

specific occupational specialties, civilian occupational equivalencies, CCAF degree programs, and AFSC-

related national professional credentials available to enlisted members through credentialing agencies and

professional organizations. The AF COOL Program contains a variety of information about credentialing and

licensing and can be used to:

11.4.1. Get background information about civilian licensure and certification in general and specific

information on individual credentials including eligibility requirements and resources to prepare for an

examination.

11.4.1.1. Identify licenses and certifications relevant to an AFSC.

11.4.1.2. Learn how to fill gaps between Air Force training and experience and civilian credentialing

requirements.

CFETP2A6X2 9 JULY 2024

11.4.1.3. Get information on Tuition Assistance and GI Bill eligible funding opportunities to pay for

credentialing examinations and associated fees.

11.4.1.4. Learn about resources available to Airmen that can help them gain civilian job credentials.

12. Career Field Path.

SECTION C - SKILL LEVEL TRAINING REQUIREMENTS

13. Purpose: Skill level training requirements in this specialty are defined in terms of competencies and

knowledge requirements. This section outlines the specialty qualification requirements for each skill level in

broad, general terms and establishes the mandatory requirements for entry, award, and retention of each skill

level. The specific competency and knowledge training requirements are identified in the Specialty Training

Standard of this CFETP.

CFETP2A6X2 9 JULY 2024

14. Specialty Qualification Requirements.

14.1. Knowledge, Education, Training, and Experience. Refer to the Department of the Air Force Enlisted

Classification Directory (DAFECD), accessible via myFSS at https://myfss.us.af.mil/USAFCommunity,

search for “DAFECD”.

14.2. Helper, Apprentice, Journeyman, Craftsman. Refer to “AFSC 2A672, Craftsman/AFSC 2A652,

Journeyman/AFSC 2A632, Apprentice/AFSC 2A612, Helper,” titled “AEROSPACE GROUND

EQUIPMENT,” in DAFECD Section II, for specialty qualification information for 1-, 3-, 5-, and 7-skill level

personnel.

14.3. CEM and Superintendent. Refer to “CEM Code 2A600/AFSC 2A692, Superintendent,” titled

“AIRCRAFT SYSTEMS,” in DAFECD Section II, for specialty qualification information for 9-skill level and

CEM personnel.

14.4. Other. For entry into this specialty, normal color vision as defined in DAFMAN 48-123, Medical

Examination and Standards, is mandatory. Additionally, possession of a valid state driver’s license is

required for entry into this career field.

SECTION D - RESOURCE CONSTRAINTS

15. Purpose. This section of the CFETP identifies known resource constraints that preclude optimum and

desired training from being developed or conducted, including information such as cost and manpower.

Narrative explanations of each resource constraint and an impact statement describing what effect each

constraint has on training are included. Also included in this section are actions required, office of primary

responsibility, and target completion dates. As a minimum, resource constraints are reviewed and updated

annually.

16. Apprentice Training. No resource constraints identified.

17. Journeyman Training. No resource constraints identified.

18. Craftsman Training. No resource constraints identified.

SECTION E - TRANSITIONAL TRAINING GUIDE –

19. There are no transitional training requirements. This area is reserved.

CFETP2A6X2 9 JULY 2024

PART 2

SECTION A - SPECIALTY TRAINING STANDARD

20. Implementation. The STS - General (Attachment 2) will be used for initial skills training provided by

AETC for classes beginning 01 October 2024.

20. Purpose. As prescribed in DAFMAN 36-2689 the STS –

20.1. Column 1 lists (Competencies, Required Behaviors, Knowledge, and Technical References (TR)) the

most common competency, knowledge, and technical references necessary for Airmen to perform duties in

the 3, 5, and 7 skill levels. The number in parenthesis following the competency description correlates to the

required behavior listed in the competency heading.

20.2 Column 2 (Deployment */SEI +/CBRN ~ Competencies) competencies identified with an (*) are

Aircraft Maintenance Functional MCA competencies. Maintenance technicians should be qualified on all

these competencies (as applicable per airframe) prior to deployment. Competencies identified with a (+) are

required prior to award of the aircraft or system SEI. Currently no competencies are identified with a (+).

Competencies identified with an (~) require annual CBRN (Training Task Qualification) training in the work

center. Per DAFI10-2503, para 6.5.1.1., CBRN Defense TQT is defined as a hands-on event with a minimum

of two (2) hours in MOPP gear performing regular duties. At a minimum, individuals will be evaluated on

their ability to accomplish AFSC-specific competencies while wearing CBRN defense IPE in MOPP Four (4)

for a minimum of two hours per identified competency. In addition to AFSC-specific competencies,

individuals must be evaluated on their ability to hydrate while wearing CBRN defense IPE in MOPP 4 at the

beginning and completion of each identified competency. Document training on an DAF 797 or local

equivalent until myTraining has capability.

20.2.1. Core tasks/competencies which aren’t applicable to base-assigned aircraft or equipment aren’t

required for upgrade (units are not required to send personnel TDY for core task/competency training).

20.3. Column 3 provides certification for OJT and is used to record completion of tasks/competencies and

knowledge training requirements. Use MIS to document technician qualifications if available.

20.4. Column 4 shows formal training and correspondence course requirements. These are the proficiencies

to be demonstrated on the job by the graduate as result of training on the competency/knowledge and the

career knowledge provided by the correspondence course.

20.5 Qualitative Requirements. Attachment 1 contains the proficiency code key used to indicate the level of

training and knowledge provided by in-resident training.

20.6. Job Qualification Standard. This STS becomes a job qualification standard (JQS) for OJT when

placed in AF Form 623, On-The-Job Training Record, and used IAW DAFI 36-2670. For OJT, the

tasks/competencies in column 1 are trained and qualified to the go/no-go level. ‘Go’ means the individual can

perform the task/competency without assistance and meets local requirements for accuracy, timeliness, and

correct procedures. When used as a JQS, the following requirements apply:

CFETP2A6X2 9 JULY 2024

20.6.1. Documentation. Document and certify completion of training IAW DAFI 36-2670. Use of Part 2 and

attachments one and two in conjunction with attachments 4 through 16 (as applicable to assigned MDS) of

this CFETP are mandatory in individual training records. Identify duty position requirements by entering into

automated training management systems. As a minimum, complete the following columns in Part 2 of the

CFETP: date training started, date training completed, trainee initials, and trainer initials. It is the work center

supervisor’s responsibility to identify work center requirements and build a Master Training Plan (MTP) to

train assigned trainees to the requirements. Individual JQS’ should be tailored to the trainees’ skill level and

duty position.

20.6.2. Transcribing from Old CFETP to New CFETP. All AFJQSs and previous CFETPs are replaced by

this CFETP; therefore, transcribing of all training records to this CFETP STS is mandatory. Use this CFETP

STS (or automated STS) to identify and certify all past and current qualifications. Document and certify all

previous and current training IAW DAFMAN 36-2689 and DAFI 36-2650. .

20.7. STS. These STSs are used as guides for the development of promotion tests used in the WAPS.

Specialty Knowledge Tests (SKTs) are developed at the AETC A2/9 SAS-OA (Airman Advancement

Division) by Senior NCOs with extensive practical experience in the career field. The tests sample knowledge

of STS subject matter areas judged by test development team members to be most appropriate for promotion

to higher grades. Questions are based on study references listed in the Enlisted Promotions References and

Requirements Catalog (EPRRC). Individual responsibilities are in AFI 36-2502, Airman Promotion/Demotion

Programs. WAPS isn’t applicable to the ANG or AFRC.

20.8. Recommendations. Report unsatisfactory performance of individual course graduates to the AETC

Training Manager at 361 TRS/TRR, 501 MISSILE RD, SHEPPARD AFB TX, 76311-2233 (DSN: 736-

7492); reference specific STS paragraphs. For a quick response to problems, call the customer service

information line (DSN: 736-5236) or e-mail at [email protected]l.

SECTION B - COURSE OBJECTIVE LIST - A detailed listing of initial skills course objectives is available

upon request; contact the OPR.

SECTION C - SUPPORT MATERIAL - There are currently no support material requirements. This area is

reserved for future operational utilization as necessary.

SECTION D - TRAINING COURSE INDEX

21. Purpose. This section identifies training courses available for the 2A6X2 specialty. Refer to the Air Force

Education and Training Course Announcements (ETCA) for information on AETC formal courses listed

below (https://etca.randolph.af.mil).

CFETP2A6X2 9 JULY 2024

21.1. Air Force In-Resident Course.

COURSE NUMBER

COURSE TITLE

LOCATION

USER

J3ABR2A632 046D

Aerospace Ground Equipment

Apprentice

361 TRS

AF/ANG/AFRC

For further information on the AGE Apprentice course, contact the OPR:

361 TRS/TRR

501 MISSILE RD

SHEPPARD AFB TX 76311-2233

DSN: 736-7492

21.2. Exportable Courses.

Interactive Courseware (ICW) is available from 367 TRS/TRSS at Hill AFB, Utah, and 982 MXS/LGMS at

Sheppard AFB, Texas.

For further information on ICW, contact the OPRs:

367 TRS/TRSS 982 MXS/LGMS

6058 ASPEN AVE 620 AVE J STE 1

Hill AFB UT 84056-5805 SHEPPARD AFB TX 76311

DSN: 777-7830/8741 DSN: 736-4992/6224

21.3. Training Detachment Courses. The most up to date courses can be found by searching the Education

& Training Course Announcements (ETCA) website at this link https://usaf.dps.mil/teams/app10-

etca/SitePages/Home.aspx or by searching ETCA in the AF Portal.

For further information on the FTD courses, contact the OPR:

372 TRS

912 I AVE STE 3

SHEPPARD AFB TX 76311-2328

DSN: 736-4801

SECTION E – MAJCOM-UNIQUE REQUIREMENTS - There are currently no support material

requirements. This area is reserved.

CFETP2A6X2 9 JULY 2024

BY ORDER OF THE SECRETARY OF THE AIR FORCE

OFFICIAL TOM D. MILLER

Lieutenant General, USAF

DCS/Logistics, Engineering & Force Protection

3 Attachments

1. Airmen’s Foundational Competencies

2. Qualitative Requirements Code Key

3. Specialty Training Standard- General

CFETP2A6X2 9 JULY 2024

Attachment 1

1. Airmen’s Foundational Competencies. The foundational competencies are a set of accepted and valued

competencies, which enable success across a wide array of DAF missions, roles, functions, and duties. These

competencies are the core of Airmen development and enable Airmen with tools, pathways, and capabilities

to improve their performance in any job, specialty, or situation. The foundational competencies are grouped

into different categories of Developing Self, Developing Others, Developing Ideas, and Developing

Organization. Airmen can go to MyVector (accessible via AF Portal) to complete a self-assessment, which

will have them evaluate themselves on the 24 Airmen’s foundational competencies. The assessment tools will

provide Airmen with immediate feedback on personal strengths and areas for improvement. Additionally, a

Personal Improvement Plan with targeted resources (videos, reading content, developmental opportunities)

for continued development. See Figure 1.1.

Figure 1.1. Foundational Competencies.

1.1. Occupational Competencies. A set of competencies required of all Airmen within a specific workforce

category (a group of functions requiring similar work, i.e., Engineering). They describe technical/functional

skills, knowledge, abilities, behaviors, and other characteristics needed to perform that function’s mission

successfully.

1.2. Occupational Competency Model. A career field’s competencies can be viewed in a competency

model, which is an organized collection of competencies pertinent to the career field. The occupational

competency model provides a framework to effectively assess, maintain, and monitor the competencies

required for mission success for Airmen. The occupational competency modeling process follows a distinct

process with continued involvement from the career field. This process allows Airmen to see how their task

lists, OJT, formal courses, in addition to other training, education, and experiences are aligned with the career

field’s strategic objectives.

1.3. Career fields work with trained competency experts to identify and develop their competency model,

which consists of the competencies, sub-competencies, and definitions. Occupational competency models will

be different for each career field. The model focuses on integrating not just the technical components, but also

leadership, management, combat, joint, all-domain, and social mastery competencies required for Airmen to

CFETP2A6X2 9 JULY 2024

succeed in their career field. Figure 1.2 provides an example of a competency model for the 2A6X2 career

field.

1.4. Occupational Competency Rubric. After a model is developed, a team of subject matter experts begin

building competency rubrics, which consists of the competency, a description of the competency, proficiency

levels, and measurable and observable behaviors. The competency rubrics will help Airmen learn which

behaviors are aligned to the career field’s strategic direction, the professional developmental expectations,

and the criteria for success. Figure 1.3 provides an example of a competency rubric for the 2A6X2 career

field.

Figure 1.2. 2A6X2, AGE, Occupational Competency Model.

Compete ncy Sub-Compete ncy Sub-Compete ncy De s cription

Leadership

The art and science of leading , mentoring, coaching and directing personnel in the accomplishment of mission

objectives

Personnel Management

Develop and retain quality personnel through a deliberate, career-long process including appraisals, feedback,

high performance recognition, career-broadening and enhancing opportunities

Training

Instilling and increasing knowledge, skills, and behaviors to develop performance

Equipment Maintenance

The ability to service, inspect, test, maintain, troubleshoot, document and perform scheduled and unscheduled

maintenance actions to meet mission requirements

Flightline O perations Supporting aircraft mission generation through timely service, pickup and delivery operations

Readiness and Mobility Train, prepare and equip personnel and mobilize resources for full-spectrum military operations

Analytics

The process of discovering trends, and interpreting data for the purpose of informed decision making

Occupational Safety

The process of maximizing work center efficiency by preventing safety mishaps, through training, equipping and

managerial oversight

Quality Control

Promote a culture that minimizes product deficiencies by adherence to a defined set of quality criteria and

standards that meet mission requirements

Supply Management and Discipline

Identify, acquire, possess, document, and demonstrate competence managing resources required for operations

Equipment Management Process to requisition, receive, control, manage, and document equipment assets

Communication Communication

Clearly and effectively articulate, present, and promote ideas and information utilizing various modes of

interpersonal and electronic communication to reach organizational goals, improve processes, and reduce errors

WRM Management

The management of strategically positioned service-owned equipment and source documents to provide timely

response in support of combatant commander requirements

NCE Management

The program to ensure all procedures, equipment and organizations maintain nuclear surety

Program Management

The successful navigation of applicable guidance to achieve all directed program objectives within a

predetermined timeframe, based on funding and manpower constraints by utilizing time phased milestones and

action items to monitor and control program execution

O rganizatio nal

Management

Programs

Mission Support

Mission Generation

Acq uisition and

Sustainment

CFETP2A6X2 9 JULY 2024

Figure 1.3. 2A6X2, AGE, Occupational Competency Rubric for Equipment Maintenance.

1.4.1. To better understand how to read and utilize the competency rubric, a breakdown of each component is

explained below in figure 1.4a-c.

Figure 1.4a. Competency Rubric Section 1.

Competency

The competency section states the competency

group.

Mission Generation

Sub-Competency

The sub-

competency section states the narrower

category that forms part of the competency group.

Note:

Some models may only consist of a

competency and not include a sub-competency.

Equipment Maintenance

De s cription

The ability to service, inspect, test,

maintain, troubleshoot, document

and perform scheduled and

unscheduled maintenance actions to

meet mission requirements

Supporting Compe te ncie s

Equipment Maintenance

Sub-Compe te ncy

- Monitors maintenance information systems and documentation as it relates to tracking

equipment inspections, maintenance accountability and serviceability

- Employs technical ability to utilize trouble shooting, theory of operations, methods and

procedure to isolate and repair component failures

- Reinforces proper usage and accountability of digital technical orders, hand tools,

special tools and torqueing devices as it relates to maintenance operations

Compe te ncy

Proficie ncy Leve ls

Obs e rvable Be haviors

Mission Generation

- Analyzes mission demands to posture modernization plans and budget request for

infrastructure and equipment in support of mission generation and mission execution

requirements

- Performs fundamentals of maintenance practices as it relates to serviceability,

scheduled and unscheduled inspections and maintenance actions across the equipment

portfolio

- Utilizes maintenance information systems as it relates to track equipment inspections

and serviceability

sists with the system maintenance operational and function checks to maintain

equipment serviceability

- Enables development of journeymen and craftsman technicians to supporting agile

growth and development of organizational structure

- Coordinates with outside agencies to support repairs and inspections

- Utilizes maintenance information systems to prioritize work flow to meet mission

requirements

Expert

Impact on…

AF-level practices/within industry

Advanced

Impact on…

Management decisions

Intermediate

Impact on…

Specific workplace projects

Basic

Impact on…

Specific workplace tasks

CFETP2A6X2 9 JULY 2024

Description

The description section provides a statement that

gives details about the sub-

competency, enabling

career field members to better understand how sub-

competency relates to the AFS.

The ability to service,

inspect, test, maintain,

troubleshoot, document

and perform scheduled

and unscheduled

maintenance actions to

meet mission

requirements

Supporting

Competencies

The supporting competencies section are supported-

level competencies that are linked to the success of

the sub-

competency. These competencies lend

themselves more toward areas like values, traits, and

attitudes. These competencies were included as part

of a la

rger survey that went out to the entire AFS;

respondents were asked to rate the top supporting

competencies they believe will attribute to higher

successful performance within the sub-competency.

Figure 1.4b. Competency Rubric Section 2.

Proficiency Levels

The proficiency levels are broken into four parts: basic,

intermediate, advanced, and expert.

Under each proficiency level are predetermined criteria

selected by a group of SMEs from your career field and

validated by the career field. The criteria were used as

the basis to develop the observable behaviors. These

criteria provide concrete parameters for the behaviors,

which are consistent but progressive in nature as a

Expert

Impact on…

AF-level practices/within

industry

Advanced

Impact on…

Management decisions

CFETP2A6X2 9 JULY 2024

Intermediate

Impact on…

Specific work center

projects

member moves up the scale from basic to expert.

Some of the criteria (e.g. depth of knowledge,

consistency of application/complexity, and thinking

challenge) allows an individual to become an expert

through the experience gained in a particular job and

over a period of time. For example, the person can

quickly move up different proficiency levels while they

are serving as a technician at a flight; they move

quickly because they are exposed to a variety of

situations.

While other criteria (e.g. scope, impact, and reach of

influence) requires more of a hierarchical approach to

gain the experience needed to progress through the

competency levels. Moving through the proficiency

levels may be difficult to do in certain jobs

. For

example, if scope at the expert level requires job

integration with the AF-level, then the individual may

have to be in a position where they can gain that

experience (i.e. at HHQ, Wing, or an organization with

far reaching capabilities).

Basic

Impact on…

Specific work center

tasks

Figure 1.4c. Competency Section 3.

Observable Behaviors

The observable

behaviors are

statements of what

can be observed

from an individual

manifesting the

competency at the

respective

competency level.

They provide

– Analyzes mission demands to posture modernization

plans and budget request for infrastructure and

equipment in support of mission generation and mission

execution requirements

– Enables development of journeymen and craftsman

technicians to supporting agile growth and development

of organizational structure

– Coordinates with outside agencies to support repairs and

inspections

– Utilizes maintenance information systems to prioritize

CFETP2A6X2 9 JULY 2024

workflow to meet mission requirements objective evidence

that the individual

possesses the

competency level

and shows what

effective

performance looks

like.

The behaviors are

written to be specific

enough so they can

be observable and

lend themselves

towards

measurement.

– Monitors maintenance information systems and

documentation as it relates to tracking equipment

inspections, maintenance accountability and

serviceability

– Employs technical ability to utilize trouble shooting,

theory of operations, methods, and procedure to isolate

and repair component failures

– Reinforces proper usage and accountability of digital

technical orders, hand tools, special tools, and torquing

devices as it relates to maintenance operations

– Performs fundamentals of maintenance practices as it

relates to serviceability, scheduled and unscheduled

inspections and maintenance actions across the

equipment portfolio

– Utilizes maintenance information systems as it relates to

track equipment inspections and serviceability

– Assists with the system maintenance operational and

function checks to maintain equipment serviceability

1.5. Another key component within the rubric is the supporting competencies section at the bottom left-hand

corner. These are the top four supporting competencies that can help members excel and be successful in that

sub-competency. Some of these supporting competencies are tied directly to the Airmen’s Foundational

Competencies, while others may be unique to the career field. Having these supporting competencies

identified and linked to a career field’s competency model can cultivate those underlying characteristics

needed to succeed on the job. Leaders, supervisors, trainers, instructors, or mentors can now set members up

for greater success by building these supporting competencies and placing their Airmen in situations where

they can apply those strategies. All these elements come together to ensure we can develop Airmen who are

better prepared, present, and future mission focused, and ready to succeed in any situation. Additionally, AFH

36-2643, Air Force Mentoring Program, has information on how competencies can be used when an

established mentoring strategy is put into effect to foster and develop Airmen.

1.6. Competency Development. The intent of moving towards a competency-based system is to sharpen our

Airmen’s tactical expertise, operational competence, strategic vision, and joint proficiency to lead and execute

the full spectrum of USAF missions. This occurs not in a classroom but on the job by combining education,

training, and experiences to provide Airmen with a better developmental pathway as they move along their

CFETP2A6X2 9 JULY 2024

careers. Airmen are still required to complete specific training courses, core tasks, and other training

requirements to attain a 3-, 5-, and 7-skill levels. Competency development allows Airmen to move beyond

the minimum career field requirements and begin addressing developmental gaps and strengthening their

capabilities. The information included within the competency model will allow members within the AGE

community to manage their professional growth and development by identifying their strengths and

weaknesses against clear and objective behaviors within the competency model.

CFETP2A6X2 9 JULY 2024

Attachment 2

QUALITATIVE REQUIREMENTS

Behavioral Statement STS Coding System

Code

Definition

Subject Knowledge Training – The verb selection identifies the individual’s ability

to identify facts, state principles, analyze, or evaluate the subject.

Performance Training – Identifies that the individual has performed the

task/competency

to the satisfaction of the course; however, the individual may not be

capable of meeting the field requirements for speed and accuracy.

Performance Knowledge Training – The verb selection identifies the

individual’s ability to relate simple facts, procedures, operating principles, and

operational theory for the task/competency.

This mark is used alone instead of a scale value to show no proficiency training is

provided in the course or CDC.

This mark is used alone in the course columns to show that training is required but

not given due to limitation in resources.

Explanations

♦ The diamond symbol ♦ is used in column 2 to indicate the task/competency must be

completed prior to assuming AGE Pro Super duties

NOTES:

- Behavioral Code Breakdowns are listed in Column 1

. Individual codes for each

task/competency are listed immediately following task narrative.

Example: “1.1.1.4 - Compare and contrast total force integration roles (1)”

The “Required Behavior” for Task 1.1.1.4 states the Airman “(1) Displays initiative toward

organizational accomplishment to foster warrior ethos.”

- All learning outcome items shown with a behavioral code are trained during war time.

- Column 2 lists Core tasks, when this includes the numbers 5 or 7, this task/competency is a

requirement for 5-skill level or 7-skill level upgrades, respectively.