AFI36 2201 AF - Training 15sep10

BY ORDER OF THE AIR FORCE INSTRUCTION 36-2201
SECRETARY OF THE AIR FORCE

15 SEPTEMBER 2010
Personnel
AIR FORCE TRAINING PROGRAM
COMPLIANCE WITH THIS PUBLICATION IS MANDATORY
ACCESSIBILITY: Publications and forms are available on the e-Publishing website at

www.e-publishing.af.mil for downloading or ordering.
RELEASABILITY: There are no releasability restrictions on this publication.
OPR: AF/A1DLT Certified by: AF/A1DL

Supersedes: AFI 36-2201V1, 1 October 2002; (Col James E. Miner)
AFI 36-2201V2, 13 January 2004; Pages: 212
AFI 36-2201V3, 4 February 2005;
AFI 36-2201V4, 23 October 2002;
AFI 36-2201V5, 08 June 2004;
AFI 36-2201V6, 27 September 2002
This instruction implements DoDD 1322.18, Military Training, 3 September 2004, DoDI
1322.20, Development and Management of Interactive Courseware (ICW) for Military Training,
14 March 1991, with change 1, 16 November 1994, DoDI 1322.26, Development, Management,
and Delivery of Distributed Learning, 16 June 2006, and AFPD 36-22, 22 March 2004, Military
Training, for developing, managing, and conducting Air Force (AF) technical, ancillary, and
recruit training. Force management policies, responsibilities, and procedures specific to AF-level
quantitative recruit and technical training requirements are implemented in AFI 36-2616, Trained
Personnel Requirements. This Air Force Instruction (AFI) applies to Total Force – Active Duty,
Air Force Reserve, Air National Guard (ANG), and Department of Air Force Civilian. Ensure
that all records created as a result of processes prescribed in this publication are maintained in
accordance with AFMAN 33-363, Management of Records, and disposed of in accordance with
the Air Force Records Disposition Schedule (RDS) located at https://www.my.af.mil/gcss-
af61a/afrims/afrims/.‖ Refer recommended changes and questions about this publication to the
Office of Primary Responsibility (OPR) using the AF IMT 847, Recommendation for Change of
Publication; route AF IMT 847s from the field through Major Commands (MAJCOMS)
publications/forms managers.
SUMMARY OF CHANGES
This document is substantially revised and must be completely reviewed.

2 AFI36-2201 15 SEPTEMBER 2010
Chapter 1—CONTINUUM OF LEARNING (COL) 5

1.1. Description. ............................................................................................................ 5
1.2. Force Development (FD). ...................................................................................... 5
1.3. Competencies. ........................................................................................................ 5
1.4. Expected Benefits: ................................................................................................. 5
1.5. Impact of CoL on Continuum of Training. ............................................................ 6
Chapter 2—TRAINING DEVELOPMENT AND DELIVERY 7

2.1. AF Instructional Systems Design (ISD): ............................................................... 7
2.2. Advanced Distributed Learning (ADL): ................................................................ 12
2.3. ETCA. .................................................................................................................... 15
Chapter 3—BASIC MILITARY TRAINING (BMT) 17

3.1. Scope. ..................................................................................................................... 17
3.2. Objectives of BMT and the PSSSE Orientation Course. ....................................... 17
3.3. BMT Oversight. ..................................................................................................... 17
Chapter 4—FORMAL TRAINING 20

4.1. Formal Training Management. .............................................................................. 20
4.2. Special Training. .................................................................................................... 27
Table 4.1. Organizations Responsible for Funding, Managing, and Administering Special
Training .................................................................................................................. 30
4.3. Managing, Administering, and Conducting AETC Type 6 Distance Learning (DL): 30
4.4. Field Training. ....................................................................................................... 32
4. 5. Initial Skill AFSC Multi-Phased Training. ............................................................ 33
Chapter 5—AIR FORCE CAREER FIELD MANAGEMENT 34

5.1. Scope. ..................................................................................................................... 34
5.2. Air Force Career Field Manager (AFCFM) Responsibilities: ............................... 34
5.3. MAJCOM Functional Managers (MFM). .............................................................. 34
5.4. AETC Training Pipeline Managers: ...................................................................... 34
5.5. AETC Training Managers (AETC TM). ............................................................... 35
5.6. Subject Matter Expert (SME). ............................................................................... 35
5.7. Career Field Education and Training Plan (CFETP): ............................................ 35
5.8. CFETP Format: ...................................................................................................... 35
5.9. Utilization & Training Workshop (U&TW)/Specialty Training Requirements Team
(STRT) Procedures: ............................................................................................... 40
AFI36-2201 15 SEPTEMBER 2010 3
Chapter 6—AIR FORCE ON-THE-JOB TRAINING ADMINISTRATION 49

6.1. Structure of the Air Force On-The-Job Training Program: ................................... 49
6.2. Higher Headquarters USAF Training Responsibilities. ......................................... 50
6.3. Base Training Manager Responsibilities. .............................................................. 53
6.4. Base 3S2X1 FM Responsibilities: ......................................................................... 56
6.5. Commander Responsibilities: ................................................................................ 57
6.6. Unit Training Manager Responsibilities: ............................................................... 59
6.7. Supervisor, Trainer, Task Certifier, and Trainee Responsibilities. ........................ 62
6.8. Training Forms and Documentation. ..................................................................... 67
6.9. CFETP (or Electronic Equivalent). ........................................................................ 68
6.10. CDC Program Management. .................................................................................. 73
Table 6.1. CDC Administration .............................................................................................. 75
6.11. Mandatory Craftsman Course Policies and Procedures: ........................................ 80
Table 6.2. Assignment Availability Codes ............................................................................. 81
Chapter 7—ANCILLARY TRAINING 84

7.1. Program Description. ............................................................................................. 84
7.2. Requirements. ........................................................................................................ 84
7.3. Ancillary Training Categories. ............................................................................... 84
7.4. Program Responsibilities: ...................................................................................... 86
7.5. Air Force Learning Committee (AFLC). ............................................................... 88
Chapter 8—EXPEDITIONARY SKILLS TRAINING 92

8.1. Program Description. ............................................................................................. 92
8.2. Requirements. ........................................................................................................ 92
8.3. Responsibilities. ..................................................................................................... 92
8.4. Expeditionary Skills Training Tiers: ...................................................................... 94
8.5. Pre-Deployment Training Determination. ............................................................. 97
Chapter 9—TRAINING EVALUATION 98

9.1. Scope. ..................................................................................................................... 98
9.2. Evaluation Responsibilities: ................................................................................... 98
9.3. Prescribed Forms: .................................................................................................. 99
Attachment 1—GLOSSARY OF REFERENCES AND SUPPORTING INFORMATION 100
Attachment 2—PREPARING AND PUBLISHING A CFETP 118

Attachment 3—OFFICER CFETP TEMPLATE 122
Attachment 4—ENLISTED CFETP TEMPLATE 132
Attachment 5—CHECKLIST FOR STRT/U&TW 150
Attachment 6—ASSOCIATED U&TW CORRESPONDENCE 156
Attachment 7—CONDUCTING TRAINING STAFF ASSISTANCE VISITS (SAV) 161
Attachment 8—STAFF ASSISTANCE VISIT CHECKLIST 167
Attachment 9—GUIDE FOR INTERVIEWING PROSPECTIVE 3S2X1 RETRAINEES 174
Attachment 10—GUIDE FOR CONDUCTING THE UNIT TRAINING MANAGER’S

(UTM) TRAINEE ORIENTATION 178
Attachment 11—TRAINING STATUS CODES AND DEFINITIONS TABLE 181
Attachment 12—GUIDE FOR CONDUCTING THE UTM TRAINING PROGRESS

REVIEW 185
Attachment 13—MASTER TRAINING PLAN DEVELOPMENT GUIDE USING

INSTRUCTIONAL SYSTEMS DESIGN (ISD) PRINCIPLES 186
Attachment 14—PROPOSAL FOR ANCILLARY TRAINING REQUIREMENT 191
Attachment 15—PRE-DEPLOYMENT TRAINING DETERMINATION PROCESS 192
Attachment 16—COURSE DEVELOPMENT DECISION LOGIC PROCESS 193
Attachment 17—DL POC RESPONSIBILITIES FOR MANAGING, ADMINISTERING,

AND CONDUCTING DL 195
Attachment 18—FORMAT FOR MEMORANDUM TO AETC/A3PZ UPON

COMPLETION OF ANNUAL COURSE REVIEW 198
Attachment 19—TRAINING DETACHMENT (TD) POLICY AND PROCEDURES 199
Attachment 20—INITIAL SKILL AFSC MULTI-PHASED TRAINING PROCEDURES 204

Chapter 1
CONTINUUM OF LEARNING (COL)
1.1. Description. Developing Airmen is a top Air Force (AF) priority and developmental
efforts are key to the AF‘s ability to provide warfighting assets to combatant commanders. These
Airmen must possess the right combinations of both occupational and institutional competencies.
AF developmental efforts span a career and are referred to as a CoL. It applies to all Airmen–
civilian and military, officer and enlisted, active duty, Guard, and reserve components.
1.2. Force Development (FD). Force Development is a function of education, training, and
experience, which produces adaptive, creative, knowledge-enabled Airmen. Total FD is designed
to be dynamic and deliberate. It depends on underlying processes that integrate and synchronize
institutional requirements and senior leader perspectives. FD processes are facilitated by inputs
from functional communities, commanders, and individual members, but must remain focused
on delivering institutional AF requirements. The CoL allows the AF to synchronize force
development using defined requirements.
1.3. Competencies. One key portion of the requirements, the part that touches all Airmen, is
captured in the Institutional Competency List (ICL), found in AFPD 36-26, Total Force
Development. The ICL serves to provide a common taxonomy underlying the CoL and to
promote consistency AF-wide. All occupational models that include institutional competencies
appearing on the ICL should use the labels and definitions contained in the ICL. Airmen increase
their proficiency in all competencies through AF FD programs that include any combination of
education, training and/or experience. These programs should build on each other throughout the
course of a career. AF developmental activities provide an opportunity to serve and excel,
maintain promotion opportunity, and balance depth and breadth of experiences to AF
requirements.
1.4. Expected Benefits:
1.4.1. Aligns infrastructure investments that are replicated across the AF (i.e. systems,
process definition, training, and maintenance).
1.4.2. Enables management to better assess, track, and defend development costs for the
Total Force.
1.4.3. Enables the AF to transition to a smaller force, should that be required, that is able to
expand its capabilities to better support the mission(s).
1.4.4. Enables an AF-wide strategic FD framework to determine workforce projections,
current and future competency gaps, and emergent human capital needs.
1.4.5. Provides a common language and results in clearer understanding of AF FD programs
and initiatives, resulting in greater management efficiencies.
1.4.6. Provides a standard foundation for determining requirements and standards for FD.
1.4.7. More clearly identifies career paths for all Airmen with defined attainable steps.
1.4.8. Provides Airmen a clearer vision of goals and expectations and an understanding of
what their performance is measured against.
1.5. Impact of CoL on Continuum of Training. Based on the expected outcomes above, the
CoL will standardize the requirements for FD. This will enable the AF structure to reduce
unnecessary duplication within the training process, minimize ancillary training demands, clarify
the requirements process, and establish a common training evaluation baseline.
Chapter 2
TRAINING DEVELOPMENT AND DELIVERY
2.1. AF Instructional Systems Design (ISD):

2.1.1. The ISD process provides a systematic approach to planning, developing, and
implementing training and education. The goal of ISD is to increase the effectiveness and
cost efficiency of training by: developing instruction based on job performance requirements;
eliminating irrelevant skills and knowledge instruction from courses; and ensuring graduates
acquire the necessary knowledge, skills, and abilities to do the job.
2.1.2. The product of the ISD process is an instructional system that is cost effective and
produces personnel who can do the job.
2.1.3. ISD Source Documents. AFH 36-2235, Information for Designers of Instructional
Systems, Volumes 1-13, outlines how AF personnel implement the ISD process. Related ISD
publications are AFMAN 36-2234, Instructional System Development, AFMAN 36-2236,
Guidebook for AF Instructors, and AFI 36-2251, Management of Air Force Training
Systems. Each command provides additional guidance.
2.1.4. Responsibilities:
2.1.4.1. MAJCOM. Note: The term MAJCOM, when used in this publication, refers to
all Major Commands (MAJCOM), Field Operating Agencies (FOA), DRU, ANG, and
AFRC unless otherwise indicated. Additional MAJCOM responsibilities may exist within
each functional area of this AFI.
2.1.4.1.1. Ensure subordinate organizations apply the ISD process to all types and
phases of training, development and management.
2.1.4.1.1.1. Formal Technical Training Course Types. The 15 types of formal
training described in paragraphs 2.1.4.1.1.1.1 through 2.1.4.1.1.1.15 are used
singly or in varying combinations to meet Air Force training needs.
2.1.4.1.1.1.1. Type 1, Special Contract Training. One-time or limited nature;
contracted with civilian industrial or educational institutions; includes
commercial off-the-shelf courses; normally used to train selected personnel to
operate and maintain new systems. Often personnel in training are initial cadre
and AETC instructors who, upon completion of Type 1 training, return to their
technical training wing (TRW) or training group (TRG) to develop AETC
courses. See AETCI 36-2219, Type 1 Training, for specific information.
2.1.4.1.1.1.2. Type 2, AETC Special Training. Formal training of a one-time
or limited (1 year or less) nature; conducted by AETC instructors at an Air
Force base, other military location, or contractor's location; normally used to
train personnel to operate and maintain new weapons or systems. Type 2
courses require all course control documents (POI part I and II, Course Chart,
Course Training Standards, measurement plan, and measurement devices).
They do not require a CTP, and can be used to rapidly stand up a course when
in house resources are available.
2.1.4.1.1.1.3. Type 3, Resident Regular Training. AFS-centered training of a

continuing nature; conducted at an AETC base, location, or station. It includes
courses designed for initial training, retraining from one AFS to another,
training on special or new equipment and procedures, advancement within an
AFS, and initial skill multi-phased AFSC awarding courses.
2.1.4.1.1.1.4. Type 4, Field Training. Technical training conducted at
operational locations may be delivered by a field training detachment (FTD)
or a field training team (FTT). The FTD mission is to qualify personnel on
new equipment and in new techniques and procedures, increase personnel
skill and knowledge, acquaint personnel with specific systems, keep personnel
up to date on training concepts and requirements, and maintain individuals at
given proficiency levels. An FTD may use the area concept to provide direct
training support. This concept provides field training to more than one base,
location or station using the capability of a single FTD. FTTs are teams of
FTD instructors who conduct training at an operational base using that base‘s
facilities. Mobile training sets may be used. Teams normally include trainers,
training aids, and operational equipment designed for field use but used to
support maintenance training.
2.1.4.1.1.1.5. Type 5, Training by Other U.S. Government Agencies
(Excludes Interservice Training Review Organizations [ITRO]). Not
consolidated, collocated or an executive agent; is conducted by an Army,
Navy, Air Force agency or unit other than AETC, or other government
agencies inside or outside of the Department of Defense (DoD).
2.1.4.1.1.1.6. Type 6, Distance Learning. Formal training developed by a
TRW, TRG, or a contractor; for export to students at bases of assignment;
designed for students to learn without AETC course-qualified instructor on-
site expertise.
2.1.4.1.1.1.7. Type 7, Mobile Training Team (MTT). AETC instructors from
organizations that typically provide Types 2, 3 and 7 training, who conduct
training at an operational base using that base‘s facilities. Mobile training sets
may be used, and usually consist of trainers, training aids, and operational
equipment designed for field use but used to support training.
2.1.4.1.1.1.8. Type 8, ITRO. Consolidated course with the Air Force as lead
service. Course faculty includes fair share instructor representation from
participating services and the host service, and usually a mixture of service
personnel who teach the course.
2.1.4.1.1.1.9. Type 9, ITRO. Consolidated course with another service as
lead. Course faculty includes fair share instructor representation from
participating services and the host service, and usually a mixture of service
personnel who teach the course.
2.1.4.1.1.1.10. Type A. DoD executive agent course with the Air Force as
lead.
2.1.4.1.1.1.11. Type B. DoD executive agent course with other than the Air
Force as lead. Air Force students attend these courses on a quota basis.
2.1.4.1.1.1.12. Type C, ITRO. Air Force collocated – an Air Force course on
another service installation.
2.1.4.1.1.1.13. Type D, ITRO. Other service collocated – another service
course on an Air Force installation.
2.1.4.1.1.1.14. Type W, Wartime Training Course. Course focus is on
different tasks and/or equipment trained for a wartime scenario; the wartime
version of a course will have a different course number and require a separate
build in the course design and development database. The wartime course
must flow to the student management database no later than (NLT) 30 days
prior to the initial class start date.
2.1.4.1.1.1.15. Type M, Basic Military Training. Initial Air Force entry
training The BMT mission is to transform civilian recruits into disciplined,
dedicated, physically fit Airmen who have an expeditionary mind-set,
foundational knowledge and skill in fundamental combat and mission related
tasks required of all Airmen, and are committed to values required for success
as Airmen warriors in the United States Air Force.
2.1.4.1.1.2. The ISD process consists of five phases. The analysis phase defines
what needs to be trained. Next, an instructional design is crafted to meet this need.
Only after the design is complete are the instructional materials developed.
During development, individual and group tryouts of the materials are conducted.
Results are iteratively fed back into design and development. Evaluation is a
central feature of ISD and is performed in each phase. The phases are:
2.1.4.1.1.2.1. Phase 1: Analysis - Determine if training is the appropriate
solution; if so, define training requirements.
2.1.4.1.1.2.2. Phase 2: Design - Define objectives, design the training
program, and select training methods and media.
2.1.4.1.1.2.3. Phase 3: Development - Develop all training materials in
accordance with design. Conduct pilot training classes. Refine course, as
necessary.
2.1.4.1.1.2.4. Phase 4: Implementation - Implement training, evaluate, and
refine.
2.1.4.1.1.2.5. Phase 5: Evaluation - Performed during development, during
implementation, immediately after training, and six months or more after
training.
2.1.4.1.2. Review proposed system acquisition or modification programs to ensure
subordinate organizations use the ISD process (to include media and cost benefit
analysis) to decide upon the mix, quantity, sophistication of training equipment, and
use of technology to deliver efficient and cost effective courseware.
10 AFI36-2201 15 SEPTEMBER 2010
2.1.4.1.3. Use the Planning, Programming, Budgeting and Execution (PPBE) system
to ensure subordinate organizations are funded to meet training requirements.
2.1.4.1.4. Define the proficiency level (education and training) qualifications for
personnel selected to plan, develop, or manage instruction. Consider what continuous
learning would be appropriate to maintain personnel qualifications.
2.1.4.1.5. Designate an Office of Primary Responsibility (OPR) for ISD and
Advanced Distributed Learning (ADL) matters (to include Interactive Multimedia
Instruction) and notify, by letter, Headquarters Air Education and Training
Command, Directorate of Operations ADL Branch (AETC/A3IA).
2.1.4.1.6. Share experiences with advanced instructional technologies with other AF
units.
2.1.4.1.7. Appoint appropriate representatives to serve on: Training Planning Teams
(TPT), Utilization and Training Workshops (U&TW), Specialty Training Standard
(STS) reviews, and Course Training Standard (CTS) reviews.
2.1.4.1.8. Ensure AETC is included early in proposed system acquisition or
modification programs to ensure timely development of training.
2.1.4.2. HQ AETC Additional Responsibilities:
2.1.4.2.1. AETC/A3I is the OPR and focal point for USAF ISD and Interactive
Multimedia Instruction, ADL policy and procedural guidance and prepares AF ISD
publications directed by Headquarters United States AF, Deputy Chief of Staff,
Manpower, Personnel and Services, Directorate of Force Development, Learning
Division (HQ AF/A1DL).
2.1.4.2.2. Distribute ISD-related information as requested and assist other
MAJCOMs and FOAs with ISD-related information.
2.1.4.2.3. Train personnel in the ISD process.
2.1.4.2.4. Evaluate new training technologies and determine their application to AF
training programs.
2.1.4.2.5. Coordinate with AF Career Field Managers (AFCFM) and MAJCOMs to
ensure the most cost-effective mix of resident, distributed learning (DL),
correspondence, field, unit, contract, and other agency training across entire career
pyramid.
2.1.4.2.6. Plan, program, and budget resources for training requirements in the
system training plans for HQ AETC acquisitions.
2.1.4.2.7. Collect, analyze, and update job data concerning: AF specialties; civilian
occupational series; and weapon systems.
2.1.4.2.8. Maintain a list of MAJCOM ADL POCs. The list should include:
MAJCOM, address, POC, phone number, fax number and email.
AFI36-2201 15 SEPTEMBER 2010 11
2.1.4.2.9. Report Interactive Multimedia entries/records as they are developed to the

Defense Instructional Technology Information System (DITIS). The report includes
users of training, by AF Officer, AF Enlisted, AF Civilian, Air National Guard
(ANG), AF Reserve (AFRES), Army, Navy, and Department of Defense (DoD).
2.1.4.3. Interactive Multimedia Instruction (IMI)/Advanced Distributed Learning (ADL)
Developer Responsibilities:
2.1.4.3.1. When developing or managing IMI or ADL, refer to DODI 1322.26,
Development, Management, and Delivery of Distributed Learning; DODI 1322.20,
Development and Management of Interactive Courseware (IMI) for Military
Training, refer and follow detailed responsibilities listed in AFH 36-2235,
Information For Designers of Instructional Systems: Application to Acquisition
(volume 3); Manager‘s Guide to New Education and Training Technologies (volume
4); Advanced Distributed Learning: Instructional Technology and Distance Learning
(volume 5); and Guide to Needs Assessment (volume 6).
2.1.4.3.2. A training group or contractor may develop resident or non-resident IMI
training to include IMI for Career Development Courses (CDCs). Use the ISD
process to decide upon the mix, quantity, sophistication of training equipment, and
use of technology to deliver efficient and cost effective IMI. Design this courseware
so the learning experience is based on the interaction between the student and the
computer system.
2.1.4.3.3. Conduct a front-end analysis (FEA) and document the work in accordance
with DoDI 1322.26, Development, Management, and Delivery of Distributed
Learning, and Institute of Electrical and Electronics Engineers (IEEE)/Electronics
Industries Associates (EIA) 12207, Standard for Information – Technology Software
Life Cycle Processes. Note: All acquired or developed DoD systems shall conform to
the Sharable Content Object Reference Model (SCORM) (current version) to ensure
accessibility, durability, reusability, maintainability, and interoperability. This
includes DoD systems designed to: deliver, track, report on, and manage distributed
learning content, learner progress, and learner interactions; and deliver, track, report
on, and manage content and systems.
2.1.4.3.4. Provide media selection and guidance at U&TWs when requested.
2.1.4.3.5. Coordinate with HQ AU/A4L prior to start of a CDC development or
redesign project and furnish master-quality copies of final product to HQ AU/A4L for
duplication and distribution.
2.1.4.3.6. Develop courseware that meets applicable DoD and Air Force Advanced
Distributed Learning Program (ADLP) standards and policies. Provide inputs from
clearinghouse and repository courseware inventory of completed ADL products.
2.1.4.3.7. Before developing an IMI program, query DITIS and the ADL-Registry
(ADL-R) to determine if existing products meet or can be modified to meet training
requirements.
12 AFI36-2201 15 SEPTEMBER 2010
2.1.4.3.8. An instructional technology unit may develop Interactive Multimedia or

monitor the contractor development of IMI. Use AFH 36-2235 to determine whether
in-house development or contractor developed IMI is the most appropriate. All costs
for courseware development, implementation and maintenance will be maintained in
the ISD course documentation file.
2.1.4.3.9. Ensure all IMI information is added to the DITIS whether developed in-
house or by a contractor. ADL-R information is automatically contributed from the
AF Learning Content Management System (LCMS) managed by AETC/A3I.
2.1.4.3.10. Consider the procedures and technical requirements of MIL-PRF-
29612B, Training Data Products Performance Specification.
2.1.4.3.11. Consider the procedures and requirements of IEEE/EIA 12207, when
preparing lessons in a programming language.
2.1.4.3.12. Obtain unlimited or government purpose rights for developed courseware
and associated presentation programs.
2.1.4.3.13. Follow the procedures of DoD Directive (DoDD) 5040.2, Visual
Information (VI), when acquiring audiovisual or visual products for IMI
development.
2.1.4.3.14. Develop or acquire logistics support packages, documentation, and source
code to help operate and maintain all IMI programs in accordance with DoDD
5000.1, The Defense Acquisition System (includes DoDR 5000.2).
2.1.4.3.15. Conduct a training system requirement and media selection analysis and
document the work in accordance with DoDD 1322.18, Military Training, and
IEEE/EIA 12207.
2.1.4.3.16. Validate IMI in an actual training environment.
2.1.4.3.17. Conduct training effectiveness evaluations and document them in
accordance with IEEE/EIA 12207 and MIL-PRF-29612B.
2.1.4.3.18. Identify the lessons learned and extents to which personnel have met
training objectives and performance goals.
2.1.4.3.19. Establish procedure for periodic reviews based on user inputs.
2.1.4.3.20. CDC writers:
2.1.4.3.20.1. Coordinate with HQ AU/A4L prior to start of CDC development or
conversion project and furnish master-quality copies of final product to HQ
AU/A4L for duplication and distribution.
2.1.4.3.20.2. Coordinate with IMI development or Instructional Technology
Units (ITU) prior to beginning development of projects using ADL concepts.
2.2. Advanced Distributed Learning (ADL):
2.2.1. Distance Learning is structured learning that does not require the physical presence of
the instructor. Distributed Learning is distance learning mediated with technology.
Distributed learning models can be used in combination with other forms of instruction or
AFI36-2201 15 SEPTEMBER 2010 13
can be used to create wholly virtual classrooms. Advanced Distributed Learning is an

evolving, outcomes-focused approach to distributed learning that blends standards-based
models emphasizing reusable content objects, content and learning management systems,
performance support systems and devices, web applications services, and connectivity.
Advanced Distributed Learning Service (ADLS) is the system that delivers ADL content and
tracks student progress.
2.2.2. The AF emphasis is on converting courses to ADL instruction where appropriate, to
deliver training anywhere, anytime. ADL is the evolution of DL and, although agencies may
use different terms (e.g., exportable training, Type 6, AETC Distance Learning (DL), etc), all
fall within the AF definition of ADL.
2.2.3.1. AF/A1.
2.2.3.1.1. Establishes policy, provides guidance and budget oversight, and advocates
for program requirements during the various PPBE cycles.
2.2.3.1.2. Coordinates program requirements with DoD and other agencies.
2.2.3.2. HQ AETC.
2.2.3.2.1. The lead command for AF ADL.
2.2.3.2.2. Provides input to AF/A1DL to support development of AF ADL policy and
guidelines to implement AF ADL policy.
2.2.3.2.3. Provides execution oversight, integration and management direction in
support of ADL. Coordinates ADL functions and implementation actions for the
Total Force in concert with the offices of corollary responsibility from the ANG and
AFRC.
2.2.3.2.4. Executes ADL Program Management Office (PMO) function.
2.2.3.2.5. ADL PMO collects, prioritizes, and forwards programming and budget
actions for ADL through command channels for AF ADL systems that cut across
MAJCOMs.
2.2.3.2.6. ADL PMO plans, programs, and budgets resources for ADL
implementation and sustainment requirements for education, flying and technical
training courses and ADL training that has applicability across functional areas of
responsibility.
2.2.3.2.7. ADL PMO provides oversight for ADL to increase readiness, reduce costs,
and increase flexibility and application, when possible.
2.2.3.2.8. ADL PMO defines standards for AF ADL software, hardware, and
courseware system specifications to ensure full compliance with OSD vision and
direction in becoming SCORM conformant.
2.2.3.2.9. ADL PMO coordinates with OSD, Services, MAJCOMs, interservice and
intraservice agencies/commands, as required to implement ADL standards and ensure
interoperability.
14 AFI36-2201 15 SEPTEMBER 2010
2.2.3.2.10. ADL PMO ensures the identification of ADL course conversion

candidates and assists with conversion efforts for AF courses, as requested.
2.2.3.2.11. ADL PMO assists with contract support to develop or redesign
courseware for ADL.
2.2.3.2.12. ADL PMO coordinates issues with MAJCOMs, disseminates ADL
information and implements technological advances.
2.2.3.2.13. Appoints an AF representative on the DoD ADL Co-lab.
2.2.3.3. HQ AU A4/6 Education Logistics and Communications. The executive agent for
the AF Extension Course Program (ECP) and the Air Technology Network Program
Management Office (ATN PMO). AU/A6 is responsible for:
2.2.3.3.1. Providing oversight of the ATN PMO, managed by HQ AU OL-A.
2.2.3.3.2. Maintaining the accreditation standards of HQ AU/A4L through the
Distance Education and Training Council (DETC).
2.2.3.4. MAJCOMs will designate a command ADL Office of Primary Responsibility
(OPR) for coordination and integration of ADL. The MAJCOM OPR will:
2.2.3.4.1. Identify funding used in support of ADL objectives using the appropriate
ADL Program Element Code (PEC).
2.2.3.4.2. Submit ADL plans to ADL PMO for coordination prior to budget
submissions to the Air Force. Ensure media and economic analyses are performed
prior to course development or redesign.
2.2.3.4.3. Plan, program, and account for all ADL students and report as required by
AETC. Use standardized course characters for ADL and post course descriptions as
specified on the Education and Training Course Announcement (ETCA) website
https://etca.randolph.af.mil/.
2.2.3.4.4. Provide funding for adequate infrastructure, facilities, equipment and
manpower, for agency-specific ADL course creation, conversion and sustainment.
Submit all plans in support of ADL implementation to AETC/A3IA to ensure
compliance with policy, plans and standards. Each agency is responsible for their
individual Program Objective Memorandum (POM) submissions.
2.2.3.4.5. Appoint DL POCs to perform duties described in Attachment 17.
2.2.3.4.6. Ensure courseware acquired or developed will comply with Section 508 of
the Rehabilitation Act. Where undue burden can be shown, the MAJCOM OPR will
work with the originating agency and coordinate with the MAJCOM Chief
Information Officer to provide appropriate documentation.
2.2.4. Commanders/commandants of AF Schools:
2.2.4.1. Develop, maintain, and update internal ADL plans to execute ADL
implementation responsibilities. Ensure classroom modernization is compatible with
AETC-approved ADL standards. Train instructors and training developers to use ADL
media. Produce ADL products in accordance with AETC approved standards.
AFI36-2201 15 SEPTEMBER 2010 15
2.2.4.2. Provide life cycle management and serve as OPR for both in-house and
contractor-developed ADL.
2.2.4.3. Maintain record of labor hours and costs associated with ADL development and
maintenance projects for in-house and contractor developed ADL.
2.2.4.4. Support assigned ADL facilities and functions with equipment maintenance,
courseware management, and facility and test administration/ management.
2.2.4.5. Advertise information concerning ADL opportunities available at the base.
2.2.4.6. Develop courseware that meets applicable DoD, and AF ADL standards and
policies. Provide inputs for clearinghouse and repository courseware inventory of
completed ADL products.
2.3. ETCA. ETCA is an Internet information resource located at https://etca.randolph.af.mil/
or accessed via the Air Force Portal. ETCA contains procedures, course information, funding
information, reporting instructions, and listings for formal and Air Force ancillary courses
conducted or managed by the MAJCOMs or other agencies. Note: AETC TDY to School (TTS)
funds must be obtained by processing orders thru https://www-
r.aetc.af.mil/fm/tools/ttsnet.2.0/login/ ONLY.
2.3.1. ETCA serves as a reference for the AF, other military services, DoD government
agencies, and security assistance programs.
2.3.2. ETCA is a restricted website with selective accessibility. All users originating from a
.mil or .gov domain can access ETCA and users outside the .mil and .gov domain will be
allowed access on a case-by-case basis. Use the Course Development Decision Logic Process
to categorize formal courses (Attachment 16).
2.3.3. Contractor requests will be verified to determine contractor relationship with the
government.
2.3.4. Organizational Responsibilities:
2.3.4.1. AF/A1DLT and AETC/A3PV will provide formal training policy and
procedures, respectively, and coordinate changes through MAJCOM OPRs.
2.3.4.2. HQ AETC/A3P oversees program management of ETCA database
administration, maintenance, common system upgrades, releases, or enhancements.
Requestor‘s are responsible for funding all unique system changes.
2.3.4.3. Each MAJCOM and other agencies will designate a POC responsible for the
courses being conducted or administered by the command/agency.
2.3.4.4. HQ AETC/A3PZ will perform quarterly course reviews within ETCA and
forward to the functional POCS for updates or changes.
2.3.4.5. MAJCOM and other agencies maintaining courses in ETCA will coordinate with
functional POCs for applicable ETCA content and establish procedures for monitoring
and updating information.
16 AFI36-2201 15 SEPTEMBER 2010
2.3.4.6. Functional POC responsibilities:

2.3.4.6.1. Ensure course POC and information is current, correct, and complete on
the ETCA web site. Contact AETC/A3PZ for changes or problem resolution.
2.3.4.6.2. Ensure AETC/FMAM has coordinated on all AETC formal training course
changes impacting courses added/deleted, course length/location changes, excess
baggage or travel directions. (Any change having a potential financial impact)
2.3.4.6.3. Complete all required coordination prior to updating course or general
information.
2.3.4.6.4. Request ETCA access for course maintainers through HQ AETC/A3PZ.
Note: All ETCA administrators require an Air Force Portal account prior to
submitting a request. Conduct an annual review of all courses to ensure currency and
accuracy of information on ETCA.
2.3.4.6.4.1. Suspense course owners no later than 1 Sep to conduct an annual
review of all courses. Course owners will review all courses to ensure data is
current, correct and complete. Accomplish any necessary updates. Once the
information has been validated and/or updated, click the UPDATE button in
ETCA. Note: You must click the UPDATE button for each course to indicate the
review is complete.
2.3.4.6.4.2. Run ETCA Revision Report to verify all courses have been reviewed.
2.3.4.6.4.3. Submit annual review memorandum (Attachment 18) to HQ
AETC/A3PZ by 30 Sep of each year. Extension to this deadline must be requested
via email to HQ AETC/A3PZ, the Program Managers for ETCA.
AFI36-2201 15 SEPTEMBER 2010 17
Chapter 3
BASIC MILITARY TRAINING (BMT)
3.1. Scope. All recruits of the Regular AF, AF Reserve, and ANG with no previous military
service will attend BMT. Recruits with prior, non-AF, military service will attend the Prior
Service Sister Service Enlistee (PSSSE) Orientation Course (optional for AF Reserve and ANG).
Both courses are conducted by AETC. AF activities desiring changes to BMT and/or PSSSE
curriculum should submit requests, in writing, to AF/A1DLT. A1D will ensure all new
requirements are reviewed/approved by the BMT Triennial Review Committee members and
AETC/CC.
3.2. Objectives of BMT and the PSSSE Orientation Course.
3.2.1. BMT:
3.2.1.1. Provides an orderly transition from civilian to military life.
3.2.1.2. Builds all initial records.
3.2.1.3. Classifies and assigns personnel in accordance with AF/A1P policy, oversight
and advocates for program requirements during the various PPBE cycles.
3.2.1.4. Discharges trainees who fail to meet AF minimum standards.
3.2.2. PSSSE Orientation Course:
3.2.2.1. Provides a general orientation for new enlistees to the AF from sister services
who have already completed basic training with their prior service.
3.2.2.2. Provides initial medical, financial, clothing, and records processing support
while en route to first duty station or technical training unit.
3.3. BMT Oversight. Oversight of BMT consists of a BMT Triennial Review.
3.3.1. BMT Triennial Review. The review is conducted at the direction of the BMT Steering
Committee, but not less than once every three years. It will be conducted at Lackland AFB,
TX to review AF requirements for:
3.3.1.1. BMT graduate performance.
3.3.1.2. Military training (i.e. physical fitness standards, bearing, discipline, etc).
3.3.1.3. Military studies (i.e. human relations, financial management, career progression,
etc).
3.3.1.4. Field training (i.e. self-aid and buddy care, anti-terrorism measures, basic field
tactics, security, etc).
3.3.1.5. Curriculum Course Training Standard (CTS).
3.3.1.6. Other items of special interest identified by the Steering Committee or other
qualified sources.
18 AFI36-2201 15 SEPTEMBER 2010
3.3.2. BMT Triennial Review Steering Committee:

3.3.2.1. The Steering Committee consists of: AETC/CV, AETC/A2/3/10, AF/A1D,
AF/CMSAF, 2AF/CC, and 37 TRW/CC. Others will be invited for subject matter
expertise, as required.
3.3.2.2. The Steering Committee will meet at the discretion of any primary member and,
if agreed to by AETC/CV and AF/A1D, prior to the BMT Review.
3.3.2.3. Primary responsibility of the Steering Committee is to review the proposed
issues for the BMT Triennial Review and determine dates for the Review.
3.3.2.4. Upon completion of the Review, the Steering Committee will determine which
items will be presented to the AETC/CC.
3.3.3. BMT Triennial Review Committee:
3.3.3.1. The Review Committee consists of: AF/A1D, AF/CMSAF, AETC/A2/3/10,
AFRS/RSO, 737 TRG/CC (Executive Secretary, non-voting member), AF/A1DLT,
MAJCOM/CCCs, Reserve Component CCCs. Others will be invited for subject matter
expertise (non-voting), as required.
3.3.3.2. The BMT Triennial Review Committee reviews the agenda items; determines
the nature of the problems; and identifies issues for further investigation/study. Based on
their findings, identifies the appropriate OPR for further research and action.
3.3.3.3. The BMT Triennial Review Committee will outbrief the Steering Committee
with their findings and recommendations.
3.3.4. Specific responsibilities include:
3.3.4.1. AF/A1D:
3.3.4.1.1. Chairs the BMT Triennial Review.
3.3.4.1.2. Approves the proposed BMT Triennial Review Agenda.
3.3.4.1.3. Signs the BMT Triennial Review Report.
3.3.4.1.4. Upon AETC/CC approval of the BMT Review Report, staffs applicable
issues through the HQ USAF Deputy Chiefs of Staff (DCS) and the Chief Master
Sergeant of the Air Force (CMSAF).
3.3.4.1.5. Closes HAF action items.
3.3.4.2. AETC/A2/3/10:
3.3.4.2.1. Staffs approved items from the BMT Triennial Review Report through
AETC Directorates.
3.3.4.2.2. Distributes approved report to review participants.
3.3.4.2.3. Provides quarterly update to each member of the BMT Triennial Review
Committee on action item status.
3.3.4.2.4. Closes non-HAF action items.
AFI36-2201 15 SEPTEMBER 2010 19
3.3.4.3. 737 TRG/CC:

3.3.4.3.1. Provides agenda for the BMT Triennial Review.
3.3.4.3.2. Prepares the BMT Triennial Review Report and coordinates the report
through local level attendees.
3.3.4.3.3. Develops a ―State of the AF BMT Report‖ for the BMT Triennial Review.
At a minimum, the report will address:
3.3.4.3.3.1. Accession and production statistics.
3.3.4.3.3.2. Attrition by number, category (i.e., medical, prior conditions, fraud,
etc) and percentage of each category.
3.3.4.3.3.3. Field survey and trainee critique summaries.
3.3.4.3.3.4. End-of-course performance statistics.
3.3.4.3.3.5. Any Higher Headquarters (HHQ) evaluation results.
3.3.4.3.3.6. An appendix depicting Initial Entry Training initiatives, incorporation
of sister service best practices and near-term improvement plans.
20 AFI36-2201 15 SEPTEMBER 2010
Chapter 4
FORMAL TRAINING
4.1. Formal Training Management.

4.1.1. Personnel Skills Development. The purpose of AF training is to ensure each individual
is prepared to meet AF mission requirements. Training programs for the Total Force are
developed using the continuum of learning. Note: AETC TDY to School (TTS) Mission
Readiness Training (MRT) guidance can be found in AFI 36-2616, Trained Personnel
Requirements.
4.1.2. Enlisted Personnel Skill-Level Training Requirements. Enlisted personnel must
complete all mandatory training requirements as outlined in this AF Instruction (AFI), the
specialty description in the Air Force Enlisted Classification Directory (AFECD) on the Air
Force Personnel Center (AFPC) web site, and the applicable Career Field Education and
Training Plan (CFETP) for award of the 3-, 5-, 7-, and 9-skill levels. Unit Commander or
designated representative is the approval authority for all upgrade training actions. The
following outlines the minimum requirements for award of these skill levels:
4.1.2.1. Apprentice. Complete an initial skills training course for award of the 3-skill
level. Retraining into an AF Specialty Code (AFSC) or shred may be accomplished via
OJT alone only when specified in the retraining instructions and as approved by the Air
Force Career Field Manager (AFCFM) or Air Reserve Component (ARC) Career Field
Functional Manager. Personnel retraining via OJT may be awarded a 3-skill level when
they complete knowledge training on all tasks taught in the initial skills course, other
tasks and mandatory requirements identified by the AFCFM.
4.1.2.2. Journeyman. Complete mandatory CDC when available and applicable
mandatory core tasks identified in the CFETP. Award of the 5-skill level also requires
completion of a minimum of 12 months in upgrade training (UGT); mandatory
requirements listed in the AFECD; and must be recommended by their supervisor and
approved by their commander. Individuals in retraining status, Training Status Code
(TSC) ‗F‘, are subject to the same training requirements and must complete a minimum
of 9 months in upgrade training (UGT). Wing Commanders may approve time-in-training
waivers. Time-in-training waivers for ARC should be forwarded to HQ AFRC/ANG as
applicable. Note: Supervisors may identify and standardize local tasks for upgrade with
the AFCFM approval. Coordinate requests for AFCFM approval through the MAJCOM
FM.
4.1.2.3. Craftsman. Be at least a staff sergeant (SSgt), complete mandatory CDCs when
available and applicable mandatory core tasks identified in the CFETP (see part 1 of the
CFETP). Supervisors may identify and standardize local tasks for upgrade with the
AFCFM approval. Coordinate requests for AFCFM approval through the MAJCOM FM.
Award of the 7-skill level also requires completion of a 7-skill level craftsman course (if
required); mandatory requirements listed in ECD; complete a minimum of 12 months in
training; recommendation by the supervisor and approval of the commander. Individuals
in retraining status (TSC ―G‖) are subject to the same training requirements and must
complete a minimum of 6 months in UGT. Wing Commanders may approve time-in-
AFI36-2201 15 SEPTEMBER 2010 21
training waivers. Note: Forward time-in-training waivers to HQ AFRC/ANG for ARC

personnel as applicable.
4.1.2.4. Superintendent. Must be at least a Senior Master Sergeant (SMSgt) and meet
mandatory requirements listed in the AFECD, be recommended by their supervisor and
approved by their commander for award of the 9-skill level.
4.1.3. Officer Skills Training Requirements. All officers will:
4.1.3.1. Enter initial skills training (IST) as applicable. Note: Not Applicable for ANG
and AFRC.
4.1.3.2. Complete all requirements (knowledge, education, experience, and training)
listed in the specialty description in the Air Force Officer Classification Directory
(AFOCD) on the AFPC web site and CFETP if applicable.
4.1.3.3. Complete advanced or supplemental education/training courses, as required by
the AFCFM.
4.1.3.4. Waivers will be considered on a case-by-case basis. Submit requests to the
AFCFM for review and approval/disapproval. Examples of waiver requests may include:
prerequisite AFSCs, mandatory course attendance (if the individual has equivalent skills
through civilian experience or education) and skills gained through duty assignments.
4.1.3.5. No shows will be charged to bases when insufficient time is allowed to obtain a
backfill for officers who do not arrive for training.
4.1.3.6. Requests for release/reclama of training must be approved by the wing
commander or equivalent command authority at FOAs and Air Staff. Requests to release
officers from training based on a justification that the individual is indispensable to an
Operational Readiness Inspection, mission, or special project will not be accepted.
Requests to release members from training should only be used for exceptional
circumstances such as placement on medical profile. AFPC/DPPAOS will backfill the
training seat. Request for swaps will not be entertained.
4.1.4. Waiver Requests:
4.1.4.1. Waiving Specialty Qualification Requirements. Specialty qualification
requirements are published in the Officer and Enlisted Classification Directories, and the
CFETP. These requirements may be for entry, award, or retention of the AFS and
respective skill level. However, special circumstances may warrant waiving these
requisites. A waiver saves training resources without impacting career field progression
or mission accomplishment when an individual possesses qualifications equivalent to the
established requirements.
22 AFI36-2201 15 SEPTEMBER 2010
4.1.4.2. Evaluating Waiver Requests. Compare each waiver request against

predetermined standards to maintain AFS integrity. Consider task knowledge and
performance, ability to learn and transfer knowledge to performance, and future within
the AFS in equal relation to peers. Requests must consider the following factors:
4.1.4.2.1. Education. Has the individual completed an equivalent education course or
certificate program (or equivalency test), or performed duty in an exceptional manner
over an extended period of time in the actual or equivalent AFS or civilian
occupation?
4.1.4.2.2. Training. Has the individual completed an equivalent technical training
course or civilian vocational technical training course, certificate program (or
equivalency test), or performed duty in an exceptional manner over an extended
period of time in the actual or equivalent AFS or civilian occupation?
4.1.4.2.3. Knowledge. Does the individual possess the career knowledge equivalent
to current requirements? Waiver requests must meet the mandatory career knowledge
topics identified in the specialty description.
4.1.4.2.4. Experience. Has the individual performed duty over an extended period of
time in the actual or equivalent AFS or civilian occupation? Supporting
documentation must include proof of experience, such as performance reports,
training records, state or federal operating licenses, certificates of affiliation, etc.
4.1.4.2.5. Other. Does the individual possess the physical ability, aptitude, or
qualifications that are equivalent to, or commensurate with, the established
requirement?
4.1.4.2.6. Individual Involvement. Does the individual acknowledge possessing the
prescribed training requirements? Trainees must understand what their education and
training requirements are; accept responsibility for training, and document task
qualification.
4.1.4.2.7. Supervisory Involvement. Did the commander and supervisor fulfill their
obligations to the trainee and the training program? Level of support or involvement
is not, by itself, justification for approving waivers; it may indicate problems in
training equity or other areas.
4.1.4.2.8. Training System Equity. This area relates to circumstances beyond a
trainee's control such as the following. Were training or testing conditions abnormal?
Did the training or testing system provide the best opportunity for successful
completion of training requirements? Was the training or testing system flexible
enough to allow for unexpected situations or conditions? Did those responsible for the
training or testing program fulfill their obligations effectively? Depending on the
facts, this area may warrant options other than approving a waiver.
AFI36-2201 15 SEPTEMBER 2010 23
4.1.4.3. Processing Waiver Requests. Process waiver requests according to AFI 36-2101,
Classifying Military Personnel (Officer and Enlisted). Use the following criteria to
evaluate waiver requests:
4.1.4.3.1. Manpower and Personnel Flight (FSM). Review the AFS description and
determine whether experience factors, mandatory training requirements, and
additional mandatory requirements not in the AFS description (i.e., aptitude scores)
are satisfied. As appropriate, review other sources such as evaluation reports and duty
history to validate experience.
4.1.4.3.2. Base Training Manager. Determine whether the trainee meets the
experience and training requirements in the CFETP and AFS description. Also, assess
whether all practical training options, were exhausted before recommending approval
or disapproval of the waiver request.
4.1.4.3.3. MPS Superintendent. Consider the recommendations from the FSM and
Base Training Manager. Return waiver requests to the originator for more
documentation, when necessary.
4.1.4.3.4. MAJCOM Training Manager. Determine whether the trainee meets or
exceeds the experience and training requirements in the CFETP and specialty
description. Also, assess whether all practical training options, were exhausted before
recommending approval of the waiver request.
4.1.4.3.5. MAJCOM Classification Representative. Evaluate request and use AFI 36-
2101 to determine appropriate routing for waiver requests.
4.1.4.3.6. MAJCOM Functional Manager. Ensure AFS concerns are assessed.
Consider all recommendations before making a decision to recommend approval or
disapproval.
4.1.4.3.7. AFCFM. Ensure AFS concerns are assessed and satisfied. Consider all
recommendations before making a final decision or recommendation as applicable.
Air Force Reserve Command (AFRC)/Air National Guard (ANG) Functional
managers have waiver authority equivalent to AFCFMs. Note: Each recommendation
must be supported by the evaluation criteria outlined in paragraph 4.1.4.2.
4.1.4.4. Processing Time-in-Training Waivers: The unit training manager (UTM) will
assist the supervisor in preparing time in training waiver packages. The package will
process through the unit commander, group commander, to the wing commander or
designee for final approval/disapproval authority. (Does not apply to ARC). Note:
Forward time-in-training waivers for ARC personnel to HQ AFRC/ANG as applicable.
4.1.4.4.1. Unit Commander. Use the criteria in paragraph 4.1.4.2 of this instruction,
the AFECD, and the CFETP, Part I, to evaluate trainee qualifications. Review the
AFS description and determine whether experience factors, mandatory training
requirements, and additional mandatory requirements not in the AFS description are
satisfied. As appropriate, review other sources such as evaluation reports and duty
history to validate experience. Determine whether the trainee meets the experience
and training requirements in the CFETP and AFS description.
24 AFI36-2201 15 SEPTEMBER 2010
4.1.4.4.2. Group Commander. Use the criteria in paragraph 4.1.4.2., of this

instruction, the AFECD, and the CFETP, Part I, to evaluate trainee qualifications to
support recommendation. Determine whether the trainee meets or exceeds the
experience and training requirements in the CFETP and specialty description.
4.1.4.4.3. Wing Commander or designee. Will approve or disapprove the waiver
request.
4.1.4.5. Approved waivers are returned to the UTM to initiate upgrade action in the
Personnel Data System.
4.1.4.6. Disapproved waivers are returned to the unit commander.
4.1.4.7. Waiver Packages. As a minimum, all waiver packages, regardless of reason,
must include the following documentation:
4.1.4.7.1. Copy of the CFETP, Part II, with certification of all mandatory tasks as
directed by the AFCFM.
4.1.4.7.2. Copy of all AU IMT 9 (Consolidate Student Report) and Field Scoring
Answer Sheets.
4.1.4.7.3. Copy of all EPRs or LOEs, if applicable.
4.1.4.7.4. Copy of all AF Forms 623a or automated version.
4.1.4.7.5. Memorandum from the supervisor, endorsed by the unit commander,
recommending waiver for airmen whose behavior, attitude, and record of
performance show a high probability of success in the higher skill level.
4.1.5. Responsibilities for Managing Training.
4.1.5.1. AF Learning Division (AF/A1DL):
4.1.5.1.1. Develops and oversees training policy for the development and
management of formal technical training (non-flying), ADL, On-the-job training
(OJT), ancillary training, automated training record and learning management
systems, and acts as AF liaison for BMT.
4.1.5.1.2. Advises AFCFMs on training processes and procedures for their assigned
AF Specialty (AFS).
4.1.5.1.3. Directs, assists, and monitors Air Force formal schools.
4.1.5.1.4. Authorizes the establishment of schools and prescribes and approves
school missions.
4.1.5.1.5. Approves prerequisites and procedures for selection of students to Air
Force schools.
4.1.5.1.6. Approves procedures for processing individuals whose student status has
been terminated.
4.1.5.2. Directorate of Force Management Policy (AF/A1P):
AFI36-2201 15 SEPTEMBER 2010 25
4.1.5.2.1. Establishes policy for the development, and publishing of Program

Requirements Document (PRD) and Program Guidance Letter (PGL) specific to
recruiting and technical training requirements. (Reference AFI 36-2616).
4.1.5.2.2. Establishes policy, advocates, and monitors resources utilized for
recruiting activities and advertising, recruit training and technical and field training.
4.1.5.3. AFPC. AFPC/DPSIT will coordinate with the AFCFM on approvals for 3-skill
level school waivers for individuals required to retrain under special circumstances when
attendance would incur undue hardship on the retrainee and retraining the Airman is in
the best interest of the AF, e.g., Exceptional Family Member Program, Humanitarian
Assignment, or AFSC disqualification.
4.1.5.4. Associate Director for Intelligence, Surveillance and Reconnaissance, Force
Management Division (AF/A2DF) establishes policies and programs resources for
intelligence training programs, ensures programs comply with AF training policy and
DoD intelligence directives and serves as intelligence AFCFM between service training
establishments, national and DoD intelligence organizations. This function represents AF
interests on intelligence training councils and associated committees.
4.1.5.5. Air Force Career Field Manager (AFCFM):
4.1.5.5.1. Determine AFS training tasks, requirements and resources. The AFCFM is
further tasked to determine the need for course development, to include advanced
skills/seven-level courses.
4.1.5.5.2. Approve/disapprove individual requests for waiver of mandatory training
requirements for their respective specialty. For ANG and AFRC components, waiver
authority is HQ ANG and HQ AFRC FMs, respectively. Waiver package
requirements include: prerequisite AFSC, initial skills courses, equivalent civilian
skills, experience or education, upgrade time requirements for the 5- and 7-skill level,
and 7skill level course attendance. ARC components provide metrics showing
number of waivers processed, reason for waiver, and AFSC and skill level waived to
AF/A1DLT in January and July of each calendar year. Note: Waiver authority for
ANG and AFRC attendance at the entry level (3-skill level) Basic Firefighting Course
taught at Goodfellow AFB, TX, will remain with AF/A7CX.
4.1.5.5.3. Conduct Utilization and Training Workshops (U&TW)/Specialty Training
Requirements Team (STRT) meetings, in partnership with the AETC Training
Pipeline Manager (TPM), to develop and review life-cycle AFS performance and
training requirements. AETC TPM will attend the STRT in an advisory capacity.
Refer to AETCI 362203, Technical and Basic Military Training Development, for
course training manager (TM) responsibilities. Additional AFCFM U&TW/STRT
responsibilities include:
26 AFI36-2201 15 SEPTEMBER 2010
4.1.5.5.3.1. In partnership with the Air Education and Training Command

Training Pipeline Manager (AETC TPM), identify issues and establish the
agenda, determine participants, time frame and location, determine additional
staffing requirements, ensure minutes are prepared and distributed, and monitor
status of action items. The AFCFM and AETC TPM will sign and publish the
minutes before adjourning the U&TW/STRT. Note: If the STRT was held without
a U&TW, only the CFM is required to sign the meeting minutes.
4.1.5.5.3.2. Develop a CFETP for life-cycle training at appropriate points
throughout a career path. Ensure CFETPs conform to format, standardization and
publication guidance. Ensure currency and accuracy of technical references (TR)
cited in the CFETP. Ensure final version of the CFETP is coordinated with
AFPC/DPSIT prior to publication through Air Force Departmental Publishing
Office (AFDPO). Conduct annual review of CFETP and corresponding
documents such as AF Job Qualification Standard (AFJQS).
4.1.5.5.3.3. Determine distribution of training documents such as CFETPs,
AFJQSs, etc.
4.1.5.5.4. Ensure formal training requests are processed according to the ETCA web
site https://etca.randolph.af.mil.
4.1.5.5.5. Establish and maintain regular coordination with appropriate MAJCOMs,
HQ USAFSOC, ANG and AFRC FMs to ensure training consistency and quality.
4.1.5.5.6. Approve specialized procedures for training to include identification of
core tasks, coordinating with Functional Area Manager (FAM) to identify
deployment/UTC task requirements, special certification, and frequency of recurring
certification requirements, SEI review, and training record maintenance.
4.1.5.5.7. Ensure Operational Risk Management (ORM) processes are incorporated
in all applicable areas of training in concert with the U&TW process. It is the
AFCFM‘s responsibility to specify the exact ORM-related tasks, and identify offsets
or additional resources for this training.
4.1.5.6. AETC will:
4.1.5.6.1. The AETC TPM, in partnership with the AFCFM will establish U&TW
time, location and agenda; host U&TWs convened at AETC installations; provide
U&TW participants information concerning training policy guidance and resource
impact recommendations; and maintain and manage future U&TW schedules to
include a corresponding Occupational Survey Report (OSR) schedule.
4.1.5.6.2. Ensure OSR, Graduate Assessment Survey (GAS) Data, Field Evaluation
Questionnaire Summaries (FEQS), trend analyses, etc. are prepared, distributed and
briefed.
4.1.5.6.3. Support AFCFM to ensure training meets AFS requirements.
4.1.5.6.4. Ensure all initial skills training requirements are documented through
development of the CFETP. New or revised CFETP changes are based on internal or
external training evaluation and feedback.
AFI36-2201 15 SEPTEMBER 2010 27
4.1.5.6.5. Provide AFCFMs with information to identify and justify unfunded

training resource requirements such as: resource impact statements, U&TW minutes
and other applicable meeting minutes. Produce standardized meeting minutes in
partnership with the AFCFM to accurately reflect training decisions.
4.1.5.7. AFPC/DPSIT will develop guidance to implement AF training policy, manage
operations necessary to support training programs, coordinate policy changes through
appropriate MAJCOMs, and review and coordinate CFETPs prior to publication.
4.1.5.8. HQ AETC, HQ AFMC, HQ ACC, Air Force Legal Operations Agency, HQ
AFSOC and the AF Special Investigation Academy will program, manage, develop,
conduct, and evaluate training to support applicable AFS qualification requirements for
initial skills, advanced and supplemental technical training. HQ AU/A4L provides the
same for Career Development Courses and Specialized Courses.
4.1.5.9. MAJCOM:
4.1.5.9.1. Manage training programs for applicable AF specialties, provide guidance
and policy interpretation to subordinate units, serve as the command representative at
the U&TW, and provide the command position on training issues.
4.1.5.9.2. Review draft CFETPs to ensure coverage of mission, peacetime, readiness
and contingency requirements and add command-unique requirements to an AFJQS,
if required.
4.1.5.9.3. Conduct annual review of CFETP. Report CFETP deficiencies to the
AFCFM at least 45 days before the anniversary date of the CFETP date. Deficiencies
that may adversely impact the AFS or mission should be identified immediately.
4.1.5.9.4. Develop training and education programs and operate schools under their
jurisdiction. Use the Course Development Decision Logic Process to categorize
formal courses at Attachment 16.
4.1.5.9.5. Appoint a commander or commandant for each school within the
command. (Authority to appoint a commandant may be delegated to a subordinate
commander having jurisdiction over the school).
4.1.5.9.6. Appoints a faculty board for each school in the command and determines
board procedures within the scope of applicable Air Force instructions. Authority to
appoint a board and to determine its procedures may be delegated to a commissioned
officer at any level of command.
4.1.6. Policy and responsibilities for administering an effective formal training management
program are outlined in AFCSM 36-699, Volume 1, Military Personnel Flight (MPF)
Management and Military Personnel Data System (MilPDS) User Guidelines.
4.2. Special Training.
4.2.1. Background. The AF uses special training, which is normally Type 1 (Contract)
training, when regular training programs cannot satisfy the unique training requirements of a
new system.
28 AFI36-2201 15 SEPTEMBER 2010
4.2.2. Identifying, Managing, and Funding Special Training. As the AF single manager for
all special training programs, AETC determines whether government agency or contractor
conducted training best serves the needs of the AF (refer to Table 4.1).
4.2.2.1. Funds to procure special training may be Procurement (3010, 3020, 3080),
Operations and Maintenance (O&M) (3400), or Resources, Development, Test and
Evaluation (RDT&E) for Type 1 training only. The using command and the acquisition
agency fund special training and the travel and daily costs required in support of a
system-specific program.
4.2.2.2. The using command funds special training to support non-system specific
programs.
4.2.2.3. The respective government funds security assistance training via a separate
training line in the Letter of Offer and Acceptance (LOA).
4.2.3.1. Chief of Learning Division (AF/A1DL) oversees policy and planning for special
training.
4.2.3.2. The Deputy Assistant Secretary for Budget, Office of the Assistant Secretary of
the Air Force for Financial Management and Comptroller, Headquarters U.S. Air Force
(SAF/FMB) supervises special training funds, to include budgeting, allocating, and
accounting tasks, according to AFPD 65-6, Budget.
4.2.3.3. AETC will:
4.2.3.3.1. Assist using MAJCOMs, other services, joint or combined commands, and
foreign governments with identifying special training needs when the AF authorizes
such action under the Security Assistance Program.
4.2.3.3.2. Validate requests for special training (except for recurring enroute training
or operational flying training); determine the most economical and efficient methods
to meet needs and requirements; provide or contract for special training, review the
necessity of training; and determine whether sufficient funds are available to support
the training if contracting is required.
4.2.3.3.3. Assist survey users obtain future requirements forecasts; validate and
process out-of-cycle and emergency requests; and assist using MAJCOMs develop
and validate non system-specific special training requirements.
4.2.3.3.4. Assist the Training Planning Teams (TPT) develop the System Training
Plan (STP) and set allocations to support system-specific training requirements.
4.2.3.3.5. Negotiate, write and implement contracts for special training or prepare
and approve training Statements of Work (SOW)/Performance Work Statements
(PWS) and contract line items for inclusion in defense system acquisition requests for
proposal. Approve contractors' proposals for preparing and conducting special
training and provide technical surveillance of contractor performance.
4.2.3.3.6. Determine the entry requirements for special training and, if necessary,
coordinate the preparation of an entrance examination.
AFI36-2201 15 SEPTEMBER 2010 29
4.2.3.3.7. Issue reporting instructions and allocations through the MilPDS/OTA.

4.2.3.3.8. Manage information to include: cost, student production, and training
quality.
4.2.3.3.9. Maintain an audit trail of contracted security assistance training and all
USAF-funded training in support of DoDD 5000.1, Defense Acquisition; operations
and maintenance training; International Military Education and Training (IMET); and
grants-in-aid.
4.2.3.3.10. Plan, program, fund, and control special training requirements and assist
the acquisition agencies develop training requirements for new systems and programs
in which MAJCOMs participate.
4.2.3.4. The using unit receives special training allocations and reporting instructions,
fills allocations, prepares orders, and administers training according to ETCA.
4.2.4. Waivers:
4.2.4.1. A waiver is not required to embed training in an initial acquisition contract.
4.2.4.2. Waivers are required to embed training in follow-on acquisition contracts. The
waiver will include: name and total cost of acquisition contract; estimated cost of the
training portion of the contract by fiscal year, course cost, TDY costs; and number of
personnel to be trained by fiscal year, by category (i.e. DoD Military, DoD Civilian, and
others). Include a MAJCOM statement of availability of O&M funds to pay for requested
contract training and associated travel/Per Diem costs. If waiver is approved, MAJCOMs
will finance related contract training, travel, and per diem.
4.2.4.3. The requester will forward the waiver request to their respective MAJCOM.
4.2.4.4. The MAJCOM will forward the waiver request to AETC/A5T for approval.
30 AFI36-2201 15 SEPTEMBER 2010
Table 4.1. Organizations Responsible for Funding, Managing, and Administering Special
Training
A B C D E F G
L
AETC
I Acquisition US Foreign
If Training Supports: RTO User See
N Agency Govt Country
Note 3
E
Research, Development,
1 X
Test & Evaluation
Initial Operational Test
2 X
& Evaluation
Follow-on Test &
3 Evaluation and
X
Qualification Operational
Test & Evaluation
Operations &
4 X X X
Maintenance
5 Follow-on Aircrew X
International Military
6 Education Training and X
Grants-in-Aid
Security Assistance
7 X
Training Program Sales
8 Follow-on Tech Training X
9 System Specific Training See Note 1 X X
System Specific
10 Training-Unique to
X
MAJCOM
Non-System Specific
Training Command
11 X
Unique
See Note 2
Notes:
1. The acquisition agency funds procurement of training supporting system-specific special
training.
2. The requesting MAJCOM funds travel and per diem supporting non system-specific special
training using O&M funds.
3. AETC does not fund or manage contractor personnel attending special training. Contractors
process requests for special training through the Defense Logistics Agency to the Acquisition
Agency.
4.3. Managing, Administering, and Conducting AETC Type 6 Distance Learning (DL):
AFI36-2201 15 SEPTEMBER 2010 31
4.3.1. AETC DL is technical training delivered to students at their base of assignment

without an AETC instructor physically present. AETC DL is also known as Type 6 formal
technical training, exportable training, and advanced distributed learning (ADL). AETC DL
extends the training capabilities of AETC Schools to meet specific job and equipment
training needs in place of resident training. AETC DL media can take the form of interactive
multimedia instruction (IMI), interactive television (ITV), DVD, CD-ROM, Internet based
instruction (IBI), paper, or some combination of these. AETC DL does not include CDCs.
4.3.1.1. HQ AETC instructors are not required at receiving sites (base level), although
students may interact with instructors by phone, fax, e-mail, etc. Receive sites will have a
POC available for AETC DL administration and to perform duties described in this
chapter.
4.3.1.2. Final approval authority for cancellation and discontinuation of AETC DL
courses is HQ AETC/A3T.
4.3.1.3. When ITV is used, follow ATN PMO procedures and guidance for scheduling,
delivery and administration of ITV programs, satellite distribution of prerecorded video,
or large-file transfer.
4.3.2. DL Points of Contact (POC). Each MAJCOM will appoint a command focal point for
coordination of AETC DL.
4.3.2.1. MAJCOM POCs will appoint, by letter, a primary and alternate DL POC for
each base in the command and provide the name, complete mailing address, DSN and
commercial phone number, DSN and commercial fax number, and E-mail address for
both primary and alternate DL POCs to 2 AF. Note: Base DL POCs may be the same
personnel used to support training delivered via the Air Technology Network.) MAJCOM
DL POCs will notify 2 AF, in writing, of any changes to DL POC appointments using the
DL POC worksheet accessible on the 2 AF DL site on the AF Portal.
4.3.2.2. Only MAJCOM appointed DL POCs are authorized to request AETC DL
training products (e.g., course materials, tests, broadcasts). Base DL POC is to inform
UTMs of upcoming AETC DL presentations. 2 AF maintains a current listing of
authorized DL POCs on the 2 AF DL site on the AF Portal.
4.3.2.3. MAJCOM DL POCs ensure all base DL POCs receive training to perform
specific duties and responsibilities to administer AETC DL. Provide newly assigned base
DL POCs training within 90 days of POC assignment to include AETC DL POC training
conducted by 2 AF.
4.3.2.4. Base DL POC personnel will develop training and establish procedures to
provide base Unit Training Managers (UTM) orientation and/or training regarding AETC
DL procedures.
4.3.3. Course Announcement. All formal AETC DL courses will be assigned a course
identifier and title as specified in AETCI 36-2203, Technical and Basic Military Training
Development. AETC Training Managers (AETC course TM) publicize courses through the
ETCA. The course announcement will specify course delivery requirements including
customer responsibilities at user sites. In addition, the AETC TM coordinates with the HQ
AETC TPM and the AFCFM on a message to the field announcing course releases.
32 AFI36-2201 15 SEPTEMBER 2010
4.3.4. UTM Responsibilities for Administering AETC DL Courses:

4.3.4.1. Forward monthly projected training requirements and proposed schedules to the
base DL POC, who publishes a monthly training schedule, as required. EXCEPTION:
AFPC identifies active duty students, and AFRC and ANG identifies Reserve and Guard
students in MilPDS/OTA for mandatory, 7-level training.
4.3.4.2. Submit student rosters to the base DL POC and notify supervisors of scheduled
date, time, and location of training, as required. UTMs will receive notification of
enrollment in mandatory 7-level training through the Report on Individual Personnel
(RIP).
4.4. Field Training. Field training provides hands-on maintenance training at operational
locations. Training can include: specific systems and associated support equipment and systems;
aircraft/systems; engines; Aerospace Ground Equipment; Communications-Electronics
equipment; certification training; partial courses; and training sessions. Training Detachments
(TD) or Mobile Training Teams (MTT) are responsible for conducting field training.
4.4.1. Field Training Responsibilities:
4.4.1.1. HQ AF/A1D develops field-training program policy.
4.4.1.2. HQ AF/A4L develops training requirements and training equipment
maintenance policy.
4.4.1.3. Air Force Career Field Managers (AFCFM) coordinate and validate training
requirements with the MAJCOM Functional Managers (MFM) and identify TD-provided
training in the Career Field Education and Training Plan (CFETP).
4.4.1.4. HQ AETC/A3T:
4.4.1.4.1. Coordinates with AETC/A3PV to establish command policy and guidance.
4.4.1.4.2. Provides oversight for the TD program and ensures training requirements
are met; see Attachment 19.
4.4.1.4.3. Submits resource requirements to support the Field Training Program
through the Program Objective Memorandum (POM). Ensures HQ AF/A1DL is
informed of all unfunded requirements.
4.4.1.4.4. Exercises approval authority for activation, deactivation, relocation, and
discontinuance of training support in response to programmed requirements.
4.4.1.4.5. Announces TD locations, reporting instructions, courses, and course
completion criteria in ETCA at https://etca.randolph.af.mil/.
4.4.1.4.6. Ensures instructor selection and qualification criteria outlined in AFI 36-
2110, Assignments, reflects the most current command requirements.
4.4.1.4.7. Coordinates with HQ AETC/A5 to ensure new facilities, modifications to
existing facilities or changes in facility support are identified and validated by site
surveys.
AFI36-2201 15 SEPTEMBER 2010 33
4.4.2. Training Standards. TDs will provide the training necessary for a student to achieve
the task performance, task knowledge, and subject knowledge levels specified by the Course
Chart and Training Standard (CC/TS). The CC/TS specifies the user-furnished equipment,
facilities, and maintenance instructor (MI) augmentees required by the course. When
approved by the using MAJCOM and HQ AETC, the CC/TS constitutes a contract to provide
required equipment, facilities, and MI augmentees as necessary.
4.4.3. Use of Instructors for Non-Training Purposes. Training instructors may be used in
their primary Air Force Specialty Code (AFSC) for direct maintenance production in host
unit work centers upon approval of the TD commander or TD chief.
4.4.4. Funding for 982 TRG Instructor TDY to support Field Training Teams (all TD
courses at active duty locations except enroute training). Courses where TD instructors
cannot obtain on-base billeting, TM is responsible for coordination with host unit to resolve
on-base billeting non-availability. If on-base billeting cannot be arranged, the course must be
rescheduled at a time when on-base billeting is available or the requesting unit will be
responsible to fund the differential cost of on-base billeting and meal rate versus off-base
billeting and meal rate.
4.5. Initial Skill AFSC Multi-Phased Training. Initial skill level AFSC awarding courses
may consist of two or more phases. Phase I involves fundamental training in a preparatory course
conducted at an AETC resident training center or other approved location. The 3-skill level is
awarded upon completion of Phase II. Guidance for Initial Skill AFSC Multi-phased Training is
contained in Attachment 20.
34 AFI36-2201 15 SEPTEMBER 2010
Chapter 5
AIR FORCE CAREER FIELD MANAGEMENT
5.1. Scope. Air Force Career Field Managers (AFCFM) are appointed by their respective HQ
USAF Deputy Chief of Staff or director to ensure development, implementation, and
maintenance of Career Field Education and Training Plans (CFETP) for their assigned AF
specialties. AFCFMs communicate directly with Major Command (MAJCOM) Functional
Manager (MFM), ARC, and AETC TPM to disseminate AF and career field policies and
program requirements.
5.2. Air Force Career Field Manager (AFCFM) Responsibilities:
5.2.1. Use the Utilization and Training Workshop (U&TW)/Specialty Training
Requirements Team (STRT) meeting as forums and quality control tools to determine and
manage career field E&T requirements.
5.2.2. Chair the portion of the STRT/U&TW for utilization, authorization, and general career
field mission issues, and partner with the AETC TPM throughout the STRT/U&TW.
5.2.3. Ensure the direct involvement and participation of Subject Matter Experts (SMEs)
from the field.
5.2.4. Develop the CFETP as the core document for E&T requirements (CFETPs are
optional for officer specialties).
5.2.5. Establish the framework for managing career field E&T by specifying career field
progress.
5.2.6. Develop criteria to accelerate individual training when it is in the best interest of the
AF.
5.2.7. Oversee the Career Development Course (CDC) program for assigned AF Specialties.
AFCFMs also review CDCs for accuracy and initiate actions to develop new or revised
CDCs to meet new requirements.
5.2.8. Ensure when feasible, the direct involvement and participation of HQ AU/A4L
Extension Course Program personnel in U&TW proceedings impacting development,
revision, or deletion of Career Development Courses or Specialized Courses used for career
field upgrade training.
5.3. MAJCOM Functional Managers (MFM). The MFM is responsible for the E&T
activities of their respective specialties.
5.4. AETC Training Pipeline Managers:
5.4.1. Personnel assigned to HQ AETC/A2/3/10 are responsible for life-cycle management
(planning, directing, implementing, and overseeing) AETC formal training courses. This
process begins with basic military training and extends through advanced skills courses.
Personnel administer and execute MAJCOM level training management to include
prioritizing and advocating training resource requirements to the Air Staff.
5.4.2. Ensure training programs support AFS requirements.
AFI36-2201 15 SEPTEMBER 2010 35
5.4.3. Ensure course-training plans and new course developments are in compliance with AF
policy.
5.4.4. Work in partnership with the AFCFM throughout the STRT/U&TW.
5.4.5. Chair the portion of the STRT/U&TW addressing training and training resourcing
issues.
5.5. AETC Training Managers (AETC TM). AETC TMs are responsible for training
development, implementation, and management.
5.6. Subject Matter Expert (SME). SMEs are individuals qualified to perform in a specialty.
In most instances, SMEs are Noncommissioned Officers (NCO) with extensive training and
background in their AFS.
5.7. Career Field Education and Training Plan (CFETP):
5.7.1. The CFETP is the primary document used to identify life-cycle education and training
requirements. It serves as a road map for career progression and outlines requirements that
must be satisfied at appropriate points throughout the career path. The CFETP also specifies
the mandatory task qualification requirements for award and maintenance of an AFSC.
Deployment/UTC task requirements can be identified with a symbol to assist commanders in
prioritizing training. Use the CFETP to plan, conduct, evaluate, and document training.
5.7.2. Officer CFETPs are used only when the AFCFM determines the need.
5.7.3. Civilian CFETPs must meet all development requirements as enlisted or officer.
5.7.4. Special Duty Identifier (SDI) and Reporting Identifier (RI) CFETPs are developed, if
required, by the AFCFM.
5.7.5. Forward recommended changes, additions, or deletions to a published CFETP to the
MAJCOM FM of the AFS.
5.7.6. Air Force Job Qualification Standard (AFJQS). AFCFMs issue AFJQSs for unique
duty positions, weapons systems or equipment. The AFJQS supplements the CFETP, Part II,
by outlining specific skill and task requirements. AFCFM must review and approve any
MAJCOM JQS. Note: Limit use of AFJQSs to the absolute minimum to reduce duplicate
documentation.
5.8. CFETP Format:
5.8.1. The CFETP has two main parts which must be designed to meet AF and AFS needs.
Construct and publish CFETPs using the following format, guidance, and information in
Attachment 2. Officer and Enlisted CFETP examples are contained in Attachment 3 and
Attachment 4 respectively. Arrange the document in the following manner:
5.8.2. Enlisted CFETP Requirements:
5.8.2.1. Part I. Provides AFS information in five sections: General Information; AFSC
Progression and Information; Skill Level Training Requirements; Resource Constraints;
and Transition Training Guide.
36 AFI36-2201 15 SEPTEMBER 2010
5.8.2.1.1. Create a Preface describing the contents. Tailor it to provide information

unique to the AFS. Include a list of abbreviations and Terms Explained. Other terms
may be added as needed for subject clarification or enhancement.
5.8.2.1.2. Section A, General Information. State CFETP purpose, use, and procedures
for coordinating and obtaining approval for update and publication.
5.8.2.1.3. Section B, AFS Progression and Information. Provide AFS duties and job
progression information within five paragraphs:
5.8.2.1.3.1. Paragraph 1, Specialty Description. This information can be found in
paragraphs 1 and 2 of the official specialty description in the AFECD and may
include more detailed narrative of the duties and responsibilities.
5.8.2.1.3.2. Paragraph 2, Skill and Career Progression. Create a separate
subparagraph for each skill level of the specialty (e.g., apprentice, journeyman,
craftsman, superintendent). Outline each skill level accomplishment, positions
assigned, training and Professional Military Education (PME) courses, and
education. Do not state mandatory requirements for upgrade to the next higher
skill level; this information is covered in Section C.
5.8.2.1.3.3. Paragraph 3, Training Decisions. Prepare an outline of key U&TW
training decisions. Subparagraphs should address 3-skill level course changes and
reasons; 5-skill level upgrade requirement changes and reasons; 7-skill level
upgrade training requirement changes, and 7-skill level in-residence school or
ADL/DL development. Also, define 5- and 7-skill levels proficiency training to
include any courses being developed. AFCFMs may list waiver procedures and
establish maximum training periods (if applicable) in this section.
5.8.2.1.3.4. Paragraph 4, Community College of the Air Force (CCAF). Provide
detailed information on the CCAF programs that apply. Refer to the CCAF
catalog for specific programs. Ensure the following is included: "Additional off-
duty education is a personal choice that is encouraged for all. Individuals desiring
to become an AETC Instructor must possess as a minimum an associate degree or
should be actively pursuing an associate degree. Special Duty Assignment (SDA)
requires an AETC instructor candidate to have a CCAF degree or be within one
year of completion (45 semester hours). A degreed faculty is necessary to
maintain accreditation through the Southern Association of Colleges and
Schools."
5.8.2.1.3.5. Paragraph 5, Career Path. Create a chart depicting all skill levels
Education and Training (E&T). Outline mandatory requirements, optional
training, and other recommended items.
5.8.2.1.4. Section C, Skill Level Training Requirements. List all mandatory training
requirements. Specify the requirements for each skill level within a similar specialty.
5.8.2.1.4.1. Paragraph 1, Purpose. State the purpose.
5.8.2.1.4.2. Paragraph 2, Specialty Qualification Requirements. List all AFS
qualification requirements identical to the specialty description in the AFECD.
Use a separate paragraph to address the following areas:
AFI36-2201 15 SEPTEMBER 2010 37
5.8.2.1.4.2.1. Knowledge. State the required understanding and practical

skills for award of an AFSC at any skill level.
5.8.2.1.4.2.2. Education. Identify academic study areas that are mandatory or
desirable requirements for entering the specialty.
5.8.2.1.4.2.3. Training. Identify the mandatory formal training leading to the
award of a skill level.
5.8.2.1.4.2.4. Experience. Describe mandatory military or civilian work
experience for entry or award of a skill level including CFETP/Specialty
Training Standard (STS) core tasks, qualification training packages, CDCs,
and duty position requirements identified by the supervisor.
5.8.2.1.4.2.5. Other. List measurable qualifications such as physical
standards, eligibility for security clearances, certifications, and licenses.
5.8.2.1.4.2.6. Training Sources. Identify general sources for training to meet
mandatory knowledge and qualification requirements, including skill level
Technical Schools, awarding, and supplemental courses.
5.8.2.1.4.2.7. Implementation. Describe how and when each skill level is
awarded, including courses and course numbers.
5.8.2.1.5. Section D, Resource Constraints. Identify all resource constraints that will
impact the execution of E&T such as funds, equipment, and manpower. Include
specific constraints for skills training, exportable training, and proficiency training.
5.8.2.1.6. Section E, Transition Training Guide. Use only if two or more specialties
are merging. Outline the specialty requirements to satisfy transition training needs. If
Section E, is not used, indicate: ―There is currently no transition training requirement.
This area is reserved.‖
5.8.2.2. Part II. Provide a comprehensive listing of training courses and standards
available to support AFS training requirements. There are five sections to Part II:
Specialty Training Standard (STS); Course Objective List (COL); On-the-Job Training
(OJT) Support Material; Training Course Index; and MAJCOM Unique Requirements.
5.8.2.2.1. Section A, STS. Identify the job performance requirements; core tasks;
wartime requirements; 3-, 5-, and 7-skill level formal or CDC requirements; and the
proficiency levels. Ensure the STS provide guidance on training implementation
procedures, purpose, proficiency code key explanations, and recommendations for
feedback on the product or process. Consider the arrangement of tasks and use of
multiple attachments during the construction of the STS. Separate attachments can be
used to organize tasks by duty positions, weapon systems, equipment requirements, or
geographic locations.
5.8.2.2.2. Section B, COL (Optional). Develop the objective list and training
standards for supervisors to use as an evaluation tool for course graduates. If section
B is not used, indicate ―This area is reserved.‖
38 AFI36-2201 15 SEPTEMBER 2010
5.8.2.2.3. Section C, Support Material. List available support materials such as

Qualification Training Package (QTP), computer based instruction (CBI), computer
based training (CBT), computer assisted instruction (CAI), and correspondence
courses. If Section C is not used, indicate: ―There are currently no support material
requirements. This area is reserved.‖
5.8.2.2.4. Section D, Training Course Index. List all mandatory AF in-residence,
field, HQ AU/A4L, and exportable courses used to support. Courses under revision or
development may also be listed.
5.8.2.2.5. Section E, MAJCOM Unique Requirements. Identify E&T requirements
applicable to specific MAJCOM. If Section E is not used, indicate: ―There are
currently no MAJCOM unique requirements. This area is reserved.‖
5.8.3. Officer CFETP Requirements:
5.8.3.1. Part I. Provide AFS information in four sections: General Information; AFS
Progression and Information; Proficiency Training Requirements; and Resource
Constraints.
5.8.3.1.1. Create a preface describing the contents of the CFETP. Tailor it to provide
personnel with information unique to the AFS. Include a list of abbreviations and
Terms Explained. Other terms may be added as needed for subject clarification or
enhancement.
5.8.3.1.2. Section A, General Information. Furnish general information on CFETP
purpose and use, and procedures for coordinating and obtaining approval for updating
and publication.
5.8.3.1.3. Section B, AFS Progression and Information. Provide AFS duties and job
progression information within four paragraphs:
5.8.3.1.3.1. Paragraph 1, Specialty Description. This information can be found in
Paragraphs 1 and 2 of the official specialty description in the AFOCD and may
include a more detailed narrative of the duties/responsibilities.
5.8.3.1.3.2. Paragraph 2, Skill and Career Progression. Create a separate
subparagraph for each specialty level (e.g., entry, intermediate, qualified, staff)
and explain progression for award of each level. Outline each level
accomplishment, assigned positions, training and Professional Military Education
(PME) courses, and education consideration. Do not state mandatory
requirements for next level upgrade; this information is covered in Section C.
5.8.3.1.3.3. Paragraph 3, Training Decisions. Prepare an outline of key U&TW
training decisions. Subparagraphs should address entry-level course changes and
reasons supporting the change; upgrade requirement changes for progressing to
higher levels and reasons for changes; and proficiency training impacts to include
any courses being developed.
5.8.3.1.3.4. Paragraph 4, Career Path. Create an all-level E&T chart. Outline
mandatory requirements, optional training, and other recommended items.
AFI36-2201 15 SEPTEMBER 2010 39
5.8.3.1.4. Section C, Proficiency Training Requirements. List all mandatory training

requirements for the specialty. Specify the requirements for each level within the
specialty.
5.8.3.1.4.1. Paragraph 1, Purpose. State the purpose.
5.8.3.1.4.2. Paragraph 2, Specialty Qualification Requirements. List all specialty
qualification requirements from the official specialty description in the AFOCD.
Use a separate paragraph to address the following areas:
5.8.3.1.4.2.1. Knowledge. State the required understanding and practical
skills for award of an AFS. Emphasize significant knowledge needed at
specific levels.
5.8.3.1.4.2.2. Education. Identify academic subject areas that are mandatory
or desirable for entering the specialty.
5.8.3.1.4.2.3. Training. Identify the mandatory formal training leading to AFS
award. PME is not listed in the specialty description.
5.8.3.1.4.2.4. Experience. Describe mandatory military or civilian work
experience for AFS upgrade. Specify CFETP or STS core tasks, qualification
training packages, development courses, and duty position requirements
identified by the supervisor.
5.8.3.1.4.2.5. Other. List measurable qualifications such as physical
standards, eligibility for security clearances, certifications, and licenses .
5.8.3.1.4.2.6. Training Sources. Identify general sources for training to meet
mandatory knowledge and qualification requirements. This should include
initial skills programs.
5.8.3.1.4.2.7. Implementation. Describe how and when each training level is
awarded. Include all courses and course numbers that must be completed.
5.8.3.1.5. Section D, Resource Constraints. Identify resource constraints that impact
E&T execution such as funds, equipment, and manpower. Include specific constraints
for skills training, exportable training, and proficiency training.
5.8.3.2. Part II. Provide a comprehensive listing of training courses and standards
available to support AFS training requirements. Part II contains four sections: CTS;
Training Course Index; Support Material; and MAJCOM Unique Requirements.
5.8.3.2.1. Section A, Course Training Standard (CTS). Identify qualitative and
qualification training requirements, available formal or correspondence courses, and
AFS proficiency levels. Ensure the CTS provide the purpose, proficiency designator
table explanations, and recommendations for feedback on the product and/or process.
5.8.3.2.2. Section B, Training Course Index. List all mandatory AF in-residence,
field, HQ AU/A4L, and exportable courses used to support training. Courses under
revision or development may also be listed.
40 AFI36-2201 15 SEPTEMBER 2010
5.8.3.2.3. Section C, Support Material. List available support materials such as: QTP,
CBI, CAI, and correspondence courses. If Section C is not applicable, indicate:
"There are currently no support material requirements. This area is reserved."
5.8.3.2.4. Section D, MAJCOM Unique Requirements. Identify E&T requirements
applicable to specific MAJCOMs. If Section D is not used, indicate: "There are
currently no MAJCOM unique requirements. This area is reserved."
5.8.4. Annual Review of CFETP. AFCFMs will review the CFETP annually to ensure it is
accurate and current. Assess whether the AFS has undergone any mission or role related
changes, and as a result, if a U&TW is necessary. The review will also satisfy the annual
certification requirements of AFI 33-360, Volume 1, Publications and Forms Management.
5.9. Utilization & Training Workshop (U&TW)/Specialty Training Requirements Team
(STRT) Procedures:
5.9.1. Phase I. Determine Need. The AFCFM in partnership with AETC TPMs will
determine the need for a STRT/U&TW and decide on the objectives. As a minimum, the
STRT/U&TW will lead to better training quality through a review and evaluation of training
methods. The STRT/U&TW will serve as training forums and quality control tools.
5.9.1.1. Use the STRT/U&TW as forums to determine E&T requirements, by bringing
together the expertise to establish the most effective mix of formal and on-the-job
training for each AFS skill level. Also use the forums to create or revise training
standards, and set responsibilities for providing training.
5.9.1.2. As a quality control tool, use the STRT/U&TW to ensure the validity and
viability of the AFS training. Also use the STRT/U&TW to determine AFS merger
training requirements and formal course constraints.
5.9.1.3. Use Attachment 5 for planning, organizing, conducting, and completing all
STRT/U&TW activities and follow-up actions.
5.9.1.4. Coordinate new or revised CDC/SC availability (Field Need) date and
production timetable with HQ AU/A4L.
5.9.2. Pre-STRT/U&TW Coordination. Thorough coordination is essential to hosting and
conducting an effective STRT/U&TW and preparing the draft CFETP. Coordination begins
with the decision to conduct a STRT/U&TW, which includes the development phase of the
draft CFETP. Coordination involves identifying points of contact (POC), gathering
supporting documents, and acquiring information from each source.
5.9.2.1. Identify POCs. The primary participants include AFCFM, AETC TPM,
AETC/TM, MAJCOM Functional Managers (MFM), ARC personnel, and AFS SMEs.
Identify participants by name, rank, duty phone, fax number, e-mail address, MAJCOM,
base, organization, and office symbol. Optional participants include:
5.9.2.1.1. HQ AU/A4L to address CDC related topics: proficiency codes, E-CDCs E-
exam, and assist CDC writers develop 5 and/or 7 level organizational plan for
developing CDCs.
5.9.2.1.2. AETC CDC writers.
AFI36-2201 15 SEPTEMBER 2010 41
5.9.2.1.3. AETC Occupational Analysis Division for Occupational Analysis Report

(OAR) and briefings.
5.9.2.1.4. AFPC Education, Training, and Classification Representatives.
5.9.2.1.5. AETC Instructional Technological Unit (ITU) Representative (to address
complex media selection decisions).
5.9.2.2. Conduct research. Begin this stage 6 months prior to STRT/U&TW.
5.9.2.2.1. Gather Supporting Documents. Gather any documents that drive new
training requirements, specify responsibilities, policy or procedures for managing the
AFS. Document examples include Air Force Policy Directives (AFPD) and Air Force
Instructions (AFI). AETC Occupational Analysis Division will provide support data
such as occupational analysis reports and special occupational data extracts to
AFCFM, AETC TPM, and the AETC TM 3 months prior to STRT/U&TW. Use the
Specialty Training Standard (STS) (Part II of the CFETP), to provide the previously
designated tasks and TRs. The AETC TM will be the focal point for information
relating to the development of training and will review/provide to AFCFMs:
5.9.2.2.1.1. The STS/CTS strawman.
5.9.2.2.1.2. Course Chart (CC).
5.9.2.2.1.3. Plan of Instruction (POI) for any technical training courses affecting
the AFS.
5.9.2.2.1.4. Graduate Assessment Surveys (GAS)
5.9.2.2.1.5. Field Evaluation Questionnaires (FEQ).
5.9.2.2.1.6. Training deficiency reports.
5.9.2.3. Gather Information from MFM. AFCFM will use a message with questions to
determine training requirements, standards, and resources needed to build draft CFETP.
Include the following attachments:
5.9.2.3.1. Specialty Descriptions. AFOCD and AFECD, contain the official AFS
descriptions that will be included in the CFETP. MFMs will review the existing
specialty descriptions and provide recommendations for changes. Examine validity of
all specialty requirement criteria (e.g., E&T, experience, etc). Changes to the
specialty descriptions must be coordinated and approved by AFPC/ DPSIT.
5.9.2.3.2. Job Performance Requirements. Information is available in the STS,
AFJQS, and AFS OSR. Also include the equipment and materials involved with work
requirements.
5.9.2.3.3. Identify Skill Level Training Requirements. Annotate STS and CTS with
the skill level of training required for each task or knowledge. Send copies of all
documents to the MFMs.
42 AFI36-2201 15 SEPTEMBER 2010
5.9.2.3.4. CDC Requirements. Identify the tasks and/or subject knowledge covered in
the formal CDC package. HQ AU/A4L Extension Course Program will provide
information pertaining to CDC/SC Course material. Also, consider reviewing the
compatibility critique generated by AETC Airman Advancement Division Specialty
Knowledge Test (SKT) rewrite team.
5.9.2.3.5. Wartime Training Requirements. Identify tasks that must be taught when
courses are accelerated in a wartime environment.
5.9.2.3.6. Core Tasks. Identify the minimum qualification requirement for all
personnel within an AFS, regardless of duty position. MFMs provide a
comprehensive list of minimum qualification task requirements, by skill level, or in
general across the AFS to the AFCFM.
5.9.2.3.7. MAJCOM Unique Requirements. Identify MAJCOM unique training
requirements and offer all available supporting resources.
5.9.2.3.8. Supporting Resources. AETC TPM (AFCFM and MFM, if necessary)
should be aware of resources required to implement training. This includes instructor
authorizations, prerequisite training, equipment, aircraft, associated logistics, support
costs, maintenance, supplies, contracts, and personnel authorizations to increase
student man years (for AFSC awarding courses) or Mission Readiness Training
(MRT) funds (for supplemental courses) and the method by which to acquire them.
Coordinate aircrew training with 19 AF – the focal point for all aircrew training. The
TPM will provide information on resources to support existing courses and identify
future needs.
5.9.2.3.9. AFS Conversion Requirements. Identify transitional training requirements
from the losing to gaining AFS. Ensure training requirements provide a solid baseline
and smooth transition to the new AFS. Refer to the AFECD, for instructions to
initiate conversion or merger actions
5.9.2.3.10. Inter-service Training Review Organization (ITRO). The ITRO courses
consolidate training personnel requirements from other armed services and
government agencies. Review ITRO courses and training resources to eliminate
duplication, reduce or avoid costs, standardize instruction and increase efficiency.
Refer to AFI 36-2230, Inter-service Training for instructions.
5.9.2.3.11. AETC Occupational Analysis Division provided occupational analysis
data.
5.9.2.3.12. Straw man STS/CTS/CFETP.
5.9.2.3.13. Applicable training concerns identified by AETC.
5.9.2.4. MAJCOM Functional Managers (MFM) will:
5.9.2.4.1. Review and provide input on the specialty description.
5.9.2.4.2. Identify job performance requirements.
5.9.2.4.3. Identify skill level training requirements.
5.9.2.4.4. Identify CDC requirements.
AFI36-2201 15 SEPTEMBER 2010 43
5.9.2.4.5. Identify wartime training requirements.

5.9.2.4.6. Identify core tasks by skill level (5 and 7 level).
5.9.2.4.7. Identify any MAJCOM unique training requirements.
5.9.3. Phase II. Specialty Training Requirements Team (STRT) meeting (hold 4 months
prior to U&TW). The primary purpose of the STRT is for the AFCFM and functional leaders
to determine and present training requirements to the AETC TPM and TM.
5.9.3.1. AFCFM and TPM schedule STRT.
5.9.3.2. Attendees:
5.9.3.2.1. AFCFM (Chair).
5.9.3.2.2. AETC/TPM (Advisor).
5.9.3.2.3. AETC/TM (Advisor).
5.9.3.2.4. MFMs.
5.9.3.2.5. SMEs.
5.9.3.2.6. AETC Occupational Analysis Division.
5.9.3.3. Finalize part 1 of the CFETP.
5.9.3.4. Finalize AFECD (or AFOCD) specialty description.
5.9.3.5. Develop draft STS/CTS for all courses.
5.9.3.6. Draft and sign minutes.
5.9.4. Training Options and Course Resource Estimate (CRE).
5.9.4.1. AETC/TPM tasks training group to develop training options and Course
Resource Estimate (CRE) to meet career field needs.
5.9.4.2. AETC/TM will work with various agencies (ITU, Trainer development, etc) to
determine various alternatives.
5.9.4.3. AETC/TM will provide training options and CRE to AETC/TPM within 8 weeks
of the tasking to allow time for the AFCFM and MFMs to determine viability and
strategy for resources.
5.9.4.4. AETC/TPM will determine and validate overall cost to implement training
alternatives.
5.9.4.5. AETC/TPM forward completed CRE to AFCFM NLT 30 days prior to U&TW.
5.9.4.6. AFCFM forward CRE to MFMs.
5.9.4.7. AFCFM and MFMs staff resource strategy to implement training.
5.9.4.8. AFCFM in conjunction with AETC/TPM will determine need to hold U&TW.
5.9.5. Phase III. U&TW (this is an executive decision meeting).
5.9.5.1. Attendees:
5.9.5.1.1. AETC/TPM (Co-chair).
44 AFI36-2201 15 SEPTEMBER 2010
5.9.5.1.2. AFCFM (Co-chair).

5.9.5.1.3. Appropriate MAJCOM FMs as determined by the AFCFM.
5.9.5.1.4. AETC/TM.
5.9.5.1.5. AETC/Program Element Manager (PEM), as required.
5.9.5.2. Resolve resource issues:
5.9.5.2.1. MAJCOMs must be prepared to provide funding (instructor authorizations,
equipment, and facilities) to support new or revised training.
5.9.5.2.2. Determine which organizations will furnish resources and establish
commitment and delivery dates in writing.
5.9.5.2.3. Document equipment availability dates and any problems.
5.9.5.3. Participants need to be prepared to adjust training requirements, if shortfalls
cannot be resolved.
5.9.5.4. Establish training delivery dates.
5.9.5.5. Finalize STS/CTS/CFETP.
5.9.5.6. Review and recommends changes to Resource Allocation Programming
Information Decision System (RAPIDS) slide for long term resource requirements.
5.9.5.7. Draft and sign minutes.
5.9.6. Phase IV. Post U&TW.
5.9.6.1. AETC/TM begins course development.
5.9.6.2. If necessary, conduct follow-up video teleconference (VTC) NLT 30 days after
U&TW to resolve outstanding issues.
5.9.6.3. Attendees:
5.9.6.3.1. AFCFM.
5.9.6.3.2. AETC/TPM.
5.9.6.3.3. AETC/TM.
5.9.6.3.4. AETC/PEM, if required.
5.9.6.3.5. MFM, if required.
5.9.6.4. Complete and publish new CFETP.
5.9.6.5. STRT/U&TW Planning. The following activities are coordinated between the
AFCFM and TPM.
5.9.6.5.1. STRT/U&TW Date and Location. Consider preparation time, conference
site availability, transportation, lodging, guest speakers, information management and
equipment support before deciding on the STRT/U&TW date and location.
5.9.6.5.2. Preparation Time. Plan on a 4-month lead-time to manage the overall
process of convening a STRT/U&TW and creating or reviewing a CFETP.
AFI36-2201 15 SEPTEMBER 2010 45
5.9.6.5.3. Conference Site. Conduct STRTs/U&TWs at the technical training

location. The selection of alternate locations will be coordinated between the Training
Group Commander, AFCFM, and TPM.
5.9.6.5.4. Monitoring Activities. Establish a paper or electronic record of actions and
decisions to support planned activities and expected results.
5.9.6.5.5. STRT/U&TW Costs. STRTs/U&TWs are costly to prepare and conduct.
Restrict attendance to essential participants. Essential participants should possess the
appropriate level of commitment and experience to actively participate.
5.9.7. Prepare Draft CFETP. The AFCFM will gather CFETP input from MFMs and
consolidate for review; see Attachment 5. If necessary, convene a working group (consisting
of AETC TPMs, selected MFMs, AETC TMs and other SMEs) to assist with developing the
draft CFETP.
5.9.7.1. Coordinate the draft CFETP with MFMs, TPM and TM.
5.9.7.2. Edit and prepare final draft CFETP prior to announcing the U&TW.
5.9.7.3. AETC TM should identify any constraints.
5.9.8. Prepare for the STRT/U&TW:
5.9.8.1. Send a message announcing the specifics of the STRT/U&TW to all MFMs and
affected agencies (see Attachment 6, figure A6.2). Include the location of the meeting,
travel days, inclusive dates of the meeting, lodging arrangements and estimated cost,
transportation requirements, training group and host site POC (if different). Also, provide
information about the draft CFETP (see Attachment 6, figure A6.2). Require
confirmations to include attendee‘s name, grade, duty phone, fax number, e-mail address,
MAJCOM, and whether attending as a voting member or SME. Specific funding
arrangements may be required; in such cases, Temporary Duty (TDY) orders and copies
of final travel voucher may need to be furnished to the funding agency. Request attending
MFM‘s be given command authority so the CFETP can be finalized at the U&TW.
5.9.8.2. Draft Agenda. Draft the agenda to ensure all areas have been included in the
STRT/U&TW.
5.9.8.3. Establish working groups that encompass a wide range of career field experience
to address each STRT/U&TW issue. EXAMPLE: STS, 7-skill level training, resident or
exportable supplemental training, or CDCs. Each group should review appropriate
portions of the CFETP for continuity.
5.9.8.4. Prepare handbook and welcome package to provide attendees with a reference to
smoothly transition from start through conclusion of the meeting.
5.9.8.5. Reserve Meeting Support Equipment. Develop and finalize materials to support
the meeting. Acquire the necessary equipment prior to the meeting.
5.9.8.6. Consider Methods to Establish Rapport. Plan an ―ice breaker‖ the evening before
or actual start of the STRT/U&TW. Try to alleviate the unexpected.
46 AFI36-2201 15 SEPTEMBER 2010
5.9.9. Conduct the STRT/U&TW. The STRT is a requirements meeting chaired by the
AFCFM. Training options and CREs are normally developed as a result of the new
requirements. If it is obvious the new requirements do not drive additional resources the
U&TW may be held in conjunction with the STRT. The STRT/U&TW process is divided
into three segments. Segment one focuses on utilization issues and the specification of
training task requirements. Segment two concentrates on training proficiency levels and
training resourcing. Segment two typically follows immediately after segment one with the
same participants. The third segment is optional and convened if necessary to resolve
resource or other outstanding issues.
5.9.9.1. Segment One. The AFCFM will chair this portion of the STRT/U&TW and
provide identified customer requirements to the training community.
5.9.9.1.1. Identify training requirements using a logical sequence by first finalizing
the job description, then 3-skill level technical school requirements, wartime course
requirements, 5-skill level CDC, core task requirements, 7-skill level CDC, core
tasks, and formal school requirements.
5.9.9.1.2. Ensure training references are current and valid. As needed, identify
training requirements associated with the 9-skill level.
5.9.9.2. Segment Two. The AETC TPM will chair the training and training-resourcing
portion of the STRT/U&TW and provide training and training management services.
AETC will determine the procedures and the TPM is responsible for identifying and
budgeting for resources needed to support new training programs. Decisions will be made
(and identified in writing) as to which organizations and agencies will furnish equipment,
other resources, and required funding for assets required for the first two yearly budget
cycles following the STRT/U&TW. After which, AETC will provide any and all
resources required to support the training changes if approved through the POM process.
(Note: Funding can be transferred to the AETC funding baseline via the annual O&M
Budget. There is no guarantee that changes to training will be funded via the POM
process). Establish delivery dates for critical resources.
5.9.9.2.1. Document equipment availability, dates, POCs, transfer dates, and
transportation costs. Identify training constraints that may result due to equipment
non-availability.
5.9.9.2.2. Determine if new or revised courses increase or decrease instructor and
student man-year requirements. Work with the local manpower office to provide an
estimate.
5.9.9.2.3. Classrooms. Determine availability to support training requirements.
5.9.9.2.4. Document long-range equipment and technology requirements for a
training program. AETC/A2/3/10 will POM and budget for long-term support of
training requirements. Include updates, if any, in the STRT/U&TW minutes.
5.9.9.2.5. Ensure alternate methods and blended ADL/traditional instructional
approaches are considered for delivery (may include Interactive Television [ITV],
CD-ROM, Internet, browser-based content, etc) of courses or portions of courses.
AFI36-2201 15 SEPTEMBER 2010 47
5.9.9.3. AFCFM, AETC TPM and AETC TM joint responsibilities:

5.9.9.3.1. Establish development schedule and proposed course implementation dates
for resident and nonresident training courses and determine the resources required.
Consider the following when establishing the course development schedule and
implementation dates:
5.9.9.3.1.1. Consider factors affecting implementation dates for initial skill
training such as: manpower, facilities, equipment, entry prerequisites,
corresponding supplemental (i.e., advanced) courses, and specialty description.
5.9.9.3.1.2. CDC development schedule (need date) is normally the first class
graduation date in the new or revised basic course. Other factors are mission
critical needs identified by the MFMs, Weighted Airman Promotion System
(WAPS) testing cycle, resource availability, and predicted AU/A4L workload.
5.9.9.3.1.3. For planning purposes, CDC volume change/supplement change
(minor revision) is 30 days; simple revision is 45 days; major revision (typical) is
60 days; and complicated revision is 75 days. Note: AU/A4L development time is
120 days. The AETC Form 469, Course Chart, is submitted a minimum of 30
days prior to the submission of either type revision.
5.9.9.3.1.4. Establish a customer delivery date, which is normally the date of the
first class graduation date of the new or revised course. The AETC TM in
consultation with HQ AU/A4L calculates projected delivery capability with the
agreed upon date annotated in the STRT/U&TW meeting minutes.
5.9.9.3.2. Document this information in the CFETP and STRT/U&TW minutes.
5.9.9.4. Segment Three. Issue Resolution, is required only when unresolved issues
remain. When required, a senior AETC official (normally AETC/A3T) chairs an issue
resolution meeting. Participants, along with the AETC chair, are usually Air Staff and
MAJCOM functional representatives with authority to transfer resources to the training
community or accept a reduced level of training, i.e. AFCFMs, TPMs and TMs. Potential
outcomes are reallocation of resources, reduction in training demands, or deferment of
training changes until required resources can be provided through the corporate
budgeting process. Defer areas needing additional research or coordination before a final
decision can be made after the U&TW is completed. Incorporate these taskings and
associated suspense dates within meeting minutes.
5.9.10. Workshop Follow-up Requirements:
5.9.10.1. The AFCFM and AETC TPM will prepare comprehensive minutes of the
STRT/U&TW activities and decisions. The minutes will include attachments to
validate/update customer requirements identified at the STRT/U&TW and provide
greater detail including suspense dates for deferred action items. Note: Only the CFM is
required to sign the meeting minutes if the STRT was held without a U&TW.
48 AFI36-2201 15 SEPTEMBER 2010
5.9.10.2. The AFCFM consolidates and publishes final CFETP (see Attachment 2, Table
A2.1 and Table A2.2). At the conclusion of the STRT/U&TW, participants may be
tasked to coordinate the CFETP, conduct additional research, verify information, or
validate training requirements within a specified period. All training requirements and
resources should be included in the CFETP to support specialty training.
AFI36-2201 15 SEPTEMBER 2010 49
Chapter 6
AIR FORCE ON-THE-JOB TRAINING ADMINISTRATION
6.1. Structure of the Air Force On-The-Job Training Program:

6.1.1. Overview. Skilled and trained personnel are critical to the AF in providing a strong
national defense capability. The AF On-the-Job Training (OJT) Program provides training
for personnel to attain knowledge and skill qualifications required to perform duty in their
specialty.
6.1.2. Strategy. Develop, manage, and execute training programs providing realistic and
flexible training producing a highly skilled, motivated force capable of carrying out all tasks
and functions in support of the AF mission. These programs should provide the foundation
for AF readiness.
6.1.3. Training and Mission Accomplishment. Training is an integral part of the unit‘s
mission. An effective training program requires commander and supervisory involvement at
all levels.
6.1.4. Training and Airman Career Program. Supervisors must explain to trainees the
relationship of training to career progression. While the supervisor‘s primary responsibility is
to plan a program outlining specific short term mission related goals for the trainee, overall
success depends on the supervisor‘s ability to advise and assist airmen to reach long range
career objectives. Supervisors must take an active role in the trainee‘s career progression.
6.1.5. Training Components. The AF OJT program consists of three components. The first
component, job knowledge, is satisfied through CDCs designed to provide basic knowledge
across a wide spectrum of subjects pertaining to a career field. When CDCs are not available
trainees study the applicable technical references identified by the supervisor and/or CFETP.
The second component is job proficiency. This is the hands-on training provided on the job,
allowing the trainee to gain proficiency in tasks performed in the work center. The third
component is job experience, gained during and after upgrade training, to build confidence
and competence. Career knowledge, general task, and deployment/unit type code (UTC) task
knowledge, applicable to the AFSC, is gained through a planned program of study involving
CDCs or TRs listed in the applicable CFETP.
6.1.6. Total Force Training. Upgrade, Job Proficiency, and Retraining:
6.1.6.1. Upgrade Training (UGT) is the key to the total training program. It leads to
award of the higher skill level and is designed to increase skills and abilities.
6.1.6.2. As stated in paragraph 6.1.5., hands-on training provides job proficiency while
experience increases skills and builds confidence in the trainees. AFSC UGT
requirements for award of the 3/5/7 and 9-skill levels are outlined in Chapter 4 of this
instruction, AFI 36-2101 Classifying Military Personnel (Officer and Enlisted), the
AFECD, and the applicable CFETP.
50 AFI36-2201 15 SEPTEMBER 2010
6.1.6.3. Retraining Program. The retraining program is designed to balance the numbers
of personnel in specific grades and year groups of the Air Force Specialties (AFS). Once
retraining is approved and the Airman has been assigned duty in the new specialty, UGT
begins. With minor exceptions, training requirements for retrainees and standard upgrade
trainees are identical. The Chief‘s Group (HQ USAF/DPE) must coordinate and approve
chief master sergeants (CMSgt) who cross flow, including those returning to active duty
from ANG and AFRC assets.
6.2. Higher Headquarters USAF Training Responsibilities.
6.2.1. AF/A1DL:
6.2.1.1. Establish training policy in support of the Total Force mission.
6.2.1.2. Provide AFCFMs, and MAJCOM Functional Managers (FM) and Training
Managers ™ with training program guidance and assistance as necessary.
6.2.1.3. Submit requirements for training technology requirements and provide
implementation guidance as necessary.
6.2.1.4. Advise inspection agencies of current training policy.
6.2.2. AFCFM:
6.2.2.1. Determine training requirements, in coordination with MAJCOM FMs and
ensure implementation of training programs for assigned AF specialties.
6.2.2.2. Identify core tasks, task qualification training, home station training (HST),
deployment/UTC task requirements (coordinating with FAM), third-party certification,
and other unique AF specialized certification requirements. This includes war skills tasks
identified by the AFCFM, MAJCOM or local units to be performed in Mission-Oriented
Protective Posture (MOPP) gear.
6.2.2.3. Monitor AFS evaluation activities to ensure airmen meet qualification
requirements.
6.2.2.4. Coordinate training documentation deviations (such as AF Form 623, On-the-
Job Training Record exceptions and documentation alternatives) with MAJCOMs and
AFPC/DPSIT.
6.2.2.5. Notify AFPC/DPSIT, when activating and deactivating CDCs. Coordinate
announcement via AFPC/DPSIT. Coordinate CFETPs with FAM to ensure
deployment/UTC task requirements are identified and coordinated with AFPC/DPSIT
prior to publication.
6.2.2.6. Waive mandatory training requirements on a case-by-case basis (see paragraph
4.1.4.).
6.2.2.7. Conduct a Utilization and Training Workshop (U&TW).
6.2.2.8. Coordinate training changes, course resource estimates, and training change
implementation plans with AETC Training Pipeline Managers and MAJCOM FMs.
AFI36-2201 15 SEPTEMBER 2010 51
6.2.2.9. Coordinate changes to the AFSC specialty description, to include entry or retention
requirements (Officer and Enlisted Classification Directories) or deviations from
classification procedures established in AFI 36-2101 with AFPC/DPSIT.
6.2.3. AFPC/DPSIT (Education & Training Branch):
6.2.3.1. Maintain historical training data to include AFSC U&TW results, training
messages, AFIs, and Training Advisory Group minutes in accordance with (IAW) AFI 33-
322, Records Management Program, and Air Force Records Disposition Schedule (RDS) at
https://webrims.amc.af.mil.
6.2.3.2. Implement AF training program policy.
6.2.3.3. Develop, coordinate, and distribute instructions, procedures, training guides, and
materials.
6.2.3.4. Coordinate with the MAJCOMs on matters relating to AF training policy and
guidance.
6.2.3.5. Coordinate with MAJCOMs and HQ AU/A4L on CDC issues.
6.2.3.6. Monitor and evaluate training technology developments and advise HQ
AF/A1DLT on training applications.
6.2.3.7. Assist AFCFMs and MAJCOM training managers in conducting training
programs.
6.2.3.7.1. Review and coordinate draft CFETPs prior to publication.
6.2.3.7.2. Upon approval, forward electronic copy of CFETP to the AF Departmental
Publishing Office (AFDPO) for web posting.
6.2.3.8. Advise inspection and evaluation agencies on training policies and procedures.
6.2.3.9. Forward draft AF training publications to appropriate agencies for review.
6.2.3.10. Review and recommend training policy, procedures, or instructions to the
Office of Primary Responsibility (OPR) of draft AF and MAJCOM publications.
6.2.3.11. Review inspection reports to assess training program trends, deficiencies, and
best practices.
6.2.3.12. Conduct meetings and visits to address program issues, requirements and
corrective measures.
6.2.3.13. Serve as OPR for AF personnel systems associated with training. Develop,
evaluate, and implement operational procedures.
6.2.3.14. Schedule and convene the AF Training Advisory Group at least annually.
Minimum attendance will consist of MAJCOM FMs to determine implementation
procedures for AF training policies and the 3S2X1 career field. AFPC/DPSIT will
determine additional attendance.
6.2.4. HQ AETC. HQ AETC manages and provides formal training, including initial,
advanced, and supplemental training, delivered in-residence and through DL.
52 AFI36-2201 15 SEPTEMBER 2010
6.2.5. Major Command (MAJCOM) Training Manager:

6.2.5.1. The MAJCOM training managers are the focal point for skills development and
are responsible for overall management and effectiveness of the command‘s training
program. The MAJCOM training manager, in conjunction with the MAJCOM FM, is
responsible for the development, implementation, and assessment of training programs
for personnel assigned within their functional areas.
6.2.5.2. Conduct conferences, workshops, and periodic staff assistance visits (SAV)
IAW guidance in Attachments 7 and 8, and specific MAJCOM Compliance and
Standardization Requirements List.
6.2.5.3. Perform as FM for all programs affecting E&T personnel.
6.2.5.4. Provide guidance to the Base Education and Training Office on managing and
controlling CDC program administration IAW Extension Course Program catalog, and
paragraph 6.10.
6.2.5.5. Review Base Training Office SAV reports and takes corrective action as
necessary.
6.2.5.6. Provide guidance to Base 3S2X1 FM in developing a structured training
program for all assigned training managers to include additional duty training managers.
6.2.5.7. Develop, implement and execute AF and MAJCOM training policy and
procedures. Coordinate with appropriate agencies as required.
6.2.5.8. Recommend cost-effective training methods and procedures to meet AFS
requirements.
6.2.5.9. Analyze and monitor training data and recommend corrective actions for training
deficiencies.
6.2.5.10. Provide guidance to MAJCOM FMs to resolve problems with training
capability. Conduct training meetings as needed.
6.2.5.11. Act as OPR for AETC external evaluation programs.
6.2.5.12. Review inspection results and coordinate corrective actions.
6.2.6. MAJCOM Functional Manager:
6.2.6.1. Develop, implement, and manage career field training programs for assigned AF
specialties.
6.2.6.2. Provide or coordinate training as necessary to support ARC personnel.
6.2.6.3. Provide recommendations to the AFCFM and appropriate MAJCOM Education
and Training managers on training policy and documentation requirements.
6.2.6.4. Coordinate training feedback from supported units with the appropriate
MAJCOM Education and Training Manager, appropriate training agency, and AFCFM.
6.2.6.5. Monitor supported unit training programs to ensure qualification and skill level
upgrade requirements meet appropriate MAJCOM priorities.
AFI36-2201 15 SEPTEMBER 2010 53
6.2.6.6. Establish additional quality controls, as necessary, and coordinate with the
appropriate MAJCOM Education and Training Manager prior to implementation.
6.2.6.7. MAJCOM FMs respond to requests for training to the appropriate AFPC/DPSIT
team
6.2.6.8. Assist appropriate MAJCOM inspection and evaluation activities and identify
priority qualification requirements and standards.
6.2.6.9. Ensure deployment/UTC tasks are included in appropriate MAJCOM exercises.
6.2.6.10. Ensure Training Program Requirements (TPR), Mission Readiness Training
Program (MRTP), Program Guidance Letter (PGL), and Mobile Training Team (MTT)
resources for their respective specialty reflects appropriate MAJCOM mission priorities.
6.2.6.11. Review AFS retraining applications (as required) and make recommendations
to the appropriate MAJCOM Classification and Retraining Office.
6.2.6.12. Coordinate on requests for withdrawal from training, AFSC downgrade or
withdrawal, and training requirement waivers as required for approval.
6.2.6.13. ARC enlisted CFMs have waiver authority for mandatory training requirements
equivalent to that of AFCFMs. Training/waiver guidance from the FM must be
coordinated through NGB/A1FTor HQ AFRC/A1K prior to release to ensure compliance
with AF and ARC training policy. Exception: AFSC 5J0X1 Paralegal must be approved
by the AFCFM. Note: HQ AFRC has waiver authority for Individual Mobilization
Augmentee (IMA) personnel.
6.2.6.14. Training waivers will be evaluated for approval/disapproval on a case-by-case
basis to ensure all training requirements are met.
6.3. Base Training Manager Responsibilities.
6.3.1. Base Training Manager. The Base Training Office is the OPR for training programs
for units serviced by the host Manpower and Personnel Flight (FSM) regardless of the
functional area. The Base Training Manager will ensure programs are in place to manage
upgrade, qualification, in-garrison, and expeditionary training. Base Training Manager duties
will not include Unit Training Manager duties and additional duties detracting from their
primary responsibilities. The Base Training Manager responsibilities include:
6.3.1.1. Implement and manage training programs, policies, and procedures as directed
by higher headquarters.
6.3.1.2. Develop, implement, and manage base-level training policies and procedures.
6.3.1.3. Familiarize personnel at all levels with AF training concepts, scope, methods
and procedures. Coordinate and disseminate training policy and program changes with
installation commanders, supported units, and MAJCOM training managers.
6.3.1.4. Assist commanders, unit personnel, and training activities with developing
training programs, and recommend cost-effective methods to meet AFS qualification and
skill level upgrade requirements.
6.3.1.5. Review and coordinate wing and unit-level training publications, supplements,
and operating instructions, and provide recommendations to the appropriate OPR.
54 AFI36-2201 15 SEPTEMBER 2010
6.3.1.6. Respond to requests for training support by identifying available training

resources, and coordinating with other sources (e.g., local units, training providers,
MAJCOM training managers, contingency program OPRs, etc).
6.3.1.7. Assist with developing training plans, schedules, documentation, and evaluation
procedures supporting unit operations, mission priorities, and CFETP requirements.
6.3.1.8. Provide administrative support and guidance to UTMs for 7-level school
program and attendance. Provide guidance and assistance on correct procedures for
replacements, swaps, cancellations and short notice volunteers as provided by
AFPC/DPSIT. Submit requests via email to the AFPC/DPSIT craftsman course manager.
Coordinate with Formal Training and UTM to ensure all eligible personnel attend
Craftsman Course (when applicable) prior to upgrade to the 7-skill level. Follow
guidance and procedures listed in paragraph 6.11.
6.3.1.9. Collect and analyze trend data, by unit and assigned AFSC, and provide
recommendations to commanders. Brief the installation/wing commander/command chief
master sergeant at least quarterly on the status of training (SOT) and maintain data for a
minimum of 1 year, to include the following:
6.3.1.9.1. Number of personnel in training.
6.3.1.9.1.1. Number of personnel in UGT by skill level (3 level = Training Status
Codes (TSC) A and E; 5 level = TSCs B and F; 7 level = TSCs C and G).
6.3.1.9.1.2. Number of personnel in requalification training by skill level (TSC I).
6.3.1.9.1.3. Number of personnel in performance-based training by skill level
(TSC Q) if applicable.
6.3.1.9.2. CDC Pass Rates (including one and/or two time failures).
6.3.1.9.3. CDC reactivations and re-enrollments.
6.3.1.9.4. Base SAVs completed, scheduled, and overdue.
6.3.1.9.5. 7-Level School cancellations, reschedules, and no-shows.
6.3.1.9.6. Personnel withdrawn from training (TSC P and T).
6.3.1.9.7. Trainees in excessive training over 24 months (36 months for ARC).
6.3.1.9.8. Survey return rates, if applicable.
6.3.1.9.9. Forward a copy of training statistics to MAJCOM, DRU, FOA, or ARC
functional manager.
6.3.1.10. Conduct SAVs every 24 months (36 months for ARC) on units serviced by the
host FSM and located on station. For FSM serviced units located off station, SAVs will
be accomplished as requested by parent MAJCOM. (Note: Follow guidance in
Attachments 8, 9 and 10 when conducting SAVs; waivers/extensions will be approved by
MAJCOM Training Managers).
AFI36-2201 15 SEPTEMBER 2010 55
6.3.1.10.1. When conducting a SAV, Base Training must ensure task evaluations have
been conducted during unit SAVs on a minimum of 10 percent of upgrade trainees for
those AFSCs not under a Quality Assurance concept, using AF Form 803, Report of Task
Evaluations. Base training managers may also perform task evaluations during their SAV
if desired.
6.3.1.10.2. Submit a written report to the unit commander and group commander,
with a copy to the parent MAJCOM not later than (NLT) 30 days after SAV
completion (NLT 60 days for ARC). Units with IMAs assigned must also provide a
courtesy copy to HQ ARPC.
6.3.1.10.3. Analyze the unit SAV reports and OJT rosters (quarterly) for trends.
Provide recommendations to the UTM and commander.
6.3.1.11. Conduct training meetings at least quarterly, accomplishing the following:
6.3.1.11.1. Prepare and distribute an agenda.
6.3.1.11.2. Write and distribute meeting minutes within 10 duty days following the
meeting (within 60 days for ARC).
6.3.1.11.3. Minutes will include personnel attended, those absent, and an in-depth
description of items discussed to include any items requiring further actions.
6.3.1.11.4. Ensure training for 3S2X1 and additional duty training managers is
conducted during each quarterly meeting. Additional training sessions are
encouraged.
6.3.1.11.5. Forward a copy of meeting minutes to all supported units and MAJCOM
Training Office.
6.3.1.11.6. Maintain copies of meeting minutes for one year.
6.3.1.12. Review and maintain at least the last four quarterly unit OJT rosters and make
applicable recommendations to the UTM.
6.3.1.13. Instruct the AF Training Course (AFTC) and train personnel to teach the
course. Update course completion in the Personnel Data System for all assigned units and
maintain class rosters on file. Maintain class rosters until information is verified in the
Personnel Data System. Provide AF Form 1256, Certificate of Training, to students.
Note: Only AFSC 3S2X1 and Civilian Education and Training personnel who are
assigned to 3S2X1 personnel positions and have completed the AFTC are authorized to
teach the course.
6.3.1.14. Verify all newly assigned enlisted personnel TSCs are correct. If the TSC is
incorrect, coordinate with UTM to update TSC information in MPS automated personnel
system.
6.3.1.15. Coordinate with FSM personnel on matters relating to classifying, assigning,
and utilizing personnel being trained via OJT. Note: For units without a Personnel Data
System, provide OJT Rosters, coordinate AF Form 2096, Classification/On-The-Job
Training Action, and update TSC changes. Order CDCs, Course Examinations (CE),
process CDC extensions (accomplished by the losing base prior to permanent change of
56 AFI36-2201 15 SEPTEMBER 2010
station (PCS) and change of address actions for incoming personnel. Cancel CDC
enrollments for members being discharged during out processing.
6.3.1.16. Base-level OPR for the Occupational Survey Program, training feedback, and
external training evaluations. Responsible for developing methods to track surveys,
distribute surveys to appropriate UTMs and return surveys to OPR.
6.3.1.17. Test Control Office (TCO) and Test Control Facilities (TCF) will be
established IAW AFI 36-2605, Air Force Military Personnel Testing System and
Extension Course Program Catalog.
6.3.1.18. Provide guidance to commanders and UTMs on all CDC related matters.
6.3.1.19. Assist Distance Learning Site Coordinators in identifying annual training
requirements for AETC Type-6 courses.
6.3.1.20. Ensure AETC Form 156, Student Training Report, is distributed to UTMs for
distribution to supervisors when received.
6.3.1.21. The Base Training Manager responsibilities and guidance for E-Testing is
provided in the Extension Course Program Catalog and the E-Exam Test Control
Officer‘s Guide. To prevent testing errors, Base Training Manager must follow all TCO
guidance provided by HQ AU/CFRR and HQ AU/A4L.
6.3.1.22. Provide guidance and assistance as needed to unit training personnel on
managing ancillary training programs to include documenting and reporting training
completion.
6.4. Base 3S2X1 FM Responsibilities:
6.4.1. The Base 3S2X1 FM will be the senior ranking enlisted member, possessing a 7-skill
level or higher, assigned to the Base Training office. If no military are assigned to Base
Training, FM responsibility defaults to the highest ranking 3S2X1 possessing a 7-skill level
or higher on the base or host command if no 7-skill level is assigned.
6.4.2. The FM will develop a 3S2X1 training plan for all assigned training personnel and a
rotation plan for their respective 3S2X1 wing resources based on mission requirements. (Not
applicable to ARC).
6.4.3. Ensure UTMs/additional duty training managers are trained and qualified by
establishing a structured training program. Ensure training sessions for 3S2X1 and additional
duty training managers are conducted and documented during each quarterly meeting.
6.4.4. Determine utilization and assignment of installation AFSC 3S2X1 personnel. (Not
applicable to ARC).
6.4.5. Use Attachment 9 to interview prospective 3S2X1 retrainees and forward
recommendations to the MAJCOM Training Manager. (Not applicable to the ARC).
6.4.6. Prepare 3S2X1 retraining recommendation letters and forward to the Military
Personnel Section. (Not applicable for the ARC).
6.4.7. Manage 3S2X1 mission ready training requirements.
AFI36-2201 15 SEPTEMBER 2010 57
6.5. Commander Responsibilities:

6.5.1. General Scope. Commanders are responsible for ensuring effective training programs
are established and executed. Commanders who are actively involved in training program
management take an important step toward making sure personnel are qualified in their
assigned jobs and capable of meeting mission requirements. Investing in training
significantly increases mission capability and job satisfaction.
6.5.2. Training Program Requirements. Commanders at all levels are responsible for
ensuring robust, mission-oriented training programs are established. Self-inspection
programs and unit SAVs, conducted IAW Attachments 7 and 8, must be in-depth enough to
identify outstanding work center training programs as well as any training shortfalls, to
include in-garrison and expeditionary requirements.
6.5.2.1. Commanders direct the UTM to provide a monthly Status of Training (SOT)
briefing to include, as a minimum:
6.5.2.1.1. Number of personnel in training.
6.5.2.1.1.1. Number of personnel in UGT by skill level (3 level = TSCs A and E;
5 level = TSCs B and F; 7 level = TSCs C and G).
6.5.2.1.1.2. Number of personnel in requalification training by skill level (TSC I).
6.5.2.1.1.3. Number of personnel in performance-based training by skill level
(TSC Q) if applicable.
6.5.2.1.2. CDC Pass Rates (including one-/two-time failures).
6.5.2.1.3. CDC reactivations and re-enrollments.
6.5.2.1.4. 7-Level School cancellations, reschedules and no-shows.
6.5.2.1.5. Personnel withdrawn from training (TSC P and T).
6.5.2.1.6. Training Progress Review results (conducted within 24 months of training
start date).
6.5.2.1.7. Trainees in excessive training beyond 24 months (36 months for ANG
only).
6.5.2.1.8. Survey return rates.
6.5.2.1.9. Status of officers in training (as applicable).
6.5.2.1.10. Commanders direct UTMs to submit AFSC withdrawal & downgrade
actions to AFPC/DPSIDC using CMS IAW PSD Guide. Ensure completed AF Form
2096s are processed and forwarded to AFPC for archiving.
6.5.3. Unit Training Program Responsibilities:
6.5.3.1. For units without a 3S2X1 assigned, commanders will appoint an additional duty
UTM. Forward a copy of the appointment letter to the Base Training Office.
58 AFI36-2201 15 SEPTEMBER 2010
6.5.3.2. Ensure additional duties do not detract from primary duties. Note: This does not
preclude UTMs from additional duties; additional duties are at the discretion of the unit
commander.
6.5.3.3. Ensure training is planned and scheduled according to operational/deployment
requirements, personnel assigned, and equipment availability.
6.5.3.4. Ensure the UTM identifies and schedules formal training requirements in
support of mission accomplishment.
6.5.3.5. Budget and allocate resources to support training requirements, to include
training and developing the UTM.
6.5.3.6. Withdraw airmen from training that fail to progress and take timely
administrative action.
6.5.3.7. Ensure supervisors conduct and document initial evaluations within 60 days of
assignment (120 days for ARC). Ensure the initial evaluation includes a review of
previously certified tasks to ensure the member can meet duty position requirements.
Evaluations must include:
6.5.3.7.1. Current qualifications.
6.5.3.7.2. AFSC, duty position, wartime/UTC training requirements.
6.5.3.7.3. Training program responsibilities.
6.5.3.7.4. CDC requirements (if applicable).
6.5.3.7.5. A review of Part I and II of the CFETP (or electronic equivalent).
6.5.3.8. Ensure trainers (and certifiers if required by AFCFM) meet the following
requirements:
6.5.3.8.1. Trainers must be recommended by their supervisor, qualified to perform
the task being trained, and have completed the Air Force Training Course (AFTC).
6.5.3.8.2. Certifiers must be at least a SSgt (E-5) with a 5-skill level or civilian
equivalent, capable of evaluating the task being certified, and have completed the
AFTC.
6.5.4. Ensure supervisors, assisted by the UTM, develop a Master Training Plan (MTP) for
each work center to ensure 100 percent task coverage. Additionally, identify duty position,
Home-station Training tasks (HST), deployment/UTC, and skill level upgrade requirements
for the work center. Exception: Work centers with only one person assigned, or with only
fully qualified Senior Non-commissioned Officers (SNCOs) (skill level commensurate with
grade), require only a Master Task List (MTL), unless otherwise directed by the AFCFM.
6.5.5. Ensure the CDC program is administered IAW HQ AU/A4L policies and establish
local policies to maximize effectiveness.
6.5.6. Review and sign the unit training SAV report.
6.5.7. Establish a training recognition program to highlight outstanding trainee performance
and supervisory involvement, as appropriate.
AFI36-2201 15 SEPTEMBER 2010 59
6.5.8. Ensure the UTM is on all unit in-/out-processing checklists to include deployment
checklist.
6.6. Unit Training Manager Responsibilities:
6.6.1. The Unit Training Manager (UTM) is the commander‘s key staff member responsible
for overall management of the training program. UTMs serve as training consultants to all
unit members and determine if quality training programs are in effect within all sections.
UTMs implement and manage training programs, policies, and procedures, as directed by
higher headquarters, commanders, and Base Training.
6.6.2. Learn the mission of the unit and how each work center contributes to mission
accomplishment.
6.6.3. Develop, manage, and conduct training in support of in-garrison and expeditionary
mission requirements.
6.6.4. Advise and assist commanders and unit personnel in executing their training
responsibilities.
6.6.5. Prepare a budget to support training requirements and submit to unit commander for
approval.
6.6.6. Interview newly assigned personnel within 30 days (60 days for ARC) to determine
training status and CDC enrollment/progression requirements. Document interview on AF
Form 623a, OJT Record Continuation Sheet, or electronic equivalent.
6.6.7. Initiate AF Form 623, On-the-Job Training Record, six-part folders (when required by
the AFCFM), or approved electronic equivalent, for all trainees entering UGT for the first
time and provide to the supervisor.
6.6.8. Conduct a comprehensive trainee orientation IAW Attachment 10 for trainees initially
entering UGT within 60 days of assignment (90 days for ARC) and document completion on
AF Form 623a, or approved automated system.
6.6.9. Ensure IMAs hand-carry training records to their unit of assignment. If training
records are automated, ensure proper transfer procedures occur, hand-carrying is not
necessary.
6.6.10. Develop and coordinate training policy and program changes (including publications,
supplements, and operating instructions) with work centers, unit commander, base training
manager, and other training managers, as appropriate.
6.6.11. Ensure all work centers have a MTP. Assist work centers in developing a MTP to
plan, manage, and execute training activities.
6.6.12. Review the OJT records of trainees submitted for upgrade. The OJT record will be
compared against the master task list and AFECD for additional requirements, such as CDC
completion, or special certification. Ensure all applicable core task requirements have been
trained and certified, if required.
60 AFI36-2201 15 SEPTEMBER 2010
6.6.13. Conduct a SAV of unit training programs every 24 months (36 months for ARC).
Include deficient areas addressed in previous Base SAV reports to ensure corrective actions
have been implemented. Conduct a 50% records review on all trainees in upgrade training
and a 10% review of all other records. Documented record reviews conducted within the
same quarter of the SAV may be included as part of the inspection. Submit a written report
within 30 days of completion to the unit commander and the Base Training Office (ensure
commander reviews and signs report prior to submission to Base Training), IAW
Attachments 7 and 8. When conducting SAVs ensure task evaluations are conducted on a
minimum of 10 percent of upgrade trainees for those AFSCs not under a Quality Assurance
concept (using AF Form 803). Note: SAVs must not be conducted for at least 6 months after
the Base Training SAV, but must be completed before 24 months from last SAV (36 months
for ARC).
6.6.14. Identify training resources and coordinate training for supported work centers with
other units, and training providers.
6.6.15. Screen annual and out-of-cycle training requests (both formal and advanced
distributed learning) and prioritize requirements for all organizational training, to include
those training items that are supplemental in nature.
6.6.16. As appropriate, coordinate requests for formal training with:
6.6.16.1.1. The Unit Commander.
6.6.16.1.2. The Military Personnel Section.
6.6.16.1.3. The Base Training Office.
6.6.16.1.4. The MAJCOM FM.
6.6.16.1.5. The MAJCOM TM.
6.6.16.1.6. Training agencies.
6.6.17. Provide current CFETPs, Specialty Training Standard (STS), and AFJQSs for
assigned AFSCs, as required.
6.6.18. Instruct the AFTC. The Base Training Office will teach the course for units without
assigned AFSC 3S2X1 or civilian equivalent personnel.
6.6.18.1. Provide AF Form 1256 to students.
6.6.18.2. Forward class roster to the Base Training Manager. The Base Training
Manager will then update the class roster in the Personnel Data System.
6.6.19. As needed, assist with scheduling deployment/UTC and home-station training
requirements for mission accomplishment.
6.6.20. Coordinate field evaluation surveys of formal training courses and occupational
analysis surveys; develop a method to track evaluations and monitor occupational
measurement surveys until completion; and explain the purpose and importance of surveys to
unit personnel.
6.6.21. Conduct unit training meetings at least quarterly (every 90 days). Including the
following processes:
AFI36-2201 15 SEPTEMBER 2010 61
6.6.21.1. Prepare and distribute an agenda.

6.6.21.2. Publish meeting minutes within 10 duty days following the meeting (within 60
days for ARC). Distribute copy of meeting minutes to unit commander, all supported
work centers, and the Base Training Office.
6.6.21.3. Minutes will include personnel attended, absent, and an in-depth description of
items discussed to include any items requiring further action.
6.6.21.4. Maintain copies of unit training meeting minutes for one year.
6.6.22. All UTMs/Additional Duty UTMs will attend base training meetings.
6.6.23. Use TSCs, in accordance with Attachment 11, to identify and manage Airman
qualifications and skill level UGT. Coordinate changes and/or AF Form 2096 classification
actions with supervisors, unit commanders, and Base Training, and send hard copy 2096 to
AFPC for archiving. Review the training record to ensure all requirements are met prior to
submitting an upgrade action. Prior to deploying personnel, review training records to ensure
training continuum is not broken. Document any remaining UGT requirements and training
remarks as appropriate on the 623a or automated version.
6.6.24. Manage OJT roster, including the following processes:
6.6.24.1. Generate OJT roster by the 5th duty day of each month or two weeks prior to
Unit Training Assembly (UTA).
6.6.24.2. Annotate status of each trainee to include tasks qualification, CDC completion
by volume, and Craftsman Course attendance/completion if applicable.
6.6.24.3. Brief the commander monthly on the status of each trainee.
6.6.24.4. Ensure the unit commander signs the OJT roster.
6.6.24.5. Forward an annotated and updated copy of the unit OJT roster signed by the
Unit Commander to the Base Training Office by the 10th duty day of January, April,
July, and October.
6.6.24.6. Maintain for one year.
6.6.25. Manage the UGT program, including the following processes:
6.6.25.1. Ensure 3-skill level is awarded as of Technical School graduation date.
6.6.25.2. Enter personnel into 5-skill level upgrade training as of the date arrived station
(DAS).
6.6.25.3. Enter Stripes for Exceptional Personnel (STEP) promotes and ARC personnel
into 7-skill level UGT upon the date of promotion to SSgt.
6.6.25.4. Retrainees, SSgt and above, are entered into 7-skill level UGT upon award of
the 5-skill level. For AFSCs without a 5-skill level, enter trainees into 7-skill level UGT
upon award of the 3-skill level.
6.6.25.5. Personnel selected for promotion to SSgt will enter 7-level upgrade training the
first day of the promotion cycle (1 September each year) except for STEP promotes and
retrainees.
62 AFI36-2201 15 SEPTEMBER 2010
6.6.25.6. ARC personnel are entered into 7-level upgrade training upon promotion to
SSgt.
6.6.25.7. Personnel selected for ―out-of-cycle‖ promotion to SSgt will enter 7-level
upgrade training the first day of the following month that AFPC announces the
promotions.
6.6.25.8. Establish a Course Development Student Administration/Registrar (CDSAR)
account through HQ AU/A4L.
6.6.25.9. Schedule course exam testing upon supervisor‘s request and verification of
review training.
6.6.25.10. At least monthly, review AF publication website and inform supervisors of
CFETP, Specialty Training Standard (STS), and AFJQS changes.
6.6.25.11. Conduct informal work center visits and maintain documentation until the unit
SAV is completed.
6.6.25.12. Conduct unit in and out-processing of Temporary Duty (TDY), Permanent
Change of Station (PCS), and/or Permanent Change of Assignment (PCA) personnel.
Ensure personnel hand-carry their training records when going TDY IAW applicable
deployment reporting instructions. If AFS has electronic records, ensure proper system
transfer procedures have occurred prior to deployment. Personnel deploying over 30 days
will either hand carry AF Form 623 or have access to automated training records.
6.6.25.13. Manage applicable training systems to ensure information is accurate.
6.6.25.14. Compile/analyze training statistical data by the 10th duty day and provide
SOT briefing to the commander monthly. By the 10th duty day of January, April, July,
and October, forward this data to the base training manager. Note: 2 UTAs for ARC for
input into wing SOT briefings as outlined in paragraph 6.5.2.1.
6.6.25.15. Conduct a training progress review at the 24th month of UGT (36th month for
ARC) and at least every 90 days thereafter until the trainee is upgraded or withdrawn
from training, in accordance with Attachment 12. The review will consist of a one-on-one
interview with the supervisor and trainee to evaluate the status of UGT for the trainee.
6.6.25.16. Record and file the progress review in the AF Form 623 (or automated
training records) until the member is upgraded. Commander will review documentation.
6.7. Supervisor, Trainer, Task Certifier, and Trainee Responsibilities.
6.7.1. Supervisor Responsibilities. Supervisors have the single greatest impact on mission
accomplishment. They must share their experiences and expertise to meet mission
requirements and provide a quality training program to the trainee. Supervisors must plan,
conduct, and evaluate training.
6.7.1.1. Use CFETPs to manage work center and individual training.
6.7.1.2. Develop Master Training Plan (MTP). Develop Master Training Plan (MTP) or
electronic equivalent to ensure completion of all work center duty position requirements
(e.g. 100 percent task coverage). For guidance on developing a MTP, refer to Attachment
13. As a minimum the training plan must include:
AFI36-2201 15 SEPTEMBER 2010 63
6.7.1.2.1. Master Task List (MTL). The MTL identifies all day-to-day mission (duty
position) requirements, core tasks, in-garrison and contingency tasks, and additional
duties performed by work center personnel.
6.7.1.2.2. Current CFETP or AFJQS.
6.7.1.2.3. Locally developed or electronic equivalent AF Form 797, Job Qualification
Standard (JQS) Continuation Sheet (if applicable).
6.7.1.2.4. Milestones for tasks and CDC completion (identify the projected
timeframe the trainee will complete all required tasks, HST, deployment/UTC tasks,
and each set of CDCs as required).
6.7.1.3. Work centers with one person assigned only require a master task list, unless
otherwise directed by the AFCFM. Positions such as First Sergeant and Group/Unit
Superintendents, Career Assistance Advisors, etc. do not require a MTL and are exempt
from this requirement. Additionally, MTLs are not required for SNCOs working in staff
functions above wing level i.e. NAF, MAJCOM, and HAF. This does not apply to
SNCOs in retraining status.
6.7.1.4. For further guidance in developing a master training plan, refer to Attachment 13
of this AFI, AFMAN 36-2234, Instructional Systems Development and AFH 36-2235
Vol 11, Information for Designers of Instructional Systems, Application to Unit Training
and the UTM.
6.7.1.5. Use the AFJQS (when directed by the AFCFM) in place of the CFETP only
when the AFJQS reflects all mandatory core tasks as identified in the current CFETP,
Part II.
Note: If using an AFJQS, maintain current (printed or electronic) copy of CFETP in a
central location within the work center for reference.
6.7.1.6. Integrate training with day-to-day work center operations and consider trainer
and equipment availability, training opportunities, schedules, etc.
6.7.1.7. Maintain AF Form 623, six-part folder, or other approved training record for:
Airmen in the grades of Airman Basic through Technical Sergeant (or personnel in
combat ready duty positions, if required by the AFCFM) and SNCOs in retraining status,
or as directed by the AFCFM. SNCOs who hold a skill level commensurate with their
grade and Duty Air Force Specialty Code are considered qualified and do not require
training records unless directed by the AFCFM.
6.7.1.8. Prior to submission for upgrade, ensure the trainee, as a minimum, meets all
mandatory requirements as defined in the AFECD, applicable CFETP, and AFJQS.
6.7.1.9. Recommend the UTM initiate personnel action on trainees entering, completing,
or withdrawn from training.
6.7.1.10. Enter personnel into 5-skill level upgrade training as of the date arrived station.
6.7.1.11. Attend quarterly training meetings conducted by the UTM.
64 AFI36-2201 15 SEPTEMBER 2010
6.7.1.12. Conduct and document work center orientations within 60 days of assignment
(120 days for ARC). As a minimum, the orientation should include the following
information:
6.7.1.12.1. What the trainee will be doing.
6.7.1.12.2. Duty hours and shifts, including periods of rest (non-duty time).
6.7.1.12.3. Safety requirements found on the AF Form 55, Employee Safety and
Health Record.
6.7.1.12.4. All time and training requirements for upgrade and/or qualification
training.
6.7.1.12.5. Responsibilities of trainee, trainer, task certifier, and supervisor.
6.7.1.13. Document the orientation on the AF Form 623a or automated version and file
in the AF Form 623, or other AFCFM approved training folder. This AF Form 623a or
automated version will remain in the training record until the trainee moves to a new duty
section or base.
6.7.1.14. Conduct and document an initial evaluation of trainee qualifications within 60
days of initial assignment (120 days for ARC), either PCS or PCA. Document the
evaluation on AF Form 623a or automated version and file in the OJT record. As a
minimum the evaluation should include:
6.7.1.14.1. AFSC, duty position, core and HST, and deployment/UTC requirements.
6.7.1.14.2. CDC requirements. Note: 30 days per volume.
6.7.1.14.3. Formal/informal training requirements, such as skills, knowledge, or
classroom instruction. Supervisors must evaluate technical school graduates on all
tasks taught in the initial skills course as identified in the STS portion of the CFETP.
6.7.1.14.4. Other local or unique training requirements.
6.7.1.14.5. Supervisor and trainee responsibilities as outlined in this AFI and other
governing directives, such as AFI 36-2101 and the CFETP.
6.7.1.14.6. Supervisors are encouraged to allow trainees to complete course work
during normal duty hours, if mission requirements allow. Supervisors will monitor
trainee progress to ensure timely completion of CDCs or ADL course work.
6.7.1.15. Schedule and conduct supervised training sessions when a trainee has difficulty
with upgrade training, CDC progression, or task certification, as evidenced by
unsatisfactory scores, task decertification, etc., and document on the AF Form 623a, or
other AFCFM approved record.
6.7.1.16. Document on AF Form 623a or automated version all interruptions to training
affecting a trainee‘s progress (e.g., leave, hospitalization, TDYs, etc).
6.7.1.17. Identify and conduct training on additional tasks required in the duty position.
6.7.1.18. Select trainers (and certifiers as required by AFCFM) based on skill
qualifications with the assistance of the UTM.
AFI36-2201 15 SEPTEMBER 2010 65
6.7.1.19. Ensure trainers (and certifiers as required) are scheduled through the UTM to
attend the AFTC.
6.7.1.20. Participate in field evaluation surveys, questionnaires, and visits requested by
training providers.
6.7.1.21. Administer the CDC program for assigned trainees IAW paragraph 6.10.
6.7.1.22. Use Part II of the current CFETP or AFJQS (if directed by the AFCFM), or
electronic equivalent to identify and certify position qualification and skill level UGT
requirements.
6.7.1.23. Conduct annual screening of formal training and DL requirements based on:
6.7.1.23.1. Work center mission requirements.
6.7.1.23.2. Trainee qualifications.
6.7.1.23.3. Lack of training capability.
6.7.1.23.4. New equipment.
6.7.1.23.5. Trainee/personnel turnover.
6.7.1.24. Provide training updates and recommend training improvements to the UTM
and commander.
6.7.1.25. Document training progression on AF Form 623a, automated version or
AFCFM approved form. As a minimum, training progress must include:
6.7.1.25.1. CDC and task progression.
6.7.1.25.2. Task certification and recertification.
6.7.1.25.3. Trainee strengths, weaknesses, attitude and corrective action (if required).
6.7.1.26. Initiate AF Form 2096 when trainees have completed all upgrade training
requirements.
6.7.2. Trainer Responsibilities:
6.7.2.1. The trainer and supervisor may be the same individual. If necessary, the
supervisor may assign someone else to provide the training. Trainers are selected based
on their experience and ability to provide instruction to trainees.
6.7.2.2. Attend the AFTC.
6.7.2.3. Maintain required task qualifications.
6.7.2.4. Record task qualification according to prescribed instructions when a trainee
performs a task to required standards.
6.7.2.5. Plan, conduct, and document training.
6.7.2.6. Develop evaluation tools. Evaluation responsibilities may be assigned to an
equally qualified third party.
6.7.2.7. Prepare and use teaching outlines or task breakdowns, as necessary.
66 AFI36-2201 15 SEPTEMBER 2010
6.7.2.8. Brief the trainee and supervisor on the training evaluation results.
Note: To ensure effective and efficient execution of training programs, the trainer and
trainee should be placed on the same work crew or shift unless the mission dictates
otherwise.
6.7.3. Task Certifier Qualifications and Responsibilities. Certifiers will provide third-party
certification and evaluation on tasks identified by the AFCFM (if applicable). The
responsibility of the certifier is to conduct additional evaluations and certify qualification on
those designated tasks. Certifiers must:
6.7.3.1. Be at least a SSgt (E-5) with a 5-skill level or civilian equivalent.
6.7.3.2. Attend the AFTC.
6.7.3.3. Be capable of evaluating the task being certified.
6.7.3.4. Evaluate training and certify qualifications.
6.7.3.5. Use established training evaluation tools and methods to determine the trainee‘s
ability and training program effectiveness.
6.7.3.6. Develop evaluation tools.
6.7.3.7. Brief the trainee, supervisor, and trainer on the training evaluation results.
Identify the trainee‘s strengths and areas needing improvement.
6.7.3.8. When necessary, request assistance from the supervisor and UTM.
6.7.3.9. The certifier must be someone other than the trainer with the following
exceptions:
6.7.3.9.1. For AFSCs, duty positions, units, and/or work centers with specialized
training standardization and certification requirements (e.g., space ops/missile
maintenance shops, Maintenance Training Flight and/or HQ AETC instructors, air
traffic controllers, aircrew standardization flight examiners, load masters, fire
fighters, radiology, etc) the trainer/instructor is authorized to train and certify task
qualification. Third-party certification is not required unless otherwise directed.
6.7.3.9.2. If trainee task qualification occurs through Type-1, contractor-provided
training without supporting documentation, supervisors/trainers who have attended
the AFTC may document task qualifications as applicable. MAJCOM FMs in
coordination with MAJCOM Training Managers may authorize exceptions when no
one assigned locally meets the requirements.
6.7.3.9.3. For those AFSCs with special requirements or needs, such as 3P0XX,
1C1X1, senior airmen may perform this function, with approval from AFCFM.
6.7.4. Trainee Responsibilities. The trainee is the focal point of the AF training program.
Trainees must make every effort to become qualified to perform in their AFS. The success
and quality of trainee training greatly depends on the relationship between the supervisor,
trainer, and trainee. Trainees must:
6.7.4.1. Actively participate in all opportunities for upgrade and qualification training.
AFI36-2201 15 SEPTEMBER 2010 67
6.7.4.2. Comprehend the applicable CFETP requirements and career path.

6.7.4.3. Obtain and maintain knowledge, qualifications, certifications, and appropriate
skill level within the assigned specialty.
6.7.4.4. Budget on- and off-duty time to complete assigned training tasks, particularly
CDC and self-study training requirements, within established time limits.
6.7.4.5. Request assistance from the supervisor, trainer, and UTM when having difficulty
with any part of training.
6.7.4.6. Acknowledge and document task qualification upon completion of training.
Documenting task qualification serves as an official certification of proficiency,
certifying the individual is accountable for task performance IAW the governing
instructions.
6.7.4.7. Understand their deployment/UTC, and home station requirements.
6.8. Training Forms and Documentation.
6.8.1. Introduction. The purpose of this section is to provide guidance and examples for
proper training documentation. Training documentation is important to personnel at all levels
because it validates the status of training and task qualification. Documentation also helps
management assess mission capability and readiness, and it defines requirements for
individual career progression. The AF Form 623 (or electronic equivalent) is the standard
folder used as a training record. The AFCFM, with AFPC/DPSIT coordination, may approve
the use of AF Form 623b, Individual Training Record, throughout the career field. AFCFMs
in conjunction with AFPC/DPSIT will provide specific implementation guidance for the AF
Form 623b.
6.8.1.1. Using AF Form 623, AF Form 623b, or other approved records. The AF Form
623 reflects past and current qualifications, and is used to determine training
requirements. Supervisors will ensure all documentation is accurate and comprehensive.
All forms contained in the AF Form 623 may be automated using AF approved systems.
However, if forms and the CFETP are automated they must meet the same documentation
requirements (dates and initials of trainee, trainer, and/or task certifier) as hard copy
forms. Automated training records may be placed on a disk for mobility purposes.
6.8.1.2. CFMs are encouraged to use automated CFETPs. Minimize the use of the paper-
based record if training records and CFETP are automated. Advise A1DLT as records are
automated.
6.8.1.3. The AF Form 623 must contain the following documents, in addition to any
locally determined requirements. All other forms contained in the AF Form 623 may also
be automated with the approval of the AFCFM.
6.8.1.3.1. CFETP.
6.8.1.3.2. AFJQS (if applicable).
6.8.1.3.3. AF Form 797 (if applicable).
6.8.1.3.4. AF Form 623a or automated version.
68 AFI36-2201 15 SEPTEMBER 2010
6.8.1.3.5. CDC enrollment card, answer score sheets and scorecards (if enrolled in
CDCs). (Maintain until completion of UGT or qualification training).
6.8.1.3.6. AETC Form 156 or electronic equivalent (maintain until completion of 5
skill level UGT).
6.8.1.3.7. AF Form 2096.
6.8.2. Maintaining AF Form 623. Supervisors maintain the AF Form 623 for all assigned
personnel IAW paragraph 6.7.1 of this instruction, when required. AF Form 623 will be
available to all personnel in the chain of command to include the UTM upon request. Replace
unusable AF Forms 623, as required; ensuring all pertinent information is transferred to the
new record.
6.8.3. Disposition of AF Form 623. Upon separation, retirement, commissioning, or
promotion to master sergeant, unless otherwise directed by the AFCFM, returns to the
individual. Do not give AF Forms 623 containing classified information to the individual.
Note: AFCFMs may request exception to policy of documentation rules from AF/A1DLT. An
example of this would be the use of six-part folders or electronic records by some AFCFMs.
6.9. CFETP (or Electronic Equivalent). A comprehensive core training document identifying
life cycle education and training requirements, training support resources, core and HST, and
deployment/UTC task requirements for a specialty. Supervisors use the CFETP to plan,
prioritize, manage, and execute training within the career field. CFETPs are used to identify and
certify all past and current qualifications.
6.9.1. In an effort to reduce local CFETP printing costs, the following options are
authorized:
6.9.1.1. Keep at least one copy of the entire CFETP (part 1 and 2) in the work center for
general access and master training plan development.
6.9.1.2. Unless otherwise directed by the AFCFM, work center supervisors may file only
part 2 of the CFETP, with the cover page and ID page, in the AF Form 623, or equivalent
form.
6.9.1.3. Additionally, if the CFETP is divided into distinct sections (by aircraft, duty
position, mission, etc) then file only the sections applicable to the individual, such as
current/past qualifications, and current upgrade/ duty position training requirements.
6.9.1.4. Keep used sections intact, regardless of the degree of use.
6.9.1.5. As duty/training requirements change, insert applicable CFETP sections in the
prescribed numerical order.
6.9.2. Part I. Provides information necessary for overall management of the specialty and
will be maintained as part of the work center MTP.
6.9.2.1. Section A—explains how everyone will use the plan.
6.9.2.2. Section B—identifies career field progression information, duties and
responsibilities, training strategies, and career field path.
AFI36-2201 15 SEPTEMBER 2010 69
6.9.2.3. Section C—associates each level with specialty qualifications (knowledge,

education, training, and other).
6.9.2.4. Section D—indicates resource constraints (some examples are funds, manpower,
equipment, facilities).
6.9.2.5. Section E—identifies transition training guide requirements for SSgt through
MSgt and other SNCOs as required by the AFCFM.
6.9.3. Part II. Includes the following:
6.9.3.1. Section A—contains the STS identifying the duties, tasks, and TRs to support
training, AETC conducted training, core and HST tasks, deployment/UTC tasks, and
correspondence course requirements.
6.9.3.2. Section B—contains the COL and training standards to determine airmen
training requirements.
6.9.3.3. Section C—identifies available support materials. When developed, use a
Qualification Training Plan to support proficiency training.
6.9.3.4. Section D—identifies a training course index.
6.9.3.5. Section E—identifies MAJCOM unique training requirements.
6.9.4. AFJQS. Training documents approved by the AFCFM for a particular job type or duty
position within an AFS
6.9.5. Performance Standard. Tasks are trained and qualified to the ―Go‖ level. ―Go‖ means
the individual can perform the task without assistance and meets local demands for accuracy,
timeliness, and correct use of procedures (―Go‖ level equates to 3c in the STS proficiency
code key).
6.9.6. CFETP/AFJQS Documentation. All personnel authorized to sign off tasks in Part II of
the CFETP must be listed on the Identification Block of the CFETP, Part II, including
automated CFETPs. Supervisors must not change or re-accomplish any documentation
completed before the release of the current AFI. The AF training record documentation is
intended to be a complete history of qualifications and training completed. The AFCFM must
follow current guidance in Chapter 5 of this instruction when developing new CFETPs.
6.9.6.1. Documentation. Using the MTL, identify all duty position requirements,
including those core tasks associated with the current duty position as directed by the
AFCFM or MFM, by circling the sub-paragraph number next to the task statement.
Note: Training on all applicable core tasks is still required for upgrade unless otherwise
stated by the AFCFM (see paragraphs 4.1.2.2 and 6.9.6.1.2). Deviations in
documentation of the MTL may be necessary when using electronic records as long as all
required tasked are recorded on the document.
6.9.6.1.1. When completing the identification page, enter only the last 4 digits of the
SSN.
6.9.6.1.2. Once initially certified, individuals are not required to maintain core task
qualifications unless the task is part of the current duty position. (If task is part of the
current duty position, it will remain circled. If not part of the current duty position,
70 AFI36-2201 15 SEPTEMBER 2010
the circle may be removed). Core task training is not required if the training
capability does not exist at the assigned base, or another base within the local area.
Conversely, core task training is required if the training capability resides in another
unit at the same base (unless otherwise directed by the AFCFM). Annotate on the AF
Form 623a or automated version the reason core task training was not conducted.
There is no requirement to send personnel TDY for core task training.
6.9.6.1.3. As a minimum for initial certification complete the following columns in
Part II of the CFETP:
6.9.6.1.3.1. Training start date (day, month, year).
6.9.6.1.3.2. Training complete date (day, month, year).
6.9.6.1.3.3. Trainee Initials (upon completion of training).
6.9.6.1.3.4. Trainer Initials (upon completion of training).
6.9.6.1.3.5. Certifier initials when required by AFCFM (for tasks requiring third-
party certification).
Note: All entries on documents contained in or on the AF Form 623, to include the
CFETP, AFJQS, AF Form 797, AF Form 1098, Special Task Certification and
Recurring Training, AF Form 803, and any additional training documents as
determined by local requirements, will be documented in pencil, unless forms are
automated and tracked in an approved electronic system. Entries on forms that are not
subject to change, such as the front cover of the AF Form 623, signatures and AF
Form 623a entries will be made in black or blue ink. However, if these
publications/forms make up an automated training documentation package, pencil
entries are not required.
6.9.6.1.4. Knowledge training. Knowledge training is required if no CDC is available
for the AFS or training must be documented for a CDC waiver. Define and develop,
if necessary, evaluation criteria for career knowledge items to ensure comprehension.
Document knowledge training IAW paragraph 6.9.6.1.
6.9.6.1.5. Each time an Airman changes duty positions (transfers from another base
or work center), the supervisor must perform an initial evaluation that includes a
review of all previously certified tasks. These tasks are compared against the master
task list and will determine the extent of training required for the new duty position.
The supervisor will identify all new tasks applicable to the new duty position and
erase all circles that do not apply to the current duty position. Do not erase the initials
and certification dates of previously certified tasks. If the Airman was previously
qualified on the task, the supervisor determines if he/she is still qualified. If the
Airman is found to be qualified, no further action is required. If the Airman is found
to be unqualified on a previously certified task, the supervisor must ensure the task is
trained on and recertified. Record the initial evaluation on AF Form 623a or
automated version and retain in the training record until PCS/PCA.
Note: Supervisors in units using approved automated systems must remember to code
and/or transcribe all tasks previously certified but not required in the current duty
section.
AFI36-2201 15 SEPTEMBER 2010 71
6.9.6.2. Transcribing. Transcribing documentation to a new CFETP is an administrative

function, not a re-evaluation of training. Therefore, supervisor and trainer are considered
synonymous for the purpose of documentation. Transcribe within 120 days (240 days for
ARC) of CFETP revision date or from date revision is posted to automated training
records system. Upon publication of a new CFETP, use the following procedures to
transcribe:
6.9.6.2.1. Use the new CFETP to identify past and current training requirements and
to transcribe qualifications from the previous CFETP.
6.9.6.2.2. For tasks previously qualified/certified and required in the current duty
position, circle the subparagraph number next to the task statement and enter the
current date in the completion column. Trainee initials in the trainee column and the
current task certifier or supervisor/trainer initials in the trainer column.
6.9.6.2.3. For tasks previously certified but not required in the current duty position
(do not circle), transcribe only the previous certification date (no initials). If the task
later becomes required in the duty position, recertify using current dates and initials.
6.9.6.2.4. Annotate the AF Form 623a or automated version, (for example, ―I certify
the information contained in the CFETP dated XX was transcribed to the CFETP
dated XX, and the trainee was given the superseded CFETP.‖ Signed and dated by
supervisor and trainee).
6.9.6.3. Maintenance of CFETPs for personnel in retraining status. Maintain CFETP
from previous AFSC until commensurate skill level is achieved, then give the obsolete
field CFETP to the individual.
6.9.6.4. Decertification and Recertification. When a supervisor determines an Airman is
unqualified on a task previously certified for their duty position, the supervisor erases the
previous certification, or deletes certification when using automated system. Appropriate
remarks pertaining to the reason for decertification are entered on the AF Form 623a or
automated version. Begin recertification (if required) following procedures in paragraph
6.9.6.1.3.
6.9.7. AF Form 623a or automated version. The AF Form 623a or automated version will be
used to document an individual‘s training progression. This form will be used to reflect
training status, counseling, and breaks in training. The supervisor and/or trainer and the
trainee must sign and date all entries. All entries should be made in black or blue ink and
include the date the counseling/entry is made, the statement or entry, and the trainee and
supervisor signature. These requirements apply to all AFCFM approved training forms,
regardless of format.
6.9.7.1. Examples of AF Form 623a or automated version entries include initial CDC
issue, CDC completion schedule, explanation of delays in CDC completion and/or
training requirements, problems encountered with task certification (if any), and any
training related counseling statements.
6.9.7.2. When used for training-related counseling, include strengths, weaknesses, areas
to improve, and means to improve.
72 AFI36-2201 15 SEPTEMBER 2010
6.9.7.3. Maintain the AF Form 623a or automated version as long as it pertains to the
current training objective (i.e., award of the skill level or completion of qualification
training). The supervisor will determine if any additional AF Forms 623a or automated
version will remain in the training record.
6.9.8. AF Form 797, Job Qualification Standard (JQS) Continuation Sheet. The AF Form
797 is a continuation of the CFETP, Part II, or AFJQS. It defines locally assigned duty
position, HST, and deployment/UTC requirements not included in the CFETP, Part II. It is
also used to develop the AFJQS and the command job qualification standard if deemed
necessary by the AFCFM. The AF Form 797 disposition is the same as the CFETP and
AFJQS. When used to expand a section of the CFETP or to add duties not listed in other
documents, a master copy should be placed in the section master training plan. The AF
Form(s) 797 would then be placed in the training records of the person(s) performing that
duty. If the work center supervisor develops an all-inclusive AF Form 797 for the work
center, circle only those tasks that pertain to the individual performing the task or duty.
Documentation of the electronic form is as follows:
6.9.8.1. Column a, Critical Tasks, will place a symbol in the square automatically when
you click on the box next to the task statement. This will identify tasks you have
determined to be a critical or AFJQS core task, or a task requiring third party
certification.
6.9.8.2. Enter the task number in the task number column. Numbering is done in the
same manner as an AFI or CFETP.
6.9.8.3. Tasks, Knowledge and Technical References. Enter the task statement. A task
will have an action verb describing the task, such as remove, install, select, choose, etc. If
the task statement is a list of specific equipment, it may be stated as: ―1.1. Operate the
following equipment:‖ with each piece of equipment listed. The TR is where the training
information is found such as technical manual, AFI, or manufacturer‘s manuals.
6.9.8.4. Enter the date training is initiated.
6.9.8.5. Enter the date training is completed or the date transcribed (if transcribed from a
previous AF Form 797).
6.9.8.6. Trainee, trainer, and task certifier certifies each task completed in the same
manner as on the CFETP.
6.9.8.7. Enter trainee name and page number on the bottom of the form.
6.9.9. AF Form 803, Report of Task Evaluation. Evaluators use the AF Form 803 to conduct
and document completion of task evaluations during training SAVs, when directed by the
commander, or when a task certification requires validation. Supervisors, trainers, task
certifiers, and training managers can use this form to record up to 6 task evaluations per
form. If evaluations are conducted on a single trainee by the supervisor/trainer, or task
certifier, file completed evaluations in the AF Form 623 until upgraded or no longer
applicable to current duty position. Training managers maintain task evaluations performed
during SAVs with the completed report.
6.9.9.1. Enter trainee‘s name, grade, and AFSC in the applicable blocks. In the UGT
block check either yes or no to indicate UGT status.
AFI36-2201 15 SEPTEMBER 2010 73
6.9.9.2. Job Task Item(s) Evaluated: Identify the task evaluated by using CFETP
reference number if available, task title, and any other identifying information.
6.9.9.3. Indicate the results by placing a mark in the Satisfactory or Unsatisfactory block.
6.9.9.4. Enter the date the task evaluation was conducted, typed/printed name of
evaluator, and signature of evaluator.
6.9.10. AF Form 1098, Special Task Certification and Recurring Training. Supervisors use
the AF Form 1098 to document selected tasks requiring recurring training or evaluation. AF
and MAJCOM directives may identify tasks contained in the CFETP requiring special
certification, recurring training, or evaluation. This form may be overprinted and filed in the
AF Form 623. For tasks requiring certification this form should remain in the training record
until superseded or no longer required.
6.9.10.1. Column A: Enter the task title and training references.
6.9.10.2. Column B: Enter the date the training was completed.
6.9.10.3. Column C: The certifying official may be the person who conducted the
training, supervisor, or trainer. A signature in this block indicates the individual signing
the form is certifying the training has been accomplished.
6.9.10.4. Column D: The trainee enters his/her initials.
6.9.10.5. Column E: Enter the score (if written test was used) or the number of course
hours.
6.9.10.6. Column F: Enter the type of training and/or evaluation conducted – P for
practical; C for classroom; W for written. If more than one type was used, such as
classroom and practical the block is split using a diagonal line, such as C/P.
6.9.10.7. Column G: Enter the frequency the training is required; Q for quarterly, A for
annually, BA for biannually.
6.9.10.8. Column H Enter the date next due. If training is recurring the date due must not
exceed the date completed. For example if the date completed was 15 Jan 03 the due date
must be prior to 15 Jan 04 for training that is conducted annually.
6.9.11. AF Form 1320a, Training Chart. The chart provides a method for organizing,
scheduling, and recording training goals and qualifications. The instructions for using this
form are located on the back of the form.
6.9.12. Qualification Training Packages (QTP). AFCFMs develop, manage, and implement
QTPs. They are used to assist task certification.
6.10. CDC Program Management.
6.10.1. Purpose and Scope. CDCs are published to provide the information necessary to
satisfy the career knowledge component of OJT. These courses are developed from
references identified in the CFETP correlating with mandatory knowledge items listed in
Enlisted/Officer Classification Directory. CDCs must contain information on basic
principles, techniques, and procedures common to an AFSC. They do not contain
information on specific equipment or tasks unless best illustrating a procedure or technique
having utility to the entire AFSC.
74 AFI36-2201 15 SEPTEMBER 2010
6.10.2. CDCs for UGT. HQ AU/A4L electronically publishes an AFSC listing of CDC
Requirements, identifying all mandatory CDCs for skill level upgrade. The list is available
on the HQ AU/A4L web site at http://www.au.af.mil/au/afiadl/.
6.10.2.1. If available, supervisors will use CDCs to satisfy career knowledge
requirements for UGT.
6.10.2.2. If a CDC becomes available after entering UGT, the individual does not have to
take the CDC, unless specified by the AFCFM.
6.10.2.3. An individual cannot be disenrolled from a current CDC enrollment unless
specified by the AFCFM or member is being discharged. Airmen enrolled in 7-level
courses upon receipt of a line number who subsequently lose their line number are
reverted back to TSC R as a 5-level and must be disenrolled from the 7-level CDC.
6.10.2.4. Supervisors will conduct training to support specific required task knowledge
using CFETP references.
6.10.2.5. If a trainee is at the 8th month of CDC enrollment and is within 60 days of
PCS, the losing UTM will request an extension of the enrollment.
6.10.2.6. Upon a trainee‘s arrival at a new organization, the gaining UTM will process a
change of address within 30 days of trainee‘s assignment.
6.10.2.7. The UTM will use the OJT roster to monitor the CDC program. The CDC
program is managed to effectively minimize failures, extensions, non-completions, and
reactivations.
6.10.2.8. The UTM will ensure trainees are enrolled in required CDCs within 45 days of
in processing (within 60 days for overseas units). CDCs will not be ordered until the
trainee has completed technical training and arrives at the first duty station. CDCs must
be issued within 10 duty days of receipt.
6.10.2.9. For AFSCs that require additional training prior to entry into 5-level UGT
CDCs will be ordered after completion of the required training and must be issued within
14 days of receipt (60 for ARC) IAW AFCFM directives. Note: Some AFSCs may
require completion of Distance Learning Course prior to entering TSC B.
6.10.2.10. Commercially purchased/produced software and locally developed test-
question generating software by using testable material for test preparation is not
authorized for use on government computers. Refer to AFI 36-2605 for further guidance.
6.10.2.11. If the trainee has reached the 10th month of enrollment and has not taken the
CE, the UTM will process a request for an extension.
6.10.2.12. If recommending an exemption/exception to policy for trainees to complete
mandatory CDCs for upgrade or qualification training, the UTM will process the request
IAW paragraph 4.1.4.7. AFCFM is the final authority for this request.
AFI36-2201 15 SEPTEMBER 2010 75
Table 6.1. CDC Administration

A B
L Processing Stage Action(s)
I
N
E
1 Airman Placed in The UTM determines CDC requirements by reviewing the HQ
Upgrade/Transition AU/A4L ―list of AFSCs with CDCs.‖ Trainee must complete
Training the CDC available when entered into UGT. The AFCFM
provides guidance for newly activated CDCs.
2 CDC is Unavailable The supervisor identifies knowledge items in the CFETP, Part
II, CDC column. Using TRs required for career knowledge
training, the supervisor briefs Airman on their use. Airman
completes study of references, is evaluated by the supervisor,
and is certified in the CFETP.
3 CDC is available The Base Training Manager (for non-PDS units), or UTM for
units with PDS capability, requests enrollment in the applicable
CDC. The training manager will check the transaction register
or the HQ AU/A4L CDSAR system within 5 days to verify
enrollment request. ARC will check the system during the
following Unit Training Assembly (UTA). Do not enroll
trainees in more than one CDC at a time unless specified by the
AFCFM. For IMAs, contact HQ ARPC Education and Training
Office. The supervisor notifies the IMA of the CDC enrollment
and arranges for issue of CDC materials.
4 A CDC is received Within 10 duty days of receipt the UTM issues CDC materials
to the supervisor and trainee and briefs them on the proper use
of the CDC and makes entry into the trainee‘s AF FM 623a or
equivalent automated training record. The supervisor and
trainee conduct an inventory of course material. Trainee will
make pen and ink changes and post, if necessary.
5 Supervisor Issues CDC Supervisor determines volume sequence of study, sets overall
Volume course completion schedule and develops a tracking system to
monitor progress. Issues initial volume. Each volume must be
completed within 30 days. (Exception: The UTM may grant an
extension due to mission requirements; ARC and IMAs 60
days). The supervisor will not issue more than one volume at a
time to the trainee. The supervisor determines the reason for
slow progress, counsels the trainee, documents the counseling
on AF Form 623a or automated version, and places the trainee
in supervised study.
76 AFI36-2201 15 SEPTEMBER 2010
A B
I
N
E
6 Trainee Completes Unit The trainee answers the unit review exercise (URE) questions.
Review Exercise The URE is an ―open book‖ teaching device. The trainee
transfers answers to the Field Scoring Sheet. The supervisor
scores the URE, conducts review training on the areas missed,
fills in the bottom of the scoring sheet and places the Field
Scoring Sheet in the AF Form 623 or automated training
records, counsels trainee and documents AF Form 623a or
automated version.‖
7 Trainee Completes Last Supervisor will conduct a comprehensive review of the entire
Unit Review Exercise CDC with the trainee in preparation for the CE and document
the review on the 623a or automated version. Once the review is
complete, the supervisor will notify the UTM to schedule/order
the CE.
8 CE Arrival and Test For paper –based tests, Base Training Manager or test control
Administration officer notifies the supervisor through the UTM of the CE
arrival and schedules CE within 30 days. The supervisor and
trainee fill out CDC questionnaires and return to HQ AU/A4L.
For E-Exams, Base Training Manager or test control officer
must check student enrollment and test eligibility in CDSARs
and schedules the CE within 30 days of the Supervisor/Trainee
completing the course review. For IMAs, the supervisor
contacts the IMA and arranges a CE date, with consideration for
the IMA‘s duty schedule.
9 Receive Satisfactory The Base Training Manager sends the E-Exam test summary or
Course Exam Results hard copy AF IMT Form 9 (CE scorecard) to the unit and
destroys the examination. The supervisor conducts and
documents review training, signs and place the CE scorecard in
the AF Form 623 or automated training records, until trainee
completes UGT or qualification training.
AFI36-2201 15 SEPTEMBER 2010 77
A B
I
N
E
10 Initial Unsatisfactory The Base Training Manager:
Course Exam Results Forwards CE scorecard to unit for review and posting in AF
are Received Form 623 or automated training records
The unit commander:
- With help from UTM or Base Training Manager, interviews
supervisor and trainee to determine reason for failure and
corrective action required w/in 30 days from initial notification
(90 days for ARC and IMAs). In addition, unit commander will
evaluate:
- Trainee‘s course progression.
- Trainee‘s understanding of the course content.
- Trainee‘s motivation, study habits, and preparation.
- Supervisor‘s involvement.
- Identifies need to assess trainee‘s reading abilities as required
(contact the Education Services Office for assistance).
- Counsels the trainee, documents the counseling on AF Form
623a or automated version, and places the trainee in supervised
review training and forwards a copy of the evaluation to the
Base Training Office.
The supervisor:
Conducts review training, signs and places CE scorecard in AF
Form 623 or automated training records, until trainee is
upgraded to next skill level.‖
Notify the UTM to schedule retake examination within 90 days
78 AFI36-2201 15 SEPTEMBER 2010
A B
I
N
E
11 Second Unsatisfactory The Base Training Manager:
Course Exam Results - Enters score in control log for mandatory CDC exams.
are Received - Sends scorecard to unit for inclusion in training record.
- Destroys exam.
The unit commander:
- With assistance from UTM or Base Training Manager,
interviews supervisor and trainee to determine reason for failure
within 30 days from initial notification (90 days for ARC and
IMAs).
- After reviewing facts, decides on one of these options:
1) Evaluate for possible CDC waiver (do not place trainee into
TSC T).
2) Withdraw Airman for failing to progress, place into TSC T
and pursue separation.
3) Withdraw Airman for failing to progress, place into TSC T,
request AFSC withdrawal and recommend retraining or return
to previously awarded AFSC (see Notes 2 and 3 at the end of
this table).
4) Withdraw Airman for failing to progress, place into TSC T,
reevaluate at 90 days and pursue either option 1, 2, or 3 as
appropriate. – Informs trainee and supervisor of action to be
taken and initiates appropriate actions (see Notes 1 2, and 3 at
end of this table).
See Attachment 11 for instructions on placing trainee in TSC T.
12 Reactivation Squadron commanders or equivalent may approve reactivations
Procedures for Expired if the period of disenrollment is 90 days or less. Reactivations
Enrollments beyond 90 days must be processed for group commander
approval (approval authority for ANG is NGB/A1FT). There
can only be one reactivation granted. Courses deactivated by the
AFCFM are not included. Trainee must complete the new
course. (See Note 4).If no course is available, follow waiver
instructions. If reactivation is approved, Base Training will
forward package to HQ AU/CFRR.
13 Reenrollment Approval authority is MAJCOM Training Manager ™ for
procedures active duty, HQ AFRC/DPTS for reserve personnel, and
NGB/A1FT for ANG personnel. Reenrollments are not
authorized for members failing their CDC CE twice. (see Note
5)
AFI36-2201 15 SEPTEMBER 2010 79
Note 1: The UTM will assist the supervisor in preparing two-time CDC failure waivers. Single
course waivers for CDC series (A-B-C-etc) can only be processed if there are no prerequisite
requirements. When completion of prerequisites is required for follow-on enrollments, waivers
must be processed for the entire CDC requirement (A-B-C, etc). The package will process
through the unit commander, Base Training Office, to the wing commander or equivalent for
approval/disapproval. (Exception: AFSC 3E7X1 Firefighters and 4N0X1X, Aerospace Medical
Service must be approved by the AFCFM). As a minimum the package will include:
a. Copy of CFETP Part II with completion of CDC knowledge training
b. Copy of both failure evaluations.
c. Copy of AU IMT 9s and E-Exam Summary Sheet.
d. Copy of Field Scoring Answer Sheet.
e. Copy of AF Form 623a or automated version.
f. Copy of all applicable Enlisted Performance Reports (EPR).
g. Memorandum from trainee, supervisor, and commander.
h. Memorandum from the Base Training Manager.
Note 2: Two-Time CDC Failure (AFSC Withdrawal): The MPS submits disqualification
packages to AFPC/DPSIDC Case Management System (CMS). As a minimum, the package will
include:
a.Copy of CFETP Part II.
b. Copy of both failure evaluations.
c. Copy of AU IMT 9s and E-Exam Summary Sheet.
d. Copy of Field Scoring Answer Sheet.
e. Copy of AF Form 623a or automated version.
f. Memorandum from trainee, supervisor, and commander.
g. Memorandum from the Base Training Manager.
h. Copy of all EPRs.
Note 3: Separation and retraining packages (AFSC withdrawal) will require additional
information as outlined in AFIs 36-2101, 36-2201, 36-2626, and 36-3208. (For retention/versus
separation packages, refer to AFI 36-2626, Airman Retraining Program, Attachment 10, for
procedures and package requirements).
Note 4: Reactivations will be processed IAW line 12 through the Base Training Office. The Base
Training Office will forward request to HQ AU/A4L. The request must include:
a.Trainee name, rank, and social security number (SSN).
b. Complete unit address.
c. MAJCOM.
d. Complete Test Control Facility (TCF) and Identification Zip/Shred.
e. Course to be reactivated.
80 AFI36-2201 15 SEPTEMBER 2010
f. Identify CE requirement (yes/no).

g. Original date of enrollment.
h. Justification.
Note 5: Reenrollments. (This process is for those individuals whose initial enrollment has
expired prior to completion and a new CDC version has replaced their original version. This does
not apply to two-time failures). The UTM will process reenrollment requests, signed by the Unit
Commander, through the Base Training Office. The Base Training Office reviews and forwards
the following information to the unit‘s parent MAJCOM for approval. Request must include:
a. Name, rank, and SSN.
b. Course.
c. Complete Unit Address.
d. Complete TCF and Identification Zip/Shred.
e. Original Enrollment Date from Course Development & Student Administration/Registrar
System.
f. Justification.
If approved at the MAJCOM, the MAJCOM will forward to HQ AU/CFRR for processing.
6.11. Mandatory Craftsman Course Policies and Procedures:
6.11.1. Introduction. This section addresses eligibility, selection and cancellation procedures
for 7-skill level in-residence/DL craftsman courses.
6.11.2. Eligibility. Trainees must be a SSgt, SSgt selectee or above.
6.11.2.1. Trainees must meet the following criteria prior to attending a 7-skill level
craftsman course:
6.11.2.1.1. In UGT to the 7-skill level.
6.11.2.1.2. Satisfy all prerequisites for attendance as outlined in the applicable
CFETP, Personnel Data System (PDS) course reporting instructions, or ETCA
website. Waivers for course prerequisites will be processed through the unit
commander and submitted to Base Training. Base Training will submit waiver
request to the unit‘s parent MAJCOM A1 training office. MAJCOM A1 training will
coordinate with appropriate MAJCOM functional manager for approval.
6.11.2.1.3. Trainees serving short tours (12-15 months) are not eligible to attend until
arriving at new duty location (or scheduled en route).
6.11.2.1.3.1. Wing commanders may submit waivers for exceptional
circumstances, with full justification.
AFI36-2201 15 SEPTEMBER 2010 81
6.11.2.1.3.2. Submit waiver request to the unit‘s parent MAJCOM A1 training

office for coordination through the appropriate MAJCOM functional manager and
the MAJCOM A1. The MAJCOM training office will then forward the waiver
request to AFPC/DPS for approval/disapproval.
6.11.2.1.4. Trainees serving long tours, who are within 4 months of their Date
Eligible for Return from Overseas (DEROS), will not be eligible to attend until
arriving at new duty location (or scheduled en route).
6.11.2.1.5. Trainees who are PCSing may attend the course en route during their
DEROS month or prior to their RNLTD. Attendance must be coordinated by the Base
Training Office and documented on the PCS orders.
6.11.2.2. The Assignment Availability Code (AAC) table below identifies AACs that
render members ineligible for attendance:
Table 6.2. Assignment Availability Codes

Assignment
Line Availability Definition
Code
1 09 Member declined to extend/reenlist for retainability for PCS/TDY
2 12 Action under Article 15, Uniform Code of Military Justice (UCMJ)
3 13 International Hold
4 14 Member identified by base Staff Judge Advocate as material witness
5 15 Military/civilian court action
6 16 On Control Roster
7 17 Pending SF/AFOSI investigation
8 19 Referral EPR
9 21 Commander hold option
10 31 Medical deferment
Medical Evaluation Board and/or Physical Evaluation Board
11 37
(MEB/PEB)
Member enrolled in Operation Bootstrap or Voluntary Education
12 52
programs
6.11.2.3. Personnel considering Special Duty Assignment (SDA) or Reporting Identifier
(RI) assignments should attend 7-skill level craftsman course prior to entering the SDA
or RI. Three months after award of the SDA/RI Control AF Specialty Code (CAFSC),
members will not be considered for attendance until completion of SDA/RI assignment.
6.11.3. The following actions will result in a no-show being charged to the Base:
6.11.3.1. Requesting cancellation within 30 days of Class Start Date (CSD) without the
requesting Base providing a replacement.
6.11.3.2. Trainee is not present on CSD.
82 AFI36-2201 15 SEPTEMBER 2010
6.11.4. Selection Process. AFPC/DPSIT produces a quarterly list of eligible personnel.

6.11.4.1. Eligible personnel are prioritized by:
6.11.4.1.1. Date Entered Training.
6.11.4.1.2. Date of Rank.
6.11.4.1.3. Total Active Federal Military Service Date (TAFMSD).
6.11.4.2. For distance learning and residence courses, AFPC/DPSIT sub-allocates names
in Oracle Training Administration (OTA), which produces a document at base level. The
FSM Formal Training section is responsible for notifying the UTM with the projected
training. The UTM verifies completion of all prerequisites prior to attendance/enrollment.
Trainees are ultimately responsible for ensuring the accuracy of their personal data.
Report applicable information changes to the UTM.
6.11.4.3. Members requesting cancellation will not be considered for a new class date
until the following quarter.
6.11.4.4. If a trainee is not scheduled during the following quarter, a Short Notice
Volunteer Letter may be submitted.
6.11.4.5. Trainees may request cancellation if an approved separation, Record Status
Code 20, is reflected in OTA.
6.11.4.6. Process 7-skill level course waivers IAW paragraph 4.1.4.
6.11.5. Base Training Responsibilities. The Base Training Office is the OPR for requesting
cancellations, replacements, and short-notice volunteers. Forward requests to the Craftsman
Course Organizational e-mail account. Only duty-related requests will be considered. The
Base Training Office will advise AFPC/DPSIT to cancel the allocation.
6.11.5.1. The following are not acceptable reasons for canceling personnel from 7-skill
level training:
6.11.5.1.1. Enrollment in voluntary education during the course period.
6.11.5.1.2. Considering separation without an approved date.
6.11.5.1.3. Considering applying for Officer Training School (OTS)/Bootstrap (AAC
05 not posted against record).
6.11.5.1.4. Considering joining the Guard/Reserves (Approved/applied separation
not posted against record).
6.11.5.1.5. Non-duty related absence.
6.11.5.2. The Base Training Office will determine the availability of a replacement,
verify training status codes, CAFSC, Assignment Availability Codes, projected
assignments, conflicting scheduled training and notify AFPC/DPSIT.
6.11.6. Distance Learning (DL). For AFSCs using DL craftsman courses, the trainee will
receive notification of training, course materials, and specific guidance from the schoolhouse
via electronic message.
AFI36-2201 15 SEPTEMBER 2010 83
6.11.7. Failure Policy.

6.11.7.1. In-Residence 7-Level Courses. Personnel who fail to successfully complete in-
residence 7-level courses will be returned to their parent unit. The supervisor will
evaluate the trainee to determine the reason for failure and counsel the trainee.
Counseling should cover strengths, weaknesses, areas requiring improvement, and the
means to improve. Counseling should be documented on AF Form 623a or automated
version and placed in the OJT record. The commander, with the assistance of the unit
training manager and the individual‘s supervisor, conducts an assessment of the trainee
within 30 days of notification of course failure (90 days for ARC). After reviewing the
facts the commander decides on one of the following options:
6.11.7.1.1. Evaluate for possible course waiver (for waiver packages see paragraph
4.1.4).
6.11.7.1.2. Withdraw the Airman for failing to progress, place in TSC T, and pursue
separation.
6.11.7.1.3. Withdraw the Airman for failing to progress, request AFSC withdrawal
and recommend retraining or return to previously awarded AFSC.
Note: The commander will decide what option to take and process one of the options
listed above NLT 30 days after the date of the commander‘s evaluation. Re-enrollment in
an in-residence 7-level course is prohibited.
6.11.7.2. DL Craftsman Courses. The supervisor will evaluate the trainee to determine
the reason for failure and counsel the trainee. Counseling should cover strengths,
weaknesses, area needing improvement, and the means to improve. The counseling will
be documented on AF Form 623a or automated version and filed in the OJT record. The
commander, with assistance from the unit training manager and the individual‘s
supervisor, will conduct a commander‘s assessment of the trainee within 30 days of
notification of course failure (90 days for ARC).
6.11.7.3. After review, the commander will submit a memorandum to AFPC/DPSIT
Charlie Team through the BTM or Formal Training office requesting to re-enroll the
trainee (one-time) after 6 months from course failure date. If the member fails the
distributed learning craftsman course a second time, the commander will pursue and
request one of the following three options:
6.11.7.3.1. Evaluate for possible course waiver (for waiver packages see paragraph
4.1.4).
6.11.7.3.2. Withdraw Airman for failing to progress (TSC ―T‖) and pursue
separation.
6.11.7.3.3. Withdraw the Airman for failing to progress, request AFSC withdrawal
and recommend retraining or return to previously awarded AFSC.
84 AFI36-2201 15 SEPTEMBER 2010
Chapter 7
ANCILLARY TRAINING
7.1. Program Description. Ancillary Training is universal training, guidance or instruction,

regardless of AFSC, that contributes to mission accomplishment. It does not include functional,
occupational or additional duty training.
7.2. Requirements. Ancillary training courses are established IAW international treaties, law,
DoD directives, and AFIs. The approved list of ancillary training is posted on the ETCA website
https://etca.randolph.af.mil/.
7.2.1. Every effort must be made to ensure ancillary training is targeted carefully to the
audience who needs the training, at the minimum frequency required to ensure retention, and
that course lengths are no longer than necessary to adequately convey the information.
7.2.2. While the effort to reduce requirements is intended to maximize unit effectiveness,
commanders are reminded intelligent, sensible training remains an indispensable
responsibility of the USAF. When local conditions or mission requirements demand
additional or enhanced training, commanders have the discretion to train their Airmen as they
deem necessary.
7.3. Ancillary Training Categories. Ancillary training may be accomplished through a variety
of methods including formal courses, mass briefings, advanced distributed learning, credit for
civilian equivalent experience, and one-on-one instruction. Ancillary training can be a one-time
event or recurring requirement and is divided into the following four categories:
7.3.1. Annual Total Force Awareness Training (TFAT). General awareness-level training for
the ―Total Force‖ mandated by Congress, DoD or USAF combined into concise, Computer
Based Training (CBT). Training in these courses is required annually for all Airmen (Regular
AF, Civilian, Guard and Reserve).
7.3.1.1. In some cases, contracted employees and foreign national employees are not
required to accomplish certain TFAT courses. Exceptions are listed in the ETCA
descriptions for each TFAT course.
7.3.1.2. Except where noted, TFAT training is accessed through the Advanced
Distributed Learning Service (ADLS) at https://golearn.csd.disa.mil. AF members who
do not have an ADLS account can establish one by visiting the web site. ADLS can also
be accessed from the Air Force Portal home page under ―Top Links and Applications:
Training Links.‖
7.3.1.3. Whenever possible, ADLS is the preferred method for completing TFAT.
Airmen who complete their training on ADLS will have their records updated
automatically. However, units have the option to download TFAT computer-based
training to a local server and deliver the courses ―off-line‖ to individuals as needed.
7.3.1.3.1. TFAT can also be accomplished in a mass briefing format by using the
ADLS presentation. Mass training must be led by a unit ―functional expert‖ or
commander (to include civilian equivalent) approved instructor.
AFI36-2201 15 SEPTEMBER 2010 85
7.3.1.3.2. Downloaded training or mass briefing options should only be used by units
with limited computer access or availability.
7.3.1.3.3. For either downloaded CBTs or instructor-led briefings, ancillary training
monitors or unit training managers must certify completion and update ADLS for
members to ensure full credit. Instructions for downloading and tracking ―off-line‖
accomplishment of TFAT courses are provided in the ―UTM/UDM portal‖ from the
Administration link on ADLS. Note: AF Reserve units are authorized to report
member completion through ARCNet.
7.3.1.3.4. Commanders should use care in determining whether to use any ―off-line‖
training options giving full consideration to the resulting increased workload.
7.3.2. Selected Force Training. Ancillary training targeted to specific groups or populations
(e.g. Commanders, Supervisors, Civilians) versus the Total Force. For example, commanders
and other select Air Force members are required to accomplish Survivor Assistance
Awareness Training annually.
7.3.2.1. This training is usually accomplished locally, and taught by unit experts who
receive curriculum and other training related guidance from AF-level Course
Owner/Sponsors (see paragraph 7.2.2).
7.3.2.2. In most cases, this is recurring training, but some courses are one-time only
events.
7.3.2.3. Designated unit training personnel and Wing/Unit Level Training Agencies
share responsibility for tracking accomplishment of this training and will ensure
established measures are used for managing accountability.
7.3.3. Event Driven Training. Ancillary training triggered by an event (e.g. inprocessing)
and can be a one-time occurrence (e.g. Motorcycle Operator Training) or recurring (e.g.
Equal Opportunity Human Relations Orientation).
7.3.3.1. These courses are accomplished at the local level either by unit or base level
training agencies.
7.3.3.2. As with Selected Force Training, designated unit training personnel and the
unit/base training agencies share responsibility for tracking this training.
7.3.4. Expeditionary Skills Training (EST). Training directly related to an Airman‘s ability
to survive and operate in a contingency environment.
7.3.4.1. Due to the critical nature of EST, this category is managed separately from other
ancillary training categories, and should be perceived at all levels as the most important
training priority. See Chapter 8 of this instruction for specific guidance on EST.
7.3.4.2. EST has also been referred to as Expeditionary Airmen Training, Deployment
Training, and Readiness Training. Courses referred to by these terms are included in this
training category.
7.3.4.3. Provisions in paragraph 7.3.1.3 also apply to EST accomplished by CBT (as
designated in Tier 2 course lists available at AEF Online paragraph 8.4.2).
86 AFI36-2201 15 SEPTEMBER 2010
7.4. Program Responsibilities:

7.4.1. HQ AF/A1DLT. Serves as OPR for ancillary training policy and monitors overall
footprint to minimize training burden on the Total Force.
7.4.1.1. Manages the AF Ancillary Training Community of Practice (CoP) to provide
periodic updates to MAJCOMs and wings as necessary. This CoP can be accessed either
through the AF Portal or the AFKN site
(https://wwwd.my.af.mil/afknprod/ASPs/CoP/OpenCoP.asp?Filter=OO-ED-AF-39).
7.4.1.2. Approves Course Owner/Sponsor updates to ancillary training entries in ETCA
and periodically reviews for accuracy and currency.
7.4.2. Course Owner/Sponsors. OPR for applicable ancillary training requirements.
7.4.2.1. Develop and manage ancillary training courses and determine how proposed
requirements will impact manpower, mission completion, and available resources.
Establish training frequencies to coincide with AEF rotations, when possible.
7.4.2.2. Provide HQ AF/A1DLT the following information to update approved ancillary
training course entries on the ETCA website: Course Owner/Sponsor‘s name, rank, office
symbol, duty phone and justification, course title, objective, target group, method of
instruction, proposed training agency, duration, frequency, documentation/reporting
requirements, exemption policy and procedures.
7.4.2.3. Develop and manage supporting lesson materials and presentation media. Use
ADL to the fullest extent possible. If training is to be delivered via ADLS, AETC will
advise Course Owner/Sponsors as needed in developing or redesigning courseware as
well as provide technical assistance to ensure system configuration standards are factored
into the development process (see paragraph 2.2.3.2). Disseminate current lesson
materials to field Training Agencies for use.
7.4.2.4. Review training curriculum at least once per training cycle to ensure currency.
7.4.2.5. Ensure availability of all required tools and guidance for Wing/Unit Level
Training Agencies to accomplish training at local level.
7.4.2.6. Submit proposals for new requirements or changes to curriculum, frequency,
duration, or target group to AF/A1DLT for review by the Air Force Learning Committee
(AFLC) (see paragraph 7.5).
7.4.3. AFPC/DPSIT will manage ETCA ancillary training information. Upon approval of
AF/A1DLT, adds or edits information in ETCA as requested by Course Managers.
7.4.4. MAJCOM Training Managers:
7.4.4.1. Encouraged to become members of the AF Ancillary Training Community of
Practice (CoP) to remain up-to-date on ancillary training programs and guidance.
7.4.4.2. Ensure MAJCOM ancillary training programs are executed IAW this instruction
and all applicable directives from AF/A1.
7.4.4.3. Provide training to Base Education and Training Office personnel as needed and
ensure compliance with all directives.
AFI36-2201 15 SEPTEMBER 2010 87
7.4.4.4. Provide statistical data to MAJCOM leadership as needed.

7.4.5. MSS/FSS Commanders have overall responsibility for base/wing ancillary training
programs and will ensure compliance with all ancillary training directives from AF/A1.
7.4.6. Base Education and Training Office:
7.4.6.1. Encouraged to become members of the AF Ancillary Training CoP to remain up-
to-date on ancillary training policy and guidance.
7.4.6.2. Manage base/wing ancillary training programs IAW this instruction and all
applicable ancillary training directives from AF/A1.
7.4.6.3. Provide training to Unit Training Managers and/or Unit Ancillary Training
Monitors as required to ensure compliance with all directives.
7.4.6.4. Communicate with wing agencies responsible for providing ancillary training to
ensure program quality and compliance with all applicable directives.
7.4.7. Unit Commanders:
7.4.7.1. Responsible for ensuring unit members are adequately trained IAW all AFIs and
other governing directives.
7.4.7.2. When local conditions or mission requirements demand additional or different
training, retain discretion to enhance or add to training as necessary.
7.4.7.3. In all cases where commanders determine a need to alter civilian training
requirements, they must ensure local contracts and bargaining unit agreements reflect
appropriate local requirements before training begins.
7.4.7.4. Appoint a unit member to manage the ancillary training program.
7.4.7.5. Ensure any unit-conducted ancillary training is performed by appropriately
trained individuals with required level of expertise to provide effective instruction.
7.4.8. Unit Training Managers and/or Unit Ancillary Training Monitors:
7.4.8.1. Encouraged to become members of the AF Ancillary Training CoP to remain up-
to-date on ancillary training programs and guidance.
7.4.8.2. Manage the unit ancillary training program IAW this instruction and all
applicable ancillary training directives from AF/A1.
7.4.8.3. Track all ancillary training using established procedures and ensure unit
members are accomplishing recurring training IAW established timelines.
7.4.9. Wing / Unit Level Training Agencies:
7.4.9.1. Conduct ancillary training, maintain lesson materials, and review lesson
materials for currency once per training cycle.
7.4.9.2. Establish training schedules, as needed.
7.4.9.3. Document and report completion of ancillary training as appropriate and IAW
established tracking procedures.
88 AFI36-2201 15 SEPTEMBER 2010
7.4.10. AF Members:
7.4.10.1. All AF members, active duty military, reserve component, and civil service, are
responsible for accomplishing ancillary training IAW established timelines and event
triggers.
7.4.10.2. Contractors and employees of organizations who have contracted with the AF
are responsible for completing any training required by their specific service contract.
7.5. Air Force Learning Committee (AFLC). The Air Force Learning Committee (AFLC)
provides senior leader guidance regarding the focus and subject matter of Air Force programs
designed to develop institutional competencies through AF education and ancillary training. The
AFLC is the ―gatekeeper‖ process to vet new ancillary training requirements, establish priorities,
and determine efficient delivery options for the Total Force. The strategic goal of the AFLC is to
provide broad guidance for institutional competency development to improve the focus, currency
and relevancy of Air Force curricula and training through a corporate view of AF priorities.
7.5.1. The AFLC is a general officer level body chaired by the Air Force Director for Force
Development (AF/A1D) and supported by a Working Group. The Working Group will
thoroughly study inputs and provide their recommendations to the Committee. The AFLC
will forward recommendations to the Force Management and Development Council (FMDC)
for final disposition. These successive levels of review provide a ―holistic‖ approach to
managing ancillary training requirements for the Total Force.
7.5.2. The AFLC will be the AF governing body for adding, deleting or modifying existing
ancillary training requirements to include ―Total Force Awareness,‖ ―Selected Force,‖ and
―Event Driven‖ categories and establishes the process to:
7.5.2.1. Review and validate new ancillary training requirements.
7.5.2.2. Modify or increase existing ancillary training requirements.
7.5.3. New requirements or changes to frequency, duration, or target groups for AF-level
ancillary training may come from Air Staff functional 2-digits, MAJCOM/A1s, or Reserve
Components (‗upward suggestive‘) and must flow through AF/A1DL to initiate review and
action by the AFLC. External agencies or sources such as Congress, the Office of Personnel
Management, or the Office of the Secretary of Defense can also direct the AF to provide
ancillary training (‗downward directive‘).
7.5.3.1. Designated AF Course Owner/Sponsors for upward-suggestive or downward-
directed ancillary training requirements must flow proposals through AF/A1DL for
review by the AFLC to minimize impact on the Total Force and ensure efficient delivery
methods are considered in complying with the mandate.
7.5.3.2. No ancillary training requirement will be funded, developed or fielded without
approval from the AFLC. Note: Functional, additional duty and expeditionary skills
training requirements are managed by other processes.
AFI36-2201 15 SEPTEMBER 2010 89
7.5.4. Air Force Learning Committee Operational Process:

7.5.4.1. Changes to baseline requirements shall flow through the Air Force Directorate
for Force Development‘s Learning Division (AF/A1DL). AF/A1DL shall forward all
ancillary training proposals to appropriate Working Group members as soon as possible
for an initial review and collaboration with the requestor prior to engaging the AFLC.
The Working Group will then convene to review requesting Course Owner/Sponsor
proposals, make recommendations and forward to the AFLC for action.
7.5.4.2. In the case of a proposal to add new ancillary training requirement affecting the
Total Force, the requesting Course Owner/Sponsor will submit a proposal (see
Attachment 14) to A1DL for initial review. The proposal provides standardized, detailed
information on objectives, targeted audience, frequency and proposed delivery methods
allowing AFLC WG members to evaluate essential elements of each proposal. As part of
the initial review, A1DL will ensure these essential questions are addressed:
7.5.4.2.1. What is driving the requirement?
7.5.4.2.2. Is requested training already available?
7.5.4.2.3. Is the content/duration/audience/frequency/requested media proposed by
the requesting Course Owner/Sponsor appropriate for the requirement?
7.5.4.3. A1DL will serve as the liaison between Working Group members and requesting
Course Owner/Sponsors to consolidate questions, resolve open issues, and prepare final
proposals with recommendations for AFLC action.
7.5.5. The AFLC will vet ancillary training proposals to ensure:
7.5.5.1. The proposals are targeted to the correct audience via the appropriate delivery
method.
7.5.5.2. The proposals are properly defined and clearly identify the training objectives.
7.5.5.3. There is an implementation/replacement strategy for existing requirements.
7.5.5.4. There is an understanding of the ―cost‖ to accommodate the new requirement.
7.5.5.5. The AFLC also recommends the length of time each adjustment will last. Based
on the cases laid out and the views of AFLC Working Group members, the AFLC will
vote on which proposals to recommend for approval, modification or disapproval. AFLC
recommendations are then forwarded to the FMDC for final disposition.
7.5.5.6. If approved by the FMDC, the requesting Course Owner/Sponsor will develop
the initiative, in accordance with applicable directives and the FMDC‘s recommendation.
7.5.5.7. If the course is to be hosted on ADLS, the Requestor/Course Owner will
coordinate with AETC/A3IA on technical aspects of developing the on-line module.
7.5.5.8. A1DL will coordinate with Course Owner/Sponsors and AFPC/DPSIT to ensure
ETCA is updated to reflect the new course and that an announcement is released to the
field.
90 AFI36-2201 15 SEPTEMBER 2010
7.5.6. AFLC Roles and Responsibilities:

7.5.6.1. AF Deputy Chief of Staff for Manpower, Personnel, and Services (AF/A1). The
SECAF-designated "Gatekeeper" for all ancillary training. The AF/A1 owns the AFLC
process.
7.5.6.2. AF Director for Force Development (AF/A1D). As the authority responsible for
Force Development, A1D oversees management and synchronization of the AFLC
process and chairs the Committee. A1D convenes the AFLC to vet new requirements.
7.5.6.3. AF Learning Division (AF/A1DL). Maintains the master listing of ancillary
training and monitors overall ancillary training footprint to minimize the burden on the
Total Force.
7.5.6.3.1. AF/A1DL is responsible for all issues related to learning in the
development of institutional competencies for Airmen, including developmental
education, ancillary training and BMT policy.
7.5.6.3.2. AF/A1DL serves as the executive secretary for the AFLC process. They
receive and task out all proposals to change ancillary training, institutional
competency development curricula and AF Special Areas of Emphasis (SAE) that
impact DE and BMT and facilitate collaboration between the submission Requestor
and the institutional programs. A1DL also reviews submissions to ensure they are
complete and meet established criteria. AF/A1DL provides guidance regarding format
and content to assist process owners in developing submissions for consideration by
the AFLC.
7.5.6.3.3. AF/A1DL chairs the AFLC Working Group. Finally, AF/A1DL
coordinates the agenda for the AFLC and prepares and disseminates the meeting
minutes.
7.5.6.3.4. If additional members or experts are needed for the Working Group based
on the type and level of ancillary training proposals submitted, will identify and invite
representatives to participate in Working Group meetings.
7.5.6.4. MAJCOM/A1s. As the focal point for Airmen development in the field,
MAJCOM/A1s submit requests to change ancillary training, the institutional competency
development program baseline/ or AF Special Areas of Emphasis (SAEs). They serve as
the OPR for identifying requirements in their respective areas. MAJCOM/A1s forward
recommendations for change at least 30 to 90 days prior to the AFLC meeting and serve
as voting members of the AFLC.
7.5.6.5. Functional Authority Force Development (FAFD) Lead. As the focal point for
Airmen development within their functional areas, FAFD leads are O-6 level POCs who
submit requests to change ancillary training, the institutional competencies or AF SAEs.
They serve as the OPR for identifying requirements in their respective areas. FAFD
Leads forward recommendations for changes at least 30 to 90 days prior to the AFLC
meeting and serve as voting members of the AFLC.
AFI36-2201 15 SEPTEMBER 2010 91
7.5.6.6. Requesting Course Owner/Sponsor. As the OPR for applicable ancillary training
requirements, or expert from the MAJCOM or FAFD, these are individuals who will
submit requests to change ancillary training, institutional competencies or AF SAEs.
They coordinate with A1DL to validate need and relevancy on proposals prior to AFLC
Working Group sessions. Once the requirement has been validated, the Course
Owner/Sponsor will present a briefing (or proposal) at the AFLC Working Group for a
determination and consensus on the proposed way ahead.
7.5.6.6.1. Ensure Total Force perspective is considered during development or
revision of all ancillary training requirements to include delivery and tracking
options.
7.5.6.6.2. When requesting new ancillary training courses or revisions to existing
courses, Course Owner/Sponsors will obtain approval through their chain of
command and submit proposals to A1DL.
7.5.6.6.3. Review their existing training courses and ETCA at least once per training
cycle to ensure material complies with governing directives, and remains current and
targeted to the right audience.
7.5.6.7. Air Education and Training Command, Advanced Distributed Learning Branch
(AETC/A3IA). Provides technical guidance to the AFLC Working Group, A1DL and
Requestor/Course Owners for developing, hosting and tracking computer-based training
on ADLS.
7.5.6.8. AFLC Working Group. A body composed of representatives at the O-5/O-6
level for each AFLC member as well as representatives from AU/CF, Holm Center/CR,
AMS, PME schools, USAFA and BMT as appropriate. This body may meet virtually.
The primary responsibility of this group will be to study new requests for completeness
and viability and aid in the development process. The Working Group will not act as an
approval body, but will make recommendations to the AFLC regarding implementation
and/or replacement of ancillary training and institutional competency development
curriculum.
7.5.6.9. Force Management and Development Council (FMDC). The FMDC is the final
decision-making authority for the AFLC process. Chaired by the AF/CV, the FMDC is
composed of MAJCOM/CVs, Functional Authorities, Chief Master Sergeant of the Air
Force, and the Chair of the Executive Resources Board; the AU/CC and USAFA/CC act
as advisors.
92 AFI36-2201 15 SEPTEMBER 2010
Chapter 8
EXPEDITIONARY SKILLS TRAINING
8.1. Program Description. Expeditionary Skills (ES) are defined as the knowledge, skills and
abilities (KSA) required of a deployment-ready Airman essential to prepare Airmen to survive,
operate, and succeed in a deployed environment, while reinforcing a strong warrior ethos. These
skills are obtained through a tiered training approach and target KSAs not routinely acquired
during occupational and/or other Ancillary Training venues. ES must be relevant, synchronized,
standardized and integrated across the AF to provide Combatant Commanders (CCDR) with
Airmen trained to support that theater‘s requirements, while maximizing resources. ES training is
optimized when incorporated as a continuum across an Airman‘s career and aligned with mission
tasking and deployments.
8.2. Requirements. ES are established IAW international treaties, law, DoD requirements,
Combatant Command (COCOM) requirements, and Headquarters Air Force policy. These
requirements are vetted and validated by the Headquarters Air Force Expeditionary Skills Senior
Review Group (ESSRG). An enduring element of our National Security Strategy is to engage
forward in peace, crisis and war. However, not all ES requirements are enduring and skills must
be reassessed and modified to adapt to current threats, environments, and missions. The Air
Force must train like it fights and continually assess ES across the Continuum of Learning to
eliminate unwanted duplication.
8.3. Responsibilities. Each responsible agency will execute roles and responsibilities as listed
to satisfy ES requirements.
8.3.1. AF/A3O. Serves as the overall HAF focal point for Expeditionary Skills Training
(EST).
8.3.2. AF/A1D. Serves as HAF OPR for EST construct/policy and alignment of
Expeditionary Skills within the Continuum of Learning (CoL).
8.3.3. AF/A4/7Z. Integrates oversight of Expeditionary Combat Support (ECS) and is the
focal point for all cross-functional ECS-related issues. Creates and maintains the ESSRG
Charter which defines the membership and responsibilities of the supporting bodies, as well
as criteria for evaluating and validating new and existing requirements. AF/A4/A7Z will also
provide administrative support to the ESSRG as Secretariat and serve as Chair and
Secretariat of the Expeditionary Skills Working Group (ESWG).
8.3.4. Expeditionary Skills Senior Review Group (ESSRG). Establishes a corporate level
systematic process through which Expeditionary Skills training requirements are identified
and validated, and the actual training will be synchronized and efficiently administered. As a
subordinate body to the Force Management and Development Council (FMDC), the ESSRG
will make recommendations to the FMDC on ES-related issues requiring senior level Air
Force oversight. The ESSRG also provides guidance and direction to its subordinate ES
Working Group and approves or disapproves ES training recommendations submitted by the
ES Working Group. The ESSRG will meet quarterly, or as necessary. The ESSRG will
maintain a holistic perspective of expeditionary skills development for Airmen and vet all
new ES training requirements prior to implementation. The ESSRG formally establishes
HAF advocacy of ES initiatives as required, matching resources with validated requirements.
AFI36-2201 15 SEPTEMBER 2010 93
The formal review and approval process will serve to ensure validated Air Force ES
requirements are met and approved with resourced training programs.
8.3.5. Expeditionary Skills Working Group (ESWG). The ESWG is the Air Force focal point
for EST related injects, changes, or modifications, and will serve as ―gatekeeper‖ for the ES
training process. The ESWG is empowered to study ES related issues, validate and determine
the resource estimates of new requirements, explore potential offsets for new requirements,
explore potential venues for new requirements, and develop recommendations on ES-related
injects, changes, or modifications to the ESSRG. The ESWG will assign new validated
requirements to Lead-MAJCOM (L-MAJCOM) to determine the best Tier placement and
owning agency of new/revised EST requirements/courses. If a potential new ES requirement
is determined to be MAJCOM or functionally specific, the ESWG will identify the
appropriate HAF OPR or champion. The Chair may also begin discussion on ES-related
topics via an ad hoc gathering of the ESWG. The ESWG is empowered to approve any ES-
related recommendations for further development and close any issues presented if policies
are already in place. This group will meet quarterly, or as needed.
8.3.6. Air Education and Training Command (AETC). L-MAJCOM for EST. Responsible
for executing HAF policy and guidance to standardize and synchronize Expeditionary Skills
Training across all Tiers. The L-MAJCOM will use current processes and mechanisms
established by the HAF to manage EST in the same manner as other USAF training. Where
required, AETC will coordinate with HAF and MAJCOMs to create needed processes for
planning, programming, and budgeting IAW HAF policy and guidance. AETC will
implement HAF-directed policy and guidance to provide L-MAJCOM support for ES related
training issues to USAF regional training centers and owning MAJCOMs that conduct EST.
HQ AETC, as L-MAJCOM, will work through the ESSRG as a voting member, and HAF
A3O as the USAF training advocate, to ensure ES training requirements are validated,
programmed (as applicable), and resourced. AETC will accept new EST validated
requirements from the ESSRG/ESWG and will determine the best Tier placement and
owning agency. Once Tier placement/owning agency has been determined, AETC will work
with the agency of the new/revised EST requirement/course. Additionally, HQ AETC will
execute Tier 1 (and where applicable for AETC, Tier 2 and Tier 3 training).
8.3.7. USAF Expeditionary Center (USAF EC). As the USAF Center of Excellence for
expeditionary combat support education, training and exercises, the USAF EC plays a central
role in USAF expeditionary skills training (EST). The USAF EC will work through the
ESSRG as a voting member and AF/A3O (as the USAF training advocate) to ensure
expeditionary training requirements are validated, programmed (as applicable), and
resourced. The USAF EC is assigned, and is the primary agency for, advanced EST (Tier 4).
The USAF EC/EOS will develop Tier 4 courses in coordination with the Combatant
Commander/requesting agency, AETC (as L-MAJCOM) and the ESSRG (IAW ESSRG
approved processes located on the ESSRG CoP). If the USAF EC cannot meet the
requirement, they will forward recommendations/needs for additional resources to the
ESSRG, in coordination with AETC and the requesting agency. In this role, the L-MAJCOM
will support the USAF EC in rapidly meeting requirements. The USAF EC will be
responsible for gathering, refining, and being the repository for ES Lessons Learned and
Tactics, Techniques, and Procedures (TTP). The USAF EC will make these TTPs available
to the entire Air Force and in particular will enable the inclusion of new and rapidly
94 AFI36-2201 15 SEPTEMBER 2010
emerging TTPs (as applicable) in all EST. The USAF EC will provide the L-MAJCOM with
expert advice on the proper development and implementation of EST (to include TTPs). The
USAF EC will further develop concepts and TTPs which support USAF forward operations
in the spectrum from permissive through uncertain/hostile operating environments. The
USAF EC will continue to develop and execute AMC-unique EST programs. To execute
these responsibilities, the USAF EC will have the authority to coordinate with all relevant
organizations, MAJCOM and/or agencies, and initiate the necessary dialogue to enhance
collaboration and gain synergies across affected organizations as described in the USAF EC
Charter.
8.4. Expeditionary Skills Training Tiers:
8.4.1. Tier 1, Foundational Expeditionary Skills Training. ES for all Airmen delivered
through accessions and initial occupational training, and sustained through developmental
education. Primary focus is to help our Airmen establish a ―Strong Warrior Ethos‖ while also
providing them a solid foundation for the KSA to prepare to survive, operate, and succeed in
a deployed environment. Airmen gain skills through Basic Military Training, Officer
Accession venues, the Air and Space Basic Course, and, to some degree, Initial Skills
Training. Completion of this training alone does not produce a deployable Airman.
8.4.2. Tier 2, Deployment-Ready Expeditionary Skills Training. ES for all Airmen delivered
at the wing level in alignment with assigned AEF band. Completion of this training is a
requirement to maintain mission-ready status to produce a deployment-ready Airman, up to
and including a Major Combat Operation (MCO). Tier 2 is designed to ensure every Airman
maintains proficiency and sustain readiness currency for deployment. Local commanders
have maximum flexibility to efficiently execute Tier 2 training; however, they must execute
Tier 2B training IAW the HQ AETC curriculum and HAF guidance. Tier 2 EST curriculum
is centrally maintained, but executed at the local level to afford commanders maximum
flexibility. A current list of Tier 2 training is available at AEF Online,
https://aef.afpc.randolph.af.mil/mandatory_exped_trning.aspx. Tier 2 is divided into A
and B categories. Refer to AEF Online for Tier 2 training categories, requirements, and
frequencies.
8.4.2.1. Tier 2A, ES Proficiency Training. All Airmen will maintain ES proficiency by
completing Tier 2A training as they prepare for their postured AEF vulnerability period
(reference AFPD 10-4, Operations Planning: Air and Space Expeditionary Forces). These
requirements are fulfilled by completing the requisite computer-based training (CBT) on
the Advanced Distributed Learning Service (ADLS) at https://golearn.csd.disa.mil.
These training requirements must be accomplished by all members in preparation for
their assigned AEF vulnerability period, irrespective of actual deployment taskings. Note:
ARC members not assigned to an AEF Band will accomplish Tier 2A training in
accordance with the requirements available at AEF Online.
8.4.2.1.1. Additionally, some Air Force units maintain a high state of readiness with
regard to Tier 2A skills. Members of these units may be exempt from Tier 2A training
for the duration of their assignment or attachment to these units; however, HAF
Career Field or Functional Area Managers must request certification of these training
programs from AETC/A3Q. Documentation must explain how unit training meets or
exceeds Tier 2A training standards. Once AETC/A3Q certifies the curriculum meets
AFI36-2201 15 SEPTEMBER 2010 95
Tier 2A requirements, exemption requests must be coordinated through the owning

MAJCOM/Directorate and submitted to AF/A3O-A for decision.
8.4.2.2. Tier 2B, Home Station Pre-Deployment Training. Commanders will provide
Tier 2B training to those members tasked to deploy or to maintain mission-ready status to
support and including an MCO. Tier 2B Home Station Pre-Deployment Training is a
combination of ADLS, standardized classroom, and standardized hands-on instruction.
Tier 2B will meet AF entry requirements for a standard AEF deployment to a permissive
environment. Tier 2B will also serve as the prerequisite for Airmen to attend Tier 3 or
Tier 4 training unless waived by the MAJCOM or functional directing the training. Tier
2A ES proficiency items that are accomplished within the currency for Tier 2B will
satisfy both requirements. Note: If directed response times in MISCAP or DOC
statements preclude units from completing Tier 2B training requirements on a ―just in
time‖ basis, the owning MAJCOM/Directorate may direct this training to be completed
on a recurring basis (i.e. annually).
8.4.2.2.1. Battlefield Airmen (BA), as defined by AFPD 10-35, are organized,
trained, and equipped to deliver distinctive expertise in a ground combat environment
with unequaled accuracy, responsiveness, flexibility and persistence. ES mastery is
inherent in BA-specific training. Therefore, Battlefield Airmen are exempt from Tier
2B ES training when attached or assigned to units that provide Battlefield Airmen-
capabilities.
8.4.2.2.2. Air Force Regional Training Centers (RTC) have career field specific
training that may currently meet Tier 2B training requirements. While RTCs are
encouraged to incorporate approved syllabi for individual Tier 2B events into their
training, AETC/A3Q will provide support and guidance to any RTC requesting use of
an alternate syllabus. AETC/A3Q will ensure RTCs meet COCOM intent for standard
presentation of forces with regard to institutional ES training. If a HAF CFM or
MAJCOM FAM believes functional RTC curriculum meets or exceeds core Tier 2B
training requirements, they can request exemption through the owning
MAJCOM/Directorate to AF/A3O-A for decision after AETC/A3Q certifies the
curriculum meets Tier 2B requirements.
8.4.2.2.3. Additionally, other Air Force units maintain a high state of readiness with
regard to Tier 2B skills. Examples include Security Forces and Combat
Communications units. Members of these units who maintain a high state of
readiness may be exempt from Tier 2B training for the duration of their assignment or
attachment to these units; however, HAF Career Field or Functional Area Managers
must request certification of these training programs from AETC/A3Q.
Documentation must explain how unit training meets or exceeds Tier 2B training
standards. Once AETC/A3Q certifies the curriculum meets Tier 2B requirements,
exemption requests must be coordinated through the owning MAJCOM/Directorate
and submitted to AF/A3O-A for decision.
96 AFI36-2201 15 SEPTEMBER 2010
8.4.3. Tier 3, Advanced Expeditionary Skills Training (Mission Specific). Enhanced ES for
select Airmen as determined by factors including: deployment location, threat assessment,
specific mission, duty assignment, role, operation, or special requirement. Tier 3 training is
focused on pre-deployment training that supports both traditional AEF taskings and non-
traditional USAF missions that support other CCDR taskings. Completion of this advanced
training prepares an Airman for a specific deployment tasking. Tier 3 training provides
mission specific, expeditionary skills for the individual Airman and/or team, and often
includes timely updates on the latest enemy TTPs, use of ranges for field training scenarios,
and small team leadership opportunities that are not available at home station. Tier 3 training
includes courses designed in response to organic Air Force need or CCDR-directed theater-
specific requirements. Typically, Tier 3 training is directed and identified in the force
generation process and will be defined in appropriate line remarks/reporting instructions.
8.4.3.1. Some career fields conduct training that meets or exceeds Tier 3 training
requirements. While they are encouraged to incorporate approved curriculum for
individual Tier 3 events into their training, AETC/A3Q will provide support and
guidance to any career field requesting use of an alternate curriculum. AETC/A3Q will
ensure these training venues meet the COCOM‘s intent for standard presentation of
forces with regard to ES training. If a HAF CFM or MAJCOM FAM believes their ES
training meets or exceeds Tier 3 training requirements, they can have their course
certified as meeting Tier 3 training requirements. Managers must request certification of
these training programs from AETC/A3Q. Documentation must clearly explain how unit
training meets or exceeds Tier 3 training standards. Once AETC/A3Q certifies the
curriculum meets Tier 3 requirements, exemption requests must be coordinated through
the owning MAJCOM/Directorate and submitted to AF/A3O-A for decision.
8.4.3.2. Pre-deployment CST is not waiverable and will only be exempted in cases where
an individual has previously completed required training within 12 months of current
deployment required delivery date for combat airman skills training (CAST). An
exemption may be requested through AETC/A3Q as lead MAJCOM for EST and
AF/A3O-A as the exemption approval authority. These guidelines are in accordance with
Joint Sourcing Training & Oversight (JSTO). Joint Expeditionary Tasking /Individual
Augmentee Airmen who require Army CST must attend prior to each deployment to
ensure currency of training. Once a member redeploys they must attend Army CST again,
if ULN required, prior to their next deployment.
8.4.4. Tier 4, Advanced Expeditionary Skills Training (USAF EC Assigned). ES courses that
are rapidly developed and fielded to train Airmen on skill sets needed to meet
critical/emerging requirements. These courses are often not initially well defined and are
subject to rapid curriculum change. Additionally, Tier 4 courses include those advanced
training programs that are unique to a specific MAJCOM and/or functionally specific, such
as HQ AMC‘s PHOENIX Raven course. These courses are taught and/or assigned to the
USAF EC and other venues.
AFI36-2201 15 SEPTEMBER 2010 97
8.5. Pre-Deployment Training Determination. The model depicted in Attachment 15

determines which individuals will attend what courses prior to deployment. All Airmen will
receive Tier 1 training. All Airmen will receive Tier 2A training as they prepare for their
postured AEF vulnerability period. Only Airmen tasked to deploy (or who maintain MR status
for an MCO) will receive Tier 2B training. Airmen tasked to deploy to an uncertain/hostile
environment will receive Tier 3 training. Airmen who require advanced skill sets to meet critical
or emerging requirements will receive Tier 4 training.
98 AFI36-2201 15 SEPTEMBER 2010
Chapter 9
TRAINING EVALUATION
9.1. Scope. Training providers evaluate formal courses, CDCs, and other training, as applicable,
to ensure currency and effectiveness.
9.2. Evaluation Responsibilities:
9.2.1. HQ AF/A1DLT monitors the evaluation of recruit, formal, and Ancillary Training.
9.2.2. HQ AU/A4L will develop and implement an evaluation program for CDCs. HQ
AU/A4L will summarize evaluation data and ensure the information is available to the
training activity responsible for preparing the course.
9.2.3. MAJCOM organizations that operate formal courses and prepare CDCs will develop
procedures to evaluate their education and training programs.
9.2.4. Supervisors and Trainers:
9.2.4.1. Evaluate formal course graduates to ensure training effectiveness. During the
first 90 days following assignment, evaluate as a minimum:
9.2.4.1.1. Military bearing.
9.2.4.1.2. Technical ability. Using the Specialty Training Standard (STS) contained
in the CFETP, evaluate the graduate‘s ability to perform tasks taught in the formal
course at the specified training level.
9.2.4.2. Use the Customer Service Information Line listed in the CFETP to report
training deficiencies identified during the initial evaluation. Document the deficiencies in
the graduates‘ AF Form 623a or automated version.
9.2.4.3. When requested, use evaluation results to complete the AETC Graduate
Assessment Survey (GAS) or Field Evaluation Questionnaire (FEQ) to provide feedback
on the quality of formal course graduates. The GAS is sent to supervisors of graduates
approximately 90 days after graduation. FEQs are conducted every 2 years (initial skill,
AFSC awarding and mandatory 7-level courses) and are sent to supervisors of graduates
4 to 6 months following graduation.
9.2.4.4. Participate in field interviews conducted by formal course OPRs. Interviews are
conducted 4 to 6 months after graduation.
9.2.5. MAJCOM customers of training systems initiate requests for special evaluation
projects by justifying and routing the request through the using command headquarters to the
headquarters of the MAJCOM conducting the education or training.
AFI36-2201 15 SEPTEMBER 2010 99
9.3. Prescribed Forms:
AETC Form 156, Student Training Report

AF Form 55, Employee Safety and Health Record
AF Form 623, On-the-Job Training Record
AF Form 623a, On-the-Job Training Record Continuation Sheet
AF Form 623b, Individual Training Record
AF Form 797, Job Qualification Standard Continuation/Command JQS
AF Form 803, Report of Task Evaluations
AF Form 898, Field Training Requirements Scheduling Document
AF Form 1098, Special Task Certification and Recurring Training
AF Form 1256, Certificate of Training
AF Form 1320a, Training Chart
AF Form 2096, Classification / On-The-Job Training Action
AF IMT 3933, MAJCOM Mission Training Request
AU IMT 9, Consolidated Student Reports
AF IMT 847, Recommendation for Change of Publication
Field Scoring Answer Sheet
RICHARD Y. NEWTON III, Lt General, USAF

DCS, Manpower and Personnel
100 AFI36-2201 15 SEPTEMBER 2010
Attachment 1
GLOSSARY OF REFERENCES AND SUPPORTING INFORMATION
References
Executive Order 13111, Using Technology to Improve Training Opportunities for Federal
Government Employees, 15 January 1999 (amended by Executive Order 13188)
Extension of the Advisory Committee on Expanding Training Opportunities, 12 January 2001
and by Executive Order 13218, 21st Century Workforce Initiative, June 20, 2001)
Handbook of Military Manpower Training Report Procedures (89-014)
DoDD 1322.18, Military Training, January 13, 2009
DoDD 5000.1, Defense Acquisition System, May 12, 2003
DoDD 5040.2, Visual Information (VI), December 7, 1987
DODI 1322.20, Development and Management of Interactive Courseware (ICW) for Military
Training, March 14, 1991, with change 1
DoDI 1322.26, Development, Management, and Delivery of Distributed Learning, 16 June 2006
MIL-PRF-29612, Training Data Products Performance Specification, October 23, 2006
MIL-STD-1379D, Military Training Programs, September 26, 1996
MIL-STD-2167A, Defense System Software Development, April 28, 2009
MIL-STD-498, Defense System Software Development, May 13, 2009
IEEE/EIA 12207, Standard for Information Technology - Software Life Cycle Processes, May 1,
2009
Air Force Enlisted Classification Directory, Refer to AFI 36-2101, June 15, 2009
Air Force Officer Classification Directory, AFOCD, July 31, 2007
AFH 33-337, Tongue and Quill, August 1, 2004
AFH 36-2235, Information for Designers of Instructional System, Vol 1-13, September 2, 2002
AFPD 36-22, Air Force Military Training, March 22, 2004
AFPD 36-26, Total Force Development, February 27, 2009
AFPD 65-6, Budget, May 1, 1998
AFPD 91-2, Safety Programs, August 1, 1998
AFCSM 36-699, Volume 1, Military Personnel Flight (MPF) Management and Military
Personnel Data System (MilPDS) User Guidelines, June 1, 2009
AFI 16-301, US Air Force Priority System for Resources Management, May 27, 1997
AFI 16-501, Control and Documentation of Air Force Programs, August 15, 2006
AFI 21-103, Equipment Inventory, Status, and Utilization Reporting, May 27, 1997
AFI 32-6005, Unaccompanied Housing Management, October 9, 2008
AFI36-2201 15 SEPTEMBER 2010 101
AFI 33-322, Records Management Program, October 7, 2003

AFI 33-324, The Information Collections and Reports Management Program, June 1, 2000
AFI 33-360, Vol. 1, Publications and Forms Management, June 11, 2009
AFI 36-401, Employee Training and Development, August 1, 1994
AFI 36-704, Discipline and Adverse Actions (PA), December 2, 2007
AFI 36-2101, Classifying Military Personnel (Officer And Enlisted), June 1, 2009
AFI 36-2102, Base-Level Relocation Procedures, September 18, 2006
AFI 36-2110, Assignments, May 13, 2009
AFI 36-2211, Guide for Management of Air Force Training Systems, March 14, 2005
AFI 36-2230 (I), Interservice Training, August 29, 2006
AFI 36-2251, Management of Air Force Training Systems, March 20, 2003
AFI 36-2601, Air Force Personnel Survey Program, February 1, 1996
AFI 36-2605, Air Force Military Personnel Testing System, September 24, 2008
AFI 36-2606, Reenlistment In The United States Air Force, November 21, 2001
AFI 36-2608, Military Personnel Records Systems, August 30, 2006
AFI 36-2616, Trained Personnel Requirements, December 10, 1993
AFI 36-2618, The Enlisted Force Structure, February 27, 2009
AFI 36-2626, Airman Retraining Program, February 17, 2009
AFI 36-3208, Administrative Separation of Airmen, June 25, 2009
AFI 90-901, Operational Risk Management, April 1, 2000
AFMAN 33-363, Management of Records, May 28, 2006
AFMAN 36-2234, Instructional System Development, November 1, 1993
AFMAN 36-2236, Guidebook for Air Force Instructors, November 12, 2003
AFI 36-2251, Management of Air Force Training Systems, June 5, 2009
AFPAM 36-2241, Vol 1-2, Professional Development Guide, May 13, 2009
AETCI 36-2201, Training Evaluation, January 24, 2005
AETCI 36-2203, Technical and Basic Military Training Development Handbook of Military
Manpower Training Report Procedures (89-014), March 8, 2001
AETCI 36-2205, Formal Aircrew Training Administration and Management, October 29, 2005
AETCI 36-2215, Training Administration, March 10, 2009
AETCI 36-2218, Education and Training Technology Application Program (ETTAP), August 2,
2002, certified current May 9, 2008
AETCI 36-2225, Procedures for Overwater Parasail Training (OWPT), August 22, 2002
102 AFI36-2201 15 SEPTEMBER 2010
ETCA, Education and Training Course Announcement
Abbreviations and Acronyms

AAC—Assignment Availability Code
ADAF—Active Duty Air Force
ADL—Advanced Distributed Learning
ADLS—Advanced Distributed Learning Service
AETC—Air Education and Training Command
AETC DL—Air Education and Training Command Distance Learning
AETC DL POC— Air Education and Training Command Distance Learning Point of Contact
AETC TM—Air Education and Training Command Training Manager
AETC TPM—Air Education and Training Command Training Pipeline Manager
AF—Air Force
AFADLP—Air Force Advanced Distributed Learning Program
AFCFM—Air Force Career Field Manager
AFCS— Air Force Corporate Structure
AFD—Air Force Directed
AFDPO—Air Force Departmental Publishing Office
AFECD—AF Enlisted Classification Directory
AFH—Air Force Handbook
AFI—Air Force Instruction
AFIT—Air Force Institute of Technology
AFJQS—Air Force Job Qualification Standard
AF LCMS—Air Force Learning Content Management System
AFMAN—Air Force Manual
AFMC—Air Force Material Command
AFOCD—AF Officer Classification Directory
AFOMS—Air Force Occupational Measurement Squadron
AFPAM—Air Force Pamphlet
AFPC—Air Force Personnel Center
AFPD—Air Force Policy Directive
AFRC—Air Force Reserve Command
AFS—Air Force Specialty
AFI36-2201 15 SEPTEMBER 2010 103
AFSC—Air Force Specialty Code

AFTC—Air Force training course
ANG—Air National Guard
ARC—Air Reserve Component
ARPC—Air Reserve Personnel Center
ART—Air Reserve Technician
ATI—Automated Training Indicator
ATN—Air Technology Network
AU—Air University
BMT—Basic Military Training
BMTS—Basic Military Training School
BTM—Base Training Manager
CAI—Computer Assisted Instruction
CAFSC—Control Air Force Specialty Code
CBI—Computer Based Instruction
CBT—Computer Based Training
CC—Course Chart
CCAF—Community College of the Air Force
CCD—Course Control Document
CCDR—Combatant Commanders
CDC—Career Development Course
CDSAR—Career Development/Student Assistance/Registrar
CE—Course Examination
CFETP—Career Field Education and Training Plan
CMSAF—Chief Master Sergeant of the Air Force
CMSGT—Chief Master Sergeant
CoL—Continuum of Learning
COL—Course Objective List
CoP—Community of Practice
CONOPS—Concept of Operations
COCOM— Combatant Command
CRE— Course Resource Estimate
104 AFI36-2201 15 SEPTEMBER 2010
CSAF—Chief of Staff, United States Air Force

CSD—Class Start Date
CTS—Course Training Standard
DET—Date Entered Training
DETC—Distance Education and Training Council
DEROS—date eligible for return from overseas
DITIS—Defense Instructional Technology Information System
DITY—Do IT Yourself
DL—Distributed Learning
DL POC—Distance Learning Point of Contact
DoD—Department of Defense
DoDD—Department of Defense Directive
DoDI—Department of Defense Instruction
DRU—direct reporting unit
DSN—Defense Switched Network
E&T—Education and Training
E-CDC—Electronic-Career Development Course
ECP—Extension Course Program
EIA—Electronics Industries Associates
EIS—Enlisted Initial Skills
EPR—enlisted performance report
ES—expeditionary skills
EST—expeditionary skills training
ETCA—Education and Training Course Announcements
E-EXAM—Electronic-Exam
FAA—Federal Aviation Administration
FAM—Functional Area Manager
FEA—Front-end Analysis
FEQ—Field Evaluation Questionnaire
FEQS—Field Evaluation Questionnaire Summary
FIN—Financial
FM—Functional Manager
AFI36-2201 15 SEPTEMBER 2010 105
FOA—Field Operating Agency

FSM—Manpower and Personnel Flight
FSS—Force Support Squadron
FTAC—First Term Airman center
FTD—Field Training Detachment
FY—Fiscal Year
FYDP—Future Years Defense Program
GAS—Graduate Assessment Survey
GER—General Education Requirements
GETN—Government Education and Training Network
GSA—General Services Administration
HAF—Headquarters Air Force
HQ—Headquarters
HST—Home Station Training
HYT—High Year of Tenure
IAW—In Accordance With
IEEE—Institute of Electrical and Electronics Engineers
IMA—Individual Mobilization Augmentee
IMET—International Military Education and Training
IMI—Interactive Multimedia Instruction
IPE—Individual Protective Equipment
IPT—Integrated Process Team
ISD—Instructional System Development
ITRO—Interservice Training Review Organization
ITU—Instructional Technology Unit
ITV—Interactive Television
JAG—Judge Advocate General
JPR—Job Performance Requirements
JQS—Job Qualification Standard
LCMS—Learning Content Management System
LOA—Letter of Offer and Acceptance
LOE—Letter of Evaluation
106 AFI36-2201 15 SEPTEMBER 2010
LTF—Logistics Training Flight

MAJCOM—Major Command
MFM—Major Command Functional Manager
MFP—Major Force Program
MFR—Memorandum for Record
MI—Maintenance Instructor
MilPDS—Military Personnel Data System
MPS—---Military Personnel Section
MRT—Mission Readiness Training
MRTP—Mission Readiness Training Program
MSGT—Master Sergeant
MSS—Mission Support Squadron
MTL—Master Task List
MTP—Master Training Plan
MTS—Mobile Training Sets
MTT—Mobile Training Team
NAF—Non-Appropriated Fund
NBCC—Nuclear, Biological, Chemical, and Conventional
NCO—Noncommissioned Officer
NGB—National Guard Bureau
NLT—No Later Than
NPS—Non-prior Service
O&M—Operations and Maintenance
OCR—Office of Collateral Responsibility
OIS—Officer Initial Skills
OJT—On-the-Job Training
OL—Operating Location
OPR—Office of Primary Responsibility
OSD—Office of the Secretary of Defense
OSR—Occupational Survey Report
OTA—Oracle Training Administration
OTS—Officer Training School
AFI36-2201 15 SEPTEMBER 2010 107
PA—Preparing Agency
PBR—Program Budget Review
PCA—Permanent Change of Assignment
PCS—Permanent Change of Station
PDO—Publishing Distribution Office
PDS—Personnel Data System
PEC—Program Element Code
PEM—Program Element Monitor
PGL—Program Guidance Letter
PME—Professional Military Education
POC—Point of Contact
POI—Plan of Instruction
POM—Program Objective Memorandum
POV—Privately Owned Vehicle
PPBE—Planning, Programming, Budgeting, and Execution
PRD—Program Requirements Document
PRP—Personnel Reliability Program
PS—Prior Service
PSSSE—Prior Service Sister Service Enlistee
QT—Qualification Training
QTP—Qualification Training Package
RDT&E—Resources, Development, Test, and Evaluation
RAPIDS—Resource Allocation Programming Information Decision System
RDS—Records Distribution Schedule
RI—Reporting Identifier
ROTC—Reserve Officer Training Corps
RTO—Recruit Training Office
SAR—Special Access Requirement
SAR—Special Access Required
SAV—Staff Assistance Visit
SC—Specialized Courses
SCORM—Shareable Content Object Reference Model
108 AFI36-2201 15 SEPTEMBER 2010
SDA—Special Duty Assignment

SDI—Special Duty Identifier
SECAF—Secretary of the Air Force
SECDEF—Secretary of Defense
SEI—Special Experience Identifier
SES—Senior Executive Service
SKT—Specialty Knowledge Test
SME—Subject Matter Expert
SMSGT—Senior Master Sergeant
SNCO—Senior Noncommissioned Officer
SOT—Status of Training
SOW—Statements of Work
SSGT—Staff Sergeant
SSN—Social Security Number
STEP—Stripes for Exceptional Performer
STP—System Training Plan
STRT—Specialty Training Requirements Team
STS—Specialty Training Standard
SUPT—Specialized Undergraduate Pilot Training
TAFMSD—Total Active Federal Military Service Date
TCF—Test Control Facility
TCO—Test Control Office
TD—Training Detachment
TDY—Temporary Duty
TFM—Training Flow Management
TIDES—Training Impact Decision System
TLN—Training Line Number
TM—AETC Course Training Manager
TOT—Task-Oriented Training
TPM—Training Pipeline Manager
TPR—Trained Personnel Requirements
TPS—Training Planning System
AFI36-2201 15 SEPTEMBER 2010 109
TPT—Training Planning Team

TR—Technical Reference
TRAP—Training Requirement Arbitration Panel
TRQI—Training Requester Quota Identifiers
TRW—Training Wing
TSC—Technical Site Coordinator
TSC—Training Status Code
TSGT—Technical Sergeant
TT—Technical Training
TTP—Transition Training Plan
U&TW—Utilization and Training Workshop
UCMJ—Uniform Code of Military Justice
UGT—Upgrade Training
UIF—Unfavorable Information File
URE—Unit Review Exercise
USAFA—United States Air Force Academy
UTA—Unit Training Assembly
UTC—Unit Type Code
UTM—Unit Training Manager
VTC—Video Teleconference
WAPS—Weighted Airman Promotion System
Terms
Advanced Distributed Learning (ADL)—An evolving, outcomes-focused approach to
education, training, and performance aiding that blends standards-based distributed learning
models emphasizing reusable content objects, content and learning management systems,
performance support systems/devices, web applications services, and connectivity. ADL is an
evolution of distributed learning (distance learning) that emphasizes collaboration on standards-
based versions of reusable objects, networks, and learning management systems, yet may include
some legacy methods and media. ADL is structured learning that takes place without requiring
the physical presence of an instructor. Although the AF uses the term advanced distributed
learning, some federal agencies and DoD components may use the term distance learning. These
terms refer to the same basic concept.
Advanced Distributed Learning Service (ADLS)—ADLS is the system that delivers ADL
content and tracks & reports student progress.
110 AFI36-2201 15 SEPTEMBER 2010
Advanced Training (AT)—Formal course that provides individuals who are qualified in one or
more positions of their Air Force Specialty (AFS) with additional skills and knowledge to
enhance their expertise in the career field. Training is for selected career airmen at the advanced
level of the AFS.
Air Education and Training Command (AETC) Distance Learning (DL)—Formal courses
developed for export to a field location (in place of resident training) for trainees to complete
without the on-site support of the formal school instructor.
Air Education and Training Command (AETC) Course Control Documents (CCDs)—
AETC CCDs prescribe the training to be provided in AETC formal courses. These include but
are not limited to CC, CTS, plan of instruction, and specialty training standard.
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. AFCFM is the OPR; however, works in concert
with MAJCOM Functional Managers (FMs) as required.
Air Force Corporate Structure—Embodies the corporate review process for HQ USAF. The
primary groups of the Corporate Structure are the AF Council, the AF Board, the AF Group, the
fourteen Mission and Mission Support Panels, and Integrated Process Teams. This structure
increases management effectiveness and improves cross-functional decision-making by
providing a forum in which senior AF leadership can apply their collective judgment and
experience to major programs, objectives, and issues. This process balances programs among
mission areas, between force structure and support, and between readiness and modernization.
Only military or Department of Defense civilian personnel assigned to the Air Staff or Office of
the Secretary of the AF may serve as members of the corporate structure.
Air Force Learning Content Management System (AF LCMS)—AF LCMS is a content
development service for AF content developers tools and a repository of previously developed
SCORM-base content. AF LCMS automatically contributes content information to the ADL-
Registry.
Air Force Specialty—A group of positions (with the same title and code) that require common
qualifications.
Air Reserve Component (ARC)—An overarching term used when referring to both the Air
National Guard and Air Force Reserve.
Allocation—A class seat reserved for a specific program user at their request.
Area Support—Field training a designated training detachment (TD) provides to a unit not
receiving support from an on-site field training detachment. The designated TD supports more
than one AF installation under this arrangement.
Bridge Course—A formal or informal course of training that allows the individual to expand
his/her knowledge in another area of expertise.
Career Field Education and Training Plan (CFETP)—A CFETP is a comprehensive core
training document that identifies: life-cycle education and training requirements; training support
resources, and minimum core task requirements for a specialty. The CFETP aims to give
personnel a clear path and instill a sense of industry in career field training.
AFI36-2201 15 SEPTEMBER 2010 111
Certification—A formal indication of an individual‘s ability to perform a task to required

standards.
Certification Official—A person whom the commander assigns to determine an individual‘s
ability to perform a task to required standards.
Combat ready duty position—A combat ready duty position is a position such as Red Horse,
Pararescue, Security Forces, Medical Readiness, etc that will deploy on a regular basis in support
of combat operations, combat ready Airman perform combat duties on a daily basis.
Continuation Training—Additional advanced training exceeding the minimum upgrade
training requirements with emphasis on present or future duty assignments.
Continuum of Learning (CoL)—Designed to deliberately integrate developmental
opportunities through a common taxonomy to produce adaptable, knowledge-enabled Airmen for
today and tomorrow.
Contract Training—Type 1 training that receives the same priority funding as AF-directed
training. It supports initial groups of instructors and operators the AF requires for new or
modified weapon systems.
Core Task—Tasks the AFCFM identify as minimum qualification requirements for everyone
within an AFSC, regardless of duty position. Core tasks may be specified for a particular skill
level or in general across the AFSC. Guidance for using core tasks can be found in the applicable
CFETP narrative.
Course Objective List (COL)—A publication derived from initial and advanced skills CTS,
identifying the tasks and knowledge requirements, and respective standards provided to achieve
a 3- or 7-skill level in this career field. Supervisors use the CoL to assist in conducting graduate
evaluations.
Course Training Standard (CTS)—Training standard that identifies the training members will
receive in a specific course.
Critical Resource—A host-unit provided item taken from its operational role to support field
training. Generally refers to an airframe, engine or other equipment item.
Critical Task—Training standard that identifies the training members will receive in a specific
course.
Deployment Task—Deployment tasks are any tasks identified by higher headquarters for
personnel to perform during deployments, contingencies, or wartime. Deployment tasks may be
specified for a particular skill level or in general across the AFSC. Guidance for using
deployment tasks can be found in the applicable CFETP narrative.
Distance Education and Training Council—A voluntary, non-governmental, educational
organization that operates a nationally recognized accrediting association, the DETC Accrediting
Commission.
Distance Learning— Structured learning that does not require the physical presence of the
instructor.
112 AFI36-2201 15 SEPTEMBER 2010
Distributed Learning— Structured learning mediated with technology that does not require the
physical presence of the instructor. Distributed learning models can be used in combination with
other forms of instruction or it can be used to create wholly virtual classrooms.
Duty Position Tasks—Tasks assigned to an individual to be qualified for the position currently
held. These include as a minimum all core tasks that correspond to the duty position as directed
by the AFCFM or MFM, and tasks assigned by the supervisor.
Education and Training Course Announcement (ETCA)—Contains specific MAJCOM
procedures, fund cite instructions, reporting instructions, and listings for those formal courses
conducted or managed by the MAJCOMs or field operating agencies (FOAs). The ETCA
contains courses conducted or administered by the AF and reserve forces and serves as a
reference for the AF, DoD, other military services, government agencies, and security assistance
programs.
Electronic Career Development Course—Enhances the availability of CDCs and promotes
utilization of advanced distance learning (ADL) concepts resulting in an educationally sound
product for all Airmen within their Air Force specialties.
Electronic-Exam—Administers Air Force Career Development Course (CDC), enlisted and
officer Professional Military Education (PME), and Special Course (SC) tests.
En Route PCS Associated Training—The training of students undergoing a permanent change
of station (PCS) while in temporary duty (TDY) status.
Enlisted Initial Skills Training—A formal school course that results in an AFSC 3-skill level
award for enlisted or mandatory training for upgrade to qualified for officers.
Expeditionary Training—Training for tasks identified by higher headquarters for personnel to
perform during contingencies or wartime. Training for these tasks may be provided through
formal or on-the-job training.
Exportable Course—Instructional packages that personnel design for use in the field. The
course may include printed, computer-based, or other audiovisual materials.
Exportable Training—Additional training via computer assisted, paper text, interactive video,
or other necessary means to supplement training.
External Evaluation—Acquisition and analysis of data from outside the training environment to
evaluate the training product in the operating environment.
Extension Course Program—Provides career-broadening courses throughout the Department
of Defense to include civil service employees in all federal agencies.
Field Training—Technical, operator, and other training either a TD or field training team
conducts at operational locations on specific systems and associated direct-support equipment for
maintenance and aircrew personnel.
Follow on Tech Training—Courses within the technical training pipeline required for personnel
to complete their initial skills training.
AFI36-2201 15 SEPTEMBER 2010 113
Front End Analysis (FEA)—A structured process used to examine training requirements and
identify alternative approaches to training job tasks. The process identifies job tasks to be
performed, analyzes the skills and knowledge needed to perform them, assesses the technologies
available for training the skills and knowledge, performs a media analysis to recommend the best
mix of delivery media, and provides cost and lead-time comparisons for the feasible alternatives.
Functional Area Managers (FAM)—The individual accountable for the management and
oversight of all personnel and equipment within a specific functional area to support the
operational planning and execution. Responsibilities include, but are not limited to, developing
and reviewing policy; developing, managing, and maintaining UTCs; developing criteria for and
monitoring readiness reporting; force posturing; and analysis. At each level of responsibility
(HAF, MAJCOM, Air Component, FOA, DRU, and Unit), the FAM should be the most highly
knowledgeable and experienced person within the functional area and have the widest range of
visibility over the functional area readiness and capability issues.
Functional Manager—Senior leaders, designated by the appropriate functional authority who
provide day-to-day management responsibility over specific functional communities at the
MAJCOM, FOA, DRU, or ARC level. While they should maintain an institutional focus in
regards to resource development and distribution, FMs are responsible for ensuring their
specialties are equipped, developed, and sustained to meet the functional community‘s mission
as well as encourage force development opportunities in order to meet future needs of the total
AF mission.
Future Years Defense Program (FYDP)—The official service plan, effective with the
submission of the annual Biennial PPBE cycle, that summarizes SECDEF-approved programs
for DoD. The FYDP projects detailed resource requirements. During the PPBE process, the
FYDP goes through two refinements until the DoD budget is submitted as the President‘s
Budget. Those refinements are the Service‘s POM and the Service‘s Budget Estimate
Submission (BES). The FYDP consists of the budget years plus the next four programming years
for the DoD. In even years there are a total of six years in the FYDP; in odd years there are a
total of five years in the FYDP. The last year of the FYDP is always an odd year.
Go—The stage at which an individual has gained enough skill, knowledge, and experience to
perform the tasks without supervision.
Home Station Training (HST)—Training required to perform in the current duty position to
include duty position tasks, core tasks, READY program tasks, contingency tasks, and additional
duty tasks.
Initial Skills Training—A formal school course that results in an AFSC 3-skill level award for
enlisted or mandatory training for upgrade to qualified officers.
Initial Evaluation—An evaluation to review an individual‘s training qualifications. Supervisors
must conduct an initial training evaluation to determine if the individual requires additional
training to meet duty position requirements.
Interactive Media—Computer-controlled courseware that relies on trainee input to determine
the pace, sequence, and content of training delivery using more than one type of medium to
convey the content of instruction. Interactive Multimedia can link a combination of media to
include, but not be limited to, programmed instruction, videotapes, slides, film, television, text,
graphics, digital audio, animation, and up to full-motion video to enhance the learning process.
114 AFI36-2201 15 SEPTEMBER 2010
Internal Evaluation—Collection of data from within the training environment.

Job Site Training—Formal courses developed for export to a field location (in place of resident
training) for trainees to complete without the on-site support of the formal school instructor.
Knowledge Training—Training used to provide a base of knowledge for task performance. It
may also be used in lieu of task performance when the training capability does not exist.
Learning gained through knowledge rather than hands-on experience.
Major Command (MAJCOM)—Usage of this term refers to all Major Commands
(MAJCOM), Forward Operating Agencies (FOA), DRU, Air National Guard (ANG), and Air
Force Reserve Command (AFRC) unless otherwise indicated.
Master Task List (MTL)—A comprehensive list (100%) of all tasks performed within a work
center and consisting of the current CFETP or AFJQS and locally developed AF Forms 797 (as a
minimum). Should include tasks required for deployment and/or UTC 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 task, CDC
completion, and prioritizes deployment/UTC, HST tasks, upgrade, and qualification tasks.
Mission- Ready Airman—A technical training graduate certified on AFCFM-defined tasks that
are required to be performed at the next duty station, following course completion.
No Go—Trainee has not gained enough skill, knowledge, and experience to perform task
without supervision.
Non On-line Users—Organizations that do not have an OTA capability.
Occupational Analysis (OA)—Collecting and analyzing factual data on the tasks and/or
knowledge‘s performed by Air Force 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.
Officer Initial Skills Training—Provides skill sets required to be successful in awarded AFSC.
Skill sets range from technical skills, as in pilot and navigator, to managerial skills. Officer initial
skills training is not AFSC awarding, but is used in conjunction with experience, OJT, and other
supplemental training to provide required skill sets.
On-the-Job Training (OJT) —Hands-on, ―over-the-shoulder‖ conducted to certify personnel in
both upgrade (skill level award) and job qualification (position certification training).
Out—of-Cycle Training Request—A new requirement or a change to a Funded MRTP PGL.
Planning, Programming, Budgeting and Execution (PPBE)—Secretary of Defense‘s resource
management system that is the primary means to control allocation of resources. Identified
mission needs (planning), match them with resource requirements (programming), and translate
them into budget proposals (budgeting).
Position Qualification Training—Training designed to qualify an Airman in a specific position
that occurs after upgrade training.
AFI36-2201 15 SEPTEMBER 2010 115
Proficiency Training—Additional training, either in-residence 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.
Program Guidance Letter (PGL)—The Mission Readiness Training Program (MRTP)
Program Guidance Letter (PGL) identifies the post-pipeline technical training requirements
submitted by the MAJCOMs, FOAs, DRUs, and non-AF Training Requester Quota Identifiers
(TRQIs). It serves as the official tasking document enabling AETC planners and resource
programmers to acquire the necessary resources for accomplishment of the tasking. The MRTP
PGL is a process that aligns the AF requirements with the Planning, Programming, Budgeting
and Execution (PPBE).
Program Objective Memorandum (POM)—OSD directed, service developed document
identifying money, people and equipment requirements and allocations over a specified period of
time (example FY03-07). POM funding baselines are used to develop budget level detail for
distribution of resources during budget execution years. The POM is developed by individual
services to set objectives for their forces, weapon systems and logistical support within the fiscal
limits assigned to them by the Secretary of Defense. Covers a six-year period.
Program Requirements Document (PRD)—Reflects the ―unconstrained‖ production
requirements (Formerly the Draft PGL). This name change creates a clearer distinction between
documents containing ―unconstrained‖/total requirements (the PRD) verses documents
containing requirements that have survived a corporate funding process (the PGL). The PRD
serves as a planning and programming document supporting POM/APOM submissions, while
PGLs serve as the training execution tasking. Revised or Planning PRDs may be used to reflect
vectors or re-vectors by the AF Corporate Structure.
Qualification Training (QT)—Hands-on performance training designed to qualify an Airman in
a specific position. This training occurs both during and after upgrade training to maintain up-to-
date qualifications.
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.
Quality Assurance Concept (QA)—The Quality Assurance staff evaluates the quality of
maintenance accomplished in the maintenance organization and performs necessary functions to
manage the organization‘s Maintenance Standardization and Evaluation Program, which
provides an objective sampling of both the quality of equipment and the proficiency of
maintenance personnel.
RAPIDS—Resource Allocation Programming Information Decision System is software that
allows data entry, provides capability to create presentations or customize reports, and tracks
decisions made during PPBE process. RAPIDS is an AF/A8P system that serves two primary
purposes, developing the ―perfect slide‖ to brief program options to the Air Force Corporate
Structure, and creating funding change documents that are passed to the Air Force budget
database.
RECLAMA—The process to ―request to duly constituted authority to reconsider its decision or
its proposed action‖ (JP 1-02).
116 AFI36-2201 15 SEPTEMBER 2010
Resource Constraints—Resource deficiencies, such as money, facilities, time, manpower, and

equipment that preclude desired training from being delivered.
Specialty Training—The total training process used to qualify airmen in their assigned
specialty.
Specialty Training Standard (STS)—An AF publication that describes an AFS in terms of
tasks 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
AFS. It further serves as a contract between AETC and the functional user to show which of the
overall training requirements for an AFSC are taught in formal schools and correspondence
courses.
Standard—An exact value, a physical entity, or an abstract concept, the appropriate authority,
custom, or common consent sets up and defines to serve as a reference, model, or rule in
measuring quantities or qualities, developing practices or procedures, or evaluating results. A
fixed quantity or quality.
Store—and-Forward Video—Storing video on a server for later viewing.
Student Training Requirements (STR)—Other training users (excluding active AF users, NPS,
PS and retrainees) that attend enlisted initial skills training which include, but are not limited to:
Guard, Reserve, Army, Navy, Marines, internationals, and civilians.
Sub—allocation—Allocation a program user has actually programmed a name against.
Supplemental Training—Training toward a portion of an AFS without change by AFSC.
Formal training on new equipment, methods and technology that are not suited for on-the-job
training.
Task Certifier—See Certification Official.
Task Qualification Training (TQT)—Training conducted after Nuclear, Biological, Chemical
and Conventional (NBCC) defense classroom training in which individuals perform wartime
mission essential tasks in a simulated wartime environment while wearing full ground crew
individual protective equipment (IPE) or aircrew IPE. HAF, MAJCOM and local FAMs identify
wartime mission essential tasks. See AFI 10-2501 and AFMAN 10-2602 for additional
information/ requirements.
Third Party Certification—An evaluation of completed training conducted by the task certifier
and is only required when directed by the AFCFM.
Total Force—All collective AF components (active, reserve, guard, and civilian elements) of
the United States Air Force.
Trainer—A trained and qualified person who teaches personnel to perform specific tasks
through OJT methods. Also, equipment that the trainer uses to teach personnel specified tasks.
Training Capability—The ability of a unit or base to provide training. Authorities consider the
availability of equipment, qualified trainers, and study reference materials, and so on in
determining a unit‘s training capability.
Training Completion Date—Date trainer or task certifier completes task evaluations and
determines trainee is qualified to perform the task.
AFI36-2201 15 SEPTEMBER 2010 117
Training Detachment (TD)—An AETC detachment that provides technical training, at an

operational location, on specific systems, and their aerospace ground equipment. A TD 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.
Training Equipment—The generic term for items trainers use to train aircrew, missile,
maintenance, support, or operator personnel. Trainers teach with these items by picturing,
simulating or otherwise demonstrating the characteristics of a system, facility or piece of
equipment.
Training Provider—An organization that develops or conducts training.
Training Requester Quota Identifier (TRQI)—The TRQI is a four-character communication
code within OTA used to convey annual or supplemental training requirements, allocations,
allocation confirmations, and student tracking information between a user of training and the
provider (owner) of training. TRQIs are assigned to MAJCOMs, FOAs, and DRUs responsible
for training accountability of personnel. Only one TRQI is assigned to a functional entity for
MRTP.
Training Session—Training conducted based on technical data for a task that existing courses
cannot support.
Training Start Date—Date training begins.
Type 6 Training—Formal courses a training wing or a contractor develops for export to a field
location (in place of resident training) for trainees to complete without the on-site support of the
formal school instructor.
Upgrade Training (UGT)—Mandatory training that leads to attainment of higher level of
proficiency.
Wartime Course—Comprised of those tasks that must be taught when courses are accelerated
in a wartime environment. Wartime tasks are the tasks to be taught in the 3-level course when the
wartime courses have been activated. In response to a wartime scenario, these tasks will be
taught in the 3-level course in a streamlined training environment. These tasks are only for those
career fields that still need them applied to their schoolhouse tasks.
Wartime Tasks—Those tasks that must be taught when courses are accelerated in a wartime
environment. In response to a wartime scenario, these tasks will be taught in the 3 level course in
a streamlined training environment. These tasks are only for those career fields that still need
them applied to their schoolhouse tasks.
118 AFI36-2201 15 SEPTEMBER 2010
Attachment 2
PREPARING AND PUBLISHING A CFETP
A2.1. Contents.
A2.1.1. Career Field Information.
A2.1.1.1. Preface. Identifies the CFETP purpose and explains parts 1 and 2 in detail.
Lists and explains abbreviations and terms relating to the specialty.
A2.1.1.2. Section A. Introduces part 1 and explains how to use the plan.
A2.1.1.3. Section B. Includes:
A2.1.1.3.1. Career progression information.
A2.1.1.3.2. Duties and responsibilities.
A2.1.1.3.3. Training decisions.
A2.1.1.3.4. Career field education and training flowcharts or tables showing both
mandatory and optional requirements.
A2.1.1.3.5. CCAF degree requirements.
Note: Pursuing a degree is not mandatory for career progression.
A2.1.1.4. Section C. Provides a general sense of each skill level with specific specialty
knowledge and skills and mandatory requirements for entry, award, and retention of each
skill level.
A2.1.1.5. Section D. Indicates resource constraints such as funds, manpower, equipment,
and facilities.
Note: The CFETP doesn't include this section if no resource constraints exist.
A2.1.2. Training Standards.
A2.1.2.1. Section A—Specialty Training Standard (STS). Includes the entire STS.
A2.1.2.2. Section B—COL (Optional). Contains a list of the training objectives to be
trained in the formal school.
A2.1.2.3. Section C—OJT Support Materials (Optional). Provides an OJT support
package list.
A2.1.2.4. Section D—Training Course Index. Lists courses that are mandatory to career
progression. May include optional courses.
A2.1.2.5. Section E—MAJCOM Unique Requirements (Optional). Includes
requirements unique to specific MAJCOMs. Each MAJCOM may attach its
requirements.
AFI36-2201 15 SEPTEMBER 2010 119
Table A2.1. How to Prepare a CFETP.

A B C D E F G H
L
AFPC/D
I AF/A1 AF/ MAJCO AETC/ AETC SAF/
Required Action PSIT
N DLT CFM M/FM TPM /TM AADP
DPSIDC
E
Recommend
requirement for
1 X X X X
new or revised
CFETP.
Coordinate and
2 validate X
requirement.
Assign draft
3 CFETP and STS X
preparation.
Prepare and
4 coordinate draft X X
CFETP and STS.
Ensure TRs are
5 current and X X X
correct
Develop and
include a cross
6 reference listing/ X X
change sheet in
revised CFETP
Review and
7 coordinate draft X X X
CFETP and STS.
Provide rationale
to AFCFM if you
8 can't use X
MAJCOM input
in formal training.
Inform HQ
AF/A1DLT of
9 acceptance or X
disagreement with
AETC rationale.
120 AFI36-2201 15 SEPTEMBER 2010
A B C D E F G H
L
AFPC/D
I AF/A1 AF/ MAJCO AETC/ AETC SAF/
Required Action PSIT
N DLT CFM M/FM TPM /TM AADP
DPSIDC
E
Resolve
differences
10 between AFCFM, X
AETC, and
AFPC.
Provide
MAJCOM FMs
with rationale for
11 X
not including their
input in CFETP
and STS.
Prepare final
12 X
CFETP and STS.
Coordinate final
CFETP with
13 X X
AFPC/DPPAT
and DPPAC.
14 Certify final
X
CFETP.
Issue through X
publishing
15
distribution office
(PDO) website.
16 Review CFETP
X
Annually
Follow each step for preparing, coordinating, approving, publishing, issuing, announcing, and
indexing an AFJQS.
AFI36-2201 15 SEPTEMBER 2010 121
Table A2.2. Steps for Publishing an AFJQS.

A B C D
L
I MAJCOM/
Required Action AFCFM SAF/AADP
N FM
E
1 Identify requirement for new or revised
X X
AFJQS
2 Prepare, approve, and begin AF-wide
coordination of a draft AFJQS X X*
3 Review and coordinate draft AFJQS X
4 Coordinate AFJQS with AFPC/DPPAT and
X
DPPAC
5 Prepare final AFJQS X X*
6 Approve final AFJQS X
7 Issue through PDO website X
8 Review annually X X*
*When assigned as AFJQS OPR by AFCFM
122 AFI36-2201 15 SEPTEMBER 2010
Attachment 3
OFFICER CFETP TEMPLATE
A3.1. Part I. Figure A3.1. Contents.

(Name of AFSC) SPECIALTY
AFSC (Numerical Code)
Part I
Preface X
Abbreviations and Terms Explained__X
Section A—General Information_X Purpose of the CFETP Use of the CFETP Coordination and
Approval of the CFETP
Section B—Career Field Progression and Information_X Specialty Descriptions Skill/Career
Progression
Entry Level (1) Intermediate Level (2) Qualified Level (3) Staff Level (4) Training Decisions
Career Field Path
Section C—Proficiency Training Requirements_XX Purpose Training Requirements
Entry Level (1) Intermediate Level (2) Qualified Level (3) Staff Level (4) Section D—Resource
Constraints_XX
Part II
Section A—Course Training Standards_XX
Section B—Training Course Index__XX
Section C—Support Materials_XX
Section D—MAJCOM Unique Requirements XX
OPR: Approved By:
A3.1.1. Preface.
A3.1.1.1. This CFETP is a comprehensive education and training document that
identifies life-cycle education and training requirements, training support resources, and
minimum requirements for this specialty. The CFETP will provide personnel a clear
career path to success and will instill rigor in all aspects of career field training. Note:
Civilians occupying associated positions will use Part II to support duty position
qualification training.
A3.1.1.2. The CFETP consists of two parts; supervisors plan, manage, and control
training within the specialty using both parts of the plan.
A3.1.1.2.1. Part I provides information necessary for overall management of the
specialty. Section A explains how everyone will use the plan; Section B identifies
career field progression information, duties and responsibilities, training strategies,
and career path; Section C associates each level with specialty qualifications
AFI36-2201 15 SEPTEMBER 2010 123
(knowledge, education, training, experience, and other mandatory requirements); and

Section D indicates resource constraints. Some examples are funds, manpower,
equipment, and facilities.
A3.1.1.2.2. Part II includes the following: Section A identifies the CTS, TRs to
support training, AETC conducted training, and correspondence course requirements.
Section B identifies training course index supervisors can use to determine resources
available to support training. Included here are both mandatory and optional courses;
Section C identifies available support materials. An example is a Qualification
Training Package (QTP), which may be developed to support proficiency training.
Section D identified MAJCOM unique training requirements supervisors can use to
determine additional training required for the associated qualification needs. At unit
level, supervisors and trainers will use Part II to identify, plan, and conduct training
commensurate with the overall goals of this plan.
A3.1.1.3. Using guidance provided in the CFETP will ensure individuals in this specialty
receive effective and efficient training at the appropriate points in their career. This plan
will enable us to train today's work force for tomorrow's jobs.
A3.1.2. General Information.
A3.1.2.1. Purpose. This CFETP provides the information necessary for AFCFMs,
MAJCOM functional managers (MFM), training management, supervisors and trainers to
plan, develop, manage, and conduct an effective and efficient career field training
program. The plan outlines the training individuals in this AFS should receive in order to
develop and progress throughout their career. For purposes of this plan, training is
divided into entry level, upgrade, and proficiency training. Initial skills training is
mandatory training for upgrade to qualified for officers. Normally, this training is
conducted by AETC at one of the technical training centers. Upgrade training identifies
the mandatory courses, qualification requirements, and educational requirements for
award of the intermediate (2), qualified (3) or staff (4) level. Proficiency training is
additional training provided to personnel to increase their skills and knowledge beyond
the minimum required for upgrade.
A3.1.2.2. Uses. The plan will be used by MFM and supervisors at all levels to ensure
comprehensive and cohesive training programs are available for each individual in the
specialty.
A3.1.2.2.1. AETC training personnel will develop and revise formal resident,
nonresident, field and exportable training based upon requirements established by the
users and documented in Part II of the CFETP. They will also work with the AFCFM
to develop acquisition strategies for obtaining resources needed to provide the
identified training.
A3.1.2.2.2. MFMs will ensure their training programs complement the CFETP
mandatory initial, upgrade, and proficiency requirements. OJT, resident training, and
contract training or exportable courses can satisfy identified requirements.
MAJCOM-developed training to support this AFSC must be identified for inclusion
into the plan.
124 AFI36-2201 15 SEPTEMBER 2010
A3.1.2.2.3. Each individual will complete the mandatory training requirements

specified in this plan. The list of courses in Part II will be used as a reference to
support training.
A3.1.2.3. Coordination and Approval. The AFCFM is the approval authority. Also, the
AFCFM will initiate an annual review of this document to ensure currency and accuracy.
MAJCOM representatives and AETC training personnel will identify and coordinate on
the career field training requirements. Using the list of courses in Part II, they will
eliminate duplicate training.
A3.1.3. Section B—Career Progression and Information.
A3.1.3.1. Specialty Description.
A3.1.3.1.1. Specialty Summary. Refer to the Air Force Officer Classification
Directory, (AFOCD), paragraph 1.
A3.1.3.1.2. Duties and Responsibilities. Refer to AFOCD, paragraph 2. List duties
and responsibilities individually and describe.
A3.1.3.2. Skill and Career Progression. Adequate training and timely progression from
the entry to the intermediate or qualified level play an important role in the AF‘s ability
to accomplish its mission. It is essential everyone involved in training must do his or her
part to plan, manage, and conduct an effective training program. The guidance provided
in this part of the CFETP would ensure each individual receives viable training at
appropriate points in their career.
A3.1.3.2.1. Entry (1) Level. (Provide an outline of activities for award of this level
and to progress to the next level. Activities may consist of academic or experience
requirements).
A3.1.3.2.2. Intermediate (2) Level. (Provide an outline of activities for award of this
level and to progress to the next level. Activities may consist of academic or
experience requirements).
A3.1.3.2.3. Qualified (3) Level. (Provide an outline of activities for award of this
level and to progress to the next level. Activities may consist of academic or
experience requirements).
A3.1.3.2.4. Staff (4) Level. (Provide an outline of activities for award of this level.
Activities may consist of academic or experience requirements).
A3.1.3.3. Training Decisions. The CFETP uses a building block approach (simple to
complex) to encompass the entire spectrum of training requirements for the (identify
name of AFS) career field. The spectrum includes a strategy of training requirements for
when, where, and how to meet the training requirements in a specific time period (if
applicable). The strategy must be apparent and affordable to reduce duplication of
training and eliminate a disjointed approach to training. (Place a comment identifying
where the training decisions were made).
A3.1.3.3.1. Initial Skills. (Initial and Entry level training will usually be developed
and taught by AETC).
AFI36-2201 15 SEPTEMBER 2010 125
A3.1.3.3.2. Upgrade Requirements. (Provide a sequence of events to meet

requirements (may include maximum training periods, if applicable) to obtain
intermediate, qualified, or staff level AFS).
A3.1.3.3.3. Proficiency Training. (Discuss follow-on training available to provide
career broadening).
A3.2. Career Field Path.
Figure A3.2. Sample Career Field Path Options.
A3.2.1. Section C—Proficiency Training Requirements.

A3.2.1.1. Purpose. Proficiency training requirements in this career field are defined in
terms of tasks and knowledge requirements. This section outlines the specialty
qualification requirements for entry, award, and retention of each AFS level. The specific
task and knowledge training requirements are identified in the CTS and Training Course
Index at Part II, Section A and B of this CFETP.
A3.2.1.2. Specialty Qualification.
A3.2.1.2.1. Entry Level Training Specialty Qualification. This information will be
located in the official specialty description in the AFOCD, paragraph 3.
A3.2.1.2.1.1. Knowledge. (Reflect the required understanding and practical skills
for award of any skill level. In addition to the knowledge requirements listed in
the official specialty description, adding more detail to emphasize significant
126 AFI36-2201 15 SEPTEMBER 2010
knowledge needed is applicable in this area).

A3.2.1.2.1.2. Education. (Identify these as mandatory or desirable for award of
the AFS. Text must be identical to that contained in AFOCD).
A3.2.1.2.1.3. Training. (List the formal military training required for award of the
AFS. Text must be identical to that contained in AFOCD).
A3.2.1.2.1.4. Experience. (List mandatory experience requirements for award of
the AFS. The addition of other information, such as CFETP and (or) STS core
tasks, qualification training packages, specialized courses, and duty position
requirements identified by the supervisor, is authorized in this area).
A3.2.1.2.1.5. Other. (List other measurable mandatory qualification standards,
such as color vision, eligibility for security clearance, or certifications. Text must
be identical to that contained in AFOCD).
A3.2.1.2.1.6. Training Sources and Resources. (Explain all the different sources
where individuals can obtain training to meet mandatory knowledge and
proficiency requirements).
A3.2.1.2.1.7. Implementation. (Explain how each level is awarded and when).
A3.2.1.2.2. Intermediate Level Training Specialty Qualification. This information
will be identical to the text in the respective specialty description in AFOCD,
paragraph 3.
the AFS. The addition of other information, such as CFETP and (or) STS core
A3.2.1.2.3. Qualified Level Training Specialty Qualification. This information will
be identical to the text in the respective specialty description in AFOCD, paragraph 3.
AFI36-2201 15 SEPTEMBER 2010 127

the AFS. The addition of other information, such as CFETP/STS core tasks,
qualification training packages, specialized courses, and duty position
A3.2.1.2.4. Staff Level Training Specialty Qualification. This information will be
identical to the text in the respective specialty description in AFOCD, paragraph 3.
the AFS. The addition of other information, such as CFETP/STS core tasks,
qualification training packages, specialized courses, and duty position
128 AFI36-2201 15 SEPTEMBER 2010
A3.2.2. Section D—Resource Constraints.

A3.2.2.1. Purpose. This section identifies known resource constraints that preclude
optimal 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. Resource constraints will be, as a minimum, reviewed and updated
annually.
A3.2.2.2. Training.
A3.2.2.2.1. Entry Level Training.
A3.2.2.2.1.1. Constraints. List the specific constraints.
A3.2.2.2.1.1.1. Impact. (Describe what effect each constraint has on training).
A3.2.2.2.1.1.2. Resources Required. (Indicate manpower, funds, equipment,
and other resources needed to meet requirements).
A3.2.2.2.1.1.3. Action Required. (Explicit methods to meet conditions).
A3.2.2.2.1.2. OPR and Target Completion Date. (Provide a focal point and a
target date for planning purposes).
A3.2.2.2.2. Intermediate Level Training.
A3.2.2.2.2.2. OPR/Target Completion Date. (Provide a focal point and a target
date for planning purposes).
A3.2.2.2.3. Qualified Level Training.
A3.2.2.2.4. Staff Level Training.
AFI36-2201 15 SEPTEMBER 2010 129

A3.3. Part II.
A3.3.1. Section A—Course Training Standard.
A3.3.1.1. Purpose:
A3.3.1.1.1. The students will demonstrate the desired learning outcomes contained in
this CTS.
A3.3.1.1.2. Completion of this course is required for attaining the entry level AFS.
A3.3.1.2. Documentation. Document and certify completion of training. (Develop a
method for certifying the task knowledge items).
A3.3.1.3. Qualitative Requirements. Attachment 1 contains the behavioral statement,
which makes up the entry level course.
A3.3.1.4. Qualification Training Requirements. (Identify methods, which will be used to
provide the desired training).
A3.3.1.5. Proficiency Designator Table (Refer to Table A3.3). (This table provides
course requirements and experience requirements necessary for each AFS level).
130 AFI36-2201 15 SEPTEMBER 2010
Table A3.3. Proficiency Designator.

Proficiency Title Course Requirements Experience
Designator Requirements
XXX1 Entry Level Basic Course Refer to Officer
Classification
Directory for
Experience
Requirements
specific to the AFS
XXX2 Intermediate (used Basic and Bridge Refer to Officer
only for pilots, courses completed Classification
bomber navigators, Directory for
and missile launch Experience
officers) Requirements
specific to the AFS
XXX3 Qualified Basic, Bridge courses Refer to Officer
completed, plus all Classification
training modules Directory for
Experience
Requirements
specific to the AFS
XXX4 Staff Officer See Note See Note
Note: Designation of staff level relates only to the level of functional responsibility and is
restricted to positions above wing level. It does not denote additional specialty qualifications.
A3.3.1.6. Recommendations. Report unsatisfactory performance of individual course graduates
to identify technical school responsible for the training. Reference specific CTS paragraphs.
A3.3.2. Section B—Training Course Index.
A3.3.2.1. Purpose. This section of the CFETP identifies training courses available for the
specialty and shows how the courses are used by each MAJCOM in their career field
training programs.
A3.3.2.2. AF In-Residence Courses.
A3.3.2.2.1. Entry Level Awarding Courses.
Course Number Title Location User
XXXXXXXXX-000 Undergraduate Randolph AFB AF
A3.3.2.2.2. Advanced Skills Course. (May use rank designators)
XXXXXXXXX-000 Staff/Operations Randolph AFB AF
A3.3.2.2.3. AF Institute of Technology Courses:
AFI36-2201 15 SEPTEMBER 2010 131

A3.3.2.2.4. HQ AU/A4L Courses.
A3.3.2.2.5. Exportable Courses.
A3.3.2.2.6. Courses Under Development and Revision.
A3.3.3. Section C—Support Material.
A3.3.3.1. The following list of support materials is not all-inclusive; however, it covers
the most frequently referenced areas.
Course Number Course Title Developer
A3.3.3.2. If there are no support materials use the following note.
Note: There are currently no support material requirements. This area is reserved.
A3.3.4. Section D—MAJCOM Unique Requirements.
A3.3.4.1. The following list of MAJCOM unique responses is not all-inclusive; however,
it covers the most frequently referenced areas.
A3.3.4.2. If there are no support materials use the following note.
Note: There are currently no MAJCOM unique requirements. This area is reserved.
132 AFI36-2201 15 SEPTEMBER 2010
Attachment 4
ENLISTED CFETP TEMPLATE
A4.1. Part I. The Training Impact Decision System (TIDES) template is a tool that provides a
standardized CFETP format, which should be followed.
Figure A4.1. Contents.
(Name of AFSC) SPECIALTY
AFSC (Numerical Code)
Table Of Contents
Part I
Preface _X
Abbreviations and Terms Explained__X
Section A—General Information_X
Purpose of the CFETP
Use of the CFETP
Coordination and Approval of the CFETP
Section B—Career Field Progression and Information_X
Specialty Descriptions
Skill/Career Progression
Apprentice Level (3)
Journeyman Level (5)
Craftsman Level (7)
Superintendent Level (9)
Training Decisions
CCAF Career Field Path
Section C—Skill Level Training Requirements__XX Purpose Training Requirements Apprentice
Level (3) Journeyman Level (5) Craftsman Level (7) Superintendent Level (9)
Section D—Resource Constraints_XX
Section E—Transitional Training Guide_XX
Part II
Section A—Specialty Training Standards_XX
Section B—COL_XX
Section C—Support Materials_XX
AFI36-2201 15 SEPTEMBER 2010 133
Section D—Training Course Index_XX

Section E—MAJCOM Unique Requirements_XX
Supersedes: OPR: Approved By:
A4.1.1. Preface.
A4.1.1.1. This CFETP is a comprehensive education and training document that
identifies life cycle education and training requirements, training support resources, and
minimum core task requirements for this specialty. The CFETP will provide personnel a
clear career path to success and will instill rigor in all aspects of career field training.
Note: Civilians occupying associated positions will use Part II to support duty position
qualification training.
A4.1.1.2. The CFETP consists of two parts; supervisors plan, manage, and control
training within the specialty using both parts of the plan.
A4.1.1.2.1. Part I provides information necessary for overall management of the
specialty. Section A explains how everyone will use the plan; Section B identifies
career field progression information, duties and responsibilities, training strategies,
and career field path; Section C associates each level with specialty qualifications
(knowledge, education, experience, training, and other); and Section D indicates
resource constraints. Some examples are funds, manpower, equipment, facilities;
Section E identifies transition training guide requirements for SSgt through MSgt.
A4.1.1.2.2. Part II includes the following: Section A: identifies the Specialty
Training Standard (STS) and includes duties, tasks, TRs to support training, AETC
conducted training, wartime course and core task and correspondence course
requirements. Section B: contains the COL and training standards supervisors will use
to determine if airmen satisfied training requirements. Section C: identifies available
support materials. An example is a Qualification Training Package, which may be
developed to support proficiency training; Section D identifies a training course index
supervisors can use to determine resources available to support training. Included
here are both mandatory and optional courses; Section E identifies MAJCOM unique
training requirements supervisors can use to determine additional training required for
the associated qualification needs. At unit level, supervisors and trainers will use Part
II to identify, plan, and conduct training commensurate with the overall goals of this
plan.
A4.1.1.3. Using guidance provided in the CFETP will ensure individuals in this specialty
receive effective and efficient training at the appropriate points in their career. This plan
will enable us to train today's work force for tomorrow's jobs.
A4.1.2. General Information.
A4.1.2.1. Purpose. This CFETP provides the information necessary for AFCFMs,
MAJCOM Functional Managers (MFM), commanders, training managers, supervisors
and trainers to plan, develop, manage, and conduct an effective and efficient career field
training program. The plan outlines the training individuals in this AFS should receive in
order to develop and progress throughout their career. This plan identifies initial skills,
upgrade, qualification, advanced and proficiency training. Initial skills training is the AFS
134 AFI36-2201 15 SEPTEMBER 2010
specific training an individual receives upon entry into the AF or upon retraining into this
specialty for award of the 3-skill level. Normally, this training is conducted by AETC at
one of the technical training centers. Upgrade training identifies the mandatory courses,
task qualification requirements, and correspondence course completion requirements for
award of the 3-, 5-, 7-, 9-skill level. Qualification training is actual hands-on task
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 is designed
to provide the performance skills and knowledge required to do the job. Advanced
training is formal specialty training used for selected airmen. Proficiency training is
additional training, either in-residence 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 are:
A4.1.2.1.1. Serves as a management tool to plan, manage, conduct, and evaluate a
career field-training program. Also, it is used to help supervisors identify training at
the appropriate point in an individual‘s career.
A4.1.2.1.2. Identifies task and knowledge training requirements for each skill level in
the specialty and recommends education and training throughout each phase of an
individual‘s career.
A4.1.2.1.3. Lists training courses available in the specialty identifies sources of
training, and the training delivery method.
A4.1.2.1.4. Identifies major resource constraints that impact full implementation of
the desired career field training process.
A4.1.2.2. Uses. The plan will be used by MFMs and supervisors at all levels to ensure
comprehensive and cohesive training programs are available for each individual in the
specialty.
A4.1.2.2.1. AETC training personnel will develop or revise formal resident,
nonresident, field and exportable training based upon requirements established by the
users and documented in Part II of the CFETP. They will also work with the AFCFM
to develop acquisition strategies for obtaining resources needed to provide the
identified training.
A4.1.2.2.2. MFMs will ensure their training programs complement the CFETP
mandatory initial, upgrade, and proficiency requirements. OJT, resident training, and
contract training or exportable courses can satisfy identified requirements.
MAJCOM-developed training to support this AFSC must be identified for inclusion
into the plan.
A4.1.2.2.3. Each individual will complete the mandatory training requirements
specified in this plan. The list of courses in Part II will be used as a reference to
support training.
AFI36-2201 15 SEPTEMBER 2010 135
A4.1.2.3. Coordination and Approval. The AFCFM is the approval authority. Also, the
AFCFM will initiate an annual review of this document to ensure currency and accuracy.
MAJCOM representatives and AETC training personnel will identify and coordinate on
the career field training requirements. Using the list of courses in Part II, they will
eliminate duplicate training.
A4.1.3. Section B—Career Progression and Information.
A4.1.3.1. Specialty Description.
A4.1.3.1.1. Specialty Summary. Refer to AFECD, paragraph 1.
A4.1.3.1.2. Duties and Responsibilities. Refer to AFECD, paragraph 2. List duties
and responsibilities individually and describe.
A4.1.3.2. Skill and Career Progression. Adequate training and timely progression from
the apprentice to the superintendent level play an important role in the AF‘s ability to
accomplish its mission. It is essential that everyone involved in training must do his or
her part to plan, manage, and conduct an effective training program. The guidance
provided in this part of the CFETP will ensure each individual receives viable training at
appropriate points in their career.
A4.1.3.2.1. Apprentice (3) Level. (Provide an outline of activities for award of this
level and to progress to the next skill level. Activities may consist of academic, PME,
or experience requirements).
A4.1.3.2.2. Journeyman (5) Level. (Provide an outline of activities for award of this
A4.1.3.2.3. Craftsman (7) Level. (Provide an outline of activities for award of this
A4.1.3.2.4. Superintendent (9) Level. (Provide an outline of activities for award of
this level. Activities may consist of academic, PME, or experience requirements).
A4.1.3.3. Training Decisions. The CFETP uses a building block approach (simple to
complex) to encompass the entire spectrum of training requirements for the (identify
name of AFS) 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 and eliminate a disjointed approach to training. (Place a comment
identifying where the training decisions were made).
A4.1.3.3.1. Initial Skills. (Initial and Entry level training will usually be developed
and taught by AETC).
A4.1.3.3.2. Five-Level Upgrade Requirements. (Provide a sequence of events to
meet requirements to obtain the skill level AFS).
A4.1.3.3.3. Seven-Level Upgrade Training Requirements. (Provide a sequence of
events to meet requirements to obtain the skill level AFS).
136 AFI36-2201 15 SEPTEMBER 2010
A4.1.3.3.4. Proficiency Training. (Discuss follow-on training available to provide

career broadening).
A4.1.3.4. CCAF. Enrollment in CCAF occurs upon completion of BMT. CCAF provides
the opportunity to obtain an Associate of Applied Sciences Degree. In addition to its
associate degree program, CCAF offers the following:
A4.1.3.4.1. Occupational Instructor Certification. Upon completion of instructor
qualification training, consisting of the instructor methods course and supervised
practice teaching, CCAF instructors who possess an associate degree or higher may
be nominated by their school commander and commandant for certification as an
occupational instructor.
A4.1.3.4.2. Trade Skill Certification. When a CCAF student separates or retires, a
trade skill certification is awarded for the primary occupational specialty. The College
uses a competency based assessment process for trade skill certification at one of four
proficiency levels: Apprentice, Journeyman, Craftsman (Supervisor), or Master
Craftsman (Manager). All are transcribed on the CCAF transcript.
A4.1.3.4.3. Degree Requirements. All airmen are automatically entered into the
CCAF program. Prior to completing an associate degree, the 5 level must be awarded
and the following requirements must be met:
Semester Hours
Technical Education 24
Leadership, Management, and Military Studies 6
Physical Education 4
General Education 15
Program Elective 15
Technical Education; Leadership, Management, and Military Studies; or
General Education
Total 64
A4.1.3.4.3.1. Technical Education (24 semester hours). A minimum of 12
semester hours of Technical Core subjects and courses must be applied and the
remaining semester hours applied from Technical Core or Technical Elective
subjects and courses. (Identify any additional areas).
A4.1.3.4.3.2. Leadership, Management, and Military Studies (6 semester hours).
Professional military education and/or civilian management courses.
A4.1.3.4.3.3. Physical Education (4 semester hours). This requirement is satisfied
by completion of BMT.
A4.1.3.4.3.4. General Education (15 semester hours). Applicable courses must
meet the criteria for application of courses to the General Education Requirements
(GER) and be in agreement with the definitions of applicable General Education
subject/courses as provided in the CCAF General Catalog.
AFI36-2201 15 SEPTEMBER 2010 137
A4.1.3.4.3.5. Program Elective (15 Semester Hours). Satisfied with applicable

Technical Education; Leadership, Management, and Military Studies; or General
Education subjects and courses, including natural science courses meeting GER
application criteria. Six semester hours of CCAF degree applicable technical
credit otherwise not applicable to this program may be applied. See the CCAF
General Catalog for details regarding the Associates of Applied Sciences degree
for this specialty.
A4.1.3.4.4. Additional off-duty education is a personal choice encouraged for all.
Individuals desiring to become an AETC Instructor should be actively pursuing an
associate degree. A degreed faculty is necessary to maintain accreditation through the
Southern Association of Colleges and Schools.
A4.1.3.5. Career Field Path. (Must be simple enough for everyone in the career field to
understand).
A4.1.3.5.1. Manning Table (refer to Table A4.1). (Method available to display
resources).
Table A4.1. Manning Table.
CMSgt SMSgt MSgt TSgt SSgt SrA A1C Amn AB

Base Level
X X X X X X X X X
MAJCOM
X X X X X X X X X
Staff
HQ USAF
X X X X X X X X X
Staff
FOA/DRU X X X X X X X X X
Total XX XX XX XX XX XX XX XX XX
138 AFI36-2201 15 SEPTEMBER 2010
Table A4.2. Enlisted Career Path.

GRADE REQUIREMENTS
Education and Training Average Earliest High Year Of
Rank
Requirements Sew- On Sew-On Tenure (HYT)
BMTS
Apprentice Technical School Amn 6 months
(3-Skill Level) AIC 10 months
Upgrade To Journeyman Amn
(5-Skill Level) A1C 10 months
- Minimum 12 months on-the-job SrA 3 years 28 10 Years
training. months
- Minimum 9 months on-the-job
training for retrainees.
- Complete appropriate CDC if
and when available.
Airman Leadership School Trainer
- Must be a SrA with 48 months - Qualified and certified to perform the task to be trained.
time in service or be a SSgt - Must attend formal AF Training Course.
Selectee. - Recommended by the supervisor.
- Resident graduation is a
prerequisite for SSgt sew-on
(Active Duty Only).
Certifier
- Possess at least a SSgt with a 5-skill level or civilian
equivalent.
- Must attend AF Training Course.
- Be a person other than the trainer except for AFSCs,
duty positions, units, and/or work centers with
specialized training standardization and certification
requirements.
Upgrade To Craftsman SSgt 7.5 years 3 years 20 Years
(7-Skill Level)
- Minimum rank of SSgt.
- 12 months OJT.
- 6 months OJT for retrainees.
-Complete appropriate CDC
if/when available.
- Attend Craftsman course, if
applicable.
AFI36-2201 15 SEPTEMBER 2010 139
GRADE REQUIREMENTS
Education and Training Average Earliest High Year Of
Rank
Requirements Sew- On Sew-On Tenure (HYT)
Noncommissioned Officer TSgt 12.5 years 5 years 22 years
Academy
- Must be a TSgt or TSgt Selectee. MSgt 16 years 8 years 24 years
prerequisite for MSgt sew-on
(Active Duty Only).
USAF Senior NCO Academy SMSgt 19.2 years 11 years 26 Years
- Must be a SMSgt or SMSgt
Selectee.
prerequisite for SMSgt sew-on
(Active Duty Only).
Upgrade To Superintendent CMSgt 21.5 years 14 years 30 years

(9-Skill Level)
- Minimum rank of SMSgt.
A4.1.4. Section C—Skill Level Training Requirements.
A4.1.4.1. Purpose. Skill level training requirements in this specialty are defined in terms
of tasks 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 task and
knowledge training requirements are identified in the STS at Part II, Section A and B of
this CFETP.
A4.1.4.2. Specialty Qualification.
A4.1.4.2.1. Apprentice Level Training.
A4.1.4.2.1.1. Specialty Qualification. This information will be located in the
official specialty description in AFECD, paragraph 3.
A4.1.4.2.1.1.1. Knowledge. (Reflect the required understanding and practical
skills for award of any skill level. In addition to the knowledge requirements
listed in the official specialty description, adding more detail to emphasize
significant knowledge needed is applicable in this area).
A4.1.4.2.1.1.2. Education. (Identify these as mandatory or desirable for award
of the AFSC. Text must be identical to that contained in AFECD).
A4.1.4.2.1.1.3. Training. (List the formal military training that is required for
award of the AFSC. Text must be identical to that contained in AFECD).
140 AFI36-2201 15 SEPTEMBER 2010
A4.1.4.2.1.1.4. Experience. (List mandatory experience requirements for

award of the 3-skill level. The addition of other information, such as CFETP
and (or) STS core tasks, qualification training packages, specialized courses,
and duty position requirements identified by the supervisor, is authorized in
this area).
A4.1.4.2.1.1.5. Other. (List other measurable mandatory qualification
standards, such as color vision, eligibility for security clearance, or
certifications. Text must be identical to that contained in AFECD).
A4.1.4.2.1.3. Implementation. (Explain how /when each skill level is awarded).
A4.1.4.2.2. Journeyman Level Training:
A4.1.4.2.2.1. Specialty Qualification. This information will be located in the
official specialty description in AFECD, paragraph 3.
A4.1.4.2.2.1.1. Knowledge. (Reflect the required understanding and practical
skills for award of any skill level. In addition to the knowledge requirements
listed in the official specialty description, adding more detail to emphasize
significant knowledge needed is applicable in this area).
A4.1.4.2.2.1.2. Education. (Identify these as mandatory or desirable for award
of the AFSC. Text must be identical to that contained in AFECD).
A4.1.4.2.2.1.3. Training. (List the formal military training that is required for
award of the AFSC. Text must be identical to that contained in AFECD).
A4.1.4.2.2.1.4. Experience. (List mandatory experience requirements for
award of the 5-skill level. The addition of other information, such as CFETP
and (or) STS core tasks, qualification training packages, specialized courses,
and duty position requirements identified by the supervisor, is authorized in
this area).
A4.1.4.2.2.1.5. Other. (List other measurable mandatory qualification
standards, such as color vision, eligibility for security clearance, or
certifications. Text must be identical to that contained in AFECD).
A4.1.4.2.2.3. Implementation (Explain how / when each skill level is awarded).
A4.1.4.3. Craftsman Level Training.
A4.1.4.3.1. Specialty Qualification. This information will be located in the official
specialty description in AFECD, paragraph 3.
AFI36-2201 15 SEPTEMBER 2010 141

the AFSC. Text must be identical to that contained in AFECD).
AFSC. Text must be identical to that contained in AFECD).
the 7-skill level. The addition of other information, such as CFETP/STS core
be identical to that contained in AFECD).
A4.1.4.3.2. Training Sources and Resources. (Explain all the different sources where
individuals can obtain training to meet mandatory knowledge and proficiency
requirements).
A4.1.4.3.3. Implementation. (Explain how each skill level is awarded and when).
A4.1.4.4. Superintendent Level Training:
A4.1.4.4.1. Specialty Qualification. This information will be located in the official
specialty description in AFECD, paragraph 3.
the AFSC. Text must be identical to that contained in AFECD).
AFSC. Text must be identical to that contained in AFECD).
the 9-skill level. The addition of other information, such as CFETP and (or) STS
core tasks, qualification training packages, specialized courses, and duty position
be identical to that contained in AFECD).
A4.1.4.4.2. Training Sources and Resources. (Explain all the different sources where
individuals can obtain training to meet mandatory knowledge and proficiency
requirements).
142 AFI36-2201 15 SEPTEMBER 2010
A4.1.4.4.3. Implementation. (Explain how each skill level is awarded and when).
A4.1.5. Section D—Resource Constraints.
A4.1.5.1. Purpose. This section identifies known resource constraints that preclude
optimal 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, OPR, and target completion dates. Resource
constraints will be, as a minimum, reviewed and updated annually.
A4.1.5.2. Apprentice Level Training.
A4.1.5.2.1. Constraints.
A4.1.5.2.1.1. Impact. (Describe what effect each constraint has on training).
A4.1.5.2.1.2. Resources Required. Indicate manpower, funds, equipment, and
other resources needed to meet requirements.
A4.1.5.2.1.3. Action Required. (Explicit methods to meet conditions).
A4.1.5.2.2. OPR and Target Completion Date. (Provide a focal point and a target
A4.1.5.3. Five Level Training.
A4.1.5.3.1.2. Resources Required. (Indicate manpower, funds, equipment, and
other resources needed to meet requirements).
A4.1.5.4. Seven-Level Training.
A4.1.5.4.1.2. Resources Required. (Indicate manpower, funds, equipment, and
other resources needed to meet requirements).
AFI36-2201 15 SEPTEMBER 2010 143
A4.1.6. Section E—Transitional Training Guide.

A4.1.6.1. Purpose. This transition guide will lay the direction and control to prepare our
personnel for the 21st century. Also, tomorrow‘s challenges will be measured by how
well we plan today, and our strength and direction are assured only through proper
training. Only your genuine commitment to meeting this challenge head on will ensure
the AF and our specialty benefit fully.
A4.1.6.2. Conditions.
A4.1.6.2.1. Duration. (Identify length of the program and, if appropriate, inclusive
dates).
A4.1.6.2.2. Target Group. (Identify range of grades affected. Discuss how the
following phases of training will be effected: 3-, 5-, and 7-skill level trainees,
upgrade, and proficiency training requirements).
A4.1.6.3. Transition Training Plan (TTP) Administration. (Explain how to implement,
manage, and control the overall program).
A4.1.6.3.1. Requirements. (Use CFETP Part II, Section A to identify requirements).
A4.1.6.3.2. Training Methods. (Explain the method used for training (i.e., coach-
pupil and classroom) and any limitations on group composition).
A4.1.6.3.3. Certification Requirements. (Specify criteria for the trainer and certifier
to properly administer the program).
A4.1.6.3.4. Program Management. (Consider how the training will be accomplished,
i.e., special experience identifiers).
A4.1.6.3.5. Status Reporting. Base functional managers will report TTP status to
their MFM quarterly by the 5th duty day of February, May, August, and November,
for the entire transition training period. MFMs will report TTP status to AFCFM
semiannually by the 15th of May and November for the entire transition training
period. When reporting, use the following format: (Design format for the report).
A4.2. Part II.
A4.2.1. Section A—Specialty Training Standard (STS).
A4.2.1.1. Implementation. This STS will be used for technical training provided by
AETC for classes beginning (date) and graduating (date).
A4.2.1.2. Purpose. As prescribed, this STS (refer to figure A4.2 through figure A4.5):
A4.2.1.2.1. Lists in the column 1 (Task, Knowledge, and Technical Reference) the
most common tasks, knowledge, and Technical References (TR) necessary for
Airmen to perform duties in the 3-, 5-, and 7-skill level. Number task statements
sequentially i.e., 1.1, 1.2, and 2.1 Column 2 (Core Tasks) identifies, by asterisk (*),
specialty-wide training requirements.
144 AFI36-2201 15 SEPTEMBER 2010
A4.2.1.2.2. Provides certification for OJT. Column 3 is used to record completion of

tasks and knowledge training requirements. Use automated training management
systems to document technician qualifications, if available. Task certification must
show a certification or completed date. (As a minimum, use the following column
designators: Training Complete, Certifier Initials)
A4.2.1.2.3. Shows formal training and correspondence course requirements. Column
4 shows the proficiency to be demonstrated on the job by the graduate as a result of
training on the task and knowledge and the career knowledge provided by the
correspondence course.
A4.2.1.2.4. Qualitative Requirements. Figure A4.3 contains the proficiency code key
used to indicate the level of training and knowledge provided by resident training and
CDCs. (For this template, refer to figure A4.3).
A4.2.1.2.5. Use to document task when placed in AF Form 623, On-The-Job
Training Record, and according to Chapter 6 of this instruction.
A4.2.1.2.6. Is a guide for development of promotion tests used in the Weighted
Airman Promotion System (WAPS). Specialty Knowledge Tests (SKTs) are
developed at the AETC Airman Advancement Division, by senior NCOs with
extensive practical experience in their career fields. The tests sample knowledge of
STS subject matter areas judged by test development team members as most
appropriate for promotion to higher grades. Questions are based upon study
references listed in the WAPS catalog. Individual responsibilities are in Chapter 1 of
AFI 36-2605, AF Military Personnel Testing System. WAPS is not applicable to the
ANG.
A4.2.1.3. Recommendations. Report unsatisfactory performance of individual course
graduates (identify complete AETC technical school‘s mailing address). Reference
specific STS paragraphs.
Figure A4.2. Sample Heading for STSs.

This Block Is For Identification Purposes Only.
Name Of Trainee
Printed Name (Last, First, Middle Initial) Initials (Written) SSN (Last four)
Printed Name Of Trainer, Certifying Official And Written Initials
N/I N/I
N/I N/I
N/I N/I
AFI36-2201 15 SEPTEMBER 2010 145
Figure A4.3. Sample Qualitative Requirements.

Proficiency Code Key
Scale
Definition: The individual
Value
Can do simple parts of the task. Needs to be told or shown
1 how to do most of the task. (extremely limited)
Can do most parts of the task. Needs only help on hardest
2 parts. (partially proficient)
Task Performance
Levels Can do all parts of the task. Needs only a spot check of
3
completed work. (competent)
Can do the complete task quickly and accurately. Can tell or
4 show others how to do the task. (highly proficient)
Can name parts, tools, and simple facts about the task.
a
(nomenclature)
Can determine step-by-step procedures for doing the task.
b
*Task Knowledge (procedures)
Levels Can identify why and when the task must be done and why
c
each step is needed. (operating principles)
Can predict, isolate, and resolve problems about the task.
d (advanced theory)
A Can identify basic facts and terms about the subject. (facts)
Can identify relationship of basic facts and state general
**Subject B principles about the subject. (principles)
Knowledge Can analyze facts and principles and draw conclusions about
Levels C
the subject. (analysis)
Can evaluate conditions and make proper decisions about the
D subject. (evaluation)
Explanations * A task knowledge scale value may be used alone or with a task performance
scale value to define a level of knowledge for a specific task. (Example: b and 1b) ** A
subject knowledge scale value is used alone to define a level of knowledge for a subject not
directly related to any specific task, or for a subject common to several tasks. This mark is
used alone instead of a scale value to show that no proficiency training is provided in the
course or CDC. X This mark is used alone in course columns to show that training is required
but not given due to limitations in resources. Note: All tasks and knowledge items shown with
a proficiency code are trained during wartime.
146 AFI36-2201 15 SEPTEMBER 2010
Figure A4.4. Behavioral Statement STS Coding System.

Code Definition
Subject Knowledge Training - The verb selection identifies the individual‘s ability
K to identify facts, state principles, analyze, or evaluate the subject.
Performance Training - Identifies that the individual has performed the task to the
P 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
pk ability to relate simple facts, procedures, operating principles, and operational
theory for the task.
- No training provided in the course or CDC.
X Training is required but not provided due to limitations in resources.
Each STS element is written as a behavioral statement. The detail of the statement and verb
selection reflects the level of training provided by resident training and CDCs.
Figure A4.5. STS Worksheet (Template).

1. Tasks 2. Core/ 3. Certification For OJT 4. Proficiency Codes Used To Indicate Training/
Wartime Information Provided
Tasks
A B C D E A B C
3-Skill 5-Skill 7-Skill
Knowledge
Level Level Level
And
Tng Tng Trainee Traine Certifie (3
Technical (1) (2) (1) (2) (1) (2)
Start Don Initials r r )
References C C C C C C
e Initials Initials Q
R D R D R D
T
S C S C S C
P
1. Ed &Tng
Career Field
1.1. Career
Field
Structure
1.2. Duties of
AFSC
3S2XX
Note: When developing your STS only identify applicable columns. For example, if you do not
have a QTP for your AFS then you do not need to develop a column as identified above. Also, if
AFI36-2201 15 SEPTEMBER 2010 147
you do not have a course or CDC for a particular skill level then you would not need to develop a
column for course or CDC.
A4.2.2. Section B—COL.
A4.2.2.1. Measurement. Each objective is indicated as follows: W indicates task or
subject knowledge, which is measured using a written test. PC indicates required task
performance, which is measured with a performance progress check. P indicates required
task performance, which is measured with a performance test. PC/W indicates separate
measurement of both knowledge and performance elements using a written test and a
performance progress check.
A4.2.2.2. Standard. The standard is 70% on written examinations. Standards for
performance measurement are indicated in the objective and delineated on the individual
progress checklist. Instructor assistance is provided as needed during the progress check,
and students may be required to repeat all or part of the behavior until satisfactory
performance is attained.
A4.2.2.3. Proficiency Level. Most task performance is taught to the ―2b‖ proficiency
level, which means the student can do most parts of the task but does need assistance on
the hardest parts of the task (partially proficient). The student can also determine step-by-
step procedures for doing the task.
A4.2.2.4. Course Objective. These objectives are listed in the sequence taught by Block
of Instruction.
A4.2.2.4.1. Initial Skills Course.
A4.2.2.4.1.1. Block I. (Title).
(Section number, objective and behavioral statement, STS references, and type of measurement)
A4.2.2.4.1.2. Block II. (Title).
(Section number, objective and behavioral statement, STS references, and type of
measurement).
A4.2.2.4.2. Advanced Skills Course.
A4.2.2.4.2.1. Block I. (Title). (Section number, objective and behavioral
statement, STS references, and type of measurement)
A4.2.2.4.2.2. Block II. (Title). (Section number, objective and behavioral
statement, STS references, and type of measurement)
A4.2.2.4.2.3. If there is no advanced course use the following note.
Note: There is currently no advanced course. This area is reserved.
A4.2.3. Section C—Support Material.
A4.2.3.1. The following list of support materials is not all-inclusive; however, it covers
the most frequently referenced areas.
148 AFI36-2201 15 SEPTEMBER 2010
A4.2.3.2. If there are no support materials use the following note. Note: There are
currently no support material requirements. This area is reserved.
AFI36-2201 15 SEPTEMBER 2010 149
A4.2.4. Section D—Training Course Index.

A4.2.4.1. Purpose. This section of the CFETP identifies training courses available for the
specialty and shows how the courses are used by each MAJCOM in their career field
training programs.
A4.2.4.2. AF In-Residence Courses.
XXXXXXXXX-000 Undergraduate Randolph AFB AF
A4.2.4.3. Extension Course Programs.
A4.2.4.4. Exportable Courses.
A4.2.4.5. Courses Under Development/Revision.
A4.2.5. Section E—MAJCOM Unique Requirements.
A4.2.5.1. The following list of MAJCOM unique responses is not all-inclusive; however,
it covers the most frequently referenced areas.
A4.2.5.2. If there are no MAJCOM unique requirements, use the following note. Note:
There are currently no MAJCOM unique requirements. This area is reserved.
150 AFI36-2201 15 SEPTEMBER 2010
Attachment 5
CHECKLIST FOR STRT/U&TW
SPECIALTY TRAINING REQUIREMENTS TEAM/UTILIZATION AND TRAINING

WORKSHOP (U&TW) CHECKLIST
OPR: Air Force Career Field Manager (AFCFM)
AETC Training Pipeline Manager (AETC TPM)
OCR: AETC Training Manager (TM)
MAJCOM Functional Manager (MFM)
Note: Early in the process, a decision must be made to determine whether to conduct the
STRT/U&TW via a TDY meeting or through a video teleconference (VTC). There are actually
two checklists contained herein. The first three paragraphs contain guidance for
STRT/U&TWs via a TDY meeting or a VTC. Numbers 4 through 9 are used when a TDY
meeting is conducted and numbers 10 through 16 are used for a VTC.
YES NO N/
A
1. All participants review existing policy/guidance:
a. AFI 36-2201, AF Training Program
b. AETCI 36-2203, Technical and Basic Military Training Development
2. Determine the need for a U&TW:
a. Management directed.
b. Establish a new AFS.
c. Major modification to existing AFS.
d. Merge two or more AFSs.
e. Graduate Assessment Survey (GAS) input from AETC TM
f. Field Evaluation Questionnaire Summary (FEQS) input from AETC
TM
3. Conduct Research:
a. Identify points of contact (these are not necessarily attendees or participants)
(1) MFMs
(2) AETC CDC Writer
(3) AETC Occupational Analysis Division
(4) AFPC/DPPAC & DPPAT (Classification Analysis - AFS mergers,
changes in specialties, or SEIs/SDIs).
(5) AETC Instructional Technology Unit Representative - When
complex media selection decisions are anticipated for resident or
nonresident training, the supporting AETC Instructional Technology unit
can perform a media and cost benefit analysis and provide media selection
guidance.
(6) Any other known sources:
(a) First line supervisors
(b) Representatives from other services (ITRO courses)
b. Gather supporting documents:
AFI36-2201 15 SEPTEMBER 2010 151
(7) Any policy, procedure, information that assists in managing the AFSC:
(a) AFPDs, AFIs, AFMANs, or AFPAMs
(b) Occupational survey reports and training extracts
(c) Existing STS
(d) Course training standard, CC, and plan of instruction. Note:
AETC TM is training POC.
(e) FEQS
(f) GAS responses - consistent issue or trend
(g) Specialty descriptions:
(1) AFOCD, Officer Classification
(2) AFECD, Airman Classification
c. Gather information from MFMs:
(1) Use message with questions to determine training requirements,
standards, and resources needed to build draft CFETP. Consider providing
a document template for ease in receipt and organization of the
information.
(2) Ask MFMs to review specialty descriptions, identify job
performance requirements, identify skill level training requirements, CDC
requirements, wartime requirements, core tasks, and MAJCOM unique
requirements.
(3) Identify supporting resources:
(a) Know the resources available to support any expanded training.
(b) AETC TPM can identify existing resources.
(c) Have essential documents like POM packages and other

strategic plans available at U&TW.
At this point the decision to conduct the STRT/U&TW using a TDY meeting or by means of a
VTC must be made by the AFCFM and the AETC TPM. Is this a new AFS or a merger of two
or more AFSs? If yes, consider a TDY meeting. Proceed to number 4. If no, then consider
conducting the U&TW by VTC.
4. Organize the STRT/U&TW—using TDY meeting:
(a) Use 4-month lead time to prepare for meeting.
(b) Complete all research actions before the meeting.
(1) Identify points of contact, gathering supporting documents, and
collect TM and MFM inputs.
(2) Include everything listed in paragraph 3.
(c) Hold meeting at training squadron, if possible.
(d) Schedule wing commander or group commander to open the
STRT/U&TW.
(e) Confirm billeting for attendees.
(f) Confirm transportation mode.
(g) Have TM brief on training standards and codes.
(h) Confirm administrative support at meeting site.
152 AFI36-2201 15 SEPTEMBER 2010
(i) Consider cost of STRT/U&TW—have only number of people

needed.
(j) Announce time and place if not included in earlier message.
(k) Keep documented trail of the actions and decisions.
5. Prepare Draft CFETP Document:
(a) Receive input from field and MFMs:
(1) Consolidate/arrange information for easy use.
(2) Send follow-up message if necessary.
(b) Draft the CFETP:
(1) AETC TM prepares the draft CFETP.
(2) Use appropriate format.
(c) Begin draft CFETP coordination process:
(1) Forward to MFMs to validate requirements.
(2) Draft into final after all MAJCOMs have responded.
(d) Receive return messages from MFMs identifying attendees.
6. Prepare for STRT/U&TW:
(a) Draft and forward message announcing specifics to all attendees.
(b) Draft meeting agenda.
(c) Draft seating arrangement.
(d) Organize working groups.
(e) Prepare draft STRT/U&TW handbook.
(f) Reserve any support equipment needed.
(g) Consider method to establish rapport.
(h) Finalize the agenda.
7. Conduct the STRT/U&TW:
(a) Have wing CC or group CC open the STRT/U&TW.
(1) Emphasize importance of the meeting.
(2) Stress funding responsibility - equipment, manpower, facilities.
(b) AFCFM chairs STRT/U&TW for utilization, and career field
mission issues and works in partnership with the AETC TPM throughout
the STRT/U&TW.
(c) Resolve any outstanding issues (review, edit, and revise final draft CFETP):
(1) Finalize job description, 3-skill level school requirements,
wartime requirements, 5-skill level CDC and 7-skill level, core tasks, and
formal school requirements.
(d) Discuss resource issues: AETC TPM chairs the portion of the U&TW covering
training and training resourcing and works in partnership with the AFCFM throughout
the U&TW.
(1) MAJCOMs must be prepared to provide funding (instructor
authorizations, equipment, and facilities) to support any new or revised
training.
(2) Determine which organizations will furnish resources and
establish commitment and delivery dates in writing.
AFI36-2201 15 SEPTEMBER 2010 153
(3) Document equipment availability dates and any problems.

(e) Identify any instructor authorizations.
(f) Discuss classroom availability.
(g) Establish training delivery dates.
(h) Consider manpower, facilities, CDCs, money, etc.
(i) Defer only those needing additional staffing – annotate in the
STRT/U&TW minutes. Issue Resolution is required for issues that normal
staff procedures will not resolve.
(j) The deliverable product of the U&TW should be a CFETP ready for
final coordination by the AFCFM.
(4) Review training front-end analysis (FEA) to include media and
cost benefit analysis. Decide upon the mix, quantity and sophistication of
training equipment and use of technology to deliver effective and cost
effective courseware.
8. Meeting follow-up requirements:
(a) Develop meeting minutes.
Include all steps involved in decision making, taskings, and deferred items.
(b) AETC TM briefs and provides the group CC written list of action
items and taskings within a week of the conclusion of the U&TW. If there
are any unresolved resource issues, then the AETC TPM and AFCFM will
elevate the action through their respective organizations. Request
assistance in obtaining needed resources through HQ AETC/A2/3/10 or
XP.
(c) Receive coordination and completed tasking input.
(d) AFCFM coordinates the final CFETP.
(e) Publish the CFETP.
(f) Monitor and track all taskings identified in the minutes.
9. Organize the STRT/U&TW using the VTC:
(a) Use 4-month lead-time to prepare for meeting.
(b) Complete all research actions before the meeting.
(1) Include identifying points of contact, gathering supporting
documents, and receiving TM and MFM inputs.
(2) Include all of item 3.
(c) Determine date and time (AFCFM, AETC TPM, and TM):
(1) AETC TM schedule VTC with local VTC studio.
(2) Local VTC studio coordinates studio availability with other sites.
(d) Schedule wing CC or group CC to open the STRT/U&TW.
10. Prepare draft CFETP Document:
(a) Receive input from field and MFMs:
(1) Consolidate and arrange for easy use.
(2) Send follow-up message if necessary.
(b) Draft the CFETP:
(1) AETC TM prepares the draft CFETP.
154 AFI36-2201 15 SEPTEMBER 2010
(2) Use the appropriate format.

(c) Begin strawman CFETP coordination process:
(1) Forward to MFMs to validate field requirements.
(2) Draft into final draft after all MAJCOMs have responded.
11. Prepare for STRT/U&TW:
(a) Draft and forward message announcing specifics to all participants.
(b) Receive return messages from MFMs confirming participants.
(c) Draft meeting agenda.
(d) Organize working groups.
(1) Use a kick-off VTC and have groups conduct separate VTCs to
address specific issues.
(2) Use a follow-up VTC as the forum/decision portion of
STRT/U&TW.
(e) Prepare draft STRT/U&TW handbook.
(f) Confirm and finalize the agenda.
(g) Distribute STRT/U&TW handbook to all participants.
12. Conduct the STRT/U&TW:
(a) Have wing CC or group CC open the STRT/U&TW.
(1) Emphasize importance of the meeting.
(2) Stress funding responsibilities (equipment, manpower, facilities,
etc).
(b) The AFCFM chairs the STRT/U&TW for utilization, career field
mission issues and works in partnership with the AETC TPM throughout
the STRT/U&TW.
(c) Resolve any outstanding issues:
(1) Review, edit, and revise final draft CFETP.
(2) Finalize job description, 3-skill level school requirements,
wartime requirements, 5-skill level CDC, 7-skill level CDC, core tasks and
formal school requirements.
(d) Discuss resource issues: AETC TPM chairs the portion of the STRT/U&TW covering
training and training resourcing and works in partnership with the AFCFM throughout the
STRT/U&TW.
(1) MAJCOMs must provide funding (instructor authorizations,
equipment, and facilities) to support any new or revised training.
(2) Determine which organizations will furnish resources and
establish commitments and delivery dates in writing.
(3) Document equipment availability dates and any problems.
(e) Identify any instructor authorizations.
(f) Establish training delivery dates.
(g) Consider manpower, money, facilities, and CDCs, etc.
(h) Defer actions needing additional staffing (annotate in the
STRT/U&TW minutes) for issues that normal staff procedures will not
resolve.
AFI36-2201 15 SEPTEMBER 2010 155
(i) The deliverable product of the U&TW should be a CFETP ready

for final coordination by the AFCFM.
(4) Review training front-end analysis (FEA) to include media and
cost benefit analysis. Decide upon the mix, quantity and sophistication of
training equipment and use of technology to deliver effective and cost
effective courseware.
13. Meeting follow-up requirements:
(a) Develop meeting minutes.
Include all steps involved in decision making, all taskings and their OPRs,
and all deferred items and their suspense dates.
(b) AETC TM briefs and provides the group CC written list of action
items and taskings within a week of the conclusion of the STRT/U&TW.
If there are any unresolved resource issues, and then the AETC TPM and
AFCFM will elevate the action through their respective organizations.
Request assistance in obtaining needed resources through HQ
AETC/A2/3/10 or XP.
(c) Receive coordination and completed tasking inputs.
(d) AFCFM coordinates final CFETP.
(e) CFETP is published.
(f) Monitor and track all taskings identified in the minutes.
156 AFI36-2201 15 SEPTEMBER 2010
Attachment 6
ASSOCIATED U&TW CORRESPONDENCE
Figure A6.1. Example Memorandum for Announcing STRT/U&TW and Gathering Information
SUBJECT: 3S2X1 UTILIZATION AND TRAINING WORKSHOP (U&TW) (TENTATIVELY

SCHEDULED BETWEEN 14-27 MAY 2002)
1. A U&TW IS TENTATIVELY SCHEDULED TO CONVENE EITHER THE WEEK OF 14-
20 OR 21-27 MAY 2009 AT SHEPPARD AIR FORCE BASE TEXAS. THE PURPOSE OF
THE U&TW IS TO IDENTIFY TRAINING (BOTH ON-THE-JOB (OJT) AND FORMAL) TO
SUPPORT 3S2X1 CAREER FIELD TASK PERFORMANCE REQUIREMENTS. PLEASE
DISTRIBUTE THIS MESSAGE THROUGHOUT THE 3S2X1 COMMUNITY.
2. THE AGENDA WILL INCLUDE DISCUSSION ITEMS SUBMITTED FROM THE FIELD
AND THE FOLLOWING TOPICS:
A. DETERMINE AFSC 3S2X1 UTILIZATION, QUALIFICATION, AND TRAINING
REQUIREMENTS FOR MAJCOM, BASE, UNIT, MAINTENANCE, EDUCATION
SERVICES, AND TRAINING DEVELOPMENT POSITIONS.
B. REVIEW AND REVISE (IF NECESSARY) J3ALR3S231-001, EDUCATION AND
TRAINING APPRENTICE COURSE; J3ACR3S271-000, EDUCATION AND TRAINING
CRAFTSMAN COURSE; 3S200 SPECIALIZED COURSE (SC); AND 3S2X1
QUALIFICATION TRAINING PACKAGE (QTP) REQUIREMENTS.
C. REVISE AFSC 3S2X1 SPECIALTY TRAINING STANDARD (STS) REQUIREMENTS
AND 3S2X1 CLASSIFICATION DESCRIPTIONS AS NECESSARY.
D. ADDRESS CHANGING ROLE OF 3S2X1 PERSONNEL PERFORMING EDUCATION
SERVICES AND BASE TRAINING OFFICE DUTIES AS A RESULT OF COMPETITIVE
SOURCING AND PRIVATIZATION INITIATIVES.
3. REQUEST ATTENDANCE OF NO MORE THAN TWO REPRESENTATIVES (WITH
VOTING AUTHORITY) FROM EACH MAJCOM, DRU, FOA. ADDITIONALLY, WE WILL
CONVENE A 3S2 ADVISORY PANEL CONSISTING OF ACTIVE, GUARD, AND
RESERVE 3S2 CMSGTS; THEREFORE, ALL 3S2 CMSGTS ARE INVITED TO ATTEND
AND PARTICIPATE. PROVIDE THE FOLLOWING INFORMATION TO MSGT SMITH,
[email protected], NLT 15 MAR 2009.
A. ATTENDEE'S GRADE, NAME, SSN, ORGANIZATION ADDRESS, PHONE NUMBER
AND EMAIL ADDRESS.
B. THE CONSOLIDATED LIST OF FIELD DISCUSSION TOPICS/RECOMMENDATIONS.
SUBMISSIONS ARE NOT LIMITED TO THE ABOVE AGENDA ITEMS. MAJCOM, FOA,
AND DRU POINTS OF CONTACT: PLEASE MAKE A CONCERTED EFFORT TO
COLLECT, CONSOLIDATE, AND SUBMIT ALL FIELD SUBMISSIONS TO MSGT SMITH
(SEE ABOVE EMAIL ADDRESS OR FAX TO DSN 665-2328) BY THE SUSPENSE DATE.
AFI36-2201 15 SEPTEMBER 2010 157
C. LET US KNOW ASAP IF THE TENTATIVE U&TW DATES CONFLICT WITH

PREVIOUSLY SCHEDULED EVENTS SO WE MAY ENSURE MAXIMUM
PARTICIPATION.
4. WITH YOUR COLLECTIVE PARTICIPATION, THIS WILL BE A PRODUCTIVE AND
SUCCESSFUL 3S2X1 U&TW. POINTS OF CONTACT ARE SMSGT CAROL JOHNSON AT
82TRSS/TTF, DSN 736-7098, MSGT SMITH AT AFPC/DPPAT, DSN 665-2534, AND
CMSGT JONES AT AF/A1DLT, DSN 227-9489.
Figure A6.2. Example Memorandum for Announcing STRT/U&TW and Gathering Information
SUBJECT: EDUCATION AND TRAINING (3S2X1) UTILIZATION AND TRAINING

WORKSHOP (U&TW)
1. HQ AF/A1DL, AFCM FOR AFSC 3S2X1, HAS DECIDED TO INCLUDE A 5-SKILL
(JOURNEYMAN) LEVEL WITHIN THE EDUCATION AND TRAINING (E&T) CAREER
FIELD STRUCTURE ON 30 APR 09. THE DECISION GROWS OUT OF CHANGES TO AIR
FORCE TRAINING POLICIES AND A NEED TO ENSURE E&T PERSONNEL CAN
PERFORM FUNCTIONS EVOLVING FROM THESE CHANGES AND OUR RECENT AFS
MERGER. AS A RESULT, WE HAVE TENTATIVELY SCHEDULED A U&TW FOR 22-26
FEB 09 AT SHEPPARD AFB TX TO REFINE/ALIGN E&T REQUIREMENTS
ACCORDINGLY.
2. OUR TENTATIVE AGENDA FOCUSES ON REDEFINING 3-SKILL LEVEL AND
TECHNICAL TRAINING REQUIREMENTS, ALSO IDENTIFYING 5-AND 7-SKILL
LEVEL SPECIALTY QUALIFICATIONS CORE TASKS, AND CORRESPONDENCE
COURSE REQUIREMENTS. MAXIMUM INVOLVEMENT FROM THE 3S2X1
COMMUNITY IS NEEDED TO ENSURE THE E&T REQUIREMENTS FOR THE NEW
SKILL LEVEL STRUCTURE REQUIREMENTS REFLECT ACTUAL NEEDS.
THEREFORE, WE ASK MAJCOM E&T MANAGERS TO SURVEY ALL 3S2X1
PERSONNEL REGARDING THE TENTATIVE AGENDA ITEMS AND PROVIDE OUR
OFFICE A CONSOLIDATED LIST OF RECOMMENDATIONS TO THE 3S2X1 CAREER
FIELD EDUCATION AND TRAINING PLAN (CFETP) BY (SUSPENSE: 30 JAN 09). WE
WILL DEVELOP A STRAWMAN CFETP AND PROVIDE IT FOR REVIEW SHORTLY
THEREAFTER.
3. YOU ARE WELCOME TO PROVIDE OTHER TOPICS FOR CONSIDERATION.
FURTHER CONFIRMATION AND DETAILS OF THE U&TW WILL BE PROVIDED AT A
LATER DATE.
4. POC: MSGT WHITE, AFPC/DPSIT, DSN 665-2534.
158 AFI36-2201 15 SEPTEMBER 2010
Figure A6.3. Example Memorandum for Record on Occupational Analysis Report (OAR)
Development
MEMORANDUM FOR RECORD SUBJECT: 3S2X1 Occupational Analysis Report

Development
1. On 11 January 2009 at 1330, I met with Mr. Bill Jones, AETC/A3-OA, in his office to discuss
the details of AETC/A3-OA providing an OAR for AFSC 3S2X1 (Education and Training). At
his request, I briefed him on the rationale for the OAR. Our meeting results are as follows:
a. Current data for an OAR for AFSC 3S2X1 exists and an OAR can be produced when needed.
Data received from the recent survey of AFSC 3S2X1 is being compiled, but time is needed to
reconcile against the current OAR.
2. The 3S2X1 OAR will include the following five reports:
(1) A task listing with data reflecting percentile of personnel performing, task difficulty, task
emphasis, and Automated Training Indicator (ATI).
(2) A task emphasis report rating tasks in descending order of emphasis (most to least
emphasized). This report will also reflect data illustrating percentile of personnel performing,
task difficulty, and ATI.
(3) A task difficulty report rating tasks in descending order of difficulty (most to least difficult).
This report will also include data reflecting percentile of personnel performing, task emphasis,
and ATI.
(4) An ATI report rating tasks in descending order of plausibility for training in an initial skills
(3-skill level) course (most to least plausible). This report will also reflect data illustrating
percentile of personnel performing, task difficulty, and task emphasis.
(5) An STS matching report listing all tasks as they line up on the STS. This report will also
reflect data illustrating percentile of personnel performing, task emphasis, and ATI. To produce
this report, the training manager at the technical training center will assist AETC/A3-OA by
arranging for Subject Matter Experts (SME) to align the tasks under the appropriate STS line
entries. SMEs can come from our office or the technical school.
3. The meeting concluded at 1400.
SAM SNEAD, CMSgt, USAF
Education and Training AF Career Field Manager
AFI36-2201 15 SEPTEMBER 2010 159
Figure A6.4. Example Memorandum to request feedback from STRT/U&TW

SUBJECT: MAJCOM INPUT FOR THE EDUCATION (3S2X0) AND TRAINING SYSTEMS
(3S2X1) UTILIZATION AND TRAINING WORKSHOP (U&TW) (SUSPENSE: 20 Jan 02)
1. SUSPENSE DATE FOR PROVIDING FEEDBACK IS FRIDAY, 20 JAN 02. WE HAVE
SET ASIDE THE WEEK OF 4-8 FEB 02 FOR CONSOLIDATING YOUR INPUT INTO
DOCUMENTS; THEREFORE, INPUT NOT RECEIVED BY 20 JAN 02 MAY NOT BE
INCLUDED.
2. WE WILL USE THE DOCUMENTS FOR A PLANNING MEETING TO BE HELD 11-15
FEB 02 AT SHEPPARD AFB (82 TRG). THIS MEETING WILL HELP DETERMINE
TECHNICAL AND CORRESPONDENCE COURSE REQUIREMENTS. WE NEED TO
PROVIDE A COPY OF THE DOCUMENTS IN ADVANCE OF THE U&TW TO
FACILITATE PREPARATION. WE EXPECT TO FORWARD THE FINAL DOCUMENTS
BY 5 MAR 02. WE APPRECIATE YOUR COOPERATION. POC: AFPC/DPPAT, DSN 665-
2534.
Figure A6.5. Example Memorandum for STRT/U&TW Reporting Instructions
SUBJECT: REPORTING INSTRUCTIONS FOR AFSC 3S2X1 UTILIZATION AND
TRAINING WORKSHOP (U&TW), 11-15 FEB 02.
1. INDIVIDUALS SCHEDULED TO ATTEND SUBJECT WORKSHOP SHOULD REPORT
NLT 0730, 11 FEB 09 TO AFPC, BLDG 499, CONFERENCE CENTER, ROOM 113.
PARKING IS LIMITED, STRONGLY SUGGEST THOSE WITH RENTAL CARS ARRIVE
AT 0715. THERE WILL BE A REGISTRATION FEE OF $15 TO BE PAID IN CASH 15 FEB
02 (RECEIPTS WILL BE PROVIDED). ALSO, BY NOW HQ AETC/A3P (REF OUR MSG,
101700Z DEC 01, SUBJECT: AFSC 3S2X1 UTILIZATION AND TRAINING WORKSHOP
(U&TW) LODGING AND TRANSPORTATION ARRANGEMENTS) SHOULD HAVE
RECEIVED YOUR TRAVEL ITINERARY. IF YOU HAVEN'T REPLIED, PLEASE DO SO
ASAP.
2. THE AGENDA IS AS FOLLOWS: 11 FEB, DEVELOP 3S2X1 SPECIALTY
DESCRIPTION; 12 FEB, FINALIZE SPECIALTY DESCRIPTION AND BEGIN
IDENTIFYING DUTY POSITION JOB PERFORMANCE REQUIREMENTS (JPR); 13 FEB,
CONTINUE IDENTIFYING AND FINALIZE DUTY POSITION JPRS; 14 FEB, IDENTIFY
AND FINALIZE 3-SKILL LEVEL TECH SCHOOL AND CDC REQUIREMENTS; AND 15
FEB, FINALIZE LIFE-CYCLE DOCUMENT. Note: MUCH OF THIS WILL BE GROUP
WORK.
3. AS YOU CAN SEE, WE'VE GOT A FULL SLATE SO PLEASE COME PREPARED.
WITH YOUR HELP, WE CAN ESTABLISH THE FOUNDATION TO SUPPORT THE NEW
TRAINING AFS.
160 AFI36-2201 15 SEPTEMBER 2010
Figure A6.6. Example Cover Letter to Draft CFETP

SUBJECT: 3S2X1 Career Field Education and Training Plan (CFETP), Draft
TO: See Distribution
1. The attached CFETP was developed from your input. Please complete the following actions
prior to the Specialty Training Requirements Team (STRT)/Utilization and Training Workshop
(U&TW):
a. Identify the core tasks required for 7-and 9-skill level upgrade, and each of the six basic duty
positions (i.e., unit, base, and maintenance positions, education services, curriculum developer,
and MAJCOM manager). The goal is to define minimum tasks the individual must be qualified
to perform.
b. Identify the tasks required as wartime training requirements, to include the 3-skill level
wartime course. The training specialty has a wartime and (or) contingency commitment in two
areas of operation (non-combat ports, FSMs and communication zones).
2. The STRT/U&TW will be held in the AFPC Conference Center, Bldg 499A (A-wing), 20-24
May 02. Conference hours will be 0730-1630 each day. Due to the anticipated work schedule,
please arrive prepared and bring the CFETP with you. Completing the requested actions will
help expedite the process and ensure we create a quality product.
3. We appreciate your cooperation. Please direct any questions to TSgt Jones, AFPC/DPPAT,
DSN 665-2534.
AFI36-2201 15 SEPTEMBER 2010 161
Attachment 7
CONDUCTING TRAINING STAFF ASSISTANCE VISITS (SAV)
A7.1. Purpose. The purpose of this attachment is to provide guidance for preparing,
conducting, and documenting SAVs. The objective of a SAV is to determine the effectiveness of
the unit training program. When conducting SAVs, use the applicable sections of this attachment
and any MAJCOM directives.
A7.2. Overview. Conduct the visit in the following sequence:
A7.2.1. Make pre-visit preparations.
A7.2.2. Visit the unit/work centers.
A7.2.3. Post visit procedures.
A7.3. Pre-Visit Preparation. Thorough planning will ensure the success of the SAV.
A7.3.1. Scheduling. A flexible schedule is necessary to meet each work center‘s daily
operations. Contingencies, exercises, or peak workloads may cause temporary interruptions
to the SAV schedule. Conduct the visit by notifying the UTM of the tentative dates and times
for visiting the work centers.
A7.3.2. Research. Use all available resources such as OJT rosters, quarterly meeting
minutes, status of training information, previous SAV reports, wing safety reports, AFTC
usage data, and task evaluations or quality assurance (QA) reports.
A7.3.3. Know the unit‘s mission.
A7.3.4. Review policy letters to ensure compliance with governing training directives.
A7.3.5. Know the unit‘s contingency or wartime training requirements.
A7.4. Visiting the Unit.
A7.4.1. Protocol During Visits. Always begin and end the visit by briefing the commander
and additional unit leaders, as required.
A7.4.2. Briefing Requirements. As a minimum, brief the following areas:
A7.4.2.1. State the purpose of the SAV (e.g., to assess the effectiveness and quality of
training, and to provide assistance and recommendations).
A7.4.2.2. Outline assessment areas.
A7.4.2.3. State the approximate duration of the visit.
A7.4.2.4. Review any special interest items.
A7.4.2.5. Schedule an outbrief.
162 AFI36-2201 15 SEPTEMBER 2010
A7.5. Post Visit Procedures.

A7.5.1. Writing the SAV Report. Clearly and concisely document the health of the unit‘s
training program, specific areas needing improvement, and an outline of required actions.
Refer to AFH 37-337, The Tongue and Quill, for additional writing suggestions. The report
will include the following:
A7.5.1.1. Base or Unit TM Unit Designation, Office Symbol, and Phone Extension.
A7.5.1.2. Routing Procedures. Forward the report to the squadron commander.
A7.5.1.3. Timeliness of Report. Send reports NLT 30 days after the SAV is conducted.
(60 days for ARC).
A7.5.1.4. Summary of SAV Report Key Areas (see figure A7.2., SAV Assessment
Areas). The assessment areas identified in figure A7.2. with a single * are for the UTM‘s
visits and the double ** areas identify the Base TM‘s area. Items identified by single or
double asterisks are minimum assessment areas and will be addressed in appropriate SAV
Reports. Address all other areas if applicable to the unit.
A7.5.1.4.1. Assessment. Provide specific findings by summarizing what or who was
seen, how many, etc., and emphasizing positive results. However, identify problems,
because the commander needs to know.
A7.5.1.4.2. Specific Assistance Provided. Give specific base or unit TM assistance.
A7.5.1.4.3. Recommendations. State specific recommendations on corrective actions
for deficiencies noted during the SAV.
A7.5.2. Follow-up Visits. If there are significant findings in a work center a follow-up visit
is required. Indicate on the report the date the follow-up is due, not to exceed 60 duty days
after the SAV (90 Days for ARC). A memorandum for record will be required for the follow-
up visit indicating long-term corrective actions.
Figure A7.1. Training SAV Report Sample
The formal SAV report must include the memorandum and assessment, specific assistance
provided, recommendations, and follow-up if necessary. Reports must be comprehensive enough
for a unit or section to know what must be changed or improved upon in order to be in
compliance with the spirit and intent of this AFI. Prepare a memorandum identifying the
purpose, visit dates, and a reply to the report, if necessary. An example of a memorandum is as
follows:
MEMORANDUM FOR UNIT COMMANDER
FROM: BASE OR UNIT TM
SUBJECT: Training Staff Assistance Visit, Dates of SAV
1. The purpose of the SAV was to assess the effectiveness of the unit‘s training program and to
provide guidance, assistance, and specific recommendations for correcting training deficiencies.
2. The visit was conducted by: Rank, name and title, from (inclusive dates), IAW AFI 36-2201.
3. Summarize assessment, specific assistance provided, recommendations, and follow-up. Put
task evaluation results in Attachment 1, and identify key personnel contacted in Attachment 2.
AFI36-2201 15 SEPTEMBER 2010 163
4. Identify any work centers or personnel who contributed outstanding training service to the
unit.
5. A reply to specific deficiencies in this report is/is not required. Identify significant problems
within Attachment 1 and require a corrective action response NLT 60 days after the SAV
completion.
Base/Unit TM Signature Block
Attachments:
Assessment
Task Evaluations
Key Personnel Contacted
1st Ind; Unit Commander
MEMORANDUM FOR Base or Unit Training Manager
Commander‘s Comments.
Commander‘s Signature Block
Figure A7.1.2 SAV Assessment Areas
The SAV report must include, as a minimum the assessment (be specific, tell what you saw,
emphasize the positive when possible); specific assistance provided during the visit (explain
what you did as the training manager to assist); and recommendations for correcting any
discrepancies noted (state your recommended management-oriented ideas as to what action or
actions are necessary to correct discrepancies and prevent future occurrences).
1. (*) (**) Training Program Effectiveness. The UTM will assess the overall effectiveness of a
section‘s training program. The Base Training Manager (BTM) will assess the effectiveness of
the unit training program from a management point of view. How effective are management
tools developed by the commander and UTM in success of the training program.
a. Assessment
b. Specific assistance provided
c. Recommendations
2. (**) UTM Effectiveness in Performing Duties and Support. The BTM should interview
selected supervisors in a sampling of sections within a unit. Statistical analyses of products and
suspenses since the last visit, CDC management, unit assessments, and AFTC participation
should be evaluated throughout the year.
a. Assessment
b. Specific assistance provided
c. Recommendations
164 AFI36-2201 15 SEPTEMBER 2010
3. (**) Quality and Timeliness of Training Meeting and Minutes. Are unit training meetings
meaningful? Do they address current training issues and deficiencies? Does the UTM present
information from Base Training meetings? Are procedural changes addressed? Is training
conducted during the meetings? Are guest speakers invited to speak at the meetings? Are
meetings conducted IAW paragraph 6.3.1.11?
a. Assessment.
b. Specific assistance provided.
c. Recommendations.
4. (**) Quality and Timeliness of Unit Staff Assistance Visits. The Base Training Manager will
evaluate formal visits, SAV reports, and informal SAVs. Are reports comprehensive? Does the
UTM offer assistance and advice for training improvements in sections visited? Are
Memorandums for Record (MFR) prepared when informal visits are conducted?
a. Assessment.
c. Recommendations.
5. (*) Supervisory Performance of Training Duties. The UTM evaluates how well supervisors are
performing their duties and meeting the training responsibilities for the trainee.
a. Assessment.
c. Recommendations.
6. (*) Supervisor, Trainer, and Trainee Knowledge of Training. Have supervisors, trainers, and
task certifiers attended the AFTC? Have they reviewed their responsibilities in AFI 36-2201? Do
trainees understand their responsibilities in the OJT program?
a. Assessment.
c. Recommendations.
7. (*) (**) Currency and Usage of MTLs and MTPs. The UTM evaluates MTLs and MTPs
during visits to individual work centers. The MTL should include all information required in
paragraph 6.7 to include day-to-day mission requirements, duty position requirements,
contingency/ wartime requirements, and additional duties tasked to the work center. MTPs
include milestones for completion of upgrade and qualification training and serve as a guide to
completion of upgrade training.
a. Assessment.
c. Recommendations.
AFI36-2201 15 SEPTEMBER 2010 165
8. (*)(**) Quality of Training. Is training scheduled as much as the mission will allow? Are
trainers and task certifiers using training tools and/or checklists to ensure all trainees are
receiving proper and adequate training and are evaluated against a predetermined standard?
a. Assessment.
c. Recommendations.
9. (*)(**) CDC Program Administration. Are programs in place to ensure CDCs are managed
IAW paragraph 6.10? Does the unit have an incentive program? How successful is the
unit/section CDC program? Are supervisors involved with the trainee in preparing for course
exams?
a. Assessment.
c. Recommendations.
10. (*)(**) Training Record Documentation. Are training records documented IAW paragraph
6.8 and AFCFM guidance? Are they maintained IAW other agency guidance, such as the Federal
Aviation Administration, Joint Commission on Accreditation of Healthcare Organizations, Heath
Services Inspection, etc?
11. (*)(**) Individual Mobilization Augmentee (IMA) Program (if applicable). If the unit has no
IMAs this program is not evaluated. However, UTMs and BTMs must evaluate this program if
there are enlisted IMAs assigned/attached.
a. Assessment.
c. Recommendations.
12. (*)(**) AFTC Scheduling and Backlog. Does the UTM conduct the AFTC IAW the
minimum guidelines? Are classes of sufficient length to ensure trainers and task certifiers are
taught specific concepts of their responsibilities? Is the course taught often enough to prevent a
large backlog? Is the Base Training office supporting units with non 3S2X1 personnel assigned?
a. Assessment.
c. Recommendations.
13. (*)(**) Trainees In Nonproductive Training Status. Are these trainees evaluated as directed
in paragraphs 6.8, 6.10 and Attachment 7? Are counseling statements documented on AF Forms
623a or suitable substitute and filed in the individual training records? Are trainees evaluated for
improvement? Are commanders briefed on the status of these trainees at least monthly?
a. Assessment.
c. Recommendation.
166 AFI36-2201 15 SEPTEMBER 2010
14. Programs Required by Other Directives.

a. Assessment.
c. Recommendations.
15. (**) Technical Training Graduate Surveys. Does the UTM have a process in place to track
GAS surveys?
a. Assessment.
c. Recommendations.
16. (**) Annual Formal Training Course Screening Procedures. Are UTMs involved in the
Annual Screening Process?
a. Assessment.
c. Recommendations.
17. (*)(**) Training Statistics By Skill Level.
18. Resource Augmentation Duty (READY) Program. Does the unit/section have personnel
involved in/assigned to the READY Program? Are these additional duties listed in the MTL and
MTP? Does the MTL identify personnel assigned to these programs?
19. Summary. Close with a brief overall status of the unit‘s training program.
AFI36-2201 15 SEPTEMBER 2010 167
Attachment 8
STAFF ASSISTANCE VISIT CHECKLIST
Table A8.1. Staff Assistance Visit Checklist

Commander‘s Responsibilities
No. Item Yes No N/A
Does/has the Commander:

1. Ensure the UTM provides a comprehensive monthly status of
training (SOT) briefing? (see paragraph 6.5.2.1)
2. For units without a 3S2X1 assigned, appoint an individual to
perform UTM duties as an additional duty training manager and
forwarded a copy of the official appointment letter to the Base
Training Office? (see paragraph 6.5.3.1)
3. Assigned additional duties to the UTM that negatively impacts
his/her ability to accomplish unit training responsibilities? (see
paragraph 6.5.3.2)
4. Ensure sufficient funding is included in the unit training budget
to support training requirements? (see paragraphs 6.5.3.4 and
6.5.3.5)
5. Ensure supervisors conduct and document initial training
evaluations within 60 days of assignment (within 120 days for
ARC) (see paragraph 6.5.3.7)
6. Ensure trainers and certifiers meet minimum qualifications
required to conduct/certify training? (see paragraph 6.5.3.8)
7. Ensure all work centers develop and use a MTP? (see paragraph
6.5.4)
8. Implemented an effective training recognition program to
acknowledge outstanding performance? (see paragraph 6.5.7)
9. Evaluate the training progress of all personnel in training status
code (TSC) ―T‖ at the end of 90 days, take appropriate
administrative action as required, and documented evaluations
in the training records? (see Table 6.1., Line 11 and Attachment
11, Line 15)
168 AFI36-2201 15 SEPTEMBER 2010
Does/has the supervisor:

1. Administer the CDC program IAW paragraph 6.10?
2 Conduct and document a comprehensive review of the entire
CDC prior to requesting the course exam? (see Table 6.1., Line
7)
3. Request extensions, if required, through the UTM after the
trainee has been enrolled in the CDC for 8 months and/or the
trainee is scheduled for a PCS within the next 60 days? (see
paragraph 6.10.2.5)
4. Ensure one volume of the CDC is completed every 30 days?
(see Table 6.1., Line 5)
5. During unit review exercises, conduct and document volume
review training on missed areas? (see Table 6.1, Line 6)
6. Conduct CDC review training and document the training on the
course exam scorecard for trainees who fail the CDC the first
time? (see Table 6.1, Line 10)
7. Have a tracking system to monitor CDC progress and volume
completion? (see Table 6.1, Line 5)
8. Schedule, conduct and document supervised training sessions
when the trainee has difficulty with CDC progression or task
certification? (see paragraphs 6.7.1.15 and 6.7.1.16)
Master Training Plan (MTP) (see paragraphs 6.7.1.2 and 6.8)
1. Have all work center supervisors developed a MTP that covers
100 percent of the tasks for the work center, including
contingency and deployment requirements? (see paragraphs 6.7
and 6.8)
2. Does the MTP include adequate milestones for CDC and task
completion? (see paragraph 6.7.1.2.4)
3. Does the MTP include the most current CFETP or automated
training product? (see paragraph 6.7.1.2.2)
4. Does the MTP include an AF Form 797 that identifies locally
assigned tasks, if required? (see paragraph 6.7.1.2.3)
5. Does the MTP include other products needed to meet the needs
of the specific work center (e.g., AF Form 1098, AF Form
1320a?) (see paragraphs 6.7.1.2 and 6.7.1.3)
AFI36-2201 15 SEPTEMBER 2010 169
Supervisor/Trainer Knowledge, Guidance, and Support

Does/has the supervisor:
1. Integrate training with the day-to-day work center operations
and consider equipment availability, training opportunities, etc?
( see paragraph 6.7.1.6)
2. Maintain AF Form 623 or other approved training record for
applicable personnel? (see paragraph 6.7.1.7)
3. Ensure trainees meets all mandatory requirements as defined in
AFECD, CFETP, AFJQS, and duty position requirements prior
to recommending upgrade actions? (see paragraph 6.7.1.8)
4. Recommend the UTM initiate personnel action on trainees

entering, completing, or withdrawn from training? (see
paragraph 6.7.1.9)
4.1. Are STEP promotees entered into upgrade training upon the
date of promotion to SSgt? (see paragraph 6.6.25.3)
4.2 Are retrainees, SSgt and above, entered into upgrade training
upon award of the 5-skill level? (see paragraph 6. 6.25.4)
4.3 Are personnel entering 7-level upgrade training entered into
training on the first day of the promotion cycle, i.e., 1 Sep (AD
only)? (see paragraph 6.6.25.5)
5. Does the supervisor attend quarterly training meetings
conducted by the unit training manager or appoint a
representative to attend? (see paragraph 6.7.1.10)
6. Does the supervisor conduct and document work center training
orientation within 60 days of assignment (120 days for ARC)?
(see paragraph 6.7.1.12) As a minimum does the orientation
include:
6.1. What the trainee will be doing? (see paragraph 6.7.1.12.1)
6.2. Duty hours and shifts, including periods of rest (non-duty

hours) time? (see paragraph 6.7.1.12.2)
6.3. Safety requirements found on the AF Form 55, Employee
Safety and Health Record? (see paragraph 6.7.1.12.3)
6.4. Time and training requirements for upgrade and qualification
training? (see paragraph 6.7.1.12.4)
6.5. Responsibilities of the trainee, trainer, task certifier, and
supervisor? (see paragraph 6.7.1.12.5)
7. Does the supervisor document training progression on the AF
Form 623a or automated version? (see paragraph 6.7.1.25) As a
minimum, does the documentation include the following, as
applicable:
170 AFI36-2201 15 SEPTEMBER 2010
7.1 CDC and task progression? (see paragraph 6.7.1.25.1)

7.2 Task certification/recertification? (see paragraph 6.7.1.25.2)
7.3 Training strengths, weaknesses, attitude and corrective action
implemented? (see paragraph 6.7.1.25.3)
8. Conduct and document an initial evaluation within 60 days of
initial assignment (120 for ARC), either PCS or PCA? (see
paragraph 6.7.1.14)
9. Does the evaluation include, as a minimum:

9.1 AFSC, duty position (including core and HST tasks), and
deployment/UTC, requirements? (see paragraph 6.7.1.14.1)
9.2 CDC requirements? (see paragraph 6.7.1.14.2)
9.3 Formal and informal training requirements, such as skills,
knowledge, or classroom instruction? (see paragraph 6.7.1.14.3)
9.4 Other local or unique training requirements? (see paragraph
6.7.1.14.4)
9.5 Supervisor and trainee responsibilities as outlined in governing
directives, such as AFIs 36-2101, 36-2201, and the CFETP?
(see paragraph 6.7.1.14.5)
10. Schedule and conduct supervised training sessions when a
trainee has difficulty with CDC progression or task
certification? (see paragraph 6.7.1.15)
11. Document all interruptions to training affecting a trainee‘s
progress (leave, TDY, hospitalization, etc) (see paragraph
6.7.1.16)
12. Select trainers and certifiers based on skill qualifications? (see
paragraph 6.7.1.18)
13. Administer the CDC program IAW paragraph 6.10? (see
paragraph 6.7.1.21)
14. Conduct annual screening of formal training requirements
based on work center mission requirements, trainee
qualifications, lack of training capability, or new equipment?
(see paragraph 6.7.1.23)
AFI36-2201 15 SEPTEMBER 2010 171
Unit Training Manager Responsibilities

Does/has the UTM:
1. Manage and conduct training in support of unit mission
requirements, both home station training (HST), and
deployment/UTC requirements? (see paragraph 6.6.3)
2. Advise and assist the commanders and unit personnel in
executing their training responsibilities? (see paragraph 6.6.4)
3. Prepare a budget to support training requirements and submit to
unit commander for approval? (see paragraph 6.6.5)
4. Interview newly assigned personnel within 30 days (60 days for
ARC) to determine training status and CDC progression? (see
paragraph 6.6.6)
5. Initiate AF Form 623 (or approved electronic equivalent) for all
trainees entering UGT for the first time and provide to the
supervisor? (see paragraph 6.6.7)
6. Conduct a comprehensive trainee orientation IAW Attachment
10 for trainees initially entering UGT within 60 days of
assignment (90 days for ARC) and document completion on AF
Form 623a or approved automated system? (see paragraph
6.6.8)
7. Ensure IMAs hand-carry training records to unit of assignment?
(see paragraph 6.6.9)
8. Develop and coordinate training policy and program changes
(including publications, supplements, and operating
instructions) with work centers, unit commander, and other
training managers, as appropriate? (see paragraph 6.6.10)
9. Ensure all work centers have a MTP IAW paragraph 6.8? (see
paragraph 6.6.11)
10. Assist work centers in developing a MTP to plan, manage and
execute training activities? (see paragraph 6.6.11)
11. Conduct a SAV of unit training programs every 24 months (36
months for ARC)? (see paragraph 6.6.13)
12. Screen annual and out-of-cycle requests (both formal and
advanced distributed learning) and prioritize requirements. (see
paragraph 6.6.15)
13. Process formal training requests? (see paragraph 6.6.16)
14. Provide current CFETPs, STSs, and AFJQS for assigned
AFSCs as required? (see paragraph 6.6.17)
15. Instruct and administer the AFTC (AFTC)? (see paragraph
6.6.18)
172 AFI36-2201 15 SEPTEMBER 2010
16. As needed, assist with scheduling HST and deployment/UTC

training requirements to meet mission accomplishment? (see
paragraph 6.6.19)
17. Coordinate field evaluation surveys of formal training course
and occupational surveys? (see paragraph 6.6.20)
17.1. Develop a method to track evaluations/surveys? (see paragraph
6.6.20)
17.2. Explain the purpose and importance of surveys to unit
personnel? (see paragraph 6.6.20)
18. Conduct unit training meetings at least quarterly? (see
paragraph 6.6.21)
18.1. Prepare and distribute meeting agenda? (see paragraph
6.6.21.1)
18.2. Write and distribute meeting minutes within 10 days after
holding the meeting (within 60 days for ARC)? (see paragraph
6.6.21.2)
18.3. Do minutes include personnel attended/absent, and an in-depth
description of items discussed? (see paragraph 6.6.21.3)
18.4. Forward a copy of meeting minutes to all work centers, unit
commander, and Base Training? (see paragraph 6.6.21.2)
19. Attend Base Training meetings? (see paragraph 6.6.22)
20. Generate a OJT roster by the 5th of each month? (see paragraph
6.6.24.1)
20.1. Annotate status of each trainee to include task and CDC
completion? (see paragraph 6.6.24.2)
20.2 Brief the commander monthly on the status of each trainee?
(see paragraph 6.6.24.3)
20.3 Ensure the unit commander signs the OJT roster and forward
copy to Base Training? (see paragraphs 6.6.24.4. and 6.6.24.5)
20.4 Maintain copies for one year? (see paragraph 6.6.24.6)
21. Manage the CDC program IAW with paragraph 6.10? (see
paragraph 6.6.25)
21.1 Establish a CDSAR account? (see paragraph 6.6.25.8)
21.2 Schedule course exam testing upon supervisor‘s request and
verification of review training? (see paragraph 6.6.25.9)
22. Review AF publication website at least monthly and inform
supervisors of CFETP, STS, and AFJQS changes? (see
paragraph 6.6.25.10)
AFI36-2201 15 SEPTEMBER 2010 173
23. Conduct informal work center visits and maintain memos for
record until the unit SAV is completed? (see paragraph
6.6.25.11)
23. Conduct informal work center visits and maintain memos for
record until the unit SAV is completed? (see paragraph
6.6.25.11)
24. Conduct unit in- and out-processing of TDY and PCS and/or
PCA personnel? (see paragraph 6.6.25.12.)
25. Ensure personnel hand-carry their training records when going
TDY IAW applicable deployment reporting instructions? (see
paragraph 6.6.25.12.)
26. Consolidate and forward unit statistical data by the 10th duty
day of the month for input into status of training briefings? (see
27. Conduct a training progress review at the 24th month of UGT,
consisting of one-on-one interviews with the supervisor and
trainee to evaluate the status of UGT for the trainee? (see
174 AFI36-2201 15 SEPTEMBER 2010
Attachment 9
GUIDE FOR INTERVIEWING PROSPECTIVE 3S2X1 RETRAINEES
A9.1. Purpose. The purpose of this guide is to provide additional information for interviewers
of personnel interested in retraining into AFSC 3S2X1 (Education and Training). This
information goes beyond the AF classification system of requirements and procedures for
retraining. Use this guide to provide an overview of the various jobs within the AFSC and entry
requirements.
A9.2. Introduction. Being a training manager in today's AF is a very demanding, yet
rewarding job, if approached with a positive attitude and a willingness to serve. Anyone desiring
to become a training manager must understand what the AFSC encompasses and requires.
A9.3. Information. As with any major decision in life, gain as much information as possible
before making a final decision. Gather information from the following sources:
A9.3.1. Review AFECD, specialty description outlining 3S2X1 AFSC duties and
responsibilities.
A9.3.2. Review the current 3S2X1 Part II of the CFETP for general task requirements of the
AFSC. Technical references and functional publications relating to the duty position, i.e.,
AFI 36-2201, provide specific guidance.
A9.3.3. Consider the need to work with people and communicate effectively both orally and
in writing.
A9.3.4. Consider the need to deal effectively with personnel at all levels, especially
commanders and supervisors.
A9.3.5. Techniques for skills such as guiding, persuading, counseling, advising, assisting,
educating, and instructing are essential for success.
A9.3.6. The initial mandatory AFS training is Education and Training Apprentice Course
(E3ALR3S231-0A1A, PDS Code 472). Additionally, technical or academic instructor
courses are helpful.
A9.4. Different Jobs. Next, a review of the different positions is in order. There are basically
three distinguishable areas in the AFSC; training and related training program development and
management, formal instructing and related training activities, and support of voluntary
education policy and programs. Within these three areas exist at least seven common variations
of jobs:
A9.4.1. Unit Training Manager (UTM).
A9.4.2. Aircraft or Missile Maintenance Training Manager.
A9.4.3. Base Training Manager.
A9.4.4. MAJCOM TM.
A9.4.5. Instructor.
A9.4.6. Education Services Manager.
A9.4.7. ISD/Curriculum Development.
AFI36-2201 15 SEPTEMBER 2010 175
A9.5. Unit Training Manager (UTM). Being assigned as a UTM is one of the most
challenging places to begin in the AFSC. This is the grass roots level of the training environment
and a great place to learn the basics of the AFS. AFI 36-2201 outlines the many duties associated
with this important position. In this job, you interact daily with personnel at all levels. Your
position in the unit is extremely vital to the mission. The way you do business and conduct
yourself greatly impacts the effectiveness of the training program. Being a leader and a
professional is a necessity.
A9.6. Aircraft or Missile Maintenance Training Manager. There are at least two variations
of unit training management, working solely in a unit situation or at group level in a centralized
or consolidated aircraft maintenance or missile maintenance training activity. Most often they are
responsible for both unit and group training programs. You must accomplish the basic unit
training management requirements, as outlined by this AFI, and other related duties through the
use of automated training management systems and appropriate maintenance training directives.
A9.7. Base Training Manager. Working in the FSM Base Training Office as a Base Training
Manager is definitely in the mainstream of the AFSC. Interaction takes place with all serviced
units, directly with the personnel community, and up the chain with higher headquarters.
Previous unit level experience of at least one to two years is preferable before working in this
capacity. It‘s important to be knowledgeable concerning personnel policies and procedures
relating to manning, promotion, classification, and retraining. Duties also include using the
automated Personnel Data System.
A9.8. MAJCOM TM. Working at a MAJCOM requires extensive experience and a broad
view; a person new to the AFSC should not work there. Duties include interaction with staff
functions as well as the technical aspects of managing training programs on a command-wide
basis.
A9.9. Instructor. A different and significant duty available is instructing in a formal technical
or academic environment. Most positions are available in AETC and require submission of a
special duty application. Before beginning teaching duties, instructors must attend either a Basic
Instructor Course or Academic Instructor School.
A9.10. Education Services Manager. Duties in an Education Services Center as an Education
Services Manager are challenging and rewarding. Your exposure to a myriad of tasks will
require flexibility to successfully accomplish them. Good communication and customer service
skills are important characteristics to possess. You will assume responsibilities including
working with tuition assistance, obligating and recouping funds, scheduling education and
training activities, testing and counseling appointments, and equipment and classroom use.
A9.11. ISD/Curriculum Development. The duties associated with ISD/Curriculum
Development are the most technically challenging within the AFSC. The majority of positions
are in AETC or in organizations with training or education as its primary mission. Duties include
conducting job skill assessments, developing lesson plans and tests, and evaluating existing
courses through the instructional systems review process.
176 AFI36-2201 15 SEPTEMBER 2010
A9.12. Interview Checklist. This checklist highlights key areas to address when conducting an
interview and preparing the recommendation for retraining and reclassification.
A9.12.1. The following areas are of interest to the interviewer:
A9.12.1.1. Appearance/military image.
A9.12.1.2. Prior educational background relating to communication skills.
A9.12.1.3. General attitude toward the AF.
A9.12.1.4. AF career goals.
A9.12.1.5. Prior experience in managing an Education and Training program or
involvement as a trainer or supervisor.
A9.12.2. Assess by available means (records, supervisor and commander interviews, etc) the
ability to interact with people of varied grades and positions and to perform duties with little
or no supervision.
A9.12.3. Review EPRs for remarks concerning:
A9.12.3.1. Duty Performance.
A9.12.3.2. Human relations.
A9.12.3.3. Learning ability.
A9.12.3.4. Self-improvement efforts.
A9.12.3.5. Adaptability to military life.
A9.12.3.6. Bearing and behavior.
A9.12.3.7. Training experience (if applicable).
A9.12.3.8. Supervisory experience (if applicable).
A9.12.3.9. Acceptance of NCO responsibility (if applicable).
A9.13. Additional Considerations. The potential retrainee must possess qualification in any
AFSC at the 5-skill level or higher (or 3-skill level if no 5-skill level exists), and the ability to
speak clearly and distinctly. As a final check, the interviewer must review the following areas:
A9.13.1. Potential retrainee‘s ability to communicate through writing.
A9.13.2. Status of Unfavorable Information File (UIF) or Fitness Program participation, if
applicable.
AFI36-2201 15 SEPTEMBER 2010 177
Figure A9.1. Sample Questions to Ask During the Retrainee Interview

Why do you want to be a TM?
Have you ever given a speech in public or to a large number of people?
How would you describe your writing ability? Do you have any recent examples?
Do you consider yourself a decisive person? If so, why?
Have you become familiar with the duties and responsibilities of a TM?
Have you ever supervised/trained anyone and documented training records?
What are your career goals?
Do you feel capable of making decisions affecting other people?
Have you read AFI 36-2201?
Have you ever counseled anyone?
Do you feel capable of interacting with commanders and other senior personnel privately and
publicly?
178 AFI36-2201 15 SEPTEMBER 2010
Attachment 10
GUIDE FOR CONDUCTING THE UNIT TRAINING MANAGER’S (UTM) TRAINEE
ORIENTATION
A10.1. Trainee Orientation. The UTM will conduct a comprehensive trainee orientation for
individuals entering UGT, covering the concept, scope, and objectives of the AF Training
Program. Trainees must understand the training plan, how the plan affects them, and what their
individual responsibilities are towards training. Training not only affects the unit mission, but
impacts promotion, assignment selection, and re-enlistment.
A10.1.1. Initial UTM Trainee Orientation. Use AFI 36-2201, AFECD, and the applicable
CFETP.
A10.1.1.1. Training is all training received while performing in a specialty.
A10.1.1.2. Upgrade Training (UGT). Training to qualify airmen for the award of a skill
level. UGT increases skills and knowledge beyond the levels previously acquired.
A10.1.1.3. Qualification Training (QT). Hands-on performance training designed to
qualify a trainee in a specific duty position. This can be training in conjunction with
UGT, it can occur after UGT completion, or at any other time training is necessary.
A10.1.2. Duties of the Commander:
A10.1.2.1. Responsible for overall unit mission accomplishment through the training
program.
A10.1.2.2. Establish controls to ensure training meets mission requirements.
A10.1.2.3. Evaluates a trainee‘s potential to progress in UGT.
A10.1.3. Duties of the Base Training Office:
A10.1.3.1. Establishes policy and procedures for training.
A10.1.3.2. Focal point for all training matters on base.
A10.1.3.3. Assists commanders, UTMs, and supervisors in developing training
programs.
A10.1.3.4. Conducts formal staff assistance visits on UTMs.
A10.1.4. Duties of the Unit Training Manager:
A10.1.4.1. Appointed by the unit commander to oversee all unit training issues.
A10.1.4.2. Serves as the focal point for all training within the unit.
A10.1.4.3. Indoctrinates all unit personnel on the concepts, scope, and objectives of
training.
A10.1.4.4. Assists in scheduling training.
A10.1.4.5. Initiates AF Form 623 and provides to supervisor.
A10.1.4.6. Conducts formal and informal assistance visits to sections and work centers.
AFI36-2201 15 SEPTEMBER 2010 179
A10.1.5. Duties of the Supervisor:

A10.1.5.1. Develops a master training plan.
A10.1.5.2. Performs an initial evaluation of the trainee‘s qualifications/needs within 60
days of assignment (120 days for ARC) to a duty position.
A10.1.5.3. Maintains the AF Form 623.
A10.1.5.4. Counsels the trainee when problems occur.
A10.1.5.5. Ensures the trainee meets all mandatory qualification requirements outlined
in AFECD to include the duty position, HST, and deployment/UTC requirements.
A10.1.5.6. Initiates upgrade action when trainee meets all requirements.
A10.1.6. Duties of the Trainer/Certifier:
A10.1.6.1. Plans and conducts training.
A10.1.6.2. Teaches on actual equipment or training aids.
A10.1.6.3. Evaluates training and certifies qualifications.
A10.1.6.4. Provides training feedback to the trainee and supervisor.
A10.1.6.5. Uses established training evaluation tools and methods.
A10.1.6.6. Determines trainee abilities and training program effectiveness.
A10.1.6.7. Develops evaluation tools.
A10.1.6.8. Identifies the trainee‘s strengths and areas needing improvement.
A10.1.7. Duties of the Trainee:
A10.1.7.1. Actively participates in the training process.
A10.1.7.2. Understands the applicable CFETP and career path.
A10.1.7.3. Maintains knowledge, qualifications, and the appropriate skill level.
A10.1.7.4. Becomes a productive member of the unit and work center through task
certification.
A10.1.7.5. Budget on- and off-duty time to complete training tasks, particularly for CDC
and other self-study requirements.
A10.1.7.6. Request help from your supervisor, trainer, or UTM when having training
difficulties.
A10.1.7.7. Task knowledge is needed to perform specific tasks and is gained by studying
TRs.
A10.1.7.8. Career knowledge is gained through a planned program of self-study
involving CDCs or TRs listed in the CFETP.
A10.1.8. Criteria for award of a skill level:
A10.1.8.1. Minimum time requirements.
A10.1.8.2. Knowledge (CDC or study references from the CFETP Part II).
180 AFI36-2201 15 SEPTEMBER 2010
A10.1.8.3. Job qualification (satisfies training requirements for the duty position).
A10.1.8.4. Mandatory requirements (minimum requirements listed in paragraph 3 of the
AFS description AFECD).
A10.1.8.5. Supervisor‘s recommendation.
A10.1.9. CDC Administration:
A10.1.9.1. Supervisor and trainee briefed on use of material.
A10.1.9.2. Supervisor and trainee inventory the material.
A10.1.9.3. Supervisor and trainee make corrections.
A10.1.9.4. Supervisor and UTM establish volume sequence to achieve logical flow
based on duty position requirements.
A10.1.9.5. Supervisor issues first volume and sets a schedule of 30 days per volume (60
days for ARC and IMAs).
A10.1.9.6. Supervisor documents any deviations from schedule on AF Form 623a or
automated version, and notifies UTM of schedule deviations.
A10.1.9.7. Trainee studies volume chapter by chapter and answers all exercise questions.
A10.1.9.8. Supervisor counsels trainee and documents counseling on AF Form 623a or
automated version.
A10.1.9.9. Supervisor reviews answers using the answer key.
A10.1.9.10. Supervisor and trainee correct all questions to 100 percent.
A10.1.9.11. The supervisor retains all URE answer keys.
A10.1.9.12. Ensure exercises are complete and check for accuracy
A10.1.9.13. Provide review training for incorrect answers on the URE.
A10.1.9.14. File answer sheet in the training record and maintain until CDC is complete.
A10.1.9.15. Supervisor issues next volume and follows preceding steps to completion.
A10.1.10. When CE arrives, Base Training Office notifies the supervisor through the UTM.
A10.1.10.1. Supervisor completes a comprehensive review of all course materials in
preparation for CE.
A10.1.10.2. UTM schedules trainee for testing within 30 days of notification of test
arrival.
A10.1.10.3. Trainee takes CE.
A10.1.10.4. Unit TM receives scorecard and forwards to supervisor.
A10.1.10.5. Supervisor completes review training and annotates the scorecard.
AFI36-2201 15 SEPTEMBER 2010 181
Attachment 11
TRAINING STATUS CODES AND DEFINITIONS TABLE
A11.1. Training Status Codes and Definitions.

A B
L Training Definition
I Status Code
N
E
1 A The Airman is in UGT for the initial award of a 3-skill level AFSC.
2 B The Airman is in UGT for the initial award of a 5-skill level AFSC.
The Airman is in UGT for the initial award of a 7-skill level AFSC.
3 C The Airman must be a SSgt-select or above.
AFRC member awaiting reassignment to the Inactive Ready Reserve.
4 D Use only when member is within 6 months of the reassignment to IRR.
Not to be used for discharge.
The Airman is retraining from an AFSC awarded at the 3 or higher
5 E skill level and is in UGT for subsequent award of a 3-skill level AFSC
skill level and is in UGT for subsequent award of a 5-skill level AFSC.
6 F
This includes 3-skill level AFSCs having no 5-skill level (see AFI 36-
2101).
7 G skill level and is in UGT for subsequent award of a 7-skill level AFSC.
The Airman must be a SSgt or above.
The Airman is in re-qualification training and meets the following
criteria: Is a SrA, SSgt, or TSgt; is returned to an AFSC at the highest
skill level for their current grade from an AFSC, reporting identifier, or
8 I
special duty identifier; and has not performed in the AFSC for at least
the past 6 months. Do not use this code for prior service Airmen or
former officers.
The Airman is attending BMT or a skill level awarding technical
9 K
school. This code also applies to those in follow-on training.
182 AFI36-2201 15 SEPTEMBER 2010
A B
I Status Code
N
E
The Airman has approved retraining via a formal school, the CAFSC
has changed to the retraining AFSC, and the Airman is waiting to
10 M
attend class. For ANG/AFRC personnel with a CAFSC of a 1-skill
level awaiting entry into a formal school, not to exceed 12 months.
The Airman cannot enter or continue in UGT due to the lack of a
training capability at the assigned or TDY installation or because of
duty status (for example, AFSC withdrawn, in confinement, Absent
Without Leave (AWOL), hospitalized, officer trainee or selectee,
assigned out of the control AFSC, decertified from the Personnel
Reliability Program (temporary and permanent), and pregnancy). Use
this code when a training capability is not available for upgrade or
qualification training. Submit an explanation of circumstances
surrounding a lack of UGT capability through the unit, wing,
MAJCOM, FOA, or ARC training managers to the MAJCOM FM for
11 P action. Use this code when an individual has been eliminated from a
formal training course pending reclassification/separation. This TSC
does not permit waiving the dislocation allowance or other PCS
restrictions (see AFI 36-2110). This code also applies to Airmen
attending the Defense Language Institute, awaiting security clearance
when no specialty training is available, or unable to enroll in a
classified CDC. Return Airmen out of their control AFSC for more
than 130 days (270 days for temporary PRP decertification) to duty
immediately and reenter them into training in the control AFSC or
recommend for retraining according to AFI 36-2626, Airman
Retraining Program, whichever is appropriate (see AFI 36-2101).
The Airman has received the highest skill level possible at the current
grade and is in qualification training for a specific position. Airmen
12 Q remain in this TSC until qualified in the new duty position. Progress
evaluation for Airmen in this TSC will be conducted between 12 and
24 months time in training. This TSC is optional for active duty.
The Airman is fully qualified. Use this code when personnel complete
13 R
UGT.
The Airman is directly or indirectly changing to another AFSC at the
14 S same skill level of their previous AFSC. Only AFPC will update this
code.
AFI36-2201 15 SEPTEMBER 2010 183
A B
I Status Code
N
E
The commander is not recommending the Airman for entry into
training or withdraws the Airman from training for failure to progress.
This code includes personnel who fail to complete formal training
mandatory for award of a skill level. This code also applies to
personnel who fail to complete qualification training/UGT
requirements levied by AFCFMs (e.g., CDCs, transition and multi-
skills training). The commander notifies the individual of the reason
for entry in this TSC and advises them of the action required to qualify
for training at a later date (see Notes for processing instructions at the
end of this attachment) Individuals in this code are ineligible for
15 T reassignment, promotion or reenlistment. The commander will
evaluate members at 90 days and recommend action. For two-time
CDC failures refer to Table 6.1., Line 11. Document the evaluation in
writing, place a copy in the AF Form 623, and forward a copy to base
training. Keep Airmen in this TSC until reinstated, reclassified, or
separated. Note: Do not use this TSC instead of necessary
administrative or disciplinary action. Process case files for an Airman
recommended for withdrawal from training for failing to progress
(TSC T) according to option A, B, or C (see below). When processing
an AF Form 2096 placing a trainee in TSC T, a hard copy must be
forwarded to the FSM with the member‘s signature.
The applicable TSC has not been assigned or the gaining FSM has not
16 Y processed the Airman. Use this code for ANG personnel awaiting the
start of Basic Military Training School (BMTS).
OPTION A. If the commander and supervisor recommend withdrawal from UGT or mandatory
qualification training identified by the AFCFM, and justify the recommendation on AF Form
2096 with agreement from the base training office and the trainee, and base training approves:
(1) The commander enters the following statement in the remarks section of the AF Form 2096
and signs it along with the trainee: "I have been briefed on my ineligibility for promotion,
reenlistment, and reassignment while withdrawn from training and understand removal from
UGT may result in separation under the provisions of AFI 36-3208, Administrative Separation of
Airmen.‖ File one copy of the AF Form 2096 in the AF Form 623.
(2) The commander evaluates the individual to determine eligibility to reenter training at 90 days
for further action.
184 AFI36-2201 15 SEPTEMBER 2010
OPTION B. If the commander and supervisor recommend withdrawal from UGT, the AFSC, or
from mandatory qualification training identified by the AFCFM; and either the base training
office or trainee do not agree with the withdrawal:
(1) The Manpower Personnel Flight (FSM) chief (or designee) submits documents (last three
performance reports, training documentation, and medical evaluations, if appropriate) to the
parent MAJCOM with a cover letter recommending the course of action.
(2) The MAJCOM training manager coordinates with the MAJCOM FM to initiate one of the
following actions:
(a) Continue the Airman in training.
(b) Withdraw the Airman from UGT and continue in the present AFSC. If the MAJCOM
determines the trainee can progress in the AFSC, the commander (after evaluation) may allow
the Airman to reenter training at any time.
(c) Disqualify the Airman from the AFSC (see AFIs 36-2101 and 36-2626) and return to a
previously awarded AFS, if applicable, or recommend the Airman for retraining.
OPTION C. The commander evaluates the Airman for separation from the AF IAW AFI 36-
3208.
AFI36-2201 15 SEPTEMBER 2010 185
Attachment 12
GUIDE FOR CONDUCTING THE UTM TRAINING PROGRESS REVIEW
A12.1. UGT Review. The UTM will conduct a comprehensive training review for trainees
reaching the 24th month of UGT. The separate one-on-one interview with the trainee and
supervisor is designed to review the trainee‘s progress and to identify the remaining resources
needed to complete UGT. The training progress review should be handled in a positive manner.
A12.2. Interviews. Interview the following personnel separately.
A12.2.1. Trainee:
A12.2.1.1. Are you satisfied with the progress of your training?
A12.2.1.2. Has your supervisor/trainer provided adequate training?
A12.2.1.3. Are you familiar with the contents of your AF Form 623?
A12.2.1.4. Do you have access to your AF Form 623?
A12.2.1.5. Do you work on the same shift as your supervisor/trainer?
A12.2.1.6. What can your unit do to get you upgraded?
A12.2.1.7. Have you experienced any learning difficulty? If so, please describe.
A12.2.1.8. Did you have any medical or personal problems that prevented you from
completing UGT?
A12.2.2. Supervisor/Trainer:
A12.2.2.1. Did you establish a schedule with milestones for completing UGT
requirements?
A12.2.2.2. Has the trainee experienced any learning difficulty? If so, please describe.
A12.2.2.3. Did the trainee have any medical or personal problems?
A12.2.2.4. Did you provide adequate hands-on training for CFETP task requirements?
A12.2.2.5. What percentage of CFETP task requirements are accomplished?
A12.2.2.6. Were your training resources limited?
A12.2.2.7. Have you documented the trainee‘s progression on the AF Form 623a or
automated version?
A12.3. Document Inerviews. Document the results of the separate interviews on an AF Form
623a or automated version and have each individual sign and date the form.
A12.4. Assessment of Training. The UTM will include an assessment of the quality and
quantity of training, and specific recommendations to complete UGT. Include an estimated
completion date and a follow-up review date, if necessary, within 90 days.
A12.5. Results of the Review. The UTM will brief the unit commander on the results of the
review. If necessary, the commander will include comments on the AF Form 623a or automated
version.
186 AFI36-2201 15 SEPTEMBER 2010
Attachment 13
MASTER TRAINING PLAN DEVELOPMENT GUIDE USING INSTRUCTIONAL
SYSTEMS DESIGN (ISD) PRINCIPLES
A13.1. Master Training Plan (MTP). This attachment provides guidance for developing a
work center Master Training Plan (MTP). When developing your training plan make sure it
includes requirements identified in paragraph 6.7.1.2.
A13.2. Unit Training Program As applied to the unit training program, ISD consists of five
basic steps; analysis, design (master task list (MTL)), development (determining training needs
and capability), implementation (select training strategies and schedule training), and evaluation.
A13.3. Develop the Master Task List (MTL). The MTL is an integral part of your training
plan. It is a list of all required tasks in a work center and is a source from which you select tasks
for training and is a source from which you select tasks for developing individual CFETPs.
When developing the MTL identify all task requirements within your duty section or work center
to ensure 100 percent task coverage. This means identifying all tasks to include
contingency/wartime tasks, additional duties identified by the supervisor as a certifiable task, and
any mandatory core tasks required by the AFCFM. Documents used to develop the MTL include,
but are not limited to, the CFETP for all AFSCs within the work center; AF Forms 797 and 1098
(if applicable), automated forms, or forms required/approved by your MAJCOM.
A13.3.1. Identifying Tasks. The following information provides guidance to assist in
identifying tasks for your MTL.
A13.3.2. Identify all normal day-to-day mission requirements. These are the tasks performed
by personnel in your work center, to include required core tasks as defined by the AFCFM.
A13.3.3. Identify Special Work Requirements. Some career fields have tasks that are not
performed on a regular basis. This could encompass tasks performed infrequently, additional
duty tasks, contingency tasks, Reserve Augmentation Duty (READY) Program, etc. Training
references for these tasks include special operating instructions, local contingency plans, or
the AF instructions governing the additional duty.
A13.3.4. Determine Mandatory Qualifications. The CFETP and the Enlisted Classification
Directory, may list additional requirements that must be met before an Airman is qualified to
be upgraded. Refer to these for other mandatory tasks.
A13.3.5. Recurring Training Requirements. Many AFSCs have tasks that require annual
certification or recertification. Refer to the CFETP, governing directives, training manuals,
etc. to determine recertification requirements for your AFSC.
A13.3.6. Documenting the MTL. You may document the MTL in one of the following ways:
A13.3.7. Coding. You may use color-coding, symbols, or other means to identify individual
duty position requirements, core tasks, qualification tasks, additional duties, and so forth. It is
advisable to also develop a legend to aid understanding when outside agencies, newly
assigned personnel, or other supervisors in the work center are using or are initially exposed
to the MTL. Be very careful when developing a coding system so you do not develop a rigid
or inflexible training plan. Training plans must be flexible in order to meet manning,
AFI36-2201 15 SEPTEMBER 2010 187
equipment, or TDY fluctuations. Care should be taken to ensure all supervisors, trainers, and
task certifiers can define and use the MTL.
Note: It is advisable to identify tasks required for duty position rather than skill level task
requirements.
A13.3.8. Locally Developed Products. Unless otherwise directed by the AFCFM, any
number of computer programs, such as Word, Excel, etc. may be used to develop your MTL.
However, the CFETP must be used as the core document; other forms used to expand or list
tasks not found in the CFETP are considered supplemental. These forms might include the
AF Forms 797 and 1098.
A13.4. Determine Training Needs. Once the MTL has been developed you must determine the
training needs within your work center. To determine your training needs, you must:
A13.4.1. Use the MTL to develop a Master Training Plan (MTP) as directed in paragraph
6.5.4. An MTP is a guide for supervisors, trainers, and certifiers to ensure that personnel are
trained in an effective and efficient manner to meet training and mission requirements.
Considerations for MTP development will include; when tasks should be trained
(priority/milestones), how they should be trained (resources/method), and approximately how
long it should take to train on individual tasks or set of tasks.
A13.4.2. Identify Requirements From Initial Evaluations. Once your MTL has been
developed for your work center or section you will need to determine individual training
requirements. Compare what the trainee knows or can perform against the tasks in the MTL.
The difference between what the trainee can perform and the work center requirements is the
individual‘s training requirements. Determine individual requirements in one of the
following methods.
A13.4.3. Initial evaluations. Using the MTL, identify what the trainee knows or can perform.
If the trainee is a recent graduate from technical school compare the tasks in 3-level course
column to his/ her level of expertise. Match the qualification of the trainee to the
requirements of the duty position. This will help identify what training is needed and how
long it will take to upgrade the trainee. If the trainee can perform the task, without assistance,
to 100 percent accuracy, nothing more needs to be done. If the trainee cannot perform the
task to the current standards, circle the task as a training requirement and open training when
training begins.
A13.4.4. Review training previously received. If the Airman is assigned from another base
or work center you will need to review the CFETP and verify trainee‘s ability to perform the
tasks (if required in the new work center). Match the qualifications of the trainee against the
predetermined standard in your MTP. If the trainee can perform the task, no further action is
required. If the trainee cannot perform the task (or the standard/method of performance
changed) and the task is required in the new work center, decertify the tasks IAW paragraph
6.8.8.4 and look to evaluate trainee‘s future training progress. It the trainee can perform the
task, but the task is no longer required in the new duty position, erase the corresponding
circles (but not the previous certification dates or initials).
A13.4.5. Set Training Priorities. When setting training priorities, keep in mind some tasks
require training before others. Other tasks may have a prerequisite task or knowledge
requirements. For example, if the task is to measure electrical output of a socket, the trainer
188 AFI36-2201 15 SEPTEMBER 2010
might need to teach use of the multi-meter first. Deployment requirements, AEF tasks, and
other factors driving the training need must also be considered when determining training
requirements.
A13.4.6. Plan for concurrent knowledge training. Most tasks require some type of
background knowledge or skill. You may use the CDCs, AFIs, manufacturer‘s manuals,
training references, or other materials to ensure the trainee has the knowledge base to
perform the task.
A13.5. Training Capabilities and Resources. Determine Training Capabilities and Resources.
If you or others in your work center can perform the task, are certified in the applicable CFETP,
and have attended the AFTC, there is a training capability. However, if you feel there is no
method to provide the training, contact your unit training manager for assistance. The UTM will
contact Base Training to determine if the training can be provided within the base. If this is not
possible, Base Training will contact the MAJCOM for assistance.
A13.5.1. Identify the most qualified trainers. In most cases, the trainer and supervisor are the
same person. If this is not possible trainers may be appointed IAW guidance in paragraph
6.7.2 Trainers may provide training to one trainee or small groups of trainees, depending on
the task. The trainer must work the same shift as the trainee, must be given time to train, and
must meet the requirements of paragraph 6.7.2.
A13.5.2. If there is a training requirement for which you have no trainer or certifier, contact
the Base Training Office. If the base training office cannot find a trainer/certifier locally, the
MAJCOM training manager will be contacted for assistance.
A13.6. Select Training Strategies. The next step in the process is to decide how and where to
provide the training. What is the training objective? What is the best method for conducting
training? Is there a distance learning tool that can be utilized to assist in the training process? The
following questions may be used to assist in determining the best training method.
AFI36-2201 15 SEPTEMBER 2010 189
Table A13.1. Determining Training Strategy.

Step Yes No N/
A
(1) Do you need classroom time?
(2) Does the knowledge in the CDC meet some of your training
requirements?
(3) Can the trainer train more than one trainee at a time?
(4) Can training be conducted without equipment downtime?
(5) Is related background training available from another source?
(6) Can regularly scheduled work be conducted at the same time as the
training?
(7) Can the training be conducted in one session?
(8) Are special training aids required?
(9) Will special training sessions be required?
(10) Do all trainees need to be trained on the same task?
(11) When must training be completed to assure work center continuity and
mission effectiveness?
(12) Can the training be accomplished through distance learning or web-
based training?
A13.7. Develop training objectives. What must the trainee do or know in order to be
considered qualified? A training objective must define the resultant behavior (what the trainee
must do or know), the standard (how well the task must be performed), and the condition (what
will be given or denied during the final evaluation).
A13.8. Develop Lesson guides and task breakdowns. Some tasks are complicated, extremely
large, or confusing. Some tasks are so simple that no further training need be conducted.
A13.8.1. When planning training for a large task, you need to break the task down into
smaller, teachable units that will provide for a number of successes for the trainee and is
short enough to complete in one session.
A13.8.2. Some tasks take several days or weeks to complete; therefore you will need to be
able to teach it in several sessions. Not all tasks require a breakdown. If there is a regulation
or manual that provides step-by-step procedures, evaluation steps, checklists, etc, no task
breakdown is required.
A13.8.3. However, reference your training source in the MTL. If the task is covered under
several regulations or manuals, is not covered under any regulations or manuals, is lengthy or
complicated, a task breakdown or lesson guide is advisable.
190 AFI36-2201 15 SEPTEMBER 2010
A13.8.4. A well-designed task breakdown can also serve as an evaluation tool during the
evaluation phase.
A13.9. Schedule Training. Scheduled training gets priority attention. To the greatest extent
possible training should coincide with work schedules. However, when this is not possible,
schedule training far enough in advance that supervisors have enough time to schedule their
trainees to attend. To the greatest extent possible training should be scheduled in writing.
A13.10. Evaluate Training. After training has been conducted allow trainees time to practice
what has been learned. The trainer will determine when the trainee is ready to be certified on the
task. If no third party certification is required, training is certified complete by the trainer. If the
task requires third party certification, the training is certified complete after the task certifier
conducts the task evaluation.
AFI36-2201 15 SEPTEMBER 2010 191
Attachment 14
PROPOSAL FOR ANCILLARY TRAINING REQUIREMENT
Requirement Validation by Requestor:

1. Identify authority, doctrine, or policy that mandates/recommends inclusion of this requirement
into AF institutional ancillary training and why.
Justification for Change:
2. What category of training does this apply to (Total Force Awareness Training, Event Driven
Training or Selected Force Training; see AFI 36-2201, Air Force Training Program).
3. Provide a detailed discussion regarding this training to include the desired delivery method of
instruction, frequency of training, and duration.
4. Identify whether this is a new training requirement or revision to an existing training course.
5. Desired learning objectives or learning outcomes of revised/added training.
6. Identify targeted audience (i.e., all Airmen or officer, enlisted, civilian, contractor or a subset).
7. Identify whether this is a one-time or recurring training requirement.
8. Is this training taught/addressed anywhere else (i.e., BMT, Tech Training, Base-level, etc)? If
so, where?
9. Identify the resources available to assist in developing the proposed training to include the
funding source (i.e., funding, personnel, or SMEs).
10. How will training completion be documented, tracked, or reported (i.e., sign-in roster,
personnel database, training record)? Is there a reporting requirement to a higher-level
authority? If so, who and how often?
11. Are any career fields/specialties exempt from the training requirement due to advanced
professional knowledge or skills?
12. Are there any civilian certifications or licenses that will satisfy the training requirement?
13. Explain mission impact if training is not accomplished and/or risks of noncompliance.
14. All submissions must include an Action Officer with contact information (phone, e-mail,
office symbol).
192 AFI36-2201 15 SEPTEMBER 2010
Attachment 15
PRE-DEPLOYMENT TRAINING DETERMINATION PROCESS
Figure A15.1. Pre-Deployment Training Determination Process.
Pre-Deployment Training Determination Process

Add’l
Tasked Y Tng Req’d
Tier 2B N
Tier 1 Tier 2A To Deploy Based on
? * Op Envmnt
N ?
End
Y
Tier 3
and/or
** Waiver N Tier 4
Applies ? and/or
Functionally/Mission Deploy
Specific (as required)
OR
Y
Army-provided training
fulfills advanced pre-
Deploy deployment training
requirements
Notes:
* Operational environment is a composite of the conditions, circumstances, and influences that affect the
employment of military forces and bear on the decisions of the unit commander. Permissive environment,
uncertain environment, and hostile environment are examples of operational environment.
Permissive environment: Operational environment in which host country military and law enforcement
agencies have control as well as the intent and capability to assist operations that a unit intends to
conduct.
Uncertain environment: Operational environment in which host government forces, whether opposed to
or receptive to operations that a unit intends to conduct, do not have totally effective control of the
territory and population in the intended operational area.
Hostile environment: Operational environment in which hostile forces have control as well as the intent
and capability to effectively oppose or react to the operations a unit intends to conduct.
- Definitions extracted from Irregular Warfare Joint Operating Concept (JOC) and Joint Pub 3-0, Joint
Operations.
** Waiver Process: Refer to chapter 8 for specific requirements.
AFI36-2201 15 SEPTEMBER 2010 193
Attachment 16
COURSE DEVELOPMENT DECISION LOGIC PROCESS
A16.1. Purpose. The Course Development Decision Logic Process is used to select and
categorize formal courses. Courses are assigned as either training or education, depending on the
desired outcome. Use Table A16.1., Course Categories and Table A16.2., Course Development
Matrix, to select and categorize formal courses.
A16.2. Definitions:
A16.2.1. Training. A set of events or activities presented in a structured manner, for the
attainment of skills, knowledge, and attitudes required to meet job performance requirements.
A16.2.2. Education. The formal academic instruction offered by institutions of higher
learning that focuses on the study of the nature and principles of a given discipline.
Table A16.1. Course Categories.

FLYING TRAINING TECHNICAL TRAINING EDUCATION
Undergraduate Flying Pre-commissioning
Initial Skills (3-skill level)
Training Programs
Near Mission Ready Air Professional Military

Mission Readiness Training
Crew Education (PME)
Craftsman (Mandatory 7-skill
level)
Professional Continuing
Supplemental Skills AETC DL
Education
Supplemental Skills
194 AFI36-2201 15 SEPTEMBER 2010
Table A16.2. Course Development Matrix.

Rule If the Objective is: Then Use
Training Education
Methodology Methodology
A Attainment of job qualifications
(Prepare personnel to apply specific Yes
skills in a defined job)
B Professional Development (Prepare
personnel to deal with future problems Yes
requiring originality and creativity)
C Determine instructor prerequisites to Specific Technical Broad Experience
meet the training need Qualifications in AFS in Career Field
D Determine appropriate curriculum Use structured Use flexible Lesson
method to meet training requirements. Lesson Plans Plans
E Determine appropriate Instructional Demonstration and Seminars, and
Methodology to meet training needs Performance studies, Conceptual
Criterion Testing Evaluation
AFI36-2201 15 SEPTEMBER 2010 195
Attachment 17
DL POC RESPONSIBILITIES FOR MANAGING, ADMINISTERING, AND
CONDUCTING DL
A17.1. Managing and Controlling DL Materials.

A17.1.1. Base DL POCs. MAJCOM appointed individuals who serve as the central point of
contact at the local level to manage DL. Recommend the POC be within the mission support
squadron, education services function. Particular tasks may be delegated by the DL POC, as
appropriate. However, the base DL POC is responsible for ensuring that all tasks are
accomplished.
A17.1.2. Inventory shipments and verify the amount matches the annual screening request.
Course materials for out-of-cycle requirements are received on a continuing basis and will be
inventoried using the same procedures.
A17.1.3. Verify required contents (correct version of handout materials, written exercises,
answer keys, and final examinations) were received and undamaged. Notify the appropriate
distribution function of any damaged or missing material.
A17.1.4. Establish a base DL library for high-flow courses. Determine the need for a high-
flow course library by analyzing historical enrollment trend data.
A17.2. Managing Controlled Examination Material.
A17.2.1. The Mission Support Squadron Commander will appoint, by letter, a primary and
alternate Base DL Test Control Officer (TCO). DL POCs may also be designated as TCOs.
A17.2.2. Base DL TCOs will inventory all incoming examination material, sign and return
confirmation of receipt.
A17.2.3. Note any discrepancies on the packing slip.
A17.2.4. Maintain and inventory monthly all controlled exam materials in secure containers
(safe or locked filing cabinet).
A17.3. DL Scheduling and Administration Procedures. The majority of DL courses are designed
to be self-paced, asynchronous and do not require scheduling. Other DL courses such as those
delivered via webinar and ITV are synchronous, designed to include interactivity with other
students and may be group-paced. The AETC TM validates and schedules synchronous courses
as applicable. (Note: Refer to the course announcement in ETCA and the Technical Training
Distance Learning Course Guide (Live Guide) at the 2 AF site on the AF Portal for information
on specific courses.)
A17.3.1. Based on monthly projected training requirements forwarded by the UTM, the
Base DL POC verifies availability of course material to support student enrollment and
coordinates a scheduled date of enrollment in approved training, as required. UTMs direct
students to the base DL POC for issue of student course materials.
A17.3.2. Prior to student enrollment in a DL course, UTMs ensure students meet course
prerequisites and that students are informed of unfurnished course materials (e.g., Technical
data, etc.) as outlined in ETCA.
196 AFI36-2201 15 SEPTEMBER 2010
A17.3.3. Self-paced DL Courses. Self-paced DL courses are delivered via IBI, CD-ROM,
paper or a combination of media.
A17.3.3.1. Internet Based Courses. Internet DL courses are available on the AETC
Advanced Distributed Learning Service (ADLS). Students may self-enroll in IBI courses
via ADLS IAW ETCA, notify the DL POC if they need additional materials and when
ready to test, as applicable. EXCEPTION: For 7-Level Craftsman IBI courses, the
student will be directly notified by the appropriate agency and self-enroll via ADLS, as
directed.
A17.3.3.2. CD-ROM and Paper-based Courses. UTMs direct students to the DL POC for
enrollment in these courses. If the DL POC maintains a Base DL Library, materials for
these courses may be used as requested by students. Upon course completion, if students
are required to complete a test, they must contact the DL POC. The DL POC will
administer the test and the feedback questionnaire, maintain test security and complete
final administrative details IAW course instructions. (Similar to procedures for CBT and
ITV described in the next paragraphs.)
A17.3.3.3. Computer-based Training (CBT). The base DL POC ensures availability and
operability of computer laboratory, issues course materials, and explains course
completion requirements. DL POC will:
A17.3.3.3.1. Prepare a preliminary course enrollment by completing appropriate
form and forward (via fax or other approved encrypted electronic transfer procedures)
to the appropriate training group OPR.
A17.3.3.3.2. Monitor use of computer laboratory equipment, and student progress
during course. Use appropriate form to report changes of student status and class
changes to the appropriate training group OPR. For example, if a student does not
complete the course or does not complete it within the allotted time, complete
appropriate form to report requests or recommendations for student withdrawals or
extensions to the appropriate AETC training group OPR. The training group makes
the final decision on student status. (Additional documentation may be required by
the training group for eliminations, withdrawals of other student status changes.)
Gather student elimination and withdrawal information by assisting students who do
not complete a course or do not complete it within the allotted time in completing the
Elimination Survey. Send the completed survey to the appropriate training group
OPR.
A17.3.3.3.3. Issue the final examination, monitor student during testing, and record
final results on appropriate form. If the student completes the final examination
through the computer, and the computer program automatically calculates the test
score, the Base DL POC must verify results.
A17.3.3.3.4. Administer course feedback questionnaires by directing students to the
applicable online survey website. Conduct follow-up on any discrepancies identified
falling within the receive site‘s purview and provide status to appropriate AETC
OPR.
A17.3.3.3.5. Maintain security of test materials IAW course instructions.
AFI36-2201 15 SEPTEMBER 2010 197
A17.3.3.3.6. Complete appropriate form, sign and forward along with appropriate
course material, IAW course instructions.
A17.3.3.4. The appropriate OPR in the training group verifies student course completion
and provides graduation certificates to the DL POC for distribution to UTMs. UTMs
update course completion to CAMS and/or TEMs, if appropriate.
198 AFI36-2201 15 SEPTEMBER 2010
Attachment 18
FORMAT FOR MEMORANDUM TO AETC/A3PZ UPON COMPLETION OF ANNUAL
COURSE REVIEW
(Date)
MEMORANDUM FOR HQ AETC/A3PZ
FROM: Functional POC and Mailing Address
SUBJECT: Annual Review of Courses Maintained on Education and Training
Course Announcement (ETCA) Website
1. An annual review of courses maintained on ETCA website has been completed as of (date all
actions were completed).
2. If you have any questions, please feel free to contact me at (list DSN or Commercial number
and email address).
(Signature of Functional POC)
AFI36-2201 15 SEPTEMBER 2010 199
Attachment 19
TRAINING DETACHMENT (TD) POLICY AND PROCEDURES
A19.1. The 982 Training Group (TRG). The 982 Training Group manages TD resource
requirements.
A19.1.1. In coordination with the supported MAJCOMs, acts as approval authority for
activation, deactivation, relocation and discontinuance of field training support unit requests.
A19.1.2. Ensures instructor staffing and facilities are available/identified and notifies
supported MAJCOM and functional training managers when training cannot be completed.
A19.1.3. Sets up class schedules for training in accordance with the Table A19.1.
Table A19.1. TD Scheduling Priorities.

PRIORITY TYPE OF TRAINING SUPPORTED
1 Activations and conversions
2 En route-short tour
3 Initial skills
4 En route-long tour
5 MAJCOM priority
Note: Host training to support AEF
deployment schedules is Priority 5 training
requirements.
6 Security Assistance Training Program

(SATP)
7 Unit priority
8 Other
A19.1.3.1. Schedules personnel for en route training before overseas assignments when
requested by the gaining MAJCOM.
A19.1.3.2. Validates en route training requirements to overseas commands no later than
6 months before the quarter it provides training.
A19.1.4. Send class rosters for en route courses no later than 45 days before the class start
date.
A19.1.5. Cancel unfilled en route training allocations, after coordinating with the affected
MAJCOM training office, 45 days before the class start date.
A19.1.6. Determine distribution and provide transport of mobile training sets.
A19.1.7. Provide maintenance for TD training equipment not covered by host unit.
200 AFI36-2201 15 SEPTEMBER 2010
A19.1.8. Provide a statement of facility requirements (coordinated through the host civil
engineer and OG/MXG commanders) to the host MAJCOM.
A19.1.8.1. Uses the following criteria to determine TD facility requirements:
A19.1.8.1.1. Satisfy peculiar training requirements by providing varied trainer
configurations, radiation transmission, electromagnetic hazard containments, and
electrical, pneudraulic, and environmental control requirements.
A19.1.8.1.2. For TDs using Mobile Training Sets (MTS), provide class and trainer
rooms on the ground floor of the building. Consider unique door and access
limitations.
A19.1.8.1.3. Collocate TDs with the maintenance organization supported and next to
the training management office. Avoid placing TD classrooms close to runways,
taxiways, engine test and run facilities, or power generation plants, as they do not
provide a proper learning environment.
A19.1.8.1.4. Provide each TD and OL, depending on its size and equipment, sanitary
facilities, environmental control, and space for offices, technical order library,
instructor training room, storage room, and student break room.
A19.1.8.1.5. Determine space requirements for TDs without MTSs by considering
the requirement for trained personnel.
A19.1.8.1.6. See ETCA for classroom and power requirements for TDs with
assigned MTSs.
A19.1.8.1.7. Obtain power and facility requirements for Space Support Program
from the training group administering the programs.
A19.1.8.1.8. Use secure classrooms where required for classified subjects.
A19.1.9. Course Development and Use.
A19.1.9.1. Develops course as described in this AFI.
A19.1.9.2. Sends CC/TS to MAJCOM functional managers through MAJCOM DPAT
for coordination before final approval.
A19.1.10. Training Equipment.
A19.1.10.1. Manages and controls training equipment as specified in AFPAM 36-2211.
A19.1.10.2. Establishes responsibility and provides guidance for performing
organizational and intermediate maintenance of possessed training equipment.
A19.2. MAJCOMs, FOAs, and DRUs:
A19.2.1. Ensure that career field managers coordinate with field units to determine training
requirements for the TD to support and notify the AFCFM of TD requirements.
A19.2.2. Submit requirements for TD support and keep the servicing TD informed of
changes in scheduled requirements.
AFI36-2201 15 SEPTEMBER 2010 201
A19.2.3. Ensure that personnel identify student names, course numbers, and gaining TDs en
route to the 373 TRS/TXFR. The 373 TRS/TXFR will send the data to the gaining TD 45 or
more days before the class start date.
A19.2.4. Ensure that personnel selected for attendance at TD courses for which authorities
have issued AF forms 1256 have a minimum of 6 months retention from the date of
graduation. (See AFI 36-2107, Active duty Service Commitments)
A19.2.5. Identify priority courses (see Table A19.1.).
A19.2.6. Ensure the host unit conducts a monthly maintenance-scheduling meeting to verify
backlogs and provide training requirements to TD for scheduling.
A19.2.6.1. The host unit initiates AF Form 898, Field Training Requirements Scheduling
Document, or electronic equivalent, and coordinates through the TD.
A19.2.6.2. Provide administrative and logistics support for the TDs.
A19.2.6.3. Assign students in TDY status to the host unit for administrative support.
A19.2.7. Provide data automation services to support the Maintenance Data Collection
(MDC) System (see 00-20 series of tech orders) and training equipment reporting according
to AFI 21-103, Equipment Inventory, Status, and Utilization.
A19.2.8. Maintain the accountability of TD-assigned equipment on the Equipment inventory
Data Report in the host unit‘s equipment management office.
A19.2.9. Maintain a local list of TD instructors certified to clear ―red-X‖ conditions.
A19.2.10. Budget funds for student intra-command TDYs.
A19.2.11. Notify the appropriate training squadron (TRS) of TDY requests for instructors.
A19.2.11.1. Coordinate overseas instructor movements with the affected MAJCOM
training office and the appropriate training squadron.
A19.2.12. Annually review and evaluate AETC course documents and MAJCOM AFS-
related courses.
A19.2.12.1. Evaluate the effectiveness of TD graduates through direct observation of
performance and formal task evaluation.
A19.2.13. Provide TD-supported units with resources according to the course chart.
A19.2.13.1. Provide facilities for TDs to support the training mission that are suitable to
a proper learning environment. This instruction and AFI 32-1024 are guides for satisfying
training facility requirements.
A19.2.14. Schedule technical school graduates for follow-on training and support officers
for en route training.
A19.2.14.1. Schedule TD follow-on training for airmen technical school graduates as
directed by the gaining MAJCOM. Assignment Instruction Code (AIC) ―9NT‖ is input
into OTA for airmen when additional TD training is required immediately on completing
the AFSC awarding course and before arrival at the first permanent duty station.
202 AFI36-2201 15 SEPTEMBER 2010
A19.3. Requesting Field Training Instructor Support. When requesting field training
instructor support:
A19.3.1. Host units coordinate their requirements through the local TD before sending them
to the owning MAJCOM for approval.
A19.3.2. MAJCOMs send the request to the applicable TRS to determine instructor
availability.
A19.3.3. The TRS publishes TDY orders if it can support the request.
A19.4. Prioritizing Field Training Scheduling. When prioritizing field training scheduling:
A19.4.1. TD personnel use Table A19.1. As a guide for validated training requirements that
exceed TD capabilities and treat requests for training on short notice as one-time needs.
A19.4.1.1. MAJCOM career field managers will send requests to waive scheduling
priorities to HQ AF/A4L for approval and priority waivers for STP requirements through
HQ USAF/PRIM to HQ AF/A4L for approval.
A19.4.2. Personnel raise host-unit backlogs in courses identified as ―MAJCOM Priority‖ to
Priority 5 after 2 consecutive months and certify the new priority via AF Form 898, or locally
developed facsimile.
A19.4.2.1. The training provider sets aside a minimum of one host seat in each
―MAJCOM Priority‖ course until it extinguishes the host backlog.
A19.4.3. Personnel resolve conflicting schedules that affect multiple host units at monthly
TD-host scheduling meetings.
A19.4.3.1. MAJCOMs apply the priority ratings of AFI 16-301, US Air Force Priority
System for Resources Management, to resolve disagreements.
A19.5. Funding for 982 TRG TD Courses (All TD Courses Except En route
Training). Travel and per diem cost for students travel to off station TD courses, except en
route training is submitted to 982 TRG, Sheppard AFB, TX for funding approval. The system of
record for all funding requests is the Defense Travel System (DTS). The required actions for
scheduling a class and obtaining funding are listed in A5.5.1
A19.5.1. Procedures for Obtaining Funding from 982 TRG for TD Courses are as follows.
A19.5.1.1. The Logistics Training Flight (LTF) scheduler will schedule a class to meet
Unit personnel requirements by contacting a teaching FTD. Note: Teaching FTD
information for each course can be obtained using https://etca.randolph.af.mil.
A19.5.1.2. LTF will forward course name, course number, and course PDS (course
information) to scheduled student to use when entering request into DTS.
A19.5.1.3. Scheduled student should enter request for travel orders into DTS NLT 10
duty days prior to Class Start Date (CSD). Requests submitted less than 10 duty days
prior to CSD will be worked as time permits, timely approval will be attempted by 982
TRG but orders cannot be guaranteed.
A19.5.1.4. Traveler must enter course information into the ―comments to approving
official‖ section to enable 982 TRG/TXTGA to process funding eligibility.
AFI36-2201 15 SEPTEMBER 2010 203
A19.5.1.5. If funding request includes items that are not payable by 982 TRG lines of
accounting (LOA) the traveler must include a unit LOA to enable these items to be
charged to the applicable source. Items not covered by 982 TRG are listed in A5.5.3.
A19.5.1.6. Student will select 982TRG TDY Training routing list in DTS to ensure
request is sent to 982 TRG/TXTGA for approval. Note: If 982TRG TDY Training
routing list is not a traveler option, 982 TRG/RA must be contacted at DSN 736-4729 to
have this option added to their organizational account.
A19.5.1.7. 982 TRG/TXTGA will review request for student eligibility. If Student is
eligible the request will be stamped ―reviewed‖ and sent to 982 TRG/RA. If the request is
disapproved the request will be stamped ―returned‖ and applicable notes will be included
to indicate next course of action for scheduled student.
A19.5.1.8. 982 TRG/RA will review request forwarded by 982 TRG/TXTGA for
funding eligibility. If request meets all funding requirements the request will be stamped
―approved‖ and DTS will notify the traveler that request is complete. If the request does
not meet funding requirements the request will be stamped ―returned‖ and applicable
notes will be included to indicate next course of action for scheduled student.
A19.5.2. If an individual cannot attend the TD course after the request is submitted through
DTS, the LTF Scheduler must notify teaching DET and 982 TRG/RA as soon as possible so
appropriate action can take place.
A19.5.3. Items not covered by 982 TRG/CCR approved fund cite include, but are not limited
to the following and are requesting unit responsibility at the discretion of 982 TRG/CC:
Authorization for a special conveyance (i.e., rental car)
Vicinity mileage for POV and/or rental vehicles at TDY location
Off-base lodging differential, regardless of on base availability, 982 TRG will cover up to the
authorized on base amount only. Non-availability letters issued by lodging office will result
in the requesting unit being liable for off base differential.
A19.6. Types of training not covered by 982 TRG:
A19.6.1. All partial courses or training sessions. Note: Partial/incomplete courses resulting
from unscheduled events, i.e. emergency leave will be covered by 982 TRG.
A19.6.2. Courses where on-base billeting cannot be obtained and requesting unit does not
supply a line of accounting to cover the off base differential. Note: If on-base billeting cannot
be arranged, the requesting unit will be asked to fund the differential cost of on-base versus
off-base billeting.
A19.6.3. Courses required for Air Force Repair Enhancement Program (AFREP) duties. For
funding of these training requirements, refer to AFI-21-123, paragraph 4.12.3.
A19.6.4. Training outside of traveler‘s AFSC, unless required to perform primary duties.
LTF scheduler must submit a waiver letter signed by requesting traveler‘s Commander, and
applicable Training Detachment commander along with training request for classes were this
does not meet course prerequisites.
A19.6.5. Courses previously attended and successfully completed by the individual.
204 AFI36-2201 15 SEPTEMBER 2010
Attachment 20
INITIAL SKILL AFSC MULTI-PHASED TRAINING PROCEDURES
A20.1. HQ USAF.
A20.1.1. HQ AF/A1PT will furnish program guidance and planning data develop enlisted
Trained Personnel Requirements (TPR) by AFSC, and coordinate actions with HQ AF/A4M
AETC/A3 and monitor program effectiveness production. HQ AF/A1PT also provides
trainee data for designated multi-phased courses..
A20.1.2. HQ AF/A1PT will advocate for program multi-phased training resources within
Major Force Program VIII (MFP 78) (Training, Medical, and other General Personnel
Activities).
A20.1.3. HQ AF/A4L:
A20.1.3.1. Coordinate MAJCOM resource requirements.
A20.1.3.2. Provide MAJCOMs with guidance to meet training objective.
A20.1.3.3. Provide guidance on the quality assurance programs for multi-phased training
graduates.
A20.1.3.4. Monitors program effectiveness in conjunction with HQ AF/A1PT.
A20.2. AFPC:
A20.2.1. Provide MAJCOMs a weekly no-name allocation list.
A20.2.2. Provide multi-phased training assignment policy guidance.
A20.2.3. Approve reassignment of multi-phased training students from gaining MAJCOMs.
A20.2.4. Provide base level personnel processing procedures.
A20.2.5. Assists AETC and MAJCOMs in minimizing fluctuations in assignments of
graduates.
A20.2.6. Provides percentages of trainees, by shred, for designated multiphase courses that
are consolidated into AFSC TPR by HQ AF/A1PT.
A20.2.7. Administers the Air Force retraining program to meet TPR objectives.
A20.3. HQ AETC.
A20.3.1. HQ AETC/A3 (Except Medical Courses):
A20.3.1.1. Exercise operational and organizational control of multi-phased training
programs (2AF).
A20.3.1.2. Identify and program HQ AETC resources (manpower, equipment, funding,
facilities, etc.) to implement multi-phased training programs.
A20.3.1.3. Is the OPR for multiphase training programs and provides policy, guidance,
and assistance to the training wings.
A20.3.1.4. Ensures responsible HQ AETC agencies develop STSs for affected AFSCs.
AFI36-2201 15 SEPTEMBER 2010 205
A20.3.1.5. Develops alternative training strategies to use when training deficiencies are
projected or identified, such as rerouting students to where capabilities exist.
A20.3.1.6. Monitors implementation and operation of approved multiphase training
programs (2 AF).
A20.3.1.7. Provides policy guidance and assistance to the 982 TRG.
A20.3.1.8. Ensures student progress data are exchanged between phases of instruction to
facilitate student administration.
A20.3.2. AF (AETC/A3R for aircrew members).
A20.3.2.1. Responsible for student pipeline flow procedures.
A20.3.2.2. Develops multiphase student pipeline flow management procedures with the
Air Force Personnel Center, appropriate training wings, 982 Training Group (TRG) and
MAJCOMs.
A20.3.2.3. Coordinates reclassification actions with AFPC/DPSI (or AFPC/DPAO for
aircrew members).
A20.3.3. TRWs:
A20.3.3.1. Manage the resident courses of multiphase training programs.
A20.3.3.2. Exercise operational and administrative control over students enrolled in
resident courses.
A20.3.3.3. Conduct assigned training courses according to established multiphase
training policy and directives.
A20.3.3.4. Update MilPDS with student status changes (for example, washback,
elimination, or administrative hold) to allow 982 TRG to reschedule Phase II training.
A20.3.3.5. Resolve student end-assignment discrepancies through coordination with
AFPC and MAJCOMs.
A20.3.3.6. Develop procedures to ensure the exchange of student progress
documentation between Phase I and Phase II OPRs for those students who experience
difficulty in meeting the objectives of the Phase I course (as demonstrated by washback,
repeat, etc.)
A20.3.4. 982 TRG:
A20.3.4.1. Manages the TD portion of multiphase training programs.
A20.3.4.2. Schedules training programs involving TD training.
A20.3.4.3. Identifies and resolves problems caused by the short-term limitation of
training capability and resources. Notifies HQ AETC/A3T and requests assistance, as
necessary.
A20.3.4.4. Establishes specific Phase II TD class entry procedures, schedules, and dates
based upon projected TPR requirements. Provides class schedules to affected TD.
206 AFI36-2201 15 SEPTEMBER 2010
A20.3.4.5. Establishes student elimination standard based on a percentage of the total

course duration spent remedial training during Phase II. Monitors student elimination
trends for further actions, as necessary.
A20.3.4.6. Coordinates with MAJCOMs on the distribution of weapon system training
for students being assigned to multiple weapon system locations.
A20.3.4.7. Ensures assigned students complete Phase II training before overseas
movement.
A20.3.4.8. Coordinates with gaining units to identify specific Phase II course (s) of
training required for AFSCs having more than one entry level Phase II course.
A20.3.4.9. Resolves discrepancies in student end-assignment through coordination with
AFPC and MAJCOMs for Phase II training.
A20.3.4.10. Identifies resources (equipment and facilities) needed to support projected
Phase II TPR requirements to HQ AETC/A3T.
A20.3.4.11. Establishes procedures to ensure that host bases involved in multiphase
training are provided lists of personal retention items and organizational equipment
needed to support all (including en route) Phase II students. List must be provided in
sufficient time to allow for PPBE actions.
A20.3.4.12. Develops procedures to ensure the exchange of periodic evaluation trend
data between Phase II and Phase I course of instructions.
A20.3.4.13. Establish student production procedures.
A20.3.4.14. Coordinate reclassification actions with AFPC/DPPA.
A20.4. MAJCOMs:
A20.4.1. MAJCOM/A1. Review and make appropriate changes to student no-name
allocations.
A20.4.2. MAJCOM/A4:
A20.4.2.1. Establish procedures to provide for the supervision and employment of
trainees before they enter Phase II training and for all available time beyond the normal
TD training day during Phase II training.
A20.4.2.2. Establish procedures to ensure aircraft/equipment in support of Phase II Task
Oriented Training (TOT). Note: Not applicable to the Air National Guard.
A20.4.2.3. Coordinate alternate training methods to accommodate temporary surges or
non-availability of aircraft and support equipment.
A20.4.2.4. Designate a functional training manager to coordinate with the 982 TRG in
determining short-term management actions to train Phase II backlogs.
A20.4.2.5. Establish procedures to ensure that bases involved in multiphase training
programs provide the personal retention items and organizational equipment needed for
Phase II training.
A20.4.2.6. Establishes procedures to ensure that units involved in multiphase training
programs provide TOT augmentees as agreed upon between HQ AETC and MAJCOMs.
AFI36-2201 15 SEPTEMBER 2010 207
A20.4.2.7. Identifies requirements for facilities that are above command approval
authority, through civil engineering channels to HQ USAF/A7.
A20.5. Servicing Military Personnel Section (MPS). The Formal Training unit will
coordinate with HQ AETC/FMAM changes (i.e., washback, reclassification, medical hold,
elimination, etc.) which result in a training delay or change in stay longer than 7 days. The
student‘s orders will be amended by the servicing MPS prior to implementing the actions above.
Students are to report no sooner than 4 days prior to the class start date.)
A20.5.1. TRW Servicing MPS:
A20.5.1.1. Publishes and amends student orders to show TD class dates and temporary
duty (TDY) en route information for active force personnel, and furnishes copies of the
orders to the end-assignment unit.
A20.5.1.2. Notifies the 982 TRG of student diversions and assignment swaps.
A20.5.1.3. Provides support in processing student elimination from Phase I training.
A20.5.1.4. Ensures that all relocation processing incident to permanent change of station
(PCS), as explained in AFI 36-2102, Base Level Relocation Procedures, is completed
before a student‘s departure from the resident training wing. Passports and visas that
cannot be finalized before departure, will be sent to the Airman‘s TDY location.
Personnel records will be hand-carried by all students according to AFI 36-2608, Military
Personnel Records System, and turned in to the end assignment MPS during in
processing.
A20.5.1.5. Ensures that students with end assignments overseas arrive at continental
United States (CONUS) training locations before oversea movement.
A20.5.2. Phase II Servicing MPS:
A20.5.2.1. Servicing MPS/DPMUOS at Phase II training locations. Advises end-
assignment training management office (MAT) and AFPC/DPAAS2 of delays of TDY
students.
A20.5.2.2. Servicing MPS/DPMUM at end-assignment. Gains members to its files.
A20.5.2.3. Servicing MPS/DPMPC at end-assignment. Ensures the three-skill level is
awarded on the initial duty assignment.
A20.5.3. ARF MPS:
A20.5.3.1. Publish orders for ARF personnel covering the entire period to TDY to
include total training itinerary.
A20.5.3.2. Publish all amendments to ARF students‘ orders. In case of limited time,
amendments may be made by message to the appropriate AETC training wing servicing
MPS.
208 AFI36-2201 15 SEPTEMBER 2010
A20.6. Multi-phase Training Procedures:

A20.6.1. Student Management—PCS to End-Assignment. The gaining squadron
commanders will have morale, welfare, UCMJ, billeting, and all other normal reporting
responsibilities. Refer to the ETCA web https://etca.randolph.af.mil/ for further guidance
on administrative and reporting instructions. Phase II training has priority over all base
incoming newcomers treatment and orientation (INTRO), First Term Airman Center
(FTAC), and ancillary training. Note: Not applicable to Air Reserve Component (ARC)
personnel.
A20.6.2. TDY En route to End-Assignment. Students will be assigned to the host unit for
administrative support and for duty with TD. En route bases will schedule departures (port
call) for TDY airmen in excess of 30 days.
A20.6.3. Billet TDY multiphase trainees IAW AFI 32-6005, Unaccompanied Housing
Management.
A20.6.4. Students will hand carry personnel records. PCS end-assignment students will turn
in records to the servicing MPS upon in processing. TDY students will retain records until
reporting to final end-assignment. Exception: students eliminated from courses for cause will
turn records into the servicing MPS.
A20.6.5. Ordinary leave between phases of training will not normally be granted. Exceptions
to this policy are at the discretion of the training squadron commander after coordination
with 373 TRS/TXFR and 82 MSS/DPMAA. Leave authorization after arrival at the gaining
base will be at the discretion of the gaining squadron commander. Ordinary leave should not
delay entry into training and therefore will not normally be granted until completion of the
TD training. Leave between completion of TD training at an en route base and proceeding to
gaining base will be coordinated between the TDY host unit and gaining squadron
commander.
A20.6.6. Trainee Skill-Level Upgrade:
A20.6.6.1. End-Assignment. Upon completion of Phase II training, the TD will prepare
AF Form 1256, Certificate of Training, and the appropriate record of student accounting
and attendance. The host unit will submit the classification action for the award of 3-skill
level and entry into 5-skill level upgrade training.
A20.6.6.2. Personnel bound for overseas will be awarded the 3-skill level before
departing the CONUS. The gaining MPS will enter airmen into upgrade training to the 5-
skill level.
A20.6.7. Personnel Strength Accounting Procedures. HQ USAF and base level military
personnel systems account for individuals by skill level (one- or three-level) currently held.
Procedures will vary depending on where an Airman completed Phase II training—either at
the gaining base or TDY en route. Using the personnel transaction identifier PTI 517, the
technical training graduate match program calculates a report-not-later-than-date that is equal
to the graduation date from the basic technical training course, plus travel time, plus leave,
plus the course length for TD training. It is essential that airmen be gained in the proper
AFI36-2201 15 SEPTEMBER 2010 209
control Air Force specialty code (CAFSC) (one-or three-level) to ensure accurate
classification and statistical accountability.
A20.6.8. PCS to End-Assignment. Airmen will be gained (PTI 201/204) in the one-skill
level primary Air Force specialty code and CAFSC; functional category will be ―L‖. Upon
completion of TD, the above applies. Airmen‘s PAFSC and CAFSC will be upgraded to the
three-skill level. Update functional category to ―A‖.
A20.6.9. TDY En Route to End-Assignment. Airmen who have completed TD before arrival
at their end-assignment (for example, all oversea bound airmen) will be awarded the three-
skill level in their appropriate AFSCs (see above).
A20.6.10. Student Elimination Management Quality Control. Airmen who fail to complete
any portion of initial skill multiphase training will be evaluated for either separation or
retention. Non-prior service (NPS) students, eliminated from Phase I courses, reporting
instructions are covered in AFI 36-2110, Assignments. Process retraining students according
to HQ AETCI 36-2215, Training Administration or AETCI 36-2205 Volume 1, Formal
Flying Training Administration and Management t, and AFI 36-2626, Airman Retraining
Program. When a student is eliminated from Phase II training, the TD commander will notify
the unit commander by letter. If the student is from the Air National Guard, provide an
information copy to NGB/TE, Wash DC 20330. If an AF Reserve Airman is eliminated,
return the student to the unit of assignment for disposition.
A20.6.10.1. When an active duty NPS student is eliminated from the TD phase of
training and retention is recommended, the following procedures apply: Note: Retrainee
eliminees are processed as explained in AFI 36-2626.
A20.6.10.2. When training is conducted at the end-assignment, the MPS, in conjunction
with the TD, initiates the message required by AFI 36-2110, and sends it to 2 AF Det 1,
with information copies To AFPC/DPAAS2, and MAJCOM/DPRA. 2 AF Det 1 will
provide reclassification instructions. AFPC/DPAAS2 will provide assignment
information.
A20.6.10.3. When training is conducted in a TDY en route status, the servicing MPS, in
coordination with the TD, initiates the message required by AFI 36-2110 and sends
information copies to 2 AF Det 1, AFPC/DPAAS2 MAJCOM/DPPA or MPRA, gaining
and losing MPSs. 2 AF Det 1 will provide reclassification instructions to the losing MPS,
with information copies to the TDY MPS and gaining MPS. AFPC/DPAAS2 will provide
assignment instructions to the following:
A20.6.10.4. When an active duty student is eliminated from Phase II training and
discharge is recommended, normal AFI 36-3208, Administrative Separation of Airmen,
procedures apply, in addition to the following:
A20.6.10.5. For airmen at their permanent end-assignment, the TD will initiate the
paperwork to advise the unit commander that discharge is recommended. The unit
commander will then contact the appropriate training wing (TRW) registrar to determine
if any information exists which would sup-port retention or have a bearing on the
proposed discharge processing. If the Airman‘s commander concurs, a discharge case
will be initiated by that organization.
210 AFI36-2201 15 SEPTEMBER 2010
A20.6.10.6. For an Airman at a TDY en route base, the commander of the unit to which
the Airman is attached will be advised by the TD that discharge is recommended. The
commander will then contact the appropriate TRW training wing registrar to determine if
any information exists that would support retention or have bearing on the proposed
discharge processing. Providing no such information exists, the commander will contact
the appropriate the servicing MPS to initiate a request for PCS to the en route base for the
purpose of discharge processing. Requests for PCS of eliminees to an AETC base will be
addressed to AFPC/DPAAS2.
A20.6.10.7. For recruits or initial skill trainees, separation may be initiated for failure to
make satisfactory progress in the required training program (see AFI 36-3208).
A20.6.10.8. If discharge processing results in retention, see applicable information in
AFI 36-3208.
A20.6.10.9. Should circumstances occur during TDY en route Phase II training that raise
quality control questions that are not training related, the servicing MPS at the TDY
location will dispatch a message to AFPC/DPAP with an information copy to
AFPC/DPAAS2 for assignment determination.
A20.6.10.10. Local conditions may occasionally require a change in the weapon system
shred (and corresponding Phase II course). If TD training capability exists, the MPS can
submit the formal request to AFPC/DPAAS2 with information copies to the 982 TRG,
HQ AETC/A3T, and the MAJCOM. Upon AFPC/DPAAS2 message approval, document
the AFSC shred change.
A20.7. Student Pipeline Flow. See responsibilities for HQ AETC/A3T and 982 TRG.
A20.8. Training Support:
A20.8.1. Training Deficiencies. Should an STS training deficiency occur (or graduation date
extend in excess of one week due to remedial training in Phase II), the unit conducting the
training will report the deficiency according to AETCI 36-2203.
A20.8.2. Support for Command Lacking Specific Training Capabilities. Some MAJCOMs
may not have TD capability to support weapon system TOT due to small numbers of
command gains. Gains to such commands will be trained at bases having TOT capability, as
coordinated with the appropriate MAJCOM, and scheduled by 982 TRG.
A20.8.3. Alternate Training Methods:
A20.8.3.1. Key to the TOT concept is the availability of operational equipment for TOT
purposes. The host will ensure that aircraft and support equipment are provided. These
arrangements will be closely coordinated between the TD and the host maintenance
organization.
A20.8.3.2. Alternate training methods to accommodate temporary surges or non-
availability to training support equipment are vital to the success of multiphase training.
Rather than develop alternate training courses to support such situations, existing courses
will be used with STS tasks taught to lower proficiency levels. In each instance, a
training deficiency report is required as out-lined in A4.8.1 above. When students are
taught to proficiency levels lower than required by the STS, diplomas may still be
provided.
AFI36-2201 15 SEPTEMBER 2010 211
A20.9. Student Scheduling:

A20.9.1. Students whose Phase II training will be done at a TDY en route base will normally
be held at the resident wing. Ordinary leave will not normally be granted. Exceptions to this
policy will be at the discretion of the training squadron commander after coordination with
373 TRS/TXFR and 82 MSS/DPMAA. In any case, students will report to the TDY en route
base no earlier than 14 calendar days and no later than 4 calendar days before TD class start
date.
A20.9.2. Students whose Phase II training will be accomplished at their base of end
assignment should be scheduled to report to their gaining unit of assignment no earlier than
30 calendar days, and no later than 4 calendar days before Phase II TD class start date. End
assignment active duty students may complete the INTRO program, First Term Airman
Center (FTAC), and all in-processing before the TD class start date if possible, provided it
does not interfere with scheduled TD training. Students will not be removed from Phase II
classes to attend in-processing or base INTRO programs or FTAC. Note: The INTRO
program does not apply to ARC personnel.
A20.9.3. TDs will promptly notify the following offices of no-shows.
A20.9.3.1. TDY En Route Students. Notify 373 TRS/TXFR, AFPC/DPAAS2, losing and
gaining MPSs.
A20.9.3.2. End Assignment Students. Notify 373 TRS/TXFR, AFPC/DPAAS2, local
unit commander and MPS.
A20.10. Operational Procedures:
A20.10.1. The Initial Skill AFSC Multiphase Training Program for aircraft maintenance
personnel is an alternative approach to training that developed during a period of constrained
resources.
A20.10.2. The ISD process will be used to determine the mix of training divided between
phases of instruction and to develop and manage resulting training programs.
A20.10.3. Total instructor and student authorizations (resident, TD, and task oriented
training (TOT) augmentees) must be identified annually to support multiphase training. As
training needs change, requests for adjustment of resources should be submitted through
proper manpower channels. If an out-of-cycle request is submitted, the using command or
agency will be asked to provide manpower until resources can be programmed and budgeted
through the Planning, Programming, Budgeting, and Execution system.
A20.10.4. Selective by-pass of Phase I may be authorized for the ARC prior service
personnel based upon standards established by the National Guard Bureau (NBG) and HQ
AFRC. Requests for waiver of Phase I training for active duty retrainees will be sent through
the MAJCOM functional manager and the MAJCOM DPAT to AFPC/DPSFM for action
with information copy to AETC/A3T.
A20.10.5. Phase II for ARC personnel may be waived when specific weapon system and
equipment required for TOT is expected to be unavailable. The ARC will develop and
publish procedures that ensure personnel are given on-the-job training and upgraded to the 3-
level within a stipulated time period after completing Phase I.
212 AFI36-2201 15 SEPTEMBER 2010
A20.10.6. Specialty Training Standards (STS) will be used as the overall course content
specification documents for multiphase AFSC awarding courses.
A20.10.7. A relatively even flow of students between the phases of training is desirable to
alleviate peak demands for equipment and instructors and to reduce pipeline inefficiencies
and backlogs.
A20.10.8. Students will report to the TDY en route base no earlier than 14 calendar days and
no later than 1 calendar day before TD class start date.
A20.10.9. Students should be scheduled to report to their gaining unit of assignment no
earlier than 30 calendar days, and no later than 4 calendar days before Phase II training class
start date. Students requiring Special Access Requirement (SAR) coding in support of
classified weapon systems should report no later than 25 calendar days prior to detachment
class start date in order to complete security requirements.

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BY ORDER OF THE AIR FORCE INSTRUCTION 36-2201

SECRETARY OF THE AIR FORCE

AIR FORCE TRAINING PROGRAM

COMPLIANCE WITH THIS PUBLICATION IS MANDATORY

ACCESSIBILITY: Publications and forms are available on the e-Publishing website at

RELEASABILITY: There are no releasability restrictions on this publication.

OPR: AF/A1DLT Certified by: AF/A1DL

This document is substantially revised and must be completely reviewed.

Chapter 1—CONTINUUM OF LEARNING (COL) 5

Chapter 2—TRAINING DEVELOPMENT AND DELIVERY 7

Chapter 3—BASIC MILITARY TRAINING (BMT) 17

Chapter 4—FORMAL TRAINING 20

Chapter 5—AIR FORCE CAREER FIELD MANAGEMENT 34

Chapter 6—AIR FORCE ON-THE-JOB TRAINING ADMINISTRATION 49

Chapter 7—ANCILLARY TRAINING 84

Chapter 8—EXPEDITIONARY SKILLS TRAINING 92

Chapter 9—TRAINING EVALUATION 98

Attachment 1—GLOSSARY OF REFERENCES AND SUPPORTING INFORMATION 100

Attachment 2—PREPARING AND PUBLISHING A CFETP 118

Attachment 3—OFFICER CFETP TEMPLATE 122

Attachment 4—ENLISTED CFETP TEMPLATE 132

Attachment 5—CHECKLIST FOR STRT/U&TW 150

Attachment 6—ASSOCIATED U&TW CORRESPONDENCE 156

Attachment 7—CONDUCTING TRAINING STAFF ASSISTANCE VISITS (SAV) 161

Attachment 8—STAFF ASSISTANCE VISIT CHECKLIST 167

Attachment 9—GUIDE FOR INTERVIEWING PROSPECTIVE 3S2X1 RETRAINEES 174

Attachment 10—GUIDE FOR CONDUCTING THE UNIT TRAINING MANAGER’S

Attachment 11—TRAINING STATUS CODES AND DEFINITIONS TABLE 181

Attachment 12—GUIDE FOR CONDUCTING THE UTM TRAINING PROGRESS

Attachment 13—MASTER TRAINING PLAN DEVELOPMENT GUIDE USING

Attachment 14—PROPOSAL FOR ANCILLARY TRAINING REQUIREMENT 191

Attachment 15—PRE-DEPLOYMENT TRAINING DETERMINATION PROCESS 192

Attachment 16—COURSE DEVELOPMENT DECISION LOGIC PROCESS 193

Attachment 17—DL POC RESPONSIBILITIES FOR MANAGING, ADMINISTERING,

Attachment 18—FORMAT FOR MEMORANDUM TO AETC/A3PZ UPON

Attachment 19—TRAINING DETACHMENT (TD) POLICY AND PROCEDURES 199

Attachment 20—INITIAL SKILL AFSC MULTI-PHASED TRAINING PROCEDURES 204

CONTINUUM OF LEARNING (COL)

TRAINING DEVELOPMENT AND DELIVERY

2.1. AF Instructional Systems Design (ISD):

2.1.4.1.1.1.3. Type 3, Resident Regular Training. AFS-centered training of a

2.1.4.2.9. Report Interactive Multimedia entries/records as they are developed to the

2.1.4.3.8. An instructional technology unit may develop Interactive Multimedia or

can be used to create wholly virtual classrooms. Advanced Distributed Learning is an

2.2.3.2.10. ADL PMO ensures the identification of ADL course conversion

2.3.4.6. Functional POC responsibilities:

BASIC MILITARY TRAINING (BMT)

3.3.2. BMT Triennial Review Steering Committee:

3.3.4.3. 737 TRG/CC:

4.1. Formal Training Management.

training waivers. Note: Forward time-in-training waivers to HQ AFRC/ANG for ARC

4.1.4.2. Evaluating Waiver Requests. Compare each waiver request against

4.1.4.4.2. Group Commander. Use the criteria in paragraph 4.1.4.2., of this

4.1.5.2.1. Establishes policy for the development, and publishing of Program

4.1.5.5.3.1. In partnership with the Air Education and Training Command

4.1.5.6.5. Provide AFCFMs with information to identify and justify unfunded

4.2.3.3.7. Issue reporting instructions and allocations through the MilPDS/OTA.

4.3.1. AETC DL is technical training delivered to students at their base of assignment

4.3.4. UTM Responsibilities for Administering AETC DL Courses: