BY ORDER OF THE SECRETARY

OF THE AIR FORCE

AIR FORCE INSTRUCTION 36-2014

15 JULY 2019

PERSONNEL

PRE-COMMISSIONING PROGRAMS

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: AETC/A3KP

Supersedes: AFI 36-2014,

16 February 2012

Certified by: SAF/MR

(Mr. John Fedrigo)

Pages: 19

This instruction implements Air Force Policy Directive (AFPD) 36-20, Recruiting Programs and

Accession of Air Force Military Personnel. This publication establishes the Air Force Pre-

commissioning Program and the roles and responsibilities of the offices, committees, and groups

that administer, deliver, evaluate, manage, and support this program. This instruction applies to

all civilian employees and uniformed members of the Regular Air Force (RegAF), Air Force

Reserve, and Air National Guard personnel who attend, administer, deliver, evaluate, manage, or

support an Air Force (AF) pre-commissioning program. It has been developed in collaboration

between the Deputy Chief of Staff for Manpower, Personnel, and Services (AF/A1), the Chief of

the Air Force Reserve (AF/RE) and the Director of the Air National Guard (NGB/CF). This

publication may be supplemented at any level, but all supplements that directly implement this

publication must be routed to the Office of Primary Responsibility (OPR) for coordination, and

all Major Command-level supplements must be approved by the Human Resource Management

Strategic Board prior to certification and approval. The authorities to waive wing-/unit-level

requirements in this publication are identified with a Tier (“T-0, T-1, T-2, and T-3”) number

following the compliance statement. See Air Force Instruction (AFI) 33-360, Publications and

Forms Management, for a description of the authorities associated with the Tier numbers.

Submit requests for waivers through the chain of command to the appropriate Tier waiver

approval authority, or alternately, to the requestor’s commander for non-tiered compliance items.

Refer recommended changes and questions about this publication to the OPR using the AF Form

847, Recommendation for Change of Publication; route AF Form 847 from the field through the

appropriate functional chain of command. Ensure all records created as a result of processes

prescribed in this publication are maintained in accordance with Air Force Manual (AFMAN)

2 AFI36-2014 15 JULY 2019

33-363, Management of Records, and disposed of in accordance with Air Force Records

Information Management System Records Disposition Schedule.

SUMMARY OF CHANGES

This document has been substantially revised and must be completely reviewed. Major changes

include modifications of the instruction’s title and OPR, revisions of roles and responsibilities,

and modifications to the committee and group responsible for improving the Air Force pre-

commissioning programs.

1. Overview. ............................................................................................................... 3

2. Roles and Responsibilities. ..................................................................................... 4

3. Program Management. ............................................................................................ 6

4. Pre-Commissioning Sources’ Institutional Competency Learning Outcomes ........ 8

Attachment 1— GLOSSARY OF REFERENCES AND SUPPORTING INFORMATION 18

AFI36-2014 15 JULY 2019 3

1. Overview.

1.1. Pre-commissioning programs conducted at the United States Air Force Academy

(USAFA), Air Force Reserve Officer Training Corps, and Officer Training School provide

AF officer candidates the institutional competencies (knowledge, skills, and abilities)

required by newly commissioned officers. The AF-specific and joint-required training,

education, and experiences provided at these accession sources form the foundation upon

which the officers’ career-long developmental education is built.

1.2. Learning outcomes comprise the basic developmental education requirements for all

commissioning sources and defines what officer candidates are expected to learn. These

outcomes are stated in terms of cognitive levels of learning and will be used to inform

development of specific learning objectives for pre-commissioning program curricula.

Section 4, Pre-Commissioning Sources’ Institutional Competency Learning Outcomes

incorporates Chairman of the Joint Chiefs of Staff Instruction (CJCSI) 1800.01E, Officer

Professional Military Education Policy, learning outcome requirements.

1.3. Pre-commissioning program curricula is consistent with AF doctrine, specifically, Air

Force Doctrine Annex 1-1, Force Development, by providing Airmen a broad-based

education, training, and experience framework, equipping them with the competencies to

serve as leaders as they progress in rank and responsibility, and establishing a deliberate

connection of pre-commissioning program learning outcomes to Air Force Institutional

Competencies.

1.4. Pre-commissioning programs at the commissioning sources comply with and follow the

standards established in CJCSI 1800.01E.

1.5. Pre-commissioning programs provide commissioning candidates the following:

1.5.1. An introduction to the Air Force’s mission, structures, standards, roles, and

responsibilities, ensuring students graduate with a knowledge of the basic U.S. defense

structure, roles and missions of other military services, the Combatant Command

structure, and the nature of American military power and joint warfare.

1.5.2. The foundation for officer development throughout the continuums of learning and

service, preparing officer candidates to become commissioned officers within the Air

Force.

1.5.3. A basic grounding in the U.S. defense establishment and the Air Force, as well as

a foundation in leadership, management, civil-military relations, ethics, history,

international relations, culture, and other subjects necessary to prepare them to serve as

commissioned officers.

1.6. Pre-commissioning programs develop and provide newly commissioned Air Force

officers who:

1.6.1. Have internalized the Air Force’s core values, live by a high moral code, treat

others with mutual respect, and demonstrate a strong sense of ethics (Leader of

Character).

1.6.2. Embody the warrior spirit: tough mindedness, tireless motivation, an unceasing

vigilance, a willingness to sacrifice one’s life for the country, if necessary, and a

commitment to be the world’s premier air, space, and cyberspace force (Warrior Ethos).

4 AFI36-2014 15 JULY 2019

1.6.3. Are prepared to support global military operations, whether deployed or at home

station (Expeditionary Mindset).

1.6.4. Respect social diversity, Air Force organizational dynamics, Department of

Defense (DoD) and joint perspectives, and global differences (Culturally Aware).

1.6.5. Possess foundational institutional knowledge and a commitment to life-long

learning and improvement of institutional and technical knowledge, skills, and abilities

(Motivated Professional).

2. Roles and Responsibilities.

2.1. Assistant Secretary of the Air Force for Manpower and Reserve Affairs (SAF/MR)

will: Provide guidance, direction, and oversight for all matters pertaining to the formulation,

review, and execution of plans, policies, programs, and budgets addressing pre-

commissioning education and training programs.

2.2. Deputy Assistant Secretary for Force Management Integration (SAF/MRM)

will: Provide policy and program advice and strategic oversight of pre-commissioning

education and training programs.

2.3. Deputy Chief of Staff for Manpower, Personnel, and Services (AF/A1) will: Serve

as the Headquarters Air Force OPR for all activities related to pre-commissioning education

and training programs.

2.4. Director, Force Development (AF/A1D) will:

2.4.1. Oversee management and synchronization of the Air Force pre-commissioning

programs’ operations.

2.4.2. Validate commissioning sources’ processes for educating and training officer

candidates prior to commissioning.

2.4.3. Approve policy and essential procedural guidance for pre-commissioning

programs.

2.5. Chief, Force Development Integration Division (AF/A1DI) will:

2.5.1. Provide Pre-Commissioning Program Committee (PCPC) representation to ensure

the pre-commissioning sources’ programs support Air Force development goals,

objectives, and institutional competency requirements as required by AFI 36-2656,

Developmental Education.

2.5.2. Coordinate on pre-commissioning sources’ initiatives received from the Air Force

Learning Committee (AFLC) to ensure changes to pre-commissioning curricula are

consistent, practical, and feasible within current Air Force guidance.

2.5.3. Collaboratively develop and coordinate with the Air Education and Training

Command (AETC), Chief, Force Development Integration Division (AETC/A3K) on

policy and essential procedural guidance for pre-commissioning programs.

2.6. Commander, Air Education and Training Command (AETC/CC) will:

2.6.1. Provide oversight of the Total Force execution of Air Force policy for pre-

commissioning programs.

AFI36-2014 15 JULY 2019 5

2.6.2. Coordinate with Air Force Reserve and Air National Guard on their pre-

commissioning initiatives to ensure they are consistent with pre-commissioning programs

within current Air Force guidance (may be delegated to AETC/A3/6 or A3K).

2.7. Chief, Force Development Policy Integration Division (AETC/A3K) will:

2.7.1. Provide PCPC representation for the FD/CC to ensure pre-commissioning

education support Air Force development goals, objectives, and institutional competency

requirements as required by AFI 36-2656.

2.7.2. Collaboratively develop and coordinate with AF/A1DI on policy and essential

procedural guidance for pre-commissioning programs.

2.7.3. Review and coordinate on PCPC recommendations for Air Force pre-

commissioning policy, program, and curriculum changes that will be taken to the AFLC.

2.7.4. Establish PCPC meeting dates, in coordination with Holm Center/DE, USAFA,

and AF/A1DI.

2.8. United States Air Force Academy will:

2.8.1. Provide Pre-Commissioning Curriculum Integration Group (PCIG) and PCPC

representation to ensure the USAFA pre-commissioning program supports Air Force

development goals, objectives, and competency requirements as required by AFI 36-

2656. (T-1)

2.8.2. During even-numbered years, chair and host the PCPC, in coordination with

AETC/A3K. (T-1)

2.8.3. During odd-numbered years chair and host the PCIG. (T-1)

2.8.4. During even-numbered year PCIGs participate in a staff assistance visit (SAV) of

the Holm Center program (in accordance with agreed upon processes) to:

2.8.4.1. Determine if pre-commissioning guidance is adequate and clear. (T-1)

2.8.4.2. Provide feedback on whether the commissioning sources are properly

applying sound instructional design practices to implement pre-commissioning

programs. (T-1)

2.8.4.3. Provide situational awareness to USAFA senior leaders in the form of an

executive summary and cross-feed report. (T-1)

2.9. Air University (AU), Office of Academic Affairs (AU/A3AC) will: Provide PCPC

representation to ensure commissioning programs support Air Force development goals,

objectives, and competency requirements as required by AFI 36-2656. (T-1)

2.10. Jeanne M. Holm Center for Officer Accessions and Citizen Development (Holm

Center/DE) will:

2.10.1. Provide PCIG and PCPC representation to ensure pre-commissioning programs

support AF development goals, objectives, and competency requirements as required by

AFI 36-2656. (T-1)

2.10.2. During odd-numbered years, chair and host the PCPC, in coordination with

AETC/A3K. (T-1)

6 AFI36-2014 15 JULY 2019

2.10.3. During even-numbered years chair and host the PCIG. (T-1)

2.10.4. During odd-numbered year PCIGs participate in a SAV of the USAFA program

(in accordance with agreed upon processes) to:

2.10.4.1. Determine if pre-commissioning guidance is adequate and clear. (T-1)

2.10.4.2. Provide feedback on whether the commissioning sources are properly

applying sound instructional design practices to implement pre-commissioning

programs. (T-1)

2.10.4.3. Provide situational awareness to senior leaders in the form of an executive

summary and cross-feed report. (T-1)

2.11. Air University eSchool of Graduate Professional Military Education (PME) will:

2.11.1. Represent eSchool of Graduate PME at meetings on issues affecting eSchools.

(T-1)

2.11.2. Consult information found in section 4, Pre-Commissioning Sources’

Institutional Competency Learning Outcomes, when developing related learning

outcomes for eSchool Graduate PME courses. (T-1)

2.11.3. Provide the PCIG information pertaining to eSchool Graduate PME courses as

needed to reduce unwanted curriculum redundancy between commissioning programs

and other officer PME. (T-1)

2.12. Office of Air Force Reserve, Directorate of Personnel (AF/REP) will:

2.12.1. Ensure Air Force Reserve pre-commissioning initiatives are consistent with

commissioning education within current Air Force guidance.

2.12.2. Coordinate Air Force Reserve Command instructions with the FD/CC, through

AETC/A3K, prior to approval.

2.13. Air National Guard, Director, Manpower, Personnel and Services (NGB/A1) will:

2.13.1. Ensure Air National Guard (ANG) pre-commissioning initiatives are consistent

with commissioning education within current Air Force guidance.

2.13.2. Coordinate ANG instructions with the FD/CC, through AETC/A3K, prior to

approval.

3. Program Management.

3.1. Pre-Commissioning Program Committee will:

3.1.1. Oversee the commissioning sources’ pre-commissioning education and training

processes. (T-1)

3.1.2. Oversee the PCIG. (T-1)

3.1.3. Conduct PCPC meetings on an as-needed basis, but no less than once annually.

(T-1)

3.1.4. Resolve and make decisions on recommendations and issues forwarded from the

PCIG. (T-1)

AFI36-2014 15 JULY 2019 7

3.1.5. Forward PCIG recommendations and issues that cannot be resolved or decided at

the PCPC level to the AFLC. (T-1)

3.1.6. Recommend, as appropriate, Air Force pre-commissioning policy, program, and

curriculum changes to the AFLC. (T-1)

3.1.7. The PCPC chair will:

3.1.7.1. Host the PCPC meeting. (T-1)

3.1.7.2. During even-numbered years, USAFA will serve as the chair and during

odd-numbered years, the Holm Center will serve as the chair. (T-1)

3.1.7.3. Ensure meeting minutes are developed, coordinated, approved, and

forwarded to committee members. (T-1)

3.1.7.4. Take PCPC-approved recommendations and issues to the AFLC. (T-1)

3.1.8. PCPC membership includes:

3.1.8.1. Force Development Integration Division (AF/A1DI).

3.1.8.2. Air University Office of Academic Affairs (AU/A3AC).

3.1.8.3. Holm Center.

3.1.8.4. USAFA.

3.1.8.5. AETC/A3K, Force Development Policy Integration.

3.2. Pre-Commissioning Curriculum Integration Group will:

3.2.1. Serve as a working group to identify developmental efforts for potential

standardization across commissioning sources; share curricular and assessment best

practices, approve changes to section 4, Pre-commissioning Sources’ Institutional

Competency Learning Outcomes, and review curriculum change requests from outside

agencies. (T-1)

3.2.2. Conduct meetings on an as-needed basis, but no less than once annually, 6-months

before/after PCPC meetings. (T-1)

3.2.3. The PCIG will recommend pre-commissioning program changes to the PCPC. (T-

1)

3.2.4. PCIG members will conduct a quadrennial review to validate the content,

organization, and relevance of all commissioning education training materials and

academic curricula. (T-0)

3.2.5. The PCIG chair will:

3.2.5.1. Host the PCIG meeting. (T-1)

3.2.5.2. During odd-numbered years, USAFA will host the meeting and during even-

numbered years, the Holm Center will host the meeting. (T-1)

3.2.5.3. Ensure meeting minutes are developed, coordinated, and approved. Forward

meeting minutes and the results of SAV to PCIG members and AETC/A3K. (T-1)

8 AFI36-2014 15 JULY 2019

3.2.5.4. Present PCIG-approved recommendations and recent SAV results issues to

the PCPC. (T-1)

3.2.6. PCIG membership includes:

3.2.6.1. Air University, Office of Academic Affairs (AU/A3AC).

3.2.6.2. Holm Center.

3.2.6.3. USAFA.

3.2.6.4. Air University eSchool of Graduate PME.

4. Pre-Commissioning Sources’ Institutional Competency Learning Outcomes

4.1. Overview.

4.1.1. Affective learning outcomes are not spelled out in this instruction; however,

commissioning sources will identify and pursue affective learning outcomes within their

individual curricula, where appropriate, in order to assist students in internalizing and

developing the learning outcomes into lasting character traits. (T-1)

4.1.2. Cognitive learning outcomes are stated using the levels of learning outlined in the

2001 revised Bloom’s Taxonomy. The verbs from the revised Bloom’s Taxonomy used

in the following learning outcomes correlate to CJCSI 1800.01E, Bloom’s Taxonomy

levels. Primary content sources are identified parenthetically at the end of each specific

learning outcome.

4.1.2.1. Remember: Retrieve relevant knowledge from long-term memory. (CJCSI:

Know.)

4.1.2.2. Understand: Construct meaning from instructional messages, including oral,

written, and graphic communication. (CJCSI: comprehend.)

4.1.2.3. Apply: Carry out or use a procedure in a given situation. Primary content

sources are identified parenthetically at the end of each specific learning outcome.

(CJCSI: Apply.)

4.1.3. Cognitive and affective outcomes will be assessed and multiple methods can be

used (e.g., direct observation, practical exercises, written examinations, etc.). (T-1) For

evaluation purposes, many of the outcomes are met by combining the total impact of

material taught at different points within the individual programs.

4.1.4. In addition to these learning outcomes, all programs will also comply with

requirements established by Appendix B to Enclosure E of CJCSI 1800.01E. (T-0)

4.2. Institutional Competency – Embodies Airmen Culture.

4.2.1. Sub-competency – Ethical Leadership. Promotes Air Force core values

(integrity first, service before self, and excellence in all we do) through goals, actions,

and behaviors. Develops trust and commitment through words and actions. Accountable

for areas of responsibility, operations of unit, and personal actions. Maintains checks and

balances on self and others. Learning Outcomes:

AFI36-2014 15 JULY 2019 9

4.2.1.1. Understand the Air Force’s core values of integrity first, service before self,

and excellence in all we do, the virtues associated with each of these core values, and

the importance of consistent application of these values.

4.2.1.2. Understand strategies to overcome personal and professional competing

pressures involved with consistent application of the Core Values.

4.2.1.3. Understand the basic concepts of leadership—to include Air Force

leadership doctrine—and their impact on mission accomplishment.

4.2.1.4. Understand the dimensions of membership in the Profession of Arms.

4.2.1.5. Understand personal and professional loyalty and accountability and their

impact on being a leader of character.

4.2.1.6. Understand professional and unprofessional relationships and their impact on

the mission.

4.2.1.7. Remember the applicable elements of DoD 5500.07-R, Joint Ethics

Regulation.

4.2.1.8. Understand the relationship between moral courage and leadership and the

impact on mission accomplishment.

4.2.1.9. Understand an officer’s personal responsibility for living a respectful public

life and keeping private affairs in order to include managing financial affairs,

maintaining readiness and holding oneself accountable for conduct on and off duty.

4.2.1.10. Understand the importance of critical thinking and how it relates to mission

accomplishment.

4.2.1.11. Remember the primary elements of the military justice system.

4.2.2. Sub-competency – Followership. Comprehends and values the essential role of

followership in mission accomplishment. Seeks command guidance, and/or leadership

while providing unbiased advice. Aligns priorities and actions toward chain of command

guidance for mission accomplishment. Exercises flexibility and adapts quickly to

alternating role as leader/follower; follower first, leader at times. Learning Outcomes:

4.2.2.1. Understand the concept of effective followership.

4.2.2.2. Understand the importance of the chain of command, loyalty to peers, and

followership in effective mission accomplishment.

4.2.2.3. Apply effective followership.

4.2.2.4. Understand the role of providing healthy disagreement in being an effective

follower, the boundaries of effective followership, and strategies for appropriate

disagreement.

4.2.3. Sub-competency – Warrior Ethos. Exhibits a hardiness of spirit despite physical

and mental hardships – moral and physical courage. Continuously hones skills to support

the employment of military capabilities. Displays military/executive bearing, self-

discipline, and self-control. Learning Outcomes:

10 AFI36-2014 15 JULY 2019

4.2.3.1. Remember Air Force history.

4.2.3.2. Understand the Profession of Arms.

4.2.3.3. Understand the meaning of a military officer’s Oath of Office and

commission.

4.2.3.4. Understand the Code of Conduct and its importance for the armed forces and

our Nation.

4.2.3.5. Remember Air Force dress and appearance standards.

4.2.3.6. Understand the importance of professional military image.

4.2.3.7. Understand military customs and courtesies.

4.2.3.8. Understand Air Force heritage, traditions, and special ceremonies.

4.2.3.9. Understand personal, physical, and moral courage as they apply to the

military profession.

4.2.3.10. Remember basic drill procedures and movements.

4.2.3.11. Understand the importance of drill and ceremonies to teamwork, heritage,

and the Profession of Arms.

4.2.3.12. Understand the importance of the concepts of Comprehensive Airman

Fitness and resiliency and impact on the employment of military capabilities.

4.2.3.13. Apply physical development concepts to meet Air Force physical standards.

4.2.3.14. Understand the Airman’s Creed.

4.2.3.15. Understand the uniqueness of the Airman identity.

4.2.3.16. Remember tactics, techniques, and procedures (TTP) used in the deployed

environment. Note: It is understood there are significant variations between the

commissioning sources and the TTPs they will be able to address, with no minimum

requirement.

4.2.4. Sub-competency – Develops Self. Assesses self to identify strengths and

developmental needs. Seeks and incorporates feedback on own performance; aware of

personal impact on others. Continually increases breadth and depth of knowledge and

skills; develops life-long learning habits. Learning Outcomes:

4.2.4.1. Understand how to seek and incorporate feedback to improve personal

performance.

4.2.4.2. Understand strategies for positively responding to and internalizing

feedback.

4.2.4.3. Understand the importance of self-assessment.

4.2.4.4. Understand the importance of having an awareness of how you impact

others.

4.2.4.5. Understand the importance of life-long learning.

AFI36-2014 15 JULY 2019 11

4.2.4.6. Remember the officer career progression system and expectations in career

progression. Note: Significant variations exist between RegAF, Guard, and Reserve.

4.3. Institutional Competency – Communicating.

4.3.1. Sub-competency – Speaking and Writing. Articulates ideas and intent in a

clear, concise, and convincing manner through both verbal and written communication.

Adjusts communication approach to unique operational environment and audience needs.

Effectively creates communication bridges between units, organizations, and institutions.

Learning Outcomes:

4.3.1.1. Apply effective verbal and written communications appropriate in the Air

Force environment.

4.3.1.2. Understand the importance of effective speaking and writing to mission

accomplishment.

4.3.2. Sub-competency – Active Listening. Fosters the free flow of ideas in an

atmosphere of open exchange. Actively attempts to understand others’ points of view and

clarifies information as needed. Solicits feedback to insure that others understand

messages as they were intended. Learning Outcomes:

4.3.2.1. Understand how both effective and ineffective listening impact mission

accomplishment.

4.3.2.2. Understand barriers to effective communication.

4.4. Institutional Competency – Leading People.

4.4.1. Sub-competency - Developing and Inspiring Others. Helps and motivates

others to improve skills and enhance performance through feedback, coaching,

mentoring, and delegating. Empowers others and guides them in the direction of their

goals and mission accomplishment. Inspires others to transcend their own self-interests

and embrace personal sacrifice and risk for the good of the organization and the mission.

Learning Outcomes:

4.4.1.1. Understand motivation, feedback, coaching, and mentoring as they relate to

team and individual performance.

4.4.1.2. Understand the guidelines for effective supervision and delegation and their

impact on mission accomplishment.

4.4.1.3. Remember Force Development Doctrine as a guide for subordinate

development.

4.4.1.4. Remember the Air Force Enlisted Force Structure.

4.4.1.5. Remember the Officer and Enlisted Evaluation Systems.

4.4.1.6. Understand a leader’s responsibility for and impact on subordinate

development.

4.4.1.7. Understand how to inspire others, to transcend self-interest, and embrace

personal sacrifice/risk for the good of the organization and mission.

12 AFI36-2014 15 JULY 2019

4.4.2. Sub-competency – Taking Care of People. People first – attends to the physical,

mental, and ethical well-being of fellow Airmen and their families. Creates an

environment where Airmen take care of Airmen 24/7, 365 days a year, including leaders,

peers, and subordinates; integrates wellness into mission accomplishment. Establishes

work-life balance through time management and setting clear expectations/priorities.

Learning Outcomes:

4.4.2.1. Understand how to attend to the physical, mental, ethical, and spiritual well-

being of Airmen and their families.

4.4.2.2. Understand how to establish a work-life balance through time management

and setting clear expectations and priorities.

4.4.2.3. Remember Air Force policy on sexual assault.

4.4.2.4. Remember Air Force policy on sexual harassment.

4.4.2.5. Remember Air Force policy on substance abuse.

4.4.2.6. Understand the negative impact of sexual harassment and sexual assault on

the Air Force mission and an Officer’s responsibility for prevention and intervention.

4.4.2.7. Understand an Officer’s role in preventing suicides within the AF and the

negative impact of suicide on the Air Force mission.

4.4.2.8. Understand the negative impact of substance abuse on the Air Force mission

and an Officer’s responsibility for prevention and intervention.

4.4.3. Sub-competency – Fostering Diversity. Leverages the value of differences in

perspectives, approaches, preferences, race, gender, background, religion, experience,

generation, thought, and other factors. Leverages diversity for mission accomplishment

and fosters an environment of inclusion. Shows respect for others regardless of the

situation; treats people in an equitable manner. Learning Outcomes:

4.4.3.1. Remember the Air Force policy on diversity.

4.4.3.2. Understand how the broad dimensions of diversity enhance unit

effectiveness and mission accomplishment.

4.4.3.3. Understand how to effectively lead, manage, and work with a diverse

organization.

4.4.3.4. Remember the Air Force policy on Equal Opportunity and Treatment.

4.4.3.5. Understand how Equal Opportunity and Treatment enhance unit

effectiveness and mission accomplishment.

4.4.3.6. Remember Air Force policies on prejudice and discrimination.

4.4.3.7. Understand the negative impact of prejudice and discrimination on the AF

mission.

4.4.3.8. Understand the Air Force policy on religious accommodation.

AFI36-2014 15 JULY 2019 13

4.5. Institutional Competency – Fostering Collaborative Relationships.

4.5.1. Sub-competency – Builds Teams and Coalitions. Builds effective teams for

goal and mission accomplishment and improves team performance. Contributes to group

identity while fostering cohesiveness, confidence, and cooperation. Sees and attends to

the interests, goals, and values of other individuals and institutions. Develops networks

and alliances that span organizational, service, department, agency, and national

boundaries. Learning Outcomes:

4.5.1.1. Understand team-building techniques and principles and the impact of teams

on mission accomplishment.

4.5.1.2. Understand how to contribute to group identity while fostering cohesiveness,

confidence, and cooperation among team members.

4.5.1.3. Understand how to build coalitions and networks by considering the equities

of other individuals and groups and the impact on mission accomplishment.

4.5.2. Sub-competency – Negotiating. Understands the underlying principles and

concepts applied before, during, and after a negotiation. Attains desired mission

outcomes while maintaining positive, long-term relationships with key

individuals/groups. Uses appropriate interpersonal styles and methods to reduce tension

or conflict between two or more people; anticipates and addresses conflict constructively;

and anticipates and prevents counter-productive confrontations. Persuades and influences

others; builds consensus; gains cooperation; effectively collaborates. Learning Outcomes:

4.5.2.1. Understand emotional intelligence.

4.5.2.2. Understand negotiating principles.

4.5.2.3. Understand appropriate conflict management principles and their impact on

mission accomplishment.

4.6. Institutional Competency – Employing Military Capabilities.

4.6.1. Sub-competency – Operational and Strategic Art. Understands and applies

operational and strategic art in conventional and irregular warfare, peacekeeping, and

homeland defense operations. Demonstrates expertise in integrating and leveraging

doctrine, concepts, and capabilities within an effects-based approach to operations.

Utilizes innovation and technology in the employment of lethal and non-lethal force.

Learning Outcomes:

4.6.1.1. Remember basic Air Force doctrine and its evolution.

4.6.1.2. Remember the Principles of War.

4.6.1.3. Understand the basic concepts of military theory.

4.6.1.4. Understand the nature of war and the actors, causes, and types of warfare.

4.6.1.5. Remember the range of military operations.

4.6.1.6. Remember the basic principles of the Law of War.

4.6.1.7. Remember the process for formulating US military strategy from national

objectives.

14 AFI36-2014 15 JULY 2019

4.6.1.8. Remember the Joint Operational Planning Process.

4.6.2. Sub-competency – Understanding Unit, Air Force, Joint, and Coalition

Capabilities. Considers and applies capabilities of the Air Force across air, space, and

cyberspace. Understands how Air Force capabilities relate and complement other service

capabilities. Understands interdependencies and interoperability across services,

agencies, departments, and coalition partners. Learning Outcomes:

4.6.2.1. Remember the Air Force core missions.

4.6.2.2. Remember Air Force capabilities in air, space, and cyberspace.

4.6.2.3. Remember how the Air Force applies capabilities.

4.6.2.4. Remember the organizational construct and integration of the Total Force.

4.6.2.5. Remember how the Air Force presents forces under the Air Expeditionary

Forces concept.

4.6.3. Sub-competency – Non-Adversarial Crisis Response. Recognizes the national

security implications of peacekeeping operations, humanitarian relief operations and

support to civil authorities, both foreign and domestic. Understands the need for

engagement before and after warfighting/crisis response, the need for integrated

involvement with interagency and multinational partners and the need for multipurpose

capabilities that can be applied across the range of military operations. Learning

Outcomes: Remember how the Air Force presents forces under the Air Expeditionary

Forces concept.

4.6.4. Sub-Competency – Leveraging Technology. Understands how the Air Force

traditionally uses technology (i.e., scientific knowledge, technological expertise,

engineering skills, and mathematical and analytical capabilities) to reshape and rethink

possibilities and advance military objectives. Learning Outcomes: Understand the impact

of technology on AF operations.

4.7. Institutional Competency – Enterprise Perspective.

4.7.1. Sub-competency – Enterprise Structure and Relationships. Understands the

organizational structure and relationships between the Air Force, the Department of

Defense, Joint Staff, and joint commands, the defense agencies, and other elements of the

defense structure. Understands how one’s function or unit fits into its parent

organizations. Understands how one’s parent organization relates to its external

environment – supporting and supported organizations, the public, Congress, etc.

Learning Outcomes:

4.7.1.1. Remember the organizational structure of the Department of Defense.

4.7.1.2. Remember the mission, organizational structure and responsibilities of the

Air Force.

4.7.1.3. Remember the mission, functions, and responsibilities of the Air Force major

commands.

AFI36-2014 15 JULY 2019 15

4.7.2. Sub-competency – Government Organization and Processes. Understands

essential operating features and functions of the Air Force, DoD, the national security

structure, other related executive branch functions, and Congress, to include: leadership

and organization; roles of members/committees/staffs; authorization, appropriation, and

budget processes; acquisition policy and procedures; interdependencies and relationships.

Learning Outcomes:

4.7.2.1. Remember the civil-military relationships as they pertain to civilian control

of the military.

4.7.2.2. Remember the role of the Executive Branch and Congress in the formulation

of national security policy.

4.7.3. Sub-competency – Global, Regional, and Cultural Awareness. Conscious of

regional and other factors influencing defense, domestic, and foreign policy. Seeks to

understand foreign cultural, religious, political, organizational, and societal

norms/customs. Develops linguistic skills. Learning Outcomes:

4.7.3.1. Remember how nations use diplomatic, informational, military, and

economic instruments of power to support their national interests.

4.7.3.2. Remember the evolution of US foreign policy and its impact on US national

security.

4.7.3.3. Understand the essential differences among world cultures, regional issues

impacting the US, and US interests in different world regions.

4.7.3.4. Remember the location and characteristics of world “hotspots” and their

impact on US national security interests.

4.7.4. Sub-competency – Strategic Communication. Informs and appropriately

influences key audiences by synchronizing and integrating communication efforts to

deliver truthful, timely, accurate, and credible information, analysis, and opinion.

Formulates the institutional message; telling the AF story. Learning Outcomes:

4.7.4.1. Understand how to tell your AF story and the importance of that story.

4.7.4.2. Understand proper media engagement.

4.7.4.3. Understand the responsible use of social media.

4.8. Institutional Competency – Strategic Thinking.

4.8.1. Sub-competency – Vision. Takes a long-term view and builds a shared vision

that clearly defines and expresses a future state. Provides innovative and creative

insights/solutions for guiding and directing organizations to institutional needs.

Formulates effective plans and strategies for consistently achieving goals and maximizing

mission accomplishment. Anticipates potential threats, barriers, and opportunities;

encourages risk taking. Learning Outcomes:

4.8.1.1. Understand vision and how it impacts mission accomplishment.

4.8.1.2. Apply planning and goal setting skills in order to accomplish mission

objectives.

16 AFI36-2014 15 JULY 2019

4.8.2. Sub-competency – Decision-making. Identifies, evaluates, and assimilates

data/information from multiple streams and differentiates information according to its

utility; uses information to influence actions and decisions. Uses analytic methods in

solving problems and developing alternatives. Makes sound, well-informed, and timely

decisions despite conditions of ambiguity, risk, and uncertainty. Analyzes situations

critically to anticipate second- and third-order effects of proposed policies or actions.

Establishes metrics to evaluate results and adapts/implements feedback. Learning

Outcomes:

4.8.2.1. Apply decision-making skills in deliberate and in time-critical situations.

4.8.2.2. Understand systematic problem solving processes and their relationship to

continuous process improvement.

4.8.3. Sub-competency – Adaptability. Maintains effectiveness when experiencing

major changes in work tasks or environment. Adjusts to change within new work

structures, processes, requirements, and cultures. Responds quickly and proactively to

ambiguous and emerging conditions, opportunities, and risks. Learning Outcomes:

4.8.3.1. Understand how to maintain effectiveness when experiencing major changes

in work tasks or environment.

4.8.3.2. Understand how to adjust to change within new work structures, processes,

requirements, and culture.

4.9. Institutional Competency – Managing Organizations and Resources.

4.9.1. Sub-competency – Resource Stewardship. Identifies, acquires, administers, and

conserves financial, informational, technological, material, warfare, and human resources

needed to accomplish the mission. Implements “best practice” management techniques

throughout the organization. Learning Outcomes:

4.9.1.1. Understand how to effectively manage resources.

4.9.1.2. Remember the purpose and function of the Inspector General System.

4.9.1.3. Remember the fundamentals of Air Force innovation programs and the

Fraud, Waste, and Abuse Program.

4.9.1.4. Remember the fundamentals of information assurance and computer

security.

4.9.2. Sub-competency – Change Management. Embraces, supports, and leads

change. Understands the change management process, critical success factors, and

common problems and costs. Perceives opportunities and risks before or as they emerge.

Learning Outcomes:

4.9.2.1. Remember the Air Force change management process.

4.9.2.2. Understand the impact of effectively leading change on mission

accomplishment.

4.9.2.3. Apply the basic elements of risk management.

AFI36-2014 15 JULY 2019 17

4.9.3. Sub-competency – Continuous Improvement. Originates action to improve

existing conditions and processes; using appropriate methods to identify opportunities,

implement solutions, and measure impact. Supports ongoing commitment to improve

processes, products, services, and people. Anticipates and meets the needs of both

internal and external stakeholders. Learning Outcomes:

4.9.3.1. Remember the continuous improvement process.

4.9.3.2. Understand the impact of the continuous improvement process on mission

accomplishment.

4.9.3.3. Remember the purpose of the Air Force Inspection System.

SHON J. MANASCO

Assistant Secretary of the Air Force

(Manpower and Reserve Affairs)

18 AFI36-2014 15 JULY 2019

Attachment 1

GLOSSARY OF REFERENCES AND SUPPORTING INFORMATION

References

Air Force Doctrine, Annex 1-1, Force Development, 17 April 2017

AFI 36-2656, Developmental Education, 23 July 2018

AFI33-360, Publications and Forms Management, 1 December 2015

AFMAN 33-363, Management of Records, 01 March 2008

AFPD 36-20, Recruiting Programs and Accession of Air Force Military Personnel, 19 February

2019

CJCSI 1800.01E, Officer Professional Military Education Policy, 29 May 2015

DoD 5500.07-R, Joint Ethics Regulation, 30 August 1993

Adopted Form

AF Form 847, Recommendation for Change of Publication

Abbreviations and Acronyms

AETC—Air Education and Training Command

AF—Air Force

AFI—Air Force Instruction

AFLC—Air Force Learning Committee

AFMAN—Air Force Manual

AFPD—Air Force Policy Directive

ANG—Air National Guard

AU—Air University

CJCSI—Chairman of the Joint Chiefs of Staff Instruction

DoD—Department of Defense

OPR—Office of Primary Responsibility

PCIG—Pre-Commissioning Curriculum Integration Group

PCPC—Pre-Commissioning Program Committee

RegAF—Regular Air Force

SAF—Secretariat of the Air Force

SAV—Staff Assistance Visit

TTP—Tactics, techniques, and procedures

USAFA—United States Air Force Academy

AFI36-2014 15 JULY 2019 19

Terms

Affective Learning—learning that addresses attitudinal understandings of joint matters.

Pre-commissioning Program—a program that consists of education and training conducted in

the Air Force commissioning sources that provide the basic and essential knowledge, skills, and

abilities needed to provide a common foundation of competencies for all newly commissioned

Air Force officers.

Commissioning Sources—United States Air Force Academy, Air Force Reserve Officer

Training Corps and Officer Training School.

Continuum of Learning—a career-long process of individual development where challenging

experiences are combined with education and training through a common taxonomy. This

process produces Airmen who possess the tactical expertise, operational competence, and

strategic vision to lead and execute the full spectrum of Air Force missions.

Institutional Competencies—the knowledge, skills, and/or abilities that are expected of all

Airmen, throughout their careers, and will be needed to operate successfully in the constantly

changing environment in which they function.