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SDEC 7 1992

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J OCCUPA TIONA L CW• SURVEY REPORT

TRAINING SYSTEMS

AFSC 751X1

AFPT 90-751-836

OCTOBER 1992

OCCUPATIONAL ANALYSIS PROGRAMUSAF OCCUPATIONAL MEASUREMENT SQUADRON

AIR TRAINING COMMAND

RANDOLPH AFB, TEXAS 78150-5000

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TABLE OF CONTENTS

PAGENUMBER

PREFACE .............. ............................... .... iv

SUMMARY OF RESULTS ........ ..... ... ......................... v

INTRODUCTION .................... ............................ 1

Background ........ ... ............................... I

SURVEY METHODOLOGY ...... ....... ... ......................... 1

Inventory Development ....... ....... ...................... 1Survey Administration ......... ..... ...................... 2Survey Sample... ....... * *** * ** ........................... 2Data Processing and Analysis ........ ..... .................. 5Task Factor Administration ...... .................... 5

SPECIALTY JOBS (Career Ladder Structure) ........ .............. 5

Structure Overview ........ ..... ... ....................... 6Job Structure Comparison to Previous Surveys ... .......... .... 13

ANALYSIS OF DAFSC GROUPS ............... ...................... 13

Skill-Level Descriptions ........ .................... .... 13Summary ....... ....... ... ............................. 18

AFR 39-1 SPECIALTY DESCRIPTIONS ANALYSIS .... .............. .... 18

TRAINING ANALYSIS ....... ......... .......................... 18

First-Assignment Personnel .......... ... ................... 18TE and TD Data ........... ......................... .... 23STS .............. ............................... .... 23POI .............. ............................... .... 27

JOB SATISFACTION ........... .......................... .... 32

Summary ....... ....... ... ............................. 32

DISCUSSION ........ ..... ..... ............................. 32

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TABLE OF CONTENTS(Tables, Figures, Appendices)

PAGENUMBER

TABLE 1 - DISTRIBUTION OF 751X1 PERSONNEL ACROSS MAJCOM .... ....... 3TABLE 2 - DISTRIBUTION OF 751X1 PERSONNEL ACROSS PAYGRADES .......... 4TABLE 3 - DISTRIBUTION OF TIME SPENT ON DUTIES BY CAREER LADDER JOB

(RELATIVE PERCENT OF JOB TIME SPENT) ...... ........... 8TABLE 4 - SELECTED BACKGROUND DATA FOR MEMBERS OF AFSC 751X1 JOB

GROUPS .............................. 9TABLE 5 - SPECIALTY JOB COMPARISON BETWEEN CURRENT AND PREVIOUS

SURVEYS ...... ........................... 14TABLE 6 - DISTRIBUTION OF SKILL-LEVEL MEMBERS ACROSS CAREER LADDER

JOBS (PERCENT) .. . 15TABLE 7 - RELATIVE TIME SPENT ON DUTIES BY MEMBERS OF SKILL-LEVEL

GROUPS (RELATIVE PERCENT OF JOB TIME) ................. 16TABLE 8 - REPRESENTATIVE TASKS PERFORMED BY 75131 PERSONNEL ........ 17TABLE 9 - REPRESENTATIVE TASKS PERFORMED BY 75171 PERSONNEL ........ 19TABLE 10 - TASKS WHICH BEST DIFFERENTIATE BETWEEN DAFSC 75131 AND

75171 PERSONNEL (PERCENT MEMBERS PERFORMING) ....... 20TABLE 11 - RELATIVE PERCENT OF TIME SPENT ACROSS DUTIES BY 751X1 FIRST

ASSIGNMENT PERSONNEL .... ................... 22TABLE 12 - REPRESENTATIVE TASKS PERFORMED BY 1-48 MONTHS TICF

PERSONNEL ......... ........................ . 24TABLE 13 - SAMPLE OF TASKS WITH HIGHEST TRAINING EMPHASIS (TE) RATINGS 25TABLE 14 - TASKS WITH HIGHEST TASK DIFFICULTY (TD) RATINGS .... ...... 26TABLE 15 - EXAMPLES OF 751X1 STS ELEMENTS REQUIRING REVIEW .... ...... 28TABLE 16 - TECHNICAL TASKS PERFORMED BY MORE THAN 20 PERCENT CRITERION

GROUP MEMBERS BUT NOT MATCHED TO AFSC 751X1 STS .......... 29TABLE 17 - 751X1 POI LEARNING OBJECTIVES REQUIRING REVIEW ............ 30TABLE 18 - EXAMPLES OF TECHNICAL TASKS PERFORMED BY MORE THAN 30 PER-

CENT CRITERION GROUP MEMBERS NOT MATCHED.TO AFSC 751X1 POI 31TABLE 19 - COMPARISON OF JOB SATISFACTION INDICATORS FOR 751X1 TICF

GROUPS (PERCENT MEMBERS RESPONDING) ...... ............ 33TABLE 20 - COMPARISON OF JOB SATISFACTION INDICATORS FOR 751X1 TICF

GROUPS IN CURRENT TO PREVIOUS STUDY (PERCENT MEMBERSPERFORMING) .... ........................ 34

TABLE 21 - COMPARISON OF JOB SATISFACTION INDICATORS FOR AFSC 751X1SPECIALTY JOBS (PERCENT MEMBERS RESPONDING) ..... ........ 35

FIGURE 1 - TRAINING SPECIALTY JOBS . ... ..... ................ 7FIGURE 2 - DISTRIBUTION OF FIRST-ENLISTMENT AFSC 751X1 PERSONNEL

ACROSS CAREER LADDER JOBS ...... ................. ... 21

APPENDIX A - SELECTED REPRESENTATIVE TASKS PERFORMED BY MEMBERS OFCAREER LADDER JOBS ........ ................... ... 36

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PREFACE

This report presents the results of an Air Force Occupational Survey ofthe Training Systems career ladder (Air Force Specialty Code (AFSC) 751X1).Authority for conducting occupational surveys is contained in Air Force Regu-lation (AFR) 35-2. Computer products upon which this report is based areavailable for use by operations and training officials.

The survey instrument was developed by Mr Don Cochran, InventoryDevelopment Specialist. Mrs Becky Hernandez, Computer Programmer, providedcomputer support for this project. Administrative support was provided byMr Richard Ramos. Captain William J. Carle analyzed the data and wrote thefinal report. This report has been reviewed and approved byLieutenant Colonel James L. Antenen, Chief, Airman Analysis Section, Occupa-tional Analysis Flight, United States Air Force Occupational MeasurementSquadron (USAFOMS).

Copies of this occupational survey report are distributed to Air Staffsections, major commands (MAJCOM), and other interested training managementpersonnel. Additional copies are available upon request to USAFOMS, Atten-tion: Chief, Occupational Analysis Flight (OMY), Randolph Air Force Base(AFB), Texas 78150-5000.

GARY R. BLUM, Lt Colonel, USAF JOSEPH S. TARTELLCommander Chief, Occupational Analysis FlightUSAF Occupational Measurement USAF Occupational Measurement

Squadron Squadron

iv

SUMMARY OF RESULTS

1. Survey Coverage: Survey results are based on responses from 1,418Training Systems Specialists (AFSC 751X1). This represents 64 percent of allassigned AFSC 751X1 airmen. Incumbents were surveyed across all using MAJCOMsand include 3- and 7-skill level personnel.

2. Career Ladder Structure: Seven jobs were identified in the AFSC 751X1specialty. The career ladder structure is essentially organized around unit/base level support, scheduling functions, and Instructional Systems Develop-ment (ISD) support. The other major jobs are Supervisor, Technical TrainingInstructor, and United States Air Force (USAF) Enlisted Specialty Training(EST) Advisor.

3. Career Ladder Progression: The 3-skill level personnel perform primarilytechnical jobs, with little responsibility for supervision and management.The jobs performed by 7-skill level airmen reflect an increase in time spentperforming technical tasks, with additional supervisory and managerialresponsibilities.

4. AFR 39-1 Specialty Descriptions: The descriptions in AFR 39-1 for theAFSC 751X1 career ladder provide a broad overview of the tasks and duties per-formed. All major duties are clearly depicted in the regulation.

5. Training Analysis: A review of the AFSC 751X1 training documentsidentified several discrepancies. Specifically, 88 out of 305 matched Spe-cialty Training Standard (STS) line items have less than 20 percent membersperforming matched tasks. In contrast, only 2 out of 42 matched Plan OfInstruction (POI) objectives have less than 30 percent of the appropriate AFSC751X1 airmen performing the related tasks. Several tasks with sufficient mem-bers performing are also not referenced to the STS and POIs.

6. Job Satisfaction: Overall, respondents are generally satisfied withtheir jobs. Job satisfaction is slightly higher for the 1-48 and 49-96 monthsTime In Career Field (TICF) groups and slightly lower for those with 97+months TICF, when compared to personnel in related career ladders surveyed in1991. All AFSC 751XI groups perceive higher levels of training use than simi-lar personnel in the previous survey. The current survey also indicatesfirst-assignment members have higher job interest, while career members per-ceive their talents and trainings are used better than in 1981. Finally, mem-bers in career ladder jobs reported high satisfaction.

7. Discussion: The AFSC 751XI career ladder is fairly diverse with sevendistinct jobs identified. The AFR 39-1 job descriptions are accurate andcover the major jobs identified in the survey. This career ladder will bemerged with the AFSC 751X0 career ladder in March 1993. MAJCOM representa-tives met in May 1992 to review and approve a revised STS and POI for the newAFSC. Data from this survey and the AFSC 751X0 study were used to create thenew training documents. Job satisfaction for the present career ladder isgood.

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OCCUPATIONAL SURVEY REPORT (OSR)TRAINING SYSTEMS CAREER LADDER

(AFSC 751X1)

INTRODUCTION

This is a report of an occupational survey of the Training Systems careerladder (AFSC 751X1). This survey was requested by Headquarters (HQ) Air ForceManpower Personnel Center (AFMPC)/DPMRPQ3. This is the first survey of thiscareer ladder since the AFSC 751X2 (Training) career ladder merged with theAFSC 751X3 (ISD) career ladder 30 April 1987.

Background

According to the AFR 39-1 Specialty Descriptions for AFSC 751X1 dated30 April 1991, AFSC 75131 and 75171 members determine training needs; developand evaluate training programs; perform base, unit, maintenance, and MAJCOMtraining functions; perform curriculum development functions; provide EST con-sultant services and instruction on training development; manage and supervisetraining activities and personnel; and perform training functions across theentire spectrum of the specialty.

The 751X1 career ladder is a lateral AFSC. All members must haveachieved a 5-skill level in another AFSC before entering this career ladder.This specialty requires an Armed Services Vocational Aptitude Battery Generalscore of "56" and a strength factor of "G" (40 lbs) to qualify for entry. Asa Category "A" training specialty, completion of the 7-week 3ALR75131, Train-ing System Specialist course taught at Sheppard AFB TX is mandatory. The cur-riculum includes training in planning, developing, conducting, evaluating, andmanaging training systems and programs; operating remote terminals; interpret-ing Core Automated Maintenance System products; and using the Advanced Person-nel Data System.

SURVEY METHODOLOGY

Inventory Development

The data collection instrument for this occupational survey was USAF JobInventory Air Force Personnel Test 90-751-836. A preliminary task list wasprepared by the Inventory Developer after carefully reviewing previous tasklists, current career ladder publications, training documents, and directivesto determine the appropriateness of each task. This tentative task list wasrefined and validated through personal interviews with 88 subject-matterexperts (SMEs) at the technical school and the bases listed below.

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Sheppard AFB Technical Training Site

Altus AFB Military Airlift Command (MAC) Base

Carswell AFB Strategic Air Command (SAC) Base

Davis-Monthan AFB Tactical Air Command (TAC) Base

Peterson AFB HQ Air Force Space Command Base

The final job inventory contains 549 tasks organized under 7 dutyheadings. Also included was a background section requesting paygrade, time inservice, TICF, job satisfaction, type of organization assigned to, functionalarea assigned to, number members supported in present job, number hours perweek spent on tasks not related to the Training System career ladder, AFSCprior to the 30 April 1987 conversion, formal training courses completed, andadditional duties performed.

Survey Administration

From August 1991 through January 1992, Military Personnel Flights atoperational bases worldwide administered the inventory to all eligible DutyAir Force Specialty Code (DAFSC) 751X1 personnel. Participants were selectedfrom a computer-generated mailing list obtained from personnel data tapesmaintained by the Armstrong Laboratory, Human Resources Directorate.

Each individual who filled out an inventory booklet first completed anidentification and biographical information section and then checked each taskperformed in their current job. Next, members rated these tasks on a 9-pointscale showing relative time spent on each task as compared to all other taskschecked. Ratings ranged from 1 (very small amount of time spent) to 9 (verylarge amount of time spent).

To determine relative percent time spent for each task checked by arespondent, all of the incumbent's ratings are assumed to account for 100 per-cent of his or her time spent on the job. The rating for each task is dividedby the sum of all the ratings, then multiplied by 100 to provide a relativepercentage of time for each task. This procedure provides the basis for com-paring tasks in terms of both percent members performing and average relativepercent time spent.

Survey Sample

Table 1 displays the MAJCOM distribution of survey respondents comparedto the assigned population as of April 1991. As shown, the majority of AFSC751X1 members were assigned to TAC, SAC, MAC, Air Training Command (ATC), andUnited States Air Forces in Europe. Table 2 displays survey respondents

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TABLE 1

DISTRIBUTION OF 751X1 PERSONNEL ACROSS MAJCOM

PERCENT OF PERCENT OF

COMMAND ASSIGNED SAMPLE

TAC 24 24

SAC 20 22

MAC .13 13

ATC 12 12

USAFE 11 11

PACAF 6 6

AFLC 2 3

AFSC 3 3

AFSPACECOM 2 2

OTHER 7 4

Total Assigned: 2,221Total Eligible: 1,968Total in Sample: 1,418Percent of Assigned in Sample: 64%Percent of Eligible in Sample: 72%

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TABLE 2

DISTRIBUTION OF 751X1 PERSONNEL ACROSS PAYGRADES

PERCENT OF PERCENT OF

PAYGRADE ASSIGNED SAMPLE

E-1 to E-3 * *

E-4 19 18

E-5 36 39

E-6 26 25

E-7 17 17

E-8 2 1

E-9 * *

* Denotes less than 1 percent

across paygrade groups. As illustrated in these tables, the survey sample isrepresentative of the overall 751X1 population. The 1,418 respondents in thefinal sample represent 64 percent of all assigned AFSC 751XI personnel.

Data Processing and Analysis

Once the job inventories were-received from the field, the booklets werescreened for completeness and accuracy and optically scanned to create a com-plete case record for each respondent. Comprehensive Occupational Data Analy-sis Programs (CODAP) then created a job description for each respondent, aswell as composite job descriptions for members of various demographic groups.These job descriptions were used for much of the occupational analysis.

Task Factor Administration

Selected senior AFSC 751X1 personnel (generally E-6 or E-7 technicians)completed a second booklet for either training emphasis (TE) or task diffi-culty (TD). These booklets were processed separately from the job inventoriesand provided task information which was used in a number of different analysesdiscussed in more detail in the following section of this report.

TE. TE is defined as the amount of structured training that first-enlistmentpersennel need to perform tasks successfully. Structured training is definedas training provided by resident technical schools, field training detachments(FTD), mobile training teams, formal on-the-job training (OJT), or any otherorganized training method. Fifty-one experienced noncommissioned officers(NCOs) rated tasks in the inventory on a 10-point scale ranging from 0 (notraining required) to 9 (extremely high TE). Interrater agreement for the 51raters was acceptable. The average TE rating is 1.82, with a standard devia-tion of 2.16. Tasks with a TE rating of 3.98 or grcater are considered tohave high training emphasis.

TD. TO is defined as an estimate of the length of time the average airmantakes to learn how to perform each task listed in the inventory. Fifty-fourexperienced NCOs rated the difficulty of the tasks in the inventory using a9-point scale ranging from 1 (easy to learn) to 9 (very difficult to learn).Interrater agreement for these 54 raters was also acceptable. TD ratings arenormally adjusted so tasks of average difficulty have a value of 5.00 and astandard deviation of 1.00. Any task with a TD rating of 6.00 or greater isconsidered to be difficult to learn.

SPECIALTY JOBS(Career Ladder Structure)

The first step in the analysis process is to identify the structure ofthe career ladder in terms of the jobs performed by the respondents. CODAPassists by creating an individual job description for each respondent based on

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the tasks performed and relative amount of time spent on the tasks. The CODAPautomated job clustering program then compares all the individual job descrip-tions, locates the two descriptions with the most similar tasks and time spentratings, and combines them to form a composite job description. In successivestages, new members are added to this initial group, or new groups are formedbased on the similarity of tasks and time spent ratings.

The basic group used in the hierarchical clustering process is the Job.When two or more jobs have a substantial degree of similarity in tasks per-formed and time spent on tasks, they are grouped together and identified as acluster. The structure of the career ladder is then defined in terms of jobsand clusters of jobs.

Structure Overview

Overall, seven jobs were identified in the career ladder (Figure 1).Most respondents perform the Unit Training Manager and Base Training Managerjob, with smaller groups of personnel performing jobs involving scheduling,instructing, instructional development, and supervisory and managerial activi-ties. Time spent across duties is presented in Table 3, and selected back-ground data on each specialty job are presented in Table 4. Descriptions ofeach job performed are listed below. The Group (GP) number listed by the jobtitle is a reference number assigned by CODAP, while the letter "N" refers tothe number of respondents performing the job. Representative tasks performedby respondents with these jobs are listed in Appendix A.

I. UNIT TRAINING MANAGER JOB (GP044, N=758)

II. BASE TRAINING MANAGER JOB (GP045, N=181)

III. SUPERVISOR JOB (GP048, N=88)

IV. SCHEDULER, MAINTENANCE TRAINING (MAT) JOB fGP047,.N=83)

V. USAF ENLISTED SPECIALTY TRAINING (EST) ADVISOR JOB (STG159, N=14)

VI. TECHNICAL TRAINING INSTRUCTOR JOB (STG178, N=7)

VII. INSTRUCTIONAL SYSTEMS DEVELOPMENT (ISD) JOB (STG146, N=84)

I. UNIT TRAINING MANAGER JOB (GP044, N=78). The unit training managerjob is performed by most respondents. Members performing this job interactdirectly with their clientele, briefing supervisors and trainees on the use ofCareer Development Courses (CDC), counseling trainees and supervisors on thetraining process, and briefing personnel on examination results. AFSC 751X1personnel with this job average 76 months TICF and perform an average of 131tasks related to the ordering and issuing of CDCs, maintaining training ros-ters, and identifying individuals for training. Unit Training Managers areassigned to Combat Support Groups, Security Police Groups, Mission Support

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Squadrons, Civil Engineering Squadrons, Communications Squadrons, and Organi-zational Maintenance Squadrons. Unit Iraining Managers spend most of theirtime performing the following tasks:

brief and issue CDC materials to supervisors and traineesannotate upgrade and qualification training rosterswrite training memorandums for recordschedule trainees for CDC examinationsreview personnel action requests, such as AF Forms 2096maintain files of STSs and job qualification standardsparticipate in meetings, such as training meetings,

briefings, conferences, workshops, other than conducting

Most Unit Training Managers are in paygrade E-5; over half hold the3-skill level, and 18 percent report having supervisory responsibilities.

II. BASE TRAINING MANAGER JOB LGP045, N=181). The Base Training Managerjob is the second largest job in the career ladder. While members work withscheduling and processing CDCs, their interaction is with Unit Training Manag-ers and not directly with trainers or trainees. Members with this job aremore experienced than those with the Unit Training Manager job and act as thefocal point for all base level training. They log receipt of test materials,process CDC examinations, and maintain test control logs or receipt logs.AFSC 751X1 personnel with this job perform an average of 149 tasks and aredistinguished by the time they spend performing the following tasks:

log receipt of CDC test materialsprocess CDC examinationscontact Extension Course Institute concerning CDC

enrollment problemsinventory and store CDC test materialsadminister CDC examinationsreview personnel action requests, such as AF Forms 2096verify Training Status Codes

Most Base Training Managers are in paygrade E-5; over half hold the7-skill level, and most report supervising non-751X1 personnel.

III. SUPERVISOR JOB (GP048, N-88}. AFSC 751X1 personnel performing theSupervisor job spend most of their duty time performing supervisory, generaltraining program administrative, and training program development activities.This includes supervising Training Systems Technicians and Specialists, writ-ing staff reports, and determining work schedules and priorities. Memberswith this job are distinguished by the time they spend performing the follow-ing tasks:

10

write Enlisted Performance Reportsdetermine work schedules or prioritiescounsel personnel on personal or military-related problemsestablish performance standards for subordinatesestablish work schedules or prioritiesconduct performance feedback worksheet evaluation sessionsinterpret policies, directives, or procedures for

subordinate.s

The most senior AFSC 751X1 personnel perform the Supervisor job, as thisis the job most 7-skill level members reported performing, and those with thejob average 114 months TICF (more time than those in any other job).

IV. SCHEDULER, MAINTENANCE TRAINING (MAT) (GP047, N=83). This job isinvolved with maintenance scheduling, which includes scheduling trainingevents, loading data in automated systems, and coordinating quotas with othermaintenance training offices. This is a rather limited job as members performan average of only 62 tasks. A majority of tasks performed deal with schedul-ing, tracking, and coordinating maintenance events, course quotas, and indi-viduals for training. This job is distinguished by the time members spendperforming the following tasks:

schedule maintenance training eventsload training data in automated systemsconsolidate FTD maintenance course training requestscoordinate FTD maintenance course quotas with other

maintenance training officesschedule individuals for trainingschedule FTD maintenance training courses for maintenance

complexes

Both 3- and 7-skill level members perform this job and average only 70months in the career field, the least amount of time for any of the jobs.Because they are more junior, most are in paygrades E-4 and E-5.

V. USAF ENLISTED SPECIALTY TRAINING (EST) ADVISOR JOB (STG159, N-14).Members with this job are assigned to FTDs and were identified as FTD Instruc-tors in the previous OSR. AFSC 751X1 personnel with this job perform an aver-age of 90 tasks that deal with, not only presenting lessons, but alsodeveloping task breakdowns and master task lists. They also evaluate and vali-date how effective instructional media, methods, and supporting course docu-ments are. In many ways they are a mixture of the Instructor and ISO jobs.This job is distinguished by the time members spend performing the followingtasks:

11

present course materials by guided-discussion methodspresent course materials by lecture methodsmaintain class attendance recordsdevelop teaching aidspresent course materials by demonstration performance

methodsadminister written testsdevelop lesson plans

Only AFSC 75171 personnel perform this job, over half are in paygradeE-6, and all are assigned to ATC. All members of this group report having theUSAF EST Advisor job title.

VI. TECHNICAL TRAINING INSTRUCTOR JOB (STG178, N=7). Members with thisjob are assigned as instructors at the Technical Training Wings at SheppardAFB, Chanute AFB, and Lackland AFB. One member of this group is assigned tothe Tactical Training Squadron at Tyndall AFB. This job is more limited thanthe EST Advisor job, as it involves an average of only 53 tasks, and TrainingSystems personnel with this job spend more time on duties related to develop-ment and presentation of lesson plans, tests, and student handouts. The Tech-nical Training Instructor job is distinguished by the time members spendperforming the following tasks:

present course materials by lecture methodsscore or grade testsdistribute training materials and publicationsadminister written testsbrief personnel on test resultsrevise student materials, such as study guides, programmed

texts, workbooks, or handoutspresent course materials by audiovisual methods

Four of the seven respondents with this job hold the 3-skill level, andthe other three hold the 7-skill level. One member is in paygrade E-4, fourare in paygrade E-5, and two are in paygrade E-6.

VII. INSTRUCTIONAL SYSTEMS DEVELOPMENT (ISD) JOB (STG146, N84). Memberswith the ISD job perform the highest'average number of tasks, the vast major-ity of which deal with instructional materials, methods, and media. Thisincludes developing instructional materials and evaluating and validatingtheir classroom effectiveness. Members with this job are primarily assignedto FTDs and Technical Training Wings. Members are distinguished by the timespent performing the following tasks:

12

edit instructional materialsevaluate effectiveness of instructional methodsevaluate effectiveness of instructional mediadevelop lesson plansevaluate course outlines or lesson plansevaluate effectiveness of instructional designsvalidate effectiveness of instructional methods

Those with the ISD job average 96 months TICF; most are in paygrade E-6and hold the 7-skill level.

Job Structure Comparison to Previous Surveys

The results of the current structure analysis were compared to those ofthe 1981 OSR. As mentioned previously, this specialty had AFSC 751X2 and751X3 designations at that time. Table 5 lists the comparison of jobs identi-fied in the current survey with those identified in the 1981 751X2/X3 OSRs.All seven of the current jODs have an equivalent counterpart in the praviousstudy. This suggests the career ladder structure has remained stable over thelast 11 years.

ANALYSIS OF DAFSC GROUPS

In addition to the analysis of the career ladder structure, anexamination of the jobs and tasks performed at each skill level is helpful *inunderstanding the Training Systems specialty. The DAFSC analysis compares theskill levels to identify differences in tasks performed. This information maythen be used to determine whether personnel are used in the manner specifiedby the Specialty Description (AFR 39-1) and may serve as a basis for consider-ing changes to current utilization policies and training programs.

A comparison of the duties and tasks performed by 3- and 7-skill levelmembers shows both groups perform essentially the same jobs, but 7-skill levelmembers have additional supervisory responsibility.

Skill-Level Descriptions

DAFSC 75131. DAFSC 75131 personnel constitute 44 percent of the surveysample. These are personnel who have cross-trained into the specialty andhave completed the resident course. Three-skill level Training Systems per-sonnel perform an average of 108 tasks, and most perform the Unit TrainingManager job (see Table 6). A smaller percentage perform the Base TrainingManager job. They spend approximately 74 percent of their job time performinggeneral training program administration activities, and training programdevelopment and assistance activities (see Table 7). Representative tasksperformed by 3-skill level members are listed in Table 8.

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TABLE 5

SPECIALTY JOB COMPARISON BETWEEN CURRENT AND PREVIOUS SURVEYS

CURRENT STUDY (751XI) PREVIOUS OSRs (751X2/751X3)

UNIT TRAINING MANAGERS UNIT OJT MANAGERS/MAINTENANCE TRAINING

UNIT OJT MANAGERS/NONMAINTENANCETRAINING

UNIT OJT MANAGERS/COUNSELORS

UNIT OJT MANAGERS/ADVISORS

UNIT OJT MANAGERS/MAINTENANCE TRAININGSCHEDULERS

UNIT OJT MANAGERS/EVALUATORS

BASE TRAINING MANAGERS BASE OJT MANAGERS (751X2)

BASE OJT MANAGERS/APDS OPERATORS (751X2)

SUPERVISORS TRAINING SUPERVISORS AND MANAGERS(751X2)

OJT MANAGERS AND SUPERVISORS (751X2)

SCHEDULER, MAINTENANCE TRAINING MAINTENANCE TRAINING SCHEDULER (751X2)(MAT)

INSTRUCTIONAL SYSTEMS DEVELOPMENT TRAINING PROGRAM DEVELOPERS AND REVIEWTECHNICIANS (751X2)

TRAINING PROGRAM DEVELOPERS/EVALUATORS(751X2)

TRAINING PROGRAM DEVELOPERS (751X3)

TRAINING SYSTEMS DESIGNERS (751X3)

TRAINING MATERIALS DEVELOPERS (751X3)

AUDIOVISUAL TRAINING SYSTEM DEVELOPERS(751X3)

SLIDETAPE INSTRUCTION DEVELOPERS (751X3)

USAF EST ADVISOR FTD INSTRUCTORS (751X2)

TECHNICAL TRAINING INSTRUCTOR INSTRUCTOR (751X2)

14

TABLE 6

DISTRIBUTION OF SKILL-LEVEL MEMBERSACROSS CAREER LADDER JOBS

(PERCENT)

75131 75171

JOB (N=611) (N=798)

UNIT TRAINING MANAGER 68 43

BASE TRAINING MANAGER 12 14

SUPERVISOR 1 10

SCHEDULER, MAINTENANCE TRAINING (MAT) 7 5

USAF EST ADVISOR 0 2

TECHNICAL TRAINING INSTRUCTOR * *

INSTRUCTIONAL SYSTEMS DEVELOPMENT 3 8

NOT GROUPED 9 18

* Denotes less than 1 percent

15

TABLE 7

RELATIVE TIME SPENT ON DUTIES BY MEMBERS OF SKILL-LEVEL GROUPS(RELATIVE PERCENT OF JOB TIME)

75131 75171

DUTIES (N=611) (N=798)

A PERFORMING SUPERVISORY ACTIVITIES 9 17

B PERFORMING GENERAL TRAINING PROGRAM ADMINISTRATIONACTIVITIES 62 47

C PERFORMING TRAINING PROGRAM DEVELOPMENT ANDASSISTANCE ACTIVITIES 12 13

D PERFORMING BASE TRAINING MANAGER ACTIVITIES 7 7

E PERFORMING MAINTENANCE TRAINING ACTIVITIES 4 4

F PERFORMING INSTRUCTIONAL SYSTEMS DEVELOPMENT (ISD)CURRICULUM DESIGNER ACTIVITIES 3 7

G PERFORMING INSTRUCTIONAL SYSTEMS DEVELOPMENT (ISD)CONSULTANT ACTIVITIES 3 5

16

TABLE 8

REPRESENTATIVE TASKS PERFORMED BY 75131 PERSONNEL

PERCENTMEMBERSPERFORMING

TASKS (N=611)

B86 CONDUCT TRAINING MEETINGS 83B199 WRITE TRAINING MEMORANDUMS FOR RECORD (MFR) 83B143 PARTICIPATE IN MEETINGS, SUCH AS TRAINING MEETINGS,

BRIEFINGS, CONFERENCES, WORKSHOPS, OTHER THAN CONDUCTING 82B74 ANNOTATE UPGRADE AND QUALIFICATION TRAINING ROSTERS 78B85 CONDUCT TRAINING BRIEFINGS 75B185 SCHEDULE TRAINING MEETINGS 75B125 IDENTIFY TRAINING NO-SHOWS 74B131 MAINTAIN ADMINISTRATIVE OR CORRESPONDENCE FILES 74B174 REVIEW PERSONNEL ACTION REQUESTS, SUCH AS AF FORM 2096 73B170 REVIEW AUTOMATED TRAINING PRODUCTS 73B79 BRIEF AND ISSUE CAREER DEVELOPMENT COURSE (CDC) MATERIALS

TO SUPERVISORS AND TRAINEES 728144 PERFORM SELF-INSPECTIONS 71B126 INITIATE ECI FORMS 17 (STUDENT REQUESTS FOR ASSISTANCE) 71B176 REVIEW TRAINING STATISTICS 70B183 SCHEDULE TRAINEES FOR CDC EXAMINATIONS 70B135 MAINTAIN FILES OF SPECIALTY TRAINING STANDARDS (STS) AND

JOB QUALIFICATION STANDARDS (JQS) 69B181 SCHEDULE INDIVIDUALS FOR TRAINING 69B80 BRIEF PERSONNEL ON TESTS RESULTS 69B162 REQUEST CDC EXTENSIONS 69B92 CORRECT ERRORS ON AUTOMATED TRAINING PRODUCTS 68B127 INITIATE TRAINING RECORDS 67B122 IDENTIFY INDIVIDUALS FOR TRAINING, SUCH AS UPGRADE,

QUALIFICATION, OR FORMAL SCHOOL 67B177 REVIEW USAF PUBLICATIONS BULLETINS 67B148 PREPARE OR DISTRIBUTE AGENDA FOR TRAINING MEETINGS OR

BOARDS 66B149 PREPARE OR DISTRIBUTE MINUTES FOR TRAINING MEETINGS OR

BOARDS 65A49 INITIATE PERSONNEL ACTION REQUESTS, SUCH AS AF FORMS 2096

(CLASSIFICATION/ON-THE-JOB TRAINING ACTION) 65B121 IDENTIFY ERRORS ON AUTOMATED TRAINING PRODUCTS 64B130 LOAD TRAINING DATA IN AUTOMATED SYSTEMS 62B94 COUNSEL TRAINERS OR SUPERVISORS ON PROGRESS OF TRAINEES 62B105 DISTRIBUTE TRAINING MATERIALS AND PUBLICATIONS 62B180 SCHEDULE CDC EXAMINATIONS 61B83 CONDUCT INITIAL TRAINEE ORIENTATIONS 61

17

DAFSC 75171. Seven-skill level personnel constitute 56 percent of the surveysample. Members perform an average of 124 technical and supervisory tasks.As shown by figures in Table 7, they spend 17 percent of their time on tasksin the supervisory duty, and 60 percent on general training program adminis-tration and program development duties. These airmen perform the Unit andBase Training Manager and Supervisor jobs. Representative tasks performed by7-skill level members are presented in Table 9.

Tasks which best distinguish the 7-skill level personnel from 3-skillpersonnel are presented in Table 10. Figures in the lower half of the tableshow a higher percentage of 7-skill level members perform supervisory tasks,thus confirming 7-skill level members are first-line supervisors.

Summary

This is a lateral career ladder with no 5-skill level. Three-skill levelpersonnel spend the majority of their job time performing technical tasks,while 7-skill level members perform a mixture of technical and supervisorytasks.

AFR 39-1 SPECIALTY DESCRIPTIONS ANALYSIS

The current AFR 39-1 Specialty Descriptions for this career ladder werecompared to job descriptions for each of the DAFSC groups. The jobs and tasksincluded in the current AFR 39-1 Specialty Descriptions reflect the work beingdone by AFSC 751X1 personnel in the field.

TRAINING ANALYSIS

Occupational survey data are one of several sources of information whichcan be used to make training programs more relevant for entry-level students.The most commonly used types of occupational survey information are the per-cent of first-assignment personnel performing tasks and TE and TO ratings(previously explained in the SURVEY METHODOLOGY section of this report).

First-Assignment Personnel

In this study, there are 418 airmen in their first assignment (1-48months TICF), representing 29 percent of the survey sample. Figure 2 reflectsthe distribution of these first-assignment airmen across career ladder jobs.Most first-assignment members perform the Unit Training Manager job, withsmaller percentages in other jobs. As shown by figures in Table 11, most oftheir duty time is devoted to performing general training program

18

TABLE 9

REPRESENTATIVE TASKS PERFORMED BY 75171 PERSONNEL

PERCENTMEMBERSPERFORMING

TASKS (N=798)

B199 WRITE TRAINING MEMORANDUMS FOR RECORD (MFR) 80B143 PARTICIPATE IN MEETINGS, SUCH AS TRAINING MEETINGS,

BRIEFINGS, CONFERENCES, WORKSHOPS, OTHER THAN CONDUCTING 79B144 PERFORM SELF-INSPECTIONS 75B86 CONDUCT TRAINING MEETINGS 73B131 MAINTAIN ADMINISTRATIVE OR CORRESPONDENCE FILES 70B177 REVIEW USAF PUBLICATIONS BULLETINS 70B176 REVIEW TRAINING STATISTICS 67B85 CONDUCT TRAINING BRIEFINGS 66All DETERMINE PUBLICATION REQUIREMENTS 66B170 REVIEW AUTOMATED TRAINING PRODUCTS 65A49 INITIATE PERSONNEL ACTION REQUESTS, SUCH AS AF FORMS 2096

(CLASSIFICATION/ON-THE-JOB TRAINING ACTION) 63B185 SCHEDULE TRAINING MEETINGS 63B174 REVIEW PERSONNEL ACTION REQUESTS, SUCH AS AF FORM 2096 62B74 ANNOTATE UPGRADE AND QUALIFICATION TRAINING ROSTERS 61B92 CORRECT ERRORS ON AUTOMATED TRAINING PRODUCTS 61B76 ASSIST PERSONNEL IN PREPARING AF FORMS 1284 (TRAIN T'iG

QUALITY REPORT (TQR)) 608125 IDENTIFY TRAINING NO-SHOWS 59B80 BRIEF PERSONNEL ON TESTS RESULTS 58B122 IDENTIFY INDIVIDUALS FOR TRAINING, SUCH AS UPGRADE,

QUALIFICATION, OR FORMAL SCHOOL 58C200 ANALYZE TRAINING DATA FOR TRENDS 58C204 COMPILE TRAINING STATISTICS OR DATA 57A12 DETERMINE WORK SCHEDULES OR PRIORITIES 56A54 PLAN BRIEFINGS 56B98 DETERMINE EST ADVISORY SERVICE COURSE REQUIREMENTS 56B123 IDENTIFY MANDATORY AFSC REQUIREMENTS 56C201 ASSESS FINDINGS OF STAFF ASSISTANCE VISITS 56B181 SCHEDULE INDIVIDUALS FOR TRAINING 55B130 LOAD TRAINING DATA IN AUTOMATED SYSTEMS 55B79 BRIEF AND ISSUE CAREER DEVELOPMENT COURSE (CDC) MATERIALS

TO SUPERVISORS AND TRAINEES 55B135 MAINTAIN FILES OF SPECIALTY TRAINING STANDARDS (STS) AND

JOB QUALIFICATION STANDARDS (JQS) 55B121 IDENTIFY ERRORS ON AUTOMATED TRAINING PRODUCTS 5EA9 COUNSEL PERSONNEL ON PERSONAL OR MILITARY-RELATED PROBLEMS 55B149 PREPARE OR DISTRIBUTE MINUTES OF TRAINING MEETINGS OR

BOARDS 55

19

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DISTRIBUTION OF FIRST-ENLISTMENT AFSC 751 X1

PERSONNEL ACROSS CAREER LADDER JOBS

NOT SCHEDULER 61GROUPED 31/ ISD 3.

BASE TRAINING MGR 111.

UNIT TRAINING MGR 77Z

FIGURE 2

21

TABLE 11

RELATIVE PERCENT OF TIME SPENT ACROSS DUTIES BY751X1 FIRST ASSIGNMENT PERSONNEL

1-48 MOSTICF

DUTIES (N=418)

A PERFORMING SUPERVISORY ACTIVITIES 12

B PERFORMING GENERAL TRAINING PROGRAM ADMINISTRATION ACTIVITIES 59

C PERFORMING TRAINING PROGRAM DEVELOPMENT AND ASSISTANTACTIVITIES 11

D PERFORMING BASE TRAINING MANAGER ACTIVITIES 7

E PERFORMING MAINTENANCE TRAINING ACTIVITIES 4

F PERFORMING INSTRUCTIONAL SYSTEMS DEVELOPMENT (ISD) CURRICULUMDESIGNER ACTIVITIES 4

G PERFORMING INSTRUCTIONAL SYSTEMS DEVELOPMENT (ISD) CONSULTANTACTIVITIES 3

22

administration activities. Their involvement with these activities is clearlyshown by representative tasks performed, listed in Table 12. Nearly all arefrom Duty B, Performing General Training Program Administration.

TE and TO Data

TE and TO ratings are secondary factors that can assist technical schoolpersonnel decide what tasks should be emphasized in entry-level training.These ratings, based on the judgements of senior career ladder NCOs, are col-lected to provide training personnel a rank-ordering of those tasks consideredto be most important for training, along with a measure of the difficulty ofthose tasks. When combined with data on the percentages of first-assignmentpersonnel performing these tasks, comparisons can be made to determine ifadjustment to training programs are necessary. Tasks with high ratings onboth factors and performed by high percentages of first-assignment personnelqualify for resident course training. Tasks with high task factor ratings,but performed by low percentages of respondents, may be more appropriatelytaught in OJT. Tasks with low task factor ratings may be best omitted fromentry-level training unless safety dictates they must be taught.

To assist technical school personnel, USAFOMS developed a computerprogram which incorporates these secondary factors and the percentage offirst-enlistment personnel performing each task into a computed value, theAutomated Training Indicator (ATI). ATI values correspond to training deci-sions listed and defined in the Training Decision Logic Table found in Attach-ment 1, ATCR 52-22. ATI values allow course personnel to quickly focus theirattention on tasks which most likely qualify for inclusion in the entry-levelcourse.

A sample of tasks with the highest TE ratings with accompanying percentfirst-job (1-24 months TICF) and first-assignment (1-48 months TICF) membersperforming is listed in Table 13. Most are performed by high percentages ofmembers of the two TICF groups and about half have high TD. Most of thesetasks deal with general training program administrations.

Table 14 lists a sample of tasks rated highest in TO with accompanyingpercentage of first-job, first-assignment; and 3- and 7-skill level membersperforming. Most of these tasks are performed by low percentages of criteriongroup members, have low TE, and deal with instructional system developmentactivities.

The Training Extract contains complete listings of tasks sorted indescending order of TE, TO, and ATI. Training personnel are encouraged torefer to these task listings when reviewing training documents.

STS

Personnel at the 3754th Training Support Squadron at Sheppard AFB matchedtechnical tasks in the job inventory to appropriate sections of the STS. Theresult of this matching was a computer product listing elements of the STS,

23

TABLE 12

REPRESENTATIVE TASKS PERFORMED BY 1-48 MONTHS TICF PERSONNEL

PERCENTMEMBERSPERFORMING

TASKS (N=418)

B86 CONDUCT TRAINING MEETINGS 82B143 PARTICIPATE IN MEETINGS, SUCH AS TRAINING MEETINGS,

BRIEFINGS, CONFERENCES, WORKSHOPS, OTHER THAN CONDUCTING 79B199 WRITE TRAINING MEMORANDUMS FOR RECORD (MFR) 77B185 SCHEDULE TRAINING MEETINGS 71B85 CONDUCT TRAINING BRIEFINGS 71B125 IDENTIFY TRAINING NO-SHOWS 69B74 ANNOTATE UPGRADE AND QUALIFICATION TRAINING ROSTERS 69B170 REVIEW AUTOMATED TRAINING PRODUCTS 69B174 REVIEW PERSONNEL ACTION REQUESTS, SUCH AS AF FORMS 2096 67B92 CORRECT ERRORS ON AUTOMATED TRAINING PRODUCTS 66B144 PERFORM SELF-INSPECTIONS 66B131 MAINTAIN ADMINISTRATIVE OR CORRESPONDENCE FILES 66B79 BRIEF AND ISSUE CAREER DEVELOPMENT COURSE (CDC) MATERIALS 65B80 BRIEF PERSONNEL ON TEST RESULTS 65B176 REVIEW TRAINING STATISTICS 64B181 SCHEDULE INDIVIDUALS FOR TRAINING 63B126 INITIATE ECI FORMS 17 (STUDENT REQUESTS FOR ASSISTANCE) 63B130 LOAD TRAINING DATA IN AUTOMATED SYSTEMS 62A49 INITIATE PERSONNEL ACTION REQUESTS, SUCH AS AF FORMS 2096

(CLASSIFICATION/ON-THE-JOB TRAINING ACTION) 62B162 REQUEST CDC EXTENSIONS 62B148 PREPARE OR DISTRIBUTE AGENDA FOR TRAINING MEETINGS OR

BOARDS 62B149 PREPARE OR DISTRIBUTE MINUTES OF TRAINING MEETINGS OR

BOARDS 62B183 SCHEDULE TRAINEES FOR CDC EXAMINATIONS 61B127 INITIATE TRAINING RECORDS 61B121 IDENTIFY ERRORS ON AUTOMATED TRAINING PRODUCTS 61B122 IDENTIFY INDIVIDUALS FOR TRAINING, SUCH AS UPGRADE,

QUALIFICATION, OR FORMAL SCHOOL 61B76 ASSIST PERSONNEL IN PREPARING AF FORMS 1284 (TRAINING

QUALITY REPORT (TQR)) 60B177 REVIEW USAF PUBLICATIONS BULLETINS 60

24

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26 I

tasks matched, percent first-job, first-assignment, 3- and 7- skill levelrespondents performing the tasks, and TE and TD ratings. This listing isincluded in the Training Extract and was forwarded to the technical school andto AFMPC for their use in preparing revisions to both the STS and entry-levelPOI, which were approved during the 18-22 May 1992 Utilization and TrainingWorkshop (U&TW).

Criteria set forth in AFR 8-13, AFR 8-13/ATC supplement 1 (Attachment 1,paragraph A1-3c(4), and ATCR 52-22, Attachment 1, were used to review therelevance of each STS element that had inventory tasks matched to it. Anyelement with matched tasks performed by 20 percent or more of first-job,first-assignment, 3- or 7-skill level respondents is considered to be sup-ported and should be part of the STS.

Overall, 88 of the 305 line items with tasks matched were not supportedby survey data. Nine of the unsupported line items deal with managing FTDcourses for the maintenance complex, with an additional nine line items deal-ing with managing the Special Certification Program. Another 10 involved man-aging the Aircraft Maintenance Officer Training Program and managing theEngineering and Technical Services Program. The other 60 unsupported itemswere dispersed throughout the document. Table 15 lists examples of unsup-ported STS elements, with accompanying survey data.

There were 13 tasks performed by more than 20 percent of criterion groupmembers not referenced to the STS. Four of these pertain to technical func-tions. These tasks, with accompanying survey data, are listed in Table 16.Training personnel should carefully review the list of "Tasks Not Referenced,"located at the end of the STS computer printout in the Training Extract, todetermine areas which might be appropriate for inclusion in future revisionsof the STS.

POI

SMEs from Sheppard AFB also matched job inventory tasks to learningobjectives of the 3ALk75131 POI, dated 27 March 92. A computer product wascreated for the POI, listing each learning objective, tasks matched, percentfirst-job and first-assignment respondents performing, TE and TD, and ATI rat-ings. Learning objectives with tasks matched were reviewed using criteria setforth in ATCR 52-22, Attachment I (Feb 89). Any POI objective having tasksmatched performed by 30 percent or more first-job or first-assignment respond-ents is considered to be supported. Of the 42 POI objectives with matchedtasks, only 2 were not supported. Table 17 lists the two unsupportedelements.

There were 16 tasks not referenced to the POI, 5 of which deal withtechnical functions. These five tasks, with accompanying survey data, arelisted in Table 18. Training personnel are encouraged to review the entirePOI listing in the Training Extract as they consider future revisions of thePOI.

27

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TABLE 17

751X1 POI LEARNING OBJECTIVES REQUIRING REVIEW

PERCENTPERFORMING

1ST 1STLEARNING OBJECTIVE JOB ASGN TE TD

II 3a. GIVEN SITUATIONS/SCENARIOS ANDPREVIOUSLY IDENTIFIED WORKCENTER/DUTYPOSITION REQUIREMENTS, IDENTIFYTRAINING PROGRAM GOALS AND DEVELOPTRAINING OBJECTIVES

C225 DEVELOP TRAINING PROGRAM OBJECTIVES 15 17 3.67 6.11C241 IDENTIFY TRAINING PROGRAM OBJECTIVES

REQUIREMENTS 16 16 2.80 5.49

IV 4b. GIVEN A SITUATION/SCENARIO, PREPARE ANON-SITE INSTRUCTOR ASSISTANCE REQUEST

C351 PREPARE REQUEST FOR ON-SITE INSTRUCTORASSISTANCE 4 6 2.63 5.23

TE MEAN = 1.82, S.D. = 2.16TD MEAN = 5.00, S.D. = 1.00

30

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31

JOB SATISFACTION

An examination of the job satisfaction indicators can give career laddermanagers a better understanding of some of the factors affecting job perform-ance of airmen in the career ladder. Respondents were asked to indicate howinterested they are in their jobs, if they feel their talents and training arebeing used, and if they intend ta reenlist. Satisfaction indicators for TICFgroups in the present study were compared to those of personnel from anotherDirect Support AFSC surveyed in 1991 (AFSC 492X0, Communications Systems Elec-tromagnetic Spectrum Management), to those reported in the current and previ-ous study, and for respondents performing the various jobs.

Satisfaction indicators for AFSC 751XI respondents and those for membersof the comparative specialty are presented in Table 19. Overall satisfactionfor AFSC 751X1 personnel is higher than that reported by members of the com-parative lateral specialty.

Satisfaction data for the current survey and the previous surveys arepresented in Table 20. These figures show AFSC 751X1 personnel in their firstassignment enjoy their jobs and feel their talents are used as well as AFSC751X2 personnel did in 1981, but did not feel their training was used as well.Satisfaction indicators for the other AFSC 751X1 TICF groups were somewhatsimilar to those of AFSC 751X2 personnel in 1981. All AFSC 751X1 indicatorsare considerably higher than those for AFSC 751X3 personnel.

Table 21 presents job satisfaction for the major jobs identified in thecareer ladder structure. Most AFSC 751X1 personnel feel their job is inter-esting, their talents and training are used, and plan to reenlist. Respond-ents with the Scheduler Maintenance Training job had the lowest overallindicators.

Summary

Overall job satisfaction for this career ladder is higher than that for acomparative lateral AFSC surveyed in 1991. Members of the TICF groups andspecialty jobs seem to enjoy their work, feel their talents and training areused, and plan to reenlist.

DISCUSSION

Analysis of the AFSC 751XI career ladder structure identified seven jobsorganized around unit and base level support, scheduling functions, and ISOsupport. Other jobs performed by smaller numbers of AFSC 751X1 personnel werealso identified. The career ladder will be merged with the AFSC 751X0 careerladder in March 1993. Data collected were used by a May 1992 U&TW to revisethe training documents and prepare for the upcoming merger.

32

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APPENDIX A

SELECTED REPRESENTATIVE TASKS PERFORMED BYMEMBERS OF CAREER LADDER JOBS

36

TABLE Al

UNIT TRAINING MANAGER JOB(GP044)

NUMBER IN GROUP: 758 AVERAGE TIME IN JOB: 23 MONTHSPERCENT OF SAMPLE: 53% AVERAGE TICF: 76 MONTHS

THE FOLLOWING TASKS ARE DESCENDING ORDER OF PERCENT MEMBERS PERFORMING:

PERCENTMEMBERS

TASKS PERFORMING

B86 CONDUCT TRAINING MEETINGS 94B79 BRIEF AND ISSUE CAREER DEVELOPMENT COURSE (CDC) MATERIALS

TO SUPERVISORS AND TRAINEES 94B199 WRITE TRAINING MEMORANDUMS FOR RECORD (MFR) 91B143 PARTICIPATE IN MEETINGS, SUCH AS TRAINING MEETINGS,

BRIEFINGS, CONFERENCES, WORKSHOPS, OTHER THAN CONDUCTING 91B74 ANNOTATE UPGRADE AND QUALIFICATION TRAINING ROSTERS 91B135 MAINTAIN FILES OF SPECIALTY TRAINING STANDARDS (STS) AND

JOB QUALIFICATION STANDARDS (JQS) 89B127 INITIATE TRAINING RECORDS 88B183 SCHEDULE TRAINEES FOR CDC EXAMINATIONS 87B174 REVIEW PERSONNEL ACTION REQUESTS, SUCH AS AF FORMS 2096 87B185 SCHEDULE TRAINING MEETINGS 87B85 CONDUCT TRAINING BRIEFINGS 87B181 SCHEDULE INDIVIDUALS FOR TRAINING 84B131 MAINTAIN ADMINISTRATIVE OR CORRESPONDENCE FILES 84B94 COUNSEL TRAINERS OR SUPERVISORS ON PROGRESS OF TRAINEES 84B122 IDENTIFY INDIVIDUALS FOR TRAINING, SUCH AS UPGRADE,

QUALIFICATION, OR FORMAL SCHOOL 84B80 BRIEF PERSONNEL ON TEST RESULTS 84A49 INITIATE PERSONNEL ACTION REQUESTS, SUCH AS AF FORMS 2096

(CLASSIFICATION/ON-THE-JOB TRAINING ACTION) 83B125 IDENTIFY TRAINING NO-SHOWS 83B93 COUNSEL TRAINEES ON TRAINING PROGRESS OR PROGRAMS 83B83 CONDUCT INITIAL TRAINEE ORIENTATIONS 82B176 REVIEW TRAINING STATISTICS 80B166 REQUISITION STSs 80B170 REVIEW AUTOMATED TRAINING PRODUCTS 79B92 CORRECT ERRORS ON AUTOMATED TRAINING PRODUCTS 77B82 COMPLETE ADDRESS CHANGES FOR CDCs 75B101 DETERMINE TRAINING PROGRESS OF TRAINEES 74B180 SCHEDULE CDC EXAMINATIONS 73B165 REQUISITION COURSE EXAMINATIONS 73

Al

TABLE A2

BASE TRAINING MANAGER JOB(GP045)

NUMBER IN GROUP: 181 AVERAGE TIME IN JOB: 22 MONTHSPERCENT OF SAMPLE: 13% AVERAGE TICF: 83 MONTHS

THE FOLLOWING TASKS ARE IN DESCENDING ORDER OF PERCENT MEMBERS PERFORMING:

PERCENTMEMBERS

TASKS PERFORMING

B154 PROCESS CDC EXAMINATIONS 97B153 PROCESS CDC EXAMINATION FAILURES 96B152 PROCESS CDC ENROLLMENT DATA CHANGES 96D303 LOG RECEIPT OF CDC TEST MATERIALS 95D282 CONTACT ECI CONCERNING CDC ENROLLMENT PROBLEMS 94B155 PROCESS CDC EXTENSION REQUESTS 94B151 PROCESS CDC CANCELLATIONS 94D300 FORWARD CDC TEST RESULTS OR ANSWER SHEETS TO AFFECTED

AGENCIES OR UNITS 93D302 INVENTORY AND STORE CDC TEST MATERIALS 92D305 MAINTAIN TEST CONTROL OR RECEIPT LOGS 92D291 DESTROY CDC TEST MATERIALS 92B174 REVIEW PERSONNEL ACTION REQUESTS, SUCH AS AF FORMS 2096 91B82 COMPLETE ADDRESS CHANGES FOR CDCs 91D268 ADMINISTER CDC EXAMINATIONS 90B86 CONDUCT TRAINING MEETINGS 90B75 ASSIGN TRAINING STATUS CODES (TSC) 89B197 VERIFY TSCs 88B199 WRITE TRAINING MEMORANDUMS FOR RECORD (MFR) 88B160 PROCESS 7-SKILL LEVEL UPGRADE TRAINING REPORTS ON

INDIVIDUAL PERSONNEL (RIP) 87B191 UPDATE TSCs IN AUTOMATED SYSTEMS 85B164 REQUISITION CDCs 85D304 MAINTAIN ECI CATALOGUE FILES 85B74 ANNOTATE UPGRADE AND QUALIFICATION TRAINING ROSTERS 84D296 DISTRIBUTE WAPS STUDY MATERIALS 84D271 ASSIST IN RESOLVING PROBLEMS ASSOCIATED WITH ENLISTED

SPECIALTY TRAINING (EST) 83D281 CONSULT WITH CBPO SECTIONS ON MATTERS RELATING TO EST,

CLASSIFLCATION, OR RECLASSIFICATION 83B92 CORRECT ERRORS ON AUTOMATED TRAINING PRODUCTS 83B162 REQUEST CDC EXTENSIONS 83B165 REQUISITION COURSE EXAMINATIONS 82D276 CONDUCT CBPO IN-PROCESSING 82B177 REVIEW USAF PUBLICATIONS BULLETINS 82D280 CONSOLIDATE WAPS STUDY MATERIALS REQUESTS 82

A2

TABLE A3

SUPERVISOR JOB(GP048)

NUMBER IN GROUP: 88 AVERAGE TIME IN JOB: 27 MONTHS

PERCENT OF SAMPLE: 6% AVERAGE TICF: 114 MONTHS

THE FOLLOWING TASKS ARE IN DESCENDING ORDER OF PERCENT MEMBERS PERFORMING:

PERCENTMEMBERS

TASKS PERFORMING

A66 WRITE EPRs* 97A12 DETERMINE WORK SCHEDULES OR PRIORITIES 94A9 COUNSEL PERSONNEL ON PERSONAL OR MILITARY-RELATED PROBLEMS 92A25 ESTABLISH PERFORMANCE STANDARDS FOR SUBORDINATES 91A27 ESTABLISH WORK SCHEDULES OR PRIORITIES 90A7 CONDUCT PERFORMANCE FEEDBACK WORKSHEET (PFW) EVALUATION

SESSIONS 90A50 INTERPRET POLICIES, DIRECTIVES, OR PROCEDURES FOR

SUBORDINATES 89A52 MAINTAIN INDIVIDUAL TRAINING RECORDS 88A59 SCHEDULE PERSONNEL FOR LEAVES, PASSES, OR TDYs 85Al ANALYZE WORKLOAD REQUIREMENTS 84A8 CONDUCT SUPERVISORY ORIENTATIONS OF NEWLY ASSIGNED

PERSONNEL 84A67 WRITE RECOMMENDATIONS FOR AWARDS OR DECORATIONS 83A56 PLAN OR SCHEDULE WORK ASSIGNMENTS OR PRIORITIES 83A16 DEVELOP WORK METHODS OR PROCEDURES 83A34 EVALUATE PERSONNEL FOR COMPLIANCE WITH PERFORMANCE

STANDARDS 82B144 PERFORM SELF-INSPECTIONS 77B199 WRITE TRAINING MEMORANDUMS FOR RECORD (MFR) 76B143 PARTICIPATE IN MEETINGS, SUCH AS TRAINING MEETINGS,

BRIEFINGS, CONFERENCES, WORKSHOPS, OTHER THAN CONDUCTING 76A15 DEVELOP SELF-INSPECTION PROGRAM CHECKLISTS 76A54 PLAN BRIEFINGS 75A6 CONDUCT INITIAL EVALUATIONS OF PERSONNEL TO DETERMINE

TRAINING NEEDS 75A13 DEVELOP INSPECTION SCHEDULES OR CHECKLISTS 74A21 DIRECT OR IMPLEMENT INTERNAL OFFICE EST PROGRAMS 73A45 IMPLEMENT WORK METHODS OR PROCEDURES 72B86 CONDUCT TRAINING MEETINGS 70B176 REVIEW TRAINING STATISTICS 70

A3

TABLE A4

SCHEDULER, MAINTENANCE TRAINING (MAT) JOB(GP047)

NUMBER IN GROUP: 83 AVERAGE TIME IN JOB: 20 MONTHSPERCENT OF SAMPLE: 6% AVERAGE TICF: 70 MONTHS

THE FOLLOWING TASKS ARE IN DESCENDING ORDER OF PERCENT MEMBERS PERFORMING:

PERCENTMEMBERS

TASKS PERFORMING

E346 ESTABLISH COURSE CODES 80E365 SCHEDULE MAINTENANCE TRAINING EVENTS 79B125 IDENTIFY TRAINING NO-SHOWS 79B130 LOAD TRAINING DATA IN AUTOMATED SYSTEMS 74B134 MAINTAIN CLASS ATTENDANCE RECORDS 74B132 MAINTAIN AF FORMS 2426 (TRAINING REQUEST AND COMPLETION

NOTIFICATION) 74E343 COORDINATE FTD MAINTENANCE COURSE QUOTAS WITH OTHER

MAINTENANCE TRAINING OFFICES 73B170 REVIEW AUTOMATED TRAINING PRODUCTS 73B190 UPDATE CORRECTIONS IN AUTOMATED SYSTEMS 72E341 CONSOLIDATE FIELD TRAINING DETACHMENT (FTD) MAINTENANCE

COURSE TRAINING REQUESTS 71B181 SCHEDULE INDIVIDUALS FOR TRAINING 71B189 UPDATE ANCILLARY TRAINING IN AUTOMATED SYSTEMS 69B199 WRITE TRAINING MEMORANDUMS FOR RECORD (MFR) 69E364 SCHEDULE FTD MAINTENANCE TRAINING COURSES FOR MAINTENANCE

COMPLEXES 68E356 PROCESS REQUESTS FOR FTD MAINTENANCE COURSE QUOTAS 68E348 IDENTIFY PRIORITY FTD MAINTENANCE COURSES 68B143 PARTICIPATE IN MEETINGS, SUCH AS TRAINING MEETINGS,

BRIEFINGS, CONFERENCES, WORKSHOPS, OTHER THAN CONDUCTING 68E371 VALIDATE COURSE CODES 67E344 COORDINATE FTD MAINTENANCE COURSE TRAINING REQUIREMENTS

WITH AFFECTED AGENCIES 66E369 SUBMIT MAINTENANCE COURSE CLASS ROSTERS TO FTDs 66B179 SCHEDULE ANCILLARY TRAINING 65B86 CONDUCT TRAINING MEETINGS 65E362 REVIEW REQUESTS FOR ESTABLISHMENT OF COURSE CODES 65B87 CONSOLIDATE ANCILLARY TRAINING REQUESTS 62B92 CORRECT ERRORS ON AUTOMATED TRAINING PRODUCTS 62B116 EXTRACT ON-LINE TRAINING DATA FROM AUTOMATED SYSTEMS 61B88 COORDINATE ANCILLARY TRAINING WITH AFFECTED UNITS 61B185 SCHEDULE TRAINING MEETINGS 61B121 IDENTIFY ERRORS ON AUTOMATED TRAINING PRODUCTS 61

A4

TABLE A5

USAF ENLISTED SPECIALTY TRAINING (EST) JOB(STG159)

NUMBER IN GROUP: 14 AVERAGE TIME IN JOB: 36 MONTHSPERCENT OF SAMPLE: 1% AVERAGE TICF: 99 MONTHS .

THE FOLLOWING TASKS ARE IN DESCENDING ORDER OF PERCENT MEMBERS PERFORMING:

PERCENTMEMBERS

TASKS PERFORMING

C252 PRESENT COURSE MATERIALS BY GUIDED-DISCUSSION METHODS 92B143 PARTICIPATE IN MEETINGS, SUCH AS TRAINING MEETINGS,

BRIEFINGS, CONFERENCES, WORKSHOPS, OTHER THAN CONDUCTING 92B141 MAINTAIN WAPS LIBRARIES 92C253 PRESENT COURSE MATERIALS BY LECTURE METHODS 85C224 DEVELOP TEACHING AIDS 85G504 ASSIST IN DEVELOPING MASTER TASK LISTS 85B135 MAINTAIN FILES OF SPECIALTY TRAINING STANDARDS (STS) AND

JOB QUALIFICATION STANDARDS (JQS) 85B177 REVIEW USAF PUBLICATIONS BULLETINS 85All DETERMINE PUBLICATION REQUIREMENTS 85B134 MAINTAIN CLASS ATTENDANCE RECORDS 78B70 ADMINISTER WRITTEN TESTS 78C216 DEVELOP LESSON PLANS 78F434 DEVELOP VISUAL AIDS, SUCH AS CHARTS OR TRANSPARENCIES 78G526 ASSIST IN DEVELOPING TASKS BREAKDOWNS 78C267 SELECT TRAINING METHODS, SUCH AS LECTURE, COACH/PUPIL, OR

DEMONSTRATION PERFORMANCE 78B144 PERFORM SELF-INSPECTIONS 78B199 WRITE TRAINING MEMORANDUMS FOR RECORDS (MFR) 78C251 PRESENT COURSE MATERIALS BY DEMONSTRATION PERFORMANCE

METHODS 71B186 SCORE OR GRADE TESTS 71F475 SELECT INSTRUCTIONAL MEDIA OR METHODS 71A21 DIRECT OR IMPLEMENT INTERNAL OFFICE EST PROGRAMS 71A30 EVALUATE INTERNAL OFFICE EST PROGRAMS 71B99 DETERMINE REQUIREMENTS FOR TRAINING AIDS 64C230 EVALUATE ADEQUACY OF CLASSROOMS OR BRIEFING ROOMS 64F393 COORDINATE INSTRUCTIONAL SYSTEM REVIEWS (ISR) WITH

AFFECTED AGENCIES 64D271 ASSIST IN RESOLVING PROBLEMS ASSOCIATED WITH ENLISTED

SPECIALTY TRAINING 64B166 REQUISITION STSs 64B84 CONDUCT RETRAINING INTERVIEWS 64

A5

TABLE A6

TECHNICAL TRAINING INSTRUCTOR JOB(STG178)

NUMBER IN GROUP: 7 AVERAGE TIME IN JOB: 41 MONTHSPERCENT OF SAMPLE: 1% AVERAGE TICF: 92 MONTHS

THE FOLLOWING TASKS ARE IN DESCENDING ORDER OF PERCENT MEMBERS PERFORMING:

PERCENTMEMBERS

TASKS PERFORMING

C253 PRESENT COURSE MATERIALS BY LECTURE METHODS 100B70 ADMINISTER WRITTEN TESTS 100B80 BRIEF PERSONNEL ON TEST RESULTS 100C216 DEVELOP LESSON PLANS 100B73 ANALYZE TEST RESULTS 100B186 SCORE OR GRADE TESTS 85F473 REVISE STUDENT MATERIALS, SUCH AS STUDY GUIDES, PROGRAMMED

TEXTS, WORKBOOKS, OR HANDOUTS 85C248 PRESENT COURSE MATERIALS BY AUDIOVISUAL METHODS 85F437 EDIT INSTRUCTIONAL MATERIALS 85C224 DEVELOP TEACHING AIDS 85C228 DEVELOP WRITTEN TESTS, OTHER THAN PERFORMANCE TESTS 85G521 ASSIST IN DEVELOPING STUDENT MATERIAL, SUCH AS STUDY

GUIDES, PROGRAMMED TEXTS, WORKBOOKS, OR HANDOUTS 85F433 DEVELOP TEST ITEMS 85C250 PRESENT COURSE MATERIALS BY COMPUTER-ASSISTED INSTRUCTION

(CAI) METHODS 71B111 EVALUATE TRAINING AIDS, SUCH AS AUDIOVISUALS OR GRAPHICS 71BI05 DISTRIBUTE TRAINING MATERIALS AND PUBLICATIONS 71C233 EVALUATE TESTS 71B95 DESTROY TESTS OR TEST MATERIALS, OTHER THAN CDCs 71-C251 PRESENT COURSE MATERIALS BY DEMONSTRATION PERFORMANCE

METHODS 57D313 PROCTOR TESTS 57B138 MAINTAIN TESTING FACILITIES 57B134 MAINTAIN CLASS ATTENDANCE RECORDS 57F441 EVALUATE EFFECTIVENESS OF INSTRUCTIONAL MEDIA 57B144 PERFORM SELF-INSPECTIONS 57F390 CONDUCT INTERNAL EVALUATIONS 57C218 DEVELOP PERFORMANCE CHECKLISTS 57F434 DEVELOP VISUAL AIDS, SUCH AS CHARTS OR TRANSPARENCIES 57F442 EVALUATE EFFECTIVENESS 6F INSTRUCTIONAL METHODS 57F462 PERFORM OPERATIONAL CHECKS OF TRAINING EQUIPMENT 42C252 PRESENT COURSE MATERIALS BY GUIDED-DISCUSSION METHODS 42

A6

TABLE A7

INSTRUCTIONAL SYSTEMS DEVELOPMENT JOB(STG146)

NUMBER IN GROUP: 84 AVERAGE TIME IN JOB: 29 MONTHSPERCENT OF SAMPLE: 6% AVERAGE TICF: 96 MONTHS

THE FOLLOWING TASKS ARE IN DESCENDING ORDER OF PERCENT MEMBERS PERFORMING:

PERCENTMEMBERS

TASKS PERFORMING

F441 EVALUATE EFFECTIVENESS OF INSTRUCTIONAL MEDIA 97F442 EVALUATE EFFECTIVENESS OF INSTRUCTIONAL METHODS 96F481 VALIDATE EFFECTIVENESS OF INSTRUCTIONAL METHODS 91F480 VALIDATE EFFECTIVENESS OF INSTRUCTIONAL MEDIA 90F440 EVALUATE EFFECTIVENESS OF INSTRUCTIONAL DESIGNS 89F437 EDIT INSTRUCTIONAL MATERIALS 88F443 EVALUATE EFFECTIVENESS OF STUDENT MEASUREMENT OR TESTING

PROGRAMS 88C216 DEVELOP LESSON PLANS 88F479 VALIDATE EFFECTIVENESS OF INSTRUCTIONAL DESIGNS 85C231 EVALUATE COURSE OUTLINES OR LESSON PLANS 84C233 EVALUATE TESTS 84F439 EVALUATE EFFECTIVENESS OF COURSE CONTROL DOCUMENTS 84F377 ANALYZE OBJECTIVES TO DETERMINE INSTRUCTIONAL MEDIA 83F473 REVISE STUDENT MATERIALS, SUCH AS STUDY GUIDES, PROGRAMMED

TEXTS, WORKBOOKS, OR HANDOUTS 82F378 ANALYZE OBJECTIVES TO DETERMINE INSTRUCTIONAL METHODS 82F478 VALIDATE EFFECTIVENESS OF COURSE CONTROL DOCUMENTS 82F400 DETERMINE INSTRUCTIONAL SEQUENCES 82F416 DEVELOP PLANS OF INSTRUCTION (POI) 80F434 DEVELOP VISUAL AIDS, SUCH AS CHARTS OR TRANSPARENCIES 80B143 PARTICIPATE IN MEETINGS, SUCH AS TRAINING MEETINGS,

BRIEFINGS, CONFERENCES, WORKSHOPS, OTHER THAN CONDUCTING 80C228 DEVELOP WRITTEN TESTS, OTHER THAN PERFORMANCE TESTS 79F425 DEVELOP STUDENT MATERIALS, SUCH AS STUDY GUIDES,

PROGRAMMED TEXTS, WORKBOOKS, OR HANDOUTS 79F475 SELECT INSTRUCTIONAL MEDIA OR METHODS 79F397 CORRELATE OBJECTICES TO INSTRUCTIONAL METHODS 78F396 CORRELATE OBJECTICES TO INSTRUCTIONAL MEDIA 78F376 ANALYZE OBJECTIVES TO DETERMINE INSTRUCTIONAL DESIGNS 78B144 PERFORM SELF-INSPECTIONS 77F433 DEVELOP TEST ITEMS 76B111 EVALUATE TRAINING AIDS, SUCH AS AUDIOVISUALS OR GRAPHICS 76F395 CORRELATE OBJECTICES TO INSTRUCTIONAL DESIGNS 76F482 VALIDATE EFFECTIVENESS OF SUPPORT EQUIPMENT 73F444 EVALUATE EFFECTIVENESS OF SUPPORT EQUIPMENT 73

A7