AFSC 2A3X5. Advanced Fighter Aircraft Integrated Avionics F-22/F-35/MQ-1/RQ-4/MQ-9

Transcription

1 DEPARTMENT OF THE AIR FORE FETP 2A3X5 Headquarters US Air Force Parts I and II Washington, D January 2013 AFS 2A3X5 Advanced Fighter Aircraft Integrated Avionics F-22/F-35/MQ-1/RQ-4/MQ-9 AREER FIELD EDUATION AND TRAINING PLAN AESSIILITY: Publications and forms are available on the e-publishing website at for downloading or ordering. RELEASAILITY: There are no releasability restrictions on this publication.

2 THIS PAGE INTENTIONALLY LANK

3 FETP 2A3X5, 1 January 2013 PART I AREER FIELD EDUATION AND TRAINING PLAN Advanced Fighter Aircraft Integrated Avionics F-22/F-35/MQ-1/RQ-4/MQ-9 AFS 2A3X5 Table of ontents Page Preface... 2 Abbreviations/Terms Explained... 3 Section A, General Information... 6 Purpose of the FETP Use of the FETP oordination and Approval of the FETP Section, AFS Progression and Information... 6 Specialty Descriptions Skill/areer Progression Training Decisions ommunity ollege of the Air Force areer Path Section, Skill Training Requirements Purpose Specialty Qualification Requirements Knowledge Education Training Experience Other (physical standards, security clearances, certifications, and licenses) Training Sources Implementation Section D, Resource onstraints Section E, Transition Training Guide PART II Section A, Specialty Training Standard (STS) Section, Objective List (OL) Section, Support Material Section D, Training Index Section E, MAJOM Unique Requirements OPR: 365 TRS/TRR Approved y: HQ USAF/A4LF Supersedes: FETP 2A3X2, 01 November 2010 Pages:

4 AREER FIELD EDUATION AND TRAINING PLAN Advanced Fighter Aircraft Integrated Avionics F-22/F-35/MQ-1/RQ-4/MQ-9 AFS 2A3X5 FETP 2A3X5, 1 January 2013 PART I PREFAE 1. areer Field Education and Training Plan (FETP). This FETP is a comprehensive education and training document that identifies life-cycle education/training requirements, training support resources, and minimum core task requirements for the 2A3X5, Advanced Fighter Aircraft Integrated Avionics F-22/F-35/MQ-1/RQ-4/MQ-9 specialty. The 2A3X5 AFS aligns the fifth generation fighter aircraft and Remotely Piloted Aircraft (RPA) that have similar training and experience requirements under one AFS to better meet the needs of operational units. The FETP will provide personnel a clear career path to success and instills rigor in all aspects of career field training. This FETP supersedes FETP 2A3X2, 1 November The official FETP can be found at the Air Force E-Publishing website: NOTE: ivilians occupying associated positions will use Part II to support duty position qualification training. 2. FETP Parts. The FETP consists of two parts. Supervisors will use both parts to plan, manage, and control training Part I provides information necessary for overall management of the specialty. Section A explains how everyone will use the plan. Section identifies career field progression information, duties and responsibilities, training decisions, AF, and career field path. Section associates each skill level with specialty qualifications (knowledge, education, training, and other). Section D indicates resource constraints to accomplishing this plan, such as funds, manpower, equipment, and facilities. Section E identifies transition training plans for the career field Part II includes the following: Section A provides an explanation of AET course objectives and trained proficiency levels. Section identifies available support materials, such as Qualification Training Package (QTP), which may be developed to support proficiency training. Section identifies a training course index that supervisors can use to determine if resources are available to support training. Included here are both mandatory and optional courses. Section D identifies MAJOM unique training requirements supervisors can use to determine additional training required for the associated qualification needs. At unit level, supervisors and trainers will use Part II to identify, plan, and conduct training commensurate with the overall goals of this plan. Section E identifies the Specialty Training Standard (STS) and includes duties, tasks, technical references to support training, Air Education and Training ommand (AET) conducted training, wartime course/core task, and areer Development () requirements. 2

5 FETP 2A3X5, 1 January 2013 AREVIATIONS/TERMS EXPLAINED Advanced Training. Formal course, which provides individuals who are qualified in their Air Force Specialty (AFS) with additional skills/knowledge to enhance their expertise in the career field. Training is for selected career airmen at the advanced level of an AFS. Air Force Job Qualification Standard (AFJQS). A comprehensive task list that describes a particular job type or duty position. Supervisors use the AFJQS to document task qualifications. The AFJQS tasks are common to all persons serving in the described duty position. ridge. A formal or informal course, which allows the individual to expand his/her knowledge in another area of expertise. areer Development ()--Self-study correspondence course to provide Airmen with fundamental knowledge of their AFS. areer Field Education and Training Plan (FETP). A FETP is a comprehensive, multipurpose document covering the entire spectrum of education and training for a career field. It outlines a logical growth plan that includes training resources and is designed to make career field training identifiable, eliminate duplication, and ensure this training is budget defensible. ertification. A formal indication of an individual s ability to perform a task to required standards. ertification Official A person authorized by appropriate commander to determine an individual s ability to perform a task to required standards. ontinuation Training. This is additional training that exceeds minimum upgrade requirements and has an emphasis on present or future duty assignments. ore Task. Tasks that the Air Force areer Field Manager (AFFM) identifies as minimum qualification requirements within an Air Force Specialty. Training Standard (TS). A formal course document that identifies in board terms the training members will receive in a specific course. Enlisted Specialty Training (EST). A mix of formal AET training and On-The-Job (OJT) training designed to qualify and upgrade Airmen in each skill level of a specialty. Exportable Training. Additional training via computer assisted, paper text, interactive video or other necessary means to supplement training. Go/No Go. In OJT, the stage at which an individual has gained enough skill, knowledge and experience to either be qualified to perform an identified task without assistance or cannot perform the task without assistance. 3

6 FETP 2A3X5, 1 January 2013 Field Technical Training (Type 4). Special or regular on-site training conducted by a Training Detachment (TD) or by a Mobile Training Team (MTT). Initial Skills Training. A formal school course that results in the award of a 3-skill level AFS. Instructional System Development (ISD). A deliberate and orderly process for developing, validating, and reviewing instructional programs that ensures personnel are taught the knowledge and skills essential for successful job performance. Maintenance Information System (MIS). Systems and applications that support and enable maintenance business processes. Used to document maintenance actions. Provides maintenance supervisors with products to evaluate organizational effectiveness and aid in decision-making processes at all levels. Maintenance Supply Liaison (MSL). Monitors overall maintenance and supply interface, resolves supply support problems, and coordinates supply-related training needs. Master Task Listing (MTL). Document maintained within the work-center that identifies all tasks performed in a work-center. This includes core, critical position qualification and wartime tasks. This document can be automated. Master Training Plan. A comprehensive work-center training plan that may include MTLs, QTPs, AFJQS, FETP, task breakdowns, commercial publications and any other document that supports training. Mobile Training Team (MTT). Instructors, trainers, training aids and operational equipment that formal schools send to bases or operating locations used to perform formal training. Occupational Analysis Report (OAR). A detailed report showing the results of an occupational survey of tasks performed within a particular AFS. On-the-Job Training (OJT). Hands-on, over-the-shoulder training at the duty location used to certify personnel for both skill level upgrade and duty position qualification. Plan of Instruction (POI). An AET course document used for course planning, organization, operation and validation. It provides course objectives, level of training provided, planned times, sequence of instruction, required resources and specifies how course objectives are measured. Position Qualification Training. Training designed to qualify an airman in a specific position and is accomplished after upgrade training. Proficiency Training. Additional training either in residence or exportable advanced training courses, or on-the-job training, provided to personnel to increase their skills and knowledge beyond the minimum required for upgrade. 4

7 FETP 2A3X5, 1 January 2013 Qualification Training (QT). Actual hands-on task performance training designed to qualify an airman in a specific duty position. This training program occurs both during and after the upgrade training process. It is designed to provide the performance skill/knowledge training required to do the job. Qualification Training Package (QTP). An instructional course designed for use at the unit to qualify or aid qualification in a duty position or program or on a piece of equipment. It may be printed, computer based, or in other audiovisual media. Resource onstraints. Resource deficiencies such as money, facilities, time, manpower, or equipment that preclude desired training from being accomplished. Specialty Training Standard (STS). An Air Force document that is published as an attachment to the appropriate FETP that describes an Air Force Specialty in terms of tasks and knowledge an airman may be expected to perform or to know on the job. It serves as a contract between AET and the functional user to show which of the overall training requirements for an AFS are taught in formal schools, areer Development s (), and exportable courses. Supplemental Training. Formal, standardized training within an AFS that is in addition to required initial skills training and skill level upgrade training. It may support new/newly assigned equipment, methods, and/or technology. Task. See ertification Official Training usiness Area (TA) is a Net-entric, GSS-AF IF Web-ased application providing Air Force Warfighters with global, real-time visibility into the technical qualifications, certifications and training status of logistics, communications and information professionals Air Force wide. TA supports base, wing and work center level training management activities by automating training management business processes. The primary users of TA will be any personnel directly involved in base level training management and certification activities. TA is being developed and maintained by 754th Electronic Systems Group, Installation and Logistics, Maintenance Flight (754 ELSG/ILM) at Maxwell-Gunter AF. Training Detachment (TD). An AET detachment that provides maintenance oriented technical training, at an operational location, on specific systems including their aerospace ground equipment or in new equipment techniques and procedures. A TD qualifies personnel to maintain proficiency, increase skill and knowledge, acquaint personnel with specific systems and keep personnel aware of changing concepts and requirements. Training Setting. The type of forum in which training is provided (formal resident school, on-the-job, field training, mobile training team, self-study, etc.). Upgrade Training (UGT). A mixture of mandatory courses, task qualification, QTPs, and s required for award of the 3-, 5-, 7-, or 9-skill levels. Utilization and Training Workshop (U&TW). A forum that is convened and chaired on a recurring basis by the AF areer Field Manager (AFFM), designed to review the appropriate FETP and its 5

8 FETP 2A3X5, 1 January 2013 attachments. The purpose is to ensure currency, accuracy and completeness of content, to include specific formal career ladder training requirements. Workshops are co-chaired by AET Training Pipeline Manager and include MAJOM Air Force Specialty ode (AFS) Functional Managers, AET training personnel and Subject Matter Experts (SMEs). 6

9 FETP 2A3X5, 1 January 2013 PART 1 SETION A - GENERAL INFORMATION 1. Purpose. This FETP provides the information necessary for the AFFM, MFMs, commanders, training managers, supervisors, and trainers to plan, develop, manage, and conduct an effective and efficient career field training program. The plan outlines the training that individuals in this AFS should receive in order to develop and progress throughout their career. This plan identifies initial skills, upgrade, qualification, advanced and proficiency training. The FETP also: 1.1. Lists training courses available in the specialty, identifies sources of training and the training delivery method Identifies major resource constraints that impact full implementation of the desired career field training process. 2. Use of the FETP: This plan will be used by MFMs and supervisors at all levels to ensure comprehensive and cohesive training programs are available for each individual in the specialty AET training personnel will develop/revise formal resident, non-resident, Training Detachment (TD), and exportable training based upon requirements established by the users and documented in Part II of the FETP. They will also work with the AFFM to develop acquisition strategies for obtaining the resources needed to provide the identified training MFMs will ensure their training programs complement the FETP mandatory initial, upgrade, and proficiency requirements. OJT, resident training, contract training, or exportable courses can satisfy these identified requirements. MAJOM developed training to support this AFS must be identified for inclusion in this plan and must not duplicate other available training resources Each individual will complete the mandatory training requirements specified in this plan. The list of courses in Part II will be used as a reference to support training. 3. oordination and Approval of the FETP. The AFFM is the approval authority for the FETP. The AET training manager for AFS 2A3X5 will initiate an annual review of this document by AET and MFM to ensure currency and accuracy. The using MAJOM representatives and AET training personnel will identify and coordinate on the career field training requirements. Using the list of courses in Part II, they will eliminate duplicate training. Section - AREER PROGRESSION INFORMATION 1.1. Specialty Summary (Apprentice raftsman). Maintains F-22, F-35, and MQ-1/MQ-9/RQ-4 avionics and electrical & environmental (A&E) systems at the organizational level. Troubleshoots, inspects, removes, installs, repairs, modifies, and operates aircraft A&E systems, components, and associated support equipment. Performs and supervises general aircraft servicing and handling procedures. Related DoD Occupational Subgroup: /119800/

10 FETP 2A3X5, 1 January Duties and Responsibilities. Refer to the Air Force Enlisted lassification Directory (AFED) and Search by Keyword with AFED Inspects, troubleshoots, operates, and maintains aircraft A&E systems, subsystems, components, and test equipment using aircraft controls, displays, and portable maintenance aid (PMA) to determine operational condition. Interprets equipment operating characteristics to isolate malfunctions in systems such as: attack control, core processing, radar, infrared, laser, controls and displays, electro optical and video imaging system, satellite communication systems, flight controls, vehicle management, communication, navigation, identification, satellite communications, electronic warfare (EW), electrical power and distribution, gas turbine compressor, auxiliary power, landing gear, anti-skid, nose wheel steering, lighting, fire and overheat warning, fire extinguishing, fuel indicating, liquid cooling, air conditioning, bleed air, cabin pressure, auxiliary pressurization, oxygen, and aircraft utility systems. Uses technical data to trace wiring diagrams and signal data flow. Uses integrated diagnostics, built-in test functions, electronic measuring equipment, aerospace ground equipment (AGE), support equipment (SE), and hand tools Removes and installs systems components. Performs and supervises alignment, calibration, modifications, and boresight of A&E systems. Uploads operational software into systems components. Removes and installs line replaceable modules (LRMs), line replaceable units (LRUs), and other systems components. Enters maintenance data into automated systems Inspects, analyzes, and evaluates A&E systems to determine operational status. Interprets inspection findings and determines adequacy of corrective actions. Reviews maintenance management publications and procedures. Recommends methods of improved equipment performance and maintenance procedures. Ensures compliance with technical publications and directives. 2. Skill and areer Progression: It is essential that everyone involved in training do their part to plan, develop, manage, and conduct an effective training program. The guidance provided in this part of the FETP will ensure each individual receives viable training at appropriate points in their career Apprentice (3-level): Upon completion of initial skills training, a trainee will work with a trainer to enhance their knowledge and skills. They will utilize the areer Development s, Qualification Training, and available exportable courses for continued advancement. Once task certified, a trainee may perform the task unsupervised. Apprentices can be considered for appointment as unit trainers Journeyman (5-level): Individuals must complete formal 5-level OJT training. This training involves completion of the 2A355X s, as well as completion of all identified core task qualification training and any other required duty position training. Journeymen may be assigned job positions such as quality assurance and various staff positions. Journeymen will be considered for appointment as unit trainers after completion of the Air Force Training. Individuals will use their s to prepare for promotion testing. They should also consider continuing their education toward a ommunity ollege of the Air Force (AF) degree raftsman (7-level): Individuals must complete formal 7-level OJT training. This training involves completion of the 2A375 s, as well as completion of all identified core task qualification training and 8

11 FETP 2A3X5, 1 January 2013 any other required duty position training. A 7-level can expect to fill various supervisory and management positions such as shift leader, element chief, flight/section chief, and task certifier. They can also be assigned to work in staff positions. raftsmen should take courses to obtain added knowledge on management of resources and personnel. ontinued academic education through AF and higher degree programs is encouraged. The AFS shred is removed at the 7-skill level, at which point airframe qualifications are identified by Special Equipment Identifier (SEI) codes. Shred identifiers and SEI codes are provided in the ED 2.5. Superintendent (9-level/EM): A 9-level can be expected to fill positions such as flight NOI, production supervisor, and various staff NOI jobs. Additional training in the areas of budget, manpower, resources, and personnel management should be pursued through continuing education. Individuals promoted to MSgt will complete the Senior Noncommissioned Officer Academy prior to assuming the rank of SMSgt. Additional higher education and completion of courses outside their career AFS are also highly encouraged. 3. Training Decisions: 3.1. The FETP uses a building block approach (simple to complex) to encompass the entire spectrum of training requirements for the Advanced Fighter Aircraft Integrated Avionics career field. The spectrum includes a strategy for when, where, and how to meet these training requirements. The strategy must ensure we develop affordable training, eliminate duplication, and prevent a fragmented approach to training. The following training decisions were made by the AFFM, and MAJOM Functional Managers at the career field RPA and F-22 Utilization and Training Workshops held at Sheppard AF TX, 9-18 May Initial Skills: The new 2A3X5 AFS will have a separate 3-skill level awarding course dedicated to each shred. The A-shred/F-22 course will be approximately 77 days long with a 35 day prerequisite Avionics Fundamentals course. The -shred/remotely Piloted Aircraft (RPA) course will be approximately 74 days long with a 35 day prerequisite Avionics Fundamentals course identical to the F- 22. The -shred/f-35 course is still in development at printing Five- Upgrade Training: The general portion of the 5-level s will consist of one volume. The aircraft systems portions will consist of three volumes for the A-shred (5 total) and two volumes for the -shred (4 total). Upgrade requirements also include completion of core tasks and identified work center requirements for their assigned weapons system Seven- Upgrade Training: ompletion of the 3-volume 2A375 was incorporated as a 7-level upgrade requirement. The requirement to complete the 2AX7X was removed. Airmen in upgrade training for 2A375 7-level will be task qualified on all core tasks and identified work center requirements for their assigned weapons system ontinuation Training: The purpose of the continuation training program is to provide additional training exceeding minimum upgrade training requirements with emphasis on present and future duty positions. To define and standardize this training, MAJOMs develop continuation training programs that ensure individuals in the avionic career field receive the necessary training at the appropriate point in their career. The training program should identify both mandatory and optional training requirements. After 9

12 FETP 2A3X5, 1 January 2013 upgrade to five-level, airmen must complete the FTD Advanced Wiring course JAMP30000-A48A (AF/ML mandate). 4. Higher Education and Advanced ertification Opportunities. Higher education and advanced certification is a personal choice that is encouraged for the professional development of the entire Enlisted Force. Listed below are some current opportunities: 4.1 ommunity ollege of the Air Force (AF) Academic Programs. Enrollment in AF occurs upon completion of basic military training (MT). AF provides the opportunity to obtain an Associate in Applied Sciences Degree. In addition to its associate degree program, AF offers the following: AF Instructor ertification. AF offers the AF Instructor ertification (I) Program for qualified instructors who teach AF collegiate-level credit awarding courses at a AF affiliated school. The I is a professional credential that recognizes the instructor's extensive faculty development training, education and qualification required to teach a AF course, and formally acknowledges the instructor's practical teaching experience. Qualified officer, enlisted, civilian and other service instructors are eligible for this certification Professional Manager ertification (PM) Program. AF offers the PM for qualified senior Air Force enlisted personnel who have demonstrated an advanced level of professional accomplishment. The purpose of the certification is to recognize the individual s outstanding education and training required to lead and manage Air Force personnel and critical national defense assets. The certification also formally acknowledges the individuals management qualifications and experience. Qualified Air Force enlisted personnel are eligible for this certification. To learn more and enroll in the program, visit AF s website at FAA Airframe and Power plant (A&P) ertification. AF offers the Air Force A&P ertification Program for active duty, guard and reserve aircraft maintenance technicians in specific AFSs. The program is designed to bridge gaps between Air Force education, training and experience and FAA eligibility requirements per Title 14, ode of Federal Regulations (FR), Part The program benefits the Air Force by broadening the skill sets and professional development of our technicians, producing a more skilled and diverse aircraft maintenance professional. The program directly supports the mission of AF in that FAA certification of our aircraft maintenance technicians enhances combat readiness, contributes to recruiting and retention and supports career transition of highly skilled technicians. To learn more and enroll in the program, visit AF s website at Other ertification Programs. AF is actively pursuing other licensure and certification opportunities related to specific career fields. To learn more about other certification opportunities visit AF s website at Degree Requirements: All airmen are automatically entered into the AF program. Prior to completing an associate s degree, the 5-level must be awarded and the following requirements must be met: Semester Hours Technical Education

13 FETP 2A3X5, 1 January 2013 Leadership, Management, and Military Studies... 6 Physical Education... 4 General Education Program Elective Technical Education; Leadership, Management, and Military Studies; or General Education Total Technical Education (24 Semester Hours): A minimum of 12 semester hours of Technical ore subject courses must be applied and the remaining semester hours are applied from Technical ore/technical Elective courses Leadership, Management, and Military Studies (6 Semester Hours): Professional military education and/or civilian management courses Physical Education (4 Semester Hours): This requirement is satisfied by completion of asic Military Training General Education (15 Semester Hours): s must meet the definition of General Education subjects/courses as provided in the AF General atalog Program Electives (15 Semester Hours): Satisfied with applicable Technical Education; Leadership, Management, and Military Studies; or General Education subjects/courses, including natural science courses meeting general education application criteria. Six semester hours of AF degreeapplicable technical credit otherwise not applicable to this program may be applied. See the AF General atalog for details regarding the Associates of Applied Science for this specialty AET Instructor Requirements: Additional off-duty education is a personal choice that is encouraged for all. Individuals desiring to become an AET Instructor must possess as a minimum an associate degree or should be actively pursuing an associate degree. Special Duty Assignment (SDA) requires an AET instructor candidate to have a AF degree or be within one year of completion (45 semester hours). A degreed faculty is necessary to maintain accreditation through the Southern Association of olleges and Schools. 11

14 FETP 2A3X5, 1 January areer Path: Table 5.1 identifies career milestones for the 2A3X5 Air Force Specialty. Table 5.1 Enlisted areer Path Grade Requirements Education and Training Requirements Rank Average Sew-On Earliest Sew-On asic Military Training School Apprentice Technical School (3-Skill ) Upgrade To Journeyman (5-Skill ) - Minimum 12 months on-the-job training. - Minimum 9 months on-the-job training for retrainees. - omplete all 5-level core tasks on one MDS. - omplete appropriate if/when available. Airman Leadership School (ALS) - Must be a SrA with 48 months time in service or be a SSgt Selectee. - Resident graduation is a prerequisite for SSgt sew-on (Active Duty Only). - Qualified and certified to perform the task to be trained. - Must attend formal OJT Upgrade To raftsman (7-Skill ) - Minimum rank of SSgt. - Minimum 12 months on-the-job training. - Minimum 6 months on-the-job training for retrainees. - omplete all 5- and 7-level core tasks on one mission design aircraft. - omplete appropriate if/when available. - Attend raftsman course, if applicable. Noncommissioned Officer Academy (NOA) - Must be a TSgt or TSgt Selectee. - Resident graduation is a prerequisite for MSgt sew-on (Active Duty Only). USAF Senior NO Academy (SNOA) - Must be a MSgt or SMSgt Selectee. - Resident graduation is a prerequisite for SMSGT sew-on.. Amn A1 Amn A1 SrA 6 months 16 months 6 months 16 months 3 years High Year Of Tenure (HYT) 28 months 8 Years - e at least a 5-skill level SSgt; and qualified and certified to perform the task being certified - Attend formal OJT - e a person other than the trainer except for AFSs, duty positions, units and/or work centers with specialized training standardization and certification requirements. SSgt 5.1 years 3 years 15 Years TSgt MSgt 11.1 years 16.8 years 5 years 8 years 20 Years 24 Years SMSgt 21 years 11 years 26 Years Upgrade To Superintendent (9-Skill ) - Minimum rank of SMSgt. MSgt 24 years 14 years 30 Years 12

15 FETP 2A3X5, 1 January 2013 SETION - SKILL LEVEL TRAINING REQUIREMENTS 1. Purpose. Skill level training requirements in this career field are defined in terms of tasks and knowledge requirements. This section outlines the specialty qualification requirements for each skill level in broad, general terms and establishes the mandatory requirements for entry, award, and retention of each skill level. The specific tasks and knowledge training requirements are identified in Part II, Section E, Specialty Training Standard (STS). 2. Specialty Qualification Requirements: 2.1. Knowledge. Knowledge is mandatory of electronics, microprocessors, and mechanics relating to A&E systems. This includes knowledge of the following principles: gyro, synchro and servo, motion and power transmission by mechanical and electrical means, electromechanical and electro-optical, and theory of flight. Further knowledge is mandatory of subsystem integration between avionics and A&E systems, digital computer logic, aircraft electrical and hydraulic systems, use, care, and interpretation of test and measurement devices, concepts and application of maintenance directives, meaning of symbols utilized in wiring diagrams, blueprints and schematics, and proper handling, use, and disposal of hazardous waste and material Education. For entry into this specialty, completion of high school courses in physics, mathematics, and computers is desirable Training. The following training is mandatory for award of the AFS indicated: A335X. ompletion of the applicable suffix apprentice course is mandatory A355. ompletion of applicable Field Training Detachment (FTD) course(s) listed on the AF Mandatory List (ML) IAW AFI , Maintenance Training A375. ompletion of the advanced aircraft wiring course Experience. The following experience is mandatory for award of the AFS indicated: A355. Qualification in and possession of AFS 2A335X. Also, experience in functions such as isolating malfunctions, installing line replaceable modules/units, and utilizing AGE necessary to maintain avionics or A & E systems A375. Qualification in and possession of AFS 2A355X. Also, experience performing or supervising functions such as installing, maintaining, or inspecting F-22, F-35, or RPA avionics systems Other. The following are mandatory as indicated For entry into this specialty: Normal color vision as defined in AFI , Medical Examinations and Standards. 13

16 FETP 2A3X5, 1 January See attachment 4 for additional entry requirements For award and retention of AFSs 2A355/75, must maintain an Air Force Network License according to AFI , Vol 2, Licensing Network Users and ertifying Network Professionals Specialty requires routine access to Secret material or similar environment. For award and retention of AFSs 2A3X5/X, completion of a current National Agency heck, Local Agency hecks and redit (NAL) according to AFI , Personnel Security Program Management. NOTE: Award of the 3-skill level without a completed NAL is authorized provided an interim Secret security clearance has been granted according to AFI *Specialty Shredouts: Suffix Portion of AFS to Which Related A...F-22...F MQ-1, MQ-9, RQ-4 NOTE: Suffixes A,, and are applicable to the 1-, -3 and 5-skill levels only. 4. Training Sources: 4.1 Apprentice Training: The initial skills courses will provide the required knowledge and qualification training. Training encompasses basic electronic principles, system theory and operation, system components and component removal and installation. Additionally, introduction to maintenance concepts, general flight line maintenance practices, use of technical publications, maintenance documentation, and support equipment are provided. 4.2 Journeyman Training: The 5-level provides the career knowledge training required. Qualification training and OJT will provide training and qualification on the core tasks identified in the STS. The is written to build from the trainee's current knowledge base, and provides more in-depth knowledge to support OJT requirements. 4.3 raftsman Training: Seven-level upgrade training will be conducted by certified trainers using AF core tasks and unit/majom specific courses. The 7-level s are written to provide advanced, management and supervisory knowledge, and troubleshooting skills. 4.4 Superintendent Training: Unit OJT will be used for training. 5. Implementation: The 3 level is awarded upon graduation from the apprentice course, J3AR2A3X5XXXXX. Five and 7 Upgrade training will be completed using the core tasks and the formal s. The 9-skill level is awarded upon promotion to SMSgt. 5.4 The 9-level will be awarded after completing MAJOM requirements, unit OJT and promotion to SMSgt. 14

17 FETP 2A3X5, 1 January 2013 SETION D - RESOURE ONSTRAINTS 1. Purpose: This section of the FETP identifies known resource constraints, which preclude optimum/desired training from being developed or conducted, including information such as cost and manpower. Included is a narrative explanation of each resource constraint, an impact statement describing the effect on training, the resources needed, and actions required to satisfy the training requirements Apprentice Training: No resource constraints identified Five Training: No resource constraints identified Seven Training: No resource constraints identified. SETION E TRANSITION TRAINING GUIDE - There are no transitional requirements. This area is reserved. 15

18 FETP 2A3X5, 1 January 2013 PART II SETION A SPEIALTY TRAINING STANDARD 1. Implementation: The STS will be used for technical training provided by Air Education and Training ommand. The STS is organized in attachments to this document for General training requirements (applicable to all MDS), and individual attachments for each MDS, Pods and Avionics Fundamentals. 2. Purpose: As prescribed in AFI , this STS (Refer to applicable attachments): 2.1. Lists in column 1 (Task, Knowledge, and Technical Reference) the most common tasks, knowledge, and technical references (TR) necessary for airmen to perform duties in the 3-, 5-, and 7-skill level. All task/knowledge taught in the initial skills courses will be taught in the wartime initial skills courses Identifies in column 2 (ore Tasks), by asterisk (*), specialty-wide training requirements. ertification on all shop/flightline core tasks applicable to at least one Mission Design Series (MDS) aircraft assigned must be completed for skill level upgrade. When a base has multiple MDSs or blocks assigned, trainees are only required to complete core task training on MDSs or blocks assigned to their unit of assignment olumn 3 provides certification for OJT. It is used to record completion of tasks and knowledge training requirements. Use automated training management systems to document technician qualifications, if available. Task certification must show a certification/completed date olumn 4 (Proficiency odes) show formal training and correspondence course requirements and shows the proficiency to be demonstrated on the job by the graduate as result of training on the task/knowledge and the career knowledge provided by the correspondence course. When two codes are used in columns 4A and 4 (e.g. 2b/b), the first code is the established requirement for resident training on the task/knowledge, and the second code indicates the level of training provided in the course due to equipment shortages or other resource constraints. See ADRE/AFS/ listing maintained by the unit-training manager for current listing. 3. Qualitative Requirements: Attachment 1 contains the proficiency code key used to indicate the level of training and knowledge provided by resident training and career development courses. 4. Job Qualification Standard: The STS becomes a job qualification standard (JQS) for on-the-job training when placed in AF Form 623, On-The-Job Training Record, and used according to AFI For OJT, the tasks in column 1 are trained and qualified to the go/no go level. "Go" means the individual can perform the task without assistance and meets local requirements for accuracy, timeliness, and correct procedures. When used as a JQS, the following requirements apply: 4.1 Documentation. Document and certify completion of training IAW AFI Automated records, utilizing MIS reflecting this STS is highly encouraged Transcribing from Old FETP to New FETP. All AFJQSs and previous FETPs are replaced by this FETP; therefore, transcribing of all training records to this FETP STS is mandatory. 16

19 FETP 2A3X5, 1 January 2013 Use this FETP STS (or automated STS) to identify and certify all past and current qualifications. Document and certify all previous and current training IAW AFI Specialty Knowledge Tests (SKT). The STS serves as a guide for development of promotion tests used in the Weighted Airman Promotion System (WAPS). SKTs are developed at the USAF Occupational Measurement Squadron, by Senior NOs with extensive practical experience in their career fields. The tests sample knowledge of STS subject matter areas judged by test development team members as most appropriate for promotion to higher grades. Questions are based upon study references listed in the WAPS catalog. Individual responsibilities are in AFI , Airman Promotion Program. WAPS is not applicable to the Air National Guard or Air Force Reserve. 6. Recommendations: Report, through the Graduate Assessment Survey, unsatisfactory performance of individual course graduates to the AET Training Manager at 365 TRS/TRR, th Avenue Rm. 135, Sheppard AF, TX , DSN Please reference specific STS paragraphs. SETION 3-LEVEL OURSE OJETIVES 1. Introduction. Each proficiency coded STS task or knowledge item taught at the technical school is measured through the use of an objective. An objective is a written instruction for the student so he or she knows what is expected of them to successfully complete training on each task. Each objective is comprised of a condition, behavior, and standard that states what is expected of the student for each task. The condition is the setting in which the training takes place (i.e. TOs, type of equipment, etc). The behavior is the observable portion of the objective (i.e. perform an operational check). The standard is the level of performance that is measured to ensure the STS proficiency code level is attained (i.e. with no more than two instructor assists ). 2. Objective Measurement. Each objective uses letter codes(s) to identify how it is measured. All objectives using the P code indicate a progress check is used to measure subject or task knowledge. W indicates a comprehensive written test and is used to measure the subject or task knowledge at the end of a block of instruction. P/W indicates a subject or task knowledge progress check and a separate measurement of both knowledge and performance elements using a written test. 3. Objective Standard. The standard for written examinations is 70%. Standards for performance objectives are indicated in the objective and are also indicated on the individual progress check checklist. The checklist is used by the instructor to document each student s progress, on each task. Instructor assistance is provided as needed during the progress check, and students may be required to repeat all or part of the behavior until satisfactory performance is attained. Students must satisfactorily complete all Ps prior to taking the written test. 4. Proficiency. Review column 4A of the STS to determine the proficiency level of a particular task or knowledge item. Review the proficiency code key in Part II, Section A of this FETP for an explanation of the proficiency codes. Most task performance is taught to the 2b proficiency level which means the students can do most parts of the task, but does need assistance on the hardest parts of the task (partially proficient). The student can also determine step-by-step procedures for doing the task. 17

20 FETP 2A3X5, 1 January 2013 SETION - SUPPORT MATERIAL. There are currently no support material requirements. This area is reserved SETION D - TRAINING OURSE INDEX 1. Purpose: This index lists mandatory formal training including Air Force in-residence, field, EI, and exportable courses used to support training for this specialty. Refer to Education and Training Announcements, for information on AET formal courses listed below at Air Force In-Residence s: OURSE NUMER PDS TITLE OPR E3AQR2A335(X0XXA) TD Avionic Fundamentals 335 TRS/TRR DSN J3AR2A335A027 (In development) OJ F-22 Advanced Integrated Avionic Systems Apprentice 365 TRS/TRR DSN J3AR2A (In development) OK RPA Advanced Integrated Avionic Systems Apprentice 365 TRS/TRR DSN Extension Program, AU/A4L, s (s) website: OURSE NUMER TITLE OPR 2A355 Advanced Integrated Avionic Systems Journeyman 365 TRS/TRR 2A355A F-22 Advanced Integrated Avionic Systems Journeyman 365 TRS/TRR 2A355 2A375 MQ-1/MQ-9/RQ-4 Advanced Integrated Avionic Systems Journeyman F-22/MQ-1/MQ-9/RQ-4 Advanced Integrated Avionic Systems raftsman 365 TRS/TRR 365 TRS/TRR SETION E MAJOM UNIQUE REQUIREMENTS The ombat Air Forces Mandatory Listing (AF/ML) identifies mandatory maintenance training requirements for initial technical school graduates, retrainees, and personnel with no experience on 18

21 FETP 2A3X5, 1 January 2013 assigned mission design series (MDS) aircraft. It also ensures maintenance personnel receive training commensurate to their current duty position. All AF/ML courses will be identified as a priority on the AF Form 898. The AF/ML applies to A, AET, USAFE and PAAF personnel/units. The AF/ML does not apply to Air National Guard (ANG) or Air Force Reserve ommand (AFR) members and units. However, it does apply to Total Force integrated units (Active Duty personnel assigned to Guard bases). The AF/ML is posted to the A/A4Q op at web site at Y ORDER OF THE SERETARY OF THE AIR FORE OFFIIAL JUDITH A. FEDDER, Lt General, USAF DS/Logistics, Installations & Mission Support 8 Attachments 1. Proficiency ode Key General 2A3X5X Tasks (Mandatory) F-22 Training Requirements, Avionic Systems MQ-1 Training Requirements, Avionic Systems RQ-4 Training Requirements, Avionic Systems MQ-9 Training Requirements, Avionic Systems AVIONIS FUNDAMENTALS Training Requirements

22 Proficiency ode Key FETP 2A3X5, 1 January 2013 This lock Is For Identification Purposes Only Name Of Printed Name (Last, First, Middle Initial) (Written) SSAN N/I Printed Name Of ertifying Official And Written N/I N/I N/I N/I N/I N/I N/I N/I N/I N/I N/I N/I N/I N/I N/I Scale Value QUALITATIVE REQUIREMENTS Proficiency ode Key Definition: The individual 1 an do simple parts of the task. Needs to be told or shown how to do most of the task. (Extremely Limited) Task 2 an do most parts of the task. Needs only help on hardest parts. (Partially Proficient) Performance 3 an do all parts of the task. Needs only a spot check of completed work. (ompetent) s 4 an do the complete task quickly and accurately. an tell or show others how to do the task. (Highly Proficient) an name parts, tools, and simple facts about the task. (Nomenclature) a *Task b an determine step by step procedures for doing the task. (Procedures) Knowledge c an identify why and when the task must be done and why each step is needed. (Operating Principles) s d an predict, isolate, and resolve problems about the task. (Advanced Theory) A an identify basic facts and terms about the subject. (Facts) **Subject an identify relationship of basic facts and state general principles about the subject. (Principles) Knowledge an analyze facts and principles and draw conclusions about the subject. (Analysis) s D an evaluate conditions and make proper decisions about the subject. (Evaluation) Explanations * A task knowledge scale value may be used alone or with a task performance scale value to define a level of knowledge for a specific task. (Example: b and 1b) ** A subject knowledge scale value is used alone to define a level of knowledge for a subject not directly related to any specific task, or for a subject common to several tasks. - This mark is used alone instead of a scale value to show that no proficiency training is provided in the course or. X This mark is used alone in the course columns to show that training is required but not given due to limitations in resources. NOTE: All tasks and knowledge items shown with a proficiency code are trained during war time. 20 Attachment 1

23 GENERAL TRAINING REQUIREMENTS 2. ore Tasks 3. ertification For OJT 4. Proficiency odes Indicate A A D E A 5 7 omplete NOTE 1: The apprentice course will use representative aircraft/trainers to accomplish the system specific training requirements as identified by the STS. The general section of the FETP is used to code core competencies of the career field that will be taught in the apprentice course. The MDS specific attachments are to be used in conjunction with the general section to identify requirements and annotate qualifications. NOTE 2: All task/knowledge taught in the initial skills courses will be taught in the wartime initial skills courses. NOTE 3: Users are responsible for annotating training references to identify current references pending STS revisions. NOTE 4: ore Tasks are identified by an asterisk (*) in the appropriate column. NOTE 5: Address comments and recommended changes through the MAJOM Functional Manager to the AET Training Manager, DSN: Attachment 2 GENERAL TRAINING REQUIREMENTS 2.1 AREER LADDER STRUTURE TR: AFMAN / AFVA SEURITY - - A ommunications Security (OMSE) TR: DoD R / AFI / AFI 401 / AFP / AF Security lassification Guide s of classification Use MAJOM/SOA Is involved in communications Observe security precautions involved in communications Operations Security (OPSE) TR: AFI / AFI / AFI / AFI Definition of OPSE History of OPSE Relationship of OPSE to other programs such as OMSE, Information Security, and physical security ommon OPSE vulnerabilities OPSE significance of unclassified data Specific vulnerabilities of AFS 2A3X Physical security of resources 2.3 AF OUPATIONAL SAFETY and HEALTH (AFOSH) PROGRAM TR: AFIs , , , , ;AFOSHStds 48-8, 91-38, , , , , 161-9, Hazards and AFOSH standards of AFS 2A3XX A Work area cleanliness and safety A Hazards of RF energy A Report suspected RF overexposure A Safety Practices When Working With ompressed gases A RF sources A Electrical power A Hydraulic power A Attachment 2

24 GENERAL TRAINING REQUIREMENTS 2. ore Tasks 3. ertification For OJT 4. Proficiency odes Indicate A A D E A 5 7 omplete Hazardous liquids A Portable fire extinguishers A High intensity sound A Propellers A Discuss FOD Prevention TR: AFI A Laser safety A Electro Explosive Devices / artridges - - A 2.4 HAZARDOUS OMMUNIATIONS, MATERIAL and WASTE TR:AFI Initial Federal Hazard ommunication Training Program (FHTP) Identification Handling Storage / Labeling Disposal 2.5 TEHNIAL PUS TR: TOs , , , Applicable TOs Function and application A A Use wiring diagrams 2b Use technical orders to perform Maintenance * 2b Inspections * Time ompliance TO - A Report TO deficiencies * - A A TO Indexes 2.6 SUPPLY DISIPLINE TR: DoD , AFI and applicable command directives Maintenance Supply oncept - A Supply Documents Management - A Equipment Account Management - - A Status of Reports and Training (SORTS) - - A Priority System - - A Repair ycle Assets - - A Standard ase Supply System (SSS) - A lassified Assets Handling - A Land Mobile Radios, Pagers, and ell Phones Property responsibility - A Supply principles A A Use Fed Log Use Issue / Turn-In Forms AFTO Form 350 * 2b A AF Form Other forms 22 Attachment 2