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6 days ago · Each job requires a minimum score in one or more areas. The Air Force divides AFSCs into 9 areas: Each specialty is identified by a 5-digit Air Force Specialty Code (AFSC). Here is a list of all Air Force AFSCs from the Air Force Enlisted Classification Directory, along with the minimum ASVAB score needed to qualify.
- D E P A R T M E N T O F T H E A I R F O R C E
- 1.1.1 Purpose of the CFETP
- 1.1.2 CFETP Format
- 1.2.1 Career Progression Information
- 1.2.3 Master Development Plan (MDP)
- 1.2.4 MyVector
- 1.2.4.1 Individual Development Plan
- 1.2.5 Breadth of Experience
- 1.2.6 Geographic Mobility
- 1.2.8 Professional Licensing/Registration/Certification
- 1.3.1. Introduction
- 1.3.2 Leadership Competencies
- 1.3.3 Occupational Competencies
- 1.3.3.2 Occupational Competency Categories
- 1.3.3.3 Core Competencies
- 1.3.3.4 Proficiency Levels
- 1.3.3.5 Competency Checklist
- 1.4 SECTION D: RESOURCE CONSTRAINTS
- 1.4.1 Tuition Assistance (TA)
- 1.4.1.1 Eligibility
- 1.4.2 TDY Funding
- 2.1.1 Purpose
- 2.1.2 Training
- 2.1.3 Civilian Developmental Education (CDE) Programs
- 2.1.5 Key Career Positions (KCP)
- 2.1.6 Temporary Duty (TDY)/Temporary Assignments
- 2.1.7 Documentation of Training
- 2.1.9 Continuing Education Requirements
- 2.1.10 Symposium/Workshop Attendance
- 2.2.1. Mentoring for Department of the Air Force Engineers/Architects
- 2.2.2. Mentorship
- ENGINEER/ARCHITECT COMPETENCIES
- Introduction to Training Course and Resource Index
DCS/Logistics, Engineering & Force Protection Directorate of Civil Engineers
The AF/A4C, the SAF/IEE, and our enterprise leaders throughout the Total Force are all committed to ensuring that our Engineers/Architects have the depth, breadth, knowledge and capabilities they need to successfully serve our CE Enterprise and our Air and Space Forces. This CFETP was developed to support the objectives of the CE Human Capital Ro...
The CE Functional Advisory Council (FAC) developed professional credentials key to progression within the CE enterprise: depth and breadth of experience, advanced academic degrees, PME, and professional certification. Each of these credentials plays a role in individual career management and competitiveness for select jobs and training opportunitie...
Career progression can vary substantially for Engineers/Architects due to a variety of factors including personal goals, availability of positions at an installation, geographic mobility, professional certification, training, and continuing education. Within the first five to ten years, career goals should start to solidify and align with serving i...
The MDP is a comprehensive list of desired education, self-development, training, and typical assignments for each level of the career path. The MDP will assist Engineers/Architects in the development of their IDPs and aligns with the CBBs. MDPs are shown in Table 1 for those pursuing a leadership role at the Installation, MAJCOM, AFCEC, AFIMSC, or...
The MyVector site provides numerous resources for Engineers/Architects. Information is available on the site related to Mentoring, Career Planning and Knowledge sharing. The Mentoring section of MyVector can be used to fine tune career goals, experience and plans. A mentor search capability is available, where Engineers/Architects can search for a ...
An Individual Development Plan (IDP) will help lay out long-term professional career goals, and identify knowledge, skills, and abilities needed to meet those goals, as well as, developmental assignments, positions, training, and activities, which will assist a supervisor to help you reach those goals. There are a variety of resources available onl...
Experiencing a wide variety of Engineering/Architect roles, beginning within the CE Squadron or Group at the installation level is an important part of gaining depth and breadth of experience, knowledge and capabilities. It is recommended to obtain a diversity of experience at more than one installation falling under different MAJCOMs or components...
For those willing and able to be geographically mobile, there may be more opportunities to achieve breadth and depth in career experiences. Effective civilian force development depends upon filling enterprise leadership positions with those who have a variety of work experiences. Holding positions at multiple installations exposes an Engineer/Archi...
Professional licensing or registration for Engineers/Architects is highly valued by the CECFT and hiring authorities. Professional licensing/registration is indicative of a work force with strong technical skills which have been developed and exhibited through a rigorous program of education, experience, and testing. Types of professional licensing...
While most duties and responsibilities are position-specific, Engineers/Architects generally must demonstrate facilitation, collaboration, and functional analysis skills through leadership and core Occupational Competencies (OCs) where core OCs are foundational, common, critical, and cultural to being a leader in the CE enterprise.
The Federal Managerial Framing Network identifies additional leadership competencies for managers at different stages of their career, including: Technology Management; Leveraging Diversity; Financial Management; Creativity and Innovation; Political Savvy; Partnering; Human Capital Management; Resilience; Influence/Negotiating; External Awareness; ...
Core OCs are foundational, common, critical, and cultural to being a leader in the CE enterprise, as well as providing the building blocks for further force development as a SMS or SME. A common OC is expected in many positions filled by an Engineer/Architect. A critical OC is one where an Engineer/Architect must be able to make informed decisions ...
Installation Support: This group can be broken down into three competencies of planning and programming, execution, and operations management. Planning and programming encompass the process to identify, validate, and scope requirements to include project requirements. In addition, it gets at the funding and approval aspects of planning and programm...
Competency 1. Installation Planning and Programming: Identification of requirements with stakeholders, validation using CE enterprise business tools, scope development that comply with codes and criteria, and securing funding and approval. Competency 2. Execution: Interpret drawings and specifications to ensure contractor compliance with codes an...
A developing Engineer/Architect will pass through three proficiency levels of each of the 17 technical sub competencies during their career: Basic, Advanced, and Master. Proficiency levels are progressive in that they build on top of one another. The general criteria for each proficiency level are discussed below. Each criterion helps enable member...
The technical competency checklist (Appendix B) was developed as a tool for individuals to self-assess their own personal development. It can also be used as a talking point with supervisors in the preparation of IDPs. The list is broken down by the competencies, sub-competencies, and descriptors on the left and the expected proficiency level on th...
This section identifies known resource constraints, which preclude optimal and desired training from being developed or conducted, including information such as costs and manpower. Limiting resources will put strains on the career field to adequately cover all training. Priority will go to mission essential training courses, then focus on mission e...
The goal of the Civilian Tuition Assistance Program (CTAP) is to assist civilians in their continued self-development and includes coursework at the associate, bachelor’s, master’s, and doctorate levels at an accredited college or university. TA is used for course(s) that contribute to occupational and institutional competencies, special interest n...
Funds are available for individuals who are permanent full time appropriated fund employees (including wage grades). Applicants must currently have an acceptable performance appraisal rating and have an approved education goal in the Air Force Virtual Education Center (AFVEC) (here).
Many training opportunities exist away from the installation and personnel would attend in a Temporary Duty Status (TDY) that pays for transportation, lodging, meals, incidentals, and course costs. Funding for TDYs come from various sources to include TCES, AFCEC, MAJCOMs, and the unit.
Formal training covers the classes, either in person or distance learning. Successful Engineers/Architects will establish technical competencies and understand the DAF culture. Individuals will join the DAF Civil Service at different points in their careers; this CFETP is written from the perspective of entering into the CE enterprise at any time i...
Career goals will likely evolve as one navigates their career. As an individual increases their depth and breadth of experience and moves to different positions within or among organizations, perspectives and desires will contribute to shaping those goals. However, it is important to determine an ultimate career goal, in terms of leadership or tech...
Development programs, including the new employee orientation, resident and nonresident PME, leadership training, experiential focused learning, and higher-level strategic leadership programs are learning opportunities available to selected personnel to enhance their professional growth. CDE can consist of short- and long-term leadership, academic, ...
Key Career Positions (KCPs) are stepping-stones for individuals to gain expertise that may qualify them to move from functional experts to functional leaders. KCPs help applicants gain experience at the intermediate and headquarters levels. KCPs are peppered throughout AFCEC, AFIMSC, MAJCOM, and HAF. These positions have a mobility agreement requir...
When considering areas an individual may be lacking in experience, they may consider a TDY or Temporary Assignment. TDY opportunities are available for both CONUS and OCONUS. Additionally, it may be possible to request a temporary assignment, or additional duty request, within their organization to gain the experience needed to more fully understan...
This section includes a list of formal training requirements for Engineers/Architects, as they progress through their careers. It is expected that Engineers/Architects will continue learning in their respective fields, so they are competent in the design, project management, and supervision of construction that align within their conferred degree. ...
This section includes a list of formal training requirements for Engineers/Architects, as they progress through their careers. It is expected that Engineers/Architects will continue learning in their respective fields, so they are competent in the design, project management, and supervision of construction that align within their conferred degree. ...
This section includes a list of formal training requirements for Engineers/Architects, as they progress through their careers. It is expected that Engineers/Architects will continue learning in their respective fields, so they are competent in the design, project management, and supervision of construction that align within their conferred degree. ...
This section includes a list of formal training requirements for Engineers/Architects, as they progress through their careers. It is expected that Engineers/Architects will continue learning in their respective fields, so they are competent in the design, project management, and supervision of construction that align within their conferred degree. ...
This section includes a list of formal training requirements for Engineers/Architects, as they progress through their careers. It is expected that Engineers/Architects will continue learning in their respective fields, so they are competent in the design, project management, and supervision of construction that align within their conferred degree. ...
This section includes a list of formal training requirements for Engineers/Architects, as they progress through their careers. It is expected that Engineers/Architects will continue learning in their respective fields, so they are competent in the design, project management, and supervision of construction that align within their conferred degree. ...
This section includes a list of formal training requirements for Engineers/Architects, as they progress through their careers. It is expected that Engineers/Architects will continue learning in their respective fields, so they are competent in the design, project management, and supervision of construction that align within their conferred degree. ...
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The job bank, also in the Resource Center, lists employment vacancies in the local area. Typically, there are over 100 jobs listed in the job banks. Career enhancement videos and books are available to sign out.
Job banks are websites where job seekers can search and apply for job openings online. They are sometimes called job boards. Online job banks are a great place to start your search.
The AF Civilian Employment Guide explains appointment eligibilities, how to submit a resume, search for open job opportunity announcements, and apply for AF positions on USAJOBS®.
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Sep 24, 2018 · Updated on 09/24/18. Becoming an Air Force recruiter can be the most challenging and gratifying job you will ever have. Only the best need apply. The development and maintenance of our national defense structure require a steady flow of highly-qualified and motivated young men and women to perform the multitude of jobs required in the Air Force ...
1. QUESTION: What is the Career Job Reservation (CJR) program? Answer: The CJR program objective is to prevent surpluses and shortages in the enlisted career force. HQ AFPC controls first-term reenlistments by maintaining a career job requirement file for each Air Force Specialty Code (AFSC).
