NONCOMMISSIONED OFFICER ACADEMY INTERMEDIATE LEADERSHIP EXPERIENCE (ILE)

COURSE SYLLABUS

October 1, 2018

Table of Contents

USAF EPME PROCEDURAL GUIDANCE ............................................. 3

Professional Behavior .......................... 3

Academic Freedom .............................. 3

Non-attribution ..................................... 3

Academic Integrity............................... 4

Study Aids ............................................ 5

Curriculum Materials ........................... 5

Use of Recording Devices ................... 6

Use of Electronic Devices .................... 6

Use of Learning Management System (LMS) ................................................... 6

Extenuating Circumstances .................. 6

Graduation Criteria .............................. 6

Student Responsibilities ....................... 7

Faculty Responsibilities ....................... 8

Remediation ......................................... 8

Academic Review Boards (ARB) ........ 8

Disciplinary Review Boards (DRB) .... 8

Student Releases .................................. 8

Leadership Evaluation ......................... 9

Awards Program .................................. 9

COURSE DESCRIPTION ..................... 10

COURSE OUTCOMES ......................... 10

COURSE OBJECTIVES ....................... 10

COURSE PREREQUISITE ................... 11

SCORING MODEL ............................... 11

AWARDS IN ILE .................................. 12

Academic Achievement ..................... 12

Distinguished Graduate(s) ................. 12

MODULES ............................................ 12

Module 1: Course Foundation .......... 12

Module 2: Personal Leadership Development Plan (PLDP) ................ 13

Module 3: Self-Improvement through Feedback ............................................ 15

Module 4: Human Performance ........ 17

Module 5: The Adaptable Leader ..... 18

Module 6: Leadership and Followership ...................................... 20

Module 7: Leadership Influence on Subordinate Behavior......................... 24

SA01: Sexual Assault Prevention and Response (SAPR)............................... 26

Module 8: Effective Negotiations ..... 27

Module 9: Leadership Immersion Lab (LIL) ................................................. 299

CS01 - 3

STUDENT NOTE: Violation of policies could result in administrative corrective action and potential release from this course. Students must read this syllabus and verify understanding of all policies and related information by acknowledging in the Learning Management System (LMS) using CF01HO1, Student Acknowledgement NLT COB DOT 3.

USAF EPME PROCEDURAL GUIDANCE

The USAF Enlisted Professional Military Education (EPME) Procedural Guidance (PG) is developed by the Thomas N. Barnes Center for Enlisted Professional Military Education located at Maxwell AFB, Gunter Annex, Alabama, and is published under the authority of Air Force Instruction (AFI) 36-2301, Developmental Education. It is the primary directive for administering all levels of EPME programs. All NCOA commandants administer their NCOA programs using the same directives to ensure a standardized EPME experience for all students.

Professional Behavior Students and faculty are expected to be professional in and outside the classroom. Students and faculty will not engage in behaviors that violate articles outlined in the UCMJ, any AFI, or local guidance. Any violation of policies or the UCMJ will be dealt with appropriately, including the possibility of release from the school. Students and faculty members must use sound judgment in avoiding unprofessional relationships while attending EPME; this includes student/faculty and student/student relationships. Professional/unprofessional behavior is defined in AFI 36-2909, Professional and Unprofessional Relationships and AETCI 36-2909, Recruiting, Education, and Training Standards of Conduct.

Academic Freedom AUI 36-2608, Academic Freedom, allows for the privilege of debate with discretion on any subject related to EPME curricula. It encourages visiting lecturers, faculty, and students to express their opinions and support subject matter while pursuing knowledge, understanding, and improvement of the military profession. Students may engage in responsible classroom discussion of controversial issues; however, this policy does not authorize the use of offensive remarks, irresponsible statements (e.g., sexist comments, ethnic slurs, etc.) or profanity. If offensive or disparaging remarks are made, or UCMJ violations are identified, student(s) involved will be counseled and documented appropriately.

Non-attribution As specified in AUI 36-2608, Academic Freedom, statements, disagreements, and other comments made by individuals or groups in the educational forum are protected through the practice of non-attribution. Communication among students and faculty is privileged information; neither will reference statements to a specific individual or group of individuals. Safeguard statements and other comments made by guest speakers, instructors, or students. Faculty may say “a previous speaker” or “in our flight we discussed,” but will not identify the speaker by name. Permission must be obtained from speakers and the school before releasing or discussing remarks outside the academic forum. This includes references and comments made in Communication Skills or performance assignments.

CS01 - 4

Academic Integrity AUI 36-2609, Academic Integrity dictates the uncompromising adherence to a code of ethics, morality, conduct, scholarship, and other values related to academic activity. Students who violate academic integrity standards of conduct are subject to administrative action and/or prosecution under Article 92 of the UCMJ. Violations include, but are not limited to: cheating, plagiarism, and misrepresentation.

- Cheating is the act of giving or receiving improper assistance for another student(s). Examples include, but are not limited to: -- Using previously written papers, briefings, test answer strings, or other types of work

provided by former students, current students at another EPME school, or the same student re-attending after a previous release.

-- Using copies of official writing accomplished in any unit or organization except as specifically authorized by the academy.

-- Copying answers from another student’s examination or copying another student’s writing assignments or examination answers.

-- Knowingly permitting another student to copy one’s writing assignments or examination answers.

-- Gaining unauthorized access to faculty curriculum materials not intended for student use or collaborating with other persons to gain access to controlled faculty curriculum materials.

-- Using texts, notes, issue materials, or other references and study aids not authorized for examinations or other assigned course work.

-- Collaborating with other persons on individual assignments except as specifically authorized by the academy.

-- Allowing another student to complete one’s assignments in part or in whole. NOTE: While editing by other students is permitted and encouraged, all completed assignments must reflect each student's individual effort.

- Plagiarism is the act of passing off the literary ideas and work of others as the product of one’s own mind. An example is copying an outside source verbatim without using quotation marks and a citation of the source. Intent is based on consideration of all circumstances and evidence presented. The correct method for giving credit to a source in written work is to use quotation marks and an accompanying footnote or bibliographies when quoting directly or just a footnote when paraphrasing. In oral presentations, students must cite, integrate, or qualify (whichever is applicable) the outside sources they quote or paraphrase. -- Internet Sources: Students are not authorized to use products or language on

Internet Websites as their own work for communication skills assignments or individual projects. Some examples of such sites include but are not limited to: airforcewriter.com, afwriting.com, afmentor.com, afeprbullets.com, militarywriter.com, and eprbullets.com.

CS01 - 5

Downloading, copying and pasting, copying and modifying, using the content from such sites as a template, or any other use of the content on such websites without proper citation constitutes a disciplinary issue that may result in disciplinary action up to and including disciplinary release.

-- Operational Sources: Students are not authorized to use products or language from Air Force or other military or civilian organizations as their own work for communication skills assignments or individual projects unless explicitly authorized. This includes using products developed in the student’s home unit or any other military or civilian organization as a template, copy and pasting content from such sources, copying and modifying, or any other use without proper citation. Using material from these sources without proper citation constitutes a disciplinary issue resulting in disciplinary action up to and including disciplinary release.

- Misrepresentation is the act of making an assertion to intentionally deceive or mislead. Examples include, but are not limited to falsifying a report or knowingly giving false statements to a/an academic/disciplinary review board or to faculty members attempting to investigate suspected behavior in violation of established policies.

Study Aids All assigned course objectives and assignments must be completed in a manner that reflects each student's individual effort. Therefore, students are authorized to use only those study aids developed by either themselves or with members of their current class. Study aids include but are not limited to: study notes, flashcards, practice tests, and quick reference sheets. Reference materials are provided on the LMS and are authorized for use in the NCOA ILE. Downloading, copying, and/or using prohibited study aids from former students, or from internet websites constitutes a disciplinary issue that may result in disciplinary action up to and including disciplinary release. Some examples of such sites include but are not limited to: quizlet.com, proprofs.com, and cram.com.

Curriculum Materials All course materials provided to students to include but not limited to student study guides (Reference materials located in the LMS), handouts, and any versions of completed student assignments are intended for the exclusive use by the student while attending the course and may be retained by the student as personal reference material. Students may not provide copies of any course materials to future students or commercial entities, nor upload in whole or in part instructional materials to Internet websites.

CS01 - 6

Use of Recording Devices Students will not use any type of recording device in the classroom/auditorium during delivery or review of academic curriculum. This includes but is not limited to: cameras, tape recorders, digital voice recorders, cell phones, iPods/mp3 players, scanning pens, etc. Images, video, or audio will not be recorded when class is in session unless using government procured official equipment for the specific purpose of providing student feedback on performance exercises or evaluations. Students may use personal recording devices, such as cameras, during breaks or during off-duty hours at the discretion of school faculty.

Use of Electronic Devices Students may use laptop computers, tablets, e-readers, or other electronic devices in the classroom; however students must stay fully engaged in the discussion and are always at risk of being called upon at any time. Additionally, as stated above, built-in cameras microphones, and/or other recording software will not be used in the classroom during the delivery or review of academic curriculum. School faculty will have the final say regarding student use of electronic devices in the classroom Use of electronic devices during academic instruction for any type of recording, taking photos or video, games, internet browsing, shopping, social media, text messaging, email, or any other use not directly related to the module(s) constitutes a disciplinary issue that may result in disciplinary action up to and including disciplinary release from the course. School faculty will ultimately make the final decision regarding student use of electronic devices in the classroom.

Use of Learning Management System (LMS) Communications among students and faculty in a distributed learning environment (such as the LMS) are an extension of the academic EPME classroom, considered privileged (protected), and academic freedom and non-attribution policies apply. Care should be taken to ensure that text conversations from discussion boards are not forwarded outside the educational forum without the permission of the originator. Furthermore, these communications must comply with Air Force guidance on acceptable use of Internet-based capabilities as outlined in AFMAN 33-152.

Extenuating Circumstances Students must promptly inform the faculty as soon as extenuating circumstances arise so that appropriate actions are taken. Extenuating circumstances include: (1) death or terminal illness notification of a family member or (2) marital, family, or financial situations. Actions may include temporary absence, administrative release, or early graduation. Students should speak to their instructor about the academic ramifications if they decide to continue the academic program versus early release to tend to extenuating circumstances.

Graduation Criteria To graduate, all students must meet the following requirements:

- Performance track: In the performance track, students must score the minimum passing standard in each performance evaluation.

CS01 - 7

- All module objectives: Students must satisfactorily accomplish all module objectives, including those pertaining to fitness and/or drill and ceremony, using the criteria outlined in each module. At the commandant’s discretion, unsatisfactory completion of any area may result in the student’s disqualification from award contention.

- Modules with No Evaluation Instruments: For those modules that do not have evaluation instruments, students will participate and meet module objectives to the instructor’s and commandant’s satisfaction. Students will participate in all aspects of every academic program and event. Students with medical profiles that limit their ability to participate in specific physical activities will meet graduation requirements as determined by the commandant on a case-by-case basis. All instances pertaining to students not meeting module objectives due to a lack of participation will be documented. Remediation or other appropriate administrative action will be taken to correct this unacceptable behavior. Multiple infractions may lead to a student’s release from the academy.

- Awards Eligibility: To be eligible for the John L. Levitow, Distinguished Graduate, or Academic Achievement Awards, students must meet the minimum passing standard on every summative performance evaluation.

Student Responsibilities - Academic Responsibilities:

-- Adhere to class schedule attendance requirements and engage in the learning process by completing all homework, objective, performance, and remediation assignments on time. In class, students are expected to participate, actively listen, critically think, and willingly discuss course concepts and principles.

-- Students are highly encouraged to engage in after-hour study groups and review sessions as deemed necessary to meet graduation requirements.

-- Students must put forth the effort necessary to achieve all learning objectives. Students who turn in late assignments are subject to administrative corrective action.

- Participation: Students will participate in many activities that aren’t scored for graduation. However, unless prevented by a medical profile, students will participate in all academy programs and events, to include physical fitness sessions. Satisfactory participation is predicated on the student's attitude, willingness to participate, and effort put forth during the program or event to the instructor and commandant’s satisfaction, and not on level of performance or outcome. Unsatisfactory participation is considered a matter of military integrity; therefore, instructors will counsel and document substandard student performance and behavior accordingly.

- Additional Duties: Additional duties are part of any Air Force mission; EPME is no different. While temporarily assigned to the academy, students are expected to participate and fulfill assigned additional duties. If an additional duty or duties impede a student’s ability to fulfill academic requirements, it is the student's responsibility to inform their instructor immediately.

CS01 - 8

- Well-Rounded Students: It is not enough to excel in only one area; well-roundedness is essential to a leader’s effectiveness in today’s Air Force. Participation and accomplishment throughout all EPME program elements supports the Airman’s success as a supervisor, leader, and citizen.

- Integrity: All students must adhere to the highest standards of academic integrity and are prohibited from engaging in plagiarism, cheating, misrepresentation, unprofessional relationships, or any other act constituting a lack of academic or military integrity. Students who violate this directive are subject to adverse administrative action including release from the academy.

Community College of the Air Force (CCAF) Classroom: All NCOA flight rooms are approved CCAF classrooms.

Faculty Responsibilities EPME faculty will maintain accountability and control of the student body at all times and exercise sound classroom management practices and techniques. This responsibility includes observing student behavior, counseling, and correcting in a timely manner students who violate standards. EPME faculty will monitor student attitude, willingness to participate, and effort throughout the course, and counsel as necessary those students who exhibit marginal or unsatisfactory performance in any of these areas.

Remediation The remediation process is a series of actions that occur due to a student’s failure to meet minimum academic requirements. Students who fail a summative assignment will retake (re-fire) the assignment. Students who fail the re-fire will meet an Academic Review Board (ARB).

Academic Review Boards (ARB) An ARB will convene when students cannot meet graduation criteria and when remediation and reevaluation attempts are unsuccessful. The purpose of the ARB is to determine whether the institution and the student fulfilled their respective responsibilities. A key consideration during the investigation is whether the student engaged in the learning process. Disciplinary release is only considered when sufficient evidence proves the student did not put forth enough effort, or failed to fulfill their academic responsibilities.

Disciplinary Review Boards (DRB) When students violate Air Force directives or individual school policies, the school may consider disciplinary release. Examples include: lack of effort, disruptive/poor attitude, engaging in unprofessional relationships, academic irresponsibility, cheating, plagiarism, misrepresentation, or other conduct in violation of local polices or the UCMJ. The commandant will convene the DRB to serve as an investigative body and objectively evaluate all circumstances and issues pertaining to the situation.

Student Releases There are three types of releases: administrative, academic, and disciplinary.

- Administrative Release: Students are administratively released when they encounter extenuating circumstances, or when recalled by their commander.

CS01 - 9

- Academic Release: Students are academically released when they fail to meet minimum academic requirements. Academic releases render students ineligible for reentry into any EPME course of instruction for three months (90 days) from the release date.

- Disciplinary Release: Students are disciplinary released when they violate Air Force directives or individual school policies (e.g., cheating, lack of effort, disruptive or poor attitude, or other conduct in violation of the UCMJ). Disciplinary releases render students ineligible for reentry into any EPME course of instruction for one year (365 days) from the release date.

Leadership Evaluation Leadership is a primary focus and integral part of any EPME in-residence course. Therefore, both instructors and students will assess demonstrated student leadership qualities and attributes.

- Peer Leadership Evaluation: Peer leadership evaluations are based on feedback assessments provided by students at three specific times during the course. Peer leadership evaluations are cumulative. Students will perform peer leadership evaluations in the EPME Course Application Toolkit (ECAT) accessible through the LMS.

- Instructor Leadership Evaluation: It is the responsibility of instructors to inspire and develop leadership within their flights. Instructors (one instructor per flight) will evaluate the students using a leadership evaluation instrument accessible through the LMS. Instructors will provide leadership performance feedback after evaluating each student. This feedback must highlight both strengths and weaknesses based on observations noted during the in-resident course.

Awards Program The following EPME Awards are mandatory at the NCOA: John L. Levitow, Distinguished Graduate (DG), Academic Achievement, and Commandant’s Award. Commandants may disqualify any award candidate who fails to exhibit USAF leadership traits and characteristics, professional behavior, military bearing, respect for authority, the highest standards of dress and appearance, or exemplary standards of on- and off-duty performance to include physical fitness standards.

- Eligibility: -- Students who did not meet minimum passing scores on any summative

performance evaluation are ineligible for the John L. Levitow, Distinguished Graduate, and Academic Achievement awards.

-- Students with one or more letters of counseling, admonition, or reprimand are ineligible for awards at the commandant’s discretion.

-- To be eligible for the John L. Levitow, Distinguished Graduate, and Academic Achievement Awards, students must meet the minimum passing standard on every summative performance evaluation.

CS01 - 10

- John L. Levitow Award: This is the highest honor awarded based on summative performance evaluations, as well as instructor and peer leadership evaluations. The John L. Levitow Award is the most distinguished graduate and is included as part of the top 10 percent of Distinguished Graduates. Each academy class will have only one John L. Levitow Award recipient.

- Distinguished Graduate Award: This award is presented to the top 10 percent of the class which is determined by summative performance evaluations, as well as instructor and peer leadership evaluations.

- Academic Achievement Award: This award is presented to the student with the highest academic standing, excluding the John L. Levitow Award recipient.

- Commandant’s Award: This award is presented to the student who, in the Commandant’s judgment, made the most significant contribution to the overall success of the class. The John L. Levitow Award winner is NOT eligible for this award; however, students academically redlined may be eligible.

COURSE DESCRIPTION Unlike other courses which evaluate one's knowledge and comprehension using end-of-course examinations, this course integrates written projects designed to assess one's cognitive analysis and synthesis abilities. The NCOA ILE’s overall goal is to develop adaptable NCOs for current and future leadership and management challenges and to operate [think/act] critically in complex and ambiguous environments. Students are highly encouraged to bring a laptop computer and a CAC reader (see attachment 1 for specific requirements).

COURSE OUTCOMES - Demonstrate effective leadership behaviors for mid-level supervisors/managers. - Demonstrate the embodiment of Airman culture (i.e. ethical leadership, followership,

and self-development). - Demonstrate appropriate verbal, written, and listening skills to communicate

effectively as a mid-level supervisor/manager. - Demonstrate the ability to adapt leadership behaviors and to think critically in

complex and ambiguous environments as a mid-level supervisor/manager.

COURSE OBJECTIVES The ILE consists of the following modules designed to support leadership development:

- Module 1: Course Foundation – accomplish all NCOA in-residence coursework as evidenced by their use of the concepts in Course Foundation.

- Module 2: Professional Leadership Development Plan (PLDP) – accomplish all PLDP projects as evidenced by successfully meeting all PLDP requirements.

- Module 3: Self-Improvement through Feedback – willingly seek, receive, and positively respond to feedback to enhance personal development and communication.

CS01 - 11

- Module 4: Human Performance – be prepared to lead and manage units and model professional military attributes as evidenced by their understanding of human performance.

- Module 5: Adaptable Leader – makes sound decisions, improves processes, and manages and procures resources by adapting leadership behaviors to situations in ambiguous and changing environments.

- Module 6: Leadership and Followership – demonstrate leadership and followership traits and behaviors by utilizing different leadership styles in order to fully develop subordinates, promote teamwork, and enhance organizational and mission accomplishment.

- Module 7: Leader Influence on Subordinate Behavior – recognizes risky behavior and substandard conduct and address and correct it with appropriate leadership behaviors which promotes subordinate mental readiness.

- Module 8: Effective Negotiations – collaboratively negotiate to develop mutually agreed upon options (i.e. alternatives, solutions) to achieve desired results while cultivating and maintaining positive, long-term relationships.

- Module 9: Leadership Immersion Lab – effectively apply operational leadership and management principles.

COURSE PREREQUISITE N/A SCORING MODEL Instructors evaluate projects and briefings for quality and comprehensiveness, and assign student grades using assignment evaluation instruments. Below is a summary of the available academic points and the weight of each in meeting course requirements and completion. Each assignment is considered a summative assignment. Students who fail to meet the minimum passing score are required to re-accomplish (re-fire) the assignment and are rendered ineligible for the John L. Levitow, Distinguished Graduate (DG), and Academic Achievement Awards; however, students remain eligible for the Commandant’s Award.

CS01 - 12

MINIMUM PASSING

POINTS POINTS PERCENT ACADEMIC PERCENTAGE

Module 3 PLDP Entry 100 70 70% 5%

Module 5 PLDP Entry 100 70 70% 5%

Module 6 PLDP Entry 100 70 70% 5%

Module 7 PLDP Entry 100 70 70% 5%

Module 8 PLDP Entry 100 70 70% 5%

PLDP Leadership Vision Statement

100 70 70% 25%

Personal AF Narrative Briefing

100 70 70% 25%

Strategic Initiative Briefing 100 70 70% 25%

Academic Total 800 560 100%

AWARDS IN ILE Academic Achievement The Academic Achievement Award is based on a student’s academic score which consists of eight graded assignments.

Distinguished Graduate(s) The Distinguished Graduate award is a combination of all nine academic assignments and the four Forced Distribution Exercise stratifications.

For additional information, see the Awards Program in the EPME Procedural Guidance section.

MODULES Module 1: Course Foundation Hours: 25 Overview: This is the introductory module for the NCOA Intermediate Leadership Experience (NCOA ILE) and consists of five main points. It is designed to prepare students for the course.

CS01 - 13

Student Preparation: 1. Access the reference material located in the LMS and:

a. Before DOT 3, review Course Introduction, Section, Successful Learning, pages 20-25.

b. Before DOT 3, review Critical Thinking, pages 3-24. 2. Before DOT 3 read Case Study 1. 3. Before DOT 4, read Case Study 2 & 3. 4. Before DOT 5, read Case Study 4. 5. Approximately 17,000 words, 75 minutes of reading.

General Learning Outcome: Students are better prepared to accomplish all NCOA in-residence coursework as evidenced by their use of the Course Foundation concepts.

Activity Statements: 1. Receive information on the NCO Academy’s purpose, policies, procedures, and

requirements. 2. Fully participate in all discussions and activities.

Module 2: Personal Leadership Development Plan (PLDP) Hours: 12

Overview: The purpose of this module is to set students up for success on the PLDP and consists of five main points. The PLDPs purpose is three-fold. First, it introduces students to the concept of a PLDP. Second, it provides structure for students to create a PLDP plan based on things they have learned about themselves throughout the course. Third, it provides opportunities for students to map out their own personal and professional development.

The PLDP contains three parts: Part I: Module Entries from Modules 3, 5, 6, 7, and 8. Part II: Leadership Vision Statement. Part III: Action Plan.

Student Preparation: 1. Access the reference material located in the LMS and:

a. Review Managerial Communication, pages 2-32. 2. Approximately 12,000 words, 50 minutes of reading.

CS01 - 14

General Learning Outcomes: Students are better prepared to complete all associated assignments and develop an effective PLDP as evidenced by successfully meeting all prescribed requirements.

Supported Competencies/Directives: The Personal Leadership Development Plan module supports the following Air Force Institutional Competencies:

1. Strategic Thinking - Vision 2. Communication - Speaking and Writing

The Personal Leadership Development Plan module provides information necessary to effectively execute the assigned responsibilities outlined in AFH 36-2618, Enlisted Force Structure.

Activity Statements: 1. Receive information on the PLDP requirements.

2. Fully participate in all discussions and activities.

Criterion Referenced Objectives: 1. Given instructions and previously learned material, learners synthesize Modules 3, 5,

6, 7, and 8 entries, and develop a Leadership Vision Statement successfully as evidenced by them earning a passing score on the Vision Statement Evaluation Instrument.

Assignments:

1. Part I consists of module entries from Modules 3, 5, 6, 7, and 8. Each entry is worth 100 points and students must receive 70 (or 70%) out of 100 points to pass. This is a summative assignment and students who fail to achieve a 70% or above are required to re-fire the assignment. Module entries are assigned at the end of each module.

2. Part II consists of your Personal Leadership Vision Statement and is worth 100 points. Student must receive 70 (or 70%) out of 100 points to pass. This is a summative assignment and students who fail to achieve a 70% or above are required to re-fire the assignment.

3. Part III is an in-class exercise and consists of six parts: a. Leadership Vision Statement b. Goals c. Actions/Steps to meet goals d. Resources/Support e. Accountability f. Acknowledgement

CS01 - 15

Module 3: Self-Improvement through Feedback Hours: 21

Overview: The purpose of this module is to better prepare students to willingly seek, receive, and positively respond to feedback to enhance personal development and communication and consists of ten main points.

Student Preparation: 1. Access the Learning Management System, Module 3, Self-Improvement through

Feedback: a. Complete and save online self-assessments:

i. electronic Self-Assessment of Leadership Behavior (e-SALB) ii. electronic Cognitive Preference Estimator (e-CPE)

iii. electronic Conflict Management Style Estimator (e-CMPSE) iv. electronic Team Members Preferred Role Estimator (e-TMPRE) v. electronic Self and Peer Assessments Ratings (e-SPAR)

2. Access the reference material located in the LMS and: i. Read Adaptor/Innovator (A-I) Theory, pages 2-22.

ii. Read Full Range Leadership (FRL), pages 2-27 iii. Read Team Building, pages 2-34 iv. Read Negotiations, pages 2-43

Note: students should concentrate on the Thomas-Kilmann Conflict Model.

v. Review Interpersonal Communication, pages 2-40. vi. Complete SI01HO1, Homework Note Taker Assignment (located in the

Pre-Lesson Activities folder). b. Approximately 30,000 words, 120 minutes of reading.

General Learning Outcome: Students are better prepared to willingly seek, receive, and positively respond to feedback to enhance personal development and communication. Upon completion of the Self-Improvement through Feedback module, students should understand that:

1. Seeking feedback enables positive leadership development. 2. Understanding the differences in A-I cognitive styles of yourself and others enhance

communication and leadership effectiveness. 3. FRLD Leadership behaviors impact self and others.

CS01 - 16

4. Self-monitoring and perception-checking enhances leadership interpersonal communication.

5. Comprehension of team roles of self and others enhances leadership effectiveness and mission accomplishment.

6. Recognition of conflict management styles of self and others enhances leadership effectiveness of self and others.

Supported Competency/Directives: The Self-Improvement through Feedback module supports the following Air Force Institutional Competency:

- Embodies Airman Culture - Develops Self: -- Seeks feedback from others -- Demonstrates a willingness to seriously consider feedback received and its

implications for behavior

Terminal Cognitive Objective: Apply Self-Improvement through Feedback module concepts and/or their impact on personal, subordinate, unit, and mission effectiveness.

Terminal Cognitive Samples of Behavior: 1. Relate Self-Improvement through Feedback concepts and/or their impact on personal,

subordinate, unit, and mission effectiveness. 2. Develop Self-Improvement through Feedback concepts and/or their relationship to

personal, subordinate, unit, and mission effectiveness. 3. Demonstrate Self-Improvement through Feedback concepts and/or their relationship

to personal, subordinate, unit, and mission effectiveness.

Affective Objective: Value Self-Improvement through Feedback concepts and their impact on personal, subordinate, unit, and mission effectiveness.

Criterion Referenced Objective: Given instructions and previously learned material, learners complete a Module 3, Self-Improvement through Feedback PLDP entry successfully as evidenced by them earning a passing score on the Module Entry Assessment Instrument.

Assignment: Complete a Self-Improvement through Feedback PLDP entry once it is assigned. It is worth 100 points and students must receive 70 (or 70%) out of 100 points to pass. This is a summative assignment and students who fail to achieve a 70% or above are required to re-fire the assignment.

CS01 - 17

Module 4: Human Performance Hours: 14

Overview: The Human Performance module encompasses the physical fitness component of the course. The activities within this module caveat and compliment the associated reading assignment provided in the LMS.

Student Preparation: 1. Required: 2. Access the reference material located in the LMS and:

i. Review Comprehensive Airman Fitness, pages 2-32. Approximately 13,000 words, 60 minutes of reading.

b. Access the Learning Management System (LMS) Pre-Lesson Activities folder:

i. Watch Human Performance Video. c. Access the LMS In-Class Handouts folder and review the following

material: i. HP01HO1, Human Performance Movements and Workout

General Learning Outcome: Students are better prepared to lead and manage units and model professional military attributes as evidenced by their understanding of Human Performance.

Supported Competencies/Directives: The Human Performance module supports the following:

- AFDD 1-1, Leadership and Force Development and the following institutional competencies: -- Embody AF Culture - Develop Self and Warrior Ethos -- Leading People - Develop and Inspire Others

- NCO responsibilities outlined in AFH 36-2618, Enlisted Force Structure. - AF Core Values

Activity Statement: Actively participate and encourage others to participate in all aspects of the Human Performance module.

Assignment: None

CS01 - 18

Module 5: The Adaptable Leader Hours: 7

Overview: The purpose of this module is to address the attributes of The Adaptable Leader as it pertains to FRL, Change Management, Strategic Thinking, Continuous Improvement, Team Building, A-I Theory, and Resource Stewardship lessons in the LMS and consists of five main points.

Student Preparation: 1. Access LMS, Module 5 – The Adaptable Leader: 2. Located in the Pre-Lesson Activities section, complete the homework assignment

AL01H01, Adaptable Leader Homework Assignment. 3. Access the reference material located in the LMS and:

a. Review, Critical Thinking, pages 3-24. b. Review, A-I Theory, pages 2-22. c. Review, Full Range Leadership (FRL), pages 2-27 d. Review, Team Building, pages 2-34. e. Review, Leader Influence, pages 2-49. f. Review, Resource Stewardship, pages 2-30. g. Review, Change Management, pages 2-24. h. Review, Continuous Improvement, pages 2-36.

4. Approximately 100,000 words (390 minutes) of reading.

General Learning Outcome: Students are better prepared to make sound decisions, improve processes, and manage and procure resources by adapting leadership behaviors to situations in ambiguous and changing environments, and should understand that:

1. By using FRL behaviors, leaders can adapt and adjust to lead their subordinates in changing environments and requirements.

2. In order to make sound decisions, it is important to analyze all available information, various perspectives and the current situation to fill in the gaps to better understand options.

3. Diagnosing the existing environment (processes, rules, procedures, etc.) is a vital first step to making necessary improvements.

4. Leaders capitalize on the individual strengths and abilities of team members to promote collaboration.

5. Self-awareness is a key component which helps facilitate leader adaptability (flexibility).

CS01 - 19

6. A leader’s ability to adapt to a changing environment impacts team dynamic (relationships, moral, interpersonal communication, etc.) and mission effectiveness.

7. Leaders can better operate in changing environments by creatively managing and procuring resources using (employing) strategic thinking.

8. Utilizing subordinates skill sets (preferred way of thinking) to solve problems is crucial to mission success and adapting to an ever-changing environment.

Supported Competencies/Directives: The Adaptable Leader module supports the following Air Force Institutional Competencies:

- Managing Organizational Resources - Resource Stewardship -- Procures/manages resources (money and manpower) to ensure mission

success - Managing Organizational Resources - Change Management

-- Demonstrate openness and support of different and innovative change ideas offered by others to solve problems or address issues

- Critical Thinking - Decision Making -- Fill gaps in information to understand options and issues -- Apply analytic methods in solving problems and developing alternatives

- Critical Thinking - Adaptability -- Responds in a pro-active manner to unexpected or ambiguous situations,

opportunities, or risks. (IC-Strategic Thinking-Adaptability) -- Actively seeks information about the new situation

The Adaptable Leader module provides information necessary to effectively execute the assigned responsibilities outlined in AFH 36-2618, Enlisted Force Structure. The Adaptable Leader module supports the following desired leader attributes listed in Chairman of the Joint Chiefs of Staff Instruction (CJCSI) 1805.01A, Enlisted Professional Military Education Policy:

1. Effectively anticipate surprise, uncertainty, change, and transitions. 2. Effectively respond to surprise, uncertainty, change, and transitions. 3. Be an adaptive leader/thinker when operating in complex and unstructured

environments [with constrained resources]. 4. Be an innovative leader/thinker when operating in complex and unstructured

environments. 5. Be a critical thinker when operating in complex and unstructured environments [with

constrained resources]. The Adaptable Leader module supports the AF Core Values.

Terminal Cognitive Objective:

CS01 - 20

Analyze The Adaptable Leader concepts and their impact on personal, subordinate, unit, and mission effectiveness.

Terminal Cognitive Samples of Behaviors: 1. Apply The Adaptable Leader concepts. 2. Analyze The Adaptable Leader concepts and their relationship to personal,

subordinate, unit, and mission effectiveness.

Affective Objective: Value The Adaptable Leader concepts and their impact on personal, subordinate, unit, and mission effectiveness.

Criterion Referenced Objective: Given instructions and previously learned material, learner’s complete The Adaptable Leader PLDP entry successfully as evidenced of their passing score on the Module Entry Assessment Instrument.

Assignment: Complete The Adaptable Leader PLDP entry once it is assigned. It is worth 100 points and students must receive 70 (or 70%) out of 100 points to pass. This is a summative assignment and students who fail to achieve a 70% or above are required to re-fire the assignment. The module entry is assigned at the end of the module.

Module 6: Leadership and Followership Hours: 22

Overview: The purpose of this module is for students to demonstrate and synthesize effective leadership and followership concepts as it pertains to the Full Range Leadership (FRL), Leader Influence, Ethical Leadership, Airmanship, Team Building, Diversity, and Managerial Communicator reference material in the LMS and consists of seven main points.

CS01 - 21

Student Preparation: 1. Access the reference material located in the LMS and:

a. Review, Full Range Leadership (FRL), pages 2-27. b. Review, Airmanship, pages 2-28. c. Review, Diversity, pages 2-24. d. Review, Ethical Leadership, pages 2-26. e. Review, Team Building, pages 2-34. f. Review Leader Influence, pages 2-49. g. Review Managerial Communication, pages 2-32. h. Review Culture of Engagement, pages 2-31.

2. Approximately 32,000 words, 130 minutes of reading. General Learning Outcome: Students are better prepared to demonstrate effective leadership and followership traits and behaviors by utilizing different leadership styles in order to fully develop subordinates, promote teamwork, and enhance organizational and mission effectiveness, and should understand that:

1. Effective leaders should utilize different leadership styles and behaviors to inspire, lead, and motivate their followers to achieve personal/professional and organizational success.

2. NCOs should translate, support, and explain their leader’s direction into specific tasks and responsibilities their teams can understand and execute.

3. Effective leaders capitalize on their strengths as well as their subordinates’ strengths to enhance teamwork and collaboration.

4. Leadership is enhanced when one has a higher level of commitment to the Profession of Arms.

5. Leaders appreciate that every member of their team is unique and has an innate need to be valued, recognized, and included.

6. Leaders who model ethical behavior enhance credibility with their followers. 7. The leader-follower relationship plays a vital role in the success of the leader, team,

and organization. 8. Good followership is necessary to becoming an influential leader. 9. Effective communication, including feedback and advice, is vital in strengthening the

leader-follower relationship. 10. Effective leaders earn the right to lead through trust, relevance, competence,

character, and personality.

Supported Competencies/Directives:

CS01 - 22

The Leadership and Followership module supports the following Air Force Institutional Competencies:

- Embodies Airman Culture - Followership -- Provides effective feedback and advice to leaders about goals and mission

accomplishment -- Advocates for leader's point of view when a decision is established

- Strategic Thinking - Vision -- Describe organizational vision and strategy in a way that helps others

understand their contributions to achievement - Leading People - Diversity

-- Promote collaboration and teamwork among diverse Airmen. - Enterprise Perspective - Strategic Communication

-- Dynamically presents strategic initiatives -- Paraphrase strategic initiatives -- Adjust messages to meet audience needs -- Locate key messages from senior leadership

- Communication - Speaking and Writing -- Interprets receiver’s level of understanding by seeking input of written and

verbal communication -- Interprets receiver’s level of understanding by validating understanding of

written and verbal communication - Communication - Active Listening

-- Correctly interprets messages from others -- Synthesizes messages from others and responds appropriately

The Leadership and Followership module provides information necessary to effectively execute the assigned responsibilities outlined in AFH 36-2618, Enlisted Force Structure and specific behaviors associated with this module are listed below:

- Lead and develop subordinates - Exercise effective followership in mission accomplishment - Demonstrate effective followership by enthusiastically supporting, explaining,

and promoting leaders’ decisions The Leadership and Followership module supports the AF Core Values. The Leadership and Followership module supports the following Air Force Learning Council requirement:

- AF Culture of Engagement - Personal Narrative

Terminal Cognitive Objective: Apply Leadership and Followership concepts and/or their impact on personal, subordinate, unit, and mission effectiveness.

CS01 - 23

Terminal Cognitive Samples of Behavior: 1. Relate Leadership and Followership concepts and/or their relationship to personal,

subordinate, unit, and mission effectiveness. 2. Develop Leadership and Followership concepts and/or their relationship to personal,

subordinate, unit, and mission effectiveness. 3. Demonstrate Leadership and Followership concepts and/or their relationship to

personal, subordinate, unit, and mission effectiveness.

Affective Objective: Value Leadership and Followership concepts and their impact on personal, subordinate, unit, and mission effectiveness.

Criterion Referenced Objectives: 1. Given instructions and previously learned material, learners develop a Personal Air

Force Narrative briefing that addresses a civilian audience successfully as evidenced by earning a passing score on the Personal Narrative Assessment Instrument.

2. Given instructions, and previously learned material, learners will deliver a briefing on a strategic initiative from Air Force leadership successfully as evidenced by earning a passing score on the Briefing Evaluation Instrument.

3. Given instructions, and previously learned material, learners will develop a deliberate development plan for a subordinate successfully as evidenced by them. Peers will evaluate the Deliberate Development Plan Coaching Instrument.

4. Given instructions, and previously learned material, learners complete a Leadership and Followership Personal Leadership Development Plan (PLDP) entry successfully as evidenced by them earning a passing score on the Module Entry Evaluation Instrument.

CS01 - 24

Assignments: 1. Develop a Deliberate Development Plan for a Subordinate once it is assigned. This is

an in class activity that will be graded amongst peers. This is not a summative assignment.

2. Students develop and deliver a Personal Air Force Narrative Briefing. This assignment is worth 100 points towards your graduation requirement and you must earn at least 70 (or 70%) out of 100 points to pass. This is a summative assignment and students who fail to achieve a 70% or above are required to re-fire the assignment.

3. Develop and deliver a Strategic Initiative Briefing. Students need to get 70 (or 70%) out of 100 points to pass. This is a summative assignment and students who fail to achieve a 70% or above are required to re-fire the assignment.

4. Complete a Leadership and Followership PLDP entry once it is assigned. Students must receive 70 points (or 70%) out of 100 points to pass. This is a summative assignment and students who fail to achieve a 70% or above are required to re-fire the assignment. The module entry is assigned at the end of the module.

Module 7: Leadership Influence on Subordinate Behavior Hours: 7

Overview: The purpose of this module is to expand the students existing knowledge of leadership, particularly how leaders influence subordinate behavior. While the concept of leadership influence may not be new to you, you may not have considered just how much it can impact subordinate behavior.

Student Preparation: 1. Access the reference material located in the LMS and:

a. Read Full Range Leadership (FRL), pages 2-27. b. Read Leader Influence, pages 2-49. c. Read Discipline, pages 2-37. d. Read Emergent Leadership Issues (ELI), pages 2-52. e. Read Interpersonal Communication, pages 2-40.

2. Approximately 6,000 words, 40 minutes of reading.

General Learning Outcome: Students are better prepared to recognize risky behavior and substandard conduct and address/correct it with appropriate leadership behavior in order to promote subordinate mental readiness, and should understand that:

1. Being aware of your tendencies and biases allows you to control your verbal and nonverbal signals that might otherwise hinder interaction between you and others.

CS01 - 25

2. Effective leaders should model appropriate actions, powers, and motivations to minimize risky behavior.

3. Effective leaders recognize and confront situations, behaviors, and quality of life issues that put subordinates and others at risk.

4. Leaders who fail to hold their subordinates accountable for their actions, undermine the mission of the unit.

5. Leaders willingly seek input and validate understanding from their subordinates.

Supported Competencies/Directives: The Leadership Influence on Subordinate Behavior module provides information necessary to effectively execute the assigned responsibilities outlined in AFH 36-2618, Enlisted Force Structure and specific behaviors associated with this module are listed below.

- Detect conduct and behavior that may place themselves or others at risk - Correct conduct and behavior that may place themselves or others at risk - Monitor issues negatively impacting subordinates mental readiness - Address issues negatively impacting subordinates mental readiness - NCOs must take positive steps to resolve mental readiness issues in a

responsible manner and ensure subordinates do the same The Leadership Influence on Subordinate Behavior module supports the AF Core Values.

Terminal Cognitive Objective: Analyze Leadership Influence on Subordinate Behavior concepts and their impact on NCO, unit, and mission effectiveness.

Terminal Cognitive Samples of Behavior: 1. Apply Leadership Influence on Subordinate Behavior concepts and their relationship

to personal, subordinate, unit, and mission effectiveness. 2. Analyze Leadership Influence on Subordinate Behavior concepts and their

relationship to personal, subordinate, unit, and mission effectiveness.

Affective Objective: Value Leadership Influence on Subordinate Behavior concepts and their impact on personal, subordinate, unit and mission effectiveness.

CS01 - 26

Criterion Referenced Objective: Given instructions and previously learned material, learners complete a Leadership Influence on Subordinate Behavior Personal Leadership Development Plan (PLDP) entry successfully as evidenced by them earning a passing score on the Module Entry Assessment Instrument.

Assignment: Complete a Leadership Influence on Subordinate Behavior PLDP entry once it is assigned. Students must receive 70 (or 70%) out of 100 points to pass. This is a summative assignment and students who fail to achieve a 70% or above are required to re-fire the assignment. The module entry is assigned at the end of the module.

SA01: Sexual Assault Prevention and Response (SAPR) Hours: 2

Overview: The purpose of the SAPR lesson is to meet requirements specified by DoDI 6495.02, Change 2 July 7, 2015.

Student Preparation: Read the student reading prior to DOT 5.

General Learning Outcome: Students who graduate from the NCOA Intermediate Leadership Experience are better prepared to contribute to a culture that emphasizes zero tolerance for sexual assault evidenced by their comprehension of Sexual Assault Prevention and Response, and thereby better prepared to lead and manage units.

Supported Competencies/Directives: The Sexual Assault Prevention and Response lesson supports AF Institutional Competency/sub-competency:

- Leading People – Takes Care of People The Sexual Assault Prevention and Response lesson provides information necessary for noncommissioned officers (NCOs) to execute their responsibilities outlined in AFI 36-6001, Sexual Assault Prevention and Response (SAPR) Program effectively. The Sexual Assault Prevention and Response lesson supports the DoDI 6495.02-specified cognitive objectives.

Terminal Cognitive Objective: Comprehend the Sexual Assault Prevention and Response (SAPR) program and its impact on NCO, unit, and mission effectiveness.

Terminal Cognitive Samples of Behaviors: 1. Explain SAPR issues and their impact. 2. Give examples of SAPR issues and their impact.

CS01 - 27

3. Predict the impact of SAPR issues.

Affective Objective: Value the importance of efforts to eliminate sexual assault and the impact of sexual assault.

Criterion Referenced Objective: None

Assignment: None

Module 8: Effective Negotiations Hours: 9

Overview: The purpose of this module is for students to analyze Effective Negotiations concepts and skillsets that enhance NCO effectiveness in garrison, deployed, in cross-cultural environments and to develop these skillsets in a safe, learning environment. All terms and concepts included within this module support one’s ability to effectively negotiate.

Student Preparation: 1. Access the reference material located in the LMS and:

a. Review Diversity, pages 2-24. b. Review Cross-Cultural Awareness, pages 2-23. c. Review Negotiation, pages 2-43.

2. Read EN01HO1a, Case Study 1 & EN01HO2a, Case Study 2. 3. Approximately 32,000 words, 130 minutes of reading.

General Learning Outcome: Students are better prepared to collaboratively negotiate to develop mutually agreed upon options (i.e. alternatives, solutions) to achieve desired results while cultivating and maintaining positive, long-term relationships, and should understand that:

1. Selecting the most appropriate negotiation style based on the Who, Stakes, and Situation increases one’s ability to achieve a mutually desired outcome.

2. Integrative and distributive negotiations impact interpersonal relationships and outcomes.

3. Utilizing the TIPO Model, Negotiation Preferences and Styles Chart (NPSC), and the Cooperative Negotiation Strategy (CNS) to enhance one’s ability to negotiate.

4. Completing all the steps of the CNS process promotes collaboration among disputants and may even remedy failing negotiations.

5. Actively listening cultivates long-term trusting relationships.

CS01 - 28

6. Recognizing the difference between negotiating and mediating and how mediation can remedy failing negotiations.

7. Acknowledging that negotiations and mediation in cross-cultural environments requires cultural awareness, empathy, and understanding.

8. Ethnocentric beliefs will jeopardize relationships and negotiations across cultures. 9. The 12 Domains of Culture, Cross-Cultural Competence (3C) Model, Cultural

Values, and Worldview influence one’s ability to negotiate and build long-term, trusting relationships both within and across cultures.

10. Conflict produces constructive as well as destructive results.

Supported Competencies/Directives: The Effective Negotiations module supports the following Air Force Institutional Competencies:

- Leading People - Diversity - Fostering Collaborative Relationships - Negotiating

-- Engage in mutual problem solving identifying alternative positions or approaches

-- Evaluate alternative positions or approaches openly and fairly - Enterprise Perspective - Global, Regional, and Cultural Awareness

The Effective Negotiations module provides information necessary to effectively execute the assigned responsibilities outlined in AFH 36-2618, Enlisted Force Structure. The Effective Negotiations module supports the AF Core Values.

Terminal Cognitive Objective: Analyze Effective Negotiations concepts and their impact on personal, subordinate, unit, and mission effectiveness.

Terminal Cognitive Samples of Behaviors: 1. Comprehend Effective Negotiations concepts and their impact on personal,

subordinate, unit, and mission effectiveness. 2. Apply Effective Negotiations concepts and their relationship to personal, subordinate,

unit, and mission effectiveness. 3. Analyze Effective Negotiations concepts and their relationship to personal,

subordinate, unit, and mission effectiveness.

CS01 - 29

Affective Objective: Value Effective Negotiations concepts and their impact on personal, subordinate, unit, and mission effectiveness.

Criterion Referenced Objective: Given instructions, and previously learned material, learners successfully complete an Effective Negotiations PLDP entry as evidenced by them earning a passing score on the Module Entry Assessment Instrument.

Assignment: Complete an Effective Negotiations entry once it is assigned. It is worth 100 points and students must receive 70 (or 70%) out of 100 points to pass. This is a summative assignment and students who fail to achieve a 70% or above are required to re-fire the assignment. The module entry is assigned at the end of the module.

Module 9: Leadership Immersion Lab (LIL) Hours: 71

Overview: The purpose of the LIL is to provide you with an opportunity to apply what you learn in Phase II.

Student Preparation: 1. Access the reference material located in the LMS and:

a. Review National Defense Strategy (NDS)

b. Review Nuclear Primer

c. Review Joint Interagency Intergovernmental Multi-national (JIIM)

2. Be familiar with all NCOA ILE course material.

3. Approximately 28,000 words, 120 minutes of reading.

Supported Competencies/Directives: Students who graduate from the NCO Academy are better prepared to apply learned leadership and management principles. The Leadership Immersion Lab module supports content from Phase II as well as the following: AFM 36-2647, Institutional Competency Development and Management:

1. Fostering Collaborative Relationships - Builds Teams and Coalitions 2. Communicating - Active Listening 3. Embodies Airman Culture - Develops Self and Followership

CS01 - 30

4. Enterprise Perspective - Global, Regional, and Cultural Awareness and Negotiating 5. Leading People - Diversity 6. Managing Organizational Resources - Change Management and Resource

Stewardship 7. Strategic Thinking - Adaptability, Decision Making, and Vision Desired Leader

Attributes: a. Effectively anticipate surprise, uncertainty, change, and transitions. b. Effectively respond to surprise, uncertainty, change, and transitions. c. Be an adaptive leader/thinker when operating in complex and unstructured

environments [with constrained resources]. d. Be an innovative leader/thinker when operating in complex and unstructured

environments [with constrained resources]. e. Be a critical thinker when operating in complex and unstructured environments

[with constrained resources]. The Leadership Immersion Lab module provides information necessary to effectively execute the assigned responsibilities outlined in AFH 36-2618, The Enlisted Force Structure. The Leadership Immersion Lab module supports the AF Core Values. Air University Quality Enhancement Plan (QEP) 2009-2014, Cross-Culturally Competent Airmen. Chairman of the Joint Chiefs of Staff Instruction (CJCSI) 1805.01A, Enlisted Professional Military Education Policy.

Terminal Cognitive Objective: Apply NCOA ILE concepts to realistic situations to improve NCO effectiveness.

Terminal Cognitive Samples of Behaviors: 1. Identify NCOA ILE concepts/principles in a leadership lab. 2. Differentiate between appropriate/inappropriate and/or effective/ineffective

application of NCOA ILE concepts /principles in a leadership lab. 3. Determine appropriate and/or effective courses of action based on NCOA ILE

concepts /principles. 4. Predict outcomes and results based on NCOA ILE concepts and principles. 5. Apply appropriate and/or effective courses of action based on NCOA ILE concepts

and principles.

Affective Objective: Value Leadership Immersion Lab experiences and their impact on personal, subordinate, unit, and mission effectiveness.

Criterion Referenced Objective:

CS01 - 31

None

Assignment: None

CS01 - 32

Attachment 1

System Requirements for NCOA Intermediate Leadership Experience (ILE)

Minimum Recommended

Operating System

Windows 8, Mac OSX 10.6, or later Windows 8.1 or later, latest Mac OSX

Processor 2 GHz processor 2.86 GHz or faster processor

Memory 4 GB of RAM or higher 8 GB of RAM or higher

Monitor Resolution 1024 x 768 1024 x 768 or higher

Free Hard Disk Space 5 GB of free disk space 20 GB or higher of free space

Wireless WPA2 Personal Encryption capable (802.1x)

WPA2 Personal Encryption capable (802.1bg)

Internet Browser**

IE10, latest Chrome or Firefox

IE11, Safari 6, latest Chrome Version or latest Firefox Version

Word Processing Program Any word processing program that will the ability to save documents in PDF format

CS01 - 33

Antivirus Any up to date antivirus

Acrobat Pro Version 9+

Adobe Acrobat Reader or Adobe Acrobat Pro Version 9+

Mobile Devices Devices, such as, the Apple iPad, Android Tablets, or Windows Slates, it is highly recommended that you bring a keyboard and mouse that will connect to these devices since you will be required to compose several essays. External keyboards or mice will not be provided by the schoolhouse for these devices.

Wireless WPA2 Personal Encryption capable (802.1x)

WPA2 Personal Encryption capable (802.1x)

Internet Browser Mobile IE, Safari Mobile (latest), Chrome or Firefox

Word Processing Program Any word processing program that will the ability to save documents in PDF format

Antivirus Any up to date antivirus

Adobe Acrobat Reader or Adobe Acrobat Pro Version 9+

Government Systems Governments systems should have the Standard Desktop Top (SDC) v3.4 (with Office 2010) with Google Chrome or Firefox installed and the wireless connection turned on prior to coming to the schoolhouse.

CS01 - 34

Notes All software, drivers, and updates must be installed prior to arriving at the schoolhouse. Any system older than 3 years may not have the processing power to work with our current version of the Learning Management System and its components. Smartphones are not considered a viable method to complete the course. Laptops must have current date and time set. It is recommended to bring a CAC reader.