noncommissioned officer academy intermediate leadership ... · noncommissioned officer academy...

NONCOMMISSIONED OFFICER ACADEMY

INTERMEDIATE LEADERSHIP EXPERIENCE (ILE)

COURSE SYLLABUS

October 1, 2016

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

Module 8: Effective Negotiations ..... 26

Module 9: Leadership Immersion Lab

(LIL) ................................................... 28

SA01: Sexual Assault Prevention and

Response (SAPR)............................... 30

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.

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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.

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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. NCO Distance Learning Course (DLC) materials 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

(NCO DLC material), 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.

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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.

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- 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 Barnes Center Assessment Toolkit (BCAT) 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.

Upon successful completion of the online course (NCO DLC), students attend the in-resident

ILE portion of the course. Successful students are able to apply their understanding of

concepts covered in the online portion of the course during the ILE.

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.

CS01 - 11

- 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.

- 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

NCO Distance Learning Course (NCO DLC)

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%





PLDP Leadership Vision

Statement

100 70 70% 25%

Personal AF Narrative

Briefing

100 70 70% 16%

Strategic Initiative Briefing 100 70 70% 16%

Deliberate Development Plan 100 70 70% 18%

Academic Total 900 630 100%

AWARDS IN ILE

Academic Achievement

The Academic Achievement Award is based on a student’s academic score which consists of

nine 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 NCO Distance Learning Course (NCO DLC) and:

a. Before DOT 3, review Set A, Volume1, Course Introduction, Chapter 3,

Successful Learning, pages 29-52 and 58-64.

b. Before DOT 3, review Set A, Volume 1, Course Introduction, Chapter 4,

Strategic Thinking, pages 98-99, 102-109, and 130-133.

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 16,312 words, 65 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.



a. Review Set B, Volume 2, Managerial Communicator, Chapter 1, Managerial

Communication, pages 8-44 and 56-80.


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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 AFI 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

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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.


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)

b. Access the NCO Distance Learning Course (NCO DLC) and:

i. Read Set A, Volume 1, Ch. 6, A-I Theory, pages 169-186.

ii. Read Set A, Volume 1, Ch. 7, FRLD, pages 200-205 and 211-213.

iii. Read Set B, Volume 1, Ch.1, Team Building, pages 18-28

iv. Read Set B, Volume 1, Ch.3, Negotiation, pages 147-148.

Note: students should concentrate on the Thomas-Kilmann Conflict

Model.

v. Review Set B, Volume 2, Ch. 3, Interpersonal Communication, pages

191-246.

vi. Complete SI01HO1, Homework Note Taker Assignment (located in the

Pre-Lesson Activities folder).

c. Approximately 28,000 words, 112 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.

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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,


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,


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.

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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 NCO DLC.


1. Required:

a. Access the NCO Distance Learning Course (NCO DLC) and:

i. Review Set A, Volume 2, Military Professional, Chapter 2,

Human Performance, pages 43-90.

Approximately 13,000 words, 110 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


Students are better prepared to lead and manage units and model professional military

attributes as evidenced by their understanding of Human Performance.


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 AFI 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 FRLD, Change Management, Strategic Thinking, Continuous Improvement, Team

Building, A-I Theory, and Resource Stewardship lessons in NCO DLC and consists of five

main points.


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.


a. Review Set A, Volume 1, Course Introduction, Chapter 4, Strategic Thinking,

pages 87-125.

b. Review Set A, Volume 1, Course Introduction, Chapter 6, A-I Theory, pages

169-186.

c. Review Set A, Volume 1, Course Introduction, Chapter 7, Full Range

Leadership Development (FRLD), pages 191-222.

d. Review Set B, Volume 1, Unit Manager, Chapter 1, Team Building, pages 7-

50.

e. Review Set B, Volume 1, Unit Manager, Chapter 2, Leader Influence, pages

67-118.

f. Review Set B, Volume 1, Unit Manager, Chapter 4, Resource Stewardship,

pages 185-214.

g. Review Set B, Volume 1, Unit Manager, Chapter 7, Change Management,

pages 444-478.

h. Review Set B, Volume 1, Unit Manager, Chapter 8, Continuous Improvement,

pages 490-537.

4. Approximately 92,000 words (360 minutes) of reading.


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 FRLD 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.

CS01 - 19

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).

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.


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

- Strategic Thinking - Decision Making

-- Fill gaps in information to understand options and issues

-- Apply analytic methods in solving problems and developing alternatives

- Strategic 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 AFI 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:

CS01 - 20

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.


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,



Value The Adaptable Leader concepts and their impact on personal, subordinate, unit, and



Given instructions and previously learned material, learners 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 Development (FRLD),

Leader Influence, Ethical Leadership, Airmanship, Team Building, Diversity, and

Managerial Communicator lessons of NCO DLC and consists of seven main points.

CS01 - 21



a. Review Set A, Volume 1, Course Introduction, Chapter 7 FRLD, pages. 193-

205, 212-213; and 217-221.

b. Review Set A, Volume 2, Military Professional, Chapter 1, Airmanship, pages

11-14 and 17-22.

c. Review Set A, Volume 2, Military Professional, Chapter 4, Diversity, pages

141-156.

d. Review Set A, Volume 2, Military Professional, Chapter 5, Ethical

Leadership, pages 189-195 and 201-204.

e. Review Set B, Volume 1, Unit Manager, Chapter 1, Team Building, pages 18-

23, 31-36, and 48-49.

f. Review Set B, Volume 1, Unit Manager, Chapter 2, Leader Influence, pages

70-74 and 77-88.

g. Review Set B, Volume 2, Managerial Communicator, Chapter 1, Managerial

Communication, pages. 8-13, 44-52, and 83-86.

h. Review Set B, Volume 2, Managerial Communicator, Chapter 2, Culture of

Engagement, pages 121-124 and 141-143.



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.

CS01 - 22

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.


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 AFI 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.

CS01 - 23

The Leadership and Followership module supports the following Air Force Learning

Council requirement:

- AF Culture of Engagement - Personal Narrative


Apply Leadership and Followership concepts and/or their impact on personal, subordinate,

unit, and mission effectiveness.


1. Relate Leadership and Followership concepts and/or their relationship to personal,


2. Develop Leadership and Followership concepts and/or their relationship to personal,


3. Demonstrate Leadership and Followership concepts and/or their relationship to

personal, subordinate, unit, and mission effectiveness.


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 earning a

passing score on the Deliberate Development Plan Assessment 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.

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.

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.



a. Read Set A, Volume 1, Chapter 7 FRLD, pages 200-205.

b. Read Set B, Volume 1, Chapter 2 Leader Influence, pages 77-88 & 91-93.

c. Read Set B, Volume 1, Chapter 5 Discipline, pages 227-238.

d. Read Set B, Volume 1, Chapter 6 ELI, pages 303-311, 326-329, and 347-353.

e. Read Set B, Volume 2, Chapter 3, Interpersonal Communication, pages 216-

219 and 238-244.


CS01 - 25


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.

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.


The Leadership Influence on Subordinate Behavior module provides information necessary

to effectively execute the assigned responsibilities outlined in AFI 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.


Analyze Leadership Influence on Subordinate Behavior concepts and their impact on NCO,



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.


Value Leadership Influence on Subordinate Behavior concepts and their impact on personal,

subordinate, unit and mission effectiveness.

CS01 - 26


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.

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.


1. Read module objectives in the LMS.


a. Review Set A, Volume 2, Military Professional, Chapter 4, Diversity, pages

141- 176.

b. Review Set A, Volume 3, Operational Airman, Chapter 3, Cross-Cultural

Awareness, pages 94-116.

c. Review Set B, Volume 1, Unit Manager, Chapter 3, Negotiation, pages 131-

174.

3. Read EN01HO1a, Case Study 1 & EN01HO2a, Case Study 2.



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.

CS01 - 27

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.

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.


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 AFI 36-2618, Enlisted Force Structure.

The Effective Negotiations module supports the AF Core Values.


Analyze Effective Negotiations concepts and their impact on personal, subordinate, unit, and



1. Comprehend Effective Negotiations concepts and their impact on personal,


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


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


CS01 - 28


Value Effective Negotiations concepts and their impact on personal, subordinate, unit, and



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.


Be familiar with all NCOA ILE course material.


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

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.

CS01 - 29

b. Effectively respond to surprise, uncertainty, change, and transitions.

c. Be an adaptive leader/thinker when operating in complex and unstructured


d. Be an innovative leader/thinker when operating in complex and unstructured


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 AFI 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.


Apply NCOA ILE concepts to realistic situations to improve NCO effectiveness.


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.


Value Leadership Immersion Lab experiences and their impact on personal, subordinate,



None

Assignment:

None

CS01 - 30

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.


Read the student reading prior to DOT 5.


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.


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.


Comprehend the Sexual Assault Prevention and Response (SAPR) program and its impact on

NCO, unit, and mission effectiveness.


1. Explain SAPR issues and their impact.

2. Give examples of SAPR issues and their impact.

3. Predict the impact of SAPR issues.


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


None

Assignment:

None

CS01 - 31

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

http://ualr.edu/blackboard/welcome/system-requirements/#operating_system

http://ualr.edu/blackboard/welcome/system-requirements/#operating_system

http://ualr.edu/blackboard/welcome/system-requirements/#processor

http://ualr.edu/blackboard/welcome/system-requirements/#memory

http://ualr.edu/blackboard/welcome/system-requirements/#internet_browser

http://ualr.edu/blackboard/welcome/system-requirements/#internet_browser

CS01 - 32

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 - 33

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.

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