ACC Training Task List and Syllabus Style Guide.pdf

ACC TRAINING TASK LIST AND SYLLABUS

STYLE GUIDE

JANUARY 2018

CHANGES

List of Effected Pages

Date Description Effected Pages

DEPARTMENT OF THE AIR FORCE TTL/Syllabus Style Guide Headquarters Air Combat Command 18 January 2018 Joint Base Langley-Eustis Virginia 23665-2789

ACC TRAINING TASK LIST AND SYLLABUS

STYLE GUIDE

JANUARY 2018

INTRODUCTION

This Headquarters (HQ) Air Combat Command (ACC) style guide prescribes the format and style for all ACC formal operations training syllabi and training task lists developed IAW ACCI 11-252, ACC Formal Operations Training Publication Management. It applies to all Operations Training Development Teams as identified in ACCI 36-2250, ACC Operations Training Development Program.

ANDREW J. TOTH

Brigadier General, USAF Director of Operations

OFFICIAL

STEVEN M. NIEWIAROWSKI, Lt Col, USAF Commander, ACC Training Support Squadron

OPR: HQ ACC TRSS/TDF, JB Langley-Eustis VA 23665

2 TTL/Syllabus Style Guide

SIMMARY OF REVISIONS

This is a new Style Guide.

TTL/Syllabus Style Guide 3

TABLE OF CONTENTS

Page Introduction Summary of Revisions Distribution

Chapter 1—General Information

1.1. Purpose

1.2. Applicability

1.3. Prescribed Wording

1.4. Examples

1.5. Changes

Chapter 2—Training Task List Format

2.1. General

2.2. Cover Page Format

2.3. Introduction Page Format

2.4. Summary of Revisions Format

2.5. Table of Contents Format

2.6. Distribution Page Format

2.7. General Information Format

2.8. Training Task List

2.9. TTL Attachments

2.10. After Approval Actions

Chapter 3—Syllabus Format

3.1. General

3.2. Cover Page Format

3.3. Introduction Page Format

3.4. Summary of Revisions Format

3.5. Table of Contents Format

3.6. Distribution Page Format

3.7. Chapter 1 Format

3.8. Chapter 2 Format

3.9. Chapter 3 Format

3.10. Chapter 4 Format

3.11. Chapter 5 Format

3.12. Criterion-Referenced Objectives

3.13. Syllabus Attachments

3.14. Attachment X – Master Training Task List

3.15. After Approval Actions

Chapter 4—Distribution Page Format

4.1. General

4.2. Mandatory Distribution

4.3. Distribution

Chapter 5—Executive Summary Format

5.1. General

4 TTL/Syllabus Style Guide

Chapter 6—Syllabus Change Format

6.1. General

Attachments A1. Common Use Acronyms List

Figures

2.2. TTL Cover Page Format Example

2.3. TTL Introduction Page Format Example

2.5. TTL Table of Contents Format Example

2.7. General Instructions Format Example

2.8. Task List Matrix Format Example

2.10. TTL Attachment 2 – Syllabus/Training Programs Inventory Format Example

3.2. Syllabus Cover Page Format Example

3.3. Syllabus Introduction Page Example

3.5. Syllabus Table of Contents Format Example

3.7.1. Section 1A Contents Format Example

3.7.1.7. Number of Training Hours Example

3.7.2.2. Academic Training Inventory Format Examples

3.7.3.2. Device Training Inventory Format Examples

3.7.4. Flying Training Inventory Examples

3.7.5. Weapons Inventory Format Example

3.8.1. Section 2A – Course Training Standards Format Example

3.8.1.2. Performance Grading Criteria – Non-flying Syllabus Example

3.8.4.1. Course Map Examples

3.8.4.2. Management Flow Chart Examples

3.9.2. Academic Lesson Description Examples

3.10.2. Device Session Description Examples

3.11.2. Mission Description Examples

3.14. Syllabus-Related Documents Inventory Format Example

3.15. Master Training Task List Format Example

4.1. Distribution Page Format Example

5.1. Executive Summary Format Example

5.1.2. Number of Training Hour Format Examples

6.1.3. Syllabus Change Page Format Example

Tables

2.1. TTL Duties, Tasks, Subtasks and Activities Examples

TTL/Syllabus Style Guide 5

DISTRIBUTION

Barksdale AFB LA 71110 ACC TRSS Det 13/CC

HQ AFGSC/A3T

Beale AFB CA 95903 ACC TRSS Det 11/CC

Davis-Monthan AFB AZ 85707 ACC TRSS Det 3/CC

Dyess AFB TX 79607

436 TS/CC

ACC TRSS Det 14/CC

Holloman AFB NM 88330 ACC TRSS Det 2/CC

Hurlburt Field FL 32544

505 TRS/DOMC

705 TRS/DOMC

JB Langley-Eustis VA 23665

HQ ACC/A3C

HQ ACC/A3D2

HQ ACC/A3J

HQ ACC/A3M

HQ ACC/A3T

HQ ACC/IAG

HQ ACC/IAS

HQ ACC TRSS/TDF

Luke AFB AZ 85309 ACC TRSS Det 9/CC

Mountain Home AFB ID 83648

428 FS/CC

Nellis AFB NV 89191

6 CTS/CC

44 RS/CC

64 AGRS/CC

ACC TRSS Det 8/CC

USAFWS/CO

Offutt AFB NE 68113 ACC TRSS Det 10/CC

Robins AFB GA 31098 ACC TRSS Det 7/CC

Seymour-Johnson AFB NC 27531 ACC TRSS Det 15/CC

Tinker AFB OK 73145 ACC TRSS Det 6/CC

Tyndall AFB FL 32403

325 TRS/CC

AFNORTH/A3T

Whiteman AFB MO 65305 ACC TRSS Det 12/CC

6 TTL/Syllabus Style Guide

Chapter 1

GENERAL INFORMATION

1.1. Purpose. This guide establishes the standard format and styles for training task lists (TTL) and syllabi as required by ACCI 11-252, ACC Formal Operations Training Publication Management. Standardized TTL and syllabus formats are required to enable the various users to easily find and extract information to support formal operations training.

1.2. Applicability. IAW ACCI 11-252, developers of formal operations syllabi and TTLs are required to follow this style guide. Units seeking any deviations from this style guide must obtain HQ ACC TRSS/TDF approval. Note: ACC Operations Training Development (OTD) Teams developing TTLs and syllabi for other MAJCOMs will follow the MAJCOM unique guidance IAW the respective memorandum of agreements. If applying ACC format and guidance for the other MAJCOM products, the OTD team will substitute the MAJCOM name, emblem, signature blocks, etc.

1.3. Prescribed Wording. Throughout this guide, brief prescribed wording will be shown in quotations.

If the wording is more extensive, the prescribed wording is shown in a text box.

1.4. Examples. Examples of format requirements are contained at the end of each chapter. The figure reference number correlates to the applicable paragraph reference within this style guide.

1.5. Changes. Recommended changes to this style guide may be sent to HQ ACC TRSS/TDF. Any changes made to this style guide will be annotated on the List of Effected Pages table and will be marked with a margin bar.

TTL/Syllabus Style Guide 7

Chapter 2

TRAINING TASK LIST FORMAT

2.1. General. This chapter describes the required content and format requirements for training task lists.

Use Times New Roman font, 11-point font size, except as noted below. Format the TTL title as weapon system, crew position, “Training Task List”. The TTL identifier should identify the weapon system and crew position using abbreviations. Approved TTLs are posted on the ACC TRSS Training Development SharePoint.

2.2. Cover Page Format. (See Figure 2.2.) The cover page identifies the document as an ACC TTL.

Format this page as an odd page with the page numbering starting at 1, but no page number is shown.

2.2.1. Indicate the TTL title, and display the ACC shield, draft annotation, anticipated TTL approval month and year (45 days from submission), and AIR COMBAT COMMAND, all using uppercase format.

(Note: The draft annotation may be in title case.) The font size and general appearance of the cover page should be standardized for all TTLs for the weapon system.

2.2.2. Releasability Statement. Place the following releasability statement at the bottom of the page in 11-point font size using justified format:

Releasability: Access to this document is restricted. Distribution is authorized to Department of Defense and U.S. DoD contractors for administrative or operational use. Refer all requests to [insert OPDR and abbreviated address and 5-digit zip code], IAW ACCI 36-2250, ACC Operations Training Development Program.

2.2.3. Leave the reverse of the cover page blank.

2.3. Introduction Page Format. (See Figure 2.3.) The introduction page establishes the authenticity of the publication and reflects the various offices of responsibility. Format this page as an odd page with page numbering starting at 1, although the page number is not shown on this page.

2.3.1. Header. Place the ACC organizational heading, “ACC TRAINING TASK LIST” and the TTL identifier in the header. The TTL identifier will be in uppercase. Insert a blank line below the organizational header.

2.3.2. Title and Date. Center the title and anticipated approval date in bold uppercase format separated by a blank line or equivalent.

2.3.3. Introduction Paragraph. The introduction label will be in uppercase followed by a double line space. The introduction paragraph will be verbatim with the insertion of the applicable weapon system and crew position, as applicable. This paragraph will use justified format.

This document prescribes the tasks requiring formal training for operation and employment of the [insert weapon system] weapon system and applies to all units training and evaluating [insert weapon system and crew position]. Instructions governing publication and revision of Air Combat Command (ACC) training task lists are contained in ACCI 11-252, ACC Formal Operations Training Publication Management.

2.3.4. Signature Blocks. Insert four blank lines above the current ACC/A3 signature block placed at 3.5 inches from the left margin. Then leave three blank lines and insert “DRAFT - Not for Implementation” above the current ACC TRSS Commander’s signature block placed on the left margin.

8 TTL/Syllabus Style Guide

2.3.5. Supersession and Responsible Organization Data. Place near the bottom of the page. Place a solid 2-inch line followed by the supersession data to include the TTL identifier and date, if applicable. For new TTLs, there will be no supersession data. Identify the TTL office of primary responsibility (OPR) and the office of primary developmental responsibility (OPDR), and the office of collateral responsibility (OCR) if applicable, with their abbreviated addresses and 5-digit zip code.

2.4. Summary of Revisions Format. Title the summary of revisions in uppercase format, bolded and centered. Number it as page 2 of the TTL. Summarize all major changes made to revise the TTL, excluding minor grammatical edits. For newly developed TTLs, state “This is a new TTL.”

2.5. Table of Contents Format. (See Figure 2.5.) The table of contents follows the summary of revisions. Title the table of contents in uppercase and centered format followed by a blank line. Place a page label on the next line using right justified format. List the contents to include the Introduction, Summary of Revisions, Distribution, General Instructions and the numbered major paragraphs with titles, Task List and duty numbers with titles, Attachments and attachment numbers with titles, Tables and table numbers with titles. Insert a blank line before and use bolded format for the General Instructions, Task List, Attachment and Tables headings. Place the page reference on the right margin preceded by a dot leader for each item. Note: General Instructions, Task List, Attachment and Tables labels do not require page references. Do not include a reference to the table of contents within the table of contents.

Paragraphs, duties, attachment numbers and table numbers may be indented, but the indenting convention must be standardized for the weapon system.

2.6. Distribution Page Format. The distribution page defines the distribution requirements. The format is the same for either a syllabus or TTL. See ACCI 11-252, Attachment 4 for a list of mandatory distribution offices. See the format requirements in Chapter 4.

2.7. General Instructions Format. (See Figure 2.7.) Title this section as “GENERAL INSTRUCTIONS” centered and bolded, followed by a blank line. Include the following seven mandatory paragraphs. These paragraphs may be either left justified or full justified as long as the format is consistent for the weapon system. Insert data as directed in the following paragraphs.

2.7.1. Purpose. This paragraph outlines the objective of the TTL. Insert the weapon system, applicable crew position, and specify the OTD team using the following scripted format:

1.1. Purpose. This training task list (TTL) documents the duties that the (insert weapon system and crew position) is/are required to perform and prescribes the training requirements for skill set development to support (insert weapon system) formal operations training.

2.7.2. Scope. This paragraph identifies the applicable syllabus courses or training programs that support the skill set development prescribed by the TTL. Insert the various syllabi, training programs, or upgrade programs, as applicable (e.g., Initial Qualification, Requalification, Mission Qualification, Upgrade Certifications) using the following scripted format:

1.2. Scope. The training proficiencies identified in this TTL will be reflected as course training standards in the course control documents for the (insert the applicable syllabus or training programs).

Units may supplement this TTL with additional unit-level requirements. Forward unit-supplemented task lists to (insert OTD Team and abbreviated address and 5-digit zip code).

TTL/Syllabus Style Guide 9

2.7.3. Use. This paragraph defines how the TTL should be used in developing and evaluating training programs. No scripting adjustment is necessary for this paragraph, except for determining the applicable AFH 36-2235 volume number and title.

1.3. Use. Management at all levels will use this listing as one of the source references when developing training and evaluation programs and documents. Units developing training for the tasks identified in this document will develop detailed objectives IAW AFH 36-2235, (insert the applicable volume number and title), for each task trained. All objectives for a given duty area must, as a minimum, support the tasks listed in this document. Detail all objectives developed to accomplish this TTL in the appropriate course control documents.

2.7.4. Training Task List Matrix. This paragraph describes the format of the training task list matrix to include task identification, tasks, training phases and devices used.

2.7.4.1. The training phases should use the MDS Volume 1 nomenclature for the formal training phases.

The matrix will not include on-the-job training, proficiency training (commonly referred to as continuation training), or unit-specific training programs. Post-graduate formal certifications (e.g., Flight Lead upgrade, NVG certification) should be listed in a separate column(s) or may be combined into one column if the tasks are clearly differentiated.

2.7.4.2. Each training phase will have only one column documenting the final training proficiency.

Course control documents will determine how the training is developed to support the TTL training requirements (i.e., academic, device or flying).

1.4. Training Task List Matrix. The TTL matrix consists of a series of columns.

1.4.1. The first column contains the Task Number to establish a hierarchical order of training elements.

1.4.2. The second column lists the duties, tasks, subtasks and activities organized in a logical, hierarchical order. Tasks are derived from (insert sources of tasks).

1.4.3. The next (insert number) columns identify the various training phases.

1.4.3.1. ENTRY. This column reflects the assumed or documented proficiency levels for students entering (insert the next column label). The skills are based on published course prerequisites and may have been acquired from formal training or job experience.

1.4.3.2. (Enter labels for each formal training phase, as applicable). This column lists the training proficiencies prescribed by (enter label for the respective formal training syllabus or training program).

1.4.3.X. (Enter label[s] for formal post-MQT upgrade training, if applicable). This column lists the training proficiencies for advanced formal training programs leading to qualification or certifications as prescribed in (insert AFI 11-2(MDS) Volume 1 or other local training program).

1.4.4. The last (insert number, if applicable) column(s) identifies the various task elements trained in the (insert training device[s]).

10 TTL/Syllabus Style Guide

2.7.5. Knowledge/Performance Standards. This paragraph defines how training tasks are analyzed using the descriptive proficiency standards in table 1.1 of the TTL. Insert the applicable source of the grading standards reference to the training standards for grading criteria. The second sub-paragraph is optional.

If it is not used, the first paragraph should be rolled up into the major paragraph.

1.5. Knowledge/Performance Standards.

1.5.1. Use the standards in table 1.1 to document the training proficiency required for the task elements in the various formal training phases, and not for evaluating individual crew members. Use grading standards in (insert the grading standards reference and publication title) for grading crew member performance according to the proficiency standards identified in the respective syllabus or training program. After completing training, the crew member maintains task proficiency through continued job experience.

1.5.2. When the (insert column labels [i.e., IQT and MQT]) columns both have entries indicating the same training proficiency level, this means that there is a separate training requirement in each training phase, but there is no change in the training proficiency standard. This generally applies to tasks, subtasks or activities where there are differences in specific procedures or policies that cannot be taught in (insert column label [i.e., IQT]).

2.7.6. Evaluating Training Devices. This paragraph indicates how the TTL is used to evaluate training devices. If there are no training devices used to support the TTL, list the paragraph title and “Not Applicable.” Otherwise, use the scripted formats below, as applicable.

2.7.6.1. If the TTL identifies training devices that are covered under the SIMCERT program, use the following paragraph.

1.6. Evaluating Training Devices. The 29th Training Systems Squadron (29 TSS) uses the task list to evaluate aircrew training devices IAW AFI 36-2251, Management of Air Force Training Systems, and MAJCOM-approved Master Simulator Certification (SIMCERT) plan. An “X” in the (specify applicable column[s]) indicates the task elements that the 29 TSS will evaluate training support during

SIMCERT.

2.7.6.2. If the TTL identifies training devices or training aids that are not covered under the SIMCERT program, use the following paragraph.

1.6. Evaluating Training Devices. The (state responsible unit) uses the task list to evaluate training aids IAW ACCI 36-2250, ACC Operations Training Development Program. An “X” in the (specify applicable column[s]) indicates the task elements that the (state responsible unit) will evaluate training support prior to periodic syllabus reviews IAW ACCI 36-2250.

2.7.7. TTL Changes. This paragraph identifies the OTD team responsible for making changes to the TTL. Use the following paragraph.

1.7. Changes. Submit proposed changes affecting the content of this document to (insert OTD Team and abbreviated address and 5-digit zip code).

2.7.8. Table 1.1. Knowledge/Performance Standards. This table shows the knowledge and performance standards used in ACC TTLs. Insert this mandatory table so that it does not split across a page. It can be placed anywhere after it is first introduced in the Knowledge/Performance paragraph. The table should be verbatim unless the OTD team obtains approval from ACC TRSS/TDF for additional unique explanations.

TTL/Syllabus Style Guide 11

2.8. Training Task List. (See Figure 2.8.) The TTL table is the meat of the document. Insert the full TTL title in title case, centered on the page and bolded. Present the duties, tasks, subtasks and activities using the table format described in paragraph 2.8.1. List elements in some logical order, such as chronological (i.e., mission sequence), hierarchical (i.e., simple to complex) or by subject, topic or system.

2.8.1. TTL Structure. Identify duties, tasks, subtasks and activities separately by a numbering sequence.

All tasks, subtasks and activities make up a specific duty. All specific duties form the overall skill set requirement for an aircrew or mission crew position.

Table 2.1. TTL Duties, Task, Subtask and Activities Examples.

The task listing is divided into categories relevant to major duties on the weapon system.

Duties Examples

01. Mission Planning [Duty]

02. Mission Operations [Duty]

03. Instructor Duties [Duty]

Each major duty area contains tasks relevant to the duty performance.

Task Examples

01. Mission Planning [Duty]

01.01. Post/maintain publications [Task]

01.02. Review read files [Task]

01.03. Verify currency/training requirements [Task]

Tasks may be further divided into subtasks, which detail the task to be performed.

Subtask Examples

02. Mission Operations [Duty]

02.01. Establish air picture [Task]

02.01.01. Detect/initiate radar passive strobes or IFF data trails [Subtask]

02.01.02. Monitor tracks [Subtask]

02.01.03. Verify air picture established [Subtask]

Subtasks may be further divided into activities, which detail the subtask to be performed.

Activities Examples

03. Instructor Duties [Duty]

03.01. Plan instruction [Task]

03.01.01. Determine training requirements [Subtask]

03.01.01.01. Review student training folder [Activity]

03.01.01.02. Review syllabus objectives/requirements [Activity]

2.8.2. TTL Title Elements. For TTL elements that are fully supported by sub-elements, there should be no coding; it is considered a title line. Title lines should not use verbs unless the verb will pull down to all child subtasks as indicated by a colon at the end of the task statement. There should be no instances where there is an element title line with a single coded sub-element; delete the title line and elevate the sub-element to the same level as the deleted title line. There should be no instances where there is a coded parent element with coded child sub-element(s); either change the parent element to a title line with no coding, or elevate the sub-element to the same level as the parent element.

12 TTL/Syllabus Style Guide

2.8.3. Verbs.

2.8.3.1. TTL elements requiring evaluation of task performance must include an action verb to clarify the performance expectation. TTL elements requiring only subject knowledge do not have a verb. For task knowledge elements, verb use is optional.

2.8.3.2. Avoid code mismatches that occur by mixing a performance verb and listing subject knowledge coding, or not having a verb and including a performance code. A verb-code mismatch does not apply to the entry column where, for example, the TTL element requires a task performance standard, but the student is expected only to have general subject knowledge at entry.

2.8.3.3. The verb must clearly articulate the task requirement. The verb “demonstrate” should be reserved for instructor demonstration task elements (i.e., demonstrate boom limits). Avoid non-descript verbs such as “ensure.”

2.8.4. TTL Knowledge/Performance Coding. Use the codes from table 1.1 to code TTL elements for each entry and formal training phase column in the TTL matrix.

2.8.4.1. Entry Skill Coding. The entry column should reflect the skill set at course entry. Generally these should be subject knowledge or task knowledge coding. There are probably few tasks that an entry task performance level is expected on entry. For elements where no entry skills are assumed, enter a dash in the entry column for that element.

2.8.4.2. Training Phase Skill Coding.

2.8.4.2.1. Enter the skill coding that defines the training proficiencies for each syllabus or training program column for each TTL element (other than title elements). Coding must reflect the training program requirements; not a perceived expectation. Task Performance Level codes of “4”, Task Knowledge Level codes of “d” and Subject Knowledge Level codes of “D” are not appropriate for initial skills training courses including IQT, MQT or initial instructor upgrade courses. Course developers must be able to trace each coded task to specific academic, device or flying objectives or tasks within the respective syllabus or training program and be able to measure knowledge/performance to the skill level indicated in the TTL.

2.8.4.2.2. Task element coding defines the minimum knowledge/performance skill set at course graduation or training program completion. Crews are expected to maintain proficiency in skill sets previously trained. Skills maintenance and on-the-job training is not documented in the TTL.

Subsequent training programs that rely on a previously trained TTL element will insert a dash in the matrix for that TTL element and training program. However, if unique aspects of the task are included in the subsequent training program, then the appropriate coding should be inserted for the TTL element in the subsequent training program.

2.8.4.2.3. Develop unique instructor duties and tasks to capture the instructor skills taught and performed within the instructor upgrade course. Do not code general tasks previously taught in IQT or MQT when no additional training is provided within the instructor course. Such general tasks should be coded with a dash in the Instructor column.

TTL/Syllabus Style Guide 13

2.9. TTL Attachments. Format TTL attachment labels and titles IAW ACCI 11-252, paragraph A5.2.7.

2.9.1. TTL Attachment 1. This attachment is titled “Glossary of References and Supporting Information.” It identifies the references, abbreviations and acronyms and terms used within the TTL.

Include all references cited in the TTL in alpha-numerical order. Define all abbreviations and acronyms in alphabetical order. (Exception: Single-use, organizational, positional and common acronyms as defined in Attachment 1 of this Style Guide do not need to be listed.) List terms in alphabetical order and explain as necessary. See ACCI 11-252, Attachment 1 as an example.

2.9.2. TTL Attachment 2. This attachment is titled “Syllabus/Training Programs Inventory.” It lists all syllabi and training programs that support the TTL. For each of these, identify the syllabus or training program OPR, OPDR and OCR, as applicable, and include the abbreviated address and 5-digit zip code.

See Figure 2.10.

2.10. After Approval Actions. Once the TTL is approved, ACC TRSS/TDF removes the draft annotations from the cover page and footers of all pages, and changes the draft annotation above the ACC TRSS/CC signature block to “OFFICIAL” using bold, black, 14-point font size.

14 TTL/Syllabus Style Guide

Figure 2.2. TTL Cover Page Format Example.

EC-130H

NAVIGATOR

TRAINING TASK LIST

DRAFT – NOT FOR IMPLEMENTATION

MARCH 2015

AIR COMBAT COMMAND

Releasability: Access to this document is restricted. Distribution is authorized to Department of Defense and U.S. DoD contractors for administrative or operational use. Refer all requests to ACC TRSS Det 3, Davis-Monthan AFB AZ 85707, IAW ACCI 36-2250, ACC Operations Training Development Program.

TTL/Syllabus Style Guide 15

Figure 2.3. TTL Introduction Page Format Example.

DEPARTMENT OF THE AIR FORCE ACC TRAINING TASK LIST

Headquarters, Air Combat Command CCALLNAV Joint Base Langley-Eustis, Virginia 23665-2789

EC-130H

NAVIGATOR

TRAINING TASK LIST

MARCH 2015

INTRODUCTION

This document prescribes the tasks requiring formal training for operation and employment of the EC-130H weapon system and applies to all units training and evaluating EC-130H Navigators. Instructions governing publication and revision of Air Combat Command (ACC) training task lists are contained in ACCI 11-252, ACC Formal Operations Training Publication Management.

(Current ACC/A3 name) Major General, USAF Director of Operations

DRAFT – Not For Implementation (Current ACC TRSS/CC signature block) Commander, ACC Training Support Squadron Supersedes: CCALLAMT TTL, March 2013 OPR: HQ ACC/A3CR, JB Langley-Eustis VA 23665 OPDR: ACC TRSS Det 3 (EC-130 OTD Team), Davis-Monthan AFB AZ 85707

16 TTL/Syllabus Style Guide

Figure 2.5. TTL Table of Contents Format Example.

TABLE OF CONTENTS

Page Introduction Summary of Revisions Distribution General Instructions

1.1. Purpose

1.2. Scope

1.3. Use

1.4. Training Task List Matrix

1.5. Knowledge/Performance Standards

1.6. Evaluating Training Devices

1.7. Changes

Task List

01. Airmanship

02. Pre-Mission Preparation

03. Mission Planning

04. Ground Operations/Preflight

05. Flight/Mission Operations

06. Air Refueling

07. Ground Operations/Post-Flight

08. Emergency Procedures

09. Instructor Duties Attachments A1. Glossary of References and Supporting Information A2. Syllabi/Training Programs Inventory Table

1.1. Knowledge/Performance Standards

TTL/Syllabus Style Guide 17

Figure 2.7. General Instructions Format Example.

GENERAL INSTRUCTIONS

1.1. Purpose. This training task list (TTL) documents the duties that the EC-130H Navigator (NAV) is required to perform and prescribes the training requirements for skill set development to support EC-130H formal operations training.

1.2. Scope. The training proficiencies identified in this TTL will be reflected as course training standards in the course control documents for the initial/mission qualification training (I/MQT) and instructor upgrade (INSTR) programs. Units may supplement this TTL with additional unit-level requirements.

Forward unit-supplemented task lists to ACC TRSS Det 3, EC-130H OTD Team, Davis-Monthan AFB

AZ 85707.

1.3. Use. Management at all levels should use this listing as one of the source references when developing training and evaluation programs and documents. Units developing training for the tasks identified in this document will develop detailed objectives IAW AFH 36-2235V8, Information for Designers of Instructional Systems, Application to Aircrew Training, for each task trained. All objectives for a given duty area must, as a minimum, support the tasks listed in this document. Detail all objectives developed to accomplish this TTL in the appropriate course control documents.

1.4. Training Task List Matrix. The TTL matrix consists of a series of columns.

1.4.1. The first column contains the Task Number to establish a hierarchical order of training elements.

1.4.2. The second column lists the duties, tasks, subtasks and activities organized in a logical, hierarchical order. Tasks are derived from AFI 11-2EC-130HV1, EC-130H Aircrew Training.

1.4.3. The next three columns identify the various training phases.

1.4.3.1. ENTRY. This column reflects the assumed or documented proficiency levels for students entering I/MQT. The skills are based on published course prerequisites and may have been acquired from formal training or job experience.

1.4.3.2. I/MQT. This column lists the training proficiencies prescribed by the CCALLNAV syllabus.

1.4.3.3. INSTR. This column lists the training proficiencies prescribed by the CCALLINSTR syllabus.

1.4.4. The last column identifies the various task elements trained in the weapon system trainer (WST).

1.5. Knowledge/Performance Standards.

1.5.1. Use the standards in table 1.1 to document the training proficiency required for the task elements in the various formal training phases, and not for evaluating individual crew members. Use grading standards in ACCI 11-464, Training Records and Performance Evaluation in Formal Training Programs, for grading crew member performance according to the proficiency standards identified in the respective syllabus or training program. After completing a training phase, the crew member maintains task proficiency through continued job experience.

1.5.2. When the I/MQT and INSTR columns both have entries indicating the same training proficiency levels, this means that there is a separate training requirement in each training phase, but there is no change in the training proficiency standard. This generally applies to tasks, subtasks or activities where there are differences in specific procedures or policies that cannot be taught in I/MQT.

18 TTL/Syllabus Style Guide

Figure 2.7. General Instructions Format Example (continued).

1.6. Evaluating Training Devices. The 29th Training Systems Squadron (29 TSS) uses the task list to evaluate aircrew training devices IAW AFI 36-2251, Management of Air Force Training Systems, and MAJCOM-approved Master Simulator Certification (SIMCERT) plan. An ‘X’ in the WST column indicates the task elements that the 29 TSS will evaluate training support during SIMCERT.

1.7. Changes. Submit proposed changes affecting the content of this document to ACC TRSS Det 3, EC-130H OTD Team, Davis-Monthan AFB AZ 85707.

Table 1.1. Knowledge/Performance Standards.

Scale Value

Definition:

The individual:

Task Performance Levels

1 Can do simple parts of the task. Needs to be told or shown how to do most of the task. (Extremely Limited)

2 Can do most parts of the task. Needs help only on hardest parts. May not meet load demands for speed or accuracy. (Partially Proficient)

Can do all parts of the task. Needs only a spot check of completed work. Meets minimum load demands for speed and accuracy.

(Competent)

4 Can do the complete task quickly and accurately. Can tell or show others how to do the task. (Highly Proficient)

Task Knowledge Levels* a Can name parts, tools, and simple facts about the task.

(Nomenclature) b Can determine step by step procedures for doing the task.

(Procedures) c Can identify why and when the task must be done and why each step is needed. (Operating Principles) d Can predict, isolate, and resolve problems about the task. (Advanced Theory)

Subject Knowledge Levels**

A Can identify basic facts and terms about the subject. (Facts)

B Can identify relationship of basic facts and state general principles about the subject. (Principles)

C Can analyze facts and principles and draw conclusions about the subject. (Analysis)

D Can evaluate conditions and make proper decisions about the subject. (Evaluations)

Explanations:

* A task knowledge scale value may be used alone or with a task performance scale value to define a level of knowledge for a specific task. (Example: b and 1b) ** A subject knowledge scale value is used alone to define a level of knowledge for a subject not directly related to any specific task, or for a subject common to several tasks.

- A dash indicates training is not required during that phase or, in the case of the ENTRY column, there is no proficiency assumed upon entry.

TTL/Syllabus Style Guide 19

Figure 2.8. Task List Matrix Format Example.

EC-130H Navigator Training Task List

Task Number

XX Duty XX.XX Task XX.XX.XX Subtask XX.XX.XX.XX Activity

E N

T R

Y

I/ M

Q T

IN

ST

W

Reference Table 1.1

01. Airmanship

01.01 Maintain aircrew standards:

01.01.01 Crew resource management 1a 3c - X

01.01.02 Checklist discipline 2a 3c - X

01.01.03 Situational awareness 2a 3c - X

01.01.04 Crew coordination 2a 3c - X

01.02 Follow security procedures:

01.02.01 Information security 1a 3b -

01.02.02 Personnel security 1a 3b -

01.02.03 Flight line security 1a 3b -

01.02.04 SCIF security - 3b -

01.03 Perform safe operations:

01.03.01 Risk management - 3c - X

01.03.02 Flight line safety 2a 3c -

01.03.03 Aircraft ground safety 2a 3c -

02. Pre-Mission Preparation

02.01 Personal/professional equipment and publications

02.01.01 Check personal/professional equipment for serviceability 2a 3b -

02.01.02 Check publications/TOs for currency 2a 3b -

02.01.03 Post publications/checklist changes 2a 3b -

02.02 Pre-mission planning

02.02.01 Review read files and FCIF b b -

02.02.02 Review Isolated personnel report card - b -

02.02.03 Review Flight authorization (orders) b b -

03. Mission Planning

03.01 Obtain weather information 1a 3c -

03.02 Obtain NOTAM information/temporary flight restrictions 1a 3c - [List all duties/tasks/subtasks/activities] [The following is an example of how Instructor task elements could be documented]

20 TTL/Syllabus Style Guide

Figure 2.8. Task List Example (continued).

Task Number

XX Duty XX.XX Task XX.XX.XX Subtask XX.XX.XX.XX Activity

E N

T

Y

I/ M

Q T

IN

W

Reference Table 1.1

09. Instructor Duties

09.01 Principles of Instruction

09.01.01 Elements of communication - - B

09.01.02 Laws of Learning - - B

09.01.03 Instructor methodology - - B

09.01.04 Questioning techniques - - B

09.01.05 Instructor/student relationships - - B

09.01.06 Review student training folder - - 3b

09.01.07 Review syllabus - - 3b

09.01.08 Review TTL - - 3b

09.01.09 Review training publications - - 3b

09.02 Instructional planning

09.02.01 Establish training objectives 3b

09.02.02 Construct plan of instruction - - 3b

09.02.03 Coordinate training with other instructors and evaluators - - 3b

09.03 Student preparation

09.03.01 Conduct student brief - - 3b

09.03.02 Assign student training tasks - - 3b

09.04 Student instruction

09.04.01 Conduct student instruction - - 3b

09.04.02 Demonstrate tasks and procedures - - 3c

09.04.03 Assess completion of training requirements - - 3b

09.04.04 Interpret student performance - - 3c

09.05 Training documentation

09.05.01 Rate student performance - - 3b

09.05.02 Complete training documentation - - 3b

09.06 Student debrief

09.06.01 Deconstruct training event - - 3b

09.06.02 Debrief student performance - - 3c

09.06.03 Establish additional training/student self-study plan - - 3b

TTL/Syllabus Style Guide 21

Figure 2.10. TTL Attachment 2-Syllabus/Training Programs Inventory Format Example.

Attachment 2

SYLLABI/TRAINING PROGRAMS INVENTORY

The following syllabi/training plans are supported by this task list:

CCALLNAV, EC-130H Navigator Training Course

OPDR: ACC TRSS Det 3 (EC-130 OTD Team), Davis-Monthan AFB AZ 85707

CCALL FLT DECK INSTR, EC-130H Flight Deck Instructor Group Training Plan

OPR: 42 ECS/DTC, Davis-Monthan AFB AZ 85707

22 TTL/Syllabus Style Guide

Chapter 3

SYLLABUS FORMAT

3.1. General. This chapter describes the required content and format requirement for syllabi. Use Times New Roman font, 11-point font size, except as noted below. Format the syllabus title as weapon system, crew position, if applicable, and type of training. Format the syllabus identifier as weapon system, crew position if applicable, and training type using abbreviations (i.e., “T38IP” for the T-38 Instructor Pilot Upgrade Course). Approved syllabi are posted on the ACC TRSS Training Development SharePoint.

3.2. Cover Page Format. (See Figure 3.2.) The cover page identifies the document as an ACC syllabus. Format this page as an odd page with the page numbering starting at 1, but no page number is shown.

3.2.1. Include the “ACC SYLLABUS” label, syllabus identifier, training course type label, syllabus full title, ACC shield, draft annotation, anticipated syllabus approval month and year (60 days from submission), and “AIR COMBAT COMMAND” label using uppercase format. (Note: Draft annotation may be in title case.) The font size and general appearance should be standardized for all syllabi for the weapon system.

3.2.2. Releasability Statement. Place the following releasability statement at the bottom of the page in 11-point font size using full justification format:

Releasability: Access to this document is restricted. Distribution is authorized to Department of Defense and U.S. DoD contractors for administrative or operational use. Refer all requests to [insert OPDR and abbreviated address and 5-digit zip code], IAW ACCI 36-2250, ACC Operational Training Development Program.

3.2.3. Leave the reverse of the cover page blank.

3.3. Introduction Page Format. (See Figure 3.3.) The introduction page establishes the authenticity of the publication and reflects the various offices of responsibility. Format this page as an odd page with page numbering starting at 1, although the page number is not shown on this page.

3.3.1. Header. Place the ACC organizational heading, “ACC SYLLABUS” label and the syllabus identifier in the header. The identifier will be in uppercase. Insert a blank line below the organizational header.

3.3.2. Training Course Type, Title and Date. All operations training courses must be labeled as “USAF OPERATIONS TRAINING.” Center the training course type, title and anticipated syllabus approval month and year in bold uppercase format, each separated by a blank line or equivalent.

TTL/Syllabus Style Guide 23

3.3.3. Introduction Paragraph. The introduction label will be in bolded uppercase followed by a double line space. The introduction paragraph will use verbatim (Exception: Battle Control Center syllabi that are used jointly by PACAF units may alter the verbiage as agreed upon by HQ ACC TRSS/TDF). This paragraph will be single spaced and use justified format.

This HQ Air Combat Command (ACC) formal training syllabus is a specialized publication authorized for issue by HQ ACC/A3 and listed in the Air Force Education and Training Course Announcements (ETCA) at site: https://etca.randolph.af.mil/. This syllabus is directive in nature and prescribes the overall training strategy and approximate amount of instruction required for a student with the entry prerequisites to attain course goals and graduate. Units tasked to implement this syllabus will ensure each student graduated possesses the knowledge, skills and proficiencies set forth in the course training standards. Within syllabus and other directive constraints, the amount and level of training devoted to mission elements, events, subjects or phases should be adjusted as required to meet individual student needs. Instructions governing publication and revision of ACC syllabi are contained in ACCI 11-252, ACC Formal Operations Training Publication Management. This syllabus does not take precedence over applicable governing directives.

3.3.4. Signature Blocks. Insert four blank lines before the current Commander ACC (COMACC) signature block placed at 3.5 inches from the left margin. Then leave three blank lines and insert “DRAFT – Not for Implementation” above the current ACC/A3 signature block placed on the left margin.

3.3.5. Supersession and Responsible Organization Data. Place near the bottom of the page. Place a solid 2-inch line followed by the supersession data to include “ACC Syllabus”, the syllabus identifier and date, if applicable. For new syllabi, there will be no supersession data. Identify the syllabus OPR and OPDR, and OCR if applicable, with their abbreviated addresses and 5-digit zip code.

3.4. Summary of Revisions Format. Title the summary of revisions in uppercase format, bolded and centered followed by a blank line. Number it as page 2 of the syllabus. Summarizes all major changes made to revise the syllabus, excluding minor grammatical edits. For a newly developed syllabus, state “This is a new syllabus.”

3.5. Table of Contents Format. (See Figure 3.5.)

3.5.1. The table of contents follows the summary of revisions. Title the table of contents in uppercase, bolded and centered format followed by a blank line or equivalent. Place a bolded page label on the next line using right justified format. Include the Introduction, Summary of Revisions, Distribution, chapters with chapter titles, sections with section titles and the x.x main paragraphs and titles, Attachments and attachment numbers and titles, Figures and figure numbers and titles, and Tables and table numbers and titles all in title case except for the chapter titles, which will be in uppercase. Separate the chapter and section labels from their respective titles with an em-dash. Bold all chapter and section labels and titles and Attachment, Figure and Table headings. Insert a blank line before the Chapter, Attachments, Figures and Tables headings. Additional white spacing between lines up to a maximum of 3-points is permissible. Section entries may be italicized if they are italicized within the syllabus. Place the page reference on the right margin preceded by a dot leader for each item. Note: Chapter labels and Attachments, Figures and Tables headings do not require page references. Section labels require page references only if there is no major paragraph listed within the section. Mandatory chapter, sections or major paragraphs that are not applicable should be annotated as “Not Applicable” or “N/A” within parentheses and do not require a page reference. Do not include a reference to the table of contents within the table of contents. Sections, paragraphs, attachment numbers and table numbers may be indented, but the indenting convention must be standardized for the weapon system.

24 TTL/Syllabus Style Guide

3.5.2. Verify all titles and page references in the table of contents match the respective titles and page in the syllabus. Do not include acronyms that are defined in a main paragraph or table title unless the acronym is used elsewhere within the table of contents.

3.6. Distribution Page Format. The distribution page defines the automatic distribution requirements.

The format is the same for either a syllabus or TTL. See ACCI 11-252, Attachment 4 for a list of mandatory distribution offices. See the format requirements in Chapter 4.

3.7. Chapter 1 Format. This section describes how Chapter 1, Course Accounting, should be formatted.

The chapter and section labels and respective titles will follow the format requirements in ACCI 11-252, paragraphs A5.2.7 and A5.2.8.

3.7.1. Section 1A Contents. (See Figure 3.7.1.) Section 1A is titled “Course Description” and includes the following mandatory paragraphs.

3.7.1.1. Course Title/Number/Supported Training Task List. List the full course title and course number as shown on the cover page. Identify which TTL(s) this course supports. If a TTL has not been developed, the OPDR is responsible for developing a TTL, and should state “TTL is in development.”

For Weapons Instructor Courses, state “This course does not support a TTL.” Note: A syllabus that is not formal operations training may use a master training task list (MTTL) to define the training objectives for the course. This can be documented by including the MTTL as an attachment to the syllabus or in a separate syllabus-related document.

3.7.1.2. Course Entry Prerequisites. State all course-specific entry requirements as coordinated with the OPR. Just referencing the Air Force ETCA is not acceptable. Break out prerequisites by track and/or crew position, if applicable.

3.7.1.3. Course Purpose and Graduate Status. State the general course/track structure, goals, AFSC awarded, and relationship of training received to weapon system upgrade requirements (e.g., mission qualification, mission ready).

3.7.1.4. Active Duty Service Commitment (ADSC). State the ADSC incurred (e.g., 3-year) and reference the applicable table and rule from AFI 36-2107, Active Duty Service Commitments (ADSC). If the course incurs no ADSC, state “Not Applicable.”

3.7.1.5. Location. State the implementing unit (usually the Operations Group, or equivalent), base, state abbreviation and 5-digit zip code. If other locations are specifically authorized, list them separately. If other locations could be authorized, indicate the approving agency.

3.7.1.6. Duration. List the total number of training days as shown in the management flow chart, with a breakdown of ground training days and flying training days. See ACCI 11-252, Attachment 1 for ground and flying training day definitions. For multiple tracks, list the duration for each track. Reference the MDS Volume 1 for any training time limitations, if applicable.

3.7.1.7. Number of Training Hours. (See Figure 3.7.1.7.) This paragraph consists of the heading with an accompanying table (preferred) or subparagraphs to summarize the course hours. List the type of training according to the chapter 3-5 titles, (e.g., academic training, device training, flying training) and total hours. Hours may be stated in hours and tenths or hours and minutes format. Academic training is broken out as course academic hours (includes course-related ancillary training), and any non-course related ancillary training hours or advanced distributed learning (ADL) hours, as applicable. Device training includes the number of device sessions and device hours, and the briefing and debriefing hours.

TTL/Syllabus Style Guide 25

Flying training includes the number of missions/sorties and aircraft flying hours, and mission planning, briefing and debriefing hours. For non-flying syllabi, the format would be similar except substitute part-task, full-mission or operator mission headings, as applicable.

3.7.2. Section 1B Contents. Section 1B is titled “Academic Training Inventory.”

3.7.2.1. The use of a main paragraph in this section is optional.

3.7.2.2. Academic Training Inventory. (See Figure 3.7.2.2.) This inventory is presented in a tabular format and identifies all course-related academics. It may be a listing of each academic event or may be summarized by blocks or subject area if the corresponding academic training descriptions in chapter 3 are laid out in a block or subject format. The inventory must identify whether the event is instructor-led or self-paced training, with grand totals. Ancillary training that is directly related to the course will be included in the course-related academics listing (i.e., Marshalling Training, Cockpit/Crew Resource Management, Instrument Refresher Course, etc.). These lessons will also be included in the academic lesson descriptions. If other non-course related ancillary training is included, list or summarize the additional ancillary training separately in the academic training inventory. For courses using ADL lessons, list or summarize ADL training events separately in the academic training inventory.

3.7.3. Section 1C Contents. Section 1C is titled “Device Training Inventory” or “Part-Task Training Inventory.”

3.7.3.1. The use of a main paragraph in this section is optional.

3.7.3.2. Device (or Part-Task) Training Inventory. (See Figure 3.7.3.2.) This inventory lists each event listed in chapter 4 of the syllabus. List the event identifier, title or description, device/part-task hours, direct support hours (if applicable), and any support hours for briefing and debriefing. Subtotal by device/part-task type, if applicable. Provide a grand total of sessions, device/part-task hours, direct support hours (if applicable) and support hours.

3.7.4. Section 1D Contents. Section 1D is titled “Flying Training Inventory,” “Full-Mission Training Inventory,” or “Operator Mission Training Inventory.” (See Figure 3.7.4.)

3.7.4.1. The use of a main paragraph in this section is optional.

3.7.4.2. Flying (or Full-Mission or Operator Mission) Training Inventory. (See Figure 3.7.4.2.) This inventory lists each student sortie or mission listed in chapter 5 of the syllabus.

3.7.4.2.1. List the sortie/mission identifier, aircraft or mission hours and support hours for mission planning, briefing, debriefing, etc.; any direct unit support sorties…