Airman Leadership
BARKSDALE
AIRMAN LEADERSHIP
SCHOOL
Information Guide
Barksdale AFB, Louisiana
Our Mission
TO PREPARE SENIOR AIRMEN TO BE PROFESSIONAL, WARFIGHTING AIRMEN WHO CAN SUPERVISE AND LEAD AIR FORCE WORK TEAMS TO SUPPORT THE EMPLOYMENT OF AIR, SPACE, AND CYBERSPACE POWER!
Our Vision
The Barksdale ALS strives to continuously build a strong and cohesive team of hand-selected enlisted professionals to create a first class learning environment. Furthermore, we aim to provide the finest academic ALS experience available and to have the undisputed best Airman Leadership School environment in the United States Air Force.
Our Core Values
Integrity First
Excellence In ALL We Do
Service Before Self
Integrity is:
That inner voice which gives one the courage to uphold military standards by using professional judgment to do what’s right.
Excellence is:
The commitment to continuously improve and the competence and tenacity to make it happen.
Service Before Self is:
Willingness to sacrifice one’s personal agenda for the betterment of the organization.
TABLE OF CONTENTS
COMMANDANT’S WELCOME
HISTORY
AIRMAN LEADERSHIP SCHOOL FACILITIES
GENERAL CURRICULUM OVERVIEW
CCAF ACCREDITATION AND AFFILIATION
ELIGIBILITY REQUIREMENTS
ACADEMIC FREEDOM AND NON-ATTRIBUTION
PLAGIARISM AND MISREPRESENTATION
GRADUATION AND EVALUATION REQUIREMENTS
AWARDS
GRADUATION CEREMONY
RELEASES
UNIFORM AND CLOTHING REQUIREMENTS
PHYSICAL FITNESS REQUIREMENTS
TOBACCO USE POLICY
ACCOMMODATIONS AND TRANSPORTATION
STUDENT ISSUES
ALS CAMPUS
BARKSDALE AIR FORCE BASE MAP
COMMANDANT’S WELCOME
Student,
Congratulations on your selection to attend the best Airman Leadership School (ALS) in Air Force Global Strike Command (AFGSC)and one of the best in the USAF. We, the staff, want this first Professional Military Education (PME) experience to be your best and most memorable throughout your career. Please read it thoroughly before you call us; hopefully, it will answer all of your immediate questions.
Beyond fulfilling a mandatory requirement, the ALS will do much more for you. First, attending this course is a great opportunity for you to interact with your peers from a broad spectrum of career fields and organizations. The classroom discussion will give you valuable insight on our military profession. Secondly, our school is a first class facility equipped with state-of-the-art computers and programs, and staffed with top-notch instructors trained at the one of the nation’s premier instructor schools—Enlisted Professional Military Instructor course, Maxwell Air Force Base, Alabama. When you include the follow-on training provided locally, it takes an instructor about one year to become fully certified. We use this training to impact your life both professionally and personally throughout this course. You will return to your place of duty ready and eager to meet and exceed the responsibilities as an Air Force NCO and supervisor.
The daily pace at the ALS is demanding! I encourage you to take care of personal appointments and job responsibilities prior to your arrival; you need to devote your full attention and energy toward our curriculum and activities. Most of all make arrangements to ensure your family's needs are met as well.
This is your school, and we are here for one purpose--you! You are a member of the most competent enlisted force in military history. Prior to in-processing, you can expect a briefing from either your supervisor, First Sergeant, or an ALS staff member. After reading this brochure, if you have any questions, feel free to call us at DSN 781-3298, or .
Again, congratulations on your selection and we look forward to meeting you.
Sincerely,
JEREMY D. WOODS, MSgt, USAF
Commandant, Airman Leadership School
AIR FORCE ENLISTED PME HISTORY
After the Noncommissioned Officer Preparatory Training Course was established in 1957 to prepare airmen for their leadership role, the first change took place in 1962. This change involved a correlation of curriculum in the Preparatory Training Course to the United States Air Force Personnel Quality Control Program. In 1965, the Noncommissioned Officer Preparatory Training Course was changed to the Noncommissioned Officer Leadership School to prepare Airmen First Class and Staff Sergeants for supervisory positions. Following the 1967 addition of the rank of E-4 Sergeant, the Leadership School changed curriculum to teach Senior Airman and StaffSergeants supervisory skills in correlation with Air Force Regulation 39-6 in 1970. In order to complement the higher level Noncommissioned Officer Academy curriculum, 1973 saw more academic hours added to the Leadership School. Five years later, the new Professional Military Education phase program started. Phase I, the Noncommissioned Officer Orientation Course, was to familiarize Senior Airmen to NCO duties as a prerequisite to noncommissioned officer status. Phase II, United States Air Force Supervisor’s Course, prepared Sergeants, Staff Sergeants, and civilian personnel for supervisory positions. Phase III, Noncommissioned Officer Leadership School, designed to broaden leadership and management skills of junior noncommissioned officers. In 1981, a prerequisite to noncommissioned officer status was added to the Orientation Course and world affairs was placed in the Leadership School curriculum in association with Air Force Regulation 39-6.
In 1985, the Noncommissioned Officer Preparatory Course was created alleviating the phase program. This course was a prerequisite to noncommissioned officer status focusing on leadership and followership and to familiarize Airmen First Class and Senior Airmen with leadership responsibilities and prepare them for their first supervisory position. In 1990, there was a change in the curriculum affecting the Preparatory Course making it more in line with Air Force Regulation 39-6 and the Leadership School were modified to broaden leadership and management skills of junior noncommissioned officers. May, 1991 saw the deletion of noncommissioned officer appointment and the grade of Sergeant. Additionally, in October, 1991 came the deletion of the Leadership School and the Preparatory Course to make room for the Airman Leadership School which was designed to prepare Senior Airmen for future noncommissioned officer duties and responsibilities.
The Barksdale ALS administers the Air Force's 24-day curriculum under the direction of the Commander, 2d Force Support Squadron, Barksdale Air Base, Louisiana. This base level program prepares Senior Airmen for positions of greater responsibility, and training in leadership, quality management, communicative skills, and military studies. Finally, ALS enhances the development of Senior Airmen by strengthening their ability to lead, follow, and manage while they gain a broader perspective of the military profession.
GENERAL CURRICULUM OVERVIEW
The ALS is an Air Force educational program implemented at the base level that prepares senior airmen for positions of greater responsibility. It provides many of the leadership skills required of supervisors and reporting officials throughout the Air Force. ALS enhances the development of senior airmen by strengthening their ability to lead, follow, and manage while they gain a broader understanding of the military profession. The ALS consists of 192 curriculum hours, over 24 academic days. The primary instructional methodologies are the Guided Discussion (GD), Case Study (CS) and Informal Lectures. The course consists of four curriculum areas: Military Professional, Expeditionary Airman, Supervisor of Airman, and Supervisory Communicator. Administration time and Commandant’s time round out the course.
CCAF ACCREDITATION AND AFFILIATION: The Barksdale ALS is affiliated with Community College of the Air Force (CCAF). Your PME training and experience are converted into college credit hours and are applied toward an Associates in Applied Science degree in your specific Air Force Specialty. Currently CCAF credits ten semester hours to each student after the successful completion of ALS.
CCAF Hours Breakdown:
Leadership and Management4
Managerial Communications3
Military Studies2
Total Credit Hours9
ALSSSO01-STUDENT ORIENTATION: This lesson serves several purposes. Topics contained in the first part of the lesson come from the USAF Enlisted Professional Military Education (EPME) Procedural Guidance and pertain to all ALSs. Information in the second part of the lesson covers local topics that specifically apply to each ALS. The last part covers flight room rules of engagement, and an experiential activity.
ALSCF01 – COURSE FOUNDATION: The purpose of this lesson is to establish a foundation for learning the body of theory and specialized knowledge needed to successfully serve in the profession of arms. This lesson consists of four main points. The first main point addresses the unique characteristics of the profession of arms, and introduces two concepts–Direction, Discipline, and Recognition (DDR) and Progressive Professionalism (P2). The second main point consists of the three foundational pillars for Enlisted Professional Military Education (EPME): the United States Air Force Core Values, AFI 36-2618 The Enlisted Force Structure, and the Air Force Institutional Competencies. In main point three, the focus narrows to the PME objectives and the ALS mission statement. The lesson concludes by introducing the students to the four graduate attributes–Expeditionary Airman, Supervisor of Airmen, Military Professional, and Supervisory Communicator. The intent is to demonstrate how the curriculum supports the development of the graduate attributes, which, in turn, supports student self-development.
ALSSL01 – SUCCESSFUL LEARNING: This lesson familiarizes students with keys to successful learning and the educational process used to achieve desired levels of learning while at ALS. Student activities, responsibilities in the learning process, and desired learning outcomes are explained. Affective and cognitive learning are defined, as well as the associated objectives and samples of behavior. ALSSL01 describes teaching methods used in ALS, (i.e. informal lecture, guided discussion, experiential activities, etc). It also links these specific methodologies to achievement of lesson objectives. It provides a chronological flow of the studying process and how to take notes. It explains that test items are derived from graduate attribute lessons’ cognitive samples of behavior, and that criterion objectives help students to know the level of performance expected on communication skills performance exercises and evaluations. In addition, the Enlisted PME Structured Thinking Process critical thinking methodology is explained. This methodology is a very useful tool for students to use not only during their ALS experience, but also during everyday situations.
ALSELI01 – EMERGING LEADERSHIP ISSUES: The purpose of this lesson is for students to discuss up-to-the-moment current events and issues that affect the Air Force and its leaders or have a potential to influence Air Force operations. Student discussions focus on self-development to adapt to an ever-changing environment. Guided discussion questions require students to reflect on everything they learned throughout the course to formulate responses.
PA –PROFESSIONAL AIRMAN: The Professional Airman Graduate Attribute curriculum is a combination of Profession of Arms and Leadership lessons. The purpose of the Military Professional curriculum is to facilitate the development of a cultural mindset driven by the role of Air Force staff sergeants as military professionals in an expeditionary Air Force.
EA – EXPEDITIONARY AIRMAN: The Expeditionary Airman Graduate Attribute curriculum is also a combination of Profession of Arms and Leadership lessons. The purpose of the Expeditionary Airman curriculum is to further the development of a cultural and warrior ethos mindset driven by the role of Air Force staff sergeants as expeditionary Airmen in an expeditionary Air Force.
SA – SUPERVISOR OF AIRMAN: The purpose of the Supervisor of Airmen Graduate Attribute curriculum is to provide skills necessary to fulfill supervisory and reporting official responsibilities and to prepare students for future responsibilities as NCOs. Specific instruction is given on performance evaluations relating to performance feedback and individual counseling. Students develop skills to supervise Air Force personnel. Specific attention is given to areas such as Group Dynamics, Team Development, CML: An Approach to Leadership, Problem Solving, Standards and Discipline, Change Management, Conflict Management, and Performance Evaluation Process. Students are also provided opportunities to practice resolving problems using leadership principles learned.
SC- SUPERVISORY COMMUNICATOR: The Supervisory Communicator Graduate Attribute curriculum focuses on providing students with the knowledge to be more effective communicators in supervisory writing and speaking situations. Evaluation of student achievement of instructional objectives is accomplished through formative performance exercises and summative performance evaluations.
COMMANDANT HOURS: These blocks of time are used to bring in guest lecturers, subject matter experts, or speakers of opportunity to enhance the ALS academic experience; i.e., Wing Commander, CMSAF, CCMs, Chief’s Group, First Sergeants, former POWs, etc. This student contact time directly ties to leadership studies.
ELIGIBILITY REQUIREMENTS
The ALS is an Air Force educational program implemented at the base level. Prerequisites: Senior Airmen (E-4) who have re-enlisted, have 48 months of time in service, or are Staff Sergeant (E-5) selectees. The following additional requirements also apply to all personnel:
a. Not be on the control roster, under investigation, or charged with an offense punishableunder the Uniform Code of Military Justice.
b. Have at least 6 months of retain-ability after graduation from the ALS. The local unitcommander may waive this requirement as needed.
c. Possess a current/passing AF fitness assessment, or sister service equivalent (completed within 12 months of class graduation date and valid through the duration of the course) and provide a copy of the current assessment to the Commandant NLT day of training (DOT) 0.
d. Personnel with temporary physical limitations must receive a final eligibility determination prior to attendance. The unit first sergeant provides AF Form 422, Physical Serial Report, to the ALS Commandant NLT 35 days prior to class start date (CSD). The Commandant will determine eligibility and notify the wing command chief of all decisions made regarding course attendance. The ALS Commandant will base eligibility determination on the school's ability to accommodate the medical condition and an overall assessment of impact to course objectives. To expedite processing, the 422 submitted must be coordinated through the Public Health flight at the MTF at least 45 days prior to CSD. Public Health will generate an AF Form 422 that will provide specific recommendations for attendance to USAF PME Courses in accordance with directions by the AFCAT.
e. Personnel with a certified permanent physical profile (AF Form 422) are eligible to attend EPME. Again, all profiles must be coordinated through Public Health to obtain the appropriate recommendation information.
f. Requests for waivers to eligibility requirements must be submitted to the ALS Commandant at least 35 days prior to class start date.
g. Be recommended by the unit commander. If you feel that you are not eligible and have been selected, please see your First Sergeant immediately, or call ALS. Selection procedures: The Military Personnel Flight provides the ALS Commandant a list of eligible airmen assigned to Barksdale AFB. The ALS Commandant prioritizes ALS student selections based on promotion line number, PCS assignment, and date of rank. Active-duty Senior Airmen must complete the resident ALS before assuming the grade of Staff Sergeant (unless member has completed the NCO Preparatory Course).
ACADEMIC FREEDOM AND NON-ATTRIBUTION
Academic Freedom is the privilege of debate, with discretion, on any subject related to the ALS curriculum.
Non-attribution is treating statements made in the classroom as privileged information not to be attributed to a specific individual, whether it is a guest speaker or another student.
Policy: ALS policy encourages academic freedom and non-attribution. Through this process we encourage you to state your opinion and support or criticize any objective, policy, theory, or statement while pursuing knowledge, understanding, and improvement of the military profession. Statements, disagreements, and other comments made by individuals or groups during the course will be safeguarded through the practice of non-attribution. It is acceptable to say a “previous speaker” made a particular statement, but the speaker’s name will not be divulged. Remarks made by guest speakers may be released or discussed outside the classroom only after express permission has been received from the speaker and approval is obtained from a staff member.
Although you are encouraged to use academic freedom, it must be tempered with good judgment to refrain from remarks which could prove harmful to others or be construed as irresponsible statements. Specifically, we discourage the use of a supervisor’s name if presented in a disparaging manner. This is not meant to restrict classroom discussions of controversial subjects; however, discretion must be the guiding criteria during each exchange of information.
PLAGIARISM AND MISREPRESENTATION
Plagiarism is the act of passing off the ideas and work of others as the product of one’s own mind, (e.g., copying verbatim, without quotation marks with the intent to claim that material as one’s own work).
Misrepresentation is the act of making as assertion orally or in writing to intentionally deceive or mislead, (e.g., knowingly giving false statements to an academic review board).
Policy: Plagiarism and misrepresentation are violations of academic integrity and standards of conduct. Such behavior is strictly prohibited and will result in an immediate Disciplinary Release.
GRADUATION AND EVALUATION REQUIREMENTS
There are two evaluation areas in our curriculum: Academic and performance. To graduate, you must meet the minimum standards in each.
Academic Evaluations. You will have two multiple-choice summative evaluations to measure your knowledge or understanding in a unit of instruction. Prior to each summative evaluation, you will take a formative evaluation to possibly identify areas where a lack of understanding is evident. There will not be a comprehensive evaluation at the end of the course. Each evaluation covers only the material taught during the previous curriculum phase. You must attain a 70% minimum cumulative average on both evaluations combined.
Performance Evaluations. There are four writing and speaking performance evaluations: Overall, you must achieve a 70% passing score on the summative writing and speaking evaluations to graduate. Again, you will have formative exercises on both writing and speaking prior to your summative evaluations.