Leadership Studies Study Guide and Practice Tests

Each lesson opens with the exact samples of behavior you are graded on, then covers what you need to answer scenario questions about them, across all 19 readers.

US Constitution

You are graded on

Recall the branch of government that establishes military authority.
List the three US Constitution governing principles.
Recall the Amendments to the US Constitution that govern military officer authority.

1. Branch that establishes military authority

Executive (Art. II, §2): the President is Commander in Chief and commissions every officer. Your authority runs Constitution → presidential commission → your oath → you.
Legislative (Art. I, §8): Congress declares war, raises and maintains armies and a navy, and funds them.

2. Three governing principles

Principle	Meaning
Enumerated powers	Government has only the powers the Constitution explicitly grants.
Separation of powers	Legislative, executive, and judicial branches split power and check each other.
Federalism	Power is divided and shared between national and state governments (Tenth Amendment).

3. Amendments governing officer authority

Amendment	Military connection
1st	Freedom of religion, freedom of speech, press, and assembly
2nd	Right to bear arms. Cannot take firearms from civilians
3rd	Right of civilians to not quarter soldiers..
4th	Military cannot search or sieze civilian property. Commanders can on military installations.
6th–8th	Military members have the right to trial, with the exception of an Article 15 which can be taken to a court martial

USAF and USSF Core Values

You are graded on

Explain how the virtues relate to the USAF and USSF Core Values.
Describe the USAF and USSF Core Values and their related virtues.
Discuss the importance of the USAF and USSF Core Values to Airmen and Guardians.

1. Virtues vs. values

A core value is what we stand for; virtues are the character strengths that show it in behavior. Scenarios give a behavior and ask which value or virtue it reflects.

2. The values and their virtues

Value	Key ideas / virtues
Integrity first (USAF)	Right when no one is watching. Courage, honesty, responsibility, accountability (own mistakes, credit only for your work), justice, openness, self-respect, humility.
Service before self (USAF)	Duty over personal issues: good order and discipline, respect for others, self-control, faith in the system.
Excellence in all we do (USAF)	Highest standards and a continuous search for a better way.
Character (USSF)	Integrity, grit, honesty, authenticity, trustworthiness; accountable for decisions, actions, and inactions. “I will be accountable to you and the team for my decisions and actions.”
Connection (USSF)	Common purpose; inclusive; dignity, empathy, respect. Leader: “I will maintain an environment where you can engage and express your thoughts without fear.” Member: “I will engage everyone with respect, honesty, and authenticity.”
Commitment (USSF)	Lifelong mastery of self, profession, domain. “I will embrace challenges and work to be better tomorrow than I am today.”
Courage (USSF)	Do what needs doing, say what needs saying; steadfast, biased toward action, accepts risk. “I will be steadfast and stand up for what is right.”

3. Why they matter

They define Airman and Guardian identity and character, support personal and professional growth, and apply every day, not only in combat.

Professional and Unprofessional Relationships

You are graded on

Describe professional and unprofessional relationships.
Summarize the policy on professional and unprofessional relationships.
Summarize the general and specific prohibitions relating to unprofessional relationships for officers.
Summarize the effects of unprofessional relationships on unit cohesiveness.

1. Professional vs. unprofessional

Professional: meets expected standards of conduct. Mentoring, unit events, intramurals, and community projects are encouraged because they build cohesion.
Unprofessional (on or off duty) if it compromises, or appears to compromise, the chain of command; causes actual or perceived favoritism; misuses grade or position for gain; is exploitative or coercive; or harms good order, discipline, morale, or the mission. A relationship can become unprofessional when circumstances change.

2. Policy

Members of different grades keep a professional relationship built on mutual respect, dignity, and military courtesy. Personal relationships are individual choices until they adversely affect (or reasonably could affect) morale, good order, discipline, respect for authority, unit cohesion, or the mission.

Recruiter/trainer rule: prohibitions begin at first contact and end six months after accession and initial skills training, or at completion of initial entry training at the first duty assignment, whichever is later.

3. Officer prohibitions

General (UCMJ exposure)	Specific (officer with enlisted)
Fraternization (Art. 134): applies across chains, services, and components. The officer alone is liable; the enlisted member can still face Art. 92. Failure to obey an order Dereliction of duty Conduct unbecoming	No gambling. No lending, borrowing, or debt (exception: infrequent, small, non-interest loans for exigent circumstances). No dating or sex. No shared living space (unless required for a military operation). No business ventures or solicited sales.

Marriage: a later marriage does not erase earlier fraternization, and an officer–enlisted marriage can itself be fraternization if it compromises the chain of command or good order.

4. Effects on cohesion

Even the appearance of a boss–buddy relationship erodes morale, respect for authority, and discipline, and undermines other leaders holding standards. Team-building activities are fine; avoid undue familiarity.

Critical Thinking

You are graded on

Summarize the definition of critical thinking.
Discuss methods for evaluating information.
Explain the nine intellectual standards used in assessing one’s thinking.
Explain cognitive domain operations and their relationship to disinformation.
Describe the elements of reasoning that are used in the critical thinking process.
Discuss common thinking errors that can lead to faulty thinking.

1. Definition

Thinking carefully about a subject or idea without allowing feelings or opinions to affect you.

2. Evaluating information

Fact = provable, verifiable. Opinion = subjective belief. Objective claims are true or false regardless of belief; subjective claims depend on what people think.
Ask what was left out. Confirmation bias (seeking what confirms you): “bend your beliefs to fit the facts.” Also recency bias and social proofing (following the group).

3. Nine intellectual standards

Standard	Test
Clarity	Gateway: if unclear, you can’t judge the rest.
Accuracy	True to reality? Verifiable?
Precision	Exact enough? (“Hot” vs. the temperature)
Relevance	Bears on the issue?
Depth	Complexities and assumptions addressed?
Breadth	Other viewpoints considered?
Logic	Do the pieces fit together?
Significance	What matters most?
Fairness	“Gut check”: is ego or self-interest distorting this?

4. Cognitive domain operations and disinformation

They blend information, psychological, and cyber warfare, aided by AI, to spread propaganda across the information domain. Disinformation is the delivery mechanism. Defense: expect incomplete or missing information, ask for clear information, and don’t act on half-truths or emotionally charged claims.

5. Eight elements of reasoning

Element	Key idea
Purpose	Is it in line with my goals and values? Beware false purposes.
Question	Most important; defines the problem (fact, preference, judgment).
Information	Beware activated ignorance (false info used as truth).
Concept	Most powerful; beware conceptual traps.
Inference	Conclusion drawn from assumptions; don’t jump to conclusions.
Assumption	Value-based or descriptive; make the subconscious conscious.
Point of view	Know your own, then enter others’.
Implications	What you expect if you decide this way.

6. Common thinking errors

Error	Looks like
System 1 too fast	Fast, intuitive, emotional. Use slow, deliberate System 2 for consequential decisions.
Wrong questions	Leading questions that protect your view.
Stereotypes	Simplified ideas about groups.
Halo effect	One known trait colors everything else.
Belief perseverance	Won’t change your mind even when proven wrong.
Deflection	Answering with something that doesn’t answer the question.

Change Management

You are graded on

Recognize Lewin’s Change Management Model.
Identify common resistance to change.
List the methods leaders use to reduce and manage resistance to change.

1. Lewin’s model

Stage	What happens
Unfreeze	Build awareness of the need and dissatisfaction with the status quo; get buy-in.
Change (move)	Implement new behaviors and processes; train, empower, remove roadblocks.
Refreeze	Stabilize: update policies and OIs, build into training, recognize success.

2. Common resistance

Fear of the unknown · self-interest (losing status, expertise, comfort) · misunderstanding and lack of trust · different assessments of the facts · low tolerance for change.

3. Methods to reduce and manage resistance

Method	Meaning
Education and communication	Explain the need and expected benefits.
Participation and involvement	Involve those affected in designing the change.
Facilitation and support	Phase change in gradually; add training.
Negotiation and agreement	Offer incentives to those who resist.
Coercion	Force acceptance; last resort that damages trust.

Organizational Climate

You are graded on

Contrast the difference between climate and culture.
Discuss strategies to build a positive organizational climate.
Describe how to positively change an organizational climate.

1. Climate vs. culture

Climate	Culture
How people feel right now: morale, perceptions. Changeable; measured by DEOCS.	Deep, long-standing shared values and “how we do things here.” Slow to change.

2. Building a positive climate (Goldfein)

Over 95% of Airmen arrive intending to succeed, so remove barriers: make the environment safe, secure, and of high standards.

Physical safety: hazards controlled, risks managed.
Emotional safety: respect and openness; freedom to try new things without fear of harsh repercussions. Harassment and assault: zero tolerance.
High standards: define them by setting expectations tied to the mission.

3. Changing the climate: three moves

Address your unit. Give a transparent DEOCS out-brief: positive and negative results, trends, mission impact, strategies, and follow-up services.
Inspire action. Communicate mission, vision, and priorities often; enable action; reinforce with appreciation.
Focus on the little things. You influence the unit by what you highlight, reward, reprimand, and even casually comment on.

Source note: The reader never defines “culture” explicitly. The contrast uses the standard distinction. Use the reader’s DEOCS language for climate.

Inspiring Action

You are graded on

Recognize the difference between mission and vision statements.
Recall the purpose of using the SWOT method to identify priorities.
Describe techniques for encouraging continued action toward a vision.

1. Mission vs. vision

Mission	Vision
What the organization does.	Why it matters (Sinek); the aspiration and future state.

A good vision is idealistic yet achievable; articulated well and easily understood; gives clarity of purpose and direction; shared and supported.

2. Purpose of SWOT

Reveals positive forces that work together and potential problems to recognize and address, so priorities rest on facts, not assumptions. Internal: Strengths, Weaknesses. External: Opportunities, Threats.

Strategy matrix: OS use strengths to seize opportunities · OW overcome weaknesses using opportunities · TS use strengths to avoid threats · TW minimize weaknesses and avoid threats.

3. Keeping action moving toward the vision

Vision fades unless attended to, nourished, reviewed, and instilled.
Build it into meetings, decisions, priorities, and performance appraisals; communicate often by modeling, sharing, and inspiring.
Collaborate and accept feedback; followers help by modeling, sharing, and supporting it.

Conflict Management

You are graded on

Describe sources of conflict (factors).
Distinguish between distributive and integrative approaches to negotiations.
Infer which problem-solving approach to use to best manage conflict in a given scenario.

1. Sources of conflict: TIPO + task + people

Factor	Key idea
Trust	Belief the other side is genuine (personal or process trust).
Information	Trust drives how much you share and rely on.
Power	“Power over” vs. “power with.”
Options	Ways to solve it; best with trust, open information, shared power.
Task / People	How important is the outcome? How important is the relationship?

Barriers: emotions · biases (rank, AFSC, etc.) that filter information · thin slicing (deciding on limited information). Overcome with self-monitoring and active listening.

2. Distributive vs. integrative

	Distributive	Integrative
Resources	Fixed	Not necessarily fixed
Outcome	Zero-sum; claim value	Mutual gain possible
Information	Guarded; distrust	Shared freely

Interest-based negotiation is integrative: focus on interests (why), not just positions (what).

3. Choosing the approach

Approach	Task / People	Fits when…
Evade	Low / Low	Unimportant, or you need time to gather information.
Comply	Low / High	Relationship matters more than the task.
Insist	High / Low	Objective paramount, you have power, crisis with little time.
Settle	Medium / Medium	Somewhat important, equal power, short on time (“split the difference”).
Cooperate	High / High	Both matter; trust exists; power shared.

Establishing Expectations

You are graded on

Describe the importance of establishing expectations.
Summarize the guidelines for establishing expectations.

1. Why it matters

Expectations are how leaders communicate standards. Airmen can’t reliably meet a standard no one explained, and clear expectations remove barriers to success and link work to the mission.

2. Guidelines

Goldfein’s three perspectives: what the boss expects, what the troops expect, what you expect.
Help subordinates see how each expectation connects to the success of the mission.
Communicate clearly and early, keep expectations consistent, and hold yourself to them.

Problem Solving

You are graded on

Define problem-solving.
Compare the 8-step Practical Problem-Solving Method to the OODA Loop Model.
Understand the steps for the 8-Step Practical Problem-Solving Method.

1. Definition

A logical, fact-based, step-by-step approach built on “go and see”: compare what is happening with what should be.

2. OODA vs. PPSM

	OODA loop	8-Step PPSM
Best for	Fast action by one decision maker	Long-term, team-centered improvement
Structure	Observe, Orient, Decide, Act	8 steps

3. The eight steps

#	Step	OODA Equivilent	Key point
1	Clarify and Validate the Problem	Observe	Strategic link? Performance gap? Observed? (Go and See, Voice of the Customer)
2	Break Down the Problem	Observe	Gather data and KPIs; identify the performance gap.
3	Set Improvement Targets	Orient	B-SMART: Balanced, Specific, Measurable, Attainable, Results focused, Timely.
4	Determine Root Cause	Orient	Five Whys; don’t treat symptoms.Explains why a solution continues to fail
5	Develop Countermeasures	Decide	Judge on effectiveness, feasibility, impact; action plan.
6	See Countermeasures Through	Act	Implement, collect data, train.
7	Confirm Results and Process	Act	Same KPIs as Step 2; if missed, revisit Step 4 (wrong root cause = most common error).
8	Standardize Successful Processes	Act	Most commonly skipped. Codify in OIs, share, restart the loop.

Team Building

You are graded on

Remember the four stages of team growth.
Describe leader and follower actions that contribute to effective teams.

1. Tuckman’s four stages

Stage	Looks like	Leader action
Forming	Polite, uncertain, roles unclear.	Directive: clarify goals, roles, expectations.
Storming	Opinions surface; conflict.	Address conflict early; open dialogue; clarify roles.
Norming	Solidify behind goals; build trust.	Facilitate: communication methods, feedback systems.
Performing	Trusting, autonomous.	Delegate; look outward; develop leaders.

2. Leader and follower actions (Guardian Commitment)

Members: act with integrity; engage everyone with respect; give and seek help; offer candid feedback; embrace challenges; stand up for what is right; share ideas.
Leaders: let people speak without fear; build on strengths so people feel valued; connect people with resources; seek feedback; help develop ideas and take smart risks.

Followership

You are graded on

Summarize the five basic styles of followership.
Distinguish between the characteristics of an effective follower.
Explain the correlation between followership and leadership.

1. Kelley’s five styles

Style	Thinking / Participation	Recognize it by
Effective	Independent / Active	Self-reliant; dissents courageously; shares credit.
Alienated	Independent / Passive	Capable but cynical; something “turned them off.”
Yes People	Dependent / Active	Enthusiastic but never question or offer alternatives.
Sheep	Dependent / Passive	Do what’s assigned and stop.
Survivor	Center	Minimum to get by; “R.O.A.D.” (Retired on Active Duty).

2. Effective follower characteristics

Kelley: self-management, commitment, competence and focus, courage.
Performance × relationship initiative: Partner (high/high, ideal) · Contributor (high performance, low relationship) · Politician (low performance, high relationship) · Subordinate (low/low).
Meilinger: fight the boss in private, before the decision, then support it fully; don’t blame the boss for unpopular decisions; tell the truth; keep the boss informed; take initiative and accept responsibility; do your homework; fix problems without worrying about credit.

3. Followership and leadership

We are leaders and followers at once. Effective followership is a prerequisite for leadership. Developing followers is a leader’s utmost responsibility (mentoring, role modeling). Beware leaders who prefer yes people; work yourself out of a job so the mission continues without you.

Full-Range Leadership

You are graded on

Differentiate the characteristics of laissez-faire, transactional, and transformational leadership.
Describe how to apply Full-Range Leadership.

1. The three styles

Style	Component	Characteristic
Laissez-faire	Non-leadership	Absent, avoids decisions, doesn’t develop followers. Lowest performance.
Transactional (exchange)	Contingent reward	Set expectations, monitor with supportive feedback, reward attainment.
	MBE-Active	Monitors and corrects deviations right away; fits safety-critical work; can become micromanaging.
	MBE-Passive	Waits for problems; dangerous in high-risk settings.
Transformational	Idealized influence	Role model; ethical; group before self.
	Inspirational motivation	Inspiring vision, optimism, high expectations.
	Intellectual stimulation	Question assumptions; innovation; no punishment for risk-taking.
	Individualized consideration	Coach and mentor; listens; treats people as individuals.

2. Applying it

Match behavior to the situation; transformational and transactional are not mutually exclusive (Bass).
Make transformational behaviors the core; transactional is vital to the mission (prefer contingent reward, use MBE-Active where safety requires, avoid MBE-Passive); avoid laissez-faire.

Military Justice

You are graded on

Identify the functions of the Uniform Code of Military Justice (UCMJ) and Manual for Courts-Martial (MCM).
Recognize the need for a military justice system.
List service members’ rights within the military justice system.
Identify the methods and associated tools available within the UCMJ to maintain discipline.
Recall the functions of the Staff Judge Advocate, Area Defense Counsel, and the Victims Counsel.

1. UCMJ and MCM

Congress enacted the UCMJ (5 May 1950) to unify and replace the separate Army, Navy, and Coast Guard disciplinary codes. The MCM (President Truman, executive order, 8 Feb 1951) is the President’s implementing manual: it has the force of law, contains the Constitution, the UCMJ, court-martial procedure, rules of evidence, and the punitive articles, and is designed so it rarely needs separate reference back to the UCMJ.

2. Why a separate system

Crimes unique to the military (e.g., AWOL) are not crimes in civilian life but can endanger a mission.
Familiarity: military members better understand how an offense (e.g., dereliction) endangers the mission and are more qualified to sit on courts trying it.
Worldwide jurisdiction: the Constitution doesn’t extend US civilian courts overseas, but the UCMJ/MCM apply wherever forces are stationed or deployed.

3. Service members’ rights

Article 31 rights against self-incrimination (the military’s equivalent of Miranda); a statement taken without advisement can’t be used at court-martial.
Right to counsel: a free Area Defense Counsel (ADC) before summary, special, and general courts-martial and before accepting Article 15 punishment; civilian counsel is allowed at the member’s own expense.
Search and seizure protections: most searches/inspections need a commander’s or military judge’s authorization; health and welfare inspections need no probable cause but can’t be used as a pretext to gather evidence for a specific suspect; consent to a search must be voluntary, not mere acquiescence.

4. Tools to maintain discipline

Tier	Tools
Preventive	Communicating standards so members self-regulate; the preferred method.
Administrative	Counseling → admonition → reprimand (LOC/LOA/LOR), control roster, Unfavorable Information File (UIF). Corrective, not punitive.
Nonjudicial	Article 15: for offenses too serious for administrative tools but not serious enough for a court-martial conviction. Member may demand trial by court-martial instead.
Judicial	Summary (enlisted only, minor offenses) → Special (intermediate severity) → General (most serious; can include death) courts-martial.

5. SJA, ADC, and VC

Office	Represents
Staff Judge Advocate (SJA)	The commander and the Air/Space Force: prosecutes courts-martial, advises commanders and investigators, runs the base legal office (military justice, claims, civil law).
Area Defense Counsel (ADC)	The accused member, with a chain of command kept separate from the SJA so neither the commander nor SJA can influence the defense.
Victims Counsel (VC)	Victims of alleged sexual assault or domestic violence, also on a separate chain from the SJA.

What Is War

You are graded on

Identify the three enduring truths that describe the fundamental nature of war.
Identify the two basic themes of war.
List the three factors that dominate war.
Differentiate between the traditional and irregular forms of warfare.

1. Three enduring truths

War is an instrument of policy. It starts from a political motive and stays subordinate to it (e.g., the 1991 Gulf War stopped once Kuwait was liberated). Effects are directed through the strategic (why/with what), operational (what, in what order), and tactical (how) levels.
War is a complex, chaotic human endeavor. Friction turns simple actions into difficult ones.
War is a clash of opposing wills. The enemy is a living, adaptive opponent, not an inanimate mass.

2. Two basic themes: Policy and Violence

Policy	Violence
The "will" a nation-state seeks to impose on their opponent.	Raw, physical essence of war. The "act" itself. The application of force.

3. Three factors that dominate war

Factor	Meaning	Example
Fog	Imperfect knowledge of what is happening.	Allied overconfidence before the Battle of the Bulge.
Friction	Countless small things accumulating to force plans awry.	Mud and logistics breakdowns slowing Operation Barbarossa.
Chance	Pure luck.	The bomb blast deflected by a table leg in the July 1944 plot against Hitler.

4. Traditional vs. irregular warfare

Traditional	Irregular
A violent struggle for domination between nation-states, force-on-force, aiming to disarm the enemy’s military (e.g., Napoleon at Austerlitz).	A violent struggle among state and non-state actors for legitimacy and influence, using indirect, asymmetric approaches to wear out a stronger enemy (e.g., the Soviet-Afghan War).

Not mutually exclusive: a single conflict can show both forms at once.

What the DAF Brings to the Fight

You are graded on

Recall the purpose of airpower and spacepower.
Recall the five USAF core functions and four USSF core and enterprise functions.
Describe the purpose of each USAF core function and USSF core and enterprise function.
Understand the role and purpose of doctrine to the USAF and USSF.

1. Purpose of airpower and spacepower

Airpower gives the joint force control of the air and applies precision strike, rapid global mobility, global ISR, and command and control so friendly forces have freedom of action across every domain. Spacepower gives the joint force a space-enabled combat edge: control of the space domain, space-based effects (communications, navigation, missile warning), and the means to move into, through, and back from space.

2. USAF core functions and USSF core/enterprise functions

USAF core functions (5)	USSF core functions (3)	USSF enterprise functions (4)
Air Superiority Global Precision Attack Rapid Global Mobility Global ISR Command and Control	Space Control Global Mission Operations Space Access	Intelligence Cyberspace Operations Command and Control Space Domain Awareness

3. What each function does

Air Superiority: control of the air, from parity to supremacy, via offensive and defensive counterair.
Global Precision Attack: hold targets at risk rapidly and persistently (strategic attack, nuclear operations, air interdiction, CAS).
Rapid Global Mobility: move and sustain forces worldwide (airlift, air refueling, aeromedical evacuation).
Global ISR: synchronizes sensors and analysis to feed the joint intelligence process and targeting.
Command and Control (USAF): the central joint function that integrates all the others; includes mission command and battle management.
Space Control: contest and control the space domain to reach space superiority.
Global Mission Operations: deliver space effects (satcom, navigation warfare, missile warning) to the fight.
Space Access: move personnel and equipment into, through, and back from the space domain.

4. Role and purpose of doctrine

Doctrine is not a binding order like an instruction; it codifies what the Service has learned in practice into fundamental, officially sanctioned principles that guide — rather than dictate — how air and space forces are best employed to fight and win.

How the DAF Deploys

You are graded on

Identify the purpose of the AFFORGEN and SPAFORGEN.
Cite the four rotational phases of readiness in the AFFORGEN cycle and the three phases of the SPAFORGEN cycles.
Recall the importance of readiness on mission accomplishment.

1. Purpose of AFFORGEN and SPAFORGEN

	AFFORGEN (Air Force)	SPAFORGEN (Space Force)
What it is	The Air Force’s sustainable, capacity-driven model for presenting forces to Joint Force Commanders (JFCs). Modeled to counter long-term strategic competition.	A force generation and presentation model (“Fielding Combat Ready Forces”) that builds in deliberate Guardian development to drive warfighter culture and success.
Purpose	Enable operational preparedness and readiness recovery while ensuring a predictable and sustainable force offering.	Shifts how the Space Force organizes, trains, and equips so Guardians can execute the space mission in a congested, contested domain. Sets a predictable, standardized battle rhythm so forces are trained and ready to sustain capabilities while rapidly responding to crises. Better articulates risk, capacity, and readiness data to Combatant Commanders (CCDRs).
Why a new model	The last 20 years (sole superpower, low but repetitive threat, crowd-sourcing approach, unknown capacity, AEW construct, garrison efficiency vs. combat effectiveness) no longer fit a new strategic environment: Great Power Competition, cyber, UAS, AI, hypersonics, “the 6 fights,” Multi-Capable Airmen, and ACE. Force presentation and generation must change.	The US military’s existing force generation and packaging processes are built primarily around physically deployable forces. Space forces are primarily employed in place. The model ensures the supported commander has the right mix of capabilities and clearly delineates Service and CCMD responsibilities.

AFFORGEN: 5 Ws and H

Question	Answer
What	A force generation (deployment) model.
Who are “forces”?	Personnel, equipment, and assets.
Where	Globally.
When	Year-round, in 24-month cycles.
Why	Enable operational preparedness and readiness recovery while ensuring a predictable and sustainable force offering.
How	Based on 3 principles: readiness, predictability, sustainability.

AFFORGEN principle	Key ideas
Readiness	Train, certify, and deploy as a team. Develop and maintain warfighting skillsets.
Predictability	Know when you are eligible for deployment. Rotational operations are optimal for training, retention, and quality of life.
Sustainability	A centralized Global Force Management (GFM) process lets senior leaders quickly assess the impact of any change to deployment plans.

ACE is NOT AFFORGEN. AFFORGEN provides the means (human and material) that enable ACE concepts. ACE is a proactive and reactive operational scheme of maneuver, executed within threat timelines, to increase resiliency and survivability while generating combat power. ACE enablers: Mission Ready Airmen (Airmen and Guardians able to accomplish tasks outside their core AFSC, shifting from large packages of highly specialized teams toward smaller multidisciplinary teams) and Tailorable Force Packages (execute across a range of operating locations to meet theater requirements).

2. Phases of readiness: AFFORGEN (four) and SPAFORGEN (three)

AFFORGEN: Reset → Prepare → Ready → Commit, then back to Reset. The cycle graphic shows a 24-month cycle with 6 months per phase.

Phase	Focus	Examples from the cycle graphic
1. Reset	Reconnect, Reconstitute, Reintegrate.	Basic unit training, upgrade training, aircraft readiness recovery.
2. Prepare	Build towards peak unit readiness.	Advanced/full-spectrum training; multi-unit tactics and training.
3. Ready	Certifying events.	Certification event (large force exercises), joint exercises, maintain peak readiness.
4. Commit	Deployed/Ready. (The graphic labels it “Available to Commit.”)	Rotational deployments, Ready Response Force, SECDEF taskings.

SPAFORGEN: Prepare → Ready → Commit.

Phase	What force elements do
1. Prepare	Personnel reconstitution, leave, and replenishment of supplies and equipment. Individual training, positional upgrades, professional military education, and qualification training. Also maintenance and continuation training; PCSes and other reassignments happen here.
2. Ready	Advanced training, small and large force employment exercises, squadron-level validations, and other preparations for operations (e.g., Space Flag, Red Sky, Black Sky, unit exercises; readiness assessment and validation).
3. Commit	Fully resourced, validated, and ready for combat operations; allocated or assigned to an operational mission. Available for tasking through CCDR authorities as a Combat Squadron or Combat Detachment.

Flow: ready forces are assessed and generated → committed forces perform CCMD-assigned missions as a Combat Squadron (CSq) → relieved forces rotate into garrison “prepare” status.

Count the phases: AFFORGEN has four (it includes Reset). SPAFORGEN has three (Prepare, Ready, Commit) and no Reset phase.

Supporting detail: what moves through SPAFORGEN (context for the phases, not a graded sample)

Term	Meaning
Force Generation Squadron (FGS)	Provides trained and ready personnel for CSqs to present. Conducts training, evaluations, maintenance, personnel administration, and professional development.
Combat Squadron (CSq)	A USSF unit assigned to a combatant command that performs operational missions to provide combat effects. Built from Force Elements sourced from FGSs.
Combat Detachment (CDet)	USSF’s deployable warfighting capability.
Combat Delta (CDelta)	Multiple CSqs and CDets presented during the Commit phase.
Space Mission Task Force (SMTF)	The aggregation of multiple CDeltas.

Five crew Force Elements: Operations Crew/Team (OC/OT), Mission Planning Cell (MPC), Mission Support Element (MSE), Cyber Operations (CO), and Intelligence Support Team (IST).

Supporting detail: how Air Force packages use the AFFORGEN phases (context, not a graded sample)

	Key points
Expeditionary Airbase (XAB)	Default Force Element (FE) to run airbases: XAB = C2 + EAB + OAB (Command and Control, Establish the Airbase, Operate the Airbase). Used FY24–FY26. Challenges: impossible to source from a lead wing, impacts garrison and employed-in-place missions, minimal departure from the AEW construct. A stepping stone to truly missionized teams.
Air Task Force (ATF)	Planned to deploy starting Oct 25 (FY26). Components: Mission Generation (MG), Mission Sustainment Team (MST), Expeditionary Air Base Sq (EABS), Combat Service Support Team-Lead (CSST-L), CSST, and Capability Enhancement Team (CET). Forms during Prepare; joins episodically with the Command Element during the certification phase. The Command Echelon is the heart of the ATF (platform agnostic) and PCS/PCAs to a host base in Reset.
ATF benefits	Modular, cross-functional team; train as you fight; prepared to fight on Day 1; scalable; predictable and sustainable; burden shared across all wings.
ATF risks	Risk to garrison and employed-in-place missions; fewer Airmen but more time; continuity at deployed locations; still a prototype concept.

3. Importance of readiness to mission accomplishment

Readiness is the ability to fulfill the requirements of the mission. Both models exist to deliver it: AFFORGEN’s readiness principle is to train, certify, and deploy as a team so forces are prepared to fight on Day 1, and SPAFORGEN keeps forces trained and ready to sustain capabilities while rapidly responding to emerging crises.

Your role	What readiness requires
Airman or Guardian	Maintain readiness: training, medical readiness, physical fitness, personal affairs, mental preparedness. Know your deployment eligibility window and plan around the eligibility period.
Leader and supervisor	Ensure your Airmen or Guardians understand the importance of readiness. Instill a culture where readiness is a priority. Give them the resources they need to be ready.

National Security

You are graded on

Recognize how the US uses instruments of power to advance national interests.
Recall the process for formulating US military strategy from national objectives.

1. Instruments of national power (DIME)

Instrument	Examples
Diplomatic	Embassies, negotiations, treaties, coalitions and alliances.
Informational	Public diplomacy, cultural and student exchanges, international forums, counter-disinformation.
Military	Coercive by nature (including the threat of force); spans a continuum from peace to war (Range of Military Operations); also used in non-conflict roles like foreign relief.
Economic	Trade and monetary policy, sanctions, tariffs, assistance; power flows from population, resources, and a stable currency.

The instruments work best orchestrated together, integrated at the President’s direction, rather than used in isolation.

2. From national objectives to military strategy: Ends, Ways, Means

Element	Answers	Example
Ends	What is to be accomplished (the objective).	Defend the United States.
Ways	How the ends will be accomplished (the strategic concept).	Build a larger force.
Means	The resources used, tangible (forces, money, equipment) or intangible (will, courage).	Manpower reserves, funding, training facilities.

Under this construct (Col Lykke’s model), the national objectives are the ends, and the four instruments of power are the means, continuously evaluated and matched to the ways chosen to reach them.

Military Planning Fundamentals

You are graded on

Explain why the military uses a formal planning process.
Summarize the seven steps of the Joint Planning Process (JPP).
Describe the attributes of a quality course of action (COA).
Summarize the different methods used to evaluate COAs.
Recall the purpose of wargaming.

1. Why a formal process

Military uses a formal planning process to manage complexity uncertainty, resources, and risk

2. The seven JPP steps

#	Step	Produces
1	Planning Initiation	A clear problem statement and a planning team.
2	Mission Analysis	Essential tasks, constraints/restraints, facts/assumptions, COG analysis, CCIRs, and a Restated Mission Statement.
3	COA Development	Multiple suitable, feasible, acceptable, distinguishable, complete COAs.
4	COA Analysis and Wargaming	Each COA’s strengths and weaknesses against a thinking adversary.
5	COA Comparison	A ranked recommendation using an evaluation matrix.
6	COA Approval	The commander’s decision and Commander’s Estimate.
7	Plan or Order Development	The CONOPS, refined into the OPORD.

3. Attributes of a quality COA (“SFADC”)

Suitable – achieves the objective and commander’s intent.
Feasible – executable within available time, space, and resources.
Acceptable – benefit is worth the risk and cost.
Distinguishable – meaningfully different from the other COAs.
Complete – covers objectives, tasks, timing, and success criteria.

4. Methods used to evaluate COAs

Seminar, Matrix, Computer Assisted, Red Teaming

5. Purpose of wargaming

To test COA's and develop a deeper understanding of their strengths, weaknesses, and consequences