C15V1SAV2

NONCOMMISSIONED
OFFICER
ACADEMY
DISTANCE
LEARNING
COURSE
MILITARY PROFESSIONAL
Thomas N. Barnes Center for

Enlisted Education
Maxwell-Gunter AFB, Alabama
Were entrusted with the security of our nation. The tools

of our trade are lethal, and we engage in operations that
involve risk to human life and untold national treasure.
Because of what we do our standards must be higher than
those of society at large.
- General Ronald R. Fogleman
Air University
Course 0015 Version 1, Edition 2
TABLE OF CONTENTS
CHAPTER ONE: Airmanship ........................ 5

I Am an American Airman ......................... 8
Oath of Enlistment ..................................... 8
Profession of Arms................................... 11
Core Values .............................................. 17
I Am a Warrior .......................................... 24
Warrior Ethos ........................................... 25
Hardiness of Spirit ................................... 27
Courage .................................................... 28
Resiliency ................................................. 31
I Have Answered My Nations Call ........... 35
Airman Nation Oration ............................ 35
CHAPTER TWO: Human Performance ....... 43
Performance Nutrition .............................. 46
Performance Nutrition Objectives............ 47
Macronutrients ......................................... 48
Micronutrients .......................................... 52
Enhancing Performance through Nutrition
.................................................................. 52
Functional Training ................................... 61
Functional Training and the Military ....... 62
High Intensity Exercise Endurance .......... 65
Functional Endurance Intensity................ 66
Tactical Breathing .................................... 67
Human Weapon System Movements........ 70
Warm-up .................................................. 70
Core Movements ...................................... 75
Cool Down ............................................... 80
NCOA Human Weapon System Protocol 85
CHAPTER THREE: Air Force Culture and
Heritage ........................................................... 101
Air Force Culture and Heritage.............. 103
Culture and Heritage .............................. 103
Traditions and History ........................... 103
Air Force Enlisted Heroes ...................... 120
Inspections and Formal Flag Procedures
.................................................................... 126
Inspection Procedures ............................ 126
Drill and Ceremonies ............................. 127
Reveille and Retreat Procedures ............ 128
CHAPTER FOUR: Diversity...................... 139
Understanding Diversity.......................... 141
Diversity Defined ................................... 143
Diversity Awareness .............................. 145
Diversity, Equal Opportunity, and
Affirmative Action ................................. 146
Diversity and the Organization .............. 148

Social Sensitivity ................................... 148
Diversity-Supportive Organization ........ 148
Repeal of Dont, Ask Dont Tell ........ 150
Socio-Behavioral Tendencies (SBTs) .... 151
Leading Across Lines of Diversity.......... 159
Leading the FAIR Way .......................... 160
Diversity Scenarios .................................. 166
CHAPTER FIVE: Ethical Leadership ........ 187
Ethics and the Military Professional ...... 189
Ethics ..................................................... 189
Military Ethics ....................................... 191
USAF Ethical Codes .............................. 194
Ethical Responsibilities of the Military
Professional .............................................. 197
Ethics and Leadership ............................. 201
Ethical Behaviors ................................... 201
Scenarios ................................................... 206
Preface
Welcome to the Military Professional volume! Military professionals are models of discipline,
integrity, and courage with a strong understanding of and commitment to the profession of arms.
They are fit, confident members who display professional characteristics and adhere to their
responsibilities outlined in AFI 36-2618. Military professionals are resilient warriors who have
healthy physical, emotional, spiritual, and social states. They understand the high expectations
of members of the profession of arms. They seek further understanding of military art and
science and unselfishly uphold traditional customs and courtesies. Military professionals
demonstrate support for our distinct subculture and strive to adhere to and internalize Air Force
core values. They have zero tolerance for unlawful discrimination, sexual harassment, and
sexual assault and are dedicated to maintaining a professional environment in the workplace.
The purpose of the Military Professional curriculum is to facilitate the development of a cultural
and warrior ethos mindset driven by the role of Air Force NCOs as military professionals in an
expeditionary Air Force. Therefore, the five chapters in this volume will focus on: Airmanship,
Human Performance, Air Force Culture, Diversity, and Ethical Leadership. Throughout this
volume, youll be presented with scenario situations and exercises that will give you the
opportunity to apply what youve learned in order to evaluate how well youve grasped the
information provided. Youll also be given the chance to think about your development and how
this material applies to you personally via Self-Reflection Opportunities that are located
throughout the volume.
Your success in this volume will depend on how much quality time you invest in it. Learn as
much as you can; share as much as you can with others; and apply what you learn to help you
and your subordinates develop and grow as military professionals. Together, we accomplish the
Air Force mission!
CHAPTER ONE: Airmanship

Inside this chapter:
I Am an American Airman
Oath of Enlistment
Profession of Arms
Core Values
I Am a Warrior
Warrior Ethos
Hardiness of Spirit
Courage
Resiliency
I Have Answered My Nations Call
While attending SSgt Kramers reenlistment ceremony,

you begin to think about the Oath of Enlistment that is
being repeated by SSgt Kramer. Although you have
always taken the ceremony seriously youve come to
realize that taking the oath is more than simply raising
ones right hand and repeating the words. In this
situation should there be a difference in SSgt Kramer? In
what ways have you found yourself in similar situations?
A sense of duty pursues us ever. It is omnipresent, like the Deity.

If we take to ourselves the wings of the morning, and dwell in the
uttermost parts of the sea, duty performed or duty violated is still
with us, for our happiness or our misery. If we say the darkness
shall cover us, in the darkness as in the light our obligations are yet
with us.
- Daniel Webster
Airman Nation Oration
Chapter One: Airmanship

Upon completion of this chapter you
should be able to:
TERMINAL COGNITIVE
OBJECTIVE:
Comprehend Airmanship and its impact
on the NCO, unit, and mission
effectiveness.
Terminal Cognitive Samples of
Behavior:
1. Explain how Airmanship impacts
NCO, unit, and mission
effectiveness.
2. Give examples of how Airmanship
impacts NCO, unit, and mission
effectiveness.
3. Predict the impact of Airmanship
on NCO, unit, and mission
effectiveness.
AFFECTIVE OBJECTIVE:
Value Airmanship and how it enhances
NCO, unit, and mission effectiveness.
Affective Samples of Behavior:
1. Actively participate in reflective
thinking opportunities associated
with airmanship and its impact on
effectiveness.
2. Willingly accept that Airmanship
is important to NCO, unit, and
mission effectiveness.
3. Develop a preference for using
Airmanship to enhance NCO, unit,
and mission effectiveness.
4. Commit to using Airmanship to
enhance NCO, unit, and mission
effectiveness.
Being an Airman of the 21st Century is no easy task.

It requires a unique and courageous mentality and
spirit to accept and fulfill all the responsibilities
associated with membership into this demanding
profession. Though others would never consider
joining the military, you did! You voluntarily raised
your right hand and promised to protect Americas
freedoms and liberties as specified in one of the
worlds most powerful documents, the United States
Constitution. What type of person would do such a
thing?
Today, you will examine what it means to be an

American Airman by addressing the Oath of
Enlistment, Profession of Arms and the Air Force
Core Values. Next, you will reflect on aspects of the
Air Force culture as you examine your role as a
warrior in todays Air Force. Here, you will read
about Warrior Ethos through the lenses of hardiness of
spirit, courage, and resilience, three necessities to help
you cope with lifes challenges. Finally, you will
examine the Airman Nation Oration to see how you and your subordinates contribute to the
global military mission. Also, included in this chapter are Self-Reflection Opportunities that
will challenge you to think how the concepts may impact you personally. By the end of this
chapter, you should be better prepared to model professional military attributes as evidenced by
your comprehension of Airmanship.
Before you get into the nitty-gritty of this chapter, have a little fun with an exercise. Presented is
an activity that provides you with an opportunity to think about events, perspectives, beliefs, and
feelings regarding specific aspects of Airmanship in your career. For this activity, answer the
questions in the pictures below and record your answers on a separate sheet of paper so that you
can reflect back on them as you continue through the chapter.
What is Airmanship?
To answer this question, break the term down by the
numbers. The word airman was once used in a narrower sense
referencing the members of the pilot profession. Today, this
term is used to identify all who belong to the US Air Force and
employ or support some aspect of the US Air Forces
expeditionary, aerospace power capabilities. This term includes
all commissioned officers, noncommissioned officers, airmen,
and civilian members of the almost 200 Air Force specialties.
Airmanship refers to all

Airmen, skilled practitioners,
and combatants of air, space,
and cyberspace warfare.
Today, Americas best and brightest men and women have assembled to become the worlds
premier Expeditionary Air Force, a seasoned volunteer fighting force specializing in air, space,
and cyberspace dominance. To fulfill such an important responsibility, these Airmen must
embrace the beliefs, traditions, values, principles, and techniques of their profession. According
to Merriam-Websters Dictionary, the suffix -ship refers to an art, skill, or profession.
It identifies a body of persons participating in a specific activity. For example, swordsmanship

pertains to ones skill in sword manuals. This person is regarded as a swordsman, member of the
swordsmen society or sub-culture.
Oath of
Enlistment
Profession
of Arms
USAF Core
Values
AIRMANSHIP
Warrior
Ethos
Resilience
I Am an American Airman
Now that you have your perspectives on Airmanship, let us look at what it takes to be an
American Airman. If you recite the first line of the Airmans Creed, it states I am an American
Airman. If you remember, it all started with your Oath of Enlistment.
Oath of Enlistment
AFDD1-1 states, An Airman is any US Air Force member (officer or enlisted; active, reserve,
or guard; and Department of the Air Force civilians) who supports and defends the US
Constitution and serves our country. 1 To be an enlisted Airman, one must first accept the Oath
of Enlistment:
I (full name), do solemnly swear (or affirm) that I will support and defend the
constitution of the United States against all enemies, foreign and domestic, that I
will bear true faith and allegiance to the same, and that I will obey the orders of
the President of the United States and the orders of the officers appointed over
me, according to the regulations and the uniform code of military justice, so help
me God.
The oath instills a sense of meaning and purpose within each member of the Armed Forces.
AFDD1-1 refers to it as a promise, ethical agreement, or bond of ones word. It is with these
oaths that we, as Airmen, first commit ourselves to our basic core values, placing service to our
Constitution, our President, and our compatriots before ourselves. It is where we place integrity
on the line by giving our word as our bond. And it is where we swear (or affirm) to well and
faithfully discharge our duties, or obey orders to do so, thus committing ourselves to
excellence. The oath shows personal commitment to support and defend the Constitution and to
serve America for their entire career. It is a solemn promise to do one's duty, to meet one's
responsibilities and to lead others in the exercise of one's duty.
By taking the oath of enlistment, Airmen subject themselves to difficult responsibilities and
circumstances that civilians do not. For example, Airmen agree to limit their freedoms to be
readily available for short-notice assignments. They also forfeit certain freedoms like speech and
expression to support the needs of national security. These and many other unique challenges
require Airmen to work hard, train hard, and sacrifice regularly as they continue to master their
profession, the profession of arms.
On 14 June 1775, the Continental Congress voted on the first enlisted oath and on 20 September
1776, the oath of the Continental Army was revised to read as follows:
"I (state name) swear, or affirm as the case may be, to be true to the United States of
America, and to serve them honestly and faithfully against all their enemies whatsoever; and
to observe and obey the orders of the Continental Congress, and the orders of the Generals
and officers set over me by them. 2
10
As you know, the current oath is slightly different. From the exercise that was presented on page
three, what did you come up with for the meaning of the Oath of Enlistment?Although there is
no book answer, your response should center on the following.
The Oath of Enlistment is more than simply raising your right hand and repeating words. It is a
publicized, sworn commitment where you pledge to do whatever is necessary, whenever called
upon, to support the principles of the US Constitution that laid the groundwork for the nations
freedom against any enemy. It is a promise and personal commitment to support and defend the
Constitution to act as guardians of freedom and justice and to commit to the core values.
SELF-REFLECTION OPPORTUNITY: Should there be a difference in your commitment to
the POA between when you first took the Oath of Enlistment and your re-enlistment(s)? Do
you think there should be an escalation of commitment between initial entry and subsequent
reenlistments? Ultimately, do you think there is an expectation of higher levels of
commitment from NCOs than from airmen?
11
Profession of Arms
As a guardian of the nations freedom and justice, you accepted the Oath of Enlistment and the
responsibility to support and defend the US Constitution. As an Airman and military service
member, you also assumed the identity as a member in the Profession of Arms. Before reflecting
on the answer you recorded earlier in reference to the Profession of Arms, perform the following
activity.
12
Place an X on the line to represent where you see yourself on the Profession of Arms continuum.
Keep in mind not to confuse less professional with unprofessional. They are not the same thing.
Think of it this way, Why do NCOs embrace/enforce standards, policies, and procedures
differently? Of course, the answer is personal values, which drive your actions, decisions, and
behaviors. Being less professional can be driven by these values where being unprofessional is a
disregard for standards/policies. Therefore, dont focus on being unprofessional here.
Now that you have identified where you think you fall on the Profession of Arms continuum,
read about what is meant by the Profession of Arms.
We are not engaged in just another job; we are practitioners of the profession of arms.
We are entrusted with the security of our nation, the protection of its citizens, and the
preservation of its way of life. In this capacity, we serve as guardians of Americas
future. By its very nature, this responsibility requires us to place the needs of our service
and our country before personal concerns.
- General Ronald R. Fogleman 16th Chief of Staff, United States Air Force
A profession must include a body of theory and specialized knowledge, a public service
orientation, and a distinct subculture. It is a society committed to provide a necessary and useful
specialized service. Professions such as medicine, law, the clergy, and the military develop and
maintain distinct bodies of specialized knowledge and expertise through formal, informal, and
practical education and training. Each profession is a subculture that distinguishes practitioners
from the rest of society while contributing to the betterment of that society.
13
For an occupation to be a profession, it must contain an element of selflessness, a sense that

ones personal actions serve the greater good. Each profession establishes performance
standards, codes of conduct, particular vocabularies, data, and often, a distinct appearance
(uniform) to maintain a desired level of effectiveness. As these professionals maintain their high
technical and ethical standards, society provides a sense of independence enabling these
subcultures an unrestricted environment to deliver their essential services to the public. The
military, however, is a unique profession whose customer base spans the nation. To successfully
meet the needs of all Americans, the Air Force maintains its own specific standards, ethics,
vocabulary, and dress code with obligations that include the ultimate sacrifice.
From the exercise that was presented on page three what is meant by the Profession of Arms?
Although there is no book answer, the Profession of Arms is a distinct, professional subculture with a body of theory and specialized knowledge, service to the community and nation
(unlimited liability clause), and how these all combine to defend freedom, pursue peace, and
protect America and its interests.
Take General Foglemans quote from above for some insight. In your profession, you ensure
national security, protect Americas citizens, preserve the American way of life, safeguard
Americas future, and place your countrys and services needs above your own.
AFI 36-2618, The Enlisted Force Structure, is a beneficial document that conveniently provides
a general guidance for each noncommissioned officer (NCO) to maintain the profession that is
the military. According to Chapter 4, the middle-tier NCOs must, Clearly meet, and strive to
exceed, the standards and expectations levied upon junior enlisted Airmen. Epitomize
excellence and lead by example through exhibiting professional behavior, military bearing,
respect for authority, and the highest standards of dress and appearance. Instill professional
behaviors in subordinates. Correct those who violate standards. NCOs must also, Adopt,
internalize, and demonstrate the Air Force Core Values and The
Airmans Creed. 3
AFPAM 36-2241
Professional Development
Guide: At its heart, the
military profession is a
calling that requires a
devotion to service and
willingness to sacrifice at
levels far beyond that
required in the
marketplace. The
military as a profession
and its core values and
As an Airman, you have the distinct responsibility to advance the

Profession of Arms and to protect the Nations values and interests
with the use of air, space, and cyberspace resources. You do this by
first earning and maintaining the sacred trust of the American people.
By taking the Oath of Enlistment, you swear to support and defend
the Constitution of the United States against all enemies, foreign and
domestic. You accept this responsibility freely with little
consideration for your own personal needs. You, thereby, commit
your life in defense of America and her citizens and accept what is
known as the unlimited liability clause.
Accepting the unlimited liability clause is a feature that distinguishes

the military profession from other professions in that the level of
personal sacrifice required may actually be the most supreme. No other profession expects its
members to engage in dangerous tasks daily and lay down their lives for the sake of the United
States, it citizens, freedoms, and Allied Nations.
14
While some professions have responsibilities that are considered dangerous, only members of the
Armed Forces can be ordered to willingly risk their lives at any given moment. In the fields of
law, medicine, transportation etc. associates will sacrifice for the sake of their professions but
are not required to give their lives for them. Members in the profession of arms willingly risk
their lives in performing their assigned duties and are often consideredextraordinary. Those
who accept the challenges and demands of the profession of arms do so voluntarily,
demonstrating their commitment by subscribing to the provisions of the Oath of Enlistment.
Now that you have placed yourself on the continuum and addressed what the Profession of Arms
means, explore why you put yourself where you did.
Why did you place yourself where you did on the continuum?
Alternatively, what factors did you consider before choosing your position on the continuum?
Some factors that you may have considered are: the Air Force is just a job or its a calling, your
belief in or commitment to the Air Force core values, your commitment to or the enforcement of
standards, the number or type of deployments, or simply you are about to retire.
In considering these factors or any additional factors that you may have, where would you place
your subordinate(s) on the continuum?
Additionally, where would your supervisor place you on the continuum?
Now that youve considered why you placed yourself where you did on the continuum, explore
what can help move people to the right.
Progressive Professionalism (P2)
How professional are you? What all do you
evaluate? Professional compared to who? The
far right of the continuum represents the epitome
of a professional.
Progressive Professionalism (P2) refers to

continuous personal and professional
development which includes education, training,
and experience. All of which helps Airmen move
to the right and helps advance the POA.
15
This person is the most educated, trained, ethically sound, morally balanced, completely
dedicated member of their specialty or trade. The extreme left of the continuum represents the
exact opposite. This person disregards training and enhancement opportunities and possesses
little knowledge of their specialty, meets the minimum standards when completing assigned
tasks, and is more likely to demonstrate unethical behavior.
The goal of Progressive Professionalism, or P2, is for all members of the profession of arms to
consider where they believe they are in their professionalism and commitment and strive to
progress toward the right side of the above continuum. Direction, Discipline, and Recognition
(DDR) and Self-Development are two concepts that support P2.
Direction, Discipline, and Recognition (DDR)

DDR is considered the foundation of P2. As an Airman, you must maintain a high degree of
professionalism throughout your career, particularly in early development. In basic military
training, you were transformed from a civilian to an Airman using copious amounts of direction
and discipline. This methodology continued through technical training and beyond.
For instance, direction helped you adjust to military life, learn your job, and mature as a service
man or woman.
16
Discipline curbs negative and inappropriate behaviors and sub-standard performance

encouraging you to remain focused on your development as a respectable service member. Over
time, you become more knowledgeable, mature, and self-disciplined. Recognition is received
through consistent trends in positive behavior such as seeking self development (education and
training), and performance eventually resulting in various types of recognition to include awards,
increased responsibilities, and promotions. Therefore, DDR and self development are critical to
your progression as a professional.
Although DDR is critical to your progression and self-development as a professional, it is
important to note that appropriate application of DDR is needed to be effective. The table below
provides some examples of the negative effects of DDR when appropriate application is not
exercised.
NOT ENOUGH DDR
Leads to poor performance,
lost time, accidents, costly
mistakes, etc
Promotes
unethical/inappropriate
behaviors
POSTIVE USE OF DDR

Leads to high performance
reduces lost time, costly
mistakes, etc
Promotes positive behaviors
Reduces motivation
Increases motivation
Reduces commitment to the

unit/mission
Increases commitment to the

unit/mission
TOO MUCH DDR

Can result in
micromanaging, lack of
appropriate delegation
Can be condescending and
make people feel
incompetent or
untrustworthy
Causes people to give up
trying to change and improve
Can lead to rewarding
average performance which
reduces the impact of the
rewards program and
negatively impacts
morale/mission
SELF-REFLECTION OPPORTUNITY: What are some personal experiences in which

DDR has assisted or hindered your Progressive Professionalism? Reflecting back to the
continuum scale, what has changed for you between its just a job and its a calling?
17
Now that you see what Profession of Arms means and what it takes to move right or left on the
continuum, read about the standard by which all things are measuredThe Core Values.
These ideals [Core Values] are at the heart and soul of our military profession:
integrity first, service before self, and excellence in all we do. Such values are closely
intertwined since integrity provides the bedrock for our military endeavors and is
fortified by service to country. This in turn fuels the drive for excellence.
- General Ronald R. Fogleman 16th Chief of Staff, United States Air Force
Core Values
From the exercise that was presented on page three what did you come up with for the meaning
of the Core Values?
The Air Force Core Values are said to be the inner voice; the voice of self-control and the
basis for the trust imperative in todays military. 4 The core values are those institutional values
and principles of conduct that provide the moral framework within which military activities take
place. The professional Airman accepted these upon taking the Oath of Enlistment and embraces
the three fundamental and enduring values of Integrity First, Service before Self, and Excellence
in All We Do.
18
Integrity First
How might one demonstrate Integrity First?
Integrity is the ability to hold together and properly regulate all of the elements of a personality.
A person of integrity, for example, is capable of acting on conviction and demonstrating
impeccable self-control without acting rashly. Integrity encompasses nine characteristics
indispensable to Airmen:
Courage: A person of integrity possesses moral courage and does what is right even if the
personal cost is high.
Honesty: In the Service, ones word is binding. Honesty is the foundation of trust and the
hallmark of the profession of arms.
Responsibility: Airmen acknowledge their duties and take responsibility for their own
successes or failures. A person with integrity accepts the consequences of actions taken, never
accepting, or seeking undue credit for the accomplishments of others.
Accountability: No Airman with integrity tries to shift the blame to others; "the buck stops
here" says it best.
Justice: Airmen treat all people fairly with equal respect, regardless of gender, race, ethnicity,
or religion. They always act with the certain knowledge that all people possess fundamental
worth as human beings.
Openness: As professionals, Airmen encourage a free flow of information within the
organization and seek feedback from superiors, peers, and subordinates. They never shy from
criticism, but actively seek constructive feedback. They value candor in their dealings with
superiors as a mark of loyalty, even when offering dissenting opinions or bearing bad news.
Self-Respect: Airmen respect themselves as professionals and as human beings. Airmen with
integrity always behave in a manner that brings credit upon themselves, their organization, and
the profession of arms.
Humility: Airmen comprehend and are sobered by the awesome task of defending the
Constitution of the United States of America.
19
Honor: All Airmen function in their Service with the highest traditions of honoring the Air
Forces responsibilities to the nation and the sacrifices of its predecessors. It is incumbent on
Airmen to uphold these traditions, adhering to what is right, noble, and magnanimous.
Service Before Self

How might one demonstrate Service Before Self?
Service before Self represents an abiding dedication to the age-old military virtue of selfless
dedication to duty at all times and under all circumstances including placing ones life at risk.
Accepting expeditionary deployments and isolated assignments, accomplishing less-desirable
tasks, and sacrificing personal amenities to improve the welfare of others are examples of
Service before Self.
Service before Self is also composed of nine ethical characteristics of an Air Force professional:
Rule following: Good professionals understand that rules have a reason for being, and their
default behavior must be to follow those rules unless there is a clear, operational reason to refuse
or deviate.
Faith in the system: To lose faith in the system is to adopt the view that you know better than
those you are expected to obey and support within the chain of command. In other words, losing
faith in the system is to place self before service.
Duty: Airmen must perform all assigned duties to the best of their ability and exercise sound
judgment while performing these tasks.
Respect for Others: Airmen must place the welfare of their peers and subordinates ahead of
their personal needs or comfort. Military professionals acknowledge that all people possess a
fundamental worth as human beings. Communicating with tact is an element of respecting
others.
Self-Discipline: Service members are to continuously act with confidence, determination, and
self-control to advance their self-development and maximize their contribution to the Air Force
mission. Professionals refrain from openly displaying self-pity, discouragement, anger,
frustration, or defeatism.
20
Self-Control: Military professionals, especially those in command positions, are to refrain from
displaying anger that discredits themselves and the Air Force. Airmen must exercise control in
the areas of anger, inappropriate actions and behaviors, desires, and intolerance.
Appropriate Actions or Desires: Attributed to a deep sense of honor, Airmen must refrain
from actions that contribute to ones personal comforts or satisfy uncontrolled selfish appetites.
Alcohol and drug abuse, sexual misconduct, unprofessional relationships, or other undisciplined
behaviors are incompatible with military service and discredit the profession of arms. These
behaviors also damage the trust of the American people.
Tolerance: Airmen must understand an organization is capable of achieving excellence when
all members are encouraged to excel in a cooperative, accepting environment free from fear,
unlawful discrimination, sexual harassment, intimidation, and unfair treatment.
Loyalty: Professionals are loyal to their leaders, fellow Airmen and the organization they serve,
and demonstrate allegiance to the Constitution, the chain of command that includes the President
and Secretary of Defense, regardless of political affiliation.
One aspect of this core value must be made perfectly clear, service before self does not mean
service before family. Airmen have a responsibility to their families as well as the Air Force.
The difference between the Air Force and families is:
The Air Force requires service members to serve expeditiously, capable of fulfilling
deployment requirements at distant locations worldwide at any given time.
Family members require service members to prepare them when readying for
deployment and provide for them while deployed.
Excellence in All We Do
This core value demands all Airmen to continuously strive to perform at their best. They are
compelled to strive to exceed all standards objectively based on mission needs. This demands a
constant effort to discover new and innovative ways of accomplishing mission objectives. There
are six aspects of excellence: personal, organizational, resource, operational, product and service,
and community.
21
Personal Excellence: Airmen are to seek out and complete developmental education and
training, maintain top physical, mental, and moral fitness, and continue to refresh their
professional competencies. They must also maintain the job skills, knowledge, and personal
readiness to maintain peak personal performance.
Organizational Excellence: This is achieved when all members work together to reach a
common goal within an organizational climate that fosters a team concept while maintaining
high standards and accomplishing the mission.
Resource Excellence: Airmen must protect and preserve both human and material resources
when completing mission objectives. People, the most valuable resource of all, must receive
proper training, maintain total personal fitness, remain focused, be ready to accomplish their
missions, and be provided the resources to do so.
Operational Excellence: Military professionals understand that all efforts in developing and
employing air and space forces are intended to provide unmatched air and space power to secure
the national interests of the United States. Airmen should prepare for joint and multinational
operations by learning the doctrine, capabilities, and procedures of other US Services and allied
forces.
Product/Service Excellence: Airmen must focus on providing services and generating products
that fully respond to customer wants and anticipate customer needs, and they must do so within
the boundaries established by the taxpaying public.
Interpersonal Excellence: Community excellence is achieved when the members of an
organization can work together to successfully reach a common goal in an atmosphere free of
fear that preserves individual self-worth. Some of the factors influencing interpersonal
excellence are:
Mutual Respect. Genuine respect involves viewing another person as an individual of

fundamental worth. Obviously, this means that a person is never judged based on his/her
possession of an attribute that places him or her in some racial, ethnic, economic, or
gender-based category.
Benefit of the Doubt. Working hand in hand with mutual respect is the attitude that says
that all coworkers are innocent until proven guilty. Before rushing to judgment about a
person or his/her behavior, it is important to have the whole story.
22
Integrity First
Honor
Justice
Humility
Courage
Honesty
Openness
Self-Respect
Responsibility
Accountability
Service
Before Self
USAF
Core Values
Duty
Loyalty
Tolerance
Self-Control
Self-Discipline
Rule Following
Respect for Others
Faith in the System
Appropriate Actions or Desires
Excellence in
All We Do
Personal Excellence
Resource Excellence
Operational Excellence
Interpersonal Excellence
Organizational Excellence
Product/Service Excellence
Integrity First contributes by each Airman being accountable for their personal actions and by
holding others accountable to achieve excellence. This is accomplished by Airmen taking
responsibility for their self-development and self-improvement not only when they are on duty
but off duty as well. Service before Self contributes to Excellence in All We Do by Airmen
having self-discipline to accomplish any task to the best of their ability. This is accomplished by
Airmen following the rules, practicing resource stewardship, and by the effective application of
leadership, management principles, and the exercising of tolerance for diverse organization and
teams.
SELF-REFLECTION OPPORTUNITY: Now that youve covered each core value in detail,
why do you think we need those values clearly spelled out? Have you witness violation of the
core values? If so, how did it affect the unit and the mission effectiveness? What are some of
the areas you want to work on?
Progress Check
1. From your reading what is meant by the Profession of Arms?
2. From your reading explain the meaning of the oath of enlistment/reenlistment.
3. From your reading, what do all Airmen accept and embrace upon taking the Oath of
Enlistment?
23
24
Since becoming Chief a year and a half ago, one of my top priorities has been to
reinvigorate the warrior ethos in every Airman of our Total Force. To me, our warrior
ethos is the warfighting-focused culture, conviction, character, ethic, mindset, spirit and
soul we foster in all Airmen. It's the pride in our heritage, the recognition that our
Nation depends on us to dominate air, space and cyberspace, and our willing acceptance
of the burden of those immense responsibilities. We're duty-bound to imbue our newest
Airmen with these warrior virtues during basic training and foster them throughout every
Airman's career.
- General T. Michael Moseley, 18th Chief of Staff United States Air Force
I Am a Warrior
Being an Airman is a unique and distinct responsibility that begins with a solemn promise. As a
professional military service member, you accepted the organizational values, standards, and
beliefs that empowered the Air Force to evolve into the supreme air, space, and cyberspace
power it is today. To defend Americas peace and freedoms against all enemies foreign and
domestic, you must be ready to respond instinctively without hesitation or fear. In short, you
must be Warriors!
25
Our warriors are no longer limited to the people who fly the airplanes. Our entire
force is a warrior force. Being a warrior is not an AFSCits a condition of the heart.
- General John P. Jumper 17th Chief of Staff United States Air Force
Warrior Ethos
From the exercise on page three at what did you come up with for
the meaning of Warrior Ethos?
The Continuum of Education Strategic Guidance (CESG) refers to
Warrior Ethos as: military/executive bearing, self-discipline and
self-control; hardiness of spirit despite physical and mental
hardships; moral and physical courage; continuously hones skills
to support the employment of military capabilities; to seek
experience opportunities that will develop/enhance decisionmaking abilities under pressure or in combat situations that
enables military personnel to develop the confidence, judgment,
courage, and integrity to perform.
Warrior Ethos is the

tenacity to push through,
self-discipline, self-control,
hardiness of spirit despite
physical and mental
hardships, moral, and
physical courage.
26
AFDD 1-1, Leadership and Force Development states, Regardless of duty location,
occupational specialty, or job position, all Airmen must embody the warrior ethos, toughmindedness, tireless motivation, an unceasing vigilance, and a willingness by the military
members to sacrifice their own lives for their country if necessary. Air Force Airmen, military
and civilian, are committed to being the worlds premier air and space force. This is the warrior
ethos.
The warrior ethos is more than just another so-called Air Force catchphrase. Its a tenacious
mentality ignited by a hardiness of spirit and courage that, when internalized, becomes the
driving force that allows you to overcome all hardships with honor. It enables you to fly, fight,
and win the Nations wars. During World War II, fighter aircraft engaged in fierce aerial
combat while bombers flew deep into enemy territory to drop hundreds of thousands of bombs
on essential targets. Base personnel willingly provided much needed support in unpredictable
and volatile locations worldwide while Air Force special operations personnel swiftly rescued
downed pilots and aggressively pursued enemy ground forces. Though advancements in
techniques, tactics, procedures, and technology have changed the way wars are fought, the
warrior spirit remains the same. It is the tie that binds and a frame of mind that all military
service members share.
Medal of Honor recipients, wounded warriors, current or previous supervisors, or famous people
from history such as General George S. Patton may come to mind when you think of Warrior
Ethos. Why do you think the term Warrior Ethos comes to mind when these people are
mentioned? Do you think its because they inspired others and demonstrated courage and the
ability to fight through, no matter what, or is it because their tactics are still studied and used
today? Some similarities between the previously mentioned people and the expectations of
being a warrior Airman today include: answering the nations call, living by a code of
conduct/values, sacrificing for others (unlimited liability), fighting for what they believe in, and
like past warriors, sharing a bond with brothers and sisters in arms.
Having and demonstrating Warrior Ethos is essential for members of the Profession of Arms.
You must never falter or fail in your duty to defend the land of the free and home of the brave.
When called upon, your Warrior Ethos, more specifically your hardiness of spirit, motivates you
to push on no matter how hard the task or dangerous the situation.
27
Hardiness of Spirit
How would you describe/demonstrate hardiness of spirit?
The term spirit refers to an intense energy that empowers one to act
when called to action. The term hardiness of spirit is used in the
CESG referenced above in relation to physical and mental
hardships. Personal actions that exhibit hardiness of spirit could
be described as keeping the faith, being aggressive, relentless,
powerful, resilient, savage, and persistent through determination
and perseverance in the pursuit of victory.
Hardiness of spirit is the

stout internal force that can
be used to get
through challenging times
mentally or physically.
Hardiness of spirit moves you to react and respond during demanding, difficult, and dangerous
situations. This spirit enabled ordinary men and women to perform extraordinary acts of bravery
and courage. Youll explore courage next.
28
Courage
At the source of ones warrior ethos is not only hardiness of spirit but also courage. MerriamWebster defines courage as the mental or moral strength to venture, persevere, and withstand
danger, fear, or difficulty. 5 Words associated with courage include brave, daring, fearless,
gallant, and heroism. There are two types of courage: physical and moral.
Moral Courage
How would you describe moral courage?
Some situations where you may have had to exhibit moral
courage include: advocating for basic rights, defending ones
blemished reputation, challenging an unjust performance rating,
or disputing unfair standards and policies.
Demonstrating moral courage can have a positive impact on
NCO effectiveness by showing a commitment to a cause,
building confidence in others, and showing that you genuinely
care for others and their well-being.
Moral courage is the ability

and willingness to expose
oneself to inconvenience,
suffering, retaliation,
resentment, or disapproval
to stand up for what one
believes to be right.
29
Moral courage is the power and determination to follow what one believes to be right, regardless
of cost to ones self. It is the willingness to stand up-to speak up-for what is right, even when
everyone is against you. Moral courage derives from ones empathy and compassion of others.
History is riddled with examples of moral courage including the inspirational story of Mahatma
Gandhi:
Mahatma Gandhi was a simple, yet educated man who, with no army or political backing,
influenced the British Empire to grant more than 500 million Indians their independence.
What he lacked in military and economic strength, he made up for in moral courage.
Through non-violent protest, Gandhi was able to persuade the British government to liberate
India. He used the strengths he possessed as you will address in the Strength Based
Leadership chapter. If Gandhi had tried to use military or economic strength, he probably
would not have been successful because his strength was his moral courage.
Physical Courage
Have you ever witnessed an act of physical courage?
An example of physical courage could be a Medal of
Honor recipient, personnel that are deployed to a hostile
region, Special Operations forces, Air Force Fireman,
Security Forces, or overcoming a physical disability.
Physical courage is the observable

actions one takes when faced with
fear, pain, uncertainty, or danger.
30
An example of physical courage in action is the story of Chief Master Sergeant Richard
Etchberger:
In 1967, CMSgt Etchberger volunteered to operate a highly classified radar site
located on a steep 5,500-foot ridge during the Vietnam War, known as Lima Site
85. The US lacked the ability to accurately bomb targets in Northern Vietnam at
night or during bad weather; Lima Site 85 was the solution.
Sworn to secrecy, the Air Force charged 40 Airmen to run radar stations inside
Laos. To avoid international agreements and militarization of Laos, a neutral
country, these Airmen were instructed to leave the service and function as civilian
contractors. One of the first committed for the assignment was Etchberger, a
radio and radar maintainer. From November 1967 to March 1968, Lima Site 85
directed 507 strike missions in North Vietnam and Laos.
On the night of 11 March
1968, hundreds of North
Vietnamese soldiers
surrounded and attacked
Lima Site 85. Upon
immediate orders to
evacuate the survivors of
Lima Site 85, American A1E Skyraiders fired on
advancing North
Vietnamese troops while
UH-1 Huey helicopters
rescued the trapped. As
the helicopter hovered above with rescue slings lowered, CMSgt Etchberger
quickly loaded his wounded, one by one, each time exposing himself to enemy fire.
His efforts saved the lives of seven Americans. Unfortunately, just as the
helicopter was departing the mountain bound for a hospital in Thailand, it took
on enemy fire, killing Etchberger.
CMSgt Richard Etchberger lived the Airmans Creed - to never leave an Airman
behind, to never falter, and to never fail. His bravery and determination in the
face of persistent enemy fire and overwhelming odds are in keeping with the
highest standards of performance and traditions of military service. On 21
September 2010, CMSgt Richard Etchbergers Distinguished Service Cross was
upgraded to the Medal of Honor.
Having and demonstrating hardiness of spirit and moral and physical courage are critical to the
military professional. However, the 21st century warrior also needs one more
weaponresiliency.
31
Resiliency
Let us complete the Warrior Ethos Trifecta-hardiness of spirit,
courage and now resiliency. Todays Airmen face significant,
stressful life challenges that constantly threaten their ability to
overcome emotional and physical hardships. As the Air Forces
combative responsibilities intensify, it is critically important that
Airmen and their families receive the support and care they need
and deserve. Special operations personnel, convoy operators,
explosive ordinance disposal units, security forces, and combat
support personnel are continuously deployed to high-risk
environments where the probability of experiencing combatrelated injuries, disorders, and deaths are high. Therefore, it is
imperative that the training, service, and support are readily
available to build a culture of resiliency.
Air Force resiliency is an

Airmens ability to
withstand, recover, and/or
.grow in the face of stressors
and changing demands by
orchestrating the use of
base resources, support
activities, peers, and
leadership.
Airmen face stressful life challenges that constantly threaten their morale, health, and quality of
life. Like the sister services, the Air Force is focusing on resiliency to ensure Airmen and their
families receive the information, education, and support needed to effectively cope with the
unique challenges associated with military life.
32
Some of the unique challenges associated with military life include: deaths, loss of job or
position, divorce/family separation, frequent deployments, permanent change of station (PCS),
promotion testing, and workplace violence.
In February 2010, the Air Force set into motion a new program to ensure Airmen and their
families are physically, mentally, and emotionally ready to tackle todays challenges. Modeled
after the Army program, the Air Force Resiliency initiative focuses on helping Airmen and their
families through the use of resources, support, peers, and leadership.
Resiliency helps Airmen to overcome and bounce back from the physical and mental hardships
faced every day. Your Emergent Leadership Issues chapter will address many of these issues.
Resiliency focuses on what is known as the 12 Targets to Enhance Resilience and Operational
Performance:
1. Be a Wingman: Taking responsibility to care for themselves, others, and Air Force
families.
2. Comm. Check: Improving interpersonal communication skills by studying the
communication model (sender-message-receiver-response), promoting healthy
communication.
3. Lead from the Front: Demonstrating good leadership by personally using these
techniques. Discuss them with other Airmen and hold them accountable.
4. Mental Rehearsal: Practicing and incorporating the practice of imagining oneself
accomplishing a task before actually doing it. Visualization is a proven technique that
supports success.
5. Nutrition: Eating healthy foods and drinking plenty of water together is the optimal fuel
to ensure the mind and body operate at peak performance. You will receive some
additional nutritional tools during Human Performance.
6. Physical Fitness: Exercising regularly improves strength and stamina, enhancing the
body and mind to function at peak performance and creating a sense of well-being. You
will have the opportunity to practice this target during Human Performance.
7. Problem-Solving: Using effective problem-solving techniques that increase the
probability for sound solutions.
8. Purpose = Y (Why): Maintaining a clear understanding of ones purpose, role in the
mission, reasons for serving, and contributions to the bigger mission can rejuvenate a
sense of purpose in life.
9. Recharge: Maintaining a consistent sleep schedule and participating in activities that
encourage relaxation allowing the body time to recover between challenges.
33
10. Situational Awareness (SA): Assessing each situation, leveraging thoughts, awareness
of the situation, and training to improve performance during challenging situations.
11. Strategic Thinking: Evaluating lifes events paying attention to the thoughts one has
during each good and bad situation. Keeping thoughts balanced, building self-confidence
by recollecting previous challenges and what was learned with each circumstance.
12. Tactical Breathing: Using breathing techniques to release muscle tension and return
ones focus and attention to the task at hand. You will get to practice this during Human
Performance.
Operationalizing resiliency is a critical goal for Air Force leaders at all levels. For the
Airman, training and educating begins with Basic Military Training and expands to existing Air
Force personnel through unit briefings, chaplain services, financial classes, PME, predeployment briefings, and other sources. Social networks, leisure programs, and education are
available to assist families before, during, and after deployments. Operationalizing resiliency
gives you the tools to be the best you can be and gives you the tools to help your subordinates,
peers, family, and others.
So, now that you have reviewed the elements of Warrior Ethos to include Hardiness of Spirit,
Courage, and Resiliency, you can see how Warrior Ethos is important in that it helps you
survive difficult situations, it increases your bodys physical endurance and conditioning when
exercising, and it temporarily takes over during dangerous situations enabling you to react.
Additionally, Warrior Ethos impacts NCO effectiveness by helping you get through the tough
times, sets the example for your subordinates, increases their confidence in you as a leader, and
sets an example for your subordinates to follow, which increases team/unit cohesion and moral.
SELF-REFLECTION OPPORTUNITY: Reflecting back, how has resiliency helped you
deal with unique challenges associated with your military life? Your family? Your
subordinates? How has your resiliency impacted you as a leader? How has it affected the
mission?
34
Progress Check
4. Define and list the elements that make up Warrior Ethos.
5. Define Air Force resilience.
6. Give examples of Air Force resilience.
7. How can resiliency impact your effectiveness as an NCO?
35
I Have Answered My Nations Call

Airman Nation Oration
Each Warrior Airmans contribution is critical to National Security. The Airman who values the
Oath of Enlistment, understands what it means to be in the Profession of Arms, is guided by the
Core Values, and allows their Warrior Ethos to push them through and endure deserves to see the
global impact they have. Does one JUST fold towels at the gym, JUST make salads at the flight
line kitchen, JUST write code for encrypted communications links, JUST take X-rays, JUST
stand guard at the gate, or JUST make new ID cards? The answer is JUST NO! Every Airman
in the Air Force is a key contributor to the overall mission. That mission is not just specific to
the Air Force mission but the entire global DOD mission.
The Enlisted Force Structure (AFI 36-2618) states that NCOs must understand the Institutional
Competencies. The Institutional Competency of Embodies Airman Culture includes the subcompetency of Warrior Ethos and an NCOs responsibility to that sub-competency is for them
to realize how all Airmen contribute to the military mission. Airmen must realize that without
the function they perform our Air Force, DOD, and Nation cannot be wholly effective. Think of
a houseno think of a mansion. How is that mansion built? Block by block correct? Each
block is critical for the entire building to function properly.
In an Airman Magazine article, Mrs. Sunny Anderson stated the
following concerning her time in the Air Force.
I was assigned to the Joint Hometown News Service in San
Antonio, Texas where I was responsible for filming the holiday
greetings for service members stationed overseas. I hated
doing those back then. It was a lot of work and I did not
understand how important it was. Now I see the big picture; I
can see how important those videos are for so many people. It
seems like such a small thing, but it means a whole lot to a lot
6
of people.
36
To summarize, she did not see how important her duties were which led to her dissatisfaction
with her position. Later she realized the tremendous impact that such a seemingly small thing
had on military members. Because of her efforts, Soldiers, Marines, Sailors, and Airmen were
able to reduce stress and anxiety with this opportunity to communicate with loved ones back
home. This in turn, provided their families and friends with a peace of mind knowing that their
hero was ok. Unfortunately at the time, she did not understand her responsibility Answering the
Nations Call.
For us, the American Airman, it began with a dedication to American values, an Oath of
Enlistment, the internalization of the Air Force Core Values, and an unstoppable determination
known as the Warrior Ethos. This is what makes todays and tomorrows Air Force the worlds
supreme air and space power.
SELF-REFLECTION OPPORTUNITY: Have you shared the big picture with your
subordinates in regards to how their contribution plays a major role in the success of the Work
Centers mission?
Progress Check
8. From your reading what elements do American Airmen contribute to the military mission
that ensures the United States Air Force is the premier air force on the globe?
37
Summarize and Reflect

In summary, you learned how you officially became a member of the US Armed Forces and the
Profession of Arms by accepting the Oath of Enlistment and how important it is to understand
the meaning of the oath. Next, you read about the Profession of Arms and did an exercise where
you looked at the Continuum of Professionalism to determine if you felt the Air Force was just a
job or a calling and how the concept of Progressive Professionalism supported by DDR can
move you to the right on that scale. Next, you read about the Core Values and their importance
in guiding you to selflessly serve with integrity as you pursue Excellence In All We Do. Next,
you determined that Warrior Ethos, which included hardiness of spirit, moral and physical
courage, along with resiliency, contributes to your ability to overcome the significant challenges
of military life. Finally, you created an Airman Nation Oration as you explained to your Airmen
how they fit into the global military mission and how the Oath, POA, Core Values, Warrior
Ethos, and Resiliency play a part in their ability to have an impact in them effectively serving the
Nation and Answer Their Nations Call.
No other profession demands so much from its men, women, and their families. You knew your
decision to join the US Armed Forces would challenge your strength, spirit, and will. As a
guardian of freedom and justice, you responded to the call for courageous men and women to
support, defend, and sacrifice for the domestic tranquility, common defense, general welfare, and
security of freedom and liberty, everything America represents, for generations to come.
At the beginning of this chapter, you read the Oath of Enlistment, POA, the AF Core Values, and
Warrior Ethos. Do you feel the same about each of those areas? Has anything been brought to
light for you? If so, are you willing to take action accordingly? If not, are you willing to forge
ahead continuing the Airmanship tradition? The Air Force and our Nation cannot afford
anything less. Remember, Aim HighFly, Fight, Win. Airmen are the only ones that can.
38
Key Terms
Airmanship, 7
Air Force resiliency, 31
Hardiness of spirit, 27
Moral courage, 28
Physical courage, 29
Progressive Professionalism (P2), 14
Warrior Ethos, 25
References
Airmens Roll Call, The Airmans Creed. www.af.mil/shared/media/document/AFD-070424015.pdf (accessed 5 October 2010).
Air Force Doctrine Center, 50 Questions Every Airman Can Answer. Maxwell AFB, AL: Air
University, 2005.
Air Force Doctrine Document (AFDD) 1-1, Leadership and Force Development.
18 February 2006.
Air Force Instruction (AFI) 36-2618, The Enlisted Force Structure. 27 February 2009.
Army Field Manual (FM) 1, The Army. 1 June 2005.
Air Force Times official website, Airmans Medal of Honor took Years of Work.
www.airforcetimes.com/news/2010/09/air-force-etchberger-medal-of-honor-took-years092110w/ (accessed 7 October 2010).
Air University, The Continuum of Officer and Enlisted Professional Military Education
Strategic Guidance. April 2009.
Army History official website, Oaths of Enlistment and Oaths of Office.
www.history.army.mil/faq/oaths.htm (accessed 14 October 2010).
Army Study Guide public website. Warrior Ethos. http:// www.armystudyguide.com/
Warrior-Ethos/index.html (accessed 15 September 2010).
Bates, SSgt Mathew, Keeping it Real, Airman Magazine, January/February 2011, 31.
Beales, Maj Timorah, Air Force/A7C24, Resiliency Background Paper, 24 Jun 10.
Chiefs Site Picture, Airmen, Spiritual Strength and Core Values. 28 June 2005.
Chivalry-Now official website, The Code of Male Ethics: The Warrior Spirit.
www.chivalrynow.net/articles/warrior.htm (accessed 6 October 2010).
Courage, Merriam-Webster website, www.merriam-webster.com/dictionary/courage
(accessed 6 October 2010).
39
Formative Exercise
1. SSgt Tate is a supply management supervisor who wants to be the best she can be as an
Airman and a professional. She values training and enhancement opportunities and makes an
effort to acquire higher education. She also wants to ensure the growth of her Airmen, so she
makes time to sit down with each one of them to provide clear guidance and expectations.
She does not hesitate to correct substandard behaviors or recognize Airmen who exceed the
standards. The result of Tates actions has played an instrumental part in her workcenter
receiving top awards from Group Command.
This scenario BEST illustrates:
a. Service before Self; NCO effectiveness
b. Progressive Professionalism (P2); unit effectiveness
c. Warrior Ethos; mission effectiveness
2. TSgt Smith is the NCOIC of night shift in the maintenance section. He was chosen because
of his extensive knowledge and experience, as well as his ability to influence others. He
continually emphasizes the importance of upholding standards and ensuring the job gets done
right. He is well liked by all the Airmen, and they all look up to him. One evening, SrA
Williams approached him and informed him that he couldnt finish a job because the only
torque wrench they have is overdue calibration. Smith thought about it for a little while and
instructed Williams to use it anyway. He justified it by saying that its just one day overdue,
what could possibly be off in one day.
The actions of TSgt Smith ________________and will MOST LIKELY result in

_______________________.
a. summarize Direction, Discipline, and Recognition; decreased mission effectiveness

b. support Resiliency; increasing his subordinates effectiveness
c. violate the AF Core Values; decreased mission effectiveness
40
Progress Check Answers

1. The Profession of Arms is a distinct, professional sub-culture with a body of theory and
specialized knowledge, service to the community and nation (unlimited liability clause), and
how these all combine to defend freedom, pursue peace, and protect America and its
interests.
2. AFDD1-1 refers to it as a promise, ethical agreement or bond of ones word. It is with these
oaths that you, as an Airman, first commit yourself to the basic core values, placing service
to the Constitution, the President, and compatriots before yourself.
3. Airmen agree to limit their freedoms to be readily available for short-notice assignments.
They also forfeit certain freedoms like speech and expression to support the needs of national
security. These and many other unique challenges require Airmen to work hard, train hard,
and sacrifice regularly as they continue to master their profession, the profession of arms.
4. Warrior Ethos is the tenacity to push through, self-discipline, self-control, hardiness of spirit
despite physical and mental hardships, moral, and physical courage. The elements include:
Hardiness of Spirit, Courage (Moral & Physical), and Resiliency.
5. Air Force Resiliency is an Airmens ability to withstand, recover, and/or grow in the face of
stressors and changing demands by orchestrating the use of base resources, support activities,
peers, and leadership.
6. Resiliency helps Airmen to overcome and bounce back from physical and mental hardships
that are faced in every day challenges associated with military life to include: deaths, loss of
job or position, divorce, frequent deployments, permanent change of station (PCS), family
separation, promotion testing, and workplace violence.
7. Resiliency helps Airmen to overcome and bounce back from the physical and mental
hardships faced every day.
8. Their continued professionalism, their commitment to the Oath of Enlistment, and their
dedication to the Core Values.
41
Formative Exercise Answers

1. CORRECT ANSWER: b
RATIONALE:
a. This answer is INCORRECT. According to the Airmanship chapter, Service Before
Self of the Air Force Core Values represents an abiding dedication to the age-old
military virtue of selfless dedication to duty at all times and under all circumstances
placing ones life at risk. There are some characteristics of this in Tate, but there is
stronger evidence of P2 being promoted in the scenario.
b. This answer is CORRECT. According to the Airmanship chapter, Progressive
Professionalism (P2) is the concept of improving oneself on the professional
continuum through education, training, ethical behavior, and being morally
balanced. The foundation of P2 is the DDR, a methodology of providing Airmen
with direction, discipline and recognition as require. Tate is promoting that by
taking the effort necessary to improve herself on the professional continuum and
providing direction, discipline and recognition for her Airmen as required. This
will have a positive impact on the unit effectiveness.
c. This answer is incorrect. According to the Airmanship chapter, Warrior Ethos is a
tenacious mentality ignited by a hardiness of spirit and courage that, when internalized,
becomes the driving force that allows us to overcome all hardships with honor. There
maybe some of these characteristics in Tate, but there is stronger evidence of P2 being
promoted in the scenario.
2. CORRECT ANSWER: c
RATIONALE:
a. This answer is INCORRECT. According to the Airmanship chapter, Direction,
Discipline, and Recognition are considered the foundation of Progressive
Professionalism. As Airmen, we must maintain a high degree of professionalism
throughout our careers. Although there may be doubts about Smiths professionalism,
this scenario is more about the violation of AF Core Values and negative effects to the
mission accomplishment.
b. This answer is INCORRECT. According to the Airmanship chapter, Resiliency is ones
ability to withstand, recover and grow in the face of stressors and changing demands. In
the scenario, Smith was not faced with a stressor or changing demand, but faced with rule
following. He violated the AF Core Values and directed the Airman to use the overdue
torque wrench.
c. This answer is CORRECT. According to the Airmanship chapter, Air Force Core
Values are said to be our inner voice; the voice of self-control and the basis for the
trust imperative in todays military. These institutional values and principles of
conduct provide the moral framework within which military activities take place.
By instructing the use of the overdue torque wrench, Smith is violating the AF Core
Values and negatively affecting the mission effectiveness.
42
End Notes
1
Air Force Doctrine Document (AFDD) 1-1, Leadership and Force Development. Pg 2.
Army History official website, Oaths of Enlistment and Oaths of Office.
Air Force Instruction (AFI) 36-2618, The Enlisted Force Structure, 10 (see chap 4, 4.1.5.1.).
Department of the Air Force, United States Air Force Core Values, (Washington DC:
Government Printing Office, 1997).
Merriam-Webster Web site, Courage.
SSgt Mathew Bates , Keeping it Real, Airman Magazine, January/February 2011, 31.
CHAPTER TWO: Human Performance

Performance Nutrition
Objectives
Macronutrients
Micronutrients
Enhancing Performance
through Nutrition
Functional Training
Functional Training and the

Military
High Intensity Exercise Endurance
As a supervisor, you feel responsible for engaging your

Airmen in healthy lifestyles. This means establishing a
healthy environment for Airmen to help them make
wise food and exercise choices. Those wise choices will
lead to health and endurance, ensuring Airmen are
ready to meet expeditionary mission requirements at
all times.
You are worried about some of your Airmens health
and overall ability to hold up in combat. Unfortunately,
your subordinates are only concerned with passing the
bi-annual fitness test. Every day at lunch they head out
for burgers and fries, insisting that they are healthy
because they can pass the fitness assessment.
You need to be able to communicate knowledge and
demonstrate benefits of fitness to create a healthy
environment for your Airmen. What would be your best
course of action to optimize their readiness and
improve their overall human performance?
War is the realm of physical exertion and suffering. These will
destroy us unless we can make ourselves indifferent to them
- General Carl Von Clausewitz, Prussian General & Author,
Director of the War College, Berlin
Functional Endurance Intensity

(FEI)
Tactical Breathing
Human Weapon System Movements
Warm-Up
Core Movements
Cool Down
NCOA Human Weapon System

Protocol
44
Chapter Two: Human Performance

should be able to:
TERMINAL COGNITIVE
OBJECTIVE:
Comprehend how human
performance impacts NCO, unit, and
COGNITIVE SAMPLES OF
BEHAVIOR:
1. Recall your human performance
strengths/developmental needs.
2. Explain:
a. Energy equation and its
importance.
b. Explain functional training.
c. Explain high intensity
exercise endurance.
d. Explain the FOSI principle
(Form Over Speed and
Intensity).
e. Explain how human
performance impacts NCO,
unit, and mission
effectiveness.
Value Human Performance.
1. Willingly assess your human
performance level.
2. Without prompting, seek and
incorporate feedback on your
human performance.
3. Willingly defend human
performance as valuable.
4. Willingly defend the importance
of developing lifelong human
performance learning habits.
If you remember the Rocky movies, Rocky Balboa

was very good at physical exertion and suffering and
that punishment was brought about in very simple yet
effective training. Recall him bounding the steps
leading up to the Philadelphia Museum of Art, and doing
push-ups and sit-ups by the light of a fire. It was raw
and it was simple. He used the activities he did every
day to workout.
In Rocky IV,
specifically, you see
Rocky Balboa
training in the
elements and Drago
training on
machines. Rocky is
running through
snow and creeks,
while Drago is
running on an
indoor track.
Additionally, you
observe Rocky
stacking rocks and
doing high knees in
snow drifts up to his waist, again using his everyday
activities to train and workout. In doing so, he not only
became incredibly fit, but made himself indifferent to
the physical exertion and suffering encountered in the
ring; therefore, he increased his potential to beat Drago
or any other of his arch enemies in the ring. The way he
used the activities he did every day not only made him
better in the ring, but he also increased his functionality
at performing those daily activities.
Think of the human performance chapter as a Rocky

training session based on his simple training and immense warrior ethos. That same warrior
ethos cited in your Airmans Creed that you learned about in the Airmanship chapter is key to
prime performance and central to one embodying the Airman culture, exemplifying the warrior
spirit, and exhibiting physical courage and a hardiness of spirit despite these physical
challenges. This is the essence of human performance, working the body functionally to make
the best human machine possible.
45
Many Airmen think the standard for fitness is met by passing the bi-annual physical training
(PT) test. FITNESS IS NOT ABOUT PREPARING FOR THE BI-ANNUAL PT TEST! It is
about ensuring the number one asset in the Air Force arsenal is ready to rock and roll at a
moments notice, no matter what. It is about being healthy and fulfilling the Air Force
Institutional Competency in the graphic below. Go ahead and read it aloud. You need to feel it,
breathe it, and BE IT.
As a US AIR FORCE AIRMAN, you must
embody the Airman culture as evidenced by
your WARRIOR ETHOS. You should
exemplify and model the WARRIOR SPIRIT,
exhibit moral and physical COURAGE, and
HARDINESS of spirit despite physical and
mental hardships.
It takes warrior ethos, warrior spirit, courage,
and hardiness of spirit to be an Airman! If the
human machine is not in prime condition, you
cannot fulfill your countrys expectations. As a
Warrior, you must be able to hit the mark even
after marching for miles. You must be able tell
the green wire from the red wire with
precision, even when you have had very little
sleep. In short, you must be able to do it all
despite physical and mental hardships.
Your goal for this chapter is to understand your body as a human machine, the synergy of fuel,
activity and breathing, and how that synergy affects your resiliency. If your body is not fueled
and exercised appropriately, it will not be able to perform at peak efficiency. The information
you gain from this chapter has a short and long-term impact. First, it helps you understand how
to eat and exercise correctly, providing immediate benefits. Second, implementing the healthier
lifestyle affects your battle readiness and sets an excellent example for your subordinates. That,
in turn, influences unit readiness and affects the DODs ability to carry out its mission. Finally, a
healthier lifestyle has a positive impact on your family.
The human weapon systemYOU, the Airmanis the most important weapon system in the
Air Force arsenal. During this chapter, you will learn proper fuel (nutrition), operation
(functional training), and maintenance (exercise) of the human weapon system. Lets begin by
reading about the appropriate fuel.
46
Properly fueling the human weapon system reduces obesity and other health problems while
increasing energy and boosting the immune system, enabling Airmen to maintain higher levels of
performance, for longer periods of
time.
Excess weight and obesity costs
the Department of Defense an
estimated $1.1 billion in medical
care costs annually. 1 That is 1.1
BILLION OF YOUR TAX
DOLLARS! How should you
address this epidemic? Should you
make your subordinates exercise
more? Even when you do, people
remain overweight. Why is that?
Most people remain overweight
because they fail to address the
nutritional part of the process. The Air Force is addressing this issue in AFI 36-2905 that states
how important it is to participate in a year-round physical conditioning program that emphasizes
total fitness, to include proper aerobic conditioning, strength/flexibility training, and healthy
eating.
Performance Nutrition is
the relationship between
food consumption and
athletic performance.
You are what you eat. If you eat nothing of nutritional value,
your physical value declines. If you eat in excess, your body
carries the excess. You need to be a fit, lean, fighting machine,
and that comes from proper exercise and proper nutrition.
A nutritious diet increases your resiliency by helping you operate
at peak physical performance. It also increases your mental
alertness and improves your endurance. Lets begin with the fuel
that makes the human body function.
We need to take care of our Airmen and medical research has shown that people with a
waist over 40 inches are much more likely to have cardiac problems. Again, we need to
be fit to fight.
- CMSAF James A. Roy
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Performance Nutrition Objectives

Proper nutrition provides the correct type of
fuel to accomplish activities and allows the
body to repair and develop itself throughout
life. You have a specific amount of fuel
required to operate efficiently. Everyone has
an energy equation specific to their body.
Certain nutrients, carbohydrates, fats, and
protein are broken down for energy in the
body. The energy is then used to fuel the
activities and bodily processes that maintain
life: breathing, heartbeat, brain and kidney
function, etc. Nutrients are metabolized and
used for fuel in two ways: aerobic and
anaerobic.
Aerobic Metabolism is the

creation of energy through the
breakdown of carbohydrates
and fats in the presence of
oxygen. Its byproducts are
carbon dioxide and water.
Anaerobic Metabolism is the
creation of energy through the
breakdown of carbohydrates in
the absence of oxygen. This
occurs when there is not
enough oxygen in the
bloodstream to keep up with
the demands from the muscles
activity.
Aerobic Metabolism works by breaking down nutrients for

energy in a process that requires oxygen. It releases more
energy than anaerobic metabolism, but it takes longer. It
supplies most of the energy during low-intensity, endurance
type activities, like long distance running and swimming.
The second way nutrients are metabolized and used for energy
is through Anaerobic Metabolism, which does not require
oxygen. Anaerobic metabolism releases less energy than
aerobic metabolism, but does it very quickly. Most energy
tends to come from anaerobic pathways during high-intensity
short bouts of activity such as sprints and weightlifting.
Nutrition not only provides fuel, but also supplies materials
and energy to repair and build the body. Active people need
to consume adequate energy, protein, fat, vitamins, and
minerals during periods of high-intensity and/or long-duration
training to maintain body weight and health and maximize
training effects.
Low nutrient intake can result in many health issues, including:

1. Loss of muscle mass. This can compromise performance and negate training benefits to
include the loss of strength and endurance. Low-calorie diets are often combined with
physical activity to lose weight. Unfortunately, it is difficult to lose fat without also
losing some muscle mass. A major reduction can cause enough loss in muscle to negate
training or cause decrease in gains. A long-term deficiency in almost any nutrient will
result in muscle loss.
48
2. Fatigue. Fatigue can be a symptom of nutrient deficiency. This can compromise

performance and increase risk of injury. Beyond loss of muscle, low energy intake
results in lower energy stores, resulting in an overall feeling of tiredness. Additionally,
the point at which a person feels like they are completely exhausted and cannot go any
further comes sooner. This is commonly known as hitting the wall. Fatigue often
leads to improper form during training, which may cause injuries.
3. Endocrine disruption. Inadequate nutrition can cause changes in hormones that may
result in menstrual dysfunction, loss of muscle, increased abdominal fat, or a loss in bone
density.
4. Suppressed immune system. Poor nutrition increases the chance of becoming ill and
the recovery time required because immune system cells are produced in lower numbers.
5. Prolonged recovery process. The length of time to repair and build muscle is greater
when nutrition is inadequate.
The results of excessive nutrient intake, improper nutrient intake, and low nutrient intake make it
very evident that you need the right nutrients in the right portions. To identify what your human
machine requires, you must first learn more about nutrients and how they work. Nutrients come
in a few shapes and sizes.
Macronutrients
The makeup of food can be divided into two major categories, macronutrients and
micronutrients. Macronutrients are chemicals found in large quantities in your food that you
need to live and grow.
They include carbohydrates, fats, proteins, and water. Energy is derived from the carbohydrates,
fats, and proteins.

Carbohydrates (carbs) appear in foods as
starch and sugars. Most foods contain carbs
with the exception of meat, fish, poultry,
and oils. Better sources of carbs are
unrefined foods foods that are minimally
processed. For example, baked products
made with whole grains are healthier than
products made with white (enriched) flour.
Whole grain foods and flours include 100%
whole wheat, brown rice, bulger, corn,
buckwheat, oatmeal, spelt, and wild rice.
Foods that have no added sugar are better
choices.
49
Daily Consumption of Macronutrients

ITEM
NEEDED
Carbs
50%
Fats
30%
Protein
20%
Water *
All day
*Should be drunk regularly all day, especially

before, during and after physical activity.
Natural sugars found in fruits are good because the fruit has many others nutrients and fiber.
Vegetables have carbohydrates, too. Vegetables such as potatoes, corn, carrots, peas, and beans
have higher carb content than others.
Carbohydrates are a short-term, high intensity energy
source. After carbohydrates are consumed, they are
converted to glucose in the intestines and liver with some
carbohydrates being converted to glycogen for storage in
the liver and muscle.
Liver glycogen is used to maintain blood sugar levels
(blood glucose). Muscle glycogen is used as a quick
source of energy during physical activity.
There are only enough energy stores in muscle to maintain
high rates of activity for 2 to 3 minutes. Decreased muscle
glycogen causes fatigue and therefore decreased
performance. Insufficient intake of carbohydrates quickly
decreases performance. The USDA recommends that
approximately 50% of your calories come from
carbohydrates. 2 The actual amount depends on total
energy expenditure, type of exercise, gender, and
environmental conditions.
Fats are a more concentrated source of energy than carbs or protein. Fats are also structural
components of every cell in the body and have many other functions. Certain types of fats in the
diet can impact health by increasing the risk of chronic diseases, such as heart disease, obesity,
diabetes, and cancer. Most fats used to power the human machine should come from vegetable
sources, with olive oil and canola oil being the best choices. Animal fats, which contain high
amounts of saturated fat, should be minimized.
50
Fats are a long-term, low intensity energy

source and are the preferred fuel for
aerobic exercise for individuals involved
in mild- to moderate-intensity exercise.
Sustained training increases the
proportion of energy derived from fat and
decreases the amount of carbohydrates
used. Conserving carbohydrates allows
an athlete to go further and harder
without becoming fatigued. Fat is stored
throughout the body. The most
noticeable location of fat is immediately
under the skin, but fat is also stored
around muscle cells as a readily available
energy source.
Insufficient intake of fat can lead to long-term decreased performance and illness. Consuming
less than 20% of energy from fat does not benefit performance. Essential fats and fat-soluble
vitamins are an important part of the diets of active people. High-fat diets will not improve
performance and may increase risk for chronic disease. The USDA recommends that
approximately 30% of your calories come from fat. 3
Protein is the third macronutrient found in the food you eat. The USDA recommends that
approximately 20% of your calories come from protein. 4 Good sources of protein include lean
meat, fish, poultry, eggs, low-fat dairy products, soy, and beans. This amount can be easily met
through diet alone without the use of protein or amino acid supplements.
If protein supplements are desired, they should be from whole-protein sources, including egg,
soy, or milk. Protein supplements are typically used as a convenient meal replacement, but they
are expensive and usually do not have the nutrients of a meal of whole foods. A serving size of
25-30 grams of protein is the goal. Much more than that will not be digested and absorbed.
Protein is not a preferred
energy source, but will be
used. Adequate carbohydrate
intake allows protein
breakdown to be avoided.
When carbohydrates are in
short supply, protein is broken
down into its building blocks,
amino acids, and converted to
glucose. Energy intake sufficient to maintain body weight is necessary for optimal protein use
and performance. If energy intake, especially carb intake, is too low, protein will be broken
down and used for energy.
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The body cannot store extra protein for later use. The same breakdown of protein that occurs
when protein is used as an energy source occurs when excess is consumed. The extra protein is
broken down into amino acids. The amino acids are then converted to energy or converted to fat
and stored in the body. Protein conversion releases nitrogen waste products that must be
processed and eliminated by the kidneys. Kidney excretion requires production of additional
urine which could lead to dehydration during physical activity, and, for people with decreased
kidney function, excess protein intake could further damage the kidneys. Additionally, increased
protein intake causes increased calcium excretion that in the long term could lead to bone loss.
Insufficient intake of protein prevents the body
from repairing tissues. During physical activity
the body is damaged from micro tears in muscle,
bone stress, red blood cell breakage, oxidization
of cells, and other ways. During rest, this
damage is repaired and in some cases made
stronger. If protein building blocks are not
present, repairs cannot be made. This leads to
continuous damage and, often, repetitive-use
injuries. The opposite is also true: protein
consumed in close proximity to training can
enhance maintenance or gain of muscle. Protein
should be consumed within 30 minutes after a
training session.
The final macronutrient addressed is water. Some sources
document only three macronutrients and some state there are
four and replace water with alcohol. You should remember
alcohol is actually a toxin, which is bad for the body. Water is
included as the fourth macronutrient because of its importance
when dealing with fitness and exercise.
Water is estimated to make up 65% of the human body. Water
serves as the source by which nutrients and essential elements
are distributed throughout the body. Water also works as the
vehicle for body waste removal and is critical to EVERY
chemical reaction that takes place in the body.
Toxins are poisonous

substances that are a specific
product of metabolic activities
from a living organism and are
usually unstable and notably
toxic when introduced into the
tissues, typically capable of
inducing antibody formation.
The presence of water in and around body tissues helps defend the body against shock. The
brain, eyes, and spinal cord are among the body's sensitive structures that depend on a protective
water layer.
As a lubricant, water is also helpful for smooth movement of bone joints. The digestion of
protein and carbohydrates to usable and absorbable forms depends on water as part of the
chemical reaction. That is why it is EXTREMELY important to drink water regularly
throughout the day. Adequate water intake before, during, and after activity is important for
health and optimal performance.
52
Micronutrients
Food is not just made up of macronutrients such
as fat, protein and carbohydrates, but also
micronutrients like vitamins and minerals.
Micronutrients are needed by the body in much
smaller amounts than macronutrients.
Different micronutrients are found in foods in
varying amounts. The best way to ensure
adequate amounts of vitamins and minerals is to
eat a variety of foods from each food group. In
general, no vitamin and mineral supplements
are required if a person is consuming adequate
energy from a variety of foods to maintain body
weight. A multi-vitamin/multi-mineral
supplement is safe to take in most cases, but
should not be substituted for a healthy diet.
People who restrict energy intake, use severe
weight-loss practices, eliminate one or more
food groups from their diet, or consume highor low-carbohydrate diets of low micronutrient
density are at greatest risk of micronutrient
deficiencies. Supplementation is warranted in
cases of certain illnesses or nutritional reasons
such as iron deficient anemia.
Enhancing Performance through Nutrition

If you are to get the most from your human machine, then you should fuel up properly to get the
best performance from that machine. Take into consideration what and when you eat, and if you
are consuming enough fluid. The goal of drinking water is to prevent dehydration during
training and replace body fluids after training. Being more than 2% below normal body weight
due to loss of water is called dehydration and will cause decreased performance and may cause
serious injury or even death in extreme cases.
Any eating plan that preaches the elimination of particular foods is most likely not a
beneficial eating plan/diet.
- M. J. Lehmkuhl CSCSI/DA Higginbotham PhD, RD, LD
Along with water, you must ensure you are cognizant of your nutrient intake as well. Sufficient
carbohydrates should be taken in to maintain blood glucose (blood sugar) and replenish muscle
glycogen (stored sugar). Sufficient protein should be taken in to repair muscle tissue and
construct new muscle. Fat should be consumed to supply energy and repair tissue.
53
Timing is everything when it comes to maintaining the energy

you need. Prior to training, consume a meal or a snack 3-4 hours
before activity. This pre-workout meal should consist of the
following: sufficient fluid to maintain hydration (drink 2 to 3
mL/lb body weightfor example, 16 ounces for 175-lb person)
and be low in fat and fiber, high in carbohydrates, and moderate
in protein.
During training, it is important to consume water no matter how
long the workout session lasts. Even during exercise sessions
lasting under 45 minutes, like a typical Air Force PT session, it
is still important to rehydrate. Although not as critical as with
longer duration activities, carbohydrate beverages can be
consumed to replenish lost body sugar. During lower
intensity/long duration (greater than one hour) training, the
object is to replace fluid losses AND provide carbohydrates (30
to 60 grams per hour) for maintenance of blood sugar levels.
These nutrition guidelines are not only important for endurance
events lasting longer than an hour but also when an athlete has
not consumed adequate food or water before exercise or if an
athlete is exercising in an extreme environment (heat, cold, high
altitude). Intake recommendations in these situations are 6001200mL/hour of 4-8% carbohydrate fluids such as
Gatorade/Powerade type drinks.
Upon completion of your workout, it is important for you to provide adequate fluids,
electrolytes, and carbohydrates to replace muscle sugars and ensure rapid recovery. A rule of
thumb for body water balance is to weigh before and after physical activity. Then, after training,
drink 16 to 24 ounces of water for every pound you lost during the activity. Post-workout meals
should consist of mostly carbohydrates, protein, and a small amount fat. These meals should
consist of between 250-500 calories. For example, a small turkey sandwich on rye consumed
during the first 30 minutes, and again every 2 hours for 4 to 6 hours to replace sugar stores. The
protein consumed in these meals will provide amino acids to build and repair muscle tissue.
You should consume a meal that is a 1:3 ratio of protein to carbohydrates after exercise to
enhance sugar replacement. Adequate carbohydrates are also important to encourage muscle
development during weight training (within one hour following training). Although a sports
recovery drink can provide the necessary nutrients, a better tasting alternative is a glass of lowfat chocolate milk. The low-fat chocolate milk provides the same nutrients, but it costs less and
tastes better.
A diet rich in a variety of fresh vegetables, fruits, nuts and seeds, dairy foods, lean meats, and
whole grains is usually considered to be adequate for maintaining normal nutritional status
among physically active people. Many people find it easier to balance what they eat by
imagining a small dinner divided into sections.
54
One quarter of the plate should be meat or a

protein food; one quarter bread, cereal, rice, or
pasta; and the other half of the plate with
vegetables, but only one starchy vegetable.
Add two to three cups of low fat or skim milk
and two different fruits per day, and that is a
balanced diet.
Eat frequent small meals for optimal
performance. Instead of eating a large meal
two to three times a day, eat five to six small
meals with calories spread evenly throughout
the day. This type of meal pattern helps to maximize glycogen stores and minimize conversion
of carbohydrates and protein to fat. The crux to proper nutrition is to understand that it is part of
a healthy lifestyle, not a quick-fix fad. The guidelines below provide a sound nutrition example.
Combine this with the functional training you are about to cover, and your human machine will
be operating as efficiently as possible.
Eat a variety of nutrient-rich foods. You need more than 40 different nutrients for good
health, and no single food supplies them all.
Enjoy plenty of whole grains, fruits, and vegetables. Surveys show most Americans don't
eat enough of these foods.
Maintain a healthy weight. The weight thats right for you depends on many factors
including your sex, height, age, and heredity. Excess body fat increases your chances for
high blood pressure, heart disease, stroke, diabetes, some types of cancer, and other illnesses.
Being too thin can increase your risk for osteoporosis, menstrual irregularities, and other
health problems.
Eat moderate portions. If you keep portion sizes reasonable, its easier to eat the foods you
want and stay healthy. Check out the nutrition label for serving sizes.
Eat regular meals. Skipping meals can lead to out-of-control hunger often resulting in
overeating.
Reduce, don't eliminate certain foods. Most people eat for pleasure as well as nutrition. If
your favorite foods are high in fat, salt, or sugar, the key is moderating how much of these
foods you eat and how often you eat them.
Balance your food choices over time. Not every food has to be perfect. When eating a
food high in fat, salt, or sugar, select other foods that are low in these ingredients. If you
miss out on any food group one day, make up for it the next. Your food choices over several
days should fit together into a healthy pattern.
55
Make changes gradually. Just as there are no superfoods or easy answers to a healthy
diet, don't expect to totally revamp your eating habits overnight.
Remember, foods are not good or bad. Select foods based on your total eating patterns,
not whether any individual food is good or bad. Don't feel guilty if you love foods such
as apple pie, potato chips, candy bars, or ice cream. Eat them in moderation, and choose
other foods to provide the balance and variety that are vital to good health.
Now that general health guidelines have been discussed, this chapter will identify some specific
food guidelines to make this material easier to remember. The following list considers caloric
content, energy nutrients, and nutrient combinations to guide you in your food choices. In
association with this list, the term recommended means choosing these foods as the premier
selection from each group. The term restricted means eat lesser quantities of these foods.
Restrict does not mean eliminate. They just should not be as abundant.
Breads Rice, Pasta, Starches
Breads, Rice, Pasta, Starches

RECOMMENDED
Gluten Free Bread The Best Choice

Whole Wheat Bread
Oatmeal
Total and Whole Grain, Low Sugar Cereal
Sweet Potatoes
Brown Rice
Rye Bread
Pumpernickel Bread
Winter Squash
Small Whole Grain Bagel
Whole Wheat Pasta
RESTRICTED*
White Starches
Potatoes
French Fries (Sweet Potatoes Included)
Grits
Corn White and Yellow
Croissants
Biscuits
White Bread Rolls
Fried Rice
White Pasta
Regular Granola
Sugar Cereals
Tortillas Fried or not Fried
Popcorn
Pretzels
*Restricted does not mean eliminate, however, these foods should not be as abundant in your diet.
Fruit
RECOMMENDED
Berries
Citrus
Apples
Pears
Cherries Without Sugar Added
Fresh Fruit off a Tree
Figs
Dates
Peaches
RESTRICTED*
Bananas
Pineapple
Mango
Glazed Fruit
Fruit and Fruit Cocktails (Sugar Added)
Fruits Available in Cans
Grapes
Raisins
Coconut High in Calories, but a great
source of MCTs (healthy fat)
Avocado Healthy food, however high
in calories and fat
*Pie Filling is not Fruit
56
Vegetables
RECOMMENDED
All Vegetables Raw, Steamed, Broiled, Baked
or Tossed with a Very Small Amount of Olive
Oil and Salt and Pepper
RESTRICTED*
Fried Vegetables or Vegetables Served with
Cream, Cheese or Butter Sauces
(This is as simple as saving calories through
smart preparation.)
Meat Poultry and Fish

RECOMMENDED
Fish (fresh, frozen, canned in water) Low-fat
Fish Sticks/Cakes
Shellfish (Shrimp)
As with vegetables, fresh is always
the best choice.
Lean Beef (round, sirloin and loin)
Lean Pork (tenderloin and loin chop)
Turkey Bacon
Low-fat Ground Chicken and Ground
Turkey Breast
Lean Lunch Meats such as Turkey,
Chicken and Ham (check fat content)
Fat-free Hot Dogs and Turkey Dogs
Eggs (remember, the white is
protein and the yolk is saturated fat)
RESTRICTED*
Breaded Fish Sticks or Cakes
Fish Canned in Oil
Seafood Prepared with Butter or
Served in High-fat Sauce
Prime and Marbled Beef Cuts
Pork Spare Ribs and Bacon
Beef Short Ribs
Regular Ground Beef or Ground
Chicken
Lunch Meats such as Pepperoni,
Salami
Regular Hot Dogs or Sausage
Nuts, Seeds and Beans

RECOMMENDED
Almonds
Pecans
Walnuts
Cashews
Brazil Nuts
Macadamia Nuts
The above are considered the top 6

nuts for health.
Sunflower Seeds
Kidney Beans
Lentils
Chick Peas
Black Beans
Legumes
RESTRICTED*
Peanuts
Remember that nuts are naturally high in fat.
An excessive intake may lead to weight gain.
CONTROL your intake by observing and
restricting your intake based on the serving
size recommendations
57
Dairy
RECOMMENDED
Non-fat or 1% Milk
Evaporated Non-fat Milk
Buttermilk from Non-fat or 1% Milk
Non-fat or Low-fat Yogurt
Low-fat Cheese with less than 3 grams
of fat per serving (natural, processed
and non-dairy cheese, soy cheese)
Low-fat, Non-fat and Dry-curd Cottage
Cheese with less than 2% Fat
Low-fat Cream Cheese (no more than
3 grams of fat per ounce)
Sorbet, Sherbet and Non-fat or Low-f
at Ice Cream (3 grams of fat per
cup serving)
RESTRICTED*
Whole or 2% Milk
Evaporated Milk
Regular Buttermilk
Yogurt made with Whole Milk
Regular Cheese (American, Blue,
Brie, Cheddar, Colby and
Parmesan)
Regular Cottage Cheese
Regular Cream Cheese
Regular Ice Cream
Fats, Oils and Sweets

RECOMMENDED
Fig Bars, Gingersnaps and Molasses
Cookies
Olive, Soybean and Canola Oils
Non-fat or Light Mayonnaise
Non-fat or Light Salad Dressing
Nonstick Cooking Spray
Healthy Cooking Oils in order of health
Olive Oil (be careful this oil does not
respond well to heat)
Flax Seed Oil
Canola Oil
Safflower Oil
Sunflower Oil
Soybean Oil
Peanut Oil
Coconut Oil
RESTRICTED*
Cookies
Shortening, Butter or Margarine
Regular Mayonnaise
Regular Salad Dressing
Using Fat (Including Butter) to
Grease Pan
Bad Cooking Oils:
Corn Oil
Vegetable Shortening
Hard Margarine
Butter
Palm Oil
Palm Kernel Oil
Energy Equation - Determining Energy Needs

Now that this chapter has addressed appropriate and
inappropriate foods, lets see if you are getting the correct
amount of these foods. Lets see if you have Energy
Balance. Balance occurs when energy intakethe sum
of energy from foods, fluids, and supplementsequals
energy expenditure.
Energy Balances occurs when your

energy intake is equivalent to the
amount of your energy expenditure.
58
Energy expenditure is calculated by estimating Basal Metabolic Rate (BMR), also known as
metabolism, along with an estimation of physical activity. If energy intake is greater than energy
expended, weight will be gained. If energy expended is greater than energy intake, weight will
be lost. To ensure you are using your human machine efficiently; you need to match your intake
to your expenditure.
There are many methods you can use to determine energy expenditure. For uniformitys sake,
you will use the Harris Benedict Formula to provide a general idea of caloric expenditure and
need. This is recommended by Registered & Licensed Dietitian Dr. D.A. Higginbotham and is a
good example for both women and men.
59
*Note that most NCOA students will fall into the lightly active category while at the academy.
NCOA students doing normal NCOA human performance workouts plus personal work outs will
fall into the moderately active category while at the academy. Now that you know how many
calories you need, lets look at ways to expend those calories so you can keep that energy
balance.
SELF-REFLECTION OPPORTUNITY: After what you have read, are you satisfied with
your weight and diet? Are you maintaining a proper weight? If not, what could you do
differently?
60
Progress Check
1. How do you calculate your BMR?
2. Choose the correct answer that BEST represents all four macronutrients:
a. egg, cheese, olive oil, coke
b. whole grain bread, egg, fish, water
c. egg, olive oil, chicken, water
d. whole grain bread, olive oil, egg, water
3. Micronutrients are _____________________ and _____________________.
4. Benefits for having proper nutrition help maintain ___________________________ and

replenish muscle glycogen.
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Functional Training
Functional training is defined as any type of exercise that has a direct relationship to the
activities you perform in your daily life. The application to the United States Air Force is
pertinent because training functionally is
the beginning point for physical combat
preparation - being prepared for the
unknown.
If you watched a baby bend over to pick
up a ball it is obvious to see the proper
function of your body in the task of
picking something up, bending at the
knees, etc. So, you could say to be the
most efficient at picking things up,
ones exercise should emulate that. The
key to that is proper function. Adults
often become accustomed to doing things
incorrectly, such as picking something up, causing other body parts to have to compensate,
which increases the chance for injury. From this example,
you can see the importance of functioning properly, but
where did the connection between functionality and exercise
begin?
Functional Training
The concept of functional training originated from

rehabilitation where physical therapists develop exercises
for real life patient situations. The therapist develops a
weight bearing exercise regimen incorporating either
patients body mass or an external resistance device.
The goal of the regimen is to develop muscle balance in
order to coordinate the strengthening of the weakened area
with the rest of the body. Through this training prescription,
the patient is able to develop muscle balance and joint
stability. These are the cornerstone results in getting the
patient back to functionality.
Makes you better on the job
Makes you better at home
Makes you less likely to be

injured
Increases your quality of

life
Decreases stress
Ultimately, physical fitness (human movement along with the ability to adequately train
the cardiovascular system) depends on functional and postural muscle conditioning
(body mechanics). Training body mechanics trains the body to properly and efficiently
move in all modes of exercise. In addition to training: adequate hydration, proper sleep
(body repair) and stress management make or break a fit machine/body.
- Michele Pittman, M Ed, ACSM-HFI, CHEK Coach,
Air Force Installation Exercise Physiologist
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The functional training goals of the Airman are different from the patient. In the patient
scenario, rehabilitating injuries dominates the exercise prescription. Functional training for the
Airman promotes the concept of pre-habilitation or training to prevent injuries in healthy
individuals. Pre-habilitation lends to the concept of training the body as a whole and not
necessarily one target muscle group, which is often the case with the physical therapy patient.
Functional Training and the Military

Exercise selection is critical when considering number of people, time constraints, and
movement efficiency. The human machine is the most important piece of resistance equipment.
Bodyweight exercise, dynamic exercise, and joint mobility range of motion are your primary
considerations in implementing the program you will be participating in here.
Additional concerns when selecting movements for your program include flexibility and
trunk/torso strength, strength endurance, incorporating multi-joint movements, and targeting all
planes of motion.
These goals will be attained through the complete programming of dynamic warm-up, flexibility
stretches, the core movements (the meat of the workout), and the cool-down/yoga. The
combination of this exercise prescription will make for a more complete training regimen and
generate the potential of developing a more effective human combat weapon.
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The exercises listed here will help you accomplish your human performance workouts while at
the NCO Academy.
SELF-REFLECTION OPPORTUNITY: Why is it important to focus on functional training?

How could functional training improve your job performance?
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Progress Check
5. List three ways functional training helps you.
6. _____________________________ is a concept that trains the body as a whole and not

necessarily one target muscle group.
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High Intensity Exercise Endurance

High Intensity Exercise Endurance (HIEE) is defined as the application of maximal physical
effort systematically applied to a technically developed motor skill. This high-intensity exercise
integrated with the functional training just mentioned creates what is called Functional
Endurance Intensity (FEI) workouts, which are what you will be doing during your time in
NCOA.
There are many ability levels and body types that will be engaged in this program. It is critical
that you understand your physical capabilities and limitations. Until you are able to engage in
the prescribed exercises using the full range of motion with good form, you will be instructed not
to apply the rapid pace of intense workouts. THIS IS THE MOST IMPORTANT CONCEPT OF
THIS PROGRAM. It will be referred to as the FOSI Principle: Form Over Speed and Intensity.
The FOSI Principle will ensure the motor skills are technically developed before speed or
intensity is added. Adhering to the FOSI Principle increases safety and program outcomes by
focusing on form. Correct form, with a tight core and straight back, results in more
comprehensive movements enhancing flexibility and strength.
Intensity vs. Duration
Intensity (power) vs. Durationwhere do you fit in?

The power produced during specific exercises can be defined by analyzing an exercise
continuum with exercise intensity at one end and exercise duration at the other end. The
purest form of intensity is the strict opposite of the purest form of duration. The more intense the
exercise, the more power produced during that exercise. On the other hand, longer duration
exercise elicits less power over the course of the duration. Specific exercise examples can be
found in the sport of track and field. Shot putters and sprinters require more power output to
perform work than distance runners. Moving the example to more of a variety of activities,
American football players and Olympic weightlifters produce more power in their sport than
soccer players and marathon runners. The Air Force program targets a training goal that lands
somewhere in the middle of the power continuum. The program will aim to elicit a training
response that can generate some power while providing the ability to work for a moderate
duration. FOSI Principle (Form Over Speed & Intensity) a constant reminder to SLOW
DOWN and intentionally move with precision.
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Functional Endurance Intensity

Functional Endurance Intensity (FEI) is the
best phrase to define the Air Force program.
FEI is functional training workouts integrated
with the High Intensity Exercise Endurance
(HIEE) concept, resulting in functional
movements completed CORRECTLY at a
high intensity. Functional exercise will be
performed at higher intensities as the
participant advances through the program.
Most core movement workouts will last
between 10 and 25 minutes. It is important
for you to realize that high intensity exercise
means that you should not have the ability to engage in conversation or any other event while
you are participating in the workouts.
The focus is the workout. The phrase be finished when you finish is the best explanation. You
should have nothing left in your tank (no energy left) when you complete the workout. If you
have something left, then you didnt put forth your best effort OR you were not proficient
enough in the days prescribed exercises to operate at a highly functional intensity.
In a Prevention magazine article, Dr. Arthur Agatston, an associate professor of medicine at the
University of Miami, Miller School of Medicine, stated that, some activities may be good for
your heart but can be hard on the body; ideally you want to find what works for both.
Workouts such as interval training, total-body/nonimpact sports, and core workouts are ideal for
efficiently improving fitness. Combine short bursts of high-intensity exercise with slightly
longer periods of active recovery.
Continuously raising and lowering the heart
rate improves vascular function, burns
calories, and makes the body more efficient
at clearing fat and sugar from the blood.
The more muscles involved in an activity,
the harder your body must work to fuel them
all, resulting in the muscles getting worked
as well as your heart. Core workouts and
flexibility exercises make your base stronger,
the entire body more limber, and improve
balance, which not only helps in a sportstype arena but it also helps you LIVE better. A solid foundation is not just needed to exercise
vigorously, but also doing everyday FUNCTIONAL activities like carrying the groceries up
stairs or weeding the garden.
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So, now you understand that the FEI program comprises functional bodyweight movements
applied at a high intensity. You also know that this program has the purpose of obtaining combat
readiness by using movements specific to the human machine, with the endurance to allow you
to generate power over a longer duration, and to provide movement variety to allow you to
prepare for the unknown.
Importance of FOSI
Lessens injury
Focuses on form
Helps develop core
The programming will be progressive. Form and experience

must be attained before advancing to increased exercise
intensities. Again, remember the FOSI Principle (Form Over
Speed and Intensity). The exercise prescription will become
more complex over time. Similarly, exercise intensity will
increase over time. The functional workouts will also become
more difficult over time. There will always be space for
improvement in anyone regardless of ability level. To get the
most out of these workouts, you will also need to briefly
explore the best way to breathe. This will be done with
tactical breathing.
Tactical Breathing
Tactical breathing is the ability to control your breathing in times when you most need to breathe
efficiently. For example, our high intensity workouts will provide times where breathing
efficiency mechanisms are needed. In these times, it will be most critical to incorporate some
concepts of breathing efficiency through diaphragmatic breathing techniques.
Diaphragmatic Breathing is the art of
breathing by contracting the diaphragm,
the muscle below the lungs. The concept
involves creating enough room for the
lungs to expand downward as opposed to
expanding laterally, as occurs when
accomplished by using the rib cage
muscles.
This style of breathing promotes breathing
through the expansion of the abdomen
instead of the chest. Why is it important?
It is considered the best breathing method,
and a healthier, fuller way to ingest the
oxygen needed to improve your overall
human performance. The diaphragmatic
breathing techniques are explained in the
following paragraphs and additional
breathing guidance is addressed in the
cool-down section of this reading.
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Diaphragmatic Breathing Techniques (1,2,3)

1. Crocodile Breathing - Begin by lying prone on
your stomach, with arms folded at about a 45degree angle above your shoulders. Your body
will naturally begin to breathe diaphragmatically.
Use the crocodile pose to counteract the normal
abdominal tension that arises whenever you are
preparing for, or recovering from, intense
exercise bouts. It will automatically get you
started toward a more natural breathing style.
2. Relaxation Pose - Another version of
diaphragmatic breathing is accomplished in
shavasana (relaxation pose). Lie on your back
on a flat carpeted surface. In this posture, the
navel region rises with each inhalation and falls
with each exhalation. Be aware of your
breathing and feel the continuous flow of
exhalations and inhalations. Concentrate on
softening the rib cage to better enable the
inhalations, exhalations, and focus on the navel region.
3. Sitting Up to Breathe - Sit erect in any seated pose. Rest your
hands in your lap. Close your eyes and turn your attention to the
flow of exhalations and inhalations. Soften the abdomen and
sides of the rib cage.
Breathing through
expansion of the abdomen
instead of the chest is the
best breathing method and
is a healthier, fuller way to
take in oxygen.
Let the muscles of the back

support your posture with only
modest muscle tone. Concentrate
on enabling your breathing
through a quiet expansion of the
sides of the rib cage. The front
wall of the abdomen also
expands, but the movement is
much less than it was in the
relaxation pose.
Progress Check
7. Which best describes how to perform high intensity exercise?
a. Talking while breathing
b. Functional workouts, tactical, and crocodile breathing
c. Functional workouts, FOSI, tactical breathing
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70
Human Weapon System Movements

The following program of movements includes a warm-up, core workout movements, and cooldown. This program was created specifically for Airmens progressive physical development.
Warm-up
The warm-up is designed for progressive workout readiness; therefore, the movements must be
followed in sequence. Remember the FOSI Principle (Form Over Speed and Intensity).
1. Free Stretch (x 1 minute) (stretch/warm-up
according to personal needs)
2. 200 m (meter) jog
The 200 meter run is at a jogging pace; roughly
a 50% effort intensity level. The purpose of
this jog is to provide motion that increases the
blood pumped by the heart throughout the
body, permitting systematic blood flow to the
extremities, and leading to a more effective
warm-up.
3. Calf/Toe Raise (x 10)
Standing with hands on hips, feet
shoulder-width apart and knees
slightly bent. Rock up onto toes
and then roll back onto heels
activating and warming up the
shins, calves, and Achilles.
4. Knee Hug (x 5 e)
While standing, raise one knee
toward the chest. Grasp and hug
the midpoint of the lower portion of
the raised leg. Once grasped, lift
the lower leg towards the chest
while the knee remains pointing
skyward (in the upward motion).
Point the toe of the lifted leg to the
sky (dorsi-flex).
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While raising the knee, the opposite leg may plantar flex the ball of the foot (raise up on toes)
into the ground to create a greater range of motion in stretching the hip of the raised leg.
Alternate grasping/stretching each leg.
5. Leg Cradle (x 5 e)
In a similar concept as the knee hug, raise a leg but
grasp the knee with one hand and grasp the lower leg,
ankle or foot with the other hand and angle the lower
leg until it forms approximately a 30-45 degree angle
to the ground. The stretch will target muscles of the
hip. The opposite leg may plantar flex the ball of the
foot into the ground to create a greater range of motion
in stretching the hip of the raised leg.
6. Lunge (x 10 e)
Begin with your feet shoulder width apart then move by stepping forward with one leg to a
distance where the knee can be flexed at 90 degrees and be directly above or slightly behind
the toes. The heel of the foot strikes the ground first followed by the remainder of the foot.
The motion is continued until the knee of the back leg is nearly touching the ground. During
this exercise, the shoulders must not lean forward but remain upright. The hands may be
placed at the waist or behind the head in the prisoner position. The movement continues
by returning to the standing position by pushing off the front foot and then repeating on the
other side. Activation will be felt in quadriceps and hips. Complete 10 reps on one leg before
moving to other leg.
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7. Cossack Lunge Left (5 e)

Lunge your left leg sideways and squat to a position where the right leg remains straight and
the shoulders remain upright with no forward bending at the waist. The depth of the left leg
lunge depends on your flexibility. The foot of the left leg is to remain flat on the ground
while the foot of the right leg should rotate onto the heel with the toes pointed skyward.
Straighten the left leg by releasing out of the squat and straighten both legs to a half split
before slowly returning the feet to shoulder width apart. The stretch will be felt primarily in
the groin/inner thigh area. Repeat. An alternate stretch is the side lunge/groin stretch. All
movements are the same except for the following changes: leaning to left, stretching right
groin/inner thigh, steadily lean until you feel the stretch and then hold.
8. Cossack Lunge Right (5 e)

Same as #7 above but leaning the opposite direction, lunging to the right to stretch left
groin/inner thigh.
9. 3 Plane Arm Rotations (3 planes x 5 e)
Face forward with your feet shoulder width apart. Rotate the arm to create as large a circle
as possible.
Sagittal (facing forward) direction forward and backward. (x 5)

Anterior (across the front) direction forward and backward. (x 5)
Posterior (across the back) direction forward and backward. This one may be a bit more
difficult. (x 5)
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10. Good Morning (x 10)

Face forward and stand with your feet shoulder width apart. Cross arms over chest as if you
were doing Air Force crunches. Slightly bend the knees, lean forward, and fold at the waist
while rotating the hips to the back and keeping the knees slightly bent. In this downward
phase, the weight should be concentrated in the heels (the toes may come off the ground),
with the back flat (DO NOT ROUND). Fold at the waist until you feel the stretch in the
hamstrings and gluteus muscles (posterior chain). Keep the eyes looking forward and chin
up as you complete the entire movement. When the maximum stretch is attained, hold for 2
seconds and straighten out by unfolding the waist to the upright position. Repetition one has
been completed; the hands remain crossed over the chest and the knees remain slightly bent.
11. 2 Part Samson Stretch (x 2 e/10 seconds e)

Step 1. Kneel in a lunging position with one knee on the ground. You want to achieve a
lunge position where the knee is aligned with the toe and does not pass the toe at the
maximal lunge range of motion. Place hands together in the small of your back (as
support) and slowly lunge forward on the front leg while keeping your torso upright.
Feel the stretch in your hip flexor. Return back to initial position and move to Step 2.
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Step 2. In the same kneeling position, interlock your hands and extend them above your head
by straightening your arms and pressing your palms upward to the sky. Keep your
shoulders back and pressing upward with your hands. Slowly lunge forward on the
front leg while keeping the torso upright. Again, be sure to keep your shoulders back
and hands pressed upward. Once the maximal stretch is attained in the hip flexors,
lower back, shoulders, and quadriceps, hold this position for 10 seconds. Relax the
stretch by returning to the beginning, then repeat steps 1 and 2 before changing legs.
12. Steeple Squat (x 5 second hold at lowest position)
Stand with your feet slightly beyond shoulder width and toes pointed slightly outward. Use
this position for all squatting exercises. Next, form a church steeple or imaginary pistol with
your hands. Extend your arms above your head to the furthest point with the steeple/pistol
pointing directly to the
sky. Keep your
shoulders back behind
your ears. Now, tilt your
hips toward the back and
squat to the deepest point
without sacrificing the
position of your
shoulders, back, arms
behind the ears, back
straight, and the pistol
maintaining its upward
range. Maintain your
weight on your heels.
Quadriceps must be
parallel with the ground or lower. The stretch should be felt in the hip flexors, quadriceps,
gluteus muscles, hamstring, and shoulders. When the deepest squat is achieved with proper
form, maintain that depth for 5 seconds before returning upward to the beginning position.
13. Cadence Burpee x 5 (6 count Burpee)
Instructor or lead HP monitor will lead flight by calling out each of the 6 steps of the
movement. See Core Movement #8 for explanation.
14. Free Stretch (x 1 minute) (stretch/warm-up according to personal needs)
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Core Movements
1. Long Sprints and Middle Distance Running
The meat of your high intensity workouts will
incorporate long sprints (200 and 400 meters) and
middle distance running (800 meters) around
body weight functional movements. The
objective is to train your body to move with
precision when it is tired. Toward the end of the
course (HP 16), you will participate in a longer
distance 5 kilometer run for variety. HP 16 also
gives you an hour of active rest before going into
the Baseline Omega and mock PT test.
2. Squat
Standing with feet just wider than shoulder width apart with toes pointed slightly outward,
squat down to an estimated depth to where a midline of the upper leg connecting the inguinal
fold (crease between the torso and the upper leg) to the patella (knee cap) is parallel to the
ground or when the tops of the legs (quadriceps) are parallel to the ground or lower. When
examining this midline, it will appear that the squat is below parallel when looking at the
hips. During the downward phase of the movement, the hands do not make contact with the
body.
The weight is dispersed throughout the feet but more concentrated in the heels. While
transferring to the upward phase of movement, drive the feet into the ground and rise
explosively, straightening the body to a fully erect position with the chest out and the
shoulders back. Throughout the movement, it is critical to maintain an erect torso with the
shoulders back. There may be a tendency to slouch the shoulders, subsequently rounding the
back. Should this happen, remember FOSI. Proper form is critical. Slow down the
repetition and concentrate on a purposeful movement instead of a less efficient rep.
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3. Lunge
Begin with your feet shoulder width apart then move by stepping forward with one leg to a
distance where the knee can be flexed at 90 degrees and be directly above or slightly behind
the toes. The heel of the foot strikes the ground first followed by the remainder of the foot.
The motion is continued until the knee of the back leg is nearly touching the ground. During
this exercise your shoulders must not lean forward but remain upright. Your hands may be
placed at your waist or behind your head in the prisoner position. The movement
continues by returning to the standing position by pushing off the front foot and then
repeating on the other side. Activation will be felt in your quadriceps and hips.
4. Push-up (chest to deck)

The push-up that we perform in this class will be more comprehensive than the Air Force PT
test push-up because you are not being tested, but exercising the full range of motion. Do not
stop when the triceps are parallel with the ground but when your chest grazes the ground
(chest to deck).
Lie on the ground face down with the palms of your hands on the ground at slightly beyond
shoulder width apart and toes on the ground 6-12 inches apart. Press the palms through the
ground and rise to the point where your palms and toes are the only body parts touching the
ground. The repetition is initiated by lowering the body to the ground with the hips in line
with the torso, lowering at the same rate. Lower to the point to where the chest and upper
torso graze the ground then return to the fully extended upward position.
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Keep engaging the trunk in this movement by keeping it solid. Remember the push-up is as
much about core stability as it is about upper body strength and endurance.
If you get to muscle failure, transition to the modified pushup demonstrated in pictures four
and five above by going to your knees as you continue the same push-up movement. The
upper body movement does not change. Instead of pivoting on the toes, pivot on the knee.
Ensure the bottom of the leg is not on the ground, but pointing skyward (this creates a natural
pivot point).
5. Butterfly Sit-up
The sit-up that you perform in this class will be slightly different than the Air Force PT
crunch in that it will emphasize the abdomen and de-emphasize the hip flexors. Your hip
flexors will be addressed during the squatting movements.
Sit on the floor and form butterfly wings with the legs by bending the legs at 90 degrees and
completing the wings by putting the soles of the shoes together. The purpose of the leg
orientation is to emphasize the rectus abdominus in the movement while decreasing the role
of the hip flexors. Beginning in the up position, start the repetition by moving your torso
downward until your shoulder blades touch the floor and your hands touch the floor above
your head. Initiate the upward motion by engaging your trunk and moving upward,
completing the rep when your hands touch your toes. Try to avoid swinging and using
momentum to do the movement by keeping your feet grounded. Intentionally dig your feet
into ground to keep them from moving.
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6. Mountain Climber
Start in the up position of the push-up with palms and toes on the ground 6-12 inches apart.
Raise the hips slightly and begin the mountain climber by bringing your right leg in a flexed
motion with the knee aimed at the chest (try to bring the knee all the way up to the chest).
Touch the ground with the ball of the foot then return the leg to the original position by
straightening it back as far as possible. When returning your right leg to the original
position, engage your left leg, knee to chest, and ball of the foot touching the ground at the
furthest distance possible. Continue this right and left motion in the see-saw pattern until all
the desired repetitions are complete.
7. Squat Thrust (4-count Burpee)

In the 4-count Squat Thrust, begin in the standing position with feet shoulder width apart,
toes pointing slightly outward, and arms at your side. Strictly emphasize each movement by
verbally counting each step. Initiating the movement, the 4 counts are:
a. Squat and put the palms of your hands flat on the ground at the most comfortable position
either inside/outside the knees or 12 inches in front of your toes.
b. Kick the feet straight behind (back) attempting to land the feet 6-12 inches apart in the
push-up stance. Legs should be completely straight and hips in line with the trunk. Try
to land light on your toes, merely tapping them at full extension. Core should be tight.
c. Jump forward, returning to original squatting position and landing with your feet flat on
the floor and palms on the ground at the most comfortable position either inside/outside
the knees or 12 inches in front of the toes.
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d. Stand up.
8. Burpee (6-count)
The Burpee is a 6-count movement that is very similar to the squat thrust. Strictly emphasize
each movement by verbally counting each step. The lone difference is that a push-up is
added into the movement:
a. Squat and put the palms of your hands flat on the ground at the most comfortable position
either inside/outside the knees or 12 inches in front of the toes.
b. Kick your feet straight behind (back) attempting to land the feet 6-12 inches apart in the
push-up stance. Legs should be completely straight and hips in line with your trunk.
c. Lower your body to the ground with your hips in line with your torso, lowering at the
same rate. Lower to the point to where the chest and upper torso graze the ground
(CHEST TO DECK). Maintain a tight core throughout the movement.
d. Return to the upward position by pressing through the ground and fully extending your arms
finishing in the original push-up position.
e. Jump forward, back to the original squatting position, landing with your feet flat on the floor
and palms on the ground at the most comfortable position either inside/outside the knees or
12 inches in front of the toes.
f. Jump up attempting to clear 8 inches off the floor (as high as you can) while extending arms
above ears.
g. Clap hands over head.
9. Burp (4-count Thrust Push-up)
The Burp is a movement that begins in the up position of the push-up. Strictly emphasize
each movement by verbally counting each step. From this starting position:
a. Kick both feet in towards your chest by flexing at your knees. The objective is to get
your knees as close to your chest as possible. The balls of your feet land on the ground.
b. Kick both feet out, returning to the beginning push-up position.
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c. A push-up repetition is initiated by lowering your body to the ground with your hips in
line with the torso, lowering at the same rate. Lower to the point to where your chest and
upper torso graze the ground. Maintain tight core throughout movement.
d. Return to the upward position by pressing through the ground and fully extending your arms,
finishing in the original push-up position.
Cool Down
Intentionally focus on breathing during all movements but especially during the cool down. This
will assist in your body cooling down and relaxing. Breathe in deep through your nose and out
of your mouth. Take deep full breaths, fully expand your lungs, and totally exhale, thus
emptying your lungs. As you perform the cool down movements, focus on breathing and
relaxing into each movement to further the stretch. If you find yourself shaking as you try to
stretch, try to relax and breathe. Focusing on breathing not only allows you to relax and increase
your stretch, but it also forces your diaphragm to work in unusual positions. This will work to
make you a more efficient breather.
1. Two minute walk to lower heart rate
Immediately upon completing the workout, walk at a slow pace while your heart rate
decreases. As mentioned above, be sure to breathe. The remaining cool-down movements
will continue when all participants complete the workout and 2 minute cool-down walk in
order to proceed as a unit.
2. Low Lumbar Stretch (2 x 10 seconds each)
Lay on your back in a sit-up position with your arms extended in T position. Keep your
left foot flat on the ground. Cross the right leg over the left leg placing the lateral portion of
your ankle on your left knee (for a deeper stretch, place the back of your right knee on your
left knee as in photo above). With your right ankle (or back of your knee) firmly placed on
your left knee area, slowly let your right leg fall to the right using the pressure of your right
ankle/knee to push your left leg to the ground, stretching the lower back on the left side.
Turn your head to the left. Your left foot must stay grounded but does not need to stay flat.
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When a comfortable range of motion is attained, hold the position for 10 seconds, rest for 5
seconds, and then repeat for another 10 seconds. Switch positions of your legs and repeat in
the new direction for 2 sets of 10 seconds.
3. Hip Stretch (2 x 10 seconds each) (same position as Lumbar Stretch above)
Fold your left leg at 90 degrees with the knee facing upward and left foot flat on the ground.
Cross your right leg over your left leg placing the lateral portion of your ankle on your left
knee. It is important to attempt to keep both knees flexed at about a 90 degree angle. With
your right ankle firmly placed on your left knee area, slowly and carefully press on the inside
portion of the right knee, pushing it away from the body. When a comfortable range of
motion is attained, hold the position for 10 seconds, rest for 5 seconds and then repeat for
another 10 seconds. Switch positions of the legs and repeat in the new direction for 2 sets of
10 seconds.
4. Half Pretzel (2 x 10 seconds each)

Lie on your back flat on the ground. Keep your right leg straight with toe pointed upwards,
maintaining a 180 degree straight line from your right leg through the upper torso. Move
your left leg towards your right completely across the body while creating a 90 degree angle
at the knee of your left leg. Place your right hand on the knee of your left leg for stability
and turn your neck, looking to the left, in the opposite direction of your left leg. Attempt to
place your left knee on the ground while concentrating the stretch in your left hip and spine
muscles. After 2 repetitions for 10 seconds, switch the movement to the right leg repeating 2
repetitions for 10 seconds.
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5. Pigeon Pose (2 x 10 seconds each)
Begin in the up push-up position, fold your left leg at 60-90 degrees on the ground and
straighten your right leg on the ground behind your hips. Extend your right leg straight and
behind as far away from the folded left leg as possible. From this position, attempt to fold
your upper torso across the lower leg (left leg in this example) and hold for 10 seconds.
Concentrate and feel the stretch in your hip, more specifically, the piriformis. Repeat with
the right leg.
6. Upward/Downward Dog x 3 e (10 seconds each)
Lie face down on the ground then press the palms off your hands into the floor and raise your
upper torso off the ground with your face pointing upwards toward the sky and your back
bowed; this is the Upward Dog. Try to keep your shoulders down and relaxed and not
shrugged up near your
ears. Hold this position for
10 seconds, rotating your
head to the left while
looking over your shoulder
for 5 seconds then rotating
your head to the right and
holding for 5 seconds
feeling the stretch in the
lower back.
In transferring to the
Downward Dog phase, raise your hips off the floor and push them up toward the sky while
dropping your head between your shoulders as your arms become fully extended. You may
need to walk hands in toward feet slightly until your heels can be planted flat on floor. Keep
your feet in the same position they were in for the Upward Dog. Equally distribute your
weight on your hands and feet. When completing the upside down V with your body,
attempt to place your heels on the ground and push hips to sky while holding the movement
for 10 seconds feeling the stretch in your calves, hamstrings, and lower back. After finishing
your third series, walk hands to your feet and slowly stand up straight.
83
Note: The purpose of the next series of movements is two-fold, to stretch the applicable muscles
and to realign the spine. Do these while still focusing on breathing. The Triangles will bend
spine side to side. The Warrior 1 will rotate and arch the spine back, and the Wide-Stance
Forward Bend will bend the spine forward. This series of six movements should flow together
without stopping in between. You should constantly adjust during movements as you breathe
deeper into the stretches and adjust to get the most out of them.
7. Triangle Left (x 20 seconds)
Face forward with both legs straight and wider than shoulder width apart, point your left foot
so it is parallel with body, and move your right foot perpendicular to the other foot. Be sure
both legs are straight. If
needed, your front leg can
slightly bend until
flexibility increases. Raise
your arms parallel with the
ground. Bend to the left
(NOT TO THE FRONT)
as you push your hip out to
the right side and slide
your left arm down along
your left leg. One hand
should be along your lower leg and the other hand should be above your head pointing
straight up to the sky. Look up at your hand that is in the air. Feel the stretch in the side of
your torso.
8. Warrior 1 Left (x 20 seconds)
Face forward with your right foot pointing to the left at a 45 degree angle and your left foot
parallel with your body pointing to the left, lift your arms straight out to your sides parallel to
the ground. Now, turn to the left, raise both arms above your head, lunge over the left foot,
bend back as if wrapping it around an exercise ball, and activate your lower back.
84
9. Wide-Stance Forward Bend (x 20 seconds)

Focus on breathing through the entire movement. Remember this is a FORWARD BEND,
not a downward bend. Face forward with your feet parallel to each other, pointing forward
and spread as wide as possible, about your legs length. Place your hands on your hips and
arch your back with your chest out. Breathe in. As you exhale, lean forward from the hip
while keeping a long torso and a straight back with the chest open. Knees should be straight.
Keep your hips over your heels, and don't let your hips move back in the space behind you.
Go half way down with a straight back and place your hands underneath your shoulders on
the floor.
Push/lift your hips upward toward the sky. Push the top of your head towards the ground
while still keeping your back straight. If you feel you can still go further with a straight back,
on the next exhale fold deeper from the hips (breathe into the movement). It is important to
keep your back straight. If you feel at any time you start rounding the back to go further
down, go back a little to the point where you can do this with a straight back. If you have to
concave your back, stop there and straighten your back. The ultimate goal is to be able to
rest the crown of your head on the ground with a straight back.
To come out of the movement, inhale and walk your hands forward to position them under
the shoulders again with straight arms and back. Exhale placing your hands on your hips.
Inhale to come back up straight. Feel the stretch in your middle back muscles, hamstrings,
and groin all the way to the calves.
10. Triangle Right (x 20 seconds) (Same as above #7 above, switch sides)
11. Warrior 1 Right (x 20 seconds) (Same as #8 above, switch sides)
12. Wide-Stance Forward Bend (x 20 seconds) (Same as #9 above)
85
NCOA Human Weapon System Protocol

The following workouts will be your opportunity to put it all together and apply the knowledge
you now have. Jose Ramos, an Air Force Installation Exercise Physiologist is quoted as saying,
knowledge is not power; applied knowledge is power. Now is your time to apply that
knowledge. Below are the workouts to be performed during your time here.
This portion of the chapter
encourages increasing your
human performance levels.
It is important that you push
yourself to do the best you
can. Figure out your
exercise level and begin to
slowly build your own
optimal human performance
level. Use the checklist
cards presented in the
NCOA Human Weapon
System Protocol to gage
your performance.
Baseline Alpha 15 Minute Time Limit

Run 400 meter/one time around a standard track (all out)
40 Squats (with correct form, thigh must be at least
parallel with ground)
30 Sit-ups
20 Push-ups
10 Squat thrusts
Run 400m
The baseline lets you know where you are on the fitness scale. It is important that you push
yourself to do the best you can. This is done as your first workout because you will do it again
during hour 17. At that time, you will be able to compare to see if you have an improvement.
5 Rounds for Time 20 Minute Time Limit

20 Squats (with correct form, thigh must be at
least parallel with ground)
15 Butterfly Sit-ups (hands must touch ground
above head and then touch toes)
10 Push-ups (chest to deck)
5 Squat thrusts
*Workout is to be scaled to 4, then 3 rounds depending on physical training performance.
86
Tabata Circuit Ichi (Eechee)
Complete all 8 Rounds of Each Exercise

before Moving on to the Next.
8 rounds of 20:10 (20 seconds of work:10 seconds of rest)
Push-up
Mountain Climber (bring knee all the way up to chest and
extend other leg out as far as possible)
Sit-up
Squat thrust
*You will complete all 8 rounds of each exercise before moving forward to the next exercise.
Pyramid for Time 18 Minute Time Limit

Run 400m
Rep Scheme: 5-10-15-20-15-10-5 (5 of each, 10 of
each, etc., up and down pyramid before moving to
next exercise)
Squat
Push-up
Sit-up
Run 400m
Lumberjack 20 25 Minute Time Limit

Run 400m
Burp x 20
Mountain Climber x 20
Run 400m
Run 400m
Sit-up x 20
Squat Thrust x 20
Run 400m
Run 400m
Burpee x 20
10 Minute Burpee Challenge

The goal of this challenge is to complete 100 Burpees (defining all
6 counts) in the 10 minute time frame. Do not be discouraged if
you do not get to 100 but let that be your goal. Form is key (FOSI
Principle), which is why it is imperative to sound off at each step
of the Burpee, 1-6 and ending with a clap. If they are done
quickly but not correctly, they are not considered done at all.
Crural and Unusual 5
5 Rounds for Time, 20 Minute Time Limit

(Crural means of or relating to the leg according to merriamwebster.com)
Run 400m
25 Lunges (each leg)
Complete 400m run, ten lunges, then run, lunges etc., for 5 rounds
*Workout is to be scaled to 4, then 3 rounds depending on physical training performance.
1 Time Through 20 Minute Time Limit

Run 400m
Butterfly Sit-up x 15
Burp x 21
Squat Thrust x 15
Run 400m
Squat Thrust x 21
Burp x 9
Run 400m
Burp x 15
Squat Thrust x 9
87
88
Tabata Circuit Ni (knee)

8 rounds of 20 10 (20 seconds of work: 10 seconds of rest)
Squat
Push-up
Sit-up
Squat Thrust
The Dirty 30 15 Minute Time Limit

Squat x 30
Lunge x 30 (30 each leg)
Push-up x 30
Burp x 30
Mountain Climber x 30 (30 each leg)
Squat Thrust x 30
5K Run
This event is a bit of a break from the norm and gives you the chance to
recover and prepare for Baseline 2 and the following Mock PT Test.
Baseline Omega 12 Minute Time Limit

Run 400m
20 Push-ups
40 Squats
10 Squat Thrusts
30 Butterfly Sit-ups
Run 400m
SELF-REFLECTION OPPORTUNITY: Why is Human Performance a valuable practice?

How does it help you perform your job? How does it help your personal life?
Progress Check
8. What do the letters in FOSI mean?
9. List three ways Human Performance impacts you, your unit and mission effectiveness.
89
90

So, it is simple right? You have the plans. Just continue with what you have learned. Eat the
correct amount of the appropriate foods, burn the correct amount of calories according to your
energy equation, warm-up, cool-down, and train functionally. Workout with intensity and
endurance, and breathe correctly. If you can do those things on a consistent basis, youre well on
your way.
Remember at the beginning of this chapter, Chief Roy said, We need a more physically fit
forceAirmen that are conditioned to be fit to fight. Well now you have the knowledge to
make that happen, and the next step is up to you. Will you choose to apply that knowledge to
harness that power? Take Chief Roys charge and make it your personal mission to make sure
YOUR Airmen, your Human Weapon Systems, are the Airman Warriors that the Air Force
Creed calls them to be. Excellence in all you doPersonal Excellence!
Are you up to the challenge? Are you ready to prepare yourself and your Airmen to be so
conditioned that they press through physical and mental hardships as if they were not even there?
If so, one last time, assume the position! Stand up, come to attention, and speak what you and
your Airmen embody. Recite that same Air Force Competency you did at the beginning of this
chapter!
91
Key Terms
Aerobic Metabolism, 47
Anaerobic Metabolism, 47
Basal Metabolic Rate (BMR), 58
Carbohydrates, 49
Diaphragmatic Breathing, 67
Energy Balance, 57
Fats, 49
FOSI Principle (Form Over Speed and
Intensity), 65
Functional Endurance Intensity, 66

Functional training, 61
High Intensity Exercise Endurance, 65
Macronutrients, 48
Micronutrients, 52
Pre-habilitation, 62
Protein, 50
Toxin(s), 51
References
Agatston, A. MD. Im a Trainer at Heart. PREVENTION, March, 2010.
Crural, Merriam-Webster Online Dictionary, http://www.merriamwebster.com/dictionary/crural. (accessed 10 January 2011).
Dall T.M., Zhang Y., Chen Y.J., et al: Cost associated with being overweight and with obesity,
high alcohol consumption, and tobacco use within the military health systems TRICARE Primeenrolled population. Am J Health Promot 2007; 22: 12039.
Dive In, Yoga Journal. http://www.yogajournal.com/basics/2306 (accessed 8 March 2011).
Do This Dont Do That Cant You Read The Sign. http://tomsouthworth.com/2010/10/03/dothis-dont-do-that-cant-you-read-the-sign/. (accessed 7 February 2011).
IMDb: The Internet Movie Database. Rocky IV. Sylvester Stallone. MGM Studios, 1985.
http://www.imdb.com/title/tt0089927/. (accessed 10 January 2011).
Institute of Medicine. Dietary Reference Intakes for Energy, Carbohydrate, Fiber, Fat,
FattyAcids, Cholesterol, Protein, and Amino Acids. Washington (DC): The National Academies
Press; 2002. http://health.gov/dietaryguidelines/dga2010/DietaryGuidelines2010.pdf. (accessed
4 January 2011).
Kaminoff, Leslie. Yoga Anatomy, Human Kinetics. 2007.
Memento Vivere,All Experts/About.com/NY Times Online Resource,
http://en.allexperts.com/q/Latin-2145/2009/12/Remember-Live.htm. (accessed 7 February
2011).
92
Smiley Face Wallpaper. http://www.adventuresofaglutenfreemom.com/2010/09/gluten-freemozzarella-cheese-sticks/smiley-face-wallpaper-001/. (accessed 7 February, 2011).

Sarah L. Butler, Fully Fit, Runners World, February 2011, 49-55.
Sovik, R. PhD. Diaphragmatic Breathing:
http://www.himalayaninstitute.org/yi/Article.aspx?id=3472. (accessed 4 January 2011).
Toxin, Merriam-Webster Online Dictionary. http://www.merriamwebster.com/dictionary/toxin. (accessed 18 April, 2011).
Wide-Legged Forward Bend, Yogatic. http://www.yogatic.com/yoga-poses/wide-leggedforward-bend-d/. (accessed 8 March 2011)
Your Best Body Ever, Health 25, no. 1 (January/February 2011): 132-134.
93
Formative Exercises
1. As TSgt Burke and his team learn of their upcoming deployment to Afghanistan, he recalls
the physical strain they endured on their last deployment working with heavy gear in the
desert environment. To ensure his team is trained and fit for the deployment, Burke enlisted
the help of an Air Force exercise physiologist to develop an exercise plan to help his team
endure the physical strain of the gear in the desert climate while disposing of explosives. The
conditioning has made a huge difference in their effectiveness at the deployed location.
This scenario BEST illustrates _______________________________.
a. High Intensity Exercise Endurance
b. Functional Training
c. Functional Endurance Intensity
2. SSgt Stanley collapsed during squadron PT. TSgt Jones ran over to her to ensure she was
okay, but she looked very pale and weak. He helped her to a spot to rest and regain her
strength. Once Jones was comfortable with her condition, he asked, Sergeant Stanley, Ive
noticed youve lost a lot of weight in the past several weeks. Are you getting enough to eat?
She responded, Ive been trying to lose weight in preparation for my upcoming PT test. I
cant afford to fail; my EPR is due in a few months, and I dont want a referral.
Stanleys actions will MOST LIKELY result in___________________ and negatively
impact __________________ effectiveness.
a. Loss of strength and endurance and potential injuries due to fatigue; NCO
b. Passing the fitness assessment, but there will be health problems; mission
c. Difficulty with anaerobic activity, but will not affect aerobic activity; unit
94

1. What is your BMR?
FEMALE:
The answer below is the calculation for a Female: Weight: 185 pounds; Height: 5 4; Age:
32 years old
a. Calculate your weight in pounds and multiply that by .454.
185 x .454 = 84 kilos
b. What is your height in inches? Multiply that by 2.54.
64 in x 2.54 cm = 162.5 cm
c. Multiply your weight in kilos by 9.6.
84 x 9.6 = 806.4
d. Multiply your height in centimeters by 1.8.
162.5 cm x 1.8 = 292.5
e. Multiply your age by 4.7.
32 x 4.7 = 150.4
f. Add 655 + (result of step 3) + (result of step 4)
655 + 806.4 + 1,461.4
g. Now subtract (result of step 5) from the (sum from step 6)
1461.4 - 150.4 = 1,311 calories
Multiply your BMR by the appropriate activity level factor below resulting in your total
daily calorie needs.
Sedentary
Lightly Active*
Moderately Active**
Very Active
Extra Active
little or no exercise
light exercise (1-3 days/week)
moderate exercise (3-5 days/week)
hard exercise (6-7 days/week)
very hard (daily exercise/physical job)
The total daily calorie needs for a female, moderately active:

1,311 calories x 1.55 = 2, 032
BMR x 1.2
BMR x 1.375
BMR x 1.55
BMR x 1.725
BMR x 1.9
95
MALE:
The answer below is the calculation for a Male: Weight: 220 pounds; Height: 6;
Age: 25 years old
a. Calculate your weight in pounds and multiply that by .454.
220 x .454 = 99.9 kilos
b. What is your height in inches? Multiply that by 2.54.
72 in x 2.54 cm = 182.9 cm
c. Multiply your weight in kilos by 9.6.
99.9 x 9.6 = 959
d. Multiply your height in centimeters by 1.8.
182.9 cm x 1.8 = 329
e. Multiply your age by 4.7.
25 x 4.7 = 117.5
f. Add 655 + (result of step 3) + (result of step 4)
655 + 959 + 1,614
g. Now subtract (result of step 5) from the (sum from step 6)
1,614 117.5 = 1,496.5 calories
Multiply your BMR by the appropriate activity level factor below resulting in your total
daily calorie needs.
Sedentary
Lightly Active*
Moderately Active**
Very Active
Extra Active
little or no exercise
light exercise (1-3 days/week)
moderate exercise (3-5 days/week)
hard exercise (6-7 days/week)
very hard (daily exercise/physical job)
BMR x 1.2
BMR x 1.375
BMR x 1.55
BMR x 1.725
BMR x 1.9
The total daily calorie needs for a male, moderately active:

1,496.5 calories x 1.55 = 2,316
2. d. whole grain bread, olive oil, egg, water
3. Micronutrients are
vitamins
and
minerals .
4. Benefits for having proper nutrition help maintain

muscle glycogen.
5. - Makes you better on the job
- Makes you better at home
- Makes you less likely to be injured
- Increases your quality of life
- Decreases stress
blood
sugar
and replenish
96
6.
Pre-habilitation is a concept that trains the body as a whole and not necessarily one
target muscle group.
7. c. Functional workouts, FOSI, tactical breathing

8. Form Over Speed and Intensity
9. - Makes you resilient
- Energy and stamina to work long hours
- Helps you to pay attention to the minute details of life and of the job
- Recharges your physical and mental energy
- Improves your decision making skills
- Improves your performance
- Increases your endurance
97

RATIONALE:
a. This answer is INCORRECT. According to the Human Performance chapter, High
Intensity Exercise Endurance is the application of maximal physical effort systematically
applied to a technically developed motor skill. In other words, it is a concept that focuses
on the form of the exercise before intensity. This concept may have been applied to the
program in the scenario; however, the scenario best illustrates a Functional Training plan,
which is a concept that has a direct relationship to the daily activities of the team.
b. This answer is CORRECT. According to the Human Performance chapter,
Functional Training is defined as any type of exercise that has a direct relationship
to the activities you perform in your daily life. In the scenario, Burke reflects back
to his last deployment and realizes the difficulty his team had working in the desert
climate while wearing the heavy gear. So, he enlists the help of an Air Force
exercise physiologist to develop a Functional Training plan that resulted in the team
being more effective.
c. This answer is INCORRECT. According to the Human Performance chapter, Functional
Endurance Intensity is Functional Training married with the High Intensity Exercise
Endurance concept resulting in functional movements completed correctly at a high
intensity. It is a form of an exercise and not a concept. This form maybe used to achieve
desired results; however, the scenario best illustrates a Functional Training plan, which is
a concept that has a direct relationship to the daily activities of the team.
98
2. CORRECT ANSWER: a
RATIONALE:
a. This answer is CORRECT. According to the Human Performance chapter, low
nutrient intake can compromise performance and negate training benefits to include
the loss of strength and endurance. Additionally, it can result in lower energy stores
resulting in an overall feeling of tiredness and increase the risk of injury. In the
scenario, Stanleys improper nutrition may result in weight loss but will not help the
fitness assessment and may create health problems that will lessen her ability to be
an effective NCO.
b. This answer is INCORRECT. There is no indication in the Human Performance chapter
that losing weight will help with the fitness assessment; however, it is indicated that it
will have negative effects on health if nutrition is not properly controlled. The scenario
indicates that Stanley is on an aggressive diet plan that is the cause of her collapsing
during the PT session. She may be losing a lot of weight, but it will not help her fitness
assessment and will create health problems that will affect her NCO effectiveness.
c. This answer is INCORRECT. There is indication in the scenario that Stanley is not
getting proper amounts of nutrients in her diet. This lack of nutrients will affect her
performance because nutrients are needed to be metabolized and used for energy and fuel
for the aerobic and anaerobic activities. The scenario indicates that Stanley is on an
aggressive diet plan that is the cause of her collapsing during the PT session. She may be
losing a lot of weight, but it will not help her fitness assessment and will create health
problems that will affect her NCO effectiveness.
99
End Notes
1
Dall TM , Zhang Y , Chen YJ, et al: Cost associated with being overweight and with obesity,
high alcohol consumption, and tobacco use within the military health systems TRICARE
Prime-enrolled population. Am J Health Promot 2007; 22: 120 39.
Institute of Medicine. Dietary Reference Intakes for Energy, Carbohydrate, Fiber, Fat, Fatty
Acids, Cholesterol, Protein, and Amino Acids. Washington (DC): The National Academies
Press; 2002. http://health.gov/dietaryguidelines/dga2010/DietaryGuidelines2010.pdf. (accessed
4 January 2011). 15.
Ibid., 15.
Ibid., 15.
Page Intentionally Left Blank
Chapter Three: Air Force Culture and Heritage
101
CHAPTER THREE: Air Force Culture and Heritage

Air Force Culture and Heritage
Culture and Heritage
Traditions and History
Air Force Enlisted Heroes
Inspections and Formal Flag

Procedures
As an NCO, you belong to a unique culture that defines and

shapes your membership in the Profession of Arms. The Air
Force has a rich, distinct culture that is very different from
other services. It is neither better nor worse, only different and
is developed naturally from its historic origins. It is through
the process of understanding these origins and key elements of
Air Force culture that Airmen can recognize the valid reasons
for these differences.
An understanding of Air Force culture can help you explain
many of the current beliefs, actions, and roles that determine
the success of the military organization as a whole.
Can you imagine dedicating your life to anything without first
understanding what it stands for and where it originated?
You can take pride in the efforts and accomplishment of enlisted

pioneers of the United States Air Force and its predecessor
organizations, who, through their own sacrifices, made the Air Force
enlisted corps what it is today.
- William I. Chivalette, Curator, Air Force Enlisted Heritage Hall
Inspection Procedures
Drill and Ceremonies
Reveille and Retreat

Procedures
102

should be able to:
TERMINAL COGNITIVE
OBJECTIVE:
Comprehend the impact of Air Force
Culture and Heritage on NCO, unit,
Behavior:
1. Explain how Air Force Culture
and Heritage impacts NCO, unit,
2. Give examples of how Air Force
Culture and Heritage impacts
effectiveness.
3. Predict the impact of how Air
Force Culture and Heritage
effectiveness.
Value Air Force Air Force Culture
and Heritage and how it enhances
with Air Force Air Force Culture
and Heritage and its impact on
effectiveness
2. Willingly accept that Air Force
Culture and Heritage is important
to NCO, unit, and mission
effectiveness.
Air Force Air Force Culture and
Heritage to enhance NCO, unit,
and mission effectiveness
4. Commit to using Air Force Air
Force Culture and Heritage to
enhance NCO, unit, and mission
effectiveness.
Have you ever thought about what it means to be an

Airman? What makes Airmen different from Marines,
Soldiers, and Sailors?
The answer to this question is very simpleit is your
heritage and culture. During this chapter, you are going
to talk specifically about that heritage and culture. You
may be asking yourself Why does this course focus on
the heritage and culture of the Air Force? Once again,
the answer is simple. First, knowing who you are and
where you come from affects how you behave and
perform as an Airman. Second, to bolster your military
professionalism, you must be aware of its most
important elements.
This chapter supports the Airmanship chapter
competencies of Air Force military culture, i.e., dress
and appearance, flag ceremonies, and reveille and
retreat. Additionally, you will explore what you have
learned regarding how Air Force culture and heritage
impacts military professionalism. Included in this
lesson are Self-Reflection Opportunities that will
challenge you to think about how the concepts may
impact you personally. By the end of this chapter, you
should be better prepared to model professional military
attributes as evidenced by your comprehension of Air
Force culture.
103
Air Force Culture and Heritage

As the soil, however rich it may be, cannot be
productive without cultivation, so the mind without
culture can never produce good fruit.
- Seneca
Culture and Heritage

What is the difference between culture and
heritage?
To understand Air Force culture, it is first
necessary to understand what culture is.
Culture is a set of shared attitudes, values, goals, and practices that characterizes a group or an
organization.
Merriam-Websters Dictionary defines heritage as something transmitted by or acquired from
a predecessor. 1
If you can understand these two concepts as a whole, you may begin to get a clearer picture
as to why Air Force heritage and culture are so valuable to your organization.
Traditions and History

The Air Forces culture has its roots in its
traditions and history. The Air Force cherishes its
past and nourishes its institutional memory
through ceremonies and traditions. Its
organizations preserve their unit histories and
display them in unit patches and mottos. Such
traditions reinforce morale and the distinctiveness
of the Air Forces contributions within the
Profession of Arms (POA). The Air Forces rich
and honorable history of service to the Nation
reminds Airmen of who they are, the cause they
serve, and their ties to those who have gone
before them.
The following section on Air Force history was extracted from material located at the Enlisted
Heritage Research Institute, Thomas N. Barnes Center for Enlisted Education, located at
Maxwell-Gunter AFB, Alabama.
104
During the early years, balloon observations played an important role in the crucial battle of Fair
Oaks in 1861. Balloon activities actually occurred throughout the Civil War and were the first
forms of aerial surveillance of the Washington metropolitan area. William Ivy Baldwin, a stunt
balloonist, along with his wife, constructed the Armys only available balloon at the beginning of
the Spanish-American war. Baldwin was a civilian aeronaut who was recruited by the Army as a
flight instructor. He enlisted in 1897 and was tasked to ready the balloon for Signal Corps
service. Sergeant Ivy Baldwin, the only experienced crewmember, also made the first ascension,
on 30 June 1898, to observe the Spanish fleet in Santiago harbor.
On 1 August 1907, the U.S. Army Signal Corps established a small Aeronautical Division to take
charge of all matters pertaining to military ballooning, air machines, and all kindred subjects.
The individuals who held the ropes on the balloon are perhaps the earliest examples of what are
today the aerospace ground equipment personnel.
The grandfather of the enlisted corps Corporal Edward
Ward was the first enlisted man appointed to the
Aeronautical Division. As did many enlisted men, Ward
went up through the ranks. He made master sergeant and
was eventually promoted to the rank of captain.
In August 1909, the Signal Corps formally accepted
Aeroplane No. 1. Corporal Frank Scott became the first
enlisted fatality of an aircraft accident in 1912. Scott
AFB is named after him and is the only facility named
after an enlisted man.
Figure 1. Corporal Edward Ward
The first military unit of the U.S. Army devoted exclusively to aviation was the 1st Aero
Squadron. This squadron, designated today as the 1st Reconnaissance Squadron, has remained
continuously active since its creation. Assigned a role in the Punitive Expedition of the Mexican
border against Pancho Villa in 1916, this squadron became the first air combat unit of the U.S.
Army.
105
During this early stage of aviation history, the American Expeditionary Force in Mexico became
the first deployment of the fledgling American Air Force. During this conflict, aircraft were
identified with a dark red star on the tail, the first American aircraft insignia.
Ruth Law is considered one of the finest pilots of her time. She held numerous flying records
and was also considered one of the bravest American pilots. When World War I began, she
volunteered to enlist in the U.S. Army. Army officials, however, had other plans for Ruth. In
1917, they asked her to wear the U.S.
Army uniform to raise money for the
war effort, which is how she became
the first female pilot allowed to wear
the U.S. Army uniform. She was very
successful and raised awareness for
the war effort.
On 20 May 1918, President Woodrow
Wilson issued an executive order
transferring aviation from the Signal
Corps to two agencies under the
Secretary of War: the Bureau of
Aircraft Production, headed by Mr.
John D. Ryan; and the Division of Military Aeronautics, directed by Major General William L.
Kenly. On 24 May, the War Department officially recognized these two Army agencies as the
Air Service of the U.S. Army. Three months later, on August 27, the President appointed Mr.
Ryan as Director of the Air Service and Second Assistant Secretary of War.
106
In the World War I era, there were sergeant pilots who wore their wings on the right-shoulder
above their rank. In the early days, this distinguished enlisted personnel from officers. By the
time World War I was over, even enlisted pilots would wear their wings above the left breast
pocket. One of the enlisted pilots during this era was a staff sergeant named Walter Beech. He
is known today as Walter Beech of Beechcraft Corporation.
107
Another sergeant pilot in 1917, Private Frederick Libby was the first American ace. Libby
was the first American to shoot down five enemy airplanes, but since he was enlisted, those
were not recorded; only the 14 kills he later made as an officer are in the books. Hes listed
as the first American to kill five enemy airplanes but not as an ace since he was a gunner
onboard an aircraft that was piloted by an officer.
108
Corporal Eugene Bullard is one of the most interesting individuals from the World War I era.
Corporal Bullard flew missions with the French Air Service in 1917. After spending some time in
England, he moved to France and was there when World War I broke out. He joined the French
Foreign Legion and was involved in some of the heaviest fighting in the War. During this time, he
was recuperating from severe wounds when he was offered the opportunity to attend pilot training.
He received his pilot certificate in 1917, thereby establishing himself as the worlds first black
pilot/fighter pilot.
109
Following the armistice, demobilization of the Air Service was rapid and thorough. At war's
end, the Air Service consisted of 185 aero squadrons, 150 spruce production squadrons, 86
balloon companies, 6 balloon group headquarters, 15 construction companies, 55 photographic
sections, and a few miscellaneous units. By 22 November 1919, all had been demobilized
except 1 aero construction, 1 aero replacement, 22 aero squadrons, 32 balloon companies, 15
photographic sections, and a few miscellaneous units. Between 11 November 1918 and 30
June 1920, officer strength plummeted from 19,189 to 1,168, and enlisted strength dropped
from 178,149 to 8,428. Following World War I, the strength of the Air Service matched what
Congress considered satisfactory for peacetime. This serves as a historical reminder that plusups and draw downs are just a natural cycle for the U.S. Military.
The Army Reorganization Act of 1920 made the Air Service a combatant arm of the Army. It
gave the Chief of the Air Service the rank of major general and his assistant chief the rank of
brigadier general. Tactical air units in the United States were placed under the nine U.S. Army
corps area commanders where they continued to be employed primarily in support of the
ground forces; however, the Chief of the Air Service retained command of various training
schools, depots, and other activities exempted from Army corps control. In August 1926, the
Army established the Air Corps Training Center in San Antonio, Texas. A few weeks later, on
15 October, the logistical organization was placed on firmer footing with the establishment of
the Materiel Division, Air Corps, in Dayton, Ohio. A year later, this division moved to nearby
Wright Field, becoming the primary base for air logistics.
In Texas, Randolph Field, the West Point of the Air, was dedicated on 20 June 1930. It
became the headquarters of the Air Corps Training Center and the site of the primary flying
school in 1931. By 30 June 1932, the Air Corps had grown to 1,305 officers and 13,400
enlisted men, including cadets, and possessed 1,709 aircraft. At this time, the Air Corps
possessed two airships and two balloon squadrons. President Franklin D. Roosevelt
acknowledged the growing importance of airpower, and recognized that the United States
might be drawn into a European war. Assured of a favorable reception in the White House, the
Air Corps prepared plans in October 1938 for a force of some 7,000 aircraft. Soon afterwards,
President Roosevelt asked the War Department to prepare a program for an Air Corps
composed of 10,000 airplanes, of which 7,500 would be combat aircraft. In a special message
to Congress on 12 January 1939, the President formally requested this program. Congress
responded on 3 April, authorizing $300 million for an Air Corps not to exceed 6,000
serviceable airplanes.
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World War II had a significant impact on the structure of the military. Beginning in September
1939, the German army and air force rapidly conquered Poland, Norway, Holland, Belgium, and
France and, within one year, had driven the British off the continent. Leaders of the Air Corps
now found themselves in the novel position of receiving
practically anything they requested. Plans soon called for
54 combat groups. This program was hardly underway
before revised plans called for 84 combat groups
equipped with 7,800 aircraft and manned by 400,000
First Air Force Major Commands
personnel by 30 June 1942. All told, U.S. Army Air
Strategic Air Command (SAC)

Corps strength in World War II would swell from 26,500
men and 2,200 aircraft in 1939 to 2,253,000 men and
Air Defense Command (ADC)

women and 63,715 aircraft in 1945another cyclical
event that reminds us of plus-ups during hostilities just as
Tactical Air Command (TAC)

there are today with current operations from a Total
Force perspective.
In 1939, with this enormous expansion underway, the
War Department began to establish new bases and air
organizations in rapid succession overseas and in the continental United States. Rapid
demobilization of forces immediately followed World War II, sharply reducing the size of the
Army Air Corps but left the nucleus of the postwar United States Air Force (USAF) untouched.
A War Department letter of 21 March 1946 created two new commands and redesignated an
existing one. Continental Air Forces became Strategic Air Command and the resources of what
had been Continental Air Forces were divided among Strategic Air Command and the two
newcomersAir Defense Command and Tactical Air Command. These three commands and
the older Air Transport Command represented, respectively, the strategic, tactical, defense, and
airlift missions that provided the foundation for building the postwar, independent Air Force.
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During WWII, Medal of Honor recipient Sergeant Archibald Mathies was a ball turret gunner
in 1944. He attempted to save the life of his pilot by refusing to bail out of the aircraft when
he had the opportunity
while trying
unsuccessfully to land
the aircraft. He
perished in the attempt
along with two others.
The history of World
War II tells of a group
of enlisted (later Flight
Officer) pilots known
as the Sad Sacks.
Jack Middaugh was the
founder of the Sad Sacks. This disjointed group of pilots were torpedoed on their way to the
war, lost their airplanes, and were broken up before 13 survivors ended up in the same place to
finally start their active involvement in the war. Some became aces, and their unit had a
remarkable record while defeating German Field Marshall General Erwin Rommel, Desert
Fox, in heavy fighting from their home bases in the Mediterranean. They were called the
Sad Sacks because there was no officer in charge (they were all enlisted pilots or flight
officers), so they promoted their mascot (a dog) to 2nd lieutenant. When anyone asked who
was in charge, they would always point at the dog.
World War II changed the military structure. It showed a need for additional aircraft and
provided enormous growth in troop strength. It created the Army Air Forces under the
command of air leaders.
In order to form an independent force, the National Security Act of 1947
became law on 26 July 1947. It created the Department of the Air Force
headed by a Secretary of the Air Force. Under the Department of the Air
Force, the act established the United States Air Force, headed by the Chief
of Staff, USAF. On 18 September 1947, W. Stuart Symington became
Secretary of the Air Force, and on 26 September, Gen. Carl A. Spaatz
became the USAF's first Chief of Staff. 2
The enemy that the Air Force faced was that of an ideology. For the first
thirty years of existence, the Air Force faced the threat of communism, and containing the
spread of communism, around the world. The enemy was known and was confronted in every
corner of the globe.
During WWII and the Korean War, crash and rescue boats are evidence that the Air Force had
a navy. During WWII, U.S. generals noted the British were plucking their downed pilots from
the waters using PT boats. They thought that was a great idea, so the crash and rescue boat
program was born. During the Korean War, the program grew to its largest strength.
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The PT Boats were perfect for the shallow Korean coast, and the mission expanded from solely
rescue to black operations. The program ended in 1995, but up until that time, it was an all
enlisted Air Force Specialty Code (AFSC). Usually, the boat captain was a master sergeant.
The Vietnam era produced several warriors of note. CMSgt Wayne Fisk, who was involved in
the Son Tay Prison Camp raid and the Mayaguez crew rescue during his four tours in Vietnam
as a Pararescueman became the first director of the Air Force Enlisted Heritage Hall. He was
selected as one of the Ten Outstanding Young Men of America and much more.
Another well known Airman during the
Vietnam era was Chief Master Sergeant
Richard Etchberger. He didnt consider
himself a warrior, but he did what chiefs
have been doing for many years; he
took care of his people. The Chief was
killed after he held North Vietnamese
sappers at bay for six hours with a
single M-16 rifle and loaded his troops
and himself aboard a CIA helicopter.
As the chopper was pulling away,
several armor-piercing rounds
penetrated the helicopter wounding the
chief. He eventually died from his
wounds and was put in for the Medal of
Honor, but it was downgraded to the Air
Force Cross by President Lyndon B. Johnson because the mission was classified secret. It took
nearly two decades, but on 21 September, 2010, CMSgt Etchbergers Air Force Cross was
upgraded, and the Medal of Honor was presented to his three children by President Barack
Obama. 3
SELF-REFLECTION OPPORTUNITY: How might an understanding of (or a lack of) Air
Force culture and heritage impact your effectiveness, your units effectiveness, and mission
effectiveness?
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Operations dont just happen; they need people dedicated to the mission and ready to sacrifice
their own lives for freedom and the Nation.
Operation Desert Storm

Operation Desert Storm began in response to the
aggression displayed by Iraq in the Arabian Peninsula
and their illegal invasion of the small neighboring
country of Kuwait. President George Bush, with the
support of the United Nations Security Council,
successfully built a coalition force to expel Iraq from
Kuwait. Although given many opportunities to withdraw
forces from Kuwait, Iraqi leadership defied United
Nations Security Council Resolution 660.
On 24 February 1991, after 39 days of the most lethal and
intensive air attack in the history of warfare, the ground
offensive campaign was initiated. On 28 February, only
100 hours after the ground campaign began, the National
Command Authority (NCA) and the
Commander in Chief, United States Central
Command (USCINCCENT) determined
Operation Desert Storm objectives had been
met and ordered a temporary halt of offensive
operations. One week later, strategic activities
were terminated. On 10 March, U.S. forces
began redeploying, and on 11 April, the
United Nations Security Council agreed that
Iraqs acceptance of the cease fire satisfied
UNSC requirements; Operation Desert Storm
was over.
Reasons for Operation Desert

Storm
Iraq invaded Kuwait
Stabilization of the Arabian

Peninsula
Enforcement of United Nations

resolutions
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Operation Desert Storm delivered a decisive victory; one achieved only through detailed
planning and bold, precise, and aggressive execution. The plan was designed to exploit coalition
force strengths and Iraqs weaknesses. The U.S. built a cohesive coalition and took advantage of
surprise, deception, mass, speed, momentum, superior intelligence and reconnaissance, and solid
command and control arrangements. When the plan was executed, most operational objectives
were achieved ahead of schedule. 4
Operation Desert Storm impacted the way wars are conducted. It proved that airpower could
decrease casualty counts and that airpower can provide a decisive path to victory. Airpower can
decrease the burden on ground forces and proves that war can be waged from thousands of miles
away. Desert Storm also helped illustrate the advantage of using a coalition force.
Air Force Operation Provide Relief and Restore Hope
Years of drought and civil war produced a famine in
Somalia that by 1992 had starved an estimated onequarter of all children under the age of five. The United
Nations (UN) announced that 1.5 million people faced
imminent starvation unless help was provided quickly. At
the same time, gunfire exchanges among rival clans in the
capital and port city of Mogadishu prevented safe docking
and unloading of food ships. Ready to join an
international effort to aid the Somali people, President
George H.W. Bush announced a U.S. humanitarian relief
operation called Provide Relief on 14 August. Airlift played a major role in the operation.
Despite poor airfields, frequent tire changes, and interruptions from gunfire, Provide Relief
flights delivered the equivalent of 28 million meals in the first 42 days. The transports also
delivered medical and cooking supplies. Airlift was only one part of Operation Provide Relief.
Additional food was transported by ship to relief agencies at the ports of Mombasa and
Mogadishu.
Tragically, armed gangs representing various rival clans stole food in Somalia from relief
agencies, which were often forced to make protection payments. To ensure a more equitable
food distribution, President Bush announced a new operation called Restore Hope on 4
December 1992. Armed U.S. Military forces would
suppress the gangs and help relief agencies to get food to
those who needed it most. The unrest and factional
fighting in the country caused problems for the relief
effort again. These problems resulted in a bloody battle
between United States Special Forces troops and members
of one of the clans. During this operation, Technical
Sergeant Wilkinson responded with his crew to a downed
U.S. UH-60 helicopter in Mogadishu and a bloody battle
ensued. The U.S. Military suffered 18 deaths and 84 were
wounded. 5
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Air Force Operation Allied Force

The Kosovo crisis began when large-scale fighting broke
out between Serbian forces and the Kosovo Liberation
Army (KLA) resulting in the displacement of some
300,000 people. A ceasefire was agreed to in October
1998, which enabled refugees to find shelter, averting an
impending humanitarian crisis over the winter. The
Kosovo Verification Mission (KVM) was established by
the Organization for Security and Cooperation in Europe
(OSCE) to verify compliance with the ceasefire and
promote human rights. However, violence continued
and the situation worsened significantly in January 1999.
A peace conference held in Paris dissolved on 19 March
with the refusal of the Yugoslav delegation to accept a
peaceful settlement.
NATO was prepared to suspend its air strikes once
Belgrade unequivocally accepted specific conditions and
began to withdraw its forces from Kosovo according to a
precise and rapid timetable. These conditions were set in
accordance with a UN Security Council resolution
requiring the withdrawal of Serb forces and the
demilitarization of Kosovo. This resolution also required
the deployment of an international military force to
safeguard the swift return of all refugees and displaced
persons as well as the establishment of an international
provisional administration of Kosovo.
How is Operation Allied Force

important to history?
It showed U.S. resolve to

prevent human suffering.
It proved the U.S. could operate

under the direction of NATO
and with coalition partners.
It proved how a phased

bombing approach is valuable.
It displayed the fundamental

factors of unity and resolve.
The constant pounding by NATO fighters and bombers

proved that the phased approach to the air campaign was
having an impact on the Yugoslavian government and
their will to continue fighting. The fundamental factor in
the conclusion of Allied Force was NATO's unity and resolve. NATO became progressively
tougher throughout the campaign and failed to be deflected from its goals. This lesson was very
clear to President Slobodan Milosevic who had hoped he could outwait NATO.
End of Kosovo Crises
Both the precision and the persistence of the air
campaign were fundamental factors in convincing
Milosevic that it was time to end the fight. The air
campaign, which started slowly and gathered
momentum, became systematically damaging to his
entire military infrastructure. It had a big impact on the
morale of the forces.
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Desertions were increasing, and there were increasing reports of lack of food, fuel, and
equipment. This ultimately led to a lack of will and morale. Their leadership realized, because
of NATO's persistence, the situation was going to get steadily worse. On 3 June, President
Milosevic finally accepted peace terms presented by European Union envoy President Martti
Ahtisaari and Russian envoy Viktor Chernomyrdin. 6
Operation Enduring Freedom
At approximately 0845 hours Eastern
Daylight Time on Tuesday 11 September
2001, a commercial airplane crashed into
the north tower of the World Trade Center
complex in New York City. At that time,
the severity of the incident, the numbers of
people involved, and the reason for the
crash were all unknown. Shortly after
0900 hours, a second plane hit the south
tower of the World Trade Center. Around
1000 hours, reports came in that another
commercial plane hit the Pentagon in
Washington, DC, and a fourth commercial
plane was downed in Somerset County,
PA, about 80 miles southeast of
Pittsburgh. Shortly after 1000 hours, the
south tower of the World Trade Center
collapsed. Within the next half hour, the
northern tower of the World Trade Center
also collapsed. At approximately 1730
hours, a third tower in the World Trade
Center complex, Building #7, collapsed as
well. Wednesday evening, 12 September,
another building within the World Trade
Center complex collapsed.
After the 11 September 2001 attacks on the World Trade Center and the Pentagon, the United
States military entered into a war against global terrorism. President Bush began the U.S.
response in the War on Terrorism with the stroke of his pen to seize terrorists' financial assets
and disrupt their fundraising network. Unlike most previous conflicts, this war is being fought
on both domestic and foreign soil. Deployment of American personnel to Southwest Asia and
countries surrounding Afghanistan occurred in the days following the attacks. The military
response to the 11 September 2001 terrorist attacks on the United States was assigned the name
Operation Enduring Freedom (OEF), but was previously planned to have been called Operation
Infinite Justice (this name is believed to have been changed following concerns that this might
offend the Muslim community as Islam teaches that Allah is the only one who can provide
Infinite Justice). OEF commenced on 7 October 2001. Even in times of war, the United States
is sensitive and aware of cultural diversity issues.

Planning involved not only an evaluation of the enemy
situation but also the history of military operations in
Afghanistan and the political and military situation
across the region. Cultural awareness and regional
familiarity came into play as the planning developed.
This "mission analysis" resulted in General Tommy
Franks' recommendation of a military course of action,
which was approved by Secretary of Defense Donald
Rumsfeld on 1 October. General Franks briefed the
concept to President Bush on 2 October, and the
President directed that combat operations should begin
on 7 October26 days after the attacks on New York
and the Pentagon. Operations would involve the full
weight of America's national power and would include
significant contributions from the international
community.
By 2002, the coalition had grown to more than 68
nations, with 27 nations having representatives at
CENTCOM headquarters. The United States continues
to be involved in Operation Enduring Freedom and
Operation Iraqi Freedom. The men and women of the
United States Air Force continually operate at a high
operations tempo, and are the backbone for the success of
the military around the world. You may ask, Why is
participation in these types of operations important to
military professionals? Its important because it shows
the world Americas commitment to democracy and
freedom; the Air Force must uphold that commitment and
pass the legacy on to future Airmen.
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Why did the United States launch

Operation Enduring Freedom?
Because the U.S. was attacked

on its own soil
Because of the amount of lives

lost
To stop the spread of terrorism

around the world
To prevent countries from

harboring terrorists
To destroy the Taliban

government
To destroy terrorist training

facilities
To bring Osama Bin Laden and

his radical followers to justice
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Progress Check
1. What is the difference between culture and heritage?
2. In 1907, the U.S. Army Signal Corps established a small _____________________________

to take charge of all matters pertaining to military ballooning, air machines, and all kindred
subjects.
3. Who was the first female pilot allowed to wear the U.S. Army uniform?
4. On 24 May 1918, the War Department officially recognized two Army agencies, the Bureau
of Aircraft Production and the Division of Military Aeronautics, as the _________________.
a. United States Air Force
b. U.S. Army Signal Corps
c. Air Service of the U.S. Army
5. The National Security Act of _____________established the United States Air Force, headed
by the Chief of Staff, USAF.
6. What did the success of Operation Desert Storm prove about the importance of airpower?
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7. From the list below, select the reasons why the United States launched Operation Enduring
Freedom?
_____ Because the U.S. was attacked on its own soil
_____ To respond to the illegal invasion of Kuwait
_____ Because of the amount of lives lost
_____ To stop the spread of terrorism around the world
_____ To prevent countries from harboring terrorists
_____ To destroy the Taliban government
_____ To enforce the withdrawal of Serb forces from Kosovo
_____ To provide humanitarian relief for the Somali people
_____ To destroy terrorist training facilities
_____ To bring Osama Bin Laden and his radical followers to justice
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Air Force Enlisted Heroes

Congressional Medal of Honor Recipients
The Medal of Honor is the highest U.S. Military decoration awarded to individuals who, while
serving in the U.S. armed services, have distinguished themselves by conspicuous gallantry and
courage at the risk of life above and beyond the call of duty. Each recommendation for this
decoration must incontestably prove that the act of bravery or self-sacrifice involved obvious risk
of life and, if the risk hadn't been taken, there would be no just grounds for censure. The award
is made in the name of Congress and is presented by the President of the United States.
Originally authorized by Congress in 1861; it's sometimes called the Congressional Medal of
Honor.
Many members of the Air Force have received this
honor for their heroic actions. However, there are
only seven Air Force enlisted Congressional Medal
of Honor recipients. Why is this the case? The Air
Force is mostly made up of pilots, and the select
enlisted force is considerably smaller than the other
branches of the United States Military. By studying
each one of these heroes, you will enhance your
ability to lead and become a strategic communicator
passing on that coveted tradition to those who follow
you.
SSgt Henry Erwin
SSgt Erwin was the radio operator of a B-29 airplane leading a group
formation to attack Koriyama, Japan on 12 April 1945. He was charged with
the additional duty of dropping phosphorus smoke bombs to aid in
assembling the group when the launching point was reached. One of these
bombs proved faulty causing an explosion forcing SSgt Erwin to disregard
his own life. His gallantry and heroism, above and beyond the call of duty,
saved the lives of his comrades.
A1C William Pitsenbarger
On 11 April 1966, near Cam My, Republic of Vietnam, while assigned
as a Pararescue Crew Member, Detachment 6, 38th Aerospace Rescue
and Recovery Squadron, Airman Pitsenbarger was aboard a rescue
helicopter responding to a call for evacuation of casualties incurred in an
on-going firefight between elements of the United States Armys 1st
Infantry Division and a sizable enemy force approximately 35 miles east
of Saigon. Airman Pitsenbarger exposed himself to almost certain death
by staying on the ground and perished while saving the lives of wounded
infantrymen. 7
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Many people are surprised when they only see six enlisted
individuals awarded the Congressional Medal of Honor
when they stop and consider that millions of enlisted men
and women were involved in World War I, World War II,
Korea, Vietnam, Global War on Terrorism, and current
operations. Certainly, in the Army and Marines, the
majority of Medal of Honor recipients are enlisted, but the
Air Force is different. In the Air Force, officers have been
the primary combatants as members of aircrews. Therefore,
more officers qualify for the award because of their active
engagement with the enemy. In fact, five of six of these
enlisted Medal of Honor recipients were members of
aircrews aboard various airplanes when they earned the
Medal; four from World War II and one from the Vietnam
era. The sixth served as a crewmember aboard an HH-43
helicopter during Vietnam.
Air Force Cross Recipients
The Air Force Cross is awarded to US and foreign military personnel and civilians who have
displayed extraordinary heroism in one of the following situations: while engaged in action
against a U.S. enemy, while engaged in military operations involving conflict with a foreign
force, or while serving with a friendly nation engaged in armed conflict against a force in which
the United States is not a belligerent party. The Air Force Cross is awarded when the heroic
actions fall just short of warranting the Congressional Medal of Honor.
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SrA Cunningham
On 4 March 2002, Senior Airman Cunningham was the primary Air Force
Combat Search and Rescue medic assigned to a Quick Reaction Force tasked to
recover two American servicemen evading capture in austere terrain occupied
by massed Al Qaida and Taliban forces. Even after he was mortally wounded
and quickly deteriorating, he continued to direct patient movement, and
transferred care to another medic. In the end, his distinct efforts led to the
successful delivery of ten gravely wounded Americans for life-saving medical
treatment.
TSgt John Chapman
Technical Sergeant Chapman was a 24th Special Tactics Squadron Combat Controller in the
vicinity of Gardez, in the Eastern Highlands of Afghanistan, on 4 March 2002. During his
helicopter insertion for a reconnaissance and time-sensitive targeting close air support mission,
the aircraft came under heavy machine gun fire and received a direct hit from a rocket propelled
grenade. This hit caused a U.S. Navy Sea-Air-Land team member to fall from the aircraft.
Though heavily damaged, the aircraft was able to make an emergency landing. TSgt Chapman
volunteered to rescue his missing team member.
Shortly after insertion, the team made contact
with the enemy. TSgt Chapman engaged and
killed two enemy personnel. He continued to
advance reaching the enemy position then
engaged a second enemy position, a dug-in
machine gun nest. At this time, the rescue team
came under effective enemy fire from three
directions. From close range he exchanged fire
with the enemy from minimum personal cover
until he succumbed to multiple wounds. His engagement and destruction of the first enemy
position and advancement on the second position enabled his team to move to cover and break
enemy contact. His Navy Sea-Air-Land team leader credits TSgt Chapman with saving the lives
of the entire rescue team. 8 In April 2005, the US Navy named a ship the MV TSgt. John A.
Chapman in recognition and rememberance. 9
The Air Force owes a debt of gratitude to these warriors and the many unnamed heroes who
went beyond the call of duty for their fellow Airmen and their country. However, not every
warrior earns the Air Force Cross or the Medal of Honor. There are many stories of ordinary
men and women who serve in uniform today that also offer a portrait of courage.
Brian Kolfage
Brian Kolfage endured a life changing event that would have sent someone of lesser spirit into a
downward spiral. But, for this former security forces Airman turned Air Force civilian, life is
about looking forward to what you can do, not what you cannot. In 2004, then-Senior Airman
Kolfage was on his second deployment for Operation Iraqi Freedom. After working a night shift
at Balad Air Base, Iraq, he awoke in the afternoon and left his tent to get some water.
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He had walked no more than 25 feet when the airbase came under a mortar attack. It would be
the last time he would walk on the legs he was born with.
A mortar shell exploded about three feet from Airman Kolfage. He was thrown several feet in
the air and landed against a wall of sandbags. Still conscious, he began calling for help. Airman
Kolfages best friend, who was thrown from his bed
during the attack, heard the screams and rushed outside to
find his friend bloody and mangled. The Airman and a
medic rushed to help Airman Kolfage, who was
struggling to breathe with only one lung after the other
had collapsed. Brians friend desperately tried to divert
his attention from the seriousness of his injuries, but
calmly, Airman Kolfage assured him that he already
knew the extent of his wounds and that he just wanted to
go home to his fiance, who is his wife today.
An ambulance arrived and rushed him to the Balad
Combat Support Hospital. The call for blood was
announced over the base speakers, and fellow service
members rushed to the hospital by bus, bike, or on foot to
give the blood that kept Airman Kolfage alive. Thirty-six
hours after being struck by the blast of the mortar, he was
airlifted to Walter Reed Medical Center where his legs and right hand were amputated. Despite
suffering multiple amputations and the looming possibility of death, Airman Kolfage maintained
incredible strength and courage throughout his recovery. The fact that no one with his level of
amputation has ever been able to walk independently didnt discourage him. With undiminished
spirit, he still saw opportunities, and worked with feverish determination through his physical
therapy program, gaining strength and balance every day. Brian is now a civilian employee with
the 355th Security Forces Squadron at Davis-Monthan Air Force Base, Arizona. He continues to
embrace a positive attitude as he makes great strides, both literally and figuratively, in learning
how to walk with his prosthetics. 10
SELF-REFLECTION OPPORTUNITY: Take a moment to reflect on the sacrifices of these
brave enlisted Airmen and the heritage theyve passed down to you. How can you honor this
heritage as an NCO?
Your Air Force enlisted heritage is much more than names and dates in a timeline. Each
individual or moment of your heritage has paved the way for your way of life. If you fail to
understand and maintain your heritage, it will slowly erode and become meaningless. Knowing
the Air Force heritage instills pride and a sense of belonging to an organization with a proud
heritage. Understanding the sacrifice and dedication of those Airmen that have gone before you
gives you a better understanding of your NCO responsibilities.
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Knowing your culture in the Profession of Arms separates your profession from other
professions in terms of sacrifice and dedication. The Enlisted Force Structure charges all NCOs
with advancing the POA. Only by
understanding where they came from can
NCOs truly advance the POA.
As an NCO, you can encourage your
subordinates to embrace their Air Force
culture and heritage by being
knowledgeable of the history of the Air
Force as well as that of their individual
wing and unit of assignment. Emphasize
to your subordinates the importance of
Air Force heritage in relation to their
Airmanship and encourage conversations and reading of Air Force heritage and culture.
From your reading, you should now understand that your military lineage is part of what makes
up your military culture. You should also understand that the professional Airman is not only
experienced in their specialty but also
understands the role of heritage in the
Profession of Arms and the relationship
between Airmanship and enlisted heritage.
As youve discovered, the history of the
Air Force is an important part of your
heritage. History provides a look at how
the Air Force has accomplished many of
the tasks its been assigned, what is to
come in the future, and how we may react
in a given situation. The next step to
understanding Air Force heritage is to take
a look at its own unique culture.
SELF-REFLECTION OPPORTUNITY: Do you think that understanding Air Force culture
and heritage is as important to professional Airmen as experience in their specialty? If so,
how would you explain this importance to others and encourage them to further their
knowledge of Air Force history and culture.
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Progress Check
8. What decoration is awarded to U.S. and foreign military personnel and civilians who have
displayed extraordinary heroism in one of the following situations: while engaged in action
against a U.S. enemy, while engaged in military operations involving conflict with a foreign
force, or while serving with a friendly nation engaged in armed conflict against a force in
which the U.S. is not a belligerent party?
a. Medal of Honor
b. Congressional Medal of Honor
c. Air Force Cross
9. Why is Air Force culture and heritage important to Airmen?
10. Word Search: Find key terms and names of important enlisted Airmen.
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There has been considerable change in the Air

Force uniform over the last ten yearsfrom
BDUs to ABUs, the Hap Arnold Heritage Coat
with belt and narrower lapels, or the
traditional blue service coat. Even the
exercise uniform has gone through some
adjustments in recent years. The statement
what is all the fuss over a uniform seems to
resonate throughout the Air Force. Well, why
all the fuss? The Air Force uniform is
distinctiveas it should be. The Air Force
uniform identifies the person who is wearing it
as an American Airmanfaithful to a proud heritage, a tradition of honor, and a legacy of valor.
Wearing the Air Force uniform means that you get to carry on the tradition. You are a
professional and a member of a society known as Airmen.
Inspections and Formal Flag Procedures

Inspection Procedures
All Air Force members must adhere to standards of
neatness, cleanliness, safety and military image to
provide the appearance of a disciplined service
member. A distinct hallmark of military precision and
discipline is the ability of an individual Airman to
present a perfect appearance. Each Air Force member
is required to procure and maintain all mandatory
clothing items. Each uniform item must be kept neat,
clean, pressed, buttoned, and properly maintained at all
times. 11
You are expected to maintain and demonstrate the
uniform standards that have been outlined in AFI 362903, Dress and Personal Appearance of Air Force
Personnel.
When conducting inspections for the first time, you
may find issues such as dress and appearance
violations, poor attitudes, and unfamiliarity with
uniform regulations. These issues may occur with your
personnel for the following reasons: personnel are not familiar with procedures, everyone
having a slightly different standard, personnel who are not proud of themselves or their job, or
someone who doesnt understand or care about the impression they make on or off base within
the community. To minimize these issues, you should mentor your subordinates in the proper
wearing of the Air Force uniform and correct violations when observed.

Why do you think the Air Force even has uniform
inspections and flag ceremonies? Your immediate
response may be to show respect to the uniform and
the flag. However, the
Enlisted Force Structure,
AFI 36-2618 charges all
AFI 36-2618 charges all
NCOs with advancing the
NCOs with advancing the
Profession of Arms.
Profession of Arms. You
can effectively advance the
Profession of Arms by
having uniform and flag ceremonies, by learning how
to work as a team, by improving your appearance and
discipline, and by demonstrating Excellence in All We
Do.
127
When conducting inspections for the

first time, you may find issues such as:
Dress and appearance violations
Poor attitudes
Unfamiliarity with uniform

regulations
Drill and Ceremonies

Throughout history, armies have practiced drill. In times of
war, leaders used drill to move troops and equipment quickly
from one location to another in an orderly manner. Drills also
show how troops can move as one in a flawlessly timed effort.
These unison movements are still important on the battlefield
where mistakes can cost lives. In peacetime, drill, which also
includes open ranks and reveille and retreat, provides a means of
enhancing morale, developing a spirit of cohesion, and
presenting traditional and well-executed ceremonies.
Drill consists of certain

movements by which the
flight or squadron is moved
in an orderly manner from
one formation to another or
from one place to another.
Ceremonies are special,
formal, group activities
conducted by the Armed
Forces to honor
distinguished persons or
recognize special events.
Standards such as the 24-inch step, cadence of 100 to 120 steps

per minute, distance, and interval are established to ensure
movements are executed with order and precision. The task of
each person is to learn these movements and execute each part
exactly as described. Individuals also must learn to adapt their
own movements to those
of the group. Everyone in
the formation must move
together on command. When individuals react to
commands rather than thought, the result is more than just a
good-looking ceremony or paradeit is discipline! Drill
has been and will continue to be the backbone of military
discipline. In addition to discipline, military drill teaches
and develops teamwork, confidence, pride, alertness,
attention to detail, and esprit de corps.
128
Ceremonies also demonstrate the proficiency

and training state of troops. Ceremonies are an
extension of drill activities. The precision
marching, promptness in responding to
commands, and teamwork developed on the
drill field determine the appearance and
performance of the group in ceremonies. 12
The purpose of a ceremony is to accomplish one
or more of the following:
Provide distinctive honors to national

symbols or individuals on special
occasions
Display proficiency and the state of

training of the troops of a command
Promote teamwork and pride in an Air Force organization
Contribute to the public morale by displaying symbolically the strength and unity of the
military in support of the nation
Reveille and Retreat Procedures

Many Airmen do not get an opportunity to
participate in flag ceremonies on a regular
basis. If it has been some time since you last
participated in a flag ceremony, you may want
to review the procedures in AFMAN 36-2203,
Drill and Ceremonies.
Reveille is the signal for the start of the official
duty day. Because the time for the start of the
duty day varies between bases, the commander
designates the specified time for reveille. If the
commander desires, a reveille ceremony may
accompany the raising of the flag. This
ceremony takes place near the base flagstaff
and is held after sunrise. 13
The retreat ceremony serves a twofold purpose.
It signals the end of the official duty day and
serves as a ceremony for paying respect to the
flag.
129
Because the time for the end of the duty day varies, the commander designates the specific time
for the retreat ceremony. When persons not assigned to a formation are outdoors and in uniform,
on the first note of retreat, they should face the flag (if visible) or music and assume the position
of parade rest.
When conducting reveille and retreat for the first time, you may find issues such as rusty drill
skills, people who have problems following commands, not enough practical experience, and
unfamiliarity with the finer details of the regulation. To minimize these issues, you should
encourage others to participate in reveille and retreat ceremonies, practice and mentor your
subordinates in the conducting of flag ceremonies, and correct violations when observed.
With an understanding of your Air Force heritage and demonstrating your abilities proudly while
properly wearing your distinctive uniform, you can truly advance the Profession of Arms. The
benefit of inspections and flag ceremonies advances the POA through strengthening the
commitment of members and Air Force culture, increased pride in uniform, increased pride in
Air Force heritage, a renewal of the feeling of patriotism upon entering the Air Force, an
increased ability to guide subordinates during reveille and retreat, and improved discipline and
knowledge of the POA.
SELF-REFLECTION OPPORTUNITY: Why is it important for you to encourage others to
adhere to appearance standards and participate in flag ceremonies? How can you motivate
others to follow these procedures and engage in these activities?
130
Progress Check
11. Air Force Manual (AFMAN) 36-2203 covers ________________ and ________________
ceremonies, while Air Force Instruction (AFI) 36-2903 governs ________________ and
_________________.
12. What is the purpose of drill and ceremony?
13. Why is it important for an NCO to know drill and ceremony?
14. How might an NCO use the knowledge of drill and ceremony to enhance subordinate and
work center effectiveness?
131

This chapter revealed how Air Force culture and heritage is a vital aspect of Airmanship. The
chapter identified the differences between culture and heritage and how the Air Force culture sets
the Air Force apart from the other services. The section, Inspection and Flag Ceremony
Procedures, discussed uniform inspections and two distinct flag ceremonies: reveille and retreat.
Take the time to review AFI 36-2903 and AFMAN 36-2203 prior to uniform inspection and
reveille and retreat ceremonies; both of these references will guide you through the steps
necessary to be successful.
As you stand during reveille and retreat, wearing your distinct and professional uniform, closely
observe the flag of your country and reflect on what that flag means to you. Think about the
culturethose shared attitudes, values, goals, and practicesthat you have inherited.
All Airmen are a vital part of this unique Air Force culture, and all play a critical role in
advancing that culture. No, you are not expected to chase down the next person who chooses to
ignore retreat or walk around with your scissors to cut threads from strangers uniforms. You do,
however, now know what you and others should do the next time retreat soundsand maybe
even some of those finer details of dress and appearance! In addition you can give your
people, your unit, and your Air Force the confidence of knowing that you embody Air Force
culture as part of the professional service you provide to your country.
132
Key Terms
Ceremonies, 128
Culture, 103
Drill, 127
Heritage, 103
References
Air Force Instruction (AFI) 36-2618. The Enlisted Force Structure, 1 December 2004.
Air Force Instruction (AFI) 36-2903. Dress and Personal Appearance of Air Force Personnel,
29 September 2002.
Air Force Manual (AFMAN) 36-2203. Drill and Ceremonies, June 1996.
133
Formative Exercise
1. TSgt Sharp, known for his consistency and maintenance of good order, performed an open
ranks inspection. During the inspection, Sharp noticed that Airman Tidwells uniform was
missing a button and was wrinkled. After the inspection, he counseled Tidwell and informed
him that according to AFI 36-2903 each Air Force member is required to keep their uniform
neat, clean, pressed, buttoned, and properly maintained at all times. The next month Tidwell
won the Squadron Look Sharp Award.
This scenario BEST illustrates TSgt Sharps understanding of ___________________ and its
impact on ________________.
a. inspections and discipline; NCO effectiveness.
b. personal pride and confidence; unit effectiveness.
c. culture and esprit de corps; mission effectiveness.
2. MSgt Wyatt has been given the honor of conducting a retreat ceremony for Memorial Day.
Since there are only a few days left before the event, Wyatt informs the team that they will
practice at the end of each day to ensure they properly perform the ceremony. At the
practice, Wyatt notices that they grumble and complain about having to wear the uniform and
work on their day off. Wyatt decides to bring everyone in for a little talk and sternly states,
Its hot and I know you would all rather be doing something else, but this retreat means a lot
to the veterans and the families of the fallen.
MSgt Wyatts interpretation of ________________ will MOST LIKELY
____________________.
a. teamwork and esprit de corps; increase NCO effectiveness.
b. culture and heritage; increase mission effectiveness.
c. military culture and Airmanship; diminish mission effectiveness.
134

1. Culture is the set of shared attitudes, values, goals, and practices that characterizes a
company or an organization. Heritage is something transmitted by or acquired from a
predecessor or property that descends to an heir.
2. Aeronautical Division In 1907, the U.S. Army Signal Corps established a small
Aeronautical Division to take charge of all matters pertaining to military ballooning, air
machines, and all kindred subjects.
3. Ruth Law
4. c. Air Service of the U.S. Army
5. 1947 The National Security Act of
by the Chief of Staff, USAF.
1947
established the United States Air Force, headed
6. It proved that airpower could decrease casualty counts and that airpower can provide a
decisive path to victory. Airpower can decrease the burden on ground forces and proves that
war can be waged from thousands of miles away.
7.
Because the U.S. was attacked on its own soil
_____ To respond to the illegal invasion of Kuwait

X
Because of the amount of lives lost
To stop the spread of terrorism around the world
To prevent countries from harboring terrorists
To destroy the Taliban government
_____ To enforce the withdrawal of Serb forces from Kosovo

_____ To provide humanitarian relief for the Somali people
X
To destroy terrorist training facilities
To bring Osama Bin Laden and his radical followers to justice
8. c. Air Force Cross

9. Knowing the Air Force heritage instills pride and a sense of belonging to an organization
with a proud heritage. Understanding the sacrifice and dedication of those Airmen that have
gone before you gives you a better understanding of your NCO responsibilities. Knowing
135
your culture in the Profession of Arms separates your profession from other professions in
terms of sacrifice and dedication.
10.
11. Air Force Manual (AFMAN) 36-2203 covers reveille and retreat ceremonies, while
Air Force Instruction (AFI) 36-2903 governs dress and appearance .
12. In addition to discipline, military drill teaches and develops teamwork, confidence, pride,
alertness, attention to detail, and esprit de corps. The purpose of a ceremony is to accomplish
one or more of the following: provide distinctive honors to national symbols or individuals
on special occasions; display proficiency and the state of training of the troops of a
command; promote teamwork and pride in an Air Force organization; contribute to the public
morale by displaying symbolically the strength and unity of the military in support of the
nation.
13. Because all NCOs are charged with advancing the Profession of Arms by having uniform
and flag ceremonies, by learning how to work as a team, by improving your appearance and
discipline, and by demonstrating Excellence in All We Do. Ceremonies also advance the
POA by increasing pride in uniform and Air Force heritage and by renewing patriotic
feelings.
14. NCOs who can effectively lead subordinates in drill and ceremony will be more effective
leaders in the work center. NCOs who are able to instill qualities necessary for successful
drill and ceremonydiscipline, cohesion, teamwork, confidence, pride, alertness, attention to
detail, and esprit de corpscan also instill these qualities in subordinates in the work center.
136

RATIONALE:
a. This answer is CORRECT. According to the Air Force Culture chapter, all Air
Force members must adhere to standards of neatness, cleanliness, safety and
military image to provide the appearance of a disciplined service member. A distinct
hallmark of military precision and discipline is the ability of an individual Airman
to present a perfect appearance. Sharp is supporting that concept by conducting an
open rank inspection and enforcing standards. Sharps action has ensured the
maintenance of discipline which helped Tidwell win the Look Sharp Award.
b. This answer is INCORRECT. According to the Air Force Culture chapter, personal pride
and confidence is a trait developed through todays Drill and Ceremonies. It provides a
means of enhancing morale, developing a spirit of cohesion, and presenting traditional
and well-executed ceremonies which affect unit effectiveness. However, the scenario
best illustrates Sharps support of the concept that Airmans appearance has a relation to
the military discipline.
c. This answer is INCORRECT. According to the Air Force Culture chapter, esprit de
corps is taught and developed through todays Drill and Ceremonies which affect the
mission effectiveness. However, the scenario best illustrates Sharps support of the
concept that Airmans appearance has a direct relation to the military discipline.
2.
CORRECT ANSWER: b
RATIONALE:
a. This answer is INCORRECT. According to the Culture and Heritage chapter, teamwork
and esprit de corps is developed mainly through military drill. Retreat ceremony could
possibly help develop teamwork and esprit de corps, but there is a stronger evidence of
Wyatt understanding of the Air Force culture and heritage and is enabling him to explain
the importance of retreat ceremony. The words of Wyatt should motivate the Airmen to
feel honor for their participation which will likely increase mission effectiveness.
b. This answer is CORRECT. According to Culture and Heritage chapter, understanding of
the Air Force culture can help the NCO explain many of the current beliefs, actions and
roles that determines the success of the military organization as a whole. Additionally,
retreat ceremony pays respect to the flag that represents sacrifices of each and every service
member for the freedom of this country. The words of Wyatt should motivate the Airmen
to feel honor for their participation which will likely increase mission effectiveness.
c. This answer is INCORRECT. According to Culture and Heritage chapter, military

culture and Airmanship comprises the beliefs and attitudes within a military organization
that shape its collective preferences toward the use of force. These beliefs and attitudes
are shaped by what we know and believe about the use of military force in four
dimensions: speed, range, altitude, and time; and their relationship to the air and spaceoperating environment. However, the scenario illustrates Wyatt understanding of the Air
Force culture and heritage and is enabling him to explain the importance of retreat
ceremony. The words of Wyatt should motivate the Airmen to feel honor for their
participation which will likely increase mission effectiveness.
137
End Notes
1
Merriam-Websters Collegiate Dictionary, 10th ed. (2006), s.v. Heritage.
Air Force Link, Air Force History Overview, (accessed 20 March 2007).
Profiles of Heroism: CMSgt Richard Etchberger

tpc.dodlive.mil/index.php/2010/11/10/profiles-of-heroism-cmsgt-richard-etchberger/Accessed
11 March 11.
Executive Summary, United States Central Command, Operation Desert Shield/Desert Storm,
11 July 1991.
Daniel L. Haulman, The United States Air Force and Humanitarian Airlift Operations, 19471994, (Maxwell AFB, AL: Air Force Historical Research Agency, Air University, 1998),
332-333.
GlobalSecurity.Org, Operation Allied Force, (accessed 14 May 2007).
Air Force Enlisted Heritage Research Institute, Enlisted Medal of Honor Recipients,
(accessed 16 May 2007).
Air Force Enlisted Heritage Research Institute, Enlisted Air Force Cross Recipients,
(accessed 14 May 2007).
Military Sealift Command Chapman Naming Ceremony, website www.msc.navy.mil/N00P/Chapman, Accessed 11 March 11.
10
Department of the Air Force, Portraits in Courage, Airmen in the Fight, Vol.1 (Spring
2007): 25.
11
Air Force Instruction 36-2903, Dress and Personal Appearance of Air Force Personnel, 2
August 2006.
12
Air Force Manual 36-2203, Drill and Ceremonies, 3 June 1996.
13
Air Force Manual 36-2203, Drill and Ceremonies, 3 June 1996.
This Page Intentionally Left Blank
Chapter One: Conflict Management
139
CHAPTER FOUR: Diversity

Understanding Diversity
Diversity Defined
Diversity Awareness
Diversity, Equal Opportunity,

and Affirmative Action
Diversity and the Organization
Social Sensitivity
Diversity-Supportive Organization
Repeal of Dont Ask, Dont

Tell
Looking over the deployment orders, TSgt Webster is

pleased to see SrA Jacksons name on the list. He is a
good Airman who hasnt had any discipline issues and he
gets along well with the other Airmen. With TSgt
Websters encouragement, SrA Jackson has managed to
befriend an Airman who practices the Muslim religion,
SrA Al-Bukhari. Now with a deployment in the future,
SrA Al-Bukhari is teaching the team and other Airmen in
the squadron Arabic words and phrases that will help
them when they travel outside the wire. TSgt Webster is
happy to see her squadron working together before they
head out on an important combat mission.
Coming together is a beginning. Keeping together is progress.

Working together is success.
- Henry Ford
Socio-Behavioral Tendencies
(SBTs)
Leading Across Lines of Diversity
Leading the FAIR Way
Diversity Scenarios
140
Chapter Four: Diversity
Upon completion of this chapter

you should be able to:
TERMINAL COGNITIVE
OBJECTIVE:
Comprehend how diversity
effectiveness.
Behavior:
1. Explain how diversity
impacts NCO, unit, and
2. Give examples of how
diversity impacts NCO, unit,
3. Predict how diversity impacts
effectiveness.
Willingly describe how
diversity impacts NCO, unit and
In 2007, President George W. Bush and Congress honored the

Tuskegee Airmen with the Congressional Gold Medal, the
highest and most prestigious award Congress can bestow.
They were recognized for their magnificent performance in
World War II both in the
air, with their exemplary
flying skills, and on the
ground by breaking down
stereotypes and paving the
way for social equality.
A year earlier, Major
Nicole Malachowski
became the first female
Thunderbird pilot, and Air Force Staff Sergeant Lealofi
Lealofi, an American Samoan, was highlighted in the firstever CSAF Portraits in Courage for taking great personal risk
to save the lives of 50 Iraqi civilians while deployed to
Baghdad as a Security Forces member. These Airmen, like so
many others, exemplify excellence unbounded by race,
gender, or ethnicity, and their performance testifies that it is
character that matters in Airmen, not their sex, religion, skin
color, or geographic heritage.

The Airmen around you are America's finest young men and women. The remarkable talent and
innovation in the diverse makeup of the Total Force is a testament to the generations of Airmen
who have worked to develop the asymmetric advantage the Air Force provides to the Nation.
They contribute with expanded cultural competencies, unique perspectives, and varied
experiences. The diversity among Airmen plays greatly to the Air Forces advantage when
Airmen address diversity issues properly.
This chapter will give you an understanding about people, the differences you have, and how
these differences impact NCO, unit, and mission effectiveness. To begin, youll learn to identify
how similarities and differences help define you as an individual and you as a valuable member
of the Air Force team. Then youll learn about the six Socio-Behavioral Tendencies (SBTs) and
how they can lead to discrimination if youre not careful.
After that, youll focus on how policies and leadership
decisions play an important role in enabling you to provide
whats called a diversity-supportive environment for your
Airmen. Lastly, you will learn how diversity impacts
organizational performance. By the end of this chapter, you
will be better prepared to model professional military
attributes and lead and manage work centers as evidenced
by your comprehension of diversity. With a roadmap in
place, lets look at the definition of diversity.
141
Understanding Diversity
The next time you get a chance, look around your workplace and take a moment to think about
your peers; think about the variety of things that make you different from one another: physical
differences, beliefs, strengths, temperaments, and so
forth. You will probably notice some of these
differences as they are obvious, while others are not.
Take a few more moments to think about your first
impressions of your peers. Was it positive or
negative? Either perspective results in personal
opinions and perceptions. More often than not,
opinions and perceptions tend to be negative. This is
typical in todays society and in the Air Force.
Vincent Van Gogh, the famous Dutch PostImpressionist painter once said, There is nothing in the world as interesting as people, and one
can never study them enough. You could say you
are a unique work of art molded by your childhood,
sculpted from vast experiences, and perfected with
particular talents, traits, and skills. These
characteristics define you as a member of a highly
complex society. Air Force NCOs are a distinct
feature in a sophisticated masterpiece known as the
United States Air Force; and just like Van Goghs
artwork, to fully understand and appreciate the Air
Forces diversity, you must examine it.
How would you define diversity?
Did you say differences? If so, youre on track.
With that definition in mind, lets explore diversity a little more.
142
My Multiple Dimensions Exercise

My Multiple Dimensions
This activity highlights the multiple dimensions of your own identity. It addresses the
importance of an individual (you) self-defining your own identity and challenging preconceived
notions you may have of others. You may need additional paper for this exercise.
Step 1: Write your name in the
center circle of the structure to the
right.
Identifier
Identifier
Identifier
Name
Identifier
Step 2: Choose characteristics that

you believe describe your identity
and then write them in the circles
labeled identifier.
For example: Asian-American,
female, mother, athlete, medic,
Airman, Taoist, single-parent,
college graduate, linguist.
Identifier
Step 3: Now, think about a time you

were especially proud to be identified
with one or more of your
characteristics. Write down your
reasons for feeling so proud.
Step 4: Think about others you know who possess similar characteristics. Can you think of
situations where they might feel proud, but for different reasons? Why did they feel that way?
Step 5: Has there ever been a time in your life when it was especially painful to be identified with
one or more of your characteristics? Can you think of a situation where others with similar
characteristics hurt, but for different reasons?
Step 6: Finally, is there a stereotype associated with one or more of your characteristics that is not
consistent with whom you believe you are. Be sure to fill in the following sentence:
I am (a/an) __________________________ but I am NOT (a/an) ___________________________
Step 7: Do you think this stereotype is accurate? If not, why do you think this stereotype exists?
Have you had to work extra hard to prove it wasnt true? Do you place generalizations
(stereotypes) on others like, she is smart because she is Asian or he is a redneck because he is
from the south? Why do people stereotype? What factors influence the stereotypes found in
society?
143
Now that youve completed the Multiple Dimensions Exercise, reflect back 10 years ago. Are
any of your characteristics now the same as they were back then? If not, what characteristics
have changed? List them below and then briefly explain why they changed.
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
Effective leaders know the unique and important perspectives that every Airman brings to the table
is what strengthens the force!
Diversity is a military
necessity! People with
different experiences, skill
sets, and talents contribute to
the Air Force mission through
creativity and better problemsolving/decision making.
At its core, diversity provides
the Total Force an aggregation
of strengths, perspectives, and
capabilities that transcends
individual contributions.
It is diversity that helps the Air
Force attract highly talented
military and civilian
applicants.
Diversity strengthens the force
and ensures long-term viability
to Fly, Fight, and Winin Air,
Space, and Cyberspace. 1
Diversity Defined
Diversity is defined as a composite of individual characteristics, experiences, and abilities
consistent with the Air Force Core Values and the Air Force Mission. There are two broad
dimensions of diversity: primary and secondary.
144
Primary dimensions are differences that are inborn and/or exert an

important impact on your early socialization and have an ongoing
impact throughout your life. 2 Look around and see how your own
primary dimensions shape the world around you. They are the core
of who you are as an individual. Age, language, ethnicity, cultural
background, disability, and gender are just a few of the many
primary dimensions.
Secondary dimensions include characteristics about yourself that
can change such as: work ethic, income, marital status, experience,
religious and philosophical beliefs, personality, educational
background, and language abilities. This dimension also includes a
persons strengths and temperaments.
Why is it important for you to understand the
primary and secondary dimensions and the
differences between the two? As previously
stated, while a persons secondary dimension
characteristics can change, his or her primary
dimension characteristics cannot normally change.
Therefore, you must be aware of how these
unchangeable attributes affect your interaction
with and ability to lead others.
Primary dimensions
are differences that you
are born with and
cannot normally
change.
Secondary dimensions
are diverse differences
that you control and/or
can change.

This means you must be cognizant of your own strengths and
weaknesses and those of others in order to improve yourself
and help develop others. When you fully understand these
dimensions of diversity, you will be better prepared to
establish policies and create environments that support
diversity. If you consider how many ways people differ, its
easy to understand just how difficult it is to really tell a book
by its cover. There are many different aspects to an individual
that you cant possibly know about when you initially meet
them. It takes time and effort to get to know people beyond
their primary dimension.
The advantages associated with diversity can only be realized
if the barriers to diversity are eliminated from your work
center. This is a serious leadership issue, and leaders like you
must figure out how to tear down those barriers in order to
harness the assets of a diverse team. Knowing the definition of
diversity and the differences between the primary and
secondary dimensions is important because it improves your
diversity awareness.
145
Diverse groups in your

workplace and throughout
the Air Force include:
Airmen
NCOs
SNCOs
Officers
Civilians
Contractors
Career Fields
Squadrons, Groups,
Wings, etc
MAJCOMs
Joint Assignments
Diversity Awareness
So what is Diversity awareness? It is the ability to recognize and respond to the needs of various
groups within an organization to improve working relationships, productivity, customer
satisfaction, and unit and mission effectiveness. Laws and regulations do not mandate diversity,
and it is not limited to any specific groups or categories.
What might be the impact if you fail to recognize and respond to the needs of various groups
within your work center?
Working relationships suffer, productivity drops,
complaints increase, and eventually mission
effectiveness declines.
As an enlisted leader, it is your duty to create an
environment that supports diversity. With a better
understanding of the importance of diversity, lets
take a moment to examine two concepts that are
often used to describe diversity, but in reality only
support it.
Equal Opportunity (EO) refers to legal and

regulatory mandates prohibiting
discrimination based on race, color, sex,
national origin, religion, age, disability, and
reprisal.
Affirmative Action (AA) refers to voluntary
or mandated programs developed for the
purpose of overcoming imbalances in the
workforce that affect designated groups,
such as members of minority groups,
women, veterans, and people with
disabilities.
146
Diversity, Equal Opportunity, and Affirmative Action

Diversity is not the same as Equal Opportunity (EO) or Affirmative Action (AA).
Equal Opportunity (EO) and Affirmative Action (AA) programs exist to eliminate unlawful
discrimination and sexual harassment of any type against military personnel and dependents,
civilians, or retired members. EO also covers other
distinctions, such as harassment and reasonable
accommodation.
The objective of these programs is, to improve
mission effectiveness by promoting an environment
free from personal, social, or institutional barriers that
prevent Air Force members from rising to the highest
level of responsibility possible. Commanders and
supervisors shall only evaluate members on individual
merit, fitness, and capability. 3
So, what is the relationship between EO, AA, and diversity awareness? Both EO and AA help
supervisors establish policies and procedures that are legal and fair with an aim toward
improving working relationships, productivity, customer satisfaction, and unit and mission
effectiveness. They establish a roadmap for you. The Air Force, as well as the Department of
Defense, feels strongly about this issue. These programs help supervisors identify and correct
negative factors that impact unit effectiveness and human relations environments. They also
determine positive aspects that counter the negative factors, which could help improve the units
effectiveness.
Now that you have a heightened awareness about diversity and how EO/AA supports it, lets
delve a little deeper and look at diversity and the organization.
To be successful, organizations must use all of its resources effectively. This includes people,
the most important resource. However, more often than not, people are not allowed to contribute
or are blocked from contributing because they are different. NCOs are charged with finding
ways to tap into ALL resources under their control, especially people.
SELF-REFLECTION OPPORTUNITY: As a supervisor, what can you do to help your
Airmen understand the importance of diversity in relation to the Air Force mission?
Progress Check
1. Define diversity.
2. Define the primary dimensions of diversity.
3. List 3 (three) examples of the primary dimensions.
4. Define the secondary dimensions of diversity.
5. List 3 (three) examples of the secondary dimensions.
147
148
Diversity and the Organization

For organizations to be truly productive, they must support diversity. However, as an enlisted
leader, saying I support diversity is not enough you must find ways to incorporate diversity
in your daily routines and operations.
Social Sensitivity
Being socially sensitive or having social sensitivity is a
must have in your daily operations because it enables the power
of diversity to thrive. It requires all Airmen to develop keen
awareness and understanding of others emotions, feelings,
personality, temperaments, strengths, cultural differences, values,
and beliefs.
Social sensitivity is ones

reception and
responsiveness to the
emotions, feelings,
personality, temperaments,
cultural differences, values,
and beliefs of those around
them.
Why should you demonstrate social

sensitivity? It allows you to better
understand the individual
characteristics of those you work
with and what each person brings to
the mission. It can also improve
your appreciation and respect for others. Being socially sensitive
leads to more appropriate conduct while reducing barriers that
would typically socially exhaust a work center.
You may be wondering, How do I create a socially sensitive
environment in my work center? Well, interpersonal
communication is the most effective method for developing a
personal awareness of diversity dynamics that exist within an organization. Another method is
seeking opportunities to work with people from various backgrounds and cultures so you can
better understand them. Social sensitivity assists NCOs
in maximizing organizational performance; however,
that is not enough. NCOs and units must create an
organizational climate that truly supports diversity.
Diversity-Supportive Organization
A diversity-supportive organization embraces all
aspects of diversity and exhibits the following five
characteristics:
Act Proactively: These organizations know the value
of diversity and the importance of tapping into it. They
integrate diversity into everyday thinking and action.
Reactive organizations deal with diversity only when
they have to, usually when something has gone wrong.
A diversity supportive organization

embraces all aspects of diversity
and exhibits the following five
characteristics:
Act Proactively
Leadership-Driven
Encourage Ownership of
Initiatives
Think Inclusively
Mainstream Diversity

Leadership-Driven: Top management endorses and
actively champions the organizations diversity
initiatives. In bottom-up organizations, isolated
individuals and groups see the need for diversity
initiatives but must struggle for solid support from the
top.
Encourage Ownership of Initiatives: When
ownership is strong, all individuals in the organization
are aware of and committed to carrying out their role in
valuing diversity and making it work for the
organization and its people. In contrast, people in
compliant organizations do only what they must to stay
out of trouble. Compliance is important, of course, but
it is just a starting point.
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Some Diversity Issues the Air Force

Has Dealt with in the Past
Racial integration/gender
integration
Workers with disabilities
(Americans with Disability Act)
Women in military, combat roles,
and operation command
Some Diversity Issues the Air Force

Is Dealing with Today
The lines between officer and

enlisted pilots (UAVs)
Fliers and non-fliers
Flight pay
Uniform Wings
Duty titles
Think Inclusively: Everyone is considered a valuable

member of the organization. All have the responsibility
to give to and receive from the diversity effect. On the
other hand, competitive thinking tends to pit one group
against the other and remain focused on special
interests. Most organizations must recognize the
neglected interests of some of their groups as a starting point for making diversity work, but the
goal is to make everyones needs and concerns a part of the mainstream diversity effort.
Mainstream Diversity: These organizations make
diversity a part of every effort. Although the organization
may have some specialized diversity training courses,
diversity considerations are a normal part of every training
program and an explicit part of every approach to
customers and community. In fragmented organizations,
diversity may be something everyone must be exposed to,
but it may or may not be considered in other educational
efforts or in everyday operational decisions. 4
The Air Force demonstrates the characteristics of a diversity-supportive organization by
developing and maintaining comprehensive diversity initiatives to enhance the all-volunteer
Total Force.
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It is through these initiatives that the Air Force:

Ensures all qualified personnel are welcome in Americas Air Force.
Educates and trains all personnel on the importance of diversity, including mutual
respect.
Promotes a culture that values inclusion of all personnel.
Ensures that all personnel in the Total Force understand they are valued and have the
opportunity to achieve their full potential while contributing to the mission of the Air
Force.
As an NCO, you are charged with ensuring your Airmen have plenty of opportunities to achieve
their full potential while contributing to the Air Force mission. However, the more you learn
about your Airmen, the more complicated your social environment becomes.
Repeal of Dont, Ask Dont Tell

In 2011, the President ordered the repeal of the Dont Ask, Dont Tell policy, and the Air
Force complied by preparing the necessary policies and regulations. Implementation of these
policies is consistent with the standards of military
readiness, military effectiveness, unit cohesion, and
recruiting and retention. The repeals official start
date is 20 September 2011.
All Airmen, regardless of sexual orientation are
entitled to an environment free from personal, social,
or institutional barriers that prevent them from rising
to the highest level of responsibility possible. As an
enlisted leader, it is your responsibility to:
Treat all service members with dignity, respect, fairness, and equality, regardless of
sexual orientation.
Make decisions, take actions, and display behaviors that are nothing less than
professional.
Maintain good order and discipline.
Ensure service members under your supervision:
o Are treated with dignity, respect, fairness, and equality, regardless of sexual
orientation.
o Treat others with dignity, respect, fairness, and equality, regardless of sexual
orientation.
o Make decisions, take actions, and display behaviors that are nothing less than
professional
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Harassment or abuse based on sexual orientation is unacceptable and will be dealt with through
command and/or inspector general channels.
SELF-REFLECTION OPPORTUNITY: What are some ways you could practice each of
the five characteristics of a diversity-supportive organization in your workplace?
Socio-Behavioral Tendencies (SBTs)

SBTs are the thought processes you use to help make sense of the world you live in. Influenced
by your beliefs and values, they define who you are, how you act or respond to situations, and
how you treat others. Though there are advantages to each of these behaviors, these SBTs can
negatively affect diversity.
Assumptions
When you make assumptions, you claim something about a situation that is not supported by
fact. For instance, when you arrive at a new assignment, you assume that certain things will
remain the same as your last base. The
organizations structure and chain of
command, policies, scheduling, and other
processes should be relatively the same. In a
way, you expect there will be similarities
when you meet the personnel and how they
will respond to you. You use assumptions to
help develop an impression of elements in
your environment, and you may not even
know you are doing it.
Promoting diversity requires that you remove
yourself from your comfort zone and evaluate
the assumptions you make throughout life. False assumptions may become your personal truths
that generate negative results by affecting how you think, treat others, and handle uncomfortable
situations.
152
Social Biases
Perceptions
Stereotypes
Perspe
Prejudices
Assumptions
Stereotype is a
standardized mental
picture that one
person or group of
people holds in
common about
another person or
group of people.
Discrimination
AFPAM 36-2705,
Stereotyping is the
Seen One, Seen Them
All classification.
Stereotypes
As soon as you begin to learn, youre taught

to classify; that is to sort objects and place
them into groups. While this is fine for objects like colored blocks,
(plain red blocks are all the same, plain blue blocks are all the same, but plain red blocks are
different than plain blue blocks in color), its not right for people. Why? Because when people
are grouped, its called stereotyping. There are no two people who are the same. Think about
when you first meet someone. You form an opinion about that person in the first few seconds.
Sometimes, your whole perception of that person is based on an incredibly small amount of
information.
A stereotype is a fixed or distorted generalization about ALL members of a particular group.
These images are often fueled by mass media or reputations passed on by parents, peers, and
other members of society. Stereotyping is a way you simplify the social world, reducing the
efforts needed to think about the people you encounter. By stereotyping, you assume a person
shares the same characteristics of a particular social group. This results in social categorization,
which then creates prejudiced attitudes and what is known as in-groups and out-groups (the us
and them mentality). According to AFPAM 362705, its the Seen One, Seen Them All
mentality.
Many people stereotype to justify their conduct in
relation to the group they have stereotyped.
Stereotypes can either be positive or negative. For
example, Asians are intelligent or Hispanics
are emotional. What goes through your mind
Co
153
when you meet a soldier? Do you automatically question their intellect? How do you view
Airmen fresh out of technical training school reporting to their first duty assignment? Do you
size them up and automatically assume they know very little of anything before getting to know
them? Do you have the same trust in the abilities of female pilots as you might for male pilots?
What do you think of Southerners with strong accents? Are your first thoughts of a Southerner
someone who might be a little slow or uneducated? And how about Middle Easterners who are
often harshly pre-judged by Westerners what images and thoughts do you conjure up in your
mind when you meet someone from a Middle Eastern country? As you read each question, did
you quickly formulate answers that reflect your understanding of the specific groups? The
question is whether your thoughts had any validity to them. Remember, stereotypes often live on
due to your inability to understand and accept people for who they really are.
On the other hand, You cannot exist without stereotyping it gives you points of reference in
determining your behavior towards strangersit simplifies complex feelings and attitudes. For
intercultural understanding you must learn to manage stereotypes, that is, to maximize and
appreciate the positive values you perceive, minimize what you see as conflicting or negative,
wrote Richard Lewis, author of When Cultures Collide. 5
Prejudices
Prejudice is An adverse or unreasonable opinion about a person or group without all the facts
and usually based on deeply held beliefs. Most prejudices are developed early in life,
influenced by acquaintances or attachments to specific groups, (such as family), during
childhood. These prejudices are often aimed at those other groups determined by stereotypes.
Prejudices are observed in behavior from verbal slurs and ethnic jokes to blatant acts of
discrimination.
Consider this when identifying a prejudice: when something is said about another person or
group, determine the emotional intensity involved in what was said. If there is a lot of feeling
involved, there is a good possibility that the message may not be
a fair or accurate claim and could lead to the perception that the
speaker is socially biased.
Social biases occur when
Stereotype vs. Prejudice
The difference between stereotype and prejudice is that
stereotyping can be positive or negative and includes a general
opinion about ALL members of the group ignoring individual
differences. Imagine an iceberg with stereotype representing
the top and prejudice representing the bottom. The top is easily
changed by education or sunlight, but the bottom is harder to
crack because of deeply held beliefs and little to no sunlight.
Social Biases
Being socially biased is usually the effect of your upbringing,
values, pre-existing beliefs, and interests. This makes it
someone unfairly favors or

prefers a person, culture
group, or race to another.
Perceptions are what you
experience and observe
that becomes your reality.
Perspectives are your
position on a particular
subject. It is how you
mentally view a situation.
154
impossible for you to be impartial. Social biases adversely affect many organizational processes
like hiring and decision-making along with other subjects like media, education, politics, policymaking, and basic social interactions. These venues have the potential to influence how you
perceive others.
Perceptions
It is said that, "Perception is the reception and deception of your conception." What you observe
and experience becomes your reality until you are convinced or proven otherwise. Your
assumptions, prejudices, and social biases contribute to your perceptions and shape how you
think and feel. This can present a life-long effect on how you live your life.
Perspectives
You have your own perspective or take based on your position on particular subjects, issues,
and matters that relate to you. It is how you mentally view or see a situation or the world
around you from a particular angle. Otherwise regarded as opinions and personal beliefs, your
perspective can affect how you live, interact, and react to others.
Consider the different perspectives that
exist within your organization. From the
commanders point of view, he or she may
perceive the organization is doing well
based on performance and productivity,
whereas from the Airmans perspective,
morale is suffering because the operations
tempo is overwhelming. For diversity to
add value to the work center, it is critical
that you open your mind and make a
sincere effort to understand the
perspectives of others. There is never a
guarantee that people with different
perspectives will come to agreement, nor
should there be.
Collusion
Have you ever heard a sexually or racially motivated
joke at work? Did you laugh with the others? If not,
did you confront the situation? Even if you ignored the
joke and didnt confront it, youre guilty of collusion.
Collusion occurs when people cooperate with others,
knowingly or unknowingly, to reinforce those behaviors
155
that prevent others from fully entering into the workplace culture.
There are three forms of collusion: silence, denial, and active participation.
Silence is the practice of neither supporting nor defending the rights of others to be fully
included in the work place. Additionally, silent collusion permits negative behavior to go
unchallenged. When someone just stands by and, by his or her own SILENCE, seems to support
the negative attitudes and unfair judgments about certain groups, (e.g., being part of the
crowd), it is collusion. This type of collusion is considered to be passive in nature.
Denial is another passive approach that simply ignores any evidence of negative behavior. Its
similar to putting your head in the sand and pretending, despite evidence to the contrary, the
problem doesnt exist. For example, when someone tries to avoid an uncomfortable situation
and chooses to deny that negative attitudes and behaviors actually exist, they are demonstrating
the denial form of collusion.
Active participation involves actions that overtly work to prevent the inclusion of others.
When someone actively participates in promoting negative stereotypes, other forms of unfair
judgments, and disrespectful behavior, he or she is colluding and preventing equality.
When people are made to feel excluded, they feel like they dont fit in at the work center. This
can become a serious leadership issue. Ingrained biases cause people to engage in collusion.
Remember, the next time youre standing in line in the dining facility or waiting endlessly for an
elevator and hear an inappropriate comment or joke, silence is a form of collusion, and your
silence could be injurious to a member of another cultural group standing near you. Your silence
might give the appearance that you just dont believe other cultural groups are your equal. Your
body language such as not making eye contact, folding your arms across your chest, and
dismissive facial expressions can all be hurtful to members of other groups. Some people may
consider this an extreme example, but collusion is always wrong whether intentional or
unintentional.
SELF-REFLECTION OPPORTUNITY: Can you think of a time when you might have been
guilty of collusion? What caused you to remain silent, ignore, or participate in the activity?
Now that you are aware of collusion, what would you do differently if you could go back in
time? As a leader, what can you do to prevent and stop collusion in your work center?
Discrimination
Discrimination is the treatment or
consideration of making a distinction in favor
of or against a person or thing based on
the group, class, or category to which that
person or thing belongs, rather than on
individual merit.
156
It is important to understand that prejudice, when acted upon, usually results in discrimination by
prohibiting individuals or groups from participating in an activity.
Remember, its no laughing matter when a persons self-worth and job performance suffer
because of discrimination. What may seem like harmless behavior to one person can be
offensive to another. Its important to understand the Air Force has zero tolerance for unlawful
discrimination. This should be your motto as well.
So, how do Socio-Behavioral Tendencies impact mission effectiveness? Left unchecked, they
hurt teamwork, impact morale, decrease creativity and productivity, and ultimately lead to
mission failure.
With Socio-Behavioral Tendencies covered, lets continue learning how diversity impacts
organizational performance by covering diversity in the workplace.
SELF-REFLECTION OPPORTUNITY: Think of a situation that presented a diversity
challenge for your squadron. How was that challenge addressed? Would you have handled
that challenge differently? What can you do in the future to prevent the same challenge?
157
Progress Check
6. Being _______________ _______________ requires all Airmen to develop keen awareness
and understanding of others emotions, feelings, personality, temperaments, strengths,
cultural differences, values, and beliefs.
7. List 3 (three) ways Socio-Behavioral Tendencies effect the workplace.
8. Identify the 5 (five) characteristics of a diversity supportive environment where individuals

work cohesively in your workplace. List each characteristic and give an example of how
each one supports a diverse organization.
9. Give an example of 4 (four) Socio-Behavioral Tendencies and explain their meaning.
158
K-W-L Exercise
Now that you have finished the Socio-Behavioral Tendencies portion of the chapter, its time to
reflect on what you learned. On a K-W-L chart below, list what you know about diversity and
what you know about being an effective leader who supports diversity. Then list what you want
to know. Finally, list what you've learned.
What I know
What I want to know
What I learned
159
Leading Across Lines of Diversity

Freedom of conscience is one of the oldest American traditions, and it exemplifies the ideals for
which you serve and fight. However, what matters most is that you remain open-minded, listen
to others perspectives, and, when appropriate, share your own. Your goal should always be to
seek a greater understanding of and a mutual respect for your fellow Airmen and particularly
those who have sworn to give their lives in the defense of the country. 6
Leadership commitment is the cornerstone of any successful diversity initiative. Every day, Air
Force leadership is required to make difficult decisions that impact various levels of Air Force
operations in order to maintain morale, good order, and discipline. As explained in AFI 362618, the Enlisted Force Structure, NCOs are expected to demonstrate effective followership by
enthusiastically supporting, explaining, and promoting leaders decisions. 7
Therefore, NCOs must be very familiar with existing diversity issues and study the decisions
made to fully understand their rationale and goals, so they can fully leverage their personal
experience and knowledge to more effectively accomplish the mission.8 Lets examine how to
lead diverse individuals in a FAIR Way.
160
Leading the FAIR Way

Effectively leading in a diverse
environment is challenging.
No matter how you approach the issue,
it requires courage to discover you
are not as sensitive to others as you
think and the courage to make major
changes in the organizational culture
when it does not support diversity.
Experts from Alexander Consulting &
Training offer a strategy for managing
a diverse workforce. Its called the
FAIR Way. In this strategy, cultural
diversity is carefully considered
because of what it brings to the
workplace by way of your inherent
genetic and ethnical differences.
The FAIR Way also considers workplace diversity which involves the differences created by an
organizations own structure. An example might be the medical community, which involves
family practice, pharmacy, medical records, and an administrative section. Although these
sections are all part of the same medical organization, each section requires different skills,
operating procedures, and even different personalities.
Whether cultural or workplace diversity, the FAIR Way strategy provides a consistent approach
for dealing effectively with diversity.
The FAIR Way employs four techniques for
maximizing retention and productivity and
maintaining effective working relationships in
workplaces. These techniques are called: giving
Feedback, offering Assistance, assuring Inclusion,
and giving Respect. Together these form a strategy
for working with and promoting the acceptance of
diversity in the workplace. At the core of learning
to accept and work in diverse workplaces is
effective communication. The free flowing twoway exchange of information helps you understand
other peoples differences. Good communication is therefore essential for using the first
technique of the FAIR Way strategy known as feedback.

Feedback includes information on how to meet expectations.
NCOs should give feedback early and often, especially when it
involves a new assignment or new people.
This feedback can be formal or informal. Though the Air
Force mandates formal feedback on a semi-annual basis,
informal feedback concerning day-to-day operations helps
keep organizational efforts headed in the right direction.
161
Feedback is giving and

receiving information on how
to meet expectations.
Did you know that Feedback can reduce the implications associated with the following SocioBehavioral Tendencies (SBTs)?
Assumptions lead to Stereotypes.
Social Biases lead to Perceptions.
Perspectives lead to Collusion.
These SBTs contribute to ones prejudices (opinions) towards others, and, if acted upon, this
becomes discrimination. Therefore, feedback reduces assumptions (or misunderstandings) of
others and biases. Understanding others by giving and receiving feedback mitigates the potential
for stereotyping. Essentially, feedback can clarify and align ones perception with actual
realities (facts) about one another and reduce the potential for collusion.
Giving and receiving feedback is also central in helping to reduce potential problems with SBTs
in the work center. NCOs need to give feedback, but they must also seek it as well. Other ways
to provide feedback are training and social opportunities.
Assumptions lead to Stereotypes

Social Biases lead to Perceptions
Perspectives lead to Collusion
FEEDBACK = Understanding
FEEDBACK = Reality
FEEDBACK = Alignment
162
This giving and receiving of

feedback reduces misunderstandings
and provides clarity to all involved.
In receiving feedback, find out what
your people think and what they
expect. Feedback may point out that
they do not have the equipment they
need to do the job or the necessary
skills or confidence to succeed.
This is how you know what
assistance your people need to
accomplish the mission, whether the
assistance needed is information,
training, or resources.
Assistance may include helping workers better manage their
lives outside of work so they can be both mentally and
physically present on the job. Effective use of this technique
requires managers to reach out to workers in a proactive way
and find out what assistance they need to do their jobs.
Managers can also encourage workers to assist one another.
Inclusion involves responding to the needs of all workers so
they feel valued and part of the team. Inclusion helps to make
new Airmen feel accepted, valued, and welcome in the
workplace. It is important to make sure that work activities,
including work-related social activities, do not exclude or
disadvantage anyone. If you continually select times for
meetings that conflict with others schedules, you are
excluding them. As managers, you need to take every
opportunity to include your people, especially when decisions
are made that affect their area of responsibility.
Assistance is making sure

workers have what they need to
work to their fullest potential.
Inclusion is making sure
everyone has the opportunity to
fully participate in the
workplace.
Respect is being able to
recognize each persons unique
value, contributions, and
potential to the organization.
Respect is accepting and promoting the value each individual brings to the work center. You
need to develop and show general respect by establishing work environments that are free of
offensive practices and conditions.
Effective management of diversity recognizes that each person brings to the organization a
unique perspective and, in-turn, unique contributions. With this in mind, you can define
effective management of diversity as recognizing the differences in individuals and welcoming
those differences to provide new insights and innovative ways of solving problems. You need to
treat people as they want to be treated, not as you think they want to be treated. No matter how
good a manager you are, you wont know what your people want unless you talk to them. Get to
know them: their likes, dislikes, desires, needs, etc.
163
At the heart of the FAIR Way strategy is a free flowing and two-way exchange of
communication. The FAIR Way strategy is important because it provides you with an effective
approach to dealing with diversity. By being fair, you maximize retention and productivity. In
turn, this helps to maintain effective working relationships in the workplace. NCOs should
employ the FAIR Way strategy because it helps maximize retention and productivity and helps
maintain effective working relationships in workplaces.
The military is comprised of different people from different cultures, experiences, strengths and
backgrounds. These people bring to our military organizations different values, beliefs, and
behaviors. As a leader, you need to know how to manage these differences and allow
individuals to reach their fullest potential while in pursuit of mission objectives this is what
effectively leading through diversity is all about in the military environment.
You must be committed to an
environment of mutual respect
that allows every member of the
Air Force team to reach his or
her greatest potential and to
contribute to the Air Force
mission. Air Force war-fighting
capability is enhanced when
every Airman is able to function
effectively with fellow Airmen
regardless of their differences.
At its core, such diversity
provides the Air Force a
combination of strengths, skills,
and capabilities that transcend
individual contributions. Airmen who work in diverse environments learn to maximize
individual strengths by incorporating individual abilities with others for the good of the mission.
You must ensure every Airman is valued for the characteristics that make him or her different.
In a letter written to all Airmen by former Secretary of the Air Force Michael W. Wynne,
Talent does not discriminate among any category of people, and neither can we. 9
SELF-REFLECTION OPPORTUNITY: Have you ever been excluded from your work
centers activities? If so, how did that make you feel? Have you worked to ensure that all of
your subordinates are included in work center activities? Now that youre familiar with the
FAIR Way, what will you do differently?
164
Progress Check
10. Explain the FAIR Way strategy. List the explanation for each strategy under the correct
letter.
11. List 3 (three) examples that describe why it is important to understand and employ the FAIR
Way strategy.
12. As a leader, understanding ____________________________ will help to maximize

individual/unit performance and allow your Airmen to reach their highest potential.
165
Jeopardy Game
1.
What is ______________________________________________?
2.
What are ___________________ __________________ _______________________?
166
Diversity Scenarios
Now that you have an understanding about diversity, lets put your newfound knowledge to
work! Read the scenarios and answer the questions for each one.
Scenario A: The New NCOIC
167
168

1. What diversity concepts do you see in this scenario?
2. Where do you see respect (FAIR)? Why do you say that is a respect issue?
3. Were TSgt Smiths actions appropriate/inappropriate? Why?

What should TSgt Smith have done? Why?
4. What can you predict might happen if TSgt Smith continues his current
course of action? Why? Alternatively What can you predict might
happen if TSgt Smith corrects his course of action? Why?
5. What would you do differently in a situation like this?

Scenario B: Convoy
169
170

2. Where do you see inclusion (FAIR)? Why do you say that is inclusion?
3. Were TSgt Lowders actions appropriate/inappropriate? Why?

What should TSgt Lowder have done? Why?
4. What can you predict might happen if TSgt Lowder continues his current
course of action? Why? Alternatively What can you predict might
happen if TSgt Lowder corrects his course of action? Why?
171
172
Scenario C: The Summer Hire
173
174

2. Where do you see feedback issues (FAIR)? Why do you say that is feedback?
3. Were TSgt Jones actions effective/ineffective? Why?

What should TSgt Jones have done? Why?
4. What can you predict might have happened had TSgt Jones used
feedback effectively? Why? Alternatively What can you predict would
have happened if TSgt Jones had not used feedback effectively? Why?
175
176
In this chapter you read how your uniqueness as an individual makes you a valuable member of
todays expeditionary Air Force. You identified six Socio-Behavioral Tendencies you will use to
make sense of your social environment and how they could potentially fuel discrimination if
youre not careful.
You also learned about diversity in the workplace. This part of the chapter also discussed how
institutional policies and leadership decisions assist in creating a diversity-supportive
environment for all Airmen. You then focused on respect, social sensitivity, and teamwork and
how these could affect the working environment and your ability to meet mission demands. In
addition, in the Diversity and the NCO section, you learned why it is so important for you to
develop your leadership and management skills to become a culturally competent ambassador of
diversity for your organization. Lastly, you learned how diversity impacts organizational
performance.
As you can see, diversity is not just about what makes you who you are as an individual.
Diversity is that vibe you share at home with family. It is that mood you sense while waiting at a
crowded bus stop, and it is that social pulse you feel in your work center. The social
environment of the Air Force is extremely complex, containing men and women from various
cultures and ethnicities, with assorted beliefs and values, who possess a mixture of traits, talents,
and skills that make each member unique. As an NCO and future SNCO, you are responsible to
understand your organizations diversity in order to properly care for your Airmen, understand
your leadership, and maximize your organizations performance.
This chapter has not covered your typical diversity material. Consider it another self-awareness
opportunity. Diversity rewards you with an abundance of experience, skills, talents, ideas, and
creativity. However, acquiring these riches begins with you. A quote by author Ola Joseph
captures the essence of this chapter: "Diversity is not about how you differ. Diversity is about
embracing one another's uniqueness."
177
Key Terms
Affirmative Action, 146
Assistance, 162
Assumptions, 151
Collusion, 154
Discrimination, 155
Diversity, 143
Diversity awareness, 145
Diversity supportive,148
Equal Opportunity, 146
FAIR Way, 160
Feedback, 161
Inclusion, 162
Perception, 154
Perspective, 154
Prejudice, 153
Primary dimensions, 144
Respect, 162
Secondary dimensions, 144
Socially biased, 153
Social sensitivity, 148
Socio-Behavioral Tendencies, 151
Stereotype, 152
References
Air Force Instruction (AFI) 36-2618. Enlisted Force Structure, 27 February 2009.
Air Force Instruction (AFI) 36-2706. Military Equal Opportunity Program, 5 October 2010.
Air Force Policy Directive (AFPD) 36-70. Diversity, 13 October 2010.
Air University, Quality Enhancement Plan 2009-2014 (QEP). Cross-Culturally Competent
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Airman Online. Active Air Force demographics. Airman, The Book 2011 55, no. 3 (2011): 47.
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Dogra, Aasthra, Prejudice Examples. www.buzzle.com/articles/prejudice-examples.html
(accessed 21 December 2010).
Cox, Taylor. Creating the Multicultural Organization: A Strategy for Capturing the Power of
Diversity. University of Michigan Business School Management Series, San Francisco, 2001.
Department of the Air Force. United States Air Force Core Values. Government Printing Office,
1 January 1997.
Department of Defense Directive 1020.02. Diversity Management and Equal Opportunity (EO)
in the Department of Defense, 5 February 2009.
Diversity Central website. Definition of Diversity.
www.diversitycentral.com/leaders_toolkit/toolkit/definition1.html (accessed 1 December 2010).
DuPont, Kay. Handling Diversity in the Workplace, Communication is the Key. West Des
Moines, IA: American Media Publishing, 1997.
178
Ruble, Peter. Is Perception Reality? Ezine @rticles website, www.ezinearticles.com/?IsPerception-Reality?&id=271062 (accessed 18 November 2010).
Lieberman, Simma, George F. Simons, and Kate Berardo. Putting Diversity to Work: How to
Successfully Lead a Diverse Workforce. Menlo Park, CA, Course PTR, 2004.
Merriam-Webster Online Dictionary and Thesaurus. Culture.
http://www.merriam-webster.com/dictionary/culture (accessed 20 December 2010).
Parco, James E. and David A. Levy. Attitudes Arent Free, Thinking Deeply about Diversity in
the U.S. Armed Forces. Maxwell AFB, AL, February 2010.
Schlesinger, Arthur M., Jr. The Disuniting of America. New York: W. W. Norton & Company,
1992.
ThinkExist.Harry S. Truman Quotes. ThinkExist.Com
website.www.thinkexist.com/quotation/it_is_understanding_that_gives_us_an_ability_to/296139
.html (accessed 28 December 2010).
Wynne, Michael W. Former Secretary of the Air Force. Letter to Airmen: Air Force Diversity.
http://integrator.hanscom.af.mil/2007/april/04122007/04122007-28.htm (accessed 7 December
2010).
179
Formative Exercises
1. TSgt Wyatts team is extremely competent and works well together. He considers all of the
friendly teasing and joke-telling signs of a healthy team. This morning, two team members
approach him and explain how uncomfortable they are with most of the jokes. Wyatt
responds, If I take action now, it might disrupt our deployment preparations and interfere
with our teamwork. Do you two want that? Both Airmen say, No sir! Wyatt says,
Good. Just ignore the humor for now, and Ill deal with it as soon as we return.
TSgt Wyatts _______________ will MOST LIKELY _______________.
a. failure to apply the FAIR Way; have a negative impact on mission effectiveness
b. diversity awareness; have a positive impact on his effectiveness
c. social sensitivity; have a negative impact on mission effectiveness
2. Upon entering the break room, the NCOIC MSgt Mitchell encounters two Airmen yelling at
each other and says, What's going on here? A1C Abbas states, When I told A1C Shula to
help us clean up, he called me prayer-boy and refused to follow my orders. I told him you
put me in charge, so he has to follow my orders. He called me the same name again and
thats when you walked in. Mitchell says, Airman Shula, I put Airman Abbas in charge of
the clean-up, therefore you will do as he says. No excuses. Do you understand me?
Snapping to attention, A1C Shula says, Yes sir! After Mitchell leaves, Shula says, Alright
prayer-boy, what do you want me to do?
This scenario BEST illustrates _______________ and its negative impact on ___________.
a. a non diversity-supportive environment; mission effectiveness
b. a diversity-supportive environment; mission effectiveness
c. Affirmative Action; mission effectiveness
180

1. Diversity is the fact or quality of being diverse: difference. Unlike in kind: distinct, varied; a
point of respect in which things differ; variety.
2. Primary dimensions are differences that are inborn and/or exert an important impact on early
socialization and an ongoing impact throughout peoples lives.
3. Primary - Age, language, ethnicity, cultural background, disability, and sexual orientation
are just a few of the many primary dimensions.
4. Secondary dimensions are differences that you acquire, discard, and/or modify throughout
your life.
5. Secondary - People will differ in other respects such as educational level, job function,
socio-economic status, personality profile, marital status, family responsibilities, religious
beliefs, and geographic location; these are considered secondary dimensions.
6. Being socially sensitive requires all Airmen to develop keen awareness and
understanding of others emotions, feelings, personality, temperaments, strengths, cultural
differences, values, and beliefs.
7. - Poor communication and little or no teamwork
- Animosity toward one another
- Poor morale and lack of discipline
- Minimal use of creativity and experience and reduced productivity
- Discrimination
8. - Act Proactively- Integrate diversity into everyday thinking
- Leadership Driven- Endorses and actively champions diversity initiatives
- Encourage Ownership of Initiatives- Individuals value diversity and are committed to
making it work
- Think Inclusively- Everyone is a valued member of the organization
- Mainstream Diversity- Diversity is a part of every effort
9. - Assumptions- Assuming is when you take the liberty of claiming something about a
situation, item, or someone else that is not supported by fact. For instance, when you arrive
at a new assignment, you assume that certain things will remain the same as your last base.
181
- Stereotypes- A fixed or distorted generalization about all members of a particular group.

These images are often fueled by mass media reputations passed on by parents, peers, and
other members of society. Stereotyping is a way you simplify the social world, reducing the
efforts needed to think about the people you encounter.
- Prejudices- An adverse or unreasonable opinion about a person or group without all the
facts and usually based on deeply held beliefs. Most prejudices are developed early in life,
influenced by acquaintances or attachments to specific groups (such as family) during
childhood.
- Social Biases- An inclination [predisposition] of temperament or outlook, a personal and
sometimes unreasoned judgment. Being socially biased is where one unfairly favors or
prefers a person, culture, group, or race to another. This is usually the effects of your
upbringing, values, pre-existing beliefs, and interests. This makes it impossible for you to be
impartial.
- Perceptions- The reception and deception of your conception. What you observe and
experience becomes your reality until you are convinced or proven otherwise. Your
assumptions, prejudices, and social biases contribute to your perceptions and shape how you
think and feel. This can present a life-long effect on your life.
- Perspectives- Your take based on your position on particular subjects, issues, and matters
that relate to you. It is how you mentally view or see a situation or the world around you
from a particular angle. Otherwise regarded as opinions and personal beliefs, your
perspective can affect how you live, interact, and react to others.
- Collusion- If you cooperate with others, knowingly or unknowingly, to reinforce those
behaviors that prevent others from fully entering into the workplace culture. It can take the
form of silence (neither supporting nor defending the right to inclusion of a certain person or
group), denial (ignoring the existence of problems), or active participation (assisting others to
reinforce exclusion).
- Discrimination- is the treatment or consideration of making a distinction in favor of or
against a person or thing based on the group, class, or category to which that person or thing
belongs rather than on individual merit.
182
10. Feedback, Assistance, Inclusion, Respect

F
- Feedback is giving and receiving information about expectations as well as how to

meet those expectations.
- Assistance is making sure workers have what they need to work to their fullest
potential.
Inclusion is making sure everyone has the opportunity to fully participate in the
Workplace.
Respect is recognizing each persons unique value, contributions, and potential to

the organization.
11. - It provides NCOs with a consistent approach to deal effectively with diversity.
- It helps maximize retention and productivity.
- It helps maintain effective working relationships in work places.
12. As a leader, understanding diversity will help to maximize individual/unit performance
and allow your Airmen to reach their highest potential.
183

RATIONALE
a. This answer is CORRECT. According to the Diversity chapter, FAIR Way employs
four techniques for maximizing retention and productivity and maintaining
effective working relationship in workplaces. Telling crude jokes that attack the
cultural background of anyone is unacceptable. TSgt Wyatt needs to reinforce the
Air Force Zero Tolerance policy when it comes to diversity with some team
members. Acting as a force for the acceptance of diversity and addressing the
perceived diversity issues as quickly as possible should help the team continue to
work well together.
b. This answer is INCORRECT. According to the Diversity chapter, Diversity Awareness
is the ability to recognize and respond to the needs of various groups within an
organization to improve working relationships, productivity, customer satisfaction, and
unit and mission effectiveness. In the scenario, TSgt Wyatt does not act on the diversity
issue; rather, he makes the members that brought it up feel guilty and tries to avoid the
issue which will have negative impact on mission effectiveness.
c. The answer is INCORRECT. According to the Diversity chapter, Social Sensitivity is
the keen awareness and understanding of others emotions, feelings, personality,
temperaments, strengths, cultural differences, values, and beliefs. In the scenario, TSgt
Wyatt does not portray those characteristics; instead he makes the members that brought
it up feel guilty and tries to avoid the issue at hand.
RATIONALE
a. This answer is CORRECT. According to the Diversity chapter, DiversitySupportive Organization embraces all aspects of diversity and exhibits the following
characteristics: act proactively, leadership-driven, encourage ownership of
initiatives, think inclusively, and mainstream diversity. MSgt Mitchells work
center is not portraying those characteristics and it will negatively affect their
b. The answer is INCORRECT. According to the Diversity chapter, Diversity-Supportive
Organization embraces all aspects of diversity and exhibits the following characteristics:
act proactively, leadership-driven, encourage ownership of initiatives, think inclusively,
and mainstream diversity. MSgt Mitchells work center is not portraying those
characteristics and it will negatively affect their mission effectiveness.
c. This answer is INCORRECT. According to the Diversity chapter, Affirmative Action
refers to voluntary or mandated programs developed for the purpose of overcoming
imbalances in the workforce that affect designated groups. The issue in MSgt Mitchells
work center is not imbalance in the workforce, but lack of diversity acceptance by the
Airmen which will affect mission accomplishment.
184
K-W-L Exercise
Answers will vary but should center on diversity, diversity-supportive environments, and how
diversity impacts mission effectiveness.
Jeopardy Game Solutions

1. What is Diversity?
2. What are Socio-Behavioral Tendencies (SBTs)?
185
End Notes
1
2
AFPD36-70, Diversity. 13 October 2010.

Simma Lieberman, George F. Simons, and Kate Berardo, Putting Diversity to Work: How to
Successfully Lead a Diverse Workforce, Menlo Park, CA, Course PTR, 2004. pg. 10.
James E. Parco and David A. Levy, Attitudes Arent Free, Thinking Deeply about Diversity in
the U.S. Armed Forces, Forward.
Air Force Instruction (AFI) 36-2618, Enlisted Force Structure, February 2009. Ch. 3 (3.1.7.),
pg. 7.
Lewis, Richard, (2000), When Cultures Collide. Boston Nicholas Brealey Publishing.
pg. 10.
pg. 13.
Ibid.
Michael W. Wynne, Former Secretary of the Air Force, Letter to Airmen: Air Force
Diversity. http://integrator.hanscom.af.mil/2007/april/04122007/04122007-28.htm.
This Page Intentionally Left Blank
CHAPTER FIVE: Ethical Leadership

Ethics and the Military Professional
Ethics
Military Ethics
USAF Ethical Codes
Ethical Responsibilities of the

Military Professional
Ethics and Leadership
Ethical Behaviors
Scenarios
MSgt Harris has served the Air Force faithfully for 21

years and he has several deployments under his belt.
When tapped for another deployment, he submits his
retirement paperwork. Due to his decision, leadership
taps another SNCO for the deployment. A couple months
later, after the newly selected SNCO deployed, Harris
pulls his retirement papers. Were his actions wrong?
Only the universal ethic of the feeling of responsibility in an everwidening sphere for all that livesonly that ethic can be founded in
thought.
- Albert Schweitzer
188
Chapter Five: Ethical Leadership

should be able to:
As a NCO, leader, and military professional, it is

imperative you conduct yourself with the highest degree
of integrity every day. You will find yourself involved
in similar ethical situations as the one MSgt Harris is in.
TERMINAL COGNITIVE
OBJECTIVE:
Comprehend the impact of ethical
leadership on NCO, unit, and mission
effectiveness.
Behavior:
1. Explain the impact of ethical
leadership on NCO, unit, and
2. Give examples of the impact of
ethical leadership on NCO, unit,
3. Predict the impact of ethical
leadership on NCO, unit, and
Value ethical leadership and how it
enhances NCO, unit, and mission
effectiveness.
with ethical leadership and its
impact on NCO, unit, and
2. Willingly accept that ethical
leadership is important to NCO,
unit, and mission effectiveness.
ethical leadership to enhance
effectiveness.
4. Commit to using ethical
leadership to enhance NCO, unit,
and mission effectiveness
How would you handle it? It may be easy to decide

what to do when you have time to think about it, but it
may be different when you have to make an immediate
decision. Others view your actions and behaviors all
the time. As a result, you must examine your own
thinking and ensure it is consistent with ethical
principles expected of USAF professional Airmen. You
have to set the example for others to follow and enforce
the standards for those who fail to conduct themselves
in an acceptable manner.
In this chapter, you will examine the issue of ethics and

the military professional. You will begin by defining
ethics both individually and as a military professional,
to include learning about USAF accepted ethical codes; youll then look at your responsibilities
as a military professional by reviewing ethical principles learned from Dr. Toners article
Military OR Ethics. Then, you will explore the concept of ethical leadership ensuring that you
behave ethically as a NCO and leader before attempting to set and enforce ethical standards
within your organization. Also included in this chapter are Self-Reflection Opportunities thatll
ask you to think about how you react to ethical situations personally and how you manage ethical
situations professionally. Finally, you will look at a couple of scenarios that depict chapter
concepts/principles using the IDDP structured thinking model to ensure your comprehension of
chapter material. By the end of this chapter you should be better prepared to model professional
military attributes as evidenced by your comprehension of ethical leadership.
189
Ethics and the Military Professional

Ethical leadership combines ethical decision-making and ethical
behavior and occurs in both an individual and organizational context.
A major responsibility of a leader is to make ethical decisions, behave
in ethical ways and see that the organization understands and practices
ethical codes. 1 In order to fully understand ethical leadership, there
are a few concepts you need to know. Lets begin by defining ethics.
Ethics
Ethical leadership
is about knowing
your core values and
having the courage
to live by them in all
parts of your life in
service of the
common good.
Ethics is a set of
standards of
conduct that guide
decisions and
actions based on
duties derived from
core values.
How do YOU define ethics? Ethics is behavior based on adopted

attitudes and beliefs of what is right and wrong or values and
judgments about good and evil, and the study of how you judge those
behaviors.
Where do our ethics come from? Generally, our ethics come from
different sources such as parents, teachers, and coaches etc. In most
cases, people are characterized as ethical when they act in ways that
are consistent with societal moral values or, to put it simply, ethics
comes from environment, family/friends, teachers/coaches, societies,
and cultural/social boundaries.
Values are the core

beliefs you hold
regarding what is
right and fair in
terms of our actions
and our interactions
with others.
Morals are values
that you attribute to
a system of beliefs
that help us define
right from wrong,
good versus bad.
With a good definition of ethics and an understanding of where your

ethical values come from, lets have a little fun with an activity. In
this activity, you will be provided with several statements. After
reviewing the statements, decide whether you agree or disagree with
the statements and record your answers on a separate sheet of paper. After you have finished
reviewing the rest of this chapter, revisit your answers and determine if you still agree with your
recorded answers.
190
191
After completing the

exercise, based on your own
personal values, beliefs, and
biases, what are some things
you learned about yourself?
In a 1994 interview for the
Aerospace Power Journal,
Dr. James Toner stated that
Warriors must realize that
honormilitary virtueis
not just a nice thing to have;
its a functional
imperative.
In the same interview, Col Richard
Szafranski, Chair for National Military
Strategy at the Air Force War College,
added, Its because we hold the stuff of
life and death in our handsometimes, in
dire straits, trusted with ensuring the very
survival of our country and its institutions
and valuesthat we must be adherents to
and practitioners of right thinking and
right behaving. 2
Based on Dr. Toner and Col Szafranskis
comments, you can argue that all Air Force members must abide
by certain ethical constraints. As an NCO, you are held to a higher
standard than people in the private sector, and it is your
responsibility to represent your nation and your Air Force. It is
also your job to prepare for war, which is an awesome
responsibility that cannot be taken lightly. Remember, the
freedom of the nation rests in the hands of all military
professionals.
AFI 36-2618 an NCOs

scope of responsibility is
leading people and
teams, resource
stewardship, and leading
units to accomplish the
Military Ethics
Whether in peace or war, you will be required to make determinations involving right and wrong
choices. You must have a clear understanding of the ethical codes to which you are expected to
adhere. You also need to ensure your subordinates understand what is considered ethical
behavior in the military culture. Understanding some of the ethical situations you might
encounter and knowing the Air Forces expectations of your conduct will direct you, as a
military professional, to maintain the highest levels of integrity for yourself and your
subordinates. As you read this, ask yourself if you live up to your ethical responsibilities as a
military member.
192
Military ethics deal specifically with those values and expected

rules of the profession that are appropriate to actions taken within
the military environment. The American military ethic is
designed to put principle above self-interest. Personal integrity
and moral courage are keys to the viability of that ethic.
The bottom line is military ethics equates to right and proper
conduct, but just in case Air Force members dont share the same
internal senses, there are several directives and guidelines, like the
Joint Ethics Regulation, Standards of Conduct, and USAF Core
Values, to outline the ethical behaviors expected of all Air Force
Members. Being a military professional, it is important for you to
understand military ethics, but lets explore other viewpoints of
ethics.
Ethical relativism claims there are no ethical absolutes, and social
norms determine what is ethical or unethical. For example, if
human sacrifice is an accepted practice in one culture, it is wrong
for another culture to condemn what is accepted by the first
culture.
It is important to understand ethical relativism because NCOs
must make decisions that affect others, including taking a life;
thus, NCOs must follow the rules to the greatest extent possible as
opposed to making decisions based on their own particular views,
beliefs, or values.
Military ethics is a set of

standards of conduct that
guide decisions and
actions based on duties
derived from core values
and is designed to put
principle above ones own
self interest.
Ethical relativism is the
belief that nothing is
objectively right or wrong
and that the definition of
right or wrong depends on
the prevailing view of a
particular individual,
culture, or historical
period.
A Categorical imperative
is an imperative as any
proposition that declares
a certain kind of action
(or inaction) to be
necessary.
Categorical imperative is a hypothetical imperative that would

compel action under a particular circumstance: If I wish to satisfy my thirst, then I must drink
this lemonade. A categorical imperative would denote an absolute, unconditional requirement
that exerts its authority in all circumstances and is both required and justified as an end in itself.

Ethical dilemmas are situations where one is forced to choose
between two alternatives (both alternatives can be unfavorable and/or
less right and more right or less wrong and more wrong.)
So far, you know that while people in the private sector may argue for
and even apply ethical relativism, the inherent danger and nature of
military duty demands that military members follow rules and
guidelines defining ethical conduct within ranks. If military members
find themselves in an ethical dilemma, they must adhere to the
categorical imperative because they have
absolute, unconditional requirements that
govern actions, decisions, and behaviors.
These guidelines apply to military
professionals across the services, and
bring the threat of shame or even
punishment if you choose to behave
unethically.
193
An Ethical dilemma
is a situation where
someone is forced to
choose between two
alternatives.
Ethics is more than just knowing right

from wrong; it also involves having the
moral courage to do the right thing even
when it is unpopular or carries a high
personal cost. You just finished
reviewing why you need to behave ethically; now youll look at how you should order your
priorities to help maintain the highest ethical standards as military professionals.
SELF-REFLECTION OPPORTUNITY: How might ethical relativism influence your
actions, decisions, or behaviors? Could ethical relativism cause you to fail to align with Air
Force Core Values when making decisions?
194
USAF Ethical Codes

There are ethical codes of conduct widely accepted by the Air Force that help NCOs make
proper ethical decisions when faced with various ethical dilemmas. These codes make it
possible to act and behave in an ethical manner in any given situation. The following list
contains many of the accepted codes the Air Force uses to maintain an ethical climate.
Remind us what it takes to get the mission done:
sacrifice individual goals for the good of the unit
Integrity First
professional duties take precedence over personal
desires
Service Before Self
willingness to do what is right even when no one
is looking
Excellence in All We Do
directs you to develop a sustained passion for
continuous improvement and innovation
The Enlisted Force Structure outlines roles,
AFI 36-2618
responsibilities, and expectations for enlisted members in
each enlisted tier and describes official terms of address
for enlisted members
Provides a tangible statement of beliefs that Airmen can
Airmans Creed
hold most dearit focuses on and identifies a spirit -- a
USAF Core Values
Professional Development
Guide (PDG)
Code of Conduct
DOD Joint Staff Guide 5260,

Service Member's Personal
Protection Guide
Law of Armed Conflict

(LOAC)
Uniformed Code of Military

Justice (UCMJ)
195
warfighting ethos -- that transcends time from the past to

the present and into the future, and it requires a pride in
service and fosters a fighting-focused culture
This resource was created as a reliable reference for
promotion studying and used as a daily guide throughout
an Airmans career.
The Code of Conduct is an ethical guide that includes six
articles that:
help you deal with your chief concerns as an
American in combat; concerns that become
critical when you must evade capture, resist
while a prisoner, or escape from the enemy
provide guidance on how to honorably survive
captivity which often demands great courage,
deep dedication, and high motivation
help you endure the terrors of captivity, prevail
over your captors and return to your family,
home, and nation with honor and pride
The guidance contained in this section shall assist US
Military personnel who find themselves isolated from US
control in peacetime, or in a situation not related
specifically in the Code of Conduct. United States
Military personnel, because of their wide range of
activities, are subject to peacetime detention by
unfriendly governments or captivity by terrorist groups.
The guidance in this section seeks to help U.S. Military
personnel survive these situations with honor
LOAC provides four basic principles that offer ethical
guidance: military necessity, humanity, proportionality,
and distinction between lawful combatants,
noncombatants, equipment, installations, and civilians.
LOAC guides you to: distinguish between legal and
illegal weapons, report alleged violations of LOAC,
protect civilians/noncombatants, disobey orders that
violate LOAC, and abide by LOAC even when enemies
do not
The UCMJ provides ethical guidance by clearly
describing what is considered a crime in the military;
thus, it promotes justices, assists in maintaining good
order and discipline, and promotes efficiency and
effectiveness in the military establishment, thereby
strengthening the national security of the United States
196
Progress Check
1. Define ethics.
2. Define ethical leadership.
3. Give examples of 3 accepted ethical codes the Air Force uses to maintain an ethical climate.
4. Why should NCOs commit to and follow USAF accepted codes of conduct and ethical
principles?
197
Associate with men of good quality, if you esteem your own reputation, for it is better to
be alone than in bad company.
- George Washington
Ethical Responsibilities of the Military Professional

There are principles leaders can follow to help
maintain ethical behavior. Below is information from
the article Military OR Ethics by Dr. James Toner,
former Professor of International Relations and
Military Ethics at the Air War College. In this article,
Dr. Toner gives sound ethical principles and explains
that military ethics is about knowing what is true and
then doing what is right. He mentions several ethical
principles that NCOs can use to ensure they act and
behave ethically. Dr. Toner takes an interesting
approach to make his points memorable by using the
following ethical principles:
Three Os (owing, ordering, and oughting);
Three Ps (principle, purpose, and people);
Three Rs (rules, results, and realities); and
Three Ds (discern, declare, and do).
You will most likely find some information that you agree with and some that you dont, and
thats okay. The objective of this chapter is to help you understand the importance of ethical
conduct for the military professional. Dr. Toners principles give NCOs a framework for
thinking, acting, and behaving ethically.
The three Os: owing, ordering, and oughting state that
you must know who and what you owe, display proper
ordering by having moral structuring and ethical priorities,
and understand what Airmen should do or ought to do.
Examples:
You owe your unit and Airmen your loyalty, honesty, compassion, and openness.
Display proper ordering by understanding and following ALL Air Force ethical codes
and making proper ethical decisions.
Airmen ought to do the right thing by following ALL Air Force ethical codes.
198
The three Ps: principle, purpose, people explain that

NCOs must put principle (truth telling and honor) first;
purpose (mission accomplishment and duty) second; and
people (fellow citizens, Airmen, Soldiers, etc.) third.
Examples:
An Airmans principles should revolve around placing Integrity First in all actions.
An Airmans purpose is the accomplishment of the organizations mission.
Airmen take care of their people, i.e. family, Wingman, and the needs of their
subordinates.
The three Rs: rules, results, and realities explain that

rules give us ethical guidance; results are the outcomes, the
bottom line, and the consequences of following or not
following those rules; and realities, which recognize the
importance of the situation, circumstances, or realities.
Examples:
Rules Give us guidance for making decisions, taking actions, and modeling behaviors
and come from standards, ethical codes, and laws such as The Uniform Code of Military
Justice (UCMJ) and the Core Values.
Results The results of following or not following the ethical codes and principles i.e.
Promotion, Article 15.
Realities Recognize the reality of the situation and/or circumstances as a result of

adhering to the ethical codes/principles.
The three Ds: discern, declare, and do state that you must
try to discern the truth; at appropriate times, you declare the
truth as you have discerned it; and then you do what you
have discerned and declared.
Consider the statement, At appropriate times, you declare the truth, as you have discerned it.
Lets take a look at what is meant by at appropriate times and by you declare the truth as you
have discerned it? At appropriate times: means only declaring the truth after making a moral
decision (i.e. rejecting all unworthy alternatives after some critical questioning, talking, and
thinking). The alternative of declaring something true without critical questioning, talking, and
thinking leads to verbalizing half-truths, partial truths, or outright lies, which all lead to, at best,
poor decisions and at worst, tragedy. Declare/Discern: means describing situations as
accurately as possible, even when doing so might cause great pain and suffering to self or others.
199
Examples:
Discern from a given situation the truth from a lie i.e. disagreement between an Airman
and supervisor.
Declare state the truth once the truth is discerned i.e. state the truth to both parties as
you understand it.
Do what is right based on discerning and declaring the truth i.e. settle the disagreement
and if necessary take appropriate action.
Just as standards, codes, and laws give you ethical guidance, the three Ds help you discern and
declare the truth and then do what you have discerned and declared.
One more D actually comes into play here the process of moral decision, a word that the
dictionary tells you means the idea of coming to a conclusion after some question, talk, or
thinking over. In fact, the word decide comes to us from the Latin word meaning to cut off,
for you cut yourself off from alternatives that you reject as unworthy of what you should do or of
who you are. 3
Dr. Toners four ethical principles are important to understand in that all four principles provide
a framework for making ethical decisions, taking ethical actions, and demonstrating ethical
behaviors.
Your responsibility to adhere to ethical principles requires you to maintain the highest ethical
standards even when there is no clear-cut order or directive. These principles go beyond loyalty
to the Constitution, your country, your military corps, or your fellow service members. They
require you to be honest and forthright in the execution of your daily duties. The core value of
Integrity requires you to do what is right, even when nobody is looking. For the military
professional, having integrity and doing what is right may not always be easy. As a NCO and a
leader, youre not only responsible for your own ethical conduct, but also for ensuring that your
work center operates in an ethical climate as well.
SELF-REFLECTION OPPORTUNITY: How have you applied Dr. Toners four ethical
principles in the work center? In your opinion, did you apply them appropriately?
200
Progress Check
5. Complete Dr. Toners Principles Crossword Puzzle
Across
2. A state that you must know
3. Structuring ethical priorities
5. The circumstances
7. Airmen, fellow citizens
8. To state the truth
9. The bottom line
10. Truth telling and honor
Down
1. Latin meaning to cut off
2. What Airmen should do
4. Perceive the truth
5. Gives you ethical guidance
6. Perform
7. Mission accomplishment and duty
201
As important as it is to understand ethical principles, it is essential for leaders to understand the

importance of modeling ethical behavior.
Ethics and Leadership

In a 2000 Army War College Journal article, Dr.
Martin Woods, professor of ethics, argued that the
highest standards of ethical climate and conduct are
necessary to maintaining a healthy military service
and attracting and retaining the best and most
talented of each new generation of Americans. 4 As a
NCO, you are charged by AFI 36-2618 to uphold and
enforce standards, support your leaders decisions,
and accept leadership responsibility. Your actions, as
a leader, can set the tone for ethical conduct within
your organization.
Ethical Behaviors
According to Sara Boatman, author of Ethical Leadership: Doing Whats Right, from the
University of Nebraska at Omaha, if ethical leaders are completely aware of their personal ethics
and the ethics of the organization, the behavior of those leaders should be consistent with both
ethical codes.
As an ethical leader, you should behave:
in ways that line up with your purpose, whether it be personal or the purpose of your
organization.
in ways where you are proud. Having high self-esteem, a mixture of personal pride and
humility helps create confidence when having to deal with certain ethical dilemmas.
with patience and faith in your decision-making.
with persistence by ensuring you behave ethically at all times.
in ways where you are keeping perspective, which allows the ethical leader to reflect and
clearly see what is really important to guide ethical behavior.
In addition to modeling the above behaviors, NCOs should create and promote an ethical climate
and foster ethical behavior using the following three principles:
1. No rewards for unethical behavior
2. Sanctions and forgiveness for mistakes
3. Appropriate action taken for dereliction of duty
202
Ethical Decisions
Leaders must also make ethical decisions. Below are several steps NCOs can take to ensure they
make the best ethical decisions possible.
Think through the ethical dilemma you are facing and identify all aspects as objectively
as possible.
Ensure you are considering all available options.
Decide on which option is the most ethical (consider ethical

traps, then determine if you should make this decision on your
own or consult others).
o Ethical Traps:
Ethical traps
confusion or
uncertainly as to
what action or
behavior should be
taken, conflicting
opinions/values, all
choices have
drawbacks.
Ethical Relativism - making decisions based on

personal values/beliefs rather than on military rules,
regulations, and codes of conduct
Loyalty Syndrome - making decisions based on

respect and/or loyalty to an individual, unit, or
organization etc. rather than on military rules,
regulations, and codes of conduct
Worry Over Image - making decisions based on how the decision will impact
ones reputation/standing among peers, subordinates, supervisors, community,
etc. rather than on military rules, regulations, and codes of conduct.
Drive for Success - making decisions based on a win at all cost attitude rather
than on military rules, regulations, and codes of conduct.
Dr. Toners Six Tests

Consider all of the consequences, including the worst and best outcomes of your decision. Ask
yourself if you can accept both outcomes. 5 One method for helping you with this is to take Dr.
Toners six tests below:
The Shame Test: If your actions were publicized, would you be embarrassed,
discredited, or humiliated?
The Community Test: Besides your family, would you want your peers, neighbors, or
friends to know?
The Legal Test: Could you face legal action? Are you willing to face legal action?
The Situation Test: Could you justify your action because of peculiar, special or
extraordinary circumstances?
203
The Consequences Test: Will the end justify the means?
The God Test: What would your religious leader say, would you want the action done
to you, or would you want everyone to be able to do the same?
In this scenario, use Toners six tests to consider the outcomes of your actions.
Theres a sale on big screen televisions going on at the
mall. Youre short of money, so you decide to use your
government travel card to purchase one.
In the scenario, you may have thought it ok to take advantage of the sale by using your
government travel card. You fully intend to pay the balance off as quickly as possible, so at first
glance it seems to be ok. However, after applying the ethical test, you realize that the act would
fail the test and decide to reconsider your actions. What other test listed in Toners six tests
could you use to test your decision?
Finally, always apply the Prudence First Justice Second principle:
Considering what is right before what is possible;
Just because something is legal or permissible, does not mean it is the right thing to do;
and
Prudence is lawful behavior, but is also wise and just.
An example of this is when a commander, who has Article 15 authority, decides to throw the
book at an individual (Article 15) before considering all the factors, such as family and financial
situation, rank and TIG, TIS, length of time in current position, current scope of responsibilities,
and so forth. Punishment under Article 15 is the justice piece because the person must face
consequences for his/her actions. Just because something is legal (throw the book at him with an
Article 15) does not make it right. Prudence demands you consider all factors to make the
punishment fit the crime.
In short, ethical leadership is the combination of ethical decision making and ethical behavior.
An ethical leader makes ethical decisions and behaves in ethical ways both in an individual and
organizational context. A leader who wants to form a good ethical character practices ethical
behavior on a regular basis through repetition/reinforcement, which should eventually become a
habit and part of normal character.
Leaders who model ethical behavior inspire confidence in those they lead. That is to say,
subordinates are more apt to accept and follow decisions from ethical leaders and from
organizations with an ethical climate, than from an unethical leader or organization with a
corrosive environment.
204
NCOs can create and promote an ethical climate and foster ethical behavior by setting the
example, walking the talk, always doing the right thing, holding those accountable that dont
adhere to ethical standards, by not rewarding unethical behavior, by providing sanctions and
forgiveness for mistakes, and taking appropriate action for dereliction of duty.
When deciding on correction or recommending punishment, an ethical leader will consider all
factors surrounding a situation before deciding on a course of action. By practicing prudence
first and justice second, a leader should consider all factors to ensure the correction/punishment
fits the crime.
SELF-REFLECTION OPPORTUNITY: Reflecting back, what ethical decisions have you
had to make at your work center? What impact did your decisions have on the environment
within the work center?
205
Progress Check
6. Leaders who model ________________ ________________ inspire confidence in those
they lead, inspiring them to accept and follow decisions from ethical leaders and
organizations with an ethical climate rather than from unethical leaders or organizations with
a corrosive environment.
7. Subordinates of leaders who model ethical behavior such as setting the example, always
doing the right thing, and holding those accountable that do not adhere to __________,
_____________, and _______________ are more apt to accept and follow decisions from
ethical leaders than from those who dont.
8. According to Sarah Boatman, NCOs should create and promote an ethical climate and foster
ethical behavior using what three principles?
9. Match the ethical traps provided below with their definition.

a. ____________________________making decisions based on personal values/beliefs
rather than on military rules, regulations, and codes of conduct.
b. ____________________________making decisions based on a win at all cost attitude
c. ____________________________ making decisions based on respect and/or loyalty to
an individual, unit, or organization, etc. rather than on military rules, regulations, and codes
of conduct.
d. ___________________________ making decisions based on how the decision will
impact ones reputation/standing among peers, subordinates, supervisors, community etc.
Loyalty Syndrome
Ethical Relativism
Drive for Success
Worry over Image
206
You cannot control the actions and behaviors of your superiors or your subordinates, but you can
set the proper tone for them and others to follow. Just because your superiors might act in a
questionable fashion does not mean you may act questionably as well. Each person is
responsible for his or her actions and must bear the consequence of wrong decisions. However,
as a leader, you are charged with setting the proper tone within your work center and holding
your people accountable when they cross the line of ethical conduct. This last main point of the
chapter will cover some of those so-called small infractions to determine if they are indeed right
or wrong and determine proper ethical leader actions and behaviors.
Scenarios
Scenario 1
Stationed together several times throughout their careers, MSgt Clark and SSgt Brown have
become close friends. Brown manages a very profitable online, home-based business and,
because of her friendship with Clark, she has cut him in on a piece of the action. Her
business has grown to the point that it takes up most of her free off-duty time, so she recently
started using her computer at work to attend to business matters. Last week, Clark became
assistant flight chief of the section where Brown works and today he discovered her use of
government equipment to conduct her personal business. He knows he should do something
but he depends on the money from Browns business to pay for his wifes new car. After
thinking it over, he decides his best course of action is to let Brown continue as long as it
does not interfere with her duties.
In this scenario:
Identify the ethical dilemma and justify why its an ethical dilemma
according to chapter concepts and principles.
Differentiate whether MSgt Clarks decision was appropriate/
inappropriate and/or effective/ineffective and justify why according to
chapter concepts and principles.
Determine, if inappropriate, what MSgt Clark should have done and
justify why according to chapter concepts and principles.
Predict the impact if MSgt Clark continues his current course of action and/or changes his course
of action and justify why according to chapter concepts and principles.
207
Scenario 1 Review
Identify
The ethical dilemma in this scenario is the use of government equipment and the dependence
of MSgt Clark on the money from Browns business to pay for his wifes new car. According
to the chapter, an ethical dilemma is a situation where someone is forced to choose between
two alternatives. In this example, Clark has to decide between personal gain and doing what is
right.
Differentiate
MSgt Clarks decision was inappropriate. According to the chapter he failed to follow the 3
Rs principle (rules, results, and realities).
Determine
According to the chapter, MSgt Clark should follow the 3 Rs (rules) and the 3 Ps (putting
principle [truth-telling]) before people, thus he should correct Brown on misuse of government
equipment for personal use, for conducting personal business on government time, and he
should sever the business relationship with his subordinate.
Predict
If MSgt Clark continues his current course of action and other subordinates learn of his
actions, they could lose trust and confidence in his leadership. In addition, some subordinates
may follow his lead, which results in an unethical climate. Together, his ineffective leadership
and the unethical climate will ultimately impact the mission (e.g. quality/quantity of
production, increase safety violations, poor resource stewardship, etc)
If MSgt Clark pursues the appropriate course of action and other subordinates learn of his
actions, they will gain trust and confidence in his leadership. In addition, some subordinates
may follow his lead, which results in an ethical climate. Together, his effective leadership and
ethical climate will ultimately positively impact the mission (e.g. quality/quantity of
production, decreased safety violations, better resource stewardship, etc).
208
Scenario 2
SrA Smart returned from leave a few weeks ago and although he thought he completed all
the required paperwork upon his return, he learns that is not the case and immediately resubmits the paperwork. Fifteen months pass, and now SSgt Smart is ready to reenlist. He
wants to sell back some leave and when he starts the process, he learns that finance never
docked his account for those 20 days he took last year. He sure could use the money and
figures he did his part to correct the issue. He also reasons that somebody should have
caught the mistake. Wanting to keep his supervisor, MSgt Wright, in the loop, he explains
what happened. Wright understands Smarts desire to pay off some bills and she
remembers filling out the paperwork to fix this issue. Although she is tempted to let it go
since both her and Smart tried to correct the mistake, she decides to conduct a little
research to see if Smart has any options. After completing her research, she calls Smart
into her office and says, Finance made a mistake, so you could sell back the 20 days to pay
off some bills, and the chances of finance finding the mistake via an audit is very slim. On
the other hand, you have our core values to consider. Ultimately, what you do is up to you.
Im confident youll do the right thing.
In this scenario:
Identify the ethical dilemma and core value issue and justify why its an ethical dilemma and
core value issue according to chapter concepts and principles.
Differentiate whether SSgt Smarts actions, decision, and behaviors were appropriate/
inappropriate and/or effective/ineffective and justify why according to chapter concepts and
principles. Next, differentiate if MSgt Wrights actions, decisions, and behaviors are
appropriate/ inappropriate and/or effective/ineffective and
justify why according to chapter concepts and principles.
Determine what SSgt Smart should have done initially and
what he should do now and justify why according to chapter
concepts and principles.
Predict the impact of MSgt Wrights course of action.
209
Scenario 2 Review
Identify
The ethical dilemma in this scenario is that SSgt Smart could sell back the 20 days of leave to
pay off some bills; however, he has the core values to consider. According to the chapter, an
ethical dilemma is a situation where someone is forced to choose between two alternatives. In
this example, SSgt Smart is faced with demonstrating integrity regarding his leave and his desire
to pay off some bills. SSgt Smart indicates he is willing to be dishonest for personal gain.
Differentiate
SSgt Smarts explanation of the situation to MSgt Wright was inappropriate because it
automatically demonstrates dishonesty, a violation of Integrity first. According to the chapter,
one of the ethical codes is the core values where NCOs have to practice integrity at all times and
must not allow personal gains to come before service.
Note: You may argue that SSgt Smart is doing nothing more than asking the advice of a SNCO
and keeping his supervisor informed and there is nothing wrong with that. You may also argue
that he is seeking justification/approval based on his comments such as: could use the money,
did his part to correct the issue, somebody should have caught the mistake. Both of these
arguments are flawed because they miss the more important point of Integrity First (i.e. an
NCO should immediately correct this type of mistake without further discussion. Doing
otherwise demonstrates a potential for dishonesty.
MSgt Wrights actions/decisions/behaviors were appropriate because, according to the chapter,
NCOs are to set the example (model ethical behavior) and hold subordinates accountable for
adhering to ethical standards and ethical codes of conduct (core values, AFI 36-2618). She
counsels SSgt Smart regarding the situation and leaves it up to him to make the right choice
based on the core values and AFI 36-2618.
Note: You may argue that Wright should have just solved Smarts dilemma and/or held him
accountable by forcing him to correct the mistake. This misses the bigger point of modeling and
promoting ethical behavior and encouraging subordinates, especially NCOs, to do the same. By
allowing Smart to solve his own dilemma, she helps him develop his ethical character. Do not
lose site of the fact that Wright reminded Smart of the core values and set the expectation for him
to do the right thing.
Initially: Smart shouldve immediately informed finance of the mistake rather than seek
justification and/or approval from MSgt Wright.
Now: He should do the right thing and correct the mistake.
Predict
SSgt Smart will gain trust and confidence in MSgt Wright for setting the example and holding
him accountable for adhering to ethical standards and codes of conduct (core values, AFI362618). She left him with the choice to make the right decision, which helps him develop his
ethical decision-making. Together, her effective leadership will ultimately have a positive
impact on the mission (e.g. quality/quantity of productions and better resource stewardship, etc).
210

You began this chapter with a definition of ethics, reviewed ethics for military professionals,
and examined many of the accepted USAF ethical codes of conduct. You then reviewed your
ethical responsibilities as a military professional in adherence to USAF accepted ethical
principles such as the 3 Os and 3 Ps from Dr. Toners article. Next, you examined the
relationship between ethics and leadership. You wrapped up the chapter by examining two
scenarios using the IDDP process to ensure you met the objective of the chapter.
As a NCO and a leader, you must not only ensure you conduct yourself with integrity at all
times, but must also strive to ensure your subordinates conduct themselves with high ethical
standards. Your subordinates and even those around you will tend to do as they see you do,
and if you fail to conduct yourself with high standards and proper ethical behavior, you cannot
expect them to behave ethically either.
Former Vietnam POW Admiral James Stockdale once stated, When supported with education,
a persons integrity can give him something to rely on when his perspective seems to blur,
when rules and principles seem to waiver, and when hes faced with hard choices of right or
wrong. Its something to keep him on the right track, something to keep him afloat when hes
drowning. In the beginning of this chapter, you completed an exercise that displayed how
you perceived various ethical situations. You discovered that military ethical leadership
requires you to display certain ethical leadership behaviors and to accept and adhere to ethical
principles and codes of conduct. Being ethical requires military professionals to do the right
thing at all times, even if it carries with it a high personal cost. As a military professional, you
are a guardian of freedom and held to a higher standard than the private sector. This higher
standard is necessary because of the inherent nature of your calling. Failing to act in an ethical
manner could discredit your unit, your Air Force, or even your nation.
211
Key Terms
Categorical imperative, 192
Ethical dilemma, 193
Ethical leadership, 189
Ethical relativism, 192
Ethical traps, 202
Ethics, 189
Military ethics, 191
Morals, 189
Values, 189
References
Air Force Doctrine Document (AFDD) 1-1, Leadership and Force Development. 18 February
2006.
Air Force Instruction (AFI) 36-2618. The Enlisted Force Structure, 27 February 2009.
Boatman, Sarah A., Ethical Leadership: Doing Whats Right. The University of Nebraska at
Omaha.
Casebeer, William D. 1st Lt. USAF, Colonel Richard Szafranski, USAF, and Dr. James H.
Toner. Military Ethics. An edited conversation between Casebeer, Szafranski, and Toner.
Aerospace Power Journal 13, no. 4 (Winter, 1994): 15-25.
Cook, Martin L. Moral Foundations of Military Service. Parameters, US Army War College
Quarterly, 30, no. 1 (Spring 2000): 117-129.
Department of the Air Force. United States Air Force Core Values, 1 January 1997.
Department of Defense (DOD). Joint Staff Guide 5260, Service Members Personal Protection
Guide: A Self-Help Handbook to Combating Terrorism, 1 April 2000.
Dictionary.Reference.com http://dictionary.reference.com/browse/ethical+relativism.
The Military Commander and the Law. Air Force Judge Advocate General School Press, 2009
electronic update.
Toner, James H. Military OR Ethics. Air and Space Power Journal, 17, no. 2 (Summer
2003): 79-87.
True Faith and Allegiance, the Burden of Military Ethics. The University of Kentucky, 1995.
212
Formative Exercises
1. SSgt Walker and his team are preparing for an inspection. While organizing the storage
room, A1C Bates discovers equipment that should have been turned in months ago per the
AFI. He reports the findings to Walker and suggests hiding the equipment until after the
inspection. Walker responds, That will quickly take care of the problem, but understand
there are possible consequences for that decision. After considering the consequences, Bates
decides to fill out the paper work to turn-in the equipment. On the inspection report, it was
noted that equipment was turned in late; however, the work center identified it and corrected
the discrepancy in a proper manner.
This scenario BEST illustrates effective use of ___________________ and its impact on
a. Dr. Toners legal test.
b. the ethical principle of the Three Rs.
c. the DOD Joint Staff Guide 5260 .
2. SSgt Stanley, a well-respected NCO, conducted a review of the work centers training
records for the upcoming Operational Readiness Inspection. During his review, he identified
several required tasks that werent signed off. Due to time constraints, he had his Airmen
initial off on those tasks. He planned to go over the areas at another time.
SSgt Stanleys behavior of ____________________will MOST LIKELY __________
a.
drive for success; reduce
b.
worry over image; reduce
c.
ethical relativism; increase
213

1. Ethics is a set of standards of conduct that guide decisions and actions based on duties
derived from core values.
2. Ethical leadership is about knowing your core values and having the courage to live by them
in all parts of your life in service of the common good.
3. USAF Core Values, AFI 36-2618, Airmens Creed, Professional Development Guide (PDG),
Code of Conduct, DOD Joint Staff Guide 5260 Service Members Personal Protection Guide,
Law of Armed Conflict (LOAC), Uniformed Code of Military Justice (UCMJ)
4. NCOs should commit to and follow USAF accepted Codes of Conduct and ethical principles
in order to act and behave in an ethical manner in any given situation.
5. Crossword Puzzle Answers:
6. Leaders who model ethical behavior inspire confidence in those they lead, inspiring
them to accept and follow decisions from ethical leaders and organizations with an ethical
climate rather than from unethical leaders or organizations with a corrosive environment.
214
7. Subordinates of leaders who model ethical behavior such as setting the example, always
doing the right thing, and holding those accountable that do not adhere to rules , results ,
and realities are more apt to accept and follow decisions from ethical leaders than from
those who dont.
8. No rewards for unethical behavior, Sanctions and forgiveness for mistakes, Appropriate
action taken for dereliction of duty
9. a. Ethical Relativism
b. Drive for Success
c. Loyalty Syndrome
d. Worry over Image
215

RATIONALE:
a. This answer is INCORRECT. The scenario does not best illustrate effective use of Dr.
Toners legal test which, according to the Ethical Leadership chapter, is a methodology to
help make an ethical decision by asking if it is legal and if not, are you willing to face the
legal action? Although Walker may have thought about this, there is no specific evidence
in the scenario that he pondered the legal consequences.
b. This answer is CORRECT. According to the Ethical Leadership lesson principles,
the Three Rs of ethical principles are rules, results, and realities. It explains that
rules gives us the ethical guidance, results are the outcomes, the bottom line,
and the consequences of not following those rules, and realities which recognize
the importance of the situation or circumstances. The scenario depicts SSgt Walker
thinking through those areas and coming to an ethical decision.
c. This answer is INCORRECT. The scenario does not best illustrate effective use of the
DOD Joint Staff Guide 5260 which, according to Ethical Leadership chapter, is a selfhelp handbook to combating terrorism. The scenario best illustrates Walker applying the
ethical principle of Three Rs and helping the Airman come to an ethical decision.
RATIONALE:
a. This answer is CORRECT. According to the Ethical Leadership chapter, drive for
success is one of four categories of ethical traps. It is making decisions based on a
win at all cost attitude rather than on military rules, regulations, and codes of
conduct. Stanley fell into that trap by pencil-whipping training records to pass
the inspection, which could be detrimental to NCO, unit, and mission effectiveness.
b. This answer is INCORRECT. Although he is a well respected NCO, nothing in the
scenario indicates worry over image which, according to the Ethical Leadership
chapter, is making decisions based on how the decision will impact ones reputation
rather than on military rules, regulations, and codes of conduct. Although there could be
an argument that Stanley was protecting his reputation by ensuring he passes the
inspection, nothing in the scenario speaks to him trying to protect his reputation.
c. This answer is INCORRECT. Nothing in the scenario indicates ethical relativism
which, according to the Ethical Leadership chapter, is one of four categories of ethical
traps. It is making decisions based on personal values/beliefs rather than on military
rules, regulations, and codes of conduct. There is no evidence of values conflict or
Stanley making a decision based on personal beliefs/values.
216
End Notes
1
http://www.centerforcommunityleadership.com/static/centerforcommunityleadership/
newsletter.php?file=/centerforcommunityleadership/newsletter/1-18.php.
Casebeer, Szafranski, and Toner (1994),

http://www.airpower.au.af.mil/airchronicles/apj/apj94/win94.html, (4 November 2005).
James H. Toner, Military OR Ethics. Air and Space Power Journal, 17, no. 2 (Summer
2003): 79-87.
Martin L. Cook, Moral Foundations of Military Service, in Parameters 30, no. 1 (2000)
http://carlisle-www.army.mil/usawc/Parameters/00spring/cook.htm (16 November 2005).
Sarah A. Boatman, Ethical Leadership: Doing Whats Right. The University of Nebraska at
Omaha.

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Were entrusted with the security of our nation. The tools

Course 0015 Version 1, Edition 2

CHAPTER ONE: Airmanship ........................ 5

Diversity and the Organization .............. 148

CHAPTER ONE: Airmanship

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Chapter One: Airmanship

Chapter One: Airmanship

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Direction, Discipline, and Recognition (DDR)

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Reduces commitment to the

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