- [Male over Radio] Roger Flight 807. Approaching runway 7-O-. (radio feedback) - [Male] The Air Force has announced the creation of a new Information Operations Technical Training School. (fast air whooshing) - [Male Speaker] The first command simply must arm our airmen to out think, out perform, out partner, out innovate, any potential adversary. - [Male Over Speaker] Air Force basing military training has an updated curriculum with a new focus on readiness and lethality. - [Male] This is the Developing Mach-21 Airmen podcast. (bomb exploding) - [Dan] Hey hey, everybody. Welcome in to Developing Mach-21 Airmen and thanks for the subscribe, stream, or download, however you might be listening in today. If you get a chance to throw us some stars or even a review our way we certainly would appreciate that as well. My name is Dan Hawkins from the Air Education and Training Command Public Affairs Team and your host for this professional development podcast dedicated to bringing total force big-A Airmen insight, tips, tricks, and lessons learned from the recruiting, training, and education field. Episode number 17 of the podcast and it's a good one. It features Lieutenant Colonel Jamie Wiley and Mister Vincent Villanueva, the Director and Deputy Director, respectively, from the Headquarters AETC Occupational Competencies branch and they're talking about their charge and efforts to break old training mindsets and develop competency models across the Air Force's 266 career fields and this really is the first of many podcasts to come that really focus on the force development mission here of the headquarters AETC team. Just recently Lieutenant General Webb unveiled the priority areas for the First Command as we move forward and advancing force development is one of the four major priority areas that also include enhancing lethality and readiness, transforming the way we learn, and cultivating an environment of excellence as our mission statement, we recruit, train, and educate exceptional Airmen. So lots going on in the force development arena across the First Command that we want to let you know what the staff here is doing to help enable force development across the force and make it matter across an Airman's career. So talking about this effort we're gonna first talk about what competencies are in that they combine the knowledge and skills needed to complete a task with the behaviors and other skills, the softer skills if you will, such as stress management, teamwork, or leadership and really they lay the foundation for force development tying directly into the profession of arms and making Airmen more well rounded. And additionally, career fields can also use these competencies as they look to fill positions across the force in those particular AFSCs in an effort to help in the Air Force Chief of Staff, General David Goldfein's focus on revitalizing squadrons. So there's a lot of different uses these occupational competencies will play a part in in this effort to create a skeletal template for career fields to use to build these competencies. It really got started a coupla years ago with a program guidance letter directing the AETC Commander be dual-hatted as the Force Development Commander and so the first career field manager brief was last November and the team's first study was in February of this year and so far 22 career fields are in some phase of occupational competency development. Lieutenant Colonel Wiley and Mister Villanueva talk to the why these competencies matter to Airmen and how they can help the Air Force give Airmen the skills they need to be successful in a given job as well as give a ton of great examples of how they build these competencies in conjunction with the career fields and in a cross-functional manner that's really pretty efficient. There's also some humor from Vinnie who gives a great analogy about what happens under an iceberg. You definitely don't want to miss that. As well as discussion on how these competencies, once they're developed, can be left-loaded into the formal training environment to give Airmen a jumpstart on learning the competencies they will need down the road to be more successful. So let's get to it. Let's talk occupational competency model development. Episode number 17 of Developing Mach-21 Airmen starts right now. (fast air whooshing) So Colonel Wiley, tell us a little bit about yourself. - [Col Wiley] I am a Seaman 30 Navigator by my initial trade so I'm a 12-MIC and then when NAVs went away 'cause the J models came online I went to the T1 and so I've been with the T1 since 2012 and I've been here on staff with AETC for about a year within the competencies division. - [Dan] And Vinnie, you have an interesting background just 'cause you're a civilian, but tell us a little bit about yourself. - [Vincent] Yeah, sure, so I'm Vincent Villanueva. I've been at Headquarters AETC for about almost three years, maybe two and a halfish I think. Instructional systems specialist by trade. I've kinda been working in the training development or training and education world for maybe the last 13, 14 years both in the Air Force in tech training and in the public sector in education and kinda been doing AETC kind-of work for the last 10 years. - [Dan] So today we're gonna talk a little bit about occupational competencies and the work that your branch has been doing now that, ya know, the force development mission is front and center and General Webb is the Force Development Commander but first off, I think a lot of people would be like, "What is the occupational competencies branch"? What is it that you do? - [Col Wiley] So we are one of three branches within the competencies division and when the re-org happened in late 2017 or early 2018 and a lot of those divisions that everybody's familiar with went down to 19th Air Force a few Forced Development Divisions were stood-up and one of those is the Competencies Division and inside of that we have the foundational branch, the occupational branch, and the joint branch. So Vinnie and I are from the occupational branch. - [Dan] So this push to develop competencies it actually started a few years ago. Can you kind of talk to that piece of this and how the mission to really get at the competency piece of force development got started? - [Col Wiley] So there was a corona a few years back that identified the AETC Commander as the Force Development Commander and from that the PGL stated that the Force Development Commander would own the foundational competencies and to implement, validate, assess all of those and that's what the foundational branch has been doing. Meanwhile, our directive from the PGL was to assist career field managers to develop their competencies for their career field and how they want to develop individuals over the course of their career and not just within formal training or PME, but how do we do that outside of the traditional manner. And so that's basically our mission statement as well. We assist career fields in whatever aspect they need to develop and validate their competencies. - [Dan] And we talked a little bit about it a few days ago when we first met but we talked about creating a template that is scalable and so that's a big part of what you guys have been doing over the last nine, 10 months, right? It's creating something that will work for the 260-plus career fields that the Air Force has. - [Col Wiley] Correct. So we interpreted our... Our mission was to have something that was scalable and usable for the career fields so that it didn't matter just as long as they had a process to come up with their competencies 'cause we knew their competencies were gonna be different. Every career field is different and unique so we needed something that they could use but that could be repeatable and that's the process that Vinnie has developed and we've been able to prove that with multiple career fields now, up to 22 and they're at different phases and, yeah, so we feel we have met at least the intent of that directive from the PGL that we have a scalable and repeatable process and our initial deadline was June of 2020 and we met that in July of this year. - [Dan] Well and General Webb just really outlined his new mission vision priorities for the First Command just a couple of days ago and one of the big priorities of course is advanced force development, but competencies also tie in to a CSAF focus area which is revitalizing squadrons. - [Vincent] Yeah, correct. I mean, so this will get interesting. So it kinda gets into (audio feedback overrides speaker) like a little bit of the next topic where we're talking about kind of that why type of thing. So you hear those, I don't want to say buzz words, delete, sorry, anyways, you hear these things about like hey, are you revitalizing the squadron, great, a competence-based learning, how can we help develop and empower the force to do better things to be mission ready and type of things and it really truly starts with competencies and it kinda starts working on, yeah, why are we doing competencies and how can it really truly help the Airmen out there in the career field and I don't mean an airman, I mean big-A right, your officers, your civilians, your enlisted Airmen out there jobbing in everyday, how can we truly help them and competencies tries to kind of... It's kind of just a new paradigm to get after how do we grow and develop people as a whole throughout their continuum of service. So, ya know, right now, I always say, hey look, if you think about a top-performing individual that you know, what makes them top performing, right? I highly doubt you'll probably think of the tasks, right? I highly doubt you'll think of like, well I know they're top performing because they know the definition of this or they know these two principles or that they can go into a Word document and built a table to the exact specifications that I just prefer looking at. We don't think in those terms. We say, hey look, what makes that top-performing individual a top performer? And a lot of times it's those behaviors, those things that you see day in and day out. You rarely kind of think of those tasks, but the way we're kind of currently structuring the Air Force, we're very task based, task centric on how we kind of grow and develop people in just about every way we kind of manage or the career fields manage or their pipelines and guards and the telemetric points of it. So with competencies we're really trying to kinda move away, I shouldn't say move away, but we're trying to do something to tie it all together. I can do these 15 or 20 tasks, but what does that mean? What does that look like? It can translate into a specific behavior. So I can take a specific set of tasks, you know, 15, 20, 30, 40 tasks and maybe identify a specific behavior, the outcome, right? What is it ultimately that I want you to display. I'm doing these things, but why am I doing these things day in and day out or why am I getting signed off on something type of thing. Well ultimately it's because I needed to perform at this level because to do this job this is what success looks like. This is the over-arching kind of like behavioral outcomes that we expect from you. Imagine having that skill set or that tool set kind of there for that airman. It kinda helps them kinda connect all the pieces a little bit better. So that's kinda the big push that we're kind of doing with competencies. - [Dan] So you talk about task, which is kind of that knowledge and skill base, but it's the soft skills in some of these other things that make up really truly a competency. What are some of those soft skills or behaviors that you're kind of talking about that are not necessarily the task, but the additional things that help a person or an Airman do those tasks better. - [Col Wiley] Okay. Perfect. That's a great question. So we go around and we talk to people about competencies and we always have like this iceberg. If you walk into our building you're gonna see an iceberg before you even walk in. As you're walking into our building we got it plastered around throughout the building trying to tell people, hey look... So think about that last example we talked about, the top-performing individuals, those behaviors that you see. Kinda like an iceberg, right? It's those behaviors that you see at the top but you know that underneath the water there's a whole lot of stuff going on underneath. And that's ultimately what we're talking about when we're talking about how we can build competencies together. So you have something like knowledge skills, abilities, and other characteristics that are listed throughout the entire thing underneath the surface that manifests into those behaviors that ultimately helps us kind of get at their competencies. Right now, knowledge and skills is something we do, something we do very well in the Air Force, right? We all are STS's and CTS's, our course task lists, and... - [Col Wiley] Skills test assessment. - [Vincent] No, sorry. Specialty training standards, excuse me. You know, when we look at how we train OJT or even at the School House of Formal Training it's all very knowledge and skills based. The thing is, a lot of times, we're ignoring all the other things. We're ignoring those abilities. Someone's ability to think critically, to think anaerobically, to foster that innovation, those are the types of things we don't intentionally try to grow in people or teach them or develop them. And then we go even deeper underneath the surface of that entire iceberg and we start looking at those other characteristics like self control. We start thinking about resiliency, perseverance, or grit, those types of things, right? And once again, those sometimes is really squishy that can be really difficult to truly assess and measure, but what if there's a way that we can actually take all those things and other skills, abilities, and other characteristics, mush 'em together and then tell you, okay, yeah, when I put all this together this ultimately manifests in these behaviors and I can give you that secret sauce and tell you that. So, like I said, when you go back to how we currently do these training and developing people we only focus on just two parts of that, the knowledge and skills and that's what we're trying to do is making sure we walk with these career fields and help them capture the full picture of how we can actually build a better Airman to do the mission. - [Col Wiley] Because it's about that deliberate development, that whole Airman concept and what if I as a supervisor or as a trainer or an instructor or whatever position within the squadron that is a leadership position, having a candid conversation with one of my folks to say, okay, here you are at level one or basic level or whatever they end up calling it, what the career field is calling it, and say, all right, you're at this level and you're able to execute. But I need you to move up in the level and now I need you to apply, analyze, lead certain aspects of that competency. But maybe there's something that's keeping you from doing that and maybe it's because you are not doing... You need more teamwork on the opportunities or you need more self confidence or you need some more communication skills. So if I have those identified for those competencies those other characteristics or abilities that are lower down on the iceberg but they've been validated by the career field to say these soft skills, these other characteristics are essential to get to higher levels of that competency. Now I can take a look and say, okay, well you're able to execute at this level, but I need you to do this other thing so maybe you have the ability to do it, but maybe it's one of these soft skills that we need to focus on to see if we can get you to a higher level and a higher performance. - [Vincent] Correct. And you could even take it so from that development standpoint from that supervisor and you can take it to the training and development side on how we can kind of get up to competence-based learning. So imagine if we're kind of leaving the... Actually, you know, moving from a place where we're so, you know, lecture based and so kind of say it on the stage kind of mentality and we're moving to that guide on the side, I did air quotes for you guys out there, (laughs) but if we did guide on the side type of stuff and we sort of facilitate a pseudo-center learning, right, a more project-based learning, now imagine if I had... As a curriculum developer, I will tell you I live and die sometimes by the task lists that the career field gives me. I want to make sure I develop training to meet those line items on those tasks and that type of thing. If I knew what that secret sauce was, if I knew something like stress management was a key component to truly excel in a specific, you know, core technical competency, then I could, as an instructional developer, start including some stress management techniques to help the students and start that conversation early on in their career fields as they're progressing and as they're moving on and getting that experience in the career field, they'll always kinda have that tie to stress management as an important and integral component to really execute and do that specific job well. - [Dan] So it really sounds like this also advances that idea of really developing the force throughout their careers and not just a one-time check mark like a five-skill level upgrade or a completion of a formal training course. These are skills or competencies that they will use learning earlier and they'll use throughout their careers. - [Vincent] Correct. Yeah. - [Col Wiley] Right. - [Vincent] So yeah, as we work with SMEs so we we work with career fields to identify their competencies and build a competency model and as we're working with these high-performing SMEs in the room they're determining how do we look at, how do we determine what expert looks like or basic level or intermediate or advanced level person looks like and those are the conversations that they're having. Sometimes they're, you know, they're breaking beyond that mindset of three level, five level, seven level, because we know not every five level is built the same, not every seven level out there is built the same type of thing. So they're actually able to determine the criteria of what success looks like for on the job whether it could be something like, hey look, you could be at the flight level and because you're dealing with enough situations or complex situations type of thing and you're gaining this wide breadth of experience on the job because you're constantly fixing the same thing or you're constantly having to develop some really neat things then I could become an expert there. There's also instances where maybe expertise isn't necessarily tied, that it's really difficult to really get at a specific place so the SMEs can actually determine where that expertise comes from where they can kinda scope it out or hey, look, yeah, you can't necessarily be at the flight or the squadron level. You may have to move to a MAJCOM or you may have to move to a different organization like IMSC to truly get the wide breadth of experience that you need to become an expert. So the SMEs in the career fields definitely have a strong part of that and they have a voice to make sure, hey, look, how are gonna determine what expert looks like and sometimes, yeah, it does break past that current paradigm that we're living in with the five and seven skill levels of training. - [Dan] And you're kind of touching on it, but I really wanted to dive a little deeper there because we talked a little bit about cross-functional teams to identify some broad specialty because you think about 260-plus career fields in the Air Force and that's a lot to view. - [Vincent] Yes. - [Dan] So how do you kind of maybe make that task a little bit easier and one of the things we talked about earlier was cross-functional teams to help identify those... - [Vincent] Correct, yeah, it's important. So I mean the last thing we want to do is cause, you know, competency modeling, it's a fine art, right? You know, you build too few and you're gonna get to a really very broad kind of competencies that really nobody's gonna know what to do with. We build too many and it's going to be over cumbersome. People aren't going to know what to do with this because I got 50 pages of documents and competencies and once again it's all about that Airman at the squadron giving back their time, revitalizing the squadron, and taking care of their needs and if we're not doing that, you know, that's a fine line we don't wanna walk down. So like I said, there's that fine balance. So there are instances where we're working with communities like the two alphas or even on the pilot's side that we're having those discussions up front in our planning stage to find out, hey look, what exactly do you want from this competency model and there are instances where we can actually get together and do maybe something like a cross-functional. So instead of maybe doing like every single two alpha career field for the enlisted maintenance side, we may put all nine AFSCs in a room and kinda do a study with all nine AFSCs and find out what those cross-functional, what they all have in common and then we can kind of go in and break out what maybe those specifics are. And as we've done that usually it's been like three to maybe four of the specifics as opposed to maybe the 10 or 12 cross-functional that all nine AFSCs kind of agreed to. And we've done the same thing with the pilots as well. - [Col Wiley] Yeah, so for the pilots we're, you know, they're very diverse and there's a lot going on there between the differences in the aircraft and the differences in the mission sets, but there is something that is common amongst all of them so how do we find out what that is? Our first study was with AETC pilots and we made sure that we got representation from as many, you know, mission sets as we could to figure out what was common amongst them and then we took that data. We have since done an AMC study for the pilots and we found out what they thought was common amongst them and it was very similar. Some behaviors shifted just slightly. But then we went and dove into their mission sets specific to air-land, air-refueling, air-drop. Our next goal is to then go and talk with AFSOC and ACC and Global Strike and to get their mission set specifics and then to further validate the cross-functional amongst them all so that either for the training aspect, you know, what could we train at UPT versus what could we train at the FTDU and what could be trained on the operational unit. Those decisions can be made after they have a model, a starting place, but how do we also continue to develop them as the leaders of the Air Force. You know, they take on many command positions and they're kind of at that forefront so how do we deliberately develop them to ensure that they're getting exposure at all levels, but to the ones that matter so that we make sure that we've got the ideal pilot at the end and a successful individual at the end of all their training and it gets them to the end of their career. - [Vincent] And I think that's one of the great things about when we're building these models, you know, and I think hitting that part home and it's about developing the Airmen. We wanna be able to provide tools for that career field leadership team, whether it's the guy sitting at half or a Staff Sergeant at the unit kind of working, but to provide him those tools to help them develop that force and that's one of the things that we actually do is we actually take those competencies and actually map 'em out to positions throughout that career field so we can do something like hey, let's take a career fields key developmental position so if those career field leadership teams are doing something like vectoring at a DT or something they can actually sit down with those competencies that are mapped out to each job or specific job so I know if I'm going to send someone to be a superintendent at this specific group then, hey, look, these are the specific competencies that map to that where I have to be in advance for resource management, maybe for something very technical I have to be maybe at an expert level for a specific skill set as well. - [Col Wiley] Because it's about, you know, kinda breaking that, ID'ing that secret sauce, but to not make the career path a secret. So as a Second Lieutenant, as an Airman Basic coming into my career field, I can take a look at, okay, if I wanna be a commander in the end, these are the competencies that are required for me to do that and at what level do I have to have them. So now I can look and see what jobs compared to my career pyramid that I need to take but I also can kinda do a little bit of research on my own and try and develop some of those competencies on my own or have that conversation with my supervisor and say, okay, if I wanna do this, I know I need to get to this level on this competency, what can I do? What opportunities can you give me and that I can take advantage of and go do to help so that during our next conversation or our next assessment either I'm there or I'm not and now we have another conversation. Is there more experience and more opportunities that I need to have in order to do that or is there a job that I need to take that'll help me get there. But having that conversation early in my career can help guide that path. And it's not just, you know, the pilots were one example of how do we deliberately develop. We're having that same conversation with every career field during their study, okay, well, not just the technical piece of how do we develop you, how do we develop you to be a leader? What are you doing? How do we get you to senior NCO? How do we get you to the chief if that's what you wanna do? So we're having those conversations across the board with every career field. - [Dan] And you guys kind of touched on it, but I did want to kinda go into that just a little deeper, was how we tie some of these competencies into that formal training piece that the ATC team owns and how do we implement or put those competencies into the curriculum a little left-leaning so to speak since we know the competencies that are required? What do you envision or how do you see that looking? - [Vincent] So yeah, so we're moving down this path. So it's interesting, so Colonel Wiley was talking about someone being able to kind of take ownership of their own learning and their own destiny as far as hey, look, I can see these competencies. These are the behaviors that equates to success. I'm curious on this position, this is what it takes to get to that position and maybe map something out for myself. So we always thought like, hey, look, you know, trying to figure out competencies, how can we help these career fields? We always thought like the best that we can do, honestly, is maybe like develop your competencies and it's something that you can have a conversation about. But we're noticing career fields are kinda like, yeah, this is great, we love this, but all this stuff that you thought that you could do two, three years on the line, we need it now. So we got these early adopters on line and it's been great because we've got these ideas but they're also just as excited and kind of pushing us to kind of, hey, come walk with us, we're running, come run with us, excuse me, right, and we're kind of running with them. So when we're looking at how does that affect maybe something like formal training, we're currently walking down that path with a few career fields. We've got a Specialty Training Requirements Team and that's TRT scheduled in a few weeks with 211 Alphas Aircraft Maintenance Officers so a big shout-out to them because they were the first ones to do a study, first one to kind of have a validated model, and they're the first ones to be like, hey, we wanna hit the ground running and we want to transform how we're doing learning, we want to transform how we develop our airmen, we want to transform how we're doing OJT. So it's really excited that we've got not just a career field at half, but it's also the MAJCOM functionals and a team around them and at the School House that are really excited about where this can kinda go. They see the value in it. So getting back to your original question of the formal training standpoint, so I've also been kinda walking hand-in-hand with the career field management team and the School House. We have them involved in every step of the process. So as we're doing a study, we'll send out an email or a shout-out to the curriculum developers or training manager or someone that's at the School House and we'll say, hey, would you like to come to the study to at least see this from the ground up and kinda see what we're kind of doing because it's all kind of new to a lot of individuals that are out there. But those curriculum developers, so I'm going to go a little bit backwards here. So one of the things that I've actually been doing is working with the Career Field Management Team to identify a few things of how we're gonna get there. So one of the first things we did is do something like a gap analysis where we identified, hey, look, let's look at what's currently being done and let's match that up to the competencies and the behaviors and just to find out are there any gaps out there from our training and there were things from the 21 Alpha side there were things like I believe was like process improvement or organizational improvement, one of those two, where the second lieutenants there were like 55, 60 percent of them were like, hey, we do this and we do this a lot, it's a frequently used type of thing, but there was no formal training at all to help them to get them there. So this is something that we're kinda learning on the streets. So it's a gap that we were able to identify. So that was one of the first steps that we did. Just kinda have an idea of the baseline. From then we had like a training planning team where we met with some of the career field manager at half, Colonel Maxwell, Colonel Grugainus, the team that he had, we met with a few SMEs, we had some senior captains to help us. We sat in a room and we spent about two days basically kind of building kind of a straw-man task list, something that we could kind of send out to the MAJCOM functionals before their STRT and say, hey, look, this is the future, this is the direction that we can go. And we ended-up taking their old task list and I will tell you they had 5 percent performance line items 95 percent knowledge and a lot of the knowledge were very identified, described, kind of like if you look at the (audio feedback blocks speaker) it's a Big-A type of knowledge so a kind of basic knowledge type of thing and we moved to this new place where we did this straw-man and we built something a little different and it felt different and looked different out of my years of doing curriculum development and it was kinda neat to see something kind of take shape. So we ended up shifting from five percent performance to something about 47 or 48 percent performance. And then when you look at the remaining knowledge line items they were all things like analyzing individuals, comparing, contrasting, synthesizing information, things that you would probably expect that second lieutenant to do. So ultimately, the straw-man that we've kind of helped to build are those specific tasks that get after those behaviors that enables that second lieutenant to hit the ground running to be better prepared. So it's not just that they're getting the knowledge, but they're also... - [Col Wiley] They end up talking to their buddy and say hey, we're doing this with ours and then we get a phone call or an email and say... - [Vincent] Like giving this briefing and you know a lot of people are like wow, this is interesting. We have been told like we gotta figure something out, we want to do something different. We're hungry for changing the way we've always done things because we know that that's not working. And then we come out and we give them this briefing and we kinda break it down. We walk to them, probably a little bit more slowly, a little bit more put together than what we've done here today, but it's always interesting the feedback we get. It's always like, wow, this is fascinating. Where have you been all our lives, right? That type of thing. Like I said, I know it's kind of exciting and hopefully we can kind of continue in and I will say to anybody out there listening it's the analogy, right, that the plane has left off, we're on the plane, we got parachutes on, and we've got some people outside literally building and turning and finishing the plane, so there are things that we're still working down like kind of what you said, those four areas and a ton of management that we're still kind of like trying to figure it out with them to make sure that hey, look, what we're doing we wanna make sure that we're operating within the confines. We're not trying to change anything, right? We're not trying to change what TBA or after or a TFTR was gonna look like type of thing. What we're trying to do is make sure that within the current confines, within the current construct of how the Air Force has everything, the system, we're trying to operate in that world. Those things that we can't change we are definitely having those conversations with A1 as well and we're partnering with them, right, to say, hey, look, is there something that we can do maybe with like my vector, right? Could this be something that could be incorporated into that system. And then we're also having those conversations with other entities in other areas to kind of look, hey look, there's things that is our plan, this is our forward, this is our future, and we have an open dialogue to see what we need to do later on. - [Dan] Well I certainly appreciate you guys' time today. It's been a lot of fun. - [Vincent] I appreciate it. It's been great. - [Col Wiley] Thank you. (fast air whooshing) - [Dan] Great conversation with Colonel Wiley and Mister Villanueva. Episode number 17 is in the books. Great times talkin' about occupational competency, model development, and it's really exciting as we look here in AETC to Advanced Force Development as a major priority and so we want to send out a big thank you to both Colonel Wiley and Vinnie for spending time with us here on the pod. As a reminder, you can follow Air Education and Training Command via social media on Facebook, Twitter, and Instagram, as well as on the web at www.aetc.af.mil. You can also check out the AETC command team there on Facebook and Instagram as well. General Webb and Chief Gudgel will talk to you if you want to talk to them on social media so I encourage you to give them a follow as well. Thanks for checkin' out the podcast as we dive into the world of recruiting, training, and education. From our entire AETC Public Affairs team, I'm Dan Hawkins. So long. We'll talk to you next time on Developing Mach-21 Airmen. (slow rhythmic electronic music)