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Career Field Education and Training Plan (CFETP)

The 1750 civilian career series education and training plan is the first for this career field. This effort is leading the way for the Air Force in establishing the foundation for integrating competencies into an education and training plan that will provide well-defined paths for Airmen and civilian employees.

What is the CFETP?

The CFETP provides a consolidated framework for commanders, training managers, supervisors, and trainers to plan, develop, manage, and conduct an effective and efficient development program. The plan outlines the training and competencies individuals in this occupational series should obtain in order to develop and progress throughout their careers. This plan identifies competencies, proficiency levels, and proficiency development requirements.

Purpose of the CFETP
  • Serves as a management tool to plan, manage, conduct, and evaluate a training program. It is also used to help supervisors identify training and development at the appropriate point in an individual’s career.
  • Identifies competencies, sub-competencies, and proficiency levels and recommends education and training throughout each phase of an individual’s career.
  • Lists training courses available in the occupational series, identifies sources of training, and the training delivery method.
How is the CFETP used?
The CFETP should be used by supervisors at all levels to ensure comprehensive and cohesive training and development programs are available for each individual in the occupational series. Individuals should review career goals and progression with supervisors and mentors during scheduled performance feedback and mentoring sessions. Supervisors and work center managers ensure their training programs complement the CFETP competency and proficiency level requirements. On-the-job training, resident training, and contract training or exportable courses can enhance identified requirements.

Each individual completes the applicable competency and proficiency level requirements specified in this plan. The list of courses in Part 2 is used as a reference to support and enhance training and development requirements. Additional learning opportunities are outlined in the competency assessment workbooks.

1750 Development Cycle

The 1750 Development Cycle allows employees to visualize not only what they need in order for them to be successful in their current position, but to identify and pursue what is needed to achieve their short- and long-term goals. The cycle is continuous and intended to reflect development never ends.

.1750 CFETP Development Cycle

Assessment Workbooks

Competency Model

1750 CFETP




Step 1. Identify short- and long-term goals

Identifying short- and long-term career goals can be a challenge for 1750s. Self-reflection should be accomplished by employees to determine if you are content in your current position and only desire upskilling to maintain or increase your current proficiencies or if you aspire to progress into a supervisory role or management position. Are there competencies to be garnered that will make you an ideal fit for these roles and/or positions? Would you like to pursue areas outside of what you are normally accustomed to? Answering these questions will aid you in the preparation of short- and long-term career goals.

Step 2. Compare capabilities against the competency model

Recognizing your strengths and weaknesses aids in understanding your current capabilities. Knowing areas that need improvement is also imperative in developing competencies at the right place and at the right time. Conducting a self-assessment against the 1750 Occupational Competency Model will enable employees to pin-point their current location and identify the behaviors, knowledge, skills, and other characteristics needed in order to perform successfully on the job and/or for the role/position they would like to obtain. Find the self-assessment here

Step 3. Prepare a development plan

Interaction and communication between supervisors and employees are important in preparing development plans. The interaction and communication should include, but is not limited to employee strengths, improvement areas, goals, interests, and organizational requirements. Ensure any necessary training, education, and experiences needed to attain competencies are annotated. Develop the employee’s objectives and ensure they are associated with the organization’s mission and goals as well as the employee’s developmental needs/requirements. There are various options available to assist in constructing development plans, to include MyVECTOR, Education and Training Management System (ETMS), and/or localized developed Individual Development Plan (IDP) forms. Common Access Card (CAC) required

Step 4. Self-directed learning

Employees pursue training, education, and experiences identified in their development plan. Although supervisors and employees interact and communicate together, it is ultimately the employee’s responsibility for personal and professional development. If assistance is needed, mentors and coaches can be invaluable tools. Mentoring fosters an atmosphere of trust and inclusivity in the workplace that aids in developing the strengths and capabilities of the force. In the Department of the Air Force, mentorship is defined as a type of professional relationship in which a person with greater experience and wisdom guides another person to develop both personally and professionally. Coaching is the relationship where an uncertified or certified professional coach provides technical support focusing on development of mentees based on their identified performance need. Through this development, foundational and occupational competencies can be achieved and mastered, enabling personnel to reach and maximize their full potential. Employees have the option of selecting or requesting to be paired with a mentor through the MyVECTOR application on the Air Force Portal. Common Access Card (CAC) required

Step 5. Evaluate outcomes

Competency assessments focus on the end state and goals that define successful behaviors expected of personnel. Assessments are a fluid, ongoing process. They help identify and evaluate the skills necessary to carry out the job now, as well as in the future. An organization should not evolve to meet an individual employee’s needs; instead, individuals are invited to grow and evolve with the organization. The organization must help and support its own evolution through providing education, time, and resources so the employee can achieve the new skills necessary for mission success.