TEPDG

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The 1712 Training, Education and Professional Development Guide marks a pioneering effort in this occupational series, setting a precedent for the Department of the Air Force by establishing a framework that incorporates key competencies into a comprehensive development guide, ultimately providing clear career pathways for both civilians and military personnel working in training instruction positions.

What is the TEPDG?

The Training, Education and Professional Development Guide (TEPDG) serves as a unified guide for leaders, instructors, educators, and supervisors to design, implement, and deliver a cohesive and impactful professional development program. By outlining the essential training and competencies required for individuals in this occupational series, the guide enables them to acquire the necessary skills and knowledge to advance in their careers. Specifically, it delineates the key competencies, desired levels of proficiency, and the developmental milestones necessary to achieve expertise, ensuring a structured approach to career progression.

Purpose of the TEPDG

Functions as a strategic resource for training program administration, enabling leaders to design, execute, and assess training initiatives, while also providing supervisors with a framework to pinpoint and deliver targeted training and development opportunities at critical junctures in an individual's career trajectory.
Defines the essential skills and knowledge requirements, including core competencies, specialized sub-competencies, and desired proficiency levels, and prescribes a tailored education and training roadmap to support individuals throughout each stage of their career progression.
Catalogs the array of training courses available within the occupational series, specifies the sources and providers of training, and outlines the various methods by which training is delivered, ensuring that individuals have access to a comprehensive and diverse range of learning opportunities.

How is the TEPDG used?

The TEPDG is a tool for supervisors at all levels, enabling them to develop and implement cohesive and comprehensive training and development programs tailored to the unique needs of each individual within the occupational series. To ensure alignment with career objectives, individuals should engage in regular performance feedback and mentoring sessions with supervisors and mentors, where they can discuss and refine their career goals and progression

pathways. Supervisors and work center managers should ensure their training programs are aligned with the competency and proficiency level requirements outlined in the TEPDG, and can leverage a range of training modalities, including on-the-job training, formal resident training, and specialized contract training or exportable courses, to enhance and support these requirements.

Each individual is responsible for completing the relevant competency and proficiency level recommendations specified in the TEPDG, which serves as a roadmap for professional development. The catalog of courses outlined in Part 2 provides a valuable reference point for supporting and enhancing training and development initiatives, while the competency assessment workbooks offer additional learning opportunities and resources to help individuals achieve their career goals. By following the guidance and recommendations outlined in the TEPDG, individuals can ensure that they are well-equipped to meet the challenges of their role and advance in their careers, while also contributing to the overall mission and objectives of their organization and the Department of the Air Force.

Development Cycle

The 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.

. Hyperlink icon to Development Cycle

Step 1
Step 2
Step 3
Step 4
Step 5

Step 1. Identify short- and long-term goals

Identifying short- and long-term career goals can be a challenge. 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. Self-assess 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 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.

Training, Education and Professional Development Guide (TEPDG)