Study guide
11.2 Develops People: Mentoring, Coaching & Feedback
Air Force PFE Promotion Fitness Examination
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1 Introduction & Exam Overview
1.1 PFE Exam Facts & Format 1.2 The WAPS Scoring System 1.3 The Tested AFH 1 Chapters & Study Strategy
2 Professionalism (AFH 1, Chapter 1)
2.1 The USAF Professional & the Profession of Arms 2.2 The Air Force Core Values & Their Virtues 2.3 Ethical Standards & the Airman's Creed
3 Military Organization & Command (AFH 1, Chapter 5)
3.1 The United States Armed Forces 3.2 The Military Departments & Services 3.3 Military Command Structure & Combatant Commands 3.4 The Air Force Total Force 3.5 Air Force Organizational Structure
4 Enlisted Force Development I (AFH 1, Chapter 7A–7D)
4.1 Leadership Levels 4.2 The Enlisted Force Structure & Tiers 4.3 Duty Titles & Special Positions 4.4 Force Development & the Competency Framework
5 Enlisted Force Development II (AFH 1, Chapter 7E–7H)
5.1 Training Responsibilities & Upgrade Training 5.2 Professional Military Education 5.3 The Community College of the Air Force 5.4 Continuing Education & Voluntary Programs
6 Assessments & Recognition (AFH 1, Chapter 8)
6.1 The Airman Comprehensive Assessment 6.2 Performance Evaluations & the EPB 6.3 Reenlistments, Retention & Continuation 6.4 Awards & Decorations
7 Enlisted Promotions (AFH 1, Chapter 9)
7.1 Promotion Systems & Programs 7.2 Promotion Cycles & Eligibility 7.3 Preparation & Individual Responsibilities 7.4 Promotion Testing & Test Control 7.5 Evaluation Boards & Central Selection
8 Personnel Programs & Benefits (AFH 1, Chapter 11)
8.1 Benefits & Services 8.2 Leave & Authorized Absences 8.3 Military Associations & Civilian Programs
9 Finance, Manpower & Resources (AFH 1, Chapter 12)
9.1 Individual Finances & Allowances 9.2 Official Travel Expenses & Allowances 9.3 Manpower Management 9.4 Resource Management & Stewardship 9.5 Environmental Commitment
10 Developing Organizations (AFH 1, Chapter 13)
10.1 Strategic Thinking & Results Focus 10.2 Resources & Organizational Structure 10.3 Change Management & Problem Solving
11 Developing Others (AFH 1, Chapter 14)
11.1 Teamwork & Team Dynamics 11.2 Develops People: Mentoring, Coaching & Feedback 11.3 Service Mindset & Fostering Effective Relationships 11.4 Leadership: Styles, Power & Influence
12 Developing Self I (AFH 1, Chapter 15A–15C)
12.1 Accountability & Self-Management 12.2 Military Communication 12.3 Preparing to Communicate
13 Developing Self II (AFH 1, Chapter 15D–15F)
13.1 Written Communication 13.2 Spoken Communication 13.3 Electronic Messaging
14 Developing Ideas (AFH 1, Chapter 16)
14.1 What We Know: Priorities & Innovation 14.2 Cognitive Processes & Critical Thinking 14.3 Informed Decision-Making 14.4 What We Don't Know: Uncertainty & Assumptions
15 Emergency Management (AFH 1, Chapter 17)
15.1 Air Force Emergency Management, Disasters & Hazards 15.2 Preparedness, MOPP & Individual Protection 15.3 Crisis Response & Recovery 15.4 Department of the Air Force Mishap Prevention 15.5 Risk Management
16 Security (AFH 1, Chapter 18)
16.1 Integrated Defense & Force Protection Conditions 16.2 Operations Security (OPSEC) 16.3 Information Protection & Classification 16.4 Information Access, Cybersecurity & Mobility 16.5 Antiterrorism
17 Standards of Conduct (AFH 1, Chapter 19)
17.1 A Way of Life: Oaths, Standards & Off-Duty Conduct 17.2 The Law of War 17.3 The Code of Conduct
18 Enforcing Military Standards (AFH 1, Chapter 20)
18.1 The Air Force Inspection System 18.2 Individual Accountability & Corrective Action 18.3 Appropriate Working Relationships & Fraternization 18.4 Addressing Misconduct & Prohibited Behavior
19 Fitness & Readiness (AFH 1, Chapter 22)
19.1 USAF Fitness & Comprehensive Airman Fitness 19.2 The Official Fitness Assessment 19.3 Nutrition & Performance 19.4 Substance Use, Abuse & Treatment Programs 19.5 Readiness State of Mind & Resilience
20 Military Customs & Courtesies (AFH 1, Chapter 24)
20.1 Honored Traditions: Saluting, Titles & Reporting 20.2 Respect for the Flag 20.3 Respect for Individuals 20.4 Ceremonies & Events 20.5 Drill & Formation 20.6 Preserving Our Heritage
21 SJT Format & Competencies
21.1 SJT Format & Mechanics 21.2 Airman Leadership Qualities (ALQs) 21.3 Foundational Competencies & Behaviors
22 SJT Reasoning, Scenarios & Traps
22.1 SJT Reasoning Strategies 22.2 Sample SJT Scenarios 22.3 SJT Traps & Best Practices
11.2 Develops People: Mentoring, Coaching & Feedback
Key Takeaways Explain This Topic AI
Warren Bennis labeled three primary behavioral leader characteristics as the abilities to motivate, develop, and inspire, and three manager characteristics as administrators, maintainers, and controllers.
The MENTOR acronym expands to Model, Empathize, Nurture, Teach, Organize, Respond, Inspire, Network, and Goal-Set.
The immediate supervisor or rater is the primary mentor, coach, counselor, guide, or role model, and Air Force mentoring is governed by DAFMAN 36-2643.
The three counseling approaches are nondirective (preferred for most sessions), directive, and combined.
The four basic components of a counseling session are state the purpose, discuss the issues, develop a plan of action, and record the plan.
Last updated: August 2026
Leadership Versus Management
AFH 1 offers a working definition of leading in the Air Force: "the art and science of accomplishing the USAF mission by motivating, influencing, and directing Airmen." It highlights two central elements — the mission, objective, or task to be accomplished , and the Airmen who will accomplish it .
The science/art split is testable: the science of leadership refers to the methods and understanding of what leadership is (observed and studied); the art of leadership , being personal and subjective , refers to the demonstration and application of leading .
AFH 1 quotes Warren G. Bennis, Ph.D. , Founding Chair of The Leadership Institute at the University of Southern California:
"Management is getting people to do what needs to be done. Leadership is getting people to want to do what needs to be done."
Leaders Managers
Bennis's three behavioral characteristics Motivate, develop, and inspire Administrators, maintainers, and controllers
Associated titles Flight leader, team leader, squad leader Career field managers, MAJCOM functional managers, program managers, project managers
Focus Launch and steer the organization toward the pursuit of goals and strategies ; align personnel needs, wants, emotions, and aspirations with the task Ensure the resources needed are readily available and effectively used ; organize projects, staff positions, communicate plans, delegate responsibilities, devise monitoring systems
AFH 1 concludes with the mutual point: "The best managers tend to become good leaders because they develop leadership abilities and skills through practicing good management techniques. Similarly, an effective leader will often be found to be a good manager."
Maslow's Hierarchy of Needs. AFH 1 states that the Bennis model echoes Abraham Maslow's Hierarchy of Needs , and applies it to leadership: leaders satisfy human needs for a sense of belonging (belongingness and love) , recognition (esteem) , self-esteem (esteem) , and control over their lives (safety and security) , which can lead to a sense of achievement (self-actualization) .
The operating rule is the tested part: "in order to attempt success at one level, you must be successful in the previous." AFH 1's workplace translation — individuals concerned about keeping their job security will not be able to focus on striving for achievement , which prevents them from reaching self-actualization .
Professional associations. Membership provides opportunities for leadership roles, public speaking, and mentoring , as well as broadening technical expertise . AFH 1 names rank-based organizations: the Junior Enlisted Airmen Council, 5/6 Council, Top III, and the Chiefs' Group .
Mentoring
AFH 1 defines mentoring as "a process of helping each individual reach his or her maximum potential," and states that "USAF leaders have an inherent obligation and responsibility to mentor future leaders." Through mentoring, senior leaders pass on experience and wisdom as well as philosophy, traditions, shared values, quality, and lessons learned .
The minimum standard is specific: "At a minimum, a supervisor's mentoring consists of a discussion of performance, potential, and professional development plans during performance feedback sessions." Conversations should address promotions, professional military education, advanced degree work, physical fitness, personal goals and expectations, professional qualities, future assignments, and long-range plans.
Who mentors. "Although the immediate supervisor or rater is the primary mentor, coach, counselor, guide, or role model, Airmen may seek additional counseling and professional development advice from other sources or mentors as well." Mentors may act as coach, counselor, advisor, and advocate . The governing publication is DAFMAN 36-2643, Air Force Mentoring Program .
The program covers career guidance, professional development, leadership, USAF history and heritage, airpower doctrine, strategic vision, and contributions to joint warfighting — but "individuals must first focus on USAF institutional needs." Mentors must distinguish between individual goals, career aspirations, and realistic expectations , recognizing that each individual defines a successful career differently and that there are numerous paths to meet those goals.
The MENTOR Model
- Letter Element What AFH 1 requires
- M Model Actions speak louder than words ; the protégé constantly observes and learns from the mentor
E Empathize Genuine compassion ; mentors who remember what it was like when they were new and inexperienced are more effective. Empathy cultivates bonds and fosters mutual commitment
N Nurture A caring attitude — "like a farmer tends to the field" — investing time, patience, and effort , and providing time for the protégé to apply, internalize, and value what they have learned
T Teach Five steps : (1) organize the material into logical, systematic units of manageable size ; (2) correct errors immediately ; (3) frequently review previously covered material and relate it to the current lesson; (4) include practical exercises ; (5) evaluate progress and provide detailed feedback
O Organize Mentors must be organized before trying to help others become organized , knowing from the very beginning what they want to achieve
R Respond Mentoring is a two-way communication process requiring active listening and useful, timely responses ; remain alert to nonverbal behaviors and subtle communication cues ; be proactive and anticipate needs
I Inspire "Inspiration is a characteristic that distinguishes leaders from managers." Inspirational mentors encourage protégés to transform into a more improved being
N Network Introduces and connects a protégé with others who can provide guidance, support, resources, and opportunities , helping them establish themselves in their professional community
G Goal-Set Help protégés understand why goals are important and establish short- and long-term goals that are Specific, Measurable, Achievable, Realistic, and Time-bound , then be available to assist
The five teaching steps under T are the most commonly tested sub-list, and "correct errors immediately" is the step most often missed.
Counseling
When to counsel: AFH 1's rule is "conduct the counseling as close to the event as possible," and good leaders take advantage of naturally occurring events as opportunities for providing feedback .
Counseling type Purpose
Professional growth Reviewing duty performance for a period and setting standards for the next period — typically, but not only, during performance feedback assessments
- Performance or behavior For superior or substandard duty performance or behavior
- Crisis Helping an Airman through the initial shock after receiving negative news
Referral Often follows crisis counseling ; helps work through a personal situation and may serve as preventive counseling before a situation becomes a problem . Often involves legal services, religious affairs, or an alcohol and drug counselor
The Three Approaches
AFH 1 states that "the major difference between the approaches is the degree to which the Airman participates and interacts during a counseling session."
Approach When to use Advantages Disadvantages
Nondirective — "preferred for most counseling sessions" The leader listens to the situation before helping the individual make decisions ; refrains from providing solutions or rendering opinions while keeping focus on individual and organizational goals Encourages maturity ; encourages open communication ; develops personal responsibility More time consuming ; requires the greatest counselor skills
Directive Correct simple problems, make on-the-spot corrections, correct specific aspects of duty performance . Best when time is short, when the solution is clear, or if an Airman has limited problem-solving skills The quickest method ; good for people needing clear, concise direction ; lets counselors actively use their experience Does not encourage Airmen to be part of the solution ; may treat symptoms, not problems ; may discourage Airmen from talking freely ; the counselor provides the solution, not the Airman
Combined A blend emphasizing the Airman's planning and decision-making responsibilities — listening, offering options, helping analyze solutions, encouraging the Airman to decide, and assisting with a plan of action Moderately quick ; encourages maturity and open communication ; lets counselors use their experience May take too much time for some situations
Nondirective is the preferred default — remember that, because scenario items often present a supervisor jumping straight to a directive fix for a complex personal problem.
The Counseling Process
Setting the conditions: conduct counseling during the duty day when possible, aim for the session to last less than one hour , and be prepared to schedule a second session if necessary . Both parties should understand why, where, and when the session will take place. The environment should have minimal interruptions and be free from distractions to show respect for the Airman and the conversation .
The four basic components of a counseling session:
- State the purpose
- Discuss the issues
- Develop a plan of action
- Record the plan
Schedule any future meetings, at least tentatively, before closing the session. Appropriate follow-up measures include a follow-up session, making referrals, informing the chain of command, and taking corrective measures .
Coaching and Vision
The leader as coach. Effective leaders "must thoroughly understand the strengths, weaknesses, and professional goals of members of their teams," and coach similar to the way athletic coaches improve their teams: by setting goals, developing and implementing plans of action, and providing oversight and motivation throughout the process.
Vision is defined as "helping people believe they can accomplish goals in the anticipation of a better future as a result of their efforts," with inspiration as one way to convey it. AFH 1's example is President John F. Kennedy's 1961 announcement of the intention to put a man on the moon within the decade — "perhaps an impossible task by most standards, and yet it was achieved."
Implementing the vision requires leaders to communicate the vision, bolster Airmen's courage and understanding, and solicit ideas and suggestions. AFH 1 quotes John C. Maxwell , The 21 Irrefutable Laws of Leadership : "A great leader's courage to fulfill his vision comes from passion, not position."
Two balancing rules close the section. A vision "is likely to require re-vision," so the vision forming process should be continual — but "the vision should not be arbitrarily modified," and if it works and remains aligned with environmental and technological developments, it should be affirmed and supported . To be of realistic value, a vision must be logical, deductive, and plausible , and specific enough to provide real guidance to people, but unbounded enough to encourage initiative .