Study guide
13.2 Spoken Communication
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
13.2 Spoken Communication
Key Takeaways Explain This Topic AI
The three delivery formats are impromptu, prepared, and manuscript; AFH 1 calls a superb impromptu speaker the highest level in verbal communications.
The three types of speaking used in the Air Force are the briefing, the teaching lecture, and the formal speech.
Every good briefing has accuracy, brevity, and clarity — and brevity is what distinguishes a briefing from other types of speaking.
Communication experts believe over half of the meaning of any message may be communicated nonverbally, and people can listen four to five times faster than the normal spoken rate of 120 words a minute.
The three types of listening are informative, critical, and empathic — and empathic listening serves as a prerequisite to the other two.
Last updated: August 2026
The Three Delivery Formats
AFH 1 notes that delivery is "usually affected by several factors, including the time you have to prepare and the nature of the message."
Format Definition AFH 1's assessment
Impromptu Responding during a meeting or "taking the floor" at a conference — speaking without warning or with only a few moments' notice Requires a great amount of self-confidence, mastery of the subject, and the ability to "think on your feet." "A superb impromptu speaker has achieved the highest level in verbal communications"
Prepared Times when there is ample opportunity to prepare Does not mean writing a script and memorizing it; requires a thorough outline with careful planning and practicing , while the specific words and phrases at delivery are spontaneous and sound very natural
Manuscript Requires every word spoken to be absolutely perfect Disadvantages: speakers lack spontaneity, lack eye contact, and stand behind the lectern with their script — mannerisms that may lose the audience's attention
The superlative — impromptu is the highest level of verbal communication — is the fact the exam most reliably keys on, and it runs against the intuition that the most polished format must be the most advanced.
The Three Types of Speaking
Type Purpose Details
Briefing To inform listeners about a mission, operation, or concept Some briefings direct or enable listeners to perform a procedure ; others advocate, persuade, or support a certain solution . "Every good briefing has the qualities of accuracy, brevity, and clarity" — and "brevity distinguishes the briefing from other types of speaking." If a briefer cannot answer a question, he or she should not attempt an off-the-cuff answer but should request an opportunity to research the question and follow up later
Teaching lecture To teach an audience about a given subject The method of instruction most often used in the USAF. Formal lectures are generally one-way with no verbal participation by the audience ; informal lectures are usually presented to smaller audiences and allow for verbal interaction
Formal speech To inform, persuade, or entertain The informative speech is a narration on a specific topic but does not involve a sustained effort to teach — orientation talks and commander's call presentations. The persuasive speech moves an audience to believe in or take action — recruiting speeches. Entertaining speeches use humor and wit — a speech at a dining-out
The "don't guess" rule for briefers is a favorite scenario item: the keyed response is always research and follow up , never an off-the-cuff answer.
Basic Communication Tips
Tip AFH 1's guidance
Rank Differences in military rank can be a barrier (real or perceived) to communication. Many of us instinctively communicate differently with those senior in rank ; we must constantly strive to be candid, direct, and respectful with everyone
Jargon Do not overestimate the knowledge and expertise of others. Be careful with excessive career-field jargon and acronyms, but feel free to use jargon when appropriate . "As the speaker, it is your responsibility to ensure your communication is understandable"
Tone "Tone is not just what you say, but how you say it." Difficult to portray in writing — speakers use gestures, voice, and movements; writers do not . Emojis do not have a place in written formal communication
Courtesy The first rule of communicating courteously is being polite. Forego anger, criticism, and sarcasm ; be reasonable, persuasive, patient, and tactful . If needed, push back from the computer, take a deep breath, slowly count to 10 , then review the message
Make it Personal Use we, us, and our to create rapport; use I, me, and my sparingly ; be aware of how the use of "you" can be perceived
Formal "Good morning, Sir" is always more professional than "Hey" or "What's up?" Much peer communication is informal, but recognize when formal, professional communication is appropriate , particularly during events and ceremonies
Be Positive Cultivate a positive message and give praise where praise is due. Rather than focusing on problem areas, optimism can encourage acceptance of a message . Audiences often sense and appreciate sincerity and honesty
Communication Delivery
"An effective voice drives home ideas; however, communication experts believe over half of the meaning of any message may be communicated nonverbally." That over half figure is a testable claim.
Element AFH 1's guidance
Rate There is no correct speed for every speech. People can listen four to five times faster than the normal spoken rate of 120 words a minute — so speaking too slowly loses the interest of an audience processing information much faster . Speak faster to indicate excitement or sudden action , slower to hint at a calm or more serious message
Volume Used to give emphasis . "A softer level or lower volume is often the more effective way to achieve emphasis" . Use a portable microphone in large auditoriums; if the audience must strain to hear you, they will eventually tune you out from exhaustion , but the front row should not feel yelled at
Pitch The use of higher or lower notes in voice range , used to avoid monotone delivery . Downward (high to low) inflection gives an air of certainty; upward (low to high) inflection gives an air of uncertainty
Pause Gives the speaker time to catch their breath and the audience time to absorb ideas . Short pauses divide points within a sentence; long pauses note the ends of sentences ; longer pauses mark breaks between main points or transitions . A "pause for effect" sets off an important point
Articulation and Pronunciation Articulation is the art of expressing words distinctly; pronunciation is the ability to say words correctly. "Unfortunately, and unfairly, people may consider word pronunciation or mispronunciation as a reflection of your message"
Length "A key rule in verbal communication is to keep it short and sweet"
Eye Contact "One of the most important factors in nonverbal communication." It lets listeners know the speaker is interested , allows the speaker to receive nonverbal feedback , and enhances the credibility of the speaker
Gestures The purposeful use of the hands, arms, shoulders, and head to reinforce what is being said. Effective gestures are natural and should not be distracting — "free, yet deliberate movement"
Three numbers to lock down: over half of meaning is nonverbal; the normal spoken rate is 120 words a minute; listeners process four to five times faster.
The volume rule is counterintuitive and therefore heavily tested: speaking more softly is often the more effective way to emphasize a point.
Overcoming Anxiety
AFH 1 notes that public speaking is often one of the biggest self-induced fears we experience in the workplace , and that having a wingman as a supporter and a "fan" in the audience can be a big confidence booster.
It also flags the opposite failure: "appearing too relaxed on stage may give the impression that the speaker is not fully committed to the presentation or to the audience."
The steps AFH 1 recommends: know the material ; analyze your audience to reduce your fear of the unknown ; envision yourself having a successful experience ; practice using a recording device, video camera, full-length mirror, or an audience of your peers ; be prepared to allow yourself to mentally feel confident ; present a professional image ; smile — your audience wants you to succeed , and chances are your audience won't know how nervous you are if you don't mention it ; take a short walk right before you go on stage to help release nervous energy .
At delivery: "Focus your attention on the purpose of the event, not on yourself. Connect with your audience," and encourage audience interaction such as head nods or reassuring affirmations .
The Five Common Nonverbal Quirks
These named quirks are memorable and therefore reliably tested.
Quirk What it is
Life Raft The speaker seeks the safety and security of a podium as though his or her life depends upon it . Standing at the podium is acceptable when using a stationary microphone, a script, or notes — but when possible, venture away to connect better with the audience
Awkward Hands Typically more of a feeling the speaker has than an observation of the audience. Letting hands hang naturally may feel awkward but is perfectly natural from the audience's perspective
Caged Tiger The speaker paces across a stage from one side to the other without stopping — the audience feels like they are watching a tennis match
Rocker "Rockers are caged tigers on the road to recovery" — nervous energy has settled somewhat, but the speaker still rocks on their heels or sways side to side
Too Cool The speaker overcompensates for fear by trying to look extremely comfortable , at the expense of appearing unengaged or disinterested
Effective Listening
AFH 1 first separates two words: hearing occurs when ears pick up sounds being transmitted ; listening involves hearing, while also paying attention to and giving consideration to what is heard — in other words, thinking about and making sense of the message .
Effective, active listening involves engaging verbally and nonverbally to appropriately respond, comprehend, evaluate, and remember a message. It helps build trust and mutual respect , and leaders with good listening skills often make better decisions.
Type When appropriate How to improve it
Informative listening The listener's primary concern is to understand information exactly as transmitted ; success occurs when the listener understands the message exactly as the sender intended Keep an open mind and set aside bias ; listen as if you had to teach it ; take notes ; ask questions to clarify or confirm ; mentally repeat the message
Critical listening The sum of informative listening and critical thinking — actively analyzing and evaluating the message. Appropriate when seeking input to a decision, evaluating work or a subordinate's capabilities, or conducting research Listen as if you had to grade it ; take notes ; ask questions to evaluate the intellectual content ; first understand the message, then evaluate it
Empathic listening When communication is emotional or when the relationship between speaker and listener is just as important as the message . Often appropriate during mentoring and counseling sessions and when communicating with family members AFH 1 describes it as "somewhat of a prerequisite to informational or critical listening"
The two mnemonics AFH 1 supplies are the cleanest discriminator: informative listening means "listen as if you had to teach it" ; critical listening means "listen as if you had to grade it." And empathic listening comes first , not last — it is the prerequisite that makes the other two possible when emotions are running high.