Study guide
21.1 SJT Format & Mechanics
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
21.1 SJT Format & Mechanics
Key Takeaways Explain This Topic AI
Each SJT scenario carries two questions — one asking for the most effective option and one asking for the least effective — and only one answer may be chosen per question.
The SJT is the last section of the PFE; the official informational guide's sample begins at item 61, confirming items 61 through 80.
SJT questions are closely linked to Air Force foundational competencies as outlined in AFH 36-2647 — not to AFH 1 chapters.
Subject matter experts who set the scoring keys include Chief Master Sergeants, behavioral scientists, and other NCOs, with E-7 and E-8 SMEs reviewing and revising items.
Only items and responses where there is clear consensus on the most and least effective responses are retained.
Last updated: August 2026
What the SJT Is
The Air Force's own Promotion Fitness Exam (PFE) Situational Judgment Informational Guide , published at studyguides.af.mil , opens with the definition:
"The last section of the PFE will include situational judgment test (SJT) questions. These questions will present a set of hypothetical scenarios meant to assess your ability to determine the most and least effective action."
And it explains what an SJT is generally: "a popular assessment used across many different industries. The main purpose of using an SJT is to test decision-making skills using hypothetical scenarios that may occur within an organization or workplace."
The SJT arrived on the PFE with the 22E5 and 22E6 promotion testing cycles , when the Air Force decreased knowledge questions from 100 to 60 and added 20 situational judgment questions . Secretary of the Air Force Public Affairs described the change as "moving us away from using strictly knowledge-based questions while providing more agility in the way we measure the competency level and leadership abilities of our Airmen."
The Structure That Most Candidates Get Wrong
The informational guide is precise, and the detail matters:
"During the SJT section of the PFE, you will be presented a selection of scenarios. Each scenario will have two questions. For the first question on a scenario, you will be asked to choose the most effective option of the choices presented. For the second question on each scenario, you will be asked to choose the least effective option of the choices presented. Only one answer may be chosen per question."
Each scenario generates two numbered items. The guide's own sample makes this concrete: Item 61 and Item 62 present the identical scenario, with Item 61 asking for the MOST EFFECTIVE response and Item 62 asking for the LEAST EFFECTIVE response from the same four options.
- Fact Implication
- 20 SJT items on the PFE With two items per scenario , you will read roughly 10 scenarios
Each item is one selection "Only one answer may be chosen per question" — you do not mark two answers on one item
The same four options appear twice You read the options once and use them for both questions
The practical consequence is a time advantage most Airmen do not realize they have. Because scenarios repeat, you are not reading 20 separate situations — you are reading about 10, then answering two questions about each. Read the scenario and all four options carefully the first time; the second question costs you almost nothing.
The instruction header on the live exam reads: "Questions 61 – XX are situational judgment items based on Air Force foundational competencies. You will be asked to select the most/least effective response for these items."
What the SJT Is Built From
This is the most consequential fact in the section, and it is stated directly:
"For the purposes of promotional testing, the SJT questions are closely linked to Air Force foundational competencies, as outlined in AFH 36-2647."
Foundational competencies — AFH 36-2647 — not AFH 1. The knowledge half of the PFE comes solely from AFH 1; the SJT half comes from the competency framework. That is why no AFH 1 chapter will help you on items 61–80 , and why the informational guide's own study tip is: "Review foundational competencies and behaviors as outlined in AFH 36-2647."
AFH 1 does describe those competencies at the framework level in Section 7A : foundational competencies are "observable, measurable patterns of knowledge, skills and abilities needed to perform successfully across a USAF career," broadly applicable across enlisted, officer, and civilian members , and grouped into four categories — Developing Self, Developing Others, Developing Ideas, and Developing Organizations. Those four categories are exactly AFH 1 chapters 15, 14, 16, and 13 , all of which are tested chapters, which is why studying them serves double duty.
How the Scoring Keys Are Set
The informational guide explains the process, and it tells you whose judgment you are trying to match:
"Subject matter experts (SMEs) are utilized to determine the correct answers. SMEs include CMSgts, behavioral scientists, and other NCOs. The SME's ranking of choices for each scenario are taken and turned into a scale to determine the correct answer for both the most and least effective actions. To ensure fairness and relevancy, the scenarios are further validated among the various groups of SMEs."
The scoring example adds detail: keys are based on input from Chief Master Sergeants and behavioral scientists Air Force-wide, as well as E-7 and E-8 SMEs who review and revise situations, response options, and scoring.
And the standard for retaining an item is high:
"Scoring keys are based on judgment of experienced Airmen, theories describing best practices, and guidance on successful actions provided by the Air Force foundational competencies. Only items and responses where there is clear consensus on the most and least effective responses, using all of these sources, are retained."
"Clear consensus" is the phrase to hold onto. It means the keyed answers are not close calls or matters of taste. If two options feel equally good to you, you are probably misreading one of them — the panel did not think they were equally good, or the item would not have survived validation.
The Official Tips
The informational guide lists five, and each one answers a specific failure mode:
Tip What it prevents
"Read both the scenario and instructions carefully before answering" Answering "most effective" on the item that asked for "least effective"
"The choices presented may not reflect all potential actions. Read each choice carefully in order to determine which is the most effective and which is the least effective" Rejecting all four because none matches what you would do
"Use only the information provided in the scenario rather than making assumptions" Inventing facts — a prior incident, a policy, a personality — that change the answer
"Each scenario is independent of the other scenarios. Do not attempt to use information from one scenario to answer another" Carrying a character or a conclusion from one scenario into the next
"Review foundational competencies and behaviors as outlined in AFH 36-2647" Guessing at intent instead of applying a published standard
The second tip deserves emphasis. SJT options are deliberately constrained. The response you would actually take — "talk to my flight chief and then decide" — may not be listed. You are ranking the four given options against each other , not against your ideal.
The third tip is the one that costs the most points. Airmen routinely add facts: "Well, if this had happened before…" or "Assuming the member has a history of…" The scenario says what it says. Adding a history turns a coaching problem into a discipline problem and flips the keyed answer.
The Official Sample Item
The guide publishes one complete example. It is worth studying closely because it shows the keying logic.
Scenario (Items 61 and 62): One of the other NCOs on your team comes from a very different background than you do. You find that you do not always agree with the opinions they express. You've recently been assigned to complete a project on the same team as this NCO. There has been noticeable tension within the team because of the difference in opinions.
A: Discuss your opinions with the NCO and try to learn from them. B: Make an effort to get to know the NCO outside of work activities. C: Make sure the NCO fully understands your point of view. D: Ignore the NCO as much as possible.
The published answers: the MOST EFFECTIVE response is A , "Discuss your opinions with the NCO and try to learn from them." The LEAST EFFECTIVE response is D , "Ignore the NCO as much as possible."
What the keying tells you. Note that B and C are not wrong — building a relationship outside work and communicating your view are both reasonable. But A is better than B because it addresses the actual tension directly and includes learning from the other NCO rather than only socializing. And A is better than C because C is one-directional — making sure the other person understands you is not collaboration. D is worst because it avoids the problem entirely , and the tension is already affecting the team.
That single item demonstrates the two patterns that decide most SJT questions: the best option engages directly and two-way; the worst option avoids or withdraws.
Test-Day Mechanics
Time. Per DAFMAN 36-2664 , the PFE takes approximately 2 hours to administer, including instructions . Twenty SJT items across roughly ten scenarios is a manageable share of that, but scenarios take longer to read than knowledge questions. Budget deliberately so you are not rushing the final section, which is where the SJT lives.
A workable per-scenario routine:
- Read the scenario once for the situation as written
- Read all four options before deciding anything
- Rank all four from most to least effective
- Answer the most-effective item with your top choice
- Answer the least-effective item with your bottom choice
- Move on — the next scenario is independent
Ranking all four before answering either question is the efficient move: you are already holding the full ranking, so the second item is free. Airmen who evaluate the options twice — once looking for the best, once looking for the worst — spend twice the time and get less consistent answers.