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Summary of "Improving Development Teams to Support Deliberate Development of Air Force Officers"

Core Content

The document discusses the role and effectiveness of Development Teams (DTs) in the U.S. Air Force's deliberate development system for officers. It outlines the evolution of the system from the traditional assignment teams to the more structured and comprehensive DTs, which were introduced in 2002 and formalized in 2004 as part of Air Force Doctrine Document (AFDD) 1-1, Leadership and Force Development. The report was commissioned by the Air Force Deputy Chief of Staff for Manpower, Personnel and Services (AF/A1) to evaluate whether DTs should continue, and if so, how they can be improved.

DTs are responsible for guiding officer development by translating Air Force policy into individualized career paths, known as "career vectors." These teams consist of senior officers and civilian equivalents from the Air Staff and major commands, including a general officer as chair, a career field manager, an assignment team representative, and other stakeholders. They meet semi-annually and are tasked with managing developmental education (DE), providing feedback to officers, and creating command lists.

The report identifies four key stakeholders in the development process, each with distinct interests and time horizons:

• The corporate Air Force and joint community, which focus on long-term workforce development and maintaining a competent force.
• Commanders, who are more concerned with short-term needs and specific positions.
• Functional communities, which prioritize the development of their career fields.
• Individual officers, who seek personal advancement and career growth.

Main Points

Purpose of the Research

• To evaluate the effectiveness of DTs and determine whether they should continue in their current form or be reformed.
• To identify potential improvements to balance the interests of all stakeholders and enhance the efficiency and impact of the development process.

Key Functions of DTs

1. Steady-State Vectoring: Provide recommended assignments and developmental paths to officers.
2. Creating Command Lists: Identify officers eligible for leadership positions.
3. Managing Developmental Education: Coordinate educational opportunities and timing.
4. Providing Feedback: Offer both general and personalized feedback to officers and commanders.

Challenges Identified

• DTs are seen as too expensive compared to the previous assignment team model.
• Commanders feel their influence on officer development has been diminished.
• There is a perceived imbalance in the system, with career field representatives (functionals) having more sway than commanders.

Key Recommendations

The report proposes nine recommendations, grouped into the following categories:

1. Steady-State Vectoring

• DTs should no longer be required to provide vectors for all officers, but should focus on high-potential officers.
• Track the progress of these officers to ensure continued development.

2. Managing Developmental Education

• Allocate school seats to DTs based on the need for specific ranks in each career field.
• Implement changes to the selection process for in-residence DE.
• Adjust small-school attendance decisions to prioritize early education for officers selected by the central selection board.

3. Providing Feedback to Officers

• DTs should provide both career field-wide and personalized feedback.
• Emphasize learning and development in feedback to support individual growth.

4. Creating Command Lists

• Standardize the process for creating command lists to avoid pigeonholing.
• Provide multiple options for both officers and positions to ensure flexibility.

5. Strategic Objectives for DTs

• All DTs should identify high-potential officers and chart their development paths.
• Track officer progress to ensure alignment with long-term Air Force goals.

Conclusion

The report concludes that DTs have played a critical role in the Air Force's deliberate development system, but they require reform to better balance the interests of all stakeholders. The involvement of senior leaders in each career field has significant benefits, including a broader understanding of the development needs of the force. The recommendations aim to enhance the efficiency, effectiveness, and fairness of the development process, ensuring that the Air Force continues to cultivate capable and well-rounded leaders.

Key Information

• DT Composition: Includes a general officer chair, career field manager, assignment team representative, and other senior stakeholders.
• Meeting Frequency: Approximately twice per year.
• Data Sources: Historical documents, policy reviews, interviews, and surveys.
• Total DTs in 2012: 28.
• Recommendations: Focus on reducing costs, enhancing commander input, and improving the balance of interests.

Appendices and References

• Appendix A: Interview Protocol
• Appendix B: 2011 A1 Guidance Memorandum to Development Teams
• Appendix C: Development Team Responsibilities
• References: Include key Air Force policy documents and related RAND studies.

This report provides a comprehensive analysis of the current state of DTs and offers actionable recommendations to improve their role in the Air Force's officer development process.