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AP 7000 Issue 1 version 3 dated Jan 12

AP 7000




Primary Point of Contact

To provide the detailed engagement policy of the generic Professional Military Development (Air) programme for RAF personnel.

SO1 Generic Trg, GETC, RAF Cranwell (95751 6988).


Secondary Point of Contact

PMD(A) aim, policy, attendance procedures linked to through-life career management issues.

SO1 DCOS & Coord, RAF Manning, Air Command (95221 7748)


Additional Reading

- QR 70, 92, 378, 379, 503, 1027, J 1911

- JSP 822 The Defence Manual of Training Management.

- JSP 898 Pt 4 Chap 5 – Accreditation.

- AP 3393 Chap 7 Sect 3 – Professional Aviator Spine.

- AP 3376 Vol 1 & 2 Ground Trades Personnel & NCA Terms & Conditions of Service.

- AP 3379 Lflt 1220 Audit & Evaluation.

- AP 3379 Lflt 2410 – Conduct of FD.

- AFBSC(06)3 RAF FD Trg strategy (31 Aug 06).

- AP 3379 Lflt 2415 – Staff Rides.

- AP 7001 RAF Leadership in the RAF.

- AMP Policy Directive 20080211-U-PMD(Air).

- JSCSC & 22 Gp SLA – JSCSC/1750/3/RAF dated Jun 08.

- GAI 1058 – Branch and Trade Sponsor Responsibilities.

- AP 3379 – RAF Manual of Training and Education.

- RAF Strategy – 2006.

AP 7000 details the policy in support of the generic Professional Military Development (Air) (PMD(A)) of RAF personnel1. It draws together the generic development policy, including procedures for course nominations, and makes appropriate linkage to the effect of engagement on career progression. It also signposts other policy documents that have a bearing on generic PMD(A). The sponsorship of this AP is shared between the Generic Education and Training Centre (GETC) staff at RAF Cranwell and the ACOS Manning staff at HQ Air Command. Should amplification of this policy, or adjudication between policy written here and in other RAF Air Publications be required, then the primary point of contact is SO1 Generic Training, GETC.
Chapter 1 - Overview of generic PMD(A)
Annex A – Developmental standards for ranks from AC to wg cdr

Chapter 2 - Generic PMD(A) participation policy
Annex A – RAF input standards and generic training requirements
Annex B – Specialist branches engagement in generic PMD(A)
Annex C – Reserve force’s PMD(A) participation
Annex D – Accreditation of generic PMD(A)

Chapter 3 – Airmen PMD(A) courses – engagement and application procedures
Annex A – Application form for NCA CMT
Annex B – Application to defer or withdraw attendance from J/I/AMLC/WOSP
Annex C – Application to defer NCA CMT

Chapter 4 – Officer PMD(A) courses – engagement and application procedures
Annex A – Application form for SBAWC & HAWC
Annex B – Application form for ICSC(A)/ICSC(AR))
Annex C – Application to defer or withdraw attendance from JOD1/2/3
Annex D – Application to defer or withdraw attendance from ICSC(A)/ICSC(AR)
Chapter 5 – Generic PMD(A) governance, contributing staff roles and responsibilities
Annex A – Roles and responsibilities of the GETC as the training requirements authority agents
Annex B – Roles and responsibilities of supporting staffs (manning, trade and branch sponsors)
Annex C – Roles and responsibilities of training providers (formal training establishments, FD sqns and external providers)

Record of amendment

Amendment Number


Amended by



Issue 1

version 2



14 Oct 09

Administrative and format corrections

Issue 1

version 3



Jan 12

Updates to residential course policies and procedures

Chapter 1

Overview of generic PMD(A)

  1. Generic2 PMD(A) is provided by a co-ordinated programme of education and training designed to enhance the individual performance of all RAF personnel throughout their Service career3. Generic PMD(A) aims, in conjunction with specialist training, to equip all RAF personnel with the breadth of knowledge, skills and attributes4 necessary to effectively discharge their duties. The generic PMD(A) programme uses a mix of learning opportunities to meet CAS’s vision of an agile, adaptable and capable air force whose personnel are effective advocates of air power. Participation in the generic PMD(A) programme is mandatory for all personnel joining the RAF5 and is linked to effective day-to-day employment and career progression; the programme is also supported by a range of elective development opportunities. The programme content is matched to rank, experience and likely future appointments. It provides the opportunity for individuals to maximise their own potential, thereby balancing the legitimate aspirations of the individual with the requirements of the Service. This approach leads to a cost-effective programme that is progressive, has necessary reinforcement and is relevant to the current and future needs of the RAF.

Generic PMD(A) content

  1. The RAF has worked common standards and values into a competency framework that outlines the knowledge, skills and attitudes desired of personnel at various stages of their development, expressed as ‘effective indicators’. Wherever possible, the generic competencies are consistent with the core competencies of the Professional Skills for Government framework and aligned to the National Occupational Standards for Management and Leadership, which is useful when seeking accreditation.

  1. Personnel require differing amounts of detail and complexity to meet their developmental needs. To ensure that the right content and volume are delivered at the right time, the development requirements from key stakeholders are taken into account. The outcomes, which also cover legislative requirements, are then reflected in the Generic Education and Training Requirement (GETR) which is the RAF’s through-life generic curriculum. The GETR outlines the common learning requirements of ranks from AC to wg cdr which are expressed in terms of generic competences across 8 subject areas as follows:

Air Power




Ethos & Heritage

Military Skills

Force Protection


The GETR also identifies in detail how CAS’s strategic vision of generating an ‘agile, adaptable and capable’ air force is translated into achievable and measurable training objectives (an example of strategy to task). The effective indicators within each headline subject are expressed in terms of knowledge, skills and attitudes which collectively equip the individual to perform at each stage of the development. The GETR also indicates the desired breadth, depth and timing for each learning element whilst identifying the most suitable learning method and type of delivery (residential, face-to-face or self- or tutor- supported Technology Enhanced Learning (TEL)6). In so doing, the GETR will assist staff in achieving the best use of resources by removing duplication and reinforcing learning. The GETR also provides commanders and line managers at all levels with a clear understanding of the minimum standard expected in personnel at each rank and will help individuals to fashion their annual development goals. The context for GETR competencies is the contribution each branch or trade brings to the achievement of the RAF’s core business - the delivery of air power. A short description of the minimum standards of generic development for the ranks from AC to wg cdr is at Annex A.

  1. Delivery methods and media. In order to maximise learning, a range of delivery styles is used:

    1. Residential. The aim of residential course content is the contextualisation of knowledge through analysis of experiences and the development of skills. The delivery methods include lectures from academic, commercial and military staffs, facilitated syndicate tutorials and seminars and opportunities for personal reflection.

    1. TEL. The focus of pre-course TEL is to develop knowledge that can be used on the residential phase. Blended learning media include video, text, and web-based interactive programmes, with virtual and face-to-face interaction and collaboration7. TEL may also be used as a ‘free standing’ delivery methodology.

c. Force Development. Force Development (FD) is the RAF’s primary work-place generic delivery mechanism. The aim of FD is to improve operational effectiveness through individual and collective knowledge, training and skills, including contextualisation, reinforcement, practical application and development of residential and TEL interventions. Delivery of FD activity is through a broad range of methods including classroom based, work-based, practical activities (PA), staff rides (SR), adventurous training (AT) and Force Protection (FP) activates. Where possible, a blended approach should be adopted to accelerate GETR aligned development; whilst maximising the critical connections of FD, AT, sport and FP.

  1. Course content. The GETR acts as a generic Competence Framework (CF) that should be used, at the appropriate level, in place of an Operational Performance Statement (OPS) for all generic education and training in the RAF, including Phase 1, Phase 2 and Phase 3 PMD(A) courses. This is in line with JSP 822 and DSTM 3, which also allow the use of a competency analysis rather than job analysis during the design of DSAT compliant generic courses. While some training objectives may for legal reasons prescribe course content, the GETR framework provides sufficient flexibility for residential and FD teaching staff to generate meaningful and rich enabling objectives.

Patterns of generic PMD(A)

  1. Generic PMD(A) for RAF personnel is delivered throughout an officer’s or airman’s career commencing with Phase 1, delivered at Initial Officer Training (IOT) or Basic Recruit Training (BRT). It continues with Phase 2 during Initial Specialist Training (IST) or Trade Training (TT), but its content varies between branches and trades. The common requirement is to put the branch/trade contribution in the context of the effective delivery of air power. Progressive development of generic PMD(A) through Phase 3 (the development of knowledge, skills and attitudes for use in the workplace) is achieved through linked learning opportunities in a structured programme of education and training. The generic PMD(A) programme consists of appropriate tutor supported and self-study TEL and FD activity, interspersed with residential courses.

  1. The residential pattern of generic PMD(A) for airmen during Phase 3 training is directly linked with career progression. For ground trades, the generic PMD(A) profile requires attendance on management leadership courses (MLC). Cpls on the Junior Management Leadership Course (JMLC), sgts on the Intermediate course (IMLC), FSs on the Advanced course (AMLC) and WOs on the Warrant Officer Study Period (WOSP). Ground trade MLCs are delivered at the Airmen’s Command Squadron (ACS) at RAF Halton. ACS staff also deliver command and management training (CMT) courses for non-commissioned aircrew (NCA). NCA CMT 1 is for sgts prior to promotion to FSs and CMT 2 is for FS prior to promotion to Master Aircrew (MAcr). MAcr attend the WOSP alongside ground trade WOs.

  1. The pattern of generic PMD(A) for officers involves identification into different cohorts; legacy cohort JOs are those commissioned before Jul 06; new cohort JOs are those commissioned from Jul 06 (graduates of the ‘new’ IOT course). For the new cohort JOs, the programme in Phase 3 training commences with the JO Development Programme (JODP) which consists of 3 residential JOD courses and associated DL delivered at intervals of around 2 years. For the legacy cohort JOs the JO Command Course (JOCC) was replaced by a transitional Junior Officer Development (Legacy) (JOD(L)) course which has also ceased. Legacy cohort JOs may now attend the JOD2 residential course with associated TEL.

  1. On promotion to sqn ldr, personnel now enter the Senior Officer Development Programme (SODP), the first element of which is the Intermediate Command and Staff Course (Air) (ICSC (A)). For the purposes of the SODP, personnel are divided into 3 cohorts; new cohort those in acting rank on, or substantiated after 2 Jul 08; mid-cohort those in substantive rank between 1 Jan 07 – 1 Jul 08; and legacy cohort those with seniority pre-dating 1 Jan 07. The second element of the SODP will be the Senior Officer Study Programme (SOSP) which will be primarily for those wg cdrs and senior sqn ldrs who have not been selected for Advanced Staff Training (AST)8. The SOSP is currently under development and until the final part of the SODP is introduced, the Higher Air Warfare Course (HAWC) will remain for personnel on promotion to the rank of wg cdr who have not already undertaken either AST or the 8-week ICSC(A). The HAWC is delivered by the Air Warfare Centre (AWC) at RAF Cranwell who will also deliver the SOSP. All other residential Phase 3 generic PMD(A) courses for officers up to sqn ldr rank are delivered by the RAF Division (RAFD) at the Joint Services Command and Staff College (JSCSC), which is part of the UK Defence Academy.

  2. Selection for AST is coordinated by RAF Manning and is linked to entry into the Executive Stream (ES)9 for those officers whom are identified for their high potential to progress through the ranks, and who after successfully completing AST, are subsequently placed in the demanding and Joint appointments that are likely to prepare them most effectively for potential employment at the Strategic Level10. Officers in the Specialist Branches, as defined in AP3393 Volume 1, are not subject to ES selection and their attendance at AST is therefore based on the requirements of their respective branches to fill key positions and meet individual developmental needs.

  3. In addition to formal Phase 3 training under the PMD(A) programme, other air power related learning opportunities exist through the CAS’s Fellowships scheme. The scheme comprises a series of Fellowships designed to develop and improve the use of intellectual capital within the RAF, as well as to encourage broader study of air power. CAS’s Fellowships represent a key strand of the work on the development of air power thinking being undertaken by the RAF Centre for Air Power Studies (RAF CAPS). The Fellowships cover a variety of activities ranging from the development of future air power thinkers through to the opportunity to reflect on in-Service experience in an academic environment. They are linked to CAS’s Strategic Priorities as detailed in the RAF Strategy 2006, in particular those aimed at development of air power capability, concepts and doctrine, improving the ability of RAF personnel to articulate clearly the contribution that the RAF and air power make to UK Defence, and improving though-Service education to produce well motivated, highly-trained, agile and adaptable warfighters. Management of the scheme is the responsibility of the Director of Defence Studies (RAF) and further details can be found in the annual CAS’s fellowships DIN available on the MOD Intranet or the RAF CAPS website:

  1. For all personnel, TEL will be a prominent feature of generic PMD(A), with elements linked with residential courses. A wide range of e-learning packages both mandatory and voluntary are readily available on the RAF’s PMD Online platform that links directly to the Defence Learning Portal (DLP)11. Similarly, many courses and workshops sponsored by the Defence Academy – College of Management and Technology (DA-CMT) are available; some are essential and others desirable. Where TEL is set to be undertaken before a residential course, the packages will provide the necessary knowledge and reinforcement needed to maximise the benefits of face-to-face interaction with personnel of different backgrounds and experiences. It will also free-up residential course time for students to analyse issues in depth and provide the opportunity for essential reflection. The TEL undertaken after a residential course will reinforce key learning points and help people implement their new learning and skills in the workplace. JODP students who have completed residential training will be required to provide feedback and support to future students through Peer Networking. On completion of ICSC(A), sqn ldrs will be able to maintain an overview of the development of JOs and keep abreast of advances in generic education and training material via an Alumni forum hosted on PMD Online.

  1. Integral to the TEL design is the provision of tutor support where needed. Tutors are drawn from Formal Training Establishments (FTE) or selected from unit or station staff12. While the TEL requirements associated with each residential course will vary, the need to develop effective communication skills is a recurring theme13. Elective effective communication packages are available to all personnel on PMD Online.

  1. The higher level management and administration of generic PMD(A) TEL for the RAF rests with the GETC, while strategic direction is provided by DACOS Trg Plans, 22 (Trg) Gp. The RAFD and ACS use PMD Online which is accessible on the internet using the following direct link The platform enables tutors to create courses, load nominal roles, send joining instructions, and upload resources for use by their students. PMD Online also hosts forums where tutors and students can interact to obtain maximum benefit from the learning environment.

  1. A fundamental part of generic PMD(A) is coherent linkage to FD activities. As a command led activity, the responsibility to ensure engagement in FD rests with the entire chain of command. In order that FD can be appropriately focused on the development of the individual, the function of the unit and the demands of the wider RAF, the activities are driven by the GETR. The GETR provides the necessary coordination framework so that a balance between needs and resources can be achieved; it also provides continuity of development as individuals are posted from one unit to another. The proportion of time allocated to each of the lines of development will vary over time and be responsive to operational imperatives14. The use of FD time, along with the engagement of FD sqn staff in support of generic PMD(A) activity, including TEL and workplace learning, will improve operational effectiveness through individual and collective knowledge, training and skills development across a wide spectrum. In turn, this will lead to the increased preparedness and enhanced competence of all personnel to carry out their duties, either at home-base or deployed on exercise or operations. All FD activities must be authorised and governed by OC FDS or unit equivalent. Overseas FD requires the counter-signature of SO2 FD, GETC.


      1. Developmental standards for ranks from AC to wg cdr.

Annex A to Chapter 1 of

AP 7000
Developmental standards for ranks from AC to wg cdr

  1. The standard within each rank/category is compiled through key supporting elements. For example, ‘articulate’ encompasses written and verbal communication, presentation skills appropriate to the message being sent, and the intended audience; it also includes an understanding of appropriate use and interpretation of body language. The following extract provides a high level concise statement of the minimum standards expected of each rank after having completed the related generic PMD(A) requirements.

Rank/Phase of training

Minimum Standard


An airman who is an agile and adaptable follower but capable of influencing and leading their peer group. Recognises and understands the command and control structure and their role and responsibilities within it. Upholds the RAF’s core values and standards.

Cpl post-JMLC

An NCO who can competently lead a small team using a range of leadership and management styles appropriate to the situation. Directs, coordinates and controls individuals within the powers and responsibilities of the rank. Can understand the effective application of air power at the tactical level.

Sgt post-IMLC or NCA Initial Training Course (NCAITC).

Note: NCA CMT 1 conducted once experienced in rank.

A SNCO who can competently lead a team using a range of leadership and management styles appropriate to the situation, and who has the skills to effectively appraise subordinates. Can effectively delegate tasks, decision-making, responsibilities and resources to appropriate levels. Can analyse the effective application of air power at the tactical level.

FS post-AMLC or CMT 2

A SNCO who can competently lead a diverse team using a range of leadership and management styles appropriate to the situation, and who is equipped with the skills to effectively appraise subordinates. Can effectively distribute resources and delegate tasks, decision-making and responsibilities to appropriate levels in order to stretch and develop personnel. Can analyse the effective application of air power at the tactical level.

WO & MAcr post-WOSP

A WO/MAcr who can analyse, articulate and influence. Has a comprehensive understanding of, and can effectively apply, a variety of leadership and management styles to the most diverse of teams on stn, and who is equipped with the skills to effectively appraise subordinates. Can analyse the effective application of air power at the tactical level.

JO post-IOT

An agile and adaptable officer who can identify the fundamentals and application of air power. Upholds the RAF core values and standards. Equipped with the skills, knowledge and attitudes to apply a basic level of command, leadership and staff competencies required in flt cdr roles and stn appointments.

JO post-JODP (Embraces 3 residential courses, blended with TEL over a period of around 6-years post IOT)

An officer who can analyse and articulate the effective application of air power at the tactical level, and is equipped with the skills, knowledge and attitudes to apply a full range of command, leadership, management and staff competencies

Sqn ldr post-ICSC(A)

An officer who can evaluate and optimise the military and civil service contribution to the effective application of air power at the operational level in the joint, combined and multi-agency environments.

Wg Cdr post-SODP (HAWC until April 2012 then SOSP)

An officer who can evaluate and enhance the military and civil service contributions to the effective application of air power, and influence senior strategic decision makers.

Chapter 2
Generic PMD(A) participation policy

  1. The Air Force Board Standing Committee has directed that, with certain exceptions for legacy cohort personnel, all RAF personnel participate in the mandatory generic PMD(A) programme15 appropriate to their rank to achieve a minimum standard of knowledge, skills and attitudes16. Active engagement in the development programme is a core requirement for both the individual and the command /line management chain17 and brings significant benefit to the individual and the RAF. Such is the importance of the timing of the residential elements of the PMD(A) programme that Manning staff are directly involved in the loading of some courses18. Policy direction for the timing of course attendance and PMD(A) engagement is detailed in this Chapter. The detailed procedures for nomination and self-application for airmen and officers are at Chapter 3 and Chapter 4. The learning requirements are linked and progressive and their value is diminished if any element is omitted or taken out of sequence. Failure to undertake generic PMD(A) within the prescribed timeframe may adversely affect the full realisation of an individual’s potential and could render the individual liable to administrative action under QR 1027, with associated career implications. Differences in Terms and Conditions of Service and some specialist requirements mean that variations to the engagement timing and course attendance programme exist. The exigencies of the Service override all other policy considerations. Accordingly, safeguards exist for personnel in posts/ appointments/ roles where operational imperatives outweigh the generic PMD(A) timing requirements. In these circumstances, the relevant commanders (up to AOC/2*19 for ICSC(A)) may authorise deferral of generic PMD(A) engagement (including withdrawal from a course once a place has been allocated) on a case-by-case basis and notify Manning (COS Pers for ICSC(A)) by following the procedures for variation to the generic PMD(A) requirements at Chapter 3 for airmen and Chapter 4 for officers20.

  1. Within the Total Force Concept, all personnel are given the same developmental opportunities wherever possible, including those joining from other Services and those being commissioned from the ranks. A table detailing the RAF Input Standards and Generic Training Requirements for people joining the RAF at each of the entry points is at Annex A; any bids to deviate from the stated position are to be staffed through SO1 Generic Training, GETC. While variations on PMD(A) engagement requirements may exist depending on the RAF entry route, course nomination and withdrawal/deferment procedures are common for those eligible for the training. Personnel of the specialist branches and Reserves also engage in generic PMD(A) as agreed with each of the Branch and Trade Sponsors, but the timing of some of their activities varies from the PMD(A) standard of regular branch and trade personnel. Details of specific issues relating to engagement in generic PMD(A) by specialist branch personnel is at Annex B and for Reserves is at Annex C. Training places on all courses may also be allocated to international students and MOD civil servants of equivalent status on a case-by-case basis as directed by OC GETC as the agent of the Training Requirements Authority (TRA) (AOC 22 (Trg) Gp), in consultation with International Defence Training and Directorate of Air Staff officers21.

  1. Career implications. Successful completion of each phase of generic PMD(A) is identified by the award of either substantive promotion, in the case of airmen, and/or a Service qualification/JPA identifier linked to the residential elements of the programme. Service qualifiers or symbols awarded for completion of a course further along the generic PMD(A) programme supersede the more junior award, whereupon the junior symbol or qualifier is no longer to be used. At certain points in a career, completion of generic PMD(A) forms a critical enabler of suitability for substantive promotion and further development. Engagement in PMD(A) does not result in any Return of Service issues, but is related to career progression as follows22:

    1. Generic PMD(A) linkage to Branch/Trade development. Generic PMD(A) provides the foundation for all other learning and development in the RAF by instilling the common and necessary knowledge, skills and attitudes required of personnel at each rank, irrespective of their specialisation. It is from this basis that professional development in the chosen branch or trade can occur, hence, the significant investment in initial recruit and officer training. During Phase 2, specialist training, the balance shifts with generic PMD(A) being contextualised by the functions performed within the branches and trades. In Phase 3, the balance moves back in favour of generic PMD(A) as the knowledge and skills level increases in management and leadership and rises from the tactical to operational level. Accordingly, residential generic PMD(A), while not specifically Pre-Employment Training, does provide the means for personnel to quickly understand the increased requirements of higher rank and it is, invariably, to be completed before attendance or engagement on further branch, trade or role development23.

    1. Generic PMD(A) primacy over other training courses. Engagement in the RAF’s generic PMD(A) development programme has primacy over all sister-Service courses in Phase 3. The syllabuses taught on sister-Services courses, while containing areas of overlap, do not have the necessary breadth or depth of air power relevance to meet the RAF’s requirement. Consequently attendance on generic Phase 3 courses with other Services does not negate the requirement to complete PMD(A) interventions. Similarly, generic PMD(A) training is to be completed before lengthy (non-Phase 2) RAF trade /branch specialist courses. (For example, ICSC(A) is to be completed before new cohort sqn ldrs embark on the logistics MA course.) The position regarding Phase 2 development is more fluid but the authority on sequencing of generic courses is the GETC in consultation with the appropriate Phase 2 deliverer.

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