Back to Air Force PDG Chapter 11 - Enlisted Evaluation System
17. What is performance feedback?
A. a public counseling session, recorded for use in future personnel actions
B. an informal discussion among workcenter members on how well goals are being met
C. a private, informal counseling session during which the ratee outlines his or her expectations
*D. a private, formal communication tool used to tell a ratee what is expected and how well the ratee is meeting expectations
11.8.
18. Performance feedback should
A. explain to ratees their duty performance requirements and responsibilities
B. explain whether or not the ratee is performing as expected
C. be clearly stated and received
*D. all of these answers
11.8.
19. Who is responsible for providing performance feedback?
A. the ratee
B. the rater's rater
*C. the rater
D. the First Sergeant
11.9.
20. The rater is responsible for providing performance feedback. Who is eligible to be a rater?
A. an officer or NCO of a US or foreign military service in a grade equal to or higher than the ratee
B. a civilian (GS-5 or higher) in a supervisory position higher than the ratee in the ratee’s rating chain
C. active duty members in the grade of SrA if they have completed Airman Leadership School
*D. all of these answers
11.9.
21. Performance feedback sessions are ____________ for all enlisted personnel.
*A. mandatory
B. optional
C. encouraged
D. voluntary
11.9.
22. When is an initial feedback due?
A. within 30 days of when a rater initially begins supervision
*B. within 60 days of when a rater initially begins supervision
C. midway between the date supervision began and the projected EPR closeout date
D. every six months or when requested
11.10.
23. For Airman Basic through Senior Master Sergeants who receive EPRs, a “midterm” feedback session is due
A. within 60 days of when a rater initially begins supervision
B. when an evaluation report is written without a subsequent change of rater
*C. midway between the date supervision began and the projected EPR closeout date
D. within 30 days of the EPR projected closeout date
11.10.1.
24. A midterm feedback is not required for
*A. CMSgts
B. SrA and below
C. A1C and below
D. all of these answers
11.10.1.
25. For Airmen who do not receive EPRs, a “midterm” feedback session is due
A. within 60 days of when a rater initially begins supervision
B. whenever there is a change of command or upon receipt of assignment orders
C. midway between the date supervision began and the projected EPR closeout date
*D. approximately 180 days after the initial session
11.10.2.
26. For Airmen who do not receive EPRs, a midterm session is due approximately 180 days after the initial session. This cycle should continue until
A. the Airman retires
B. the end of the fiscal year
*C. there is a CRO or the Airman begins to receive EPRs
D. the Airman has been rehabilitated
11.10.2.
27. In general, feedback sessions are due
A. within 60 days after supervision began and then every two years
B. within 30 days after supervision began and every 30 days thereafter
C. monthly, on the anniversary of enlistment, and on promotion to the next higher grade
*D. when a rater begins supervision, midway between when supervision began and the EPR closeout date, and after an EPR is written
11.10.3.
28. Raters conduct feedback sessions for AB through TSgt when an evaluation report is written without a subsequent change of rater. The rater conducts the feedback session within ___ days of the EPR closeout.
A. 3
B. 10
*C. 60
D. 30
11.10.3.
29. In addition to normal performance feedback requirements, feedback sessions are also held if the rater determines there is a need for one or within 30 days of a request from a ratee, provided that at least ___ days have passed since the last feedback session.
A. 30
*B. 60
C. 90
D. 180
11.10.4.
30. If a CRO is expected or the projected EPR closeout date limits the period of supervision to less than 150 days, a feedback session should take place approximately ___ days before the EPR closeout.
A. 30
*B. 60
C. 90
D. 180
11.10.4.
31. When a performance feedback is conducted for a SrA, it is normally documented on an __________ and may be typed or handwritten.
A. AF Form 910
B. AF Form 932
*C. AF Form 931
D. AF Form 911
11.11.
32. When a performance feedback session is completed, the rater
A. gives the completed PFW to the ratee and forwards a copy to the CSS
*B. gives the completed PFW to the ratee and keeps a copy for personal reference
C. gives a copy to the ratee and files the original in the ratee's official records at MPF
D. files one copy in the ratee's PIF, one copy with the completed EPR, and one copy is forwarded to MPF
11.11.
33. At the conclusion of the feedback session, the rater gives the completed performance feedback worksheet to the ratee and keeps a copy for personal reference. The Performance Feedback Worksheet cannot be used in any personnel action unless
*A. the ratee first introduces it
B. the ratee is subject to a UCMJ investigation
C. the rater voluntarily provides it
D. it was left unprotected and in plain view
11.11.
34. Although a performance feedback session is a private formal communication between the rater and the ratee, it's not really private because
A. when the Performance Feedback Worksheet is filed in your records, anyone at MPF has access to it
*B. the rater’s rater is authorized access for AB through TSgt; the commander is authorized access for all grades
C. the rater's rater, the First Sergeant, and any member of the CSS has access to the PFW if desired
D. the MAJCOM functional manager is authorized access to any completed Performance Feedback Worksheet at any time
11.11.
35. AF Form 931, Performance Feedback Worksheet (AB thru TSGT), Section II lists blocks for 4 types of feedback:
A. initial, midterm, medical, and PME school
B. initial, midterm, promotion, and PME school
*C. initial, midterm, ratee requested, or rater directed
D. initial, midterm, EPR, or promotion counseling
11.12.2.
36. The most important objective when using the AF Form 931 during a performance feedback session is
A. for the rater to deliver discipline fairly and consistently; integrity is a required facet of leadership
B. to ensure general military factors are not considered when assigning a grade to the ratee's performance
C. to comply with Air Force policy and eliminate general military factors as graded components
*D. for the ratee to clearly understand the rater’s position regarding performance and directions to take
11.12.4.
37. When evaluating Personal/Professional Conduct On/Off Duty during a performance feedback session, it should be noted that this session is not a substitute for official counseling related to significant misconduct but
A. does confer amnesty for actions admitted during the feedback session
*B. is a good opportunity to share general impressions and reinforce expectations
C. the resulting PFW may be used as evidence of misconduct if the rater gives permission
D. is a private session; no one other than the rater and the ratee will ever have access to the PFW
11.12.4.2.2.
38. When providing performance feedback, consider the following types of feedback to ensure the effective development of the ratee:
A. good cop, bad cop routine
*B. encouragement and advice
C. preemptive and punitive
D. praise and punishment
11.12.4.2.2.
39. When providing performance feedback, encouragement and advice should be used as types of feedback to ensure the ratee's effective development. Encouragement is
A. intended to motivate people by letting them know what they've done well and rewarding them for it
B. intended to encourage the person to continue or even increase the performance
C. intended to let people know what to improve and how to make the improvement
*D. both A and B
11.12.4.2.2.
40. When providing performance feedback, encouragement and advice should be used as types of feedback to ensure the ratee's effective development. Advice is
A. intended to motivate people by letting them know what they've done well and rewarding them for it
B. intended to let people know what to improve and how to make the improvement
C. intended to advise people on how to perform better next time
*D. both B and C
11.12.4.2.2.
41. Encouragement and Advice can be very powerful feedback tools. Separating or splitting these two forms of feedback can be very important because
A. giving both encouragement and advice at the same time sends a mixed message with less than effective results
B. people react in unpredictable ways to mixed feedback
C. the ratee may hear only the encouragement and discount the advice as less important
*D. all of these answers
11.12.4.2.2.
42. An individual’s training is rated in four categories:
A. (1) ancillary, (2) upgrade, (3) proficiency and qualification, (4) contingency, mobility, and other training
*B. (1) upgrade, (2) professional military education (PME), (3) proficiency and qualification, (4) contingency, mobility, and other training
C. (1) ancillary, (2) upgrade, (3) proficiency and qualification, (4) additional or extra duty training
D. (1) upgrade, (2) professional military education (PME), (3) ancillary, (4) additional or extra duty training
11.12.4.4.1.
43. Upgrade training has two components:
A. 5-level and 7-level
B. PME and qualification training
*C. OJT and Career Development Courses (CDC)
D. Professional Military Education (PME) and rank
11.12.4.4.1.
44. Upgrade training has two components: OJT and career development courses (CDC). OJT is
A. training in customs, courtesies, and tradition and other topics unique to the military
B. Obligatory Joint Training; training necessitated by membership in a joint unit/assignment
C. Oversight Job Training; a complementary set of commercial training aids
*D. hands-on application of the knowledge gained through the CDCs and special instruction by the trainer
11.12.4.4.1.
45. For an Airman in upgrade training, feedback should focus on
*A. efforts to complete the CDCs and master the hands-on application
B. working toward their 9-level
C. completing requirements for their CCAF degree
D. off-duty employment
11.12.4.4.1.
46. The responsibility for knowing what PME courses are available and ensuring ratees enroll in and complete all PME courses necessary for their overall improvement is placed on ________.
*A. the rater
B. the ratee
C. the OJT training manager
D. the Squadron Training Manager
11.12.4.4.2.
47. The ratings on the Performance Feedback Worksheet are “Does Not Meet”, "Meets”, “Above Average”, and “Clearly Exceeds”. Which marked area will require discussion to explain its exact meaning?
A. “Does Not Meet”
B. “Does Not Meet” or "Meets”
C. any marking to the far left
*D. any area marked requires discussion to explain its exact meaning
11.13.2.1.
48. The ability to manage resources effectively is critical to mission success. The most common resources SNCOs are involved with are
A. people
B. equipment
C. money
*D. all of these answers
11.13.2.4.1.
49. The appropriate block for comments on future duty assignments and advancement opportunities or for defining uncommon acronyms is the
A. Primary/Additional Duties block
B. Strengths, Suggested Goals, and Additional Comments block
*C. Other Comments block
D. Training Requirements block
11.13.2.7.
50. The primary purpose of feedback is to
A. provide periodic therapeutic relief of workcenter stress
B. provide a reciprocal channel of communication for personnel in upgrade training
*C. improve performance and professionally develop personnel to their highest potential
D. provide regular and meaningful measurement of performance for the MAJCOM Functional Manager
11.14.
51. When scheduling a feedback session, it should be scheduled
A. three days before the EPR close out date
B. at random and in a public place to discourage altercations
C. at a time that is convenient for the rater (ratee's schedule is not a factor)
*D. far enough in advance so the rater and the ratee have sufficient time to prepare
11.14.2.
52. Feedback sessions should be scheduled
A. far enough in advance so the rater and the ratee have time to prepare
B. to allow enough time to cover everything on the agenda without being rushed
C. in a room that allows for privacy without outside distractions or interruptions
*D. all of these answers
11.14.2.
53. The rater can use numerous approaches to give feedback and any of them works well depending on the situation, but a fundamental rule of feedback calls for the rater to
A. imitate his or her supervisor's approach
*B. be him or herself
C. adopt the style of the mentor you admire most
D. ensure you adopt the "command voice"
11.14.4.
54. AFPAM 36-2241 lists three approaches that may be used when giving feedback:
*A. directive, nondirective, and combined
B. directive, laissez faire, and participative
C. formal, informal, and structured
D. formal, informal, and ratee-centered
11.14.4.
55. AFPAM 36-2241 lists three approaches that may be used when giving feedback: Directive, Nondirective, and Combined. In the directive approach, the rater
A. draws on both nondirective and combined counseling techniques
B. refers the ratee to the First Sergeant for formal counseling
*C. analyzes the situation, develops a plan for improvement, and tells the Airman or NCO what to do
D. encourages the ratee to talk by asking questions and draws the Airman into the process of developing a solution
11.14.4.1.
56. AFPAM 36-2241 lists three approaches that may be used when giving feedback: Directive, Nondirective, and Combined. In the nondirective approach, the rater
A. draws on both directive and combined counseling techniques
B. encourages the ratee to leave the service and join the Peace Corps
C. analyzes the situation, develops a plan for improvement, and tells the Airman or NCO what to do
*D. encourages the ratee to talk by asking questions and draws the Airman into the process of developing a solution
11.14.4.2.
57. The PDG lists three approaches that may be used when giving feedback: Directive, Nondirective, and Combined. Which approach is appropriate for individuals who usually have a positive attitude but requires the rater to have excellent listening and questioning skills?
A. combined
B. directive
*C. nondirective
D. all of these answers
11.14.4.2.
58. The PDG lists three approaches that may be used when giving feedback: Directive, Nondirective, and Combined. In the combined approach, the rater
*A. draws on both the directive and non-directive counseling techniques
B. invites the ratee's peers to participate in the feedback session and the group develops a solution
C. encourages the ratee to talk and draws the Airman into the process of developing a solution
D. analyzes the situation, develops a plan for improvement, and tells the Airman or NCO what to do
11.14.4.3.
59. The PDG lists three approaches that may be used when giving feedback: Directive, Nondirective, and Combined. Which of these offers the greatest flexibility?
*A. combined
B. directive
C. nondirective
D. all of these answers
11.14.4.3.
60. Problems that can arise during the feedback process are as varied as the people involved and they can happen at any time. Pitfalls include
A. personal bias and stereotyping
B. loss of emotional control, inflexible methods, reluctance to provide feedback, and inadequate planning
C. focusing on the person instead of the behavior
*D. all of these answers
11.14.5.1.
61. Avoiding pitfalls during the feedback session is not easy but two general guidelines may help:
A. the rater should avoid face to face communication
B. the rater should exhibit the proper attitude
C. the rater should practice good observation skills
*D. both B and C
11.14.5.2.
62. When opening the feedback session, the rater should
A. create a relaxed atmosphere
B. place the ratee at ease
C. be friendly and sincere
*D. all of these answers
11.15.1.
63. The goal of the feedback process is to
A. reinforce the superior-subordinate relationship
*B. improve individual duty performance
C. demonstrate authority and enforce standards
D. avoid formal prosecution if possible
11.17.2.