Q&A: General Stephen Lorenz
Written by Marty Kauchak
Providing Training for the Total Air Force
General Stephen Lorenz
Commander
Air Education and Training Command
Lorenz graduated from the U.S. Air Force Academy in 1973, and then attended undergraduate pilot training at Craig AFB, Ala. He has commanded at every level, including an air refueling wing that won the 1994 Riverside Trophy for Best Wing in 15th Air Force, and an air mobility wing that won the 1995 Armstrong Trophy for Best Wing in 21st Air Force. He commanded the training wing at the U.S. Air Force Academy as the commandant of cadets. He also served as the deputy assistant secretary for budget, office of the assistant secretary of the Air Force for Financial Management, and comptroller, Headquarters, U.S. Air Force, Washington, D.C.
Prior to his current assignment, the general was commander, Air University, Maxwell AFB, Ala. He is a command pilot with 3,500 hours in 10 aircraft.
Q: Late this spring, you wrote in a commentary, “The holodeck is my vision of the perfect training and education aide.” Discuss how AETC is enabling current and future airmen to experience interactive learning simulation and other capabilities provided by a conceptual holodeck.
A: To help your readers understand this discussion, let’s start by going back to what I said in that article. I challenged our airmen to imagine a unique training environment that could be manipulated to simulate any task—from simple to complex. With the simple flick of a switch, the room could be transformed into a living, breathing, interactive experience. Once the simulation was complete, the same switch could disengage the system, making the entire environment disappear, leaving the original bare room.
In the “Star Trek” series, such an innovation was part of their daily routine. The “holodeck” permitted personnel aboard the Starship Enterprise to experience an interactive learning simulation. Imagine how such an innovation could help members of our Air Force. Not only would it save space, but it would also help manage risk, reduce training costs and permit personalized learning programs built specifically for the individual. The holodeck would revolutionize all aspects of how we operate in the Air Force.
You see, the holodeck is my vision of the perfect training and education aide. I wish every installation had hundreds of these interactive rooms throughout the base. The possibilities are endless. Although such a vision may not be feasible today, it doesn’t mean that I should give up. Our job in AETC is to make dreams come true each and every day. I know many of your readers have similar dreams, visions that could benefit our airmen both today and tomorrow. Such visions must be pursued—you should never, ever, ever give up.
Today, AETC is pursuing future technologies, like the holodeck, by establishing a future learning corporate structure under which a variety of new technology initiatives can be presented by customers and then vetted for prioritization, funding, testing, demonstration and implementation. In addition, AETC recently established a working group composed of key innovators from Recruiting Service, Basic Military Training and Technical Training. This team met and mapped out a vision for our “continuum of training” and what it should look like in the future. The report from that working group, combined with the Future Learning Corporate Structure’s work, will form the foundation for AETC’s future technological initiatives.
Q: As a follow-up: Describe AETC’s three top training technology gaps that you need industry’s help to address.
A: The working group AETC recently established, composed of key innovators from recruiting service, basic military training and technical training, mapped out our “continuum of training.” Using that continuum as a roadmap, they produced a report that identified AETC’s top three technological gaps.
The first gap—ubiquitous network access for all personnel— emphasized the importance of access to the network from alternative locations. More importantly, it identified the need for a multiple-level security system for Internet access. Such a system would permit a single computer to have two independent domains, like .mil and .com. Each domain would permit different levels of access while drawing an invisible line precluding either domain from ever sharing information.
The second gap—greater data integrity for students flowing through training—focuses on the increased use of automation for tracking student training and education activities. There are many current initiatives that AETC is pursuing to improve the data integrity. One example is the use of ID card barcodes for attendance and testing. The working group also proposed expanding the capabilities of AETC’s tech training computer program—called TTMS—to enable a more consolidated single management tool for students to include dorm assignments, appointment processing and other personnel issues.
The third gap—secure, creditable and verifiable online testing— aims to improve distance learning and other online training and education applications. In this area, AETC is working to improve the testing process and course completion procedures.
Q: Let’s discuss the administration’s FY10 defense budget request. What are AETC’s three leading “must have” items in the budget? From the command’s perspective, what are some of that budget’s highlights?
A: In AETC we use a balanced scorecard approach to ensure our core competencies—recruit, train, educate and support the force—are given equal consideration for limited resources. As leaders and financial managers, we are always balancing shortfalls because we always have more requirements than resources. So, when I look at the command’s four leading “must have” items, I think in terms of resources for recruiting, training, educating and supporting the force. Fortunately, the Air Force funded most of AETC’s FY10 critical requirements, which puts the command in a good starting position.
Our FY10 funding will enable AETC to recruit 34,430 new officers and enlisted accessions for the Air Force, as well as to support our recruiter force. It will also train 11,580 officers as pilots, combat system operators, and air battle managers from initial flight screening through their follow-on weapon systems. In addition to this, AETC will provide basic and initial skills training to 87,912 airmen and train another 89,494 airmen in specialized technical training.
Air Education and Training Command also provides world-class education through Air University at Maxwell AFB, Ala. AU will educate over 32,000 airmen in professional military education, professional continuing education and undergraduate and graduate education. It also supports over 105,000 JROTC cadets as well as two of the Air Force’s three officer commissioning programs. These commissioning programs will produce over 3,100 new officers this year.
Finally, AETC cannot recruit, train or educate America’s airmen without proper support. Support functions in our command consist of base operations, civilian pay, communications, and base infrastructure, and comprise about 60 percent of the command’s budget. For FY10, we have some challenges to overcome, but we will work to balance the shortfalls in order to accomplish the mission. Yet despite these challenges, AETC has still enjoyed a number of success stories during preliminary FY10 budget discussions. We are excited about the stand-up of our F-35 flying training wing at Eglin AFB, Fla; the increase of cybertraining in both professional military education [PME] and career field training programs; and the expansion of our unmanned aerial system [UAS] program here at Randolph AFB. These programs will train airmen to help the Air Force fight both current and future conflicts.
Q: Please update us on the Air Force’s programs to access and train increased numbers of pilots for unmanned aircraft systems.
A: The demand for the ISR and strike capabilities of the Air Force UAS fleet to support the joint fight continues to increase. Those increased UAS requirements have led the Air Force to actively pursue new methods for developing a professional cadre of UAS operators. Here at AETC we are fully engaged in the development and implementation of undergraduate UAS training to meet the need to build a sustainable manpower force able to grow the UAS force, maintain operations at required levels, and build two new career fields—UAS pilots and sensor operators [SO].
Randolph AFB currently trains two types of UAS student pilots: Undergraduate Pilot Training [UPT] graduates and non-UPT graduates— Beta Test. The Beta Test is still in the test and evaluation phase of development and consists of three training courses: Initial Flight Training, UAS Instrument Qualification and the UAS Fundamentals Course. These programs qualify students in instrument flight using light aircraft and simulator instruction in the T-6 Texan II and provide a tactical foundation in UAS operations.
A class of 10 started in the Beta pipeline in January and graduated eight. Another class of 11 just started the program. Once complete, all graduates will complete additional follow-on training for eventual qualification as mission ready UAS operators. The results of these two classes will be used to help revise and improve the syllabus for future classes.
Q: Discuss your service’s progress and plans to train and educate a cadre of operators to support DoD’s rapidly expanding cyberoperations mission.
A: AETC is developing a cradle-to-grave continuum of training and education perspective from accessions, initial skills training and PME through the cyberspace warrior life cycle. New recruits attending basic military training [BMT] will complete an orientation to the cyberspace domain with familiarization and safety training. AETC is also realigning cyberspace specialist communications and information skill sets to match up with cyberspace core competencies. Additionally, the realignment will support new Air Force specialty codes and cyberspace instructions. Initial skills cyberspace classes are projected for October 2009 through January 2010 and will be taught at Keesler and Sheppard Air Force bases. Enlisted forces will continue in their development of cyberspace skills with supplemental and advanced skill sets projected to begin in October 2009.
The expansion also involves cyberspace warfare and communications officer force development. Today’s environment has witnessed a transition for communications officers from a support function to an operational role. Their skill sets will evolve with instruction in the execution of network attack, defense and exploitation. Keesler AFB will also stand up an undergraduate cybertraining course in October 2010 for initial cyberspace warfare and communications officers. Development of advanced cyberspace warfare courses continues today through training planning teams, workshops and teleconferences with projected implementation dates in 2010 and 2011. AETC will continue to develop, implement and revise future training and education for cyberspace warfare from cradle to grave.
Air University is leading AETC’s efforts to produce cyberspace warriors and leaders through PME, continuing education, and researchbased instruction at the Spaatz and Barnes Centers located at Maxwell AFB, Ala., and the Air Force Institute of Technology at Wright Patterson AFB, Ohio.
The Spaatz Center includes PME degree-granting colleges and schools [Air War College], School of Advanced Air and Space Studies, Air Command and Staff College, and non-degree-granting colleges [Squadron Officer College]. These schools fully support an integrated cyberspace curriculum that educates students throughout the continuum of officer education.
Next, the Barnes Center for Enlisted Education addresses cybereducation by infusing cybercontent into applicable lessons throughout the curriculum at courses including Airman Leadership School, Noncommissioned Officer Academy and the Senior Noncommissioned Officer Academy. This approach addresses cyber-requirements as outlined in the Air University continuum of education as well as the Air Force institutional competencies. Cyber is addressed as teaching points within other topic areas as the faculty develops evolving cybercurriculum content.
Lastly, the Air Force Institute of Technology Center for Cyberspace Research [AFIT CCR] conducts defense-focused research and supports education at the master’s and Ph.D. levels via three cyber-education programs: two degree-granting and one professional continuing education. The AFIT CCR, under its designation as the AF Cyberspace Technical Center of Excellence, has been tasked by Air Staff to lead development of the Cyber 200 and 300 professional continuing education courses for the new cyber-operations career field. Course development is highly integrated with Undergraduate Cyber Training development, led by the 333rd Training Squadron at Keesler AFB to ensure education and training requirements are met for the entire career field life cycle.
Q: Describe several recent successes in establishing joint training programs with the other services. Discuss other opportunities for integrating service-specific training across DoD into joint programs.
A: To help find innovative ways to “combine and consolidate” training for cost-effectiveness and reduction of duplication, the Department of Defense created the Interservice Training Review Organization [ITRO].
ITRO is an organization comprising senior leaders from all uniformed service training commands, including the Coast Guard and the Interservice Training Office for Health Care [HC ITO]. ITRO consolidated manpower, equipment, facilities, and curriculum and collocated their equipment and facilities for greater efficiency. Their training is designed to improve training effectiveness while maintaining or improving combat readiness and eliminating or reducing infrastructure. Over 24,089 students were trained at joint locations throughout the United States in 2008. Depending on the unique service requirements, different collaborations can be utilized. Each service, Coast Guard and HC ITO has its own office to provide daily oversight and management of interservice courses.
An example of the services partnering for more efficient training is the Explosive Ordinance Training. Although the Navy is the executive agent for all explosive ordinance training, the training is actually conducted at Eglin AFB, Fla. This training impacts 189 Navy, 121 Marines, 270 airmen, and 1,082 soldiers annually. Another example of services working together is the collocation of training for the Army and Marine Iraqi Dialect Training at Goodfellow AFB, Texas. Although no Air Force students currently attend this course, Air Force hosts the Army and Marines on our installation in order to gain synergy from the other language courses conducted at Goodfellow AFB.
In 2005, the BRAC Commission directed all enlisted Medical training except Aerospace Physiology be conducted at Fort Sam Houston, Texas. The new Medical Education and Training Campus [METC] is the largest consolidation of medical training in DoD history. The Air Force will relocate the 882nd Training Group, currently at Sheppard AFB in Wichita Falls, Texas; the Naval Schools of Health Sciences in San Diego and Portsmouth, Va.; and the Naval Hospital Corps School in Great Lakes, Ill. Officials predict METC will average over 8,700 students daily and produce more than 44,200 graduates annually.
There have been several recent joint training initiatives and successes on the flying training side as well. They include establishing AETC’s C-130J maintenance training at Little Rock AFB with the Marine Corps, combining water survival training, and establishing “consolidated” maintenance and flying training for the F-35 Joint Strike Fighter and the CV-22. The CV-22 is fully operational, and the F-35 will come on line at Eglin AFB over the next few years. Although finding commonality in training remains a challenge, AETC remains constantly vigilant for potential joint training opportunities.
Q: How is Air Force responding to requirements from the Iraq and Afghanistan wars to increase language and cultural proficiency training and education for service men and women?
A: In 2006, the Air Force assumed a significant leadership role within DoD for developing the capacity of service personnel to operate effectively in the complex cultural environments of the 21st century. The new Air Force role was not limited solely to Iraq and Afghanistan, but included all of the diverse regions to which our airmen regularly deploy. Air Force efforts aim to develop influential relationships with joint service and coalition partners, international organizations, host nation civil societies, and even our adversaries. We strongly believe that such influence depends on our ability to develop cross-cultural competence [3C] throughout the entire force. 3C, our foundational concept, is considered the ability to quickly and accurately comprehend, then appropriately and effectively act, to achieve the desired effect in a culturally complex environment. The intent is to empower airmen with the conceptual tools to go anywhere, anytime, and achieve the influence required for mission success.
This Air Force approach is detailed in the Air Force Culture, Region and Language Flight Plan, which has several key features. First, we anchored 3C in Air Force PME as a life-long learning process. Then, in 2007, AU infused 3C throughout the entire continuum of education. As the 3C education program matures, AETC plans to hone 3C skills in expeditionary skills training in order to tailor the application to specific regional environments. This “cultural learning” is now a prominent feature in every part of expeditionary skills training.
While we emphasize 3C, we do not ignore language. Like the other services, the Air Force has small communities of regional experts and language professionals. This year the Air Force started a pilot program to develop a larger inventory of Air Force foreign language speakers through the Language Enabled Airman program. In this program, we select participants early in their careers, provide them initial and sustainment language training, and track their progress. Our expectation is they will maintain their language skills while pursuing normal operational assignments. The Language Enabled Airman program is facilitated by an increased emphasis on language in pre-commissioning education. Since 2006 we have expanded both the language scholarship opportunities for ROTC students and the foreign language department at the U.S. Air Force Academy.
The Air Force Culture and Language Center, established at AU in 2006, is our service’s one-stop shop for implementing the culture education and training across the Air Force. This center provides us the capability to field the state of the art in culture and languagelearning in order to achieve our desired goals in international relationships. ♦