BY ORDER OF THE SECRETARY OF THE AIR FORCE

BY ORDER OF THE

SECRETARY OF THE AIR FORCE

DEPARTMENT OF THE AIR FORCE

MANUAL 36-2643

12 SEPTEMBER 2023

Personnel

COACHING AND MENTORING

PROGRAM

COMPLIANCE WITH THIS PUBLICATION IS MANDATORY

ACCESSIBILITY: Publications and forms are available on the e-Publishing website at

www.e-Publishing.af.mil for downloading or ordering.

RELEASABILITY: There are no releasability restrictions on this publication.

OPR: AF/A1D Certified by: SAF/MR

Supersedes: AFH36-2643, 17 May 2019 Pages: 38

This publication implements Department of the Air Force Policy Directive (DAFPD) 36-26, Total

Force Development. It outlines roles, responsibilities, procedures, and criteria for Department of

the Air Force (DAF) coaching and mentoring programs and is consistent with Department of Air

Force Instruction (DAFI) 36-2670, Total Force Development. In collaboration with the Chief, Air

Force Reserve (AF/RE), the Director of the Air National Guard (NGB/CF), and the United States

Space Force (USSF) Deputy Chief of Space Operations for Human Capital (SF/S1), the Deputy

Chief of Staff for Manpower, Personnel and Services (AF/A1) develops personnel policy for

coaching and mentoring programs. This publication applies to all DAF civilian employees and

uniformed members of the Regular Air Force, United States Space Force (USSF), Air National

Guard (ANG) and Air Force Reserve (AFR). This Department of the Air Force manual

(DAFMAN) may be supplemented at any level, but all supplements that directly implement this

publication must be routed to the Office of Primary Responsibility (OPR) for coordination prior

to certification and approval. Refer recommended changes and questions about this publication to

the OPR using the DAF Form 847, Recommendation for Change of Publication; route DAF Forms

847 from the field through the appropriate functional chain of command. The authorities to waive

wing/unit level requirements in this publication are identified with a Tier (“T-0, T-1, T-2, T-3”)

number following the compliance statement. Submit requests for waivers through the chain of

command to the appropriate Tier waiver approval authority or alternately, to the Publication OPR

for non-tiered compliance items. See DAF Manual (DAFMAN) 90-161, Publishing Processes and

Procedures, Table A10.1, for a description of the authorities associated with the tier numbers.

Compliance with attachments is mandatory. Ensure all data collected as a result of processes

described in this publication is handled in accordance with current regulations, procedures, and

2  DAFMAN36-2643  12 SEPTEMBER 2023 
law (e.g., privacy act) for the data type (e.g., personal identifiable information) collected. Ensure 
all records generated as a result of processes prescribed in this publication adhere to Air Force 
Instruction (AFI) 33-322, Records Management and Information Governance Program, and are 
disposed in accordance with the Air Force Records Disposition Schedule, which is located in the 
Air Force Records Information Management System. The use of the name or mark of any specific 
manufacturer,  commercial  product,  commodity,  or  service  in  this  publication  does  not  imply 
endorsement by the DAF.  
SUMMARY OF CHANGES 
This revision transitions AFH 36-2643, Air Force Mentoring Program to DAFMAN 36-2643, 
Coaching  and  Mentoring  Program,  to  conform  to  the  publication  definitions  provided  in 
DAFMAN 90-161, Publishing Processes and Procedures. 
 
Chapter 1—PROGRAM OVERVIEW AND DEFINITIONS    4 
1.1.  Overview of Coaching and Mentoring.  ..................................................................   4 
1.2.  Definitions of Coaching and Mentoring. .................................................................   5 
1.3.  Similarities and Differences. ....................................................................................   5 
1.4.  Guiding Principles. ..................................................................................................   6 
1.5.  Organizational Benefits. ..........................................................................................   7 
1.6.  Organizational Goals. ..............................................................................................   7 
1.7.  Organizational Budget and Costs.............................................................................   8 
Chapter 2—ROLES AND RESPONSIBILITIES    9 
2.1.  Roles and Responsibilities. ......................................................................................   9 
Chapter 3—COACHING    11 
3.1.  Coaching Culture. ....................................................................................................   11 
3.2.  Coaching Program Components. .............................................................................   11 
3.3.  Coach Guidelines and Expectations. ........................................................................   12 
3.4.  Client Guidelines and Expectations. ........................................................................   13 
Chapter 4—MENTORING    14 
4.1.  Mentor Guidelines. ..................................................................................................   14 
4.2.  Mentor Expectations. ...............................................................................................   15 
4.3.  Mentee Guidelines. ..................................................................................................   15 
4.4.  Mentee Expectations. ...............................................................................................   16 
4.5.  Finding a Mentor. ....................................................................................................   16 
4.6.  Preparing a Mentoring Plan. ....................................................................................   16 

DAFMAN36-2643  12 SEPTEMBER 2023  3 
4.7.  Recommended Reading for Mentors and Mentees. .................................................   17 
Attachment 1—GLOSSARY OF REFERENCES AND SUPPORTING INFORMATION    18 
Attachment 2—ROLES OF A MENTOR VS A COACH    24 
Attachment 3—COACHING FAQS    25 
Attachment 4—DEPARTMENT OF THE AIR FORCE CODE OF ETHICS FOR 
COACHES    28 
Attachment 5—SUPERVISOR APPROVAL FOR EMPLOYEE TO PARTICIPATE AS A 
CERTIFIED DEPARTMENT OF THE AIR FORCE COACH    32 
Attachment 6—MENTEE AND MENTOR CHECKLISTS    33 
Attachment 7—TYPES OF MENTORING RELATIONSHIPS    35 
Attachment 8—MENTORING RESOURCES    37 
 

4 DAFMAN36-2643 12 SEPTEMBER 2023

Chapter 1

PROGRAM OVERVIEW AND DEFINITIONS

1.1. Overview of Coaching and Mentoring. This publication establishes guidance and

procedures for DAF-wide coaching and mentoring Programs.

1.1.1. Coaching is a formal structured relationship between the coach and client and is focused

on gaining insight into effective thought processes and behaviors that increase work/life

effectiveness and personal fulfillment.

1.1.1.1. The guiding theory behind coaching is that increased employee personal

fulfillment will directly translate into increased organizational effectiveness.

1.1.1.2. Coaching focuses on helping the client identify personal or professional goals.

Coaches help clients identify steps that they can take to accomplish these goals. To

accomplish this, coaches may ask questions designed to engage the client in a creative

discovery of their own personal strengths and thinking patterns that the client can then use

to accomplish the goals they set. Coaches may provide reading and exploratory

assignments for clients to continue to foster this creative process, but coaches do not

provide advice or give explicit directions on what steps to take to accomplish their goals.

1.1.1.3. Coaching may use assessment instruments at different points during the coaching

relationship. These assessments are used to help the client find strengths and areas for

growth. They may also be used to help clients see progress in specific areas. Assessments

are optional and clients may choose to decline an assessment. However, assessments are

strongly encouraged as they provide valuable information that can be useful in the coaching

relationship.

1.1.1.4. Guidance on best practices in using assessments is provided in Office of Personnel

Management Assessment Decision Guide.

1.1.2. Mentoring is a more informal relationship focused on building a two-way, mutually

beneficial relationship for long-term career movement and knowledge management. During

the mentoring relationship, the mentor is talking with a person (mentee) who has identified

his/her needs prior to entering a mentoring relationship.

1.1.3. Air and Space Force leaders are expected to ensure Airmen and Guardians are provided

coaching and mentoring opportunities as described in this manual. Coaching and mentoring

are recognized as vital resources for development across all career fields, and managers and

supervisors shall grant adequate time during regular duty hours to actively participate in

coaching and mentoring programs. Managers and supervisors shall not require employees to

access coaching and mentoring resources only during lunch breaks, by taking personal leave,

during off-duty hours, etc.

1.1.4. MAJCOMs and local units facilitate the coaching and mentoring process to provide

Airmen and Guardians with the ability to develop to their full potential.

1.1.5. Airmen and Guardians are expected to follow the process outlined in this manual and

become an active partner in their career development and management.

DAFMAN36-2643 12 SEPTEMBER 2023 5

1.2. Definitions of Coaching and Mentoring.

1.2.1. Coaching is defined as a form of development in which a coach supports a client in

achieving personal or professional goals through thought-provoking and creative process

guidance.

1.2.1.1. A coach is an individual who is specially trained and certified and who provides

the guidance and support to another person, the client, and guides them in pursuing

professional and/or personal goals.

1.2.1.2. A client is an individual who seeks out a coaching relationship to accomplish a

personal or professional goal.

1.2.2. Mentoring is defined as type of professional relationship in which a person with greater

experience and wisdom guides another person to develop both personally and professionally.

This relationship helps achieve success and motivates the mentee to achieve their goals.

1.2.2.1. A mentor is someone who uses their own experiences, authority, wisdom to advise

a mentee, who generally is in the same professional circles and/or career fields, and

demonstrates a desire for growth and enrichment, as well as a capacity and the potential

for professional growth.

1.2.2.2. A mentee is someone who seeks out the professional guidance of a mentor.

1.3. Similarities and Differences.

1.3.1. Similarities. Although differences exist between coaching and mentoring, they do share

some similar characteristics as well. The most obvious similarity is that coaching and

mentoring are both relationships that a person desiring assistance or guidance seeks to gain

knowledge.

1.3.1.1. Both coaching and mentoring support an individual towards accomplishing a

professional goal that in turn supports the overall mission of the DAF.

1.3.1.2. Coaching and mentoring relationships require trust, respect, open communication,

and flexibility on the part of the coach/mentor and client/mentee.

1.3.1.3. Successful coaching and mentoring can result in increased job satisfaction,

performance, and retention.

1.3.1.4. Coaching and mentoring in the DAF is voluntary, and the relationship is ended

when the client/mentee accomplishes their goal.

1.3.1.5. Coaching and mentoring promote a climate of inclusion that can help foster and

develop the diverse strengths, perspectives, and capabilities of all organizational members.

Air and Space Force capabilities and warfighting competencies are enhanced by diversity

among its personnel; reference Air Force Policy Directive (AFPD) 36-70, Diversity and

Inclusion.

1.3.2. Differences. There are several key differences between coaching and mentoring that

make each experience valuable. Knowing when to engage in coaching and when to seek

mentoring is essential for a successful outcome.

1.3.2.1. One significant difference between coaching and mentoring is the way in which

coaches/mentors interact with the client/mentee.

6 DAFMAN36-2643 12 SEPTEMBER 2023

1.3.2.1.1. In coaching, the client is assumed to have the answers they need, and the

coach guides by asking questions that help the client find the answers. Coaches do not

provide directions or answers. Their role is simply to help the client find the path that

is right for them. Coaches may provide insight through suggested readings or

exploratory assignments/research to help a client gain more information before

deciding, but ultimately the decision and direction are up to the client. In coaching, the

client is leading the relationship and the direction of each session. Coaching is intended

to be growth and development focused so that clients strengthen their capacity and

growth toward personal and professional outcomes, whether deficit based

(performance management) or strengths based (developmental aims).

1.3.2.1.2. In mentoring, the mentor is assumed to have all the answers and provides

directions and advice on what steps to take or which actions to engage in to achieve the

desired outcome or goal. The mentee listens and acts based on the recommendations

and advice of the mentor. In the mentoring relationship, the mentor is leading the

relationship and the direction of each session. Mentoring is meant to be learning

focused so that mentees can increase their capacity to accomplish individual and

professional goals.

1.3.2.2. Another key difference is the training, education, and accreditation necessary for

mentors and coaches.

1.3.2.2.1. Coaches are required to complete training consistent with the International

Coaching Federation (ICF) and/or Board-Certified Coach (BCC) and maintain

accreditation with that governing body. Coaches are expected to follow ICF/BCC

standards for confidentiality and ethics. Failure to comply with these standards may

result in the loss of one’s accreditation and status as a coach.

1.3.2.2.2. There are no educational or training requirements for mentors. It is assumed

that a mentor will mentor within their area of expertise, and therefore, has the

experience necessary to mentor someone else in that area. Mentors do not have an

accreditation process or governing body that imposes standards of confidentiality and

ethics by which a mentor must abide.

1.4. Guiding Principles.

1.4.1. Coaching and mentoring are essential ingredients in developing well-rounded,

professional, and competent future leaders. The overall goal of coaching and mentoring is to

help Airmen and Guardians (civilian, enlisted, and officer) maximize their full potential.

1.4.2. To effectively coach and mentor, coaches and mentors should have the ability to create

positive interactions with others.

1.4.3. The DAF seeks to develop a coaching/mentoring culture by encouraging and expecting

leaders to serve as coaches and mentors and encouraging all members of the DAF to seek

mentorship and or coaching throughout their career. This in turn develops a

coaching/mentoring culture which enhances morale and discipline and improves the

operational environment while maintaining respect for authority.

1.4.4. Key to the coaching and mentoring process is the direct involvement of commanders,

directors, and supervisors in the professional development of their people (reference AFI 1-2,

DAFMAN36-2643 12 SEPTEMBER 2023 7

Commander’s Responsibilities). Leaders should continually support their Airmen and

Guardians by facilitating achievement of their individual and/or professional goals.

1.4.5. Coaching and mentoring promote professional development at every echelon. Coaching

is an ongoing process for strengthening the client’s leadership capacity toward closing gaps in

desired skills and future goals and/or developing strengths for future success. Mentoring is an

ongoing process for building a professional relationship that fosters communication

concerning careers, competencies, behavior, and organizational missions. Air Force Doctrine

Publication 1, Leadership; AFI 36-2909, Professional and Unprofessional Relationships;

DAFI 36-147, Civilian Conduct and Responsibility; United States Air Force A Profession of

Arms: Our Core Values, “The Little Blue Book,” and The Guardian Ideal

(https://media.defense.gov/2021/Sep/21/2002858512/-1/-

1/1/GUARDIAN%20IDEAL%20-%20FINAL.PDF) set forth guidelines about

professionalism.

1.4.6. Coaches, clients, mentors, and mentees should be aware of the DAF definition of

diversity and inclusion and the benefits of a diverse and inclusive approach to leadership,

coaching, and mentoring (reference AFI 36-7001, Diversity and Inclusion).

1.5. Organizational Benefits.

1.5.1. Professional coaching and mentoring may help prepare Airmen and Guardians for

increased responsibilities; however, these programs are not in place specifically to address an

individual’s promotability or an individual’s within-organization goals.

1.5.2. Some specific benefits of coaching and mentoring are:

1.5.2.1. Improved morale and unit cohesion.

1.5.2.2. Enhanced professional and individual development.

1.5.2.3. Enhanced capacity to translate core values, ideals, and strategies into productive

actions.

1.5.2.4. Greater engagement and retention of Airmen and Guardians with the right

competencies needed in support of DAF requirements.

1.6. Organizational Goals.

1.6.1. Create a positive environment promoting professional and individual growth through

the DAF Continuum of Learning (CoL) to enhance foundational and occupational

competencies (DAFI 36-2670, Total Force Development,).

1.6.2. Foster a culture that supports, encourages, and provides personal and professional

growth and development that aids individuals, their organization, and the DAF.

1.6.3. Strategic Alignment. Coaching and mentoring will be used throughout the DAF

workforce to increase organizational readiness and the overall health and wellness of every

Airman and Guardian.

1.6.4. Develop Coaching Skills. Leaders are encouraged to develop a “coach approach” in

supervisors, managers, and executives so that professional military and civilian education

opportunities can weave coaching into the curriculum.

8 DAFMAN36-2643 12 SEPTEMBER 2023

1.7. Organizational Budget and Costs.

1.7.1. For each stage of the lifecycle development process, this coaching program will be cost

effective, gradual, and monitored. It will become sustainable as solid metrics are established

showing positive returns on investment (ROI) such as retention, readiness, and resilience.

These strategic initiatives will align within the budgetary priorities of the DAF regarding

human capital management.

1.7.2. Budget allocations will not duplicate any efforts that could be construed as similar in

focus and outcomes. Budget allocations for coaching activities will be collaboratively

developed with other human growth and development efforts that could be construed as similar

in focus and desired outcome to coaching, to avoid unnecessary duplication while providing

maximum impact for the organization.

DAFMAN36-2643 12 SEPTEMBER 2023 9

Chapter 2

ROLES AND RESPONSIBILITIES

2.1. Roles and Responsibilities.

2.1.1. Deputy Chief of Staff for Manpower, Personnel and Services (AF/A1) is the OPR and

establishes coaching and mentoring guidance as reflected in this DAF manual. Furthermore,

Deputy Chief of Space Operations for Human Capital, U.S. Space Force (USSF/S1) has

delegated coaching and mentoring responsibilities for the USSF to the Enterprise Talent

Management Office.

2.1.2. The Air Force, Force Development Directorate (AF/A1D) DAF Coaching Program

Manager (CPM) is responsible for strategy, broad programmatic and policy development,

innovation, and implementation for the coaching program. The DAF CPM should be a certified

coach or working towards a coaching certification. The DAF CPM works with the Air

Education and Training Command Office of Force Development (AETC/A1D) Coaching

Program Manager (CPM). Retains and works with consultants from formal, required DAF

coaching programs such as operational psychologists and the Surgeon General of the United

States Air Force (AF/SG) as needed.

Responsibilities include, but are not limited to:

2.1.2.1. Providing input to the Program Objective Memorandum (POM) process and

developing and establishing resources to deliver coaching training and all key aspects of

program management.

2.1.2.2. Developing communication materials and programs to educate, inform, and

expand the benefits of coaching.

2.1.2.3. Identifying, developing, and implementing an approach to select new coaches for

formal training, such as the Office of Personnel Management’s (OPM) Federal Internal

Coach Training Program (FICTP) and the DAF internal coach training programs.

2.1.2.4. Developing and implementing a systematic approach to measure success,

determine program improvement needs, and assess resource requirements to advance the

program.

2.1.2.5. Maintaining contact with Air University, to ensure integration of coach

curriculum into class development and sustainment efforts to include DAF introduced

curricula focusing on leadership development that inspires leaders to “think like a coach”

when supporting and developing subordinates.

2.1.2.6. Managing the online portal for the DAF coaching, which provides organization

wide access to all the DAF coaching resources.

10 DAFMAN36-2643 12 SEPTEMBER 2023

2.1.3. Air Education and Training Command (AETC) Coaching Program Manager (CPM).

The AETC CPM executes the DAF Coaching Program and leads the DAF coach cadre to

provide a coordinated approach to fulfill coaching services for the DAF. The AETC CPM

should be a certified coach or working towards a coaching certification. Responsibilities

include, but are not limited to:

2.1.3.1. Liaise with AF/A1D on coaching-related matters.

2.1.3.2. Serve as liaison to the DAF’s internal groups, such as the DAF Internal coach

cadre, and external groups, such as the Federal Coaching Network, and Treasury Executive

Institute, among others.

2.1.3.3. Coordinate day-to-day operations of the DAF Coaching Program, including but

not limited to:

2.1.3.3.1. Ensuring adherence to guidelines established for the DAF Coaching

Program.

2.1.3.3.2. Maintaining a database of certified coaches to serve in the program.

2.1.3.3.3. Validating coach certification through acceptable external coaching

accrediting bodies and eligibility for awarding of the Leadership Coaching Special

Experience Indicator.

2.1.3.3.4. Managing the coach and client matching process.

2.1.3.3.5. Collaborating with the DAF coach cadre to obtain feedback and suggestions

to improve the DAF Coaching Program.

2.1.3.3.6. Supporting the coach cadre through regular meetings and to further a

community of practice in coaching within the DAF.

2.1.3.3.7. Arranging for coaching services with external coaching providers (federal

government and private sector).

DAFMAN36-2643 12 SEPTEMBER 2023 11

Chapter 3

COACHING

3.1. Coaching Culture.

3.1.1. A coaching culture is defined as an environment that empowers individuals toward

taking an active role in reaching their full potential in both their professional and personal life.

Foundational characteristics of a coaching culture include a focus on reaching full potential,

desire to help others find their way, and a commitment to meaningful action in the

accomplishment of goals.

3.1.2. Creating a coaching culture empowers people to make decisions for both the

organization and themselves, which leads to better retention, readiness, and resilience. Trust,

collaboration, and innovation are created as a result. In addition, a coaching culture can lead

to greater engagement among teams and improved performance and productivity, resulting in

increased organizational success.

3.1.3. Coaching is a leadership philosophy based on the tenants of coaching; however, there

is a distinct difference between a formal coaching session and using coaching skills in everyday

interactions. Only certified and/or credentialed coaches can engage in formal coaching. All

leaders can use coaching skills to help others make decisions, solve problems, explore

performance, and developmental opportunities while promoting effective employee-supervisor

engagement which will allow them to provide effective feedback to their peers and

subordinates.

3.1.4. Standards of behavior seen in a coaching culture include active listening, evoking

awareness, asking empowering questions, suspending judgement, and a commitment to future

action.

3.1.5. Embedding a Coaching Culture: Coaching should be embedded in leadership programs

to give Professional Military Education graduates and all civilian educational opportunities the

opportunity to use coaching to enhance leadership development.

3.2. Coaching Program Components.

3.2.1. There are three basic components comprising the DAF Coaching Program. Delivery of

coaching services make up the first two components of the program, and the third component

is training of the DAF coaches.

3.2.2. Internal Coaches. The DAF will develop an internal coaching cadre to provide coaching

services to all members of the DAF.

3.2.3. External Coaches. The DAF will contract with external coaching organizations to

provide additional coaching services to DAF members and executive leadership. All potential

resources should be considered to meet the demands of coaching in the DAF and use the power

of coaching. Potential external contracted coaching services must be approved by the

governing body overseeing the DAF Coaching Program.

3.2.4. Training Coaches. The DAF Coaching Program facilitates the development of a

coaching culture through training the DAF members to become certified coaches. This will be

done through partnership with a commercial organization.

12 DAFMAN36-2643 12 SEPTEMBER 2023

3.3. Coach Guidelines and Expectations.

3.3.1. Voluntary. Federal coaching is considered a voluntary activity for both coaches and

clients. For coaches, this may either be a primary or additional duty.

3.3.2. Eligibility. Regular DAF military members, federal civilian employees, and Air Force

Reserve (AFR)/Air National Guard (ANG) members serving under the provisions of Title 10

United States Code (USC) or full-time under Title 32 USC are eligible to coach.

3.3.3. Duty hours. Coaching will occur during the coach and client’s duty hours with

coordination from supervisors and balanced with other duties and responsibilities. (T-1)

3.3.4. Reporting and Tracking Coaching Hours. Coaches will keep a log of coaching hours

and occurrences for documentation purposes. AETC CPM will provide logs and will keep a

system of records for all documentation. The nature of this information is to be protected under

regulations safeguarding similar information as official use only, and this information will be

kept within a system of records in accordance with these regulations. (T-2)

3.3.5. Coaches are expected to obtain written approval on annual basis from their supervisor

to:

3.3.5.1. Provide a minimum of 36 hours or 48 sessions and at least six clients over a 2-

year period of coaching and/or coaching related activities as an active member of DAF’s

coach cadre. (T-1)

3.3.5.2. Complete required 8 hours of continuing coach education annually.

3.3.5.3. Participate in DAF coach cadre activities, such as periodic calls and workshops,

as requested by the DAF and/or AETC Coaching Program Manager.

3.3.5.4. Support the DAF and AETC Coaching Program Managers to share responsibilities

in supporting DAF Coaching Program, to include facilitating coaching training, educating

employees on the benefits of coaching, assisting in program evaluation and improvement

projects.

3.3.6. Service Expectation and Commitment. Coaches trained through DAF coach training

programs will incur a 2-year commitment to the DAF Coaching Program and at least 36 hours

and 48 sessions with a minimum of six clients during this 2-year period. (T-1) The service

commitment length may not be condensed less than 2 years. (T-1) Coaches may continue to

provide coaching beyond their service commitment.

3.3.7. Coaches will be matched with clients through the AETC CPM. Coaches can take on

additional clients outside of the matching period and as needed to support the Total Force.

Additional clients taken on must meet the criteria outlined in this DAFMAN. (T-1)

3.3.8. Confidentiality and Limits of Confidentiality. Coaches create a safe, supportive

environment that allows the client to share freely. Coaches maintain a relationship of mutual

respect and trust. The limit of confidentiality does not extend to situations in which the client

indicates harm to self or others or indicates that they or someone else has or is about to engage

in illegal activity or violate DAF policy. The coaching contract covers a full scope of

confidentiality, and coaches follow the framework of ICF and BCC standards and the Office

of Personnel Management Assessment Decision Guide.

DAFMAN36-2643 12 SEPTEMBER 2023 13

3.3.9. The coach sets the framework for the coaching session to aid the client in achieving

their agenda.

3.3.10. Coaches are familiar with this DAFMAN.

3.4. Client Guidelines and Expectations.

3.4.1. A client may request a coach at any time.

3.4.2. Clients are in a voluntary status and cannot be directed to receive coaching. Clients may

end their coaching engagement at any time without penalty unless otherwise stated at the

beginning of their coaching engagement.

3.4.3. Any grade level or rank is eligible to receive coaching as resources allow.

3.4.4. Coaching will occur during duty hours with supervisor approval, or if unavailable,

approval from someone in their chain of command.

3.4.5. The client will coordinate with the coach the duration and frequency of the coaching

agreement.

3.4.6. The client is expected to set the coaching agenda and the coach sets the framework to

aid the client in achieving their agenda.

3.4.7. Client’s supervisor responsibilities:

3.4.7.1. Complete the supervisor agreement with a DAF member under their supervision,

who requests coaching.

3.4.7.2. Make accommodation for duty hour availability of members under their

supervision/ command who are approved to receive coaching, on a not to interfere basis

with operational demands.

3.4.7.3. Recognize an employee’s participation as a client via existing professional

development documentation tools (e.g., DPMAP to include the IDP).

3.4.7.4. Partner with coaching program managers to develop human capital across the

DAF. This will be done by evaluation of the effectiveness of coaching for subordinates as

well as working with coaches to develop subordinates.

14 DAFMAN36-2643 12 SEPTEMBER 2023

Chapter 4

MENTORING

4.1. Mentor Guidelines.

4.1.1. Mentors are advisors and guides who share knowledge, experiences, and advice in

helping mentees achieve their career goals.

4.1.2. Airmen and Guardians should be diligent in their role as mentors understanding the time

requirement to ensure effective mentoring is ongoing.

4.1.3. Mentors create a balanced relationship that focuses on the unique needs of the mentee.

4.1.4. Mentors help mentees in discovering career direction by providing for individual

growth and maturity.

4.1.5. Mentors perform the following distinct roles that add value to the lives of Airmen and

Guardians they are mentoring.

4.1.5.1. Mentors serve as an advisor in providing specific information or insight for a given

situation based on experience and knowledge.

4.1.5.2. Mentors may initiate communication with mentees and help mentees formulate

short-term and long-term goals that will become part of the roadmap for career

development.

4.1.5.3. Mentors focus on bringing out the best in mentees without personal agendas and

biases complicating the mentoring relationship. Mentors ask many questions and spend

time hearing the response of mentees to use in future career vectors.

4.1.5.4. Mentors are available for their mentees, keep an open mind, balance listening and

sharing, act as a bridge for referring mentees to others who can help, and provide

constructive feedback.

4.1.5.5. Mentors help mentees navigate the DAF “corporate” landscape.

4.1.5.6. Mentors serve as facilitators by identifying resources and opportunities for closing

competency gaps that lead to career progression.

4.1.5.7. Mentors advocate for mentees by recommending mentees participate in high-

visibility activities.

4.1.5.8. Mentors support the DAF mission by helping mentees recognize the importance

of defined and attainable individual goals and assisting them in developing a sense of

accountability in achieving their goals.

4.1.5.9. Mentors help mentees understand the value of continuous self-development to

them personally and to the DAF. Mentors assist mentees in taking advantage of all

opportunities to improve their competencies.

4.1.5.10. Mentors use the Development Plan in MyVector (https://myvector.us.af.mil/)

and provide. Mentors assist mentees in identifying strengths and areas for improvement

and encourage them to seek guidance from other mentors who can provide support for

specific mentoring needs outside their expertise.

DAFMAN36-2643 12 SEPTEMBER 2023 15

4.1.5.11. Mentors are familiar with the CoL for officers, enlisted members, and civilian

employees to adequately discuss the learning opportunities with their mentees.

4.1.5.12. Mentors recommend developmental tools, such as MyVector, for mentees to

assess their capabilities, encourage mentees to provide assessment results to assist in

building mentoring plans, and aid mentees in reaching their goals. These web-based tools

provide direction on how DAF requirements may be met through education and training.

4.1.5.13. Mentors enhance their mentoring skills by reviewing mentoring resources in this

manual and resources on MyVector.

4.1.5.14. Mentors are not supervisors to their mentees, and they do not do work for them.

4.1.5.15. Mentors are open to mentoring Airmen and Guardians from all demographics,

not just the same demographic as themselves.

4.2. Mentor Expectations.

4.2.1. Mentors exemplify Air Force Core Values (reference Air Force Doctrine Publication 1)

and Guardian Ideals.

4.2.2. Mentors provide practical counsel by offering guidance, providing feedback, and

acknowledging accomplishment.

4.2.3. Mentors support mentees’ career planning and goal setting by using a developmental

plan to capture career planning requirements. Mentors refer mentees to training managers,

supervisors, and other leaders in their fields for discussion of the career path tools that have

been developed for their occupations.

4.2.4. Mentors advise mentees to cultivate their leadership and functional capabilities by

completing the online foundational and occupational competency assessments.

4.2.5. Mentors share relevant knowledge, experience, and resources with mentees.

4.2.6. Mentors identify and help mentees resolve potential issues they face in development.

4.2.7. Mentors facilitate opportunities for mentees to gain new experiences and build skills.

4.2.8. Mentors are familiar with this DAFMAN.

4.3. Mentee Guidelines.

4.3.1. Mentees are actively involved in their personal education and development. Mentees

develop a plan that clearly identifies their educational and/or professional goals, areas for

growth, and/or areas for development.

4.3.2. Mentees create an appropriate environment that allows for professional development,

appropriate discussions, and regular meetings as schedules permit.

4.3.3. Mentees work with their mentor in creating their personal plans.

4.3.4. Mentees request assistance when needed, are fully engaged, and active listeners.

4.3.5. Mentees assume a learning attitude, are open to feedback, and willing to accept new

challenges.

4.3.6. Mentees are familiar with the Mentoring Toolkit and MyVector. Mentees use these

resources for further development.

16 DAFMAN36-2643 12 SEPTEMBER 2023

4.4. Mentee Expectations.

4.4.1. Developing the Relationship. Mentees share in developing the mentoring relationship

by agreeing to schedule sessions, co-develop the agenda, be fully committed to the self-

awareness, self-discovery, and self-development processes, and discuss how to be held

accountable for actions that aid in reaching future goals.

4.4.2. Developing the Plan. Mentees work with their mentors in developing a career roadmap

by identifying and clarifying current and future career goals.

4.4.3. Demonstrating Commitment. Mentees demonstrate commitment and communicate

needs and concerns.

4.4.4. Accepting Responsibility. Mentees accept responsibility for learning and

developmental needs, enhance foundational and occupational competencies, are receptive to

feedback, and expand leadership abilities. Mentees leverage opportunities for career

advancement.

4.5. Finding a Mentor.

4.5.1. All Airmen and Guardians are eligible for mentorship. There are various paths for

finding a mentor. Mentors can be found in MyVector. Using MyVector, mentees can search

for mentors based on criteria relevant for them including gender, race, ethnicity, career field,

service component and many others. Consider first what your goals for the mentoring

relationship are and then begin to narrow down your search using MyVector’s search features.

4.5.2. Mentors can be someone the mentee already knows and would like to begin an informal

mentoring relationship with. These mentoring relationships can be informal; however, it is

strongly encouraged that mentors and mentees in these informal connections enter a profile in

MyVector to indicate the mentoring relationship.

4.6. Preparing a Mentoring Plan.

4.6.1. Mentees create a career development vision statement, which is a future state of

achievement.

4.6.2. Mentees understand the difference between mentoring relationships and what the

purpose of mentoring sessions are.

4.6.3. Mentees and mentors review web-based training resources on MyVector.

4.6.4. Mentees formulate solid and achievable short- and long-term goals in the mentoring

plan on MyVector and are fully committed to achieving each goal.

4.6.4.1. Mentees identify milestones for each goal to indicate achievement.

4.6.4.2. Mentors provide feedback throughout the mentee’s goal achievement process.

4.6.5. Mentors and mentees track progress, evaluate status of overall plan, and revise the plan,

as necessary.

DAFMAN36-2643 12 SEPTEMBER 2023 17

4.7. Recommended Reading for Mentors and Mentees.

4.7.1. Air Force Doctrine, Operational Capabilities, History, and Heritage. Mentors should

encourage mentees to be familiar with Air Force doctrine, history, and heritage; air, space, and

cyberspace capabilities; and operational warfighting topics. The LeMay Center for Doctrine

Development and Education and Profession of Arms Center of Excellence have many valuable

resources in this area.

4.7.2. Air Force Core Values and Guardian Ideals. Air Force Core Values include Integrity

First, Service Before Self, and Excellence in All We Do. Engage in discussion on how personal

core values align with Air Force Core Values. Applicable references include Air Force

Doctrine Publication 1, the United States Air Force A Profession of Arms: Our Core Values,

“The Little Blue Book”. USSF Guardian Ideals are found at

https://media.defense.gov/2021/Sep/21/2002858512/-1/-

1/1/GUARDIAN%20IDEAL%20-%20FINAL.PDF.

4.7.3. Diversity and Inclusion. DAF professional capabilities and war fighting skills are

enhanced by diversity among its personnel. Airmen and Guardians working in a diverse and

inclusive environment learn to maximize individual strengths and combine individual abilities

and perspectives for better performance by teams and the organization. (Reference AFI 36-

7001).

4.7.4. Air Force Foundational Competencies. Foundational competencies are the professional

building blocks to develop Air Force leaders across all occupations and organizational levels.

Foundational competency assessment identifies professional leadership strengths and areas for

improvement. Applicable references include DAFPD 36-26, and information on the Force

Development link of the DAF Portal.

4.7.5. Air Force Topics. The CSAF Professional Reading List, Air University, and Air Force

Institute of Technology are all good sources for professional readings. The DAF Portal offers

access to all these plus more.

4.7.6. Leadership, management, and business topics. A mentoring session is a good time to

discuss authors, leaders, and speakers who have had a positive influence on the mentor’s career

or life. The DAF Portal offers access to the DAF e-Learning collection, which includes books,

videos, and courses as well as other no-cost learning opportunities. Another great resource is

the Virtual Force Development Center available to all Air Force members at

https://www.my.af.mil/gcss-

af/USAF/ep/globalTab.do?channelPageId=s0ECF2BB84DBEAE7B014DD46E712201E

ALEX WAGNER

Assistant Secretary

(Manpower and Reserve Affairs)

18 DAFMAN36-2643 12 SEPTEMBER 2023

Attachment 1

GLOSSARY OF REFERENCES AND SUPPORTING INFORMATION

References

DAFPD 36-26, Total Force Development and Management, 15 April 2022

AFI 1-2, Commander’s Responsibilities, 08 May 2014

AFI 33-322, Records Management and Information Governance Program, 20 March 2020

AFI 36-2909, Air Force Professional Relationships and Conduct, 14 November 2019

AFI 36-7001, Diversity and Inclusion, 19 February 2019

DAFI 36-147, Civilian Conduct and Responsibility, 11 January 2023

DAFI 36-2670, Total Force Development, 25 June 2020

DAFMAN 90-161, Publishing Processes and Procedures, 15 April 2022

Air Force Doctrine Publication 1, The Air Force, 10 March 2021

Air Force Officer Force Development Leadership Continuum, Air Force Enlisted Force

Development Leadership Continuum, and Air Force Civilian Force Development Leadership

Continuum, Air Force Portal website, Career and Training, Force Development, AF Continuum

of Learning link

CSAF Professional Reading List, Air Force Portal website

United States Air Force A Profession of Arms: Our Core Values, “The Little Blue Book,” 16

May 2022

United States Office of Personnel Management Assessment Decision Guide, 5 February 2007

Prescribed Forms

None

Adopted Forms

DAF Form 847, Recommendation for Change of Publication

Abbreviations and Acronyms

AFI—Air Force Instruction

AFCA—Air Force Foundational Competency Assessment

AFMAN—Air Force Manual

AFPD—Air Force Policy Directive

AFR—Air Force Reserve

ANG—Air National Guard

CPM—Coaching Program Manager

DAFMAN36-2643 12 SEPTEMBER 2023 19

CoL—Continuum of Learning

DAF—Department of the Air Force

DAFI—Department of Air Force Instruction

DAFMAN—Department of Air Force Manual

DAFPD—Department of the Air Force Policy Directive

FICTP—Federal Internal Coach Training Program

MAJCOM—Major Command

NGB—National Guard Bureau

OPM—Office of Personnel Management

OPR—Office of Primary Responsibility

Office Symbols

AETC/A1D—Air, Education and Training Command Office of Force Development

AF/A1—Deputy Chief of Staff for Manpower Air Force

AF/A1D—Headquarters of the Air Force Office of Force Development

AF/RE—Office of the Chief of Air Force Reserve

AF/SG—Headquarters of the Air Force Surgeon General

NGB/CF—Director of the Air National Guard

USSF/S1—Deputy Chief of Space Operations for Human Capital

Terms

Accredited Coach Training Program—Any program consisting of coach-specific training that

has met the rigid criteria required to be approved by a professional coaching organization.

Airman—According to Air Force Doctrine Publication 1, historically, the term Airman is

associated with uniformed members of the US Air Force (officer or enlisted; regular, Reserve, or

Guard) regardless of rank, component, or specialty. Today, Air Force civilians and members of

the Civil Air Patrol, when conducting missions as the official Air Force Auxiliary, are incorporated

within the broader meaning of the term, Airman.

Client—The individual or team/group being coached, the coach being mentored or supervised, or

the coach of the student coach being trained.

Coaching—A human growth and development process whereby a certified professional coach

partners with a client(s) in a thought-provoking and creative process that inspires them to

maximize their personal and professional potential.

Coach Approach—(as related to leader development and training): A curricula which provides

coaching skills to leaders and managers.

20 DAFMAN36-2643 12 SEPTEMBER 2023

Coaching Professional—Individuals who represent themselves as a credential-holder, in roles

including but not limited to coach, coach supervisor, mentor coach, coach trainer and student of

coaching.

Coaching Program Manager—Permanently assigned full time position responsible for

managing the DAF Coaching Program. Responsibilities include but are not limited to accounting

for and managing the credentialed coach workforce within the DAF; providing training

opportunities to this workforce; making assignments by matching credentialed coaches with

clients; tracking coaching engagements; liaison and coordination with other significant coaching

entities within and external to the federal government; establish and track metrics to show cost vs.

benefit and/or return on investment (ROI) of coaching.

Coaching Relationship—A relationship that is established by the coaching professional and the

client(s)/(s) under an agreement or a contract that defines the responsibilities and expectations of

each party.

Coach-Specific Training—Training that teaches coaching competencies and/or how to apply

technical skills in a coach-like manner, and that encompasses theories and core coaching

competencies designed to prepare an individual to practice as a professional coach.

Change Management—Any project or task that applies a structured approach to transition an

organization from a current state to a future state to achieve expected benefits.

Competencies—Observable, measurable pattern of knowledge, skills, behaviors, and other

characteristics needed to perform foundational or occupational functions successfully.

Continuum of Learning (CoL)—Career-long process of individual development where

challenging experiences ae combined with education and training through a common taxonomy to

produce Airmen and Guardians who possess the tactical experience, operational competence, and

strategic vision to led and execute the full spectrum of Department of the Air Force missions.

Confidentiality—Protection of any information obtained around the coaching engagement unless

consent to release is given.

Conflict of Interest—A situation in which a coaching professional is involved in multiple interests

and serving one interest could work against or conflict with another. This could be financial,

personal, or otherwise.

Credentialed Coach—A credential is a qualification, achievement, personal quality, or aspect of

a person's background, taken into consideration when used to indicate suitability for something.

The DAF acknowledges that a credentialed coach may have acquired the formal training,

background, and subsequent credential required to be successful in coaching from any one of an

array of recognized credentialing authorities. As such, should a coach with existing credentials

from a credentialing authority desire to be part of the DAF coach cadre, that individual must

demonstrate commensurate education and experience, to be accepted into the DAF coach cadre.

The DAF Coaching Program Manager is responsible for making this assessment on a case-by-case

basis. The following are representative examples of organizations that provide coaching

credentials that can be recognized by the DAF Coaching Program Manager:

• International Coach Federation (ICF)

• Board Certified Coach (BCC)

• Center for Credentialing and Education (CCE)

DAFMAN36-2643 12 SEPTEMBER 2023 21

• Worldwide Association of Business Coaches (WABC)

• Association for Coaching (ACC)

• Association for Professional Executive Coaching and Supervision (APECS)

Diversity—Composite of individual characteristics, experiences, and abilities consistent with the

DAF Core Values, Guardian Ideals, and mission. Diversity includes, but is not limited to, personal

life experiences, geographic background, socioeconomic background, cultural knowledge,

educational background, work background, language abilities, physical abilities,

philosophical/spiritual perspectives, age, race, ethnicity, and gender.

Education—Process of imparting general bodies of knowledge and habits of mind applicable to a

broad spectrum of endeavors to intellectually prepare individuals to deal with dynamic

environments and solve ill-defined problems by using critical thought and reasoned judgment.

Education programs prepare Airmen and Guardians to successfully anticipate and meet challenges

across the range of military operation.

Equality—A situation in which all people experience inclusion, access to resources and

opportunities, regardless of their race, ethnicity, national origin, color, gender, sexual orientation,

gender identity, age, religion, immigration status, mental or physical disability, and other areas of

human difference.

Experience—Active participation/involvement in positions, events, or activities leading to the

accumulation of knowledge or skill that can be utilized to meet mission requirements.

External Coach—A professional coach practitioner, who is either self-employed or partners with

other professional coaches, to form a coaching business.

Force Development (FD)—Deliberate process of preparing Airmen and Guardians through the

CoL with the required competencies to meet the challenges of current and future operating

environments. Foundational development results in leadership, management, and warrior ethos

proficiency. Occupational development results technical skill proficiency.

Formal Mentoring—Professional and individual development of mentees. Characteristics of

formal mentoring include establishment of a mentoring strategy with specific objectives,

expectations, and outcomes that are connected to the benefits of the organization.

Foundational Competencies—Common taxonomy used to implement the CoL. These leadership

competencies are expected of all Airmen and Guardians, throughout their careers, and are the

competencies needed to operate successfully in the constantly changing environment in which they

function. The three categories of these competencies are mapped to the DAF leadership levels.

Goal—Measurable milestone that is established to indicate success of a plan. A mentee commits

to achieving the goal. Goal may be long-term or short term. Long-term goal is the ultimate desired

result of a career plan that is to be accomplished in the future. Short-term goal is a precise desire

of the plan that is accomplished in a limited period that can lead to accomplishing the long-term

goal.

Inclusion/Inclusive—Encompasses providing individuals challenging tasks, responsibility within

their span of control, and support to grow and develop. It involves extending consideration to all

qualified candidates. Inclusion provides an opportunity for individuals to be a part of “the team,”

thus, motivating them to employ their talents and contribute to the organization and mission.

Potential returns on investment include member/employee development, improved performance,

22 DAFMAN36-2643 12 SEPTEMBER 2023

increased productivity, reduced attrition, and making the DAF more attractive to potential

applicants. Coupled with diversity, inclusion is essential for the DAF to expand its competitive

advantage.

Informal Mentoring—Unstructured mentoring with no planned objectives and expectations

where the mentoring relationship may last a long time with an emotional commitment.

Internal Coach—A professional coach practitioner, who is employed within an organization and

has specific coaching responsibilities identified in their job description and/or recognized under

the guise of “other duties as assigned.”

Leadership—Art and science of motivating, influencing, and directing Airmen and Guardians to

understand and accomplish the DAF mission. See Air Force Doctrine Publication 1 for detailed

explanation.

Mentor—Wise, trusted, and experienced individual who shares knowledge, experience, and

advice with a less experienced person.

Mentee—Individual who desire to expand his/her knowledge and skills by gaining advice from a

more experienced individual.

Mentoring—Collaborative professional relationship between the mentor and mentee where the

mentor helps the mentee work toward the fulfillment of clearly defined goals.

Mentoring Plan—Document that serves as a roadmap for facilitating mentoring expectations,

career goals, and developmental goals. It serves as a communication tool between Airmen and

Guardians and their mentors.

Occupational Competencies—A set of competencies required of all Airmen and Guardians

within a specific workforce category (a group of functions requiring similar work, i.e.,

Engineering). They describe technical/functional skills, knowledge, abilities, behaviors, and other

characteristics needed to successfully perform that function’s mission.

Operational Psychologist—A postdoctoral specialist that focuses on the application of

psychological science to the operational activities conducted in support of national security,

defense, and public safety. Operational psychologists have advanced training in coaching and

organizational consultation. They develop and execute personnel selection and talent management

activities and are experts in the behavioral science principles that underpin all approaches to

coaching.

Professional Coach Practitioner—An individual certified through an internationally recognized

professional coaching organization, who provides an ongoing partnership designed to help clients

produce fulfilling results in their personal and professional lives. The coach’s job is to provide

support to enhance the skills, resources, and creativity that the client already has.

Records Disposition Schedule—Document providing mandatory instruction for the lifecycle

management of records (and non-record materials) in any format or media type. The Records

Disposition Schedule provides for the disposition of records when agency business need for the

records ceases, i.e., destruction of temporary records and transfer of permanent records to the

National Archives of the United States.

DAFMAN36-2643 12 SEPTEMBER 2023 23

Training—Set of events or activities presented in a structured or planned manner through one or

more media for the attainment and retention of skills, knowledge, and attitudes required to meet

job performance requirements. This involves the coaching and mentoring of Airmen and

Guardians, resulting in proficiency development.

24 DAFMAN36-2643 12 SEPTEMBER 2023

Attachment 2

ROLES OF A MENTOR VS A COACH

A2.1. Mentor and Coach Roles. Coaching and mentoring are two distinct forms of leadership

development; however, one is not better than the other. The two complement each other and are

situationally dependent. This table provides a brief visual overview of the differences between

each role.

Table A2.1. Mentor and Coach Roles.

DAFMAN36-2643 12 SEPTEMBER 2023 25

Attachment 3

COACHING FAQS

The following is for the Voluntary DAF Coaching Program Only.

WHAT IS THE DIFFERENCE BETWEEN COACHING and MENTORING,

COUNSELING, OR ADVOCATE?

While there are some similarities between mentoring and coaching, there are some important

differences between the two relationships. Mentoring is an association focused on building a

two-way, mutually beneficial relationship for long-term career movement and knowledge

management. During the mentoring relationship, the mentor is talking with a person who has

identified their needs prior to entering a mentoring relationship.

Coaching is a structured association focused on behavior and performance to improve present

work issues or handle specific aspects of the job and/or your personal life. During the coaching

relationship, the coach is talking to a person, identifying the needs, and developing an action

plan. Coaching is focused on helping the client gain clarity on their area of interest by asking

powerful questions. Generally, the coach is not providing advice or guidance. A coaching

agreement is completed at the start of the coaching engagement identifying the goal to be

achieved or skills to be learned.

Coaching vs. Counseling: The coach is not a therapist and will not engage with a client in need

of psychological treatment. Counseling, in general, has a focus on the past and present; and is

problem solving oriented whereby the counselor uses their expertise in treating mental illness. In

the counseling dynamic, the therapist is assumed to be the expert. Coaching is collaborative and

creative between client and coach; and the focus is in the present and future. In the coaching

relationship, the client is the expert, and the coach is a guide.

Coaching vs. Advocacy: An advocate for an individual works towards a specific targeted

outcome in terms of assisting the individual with career progression. This is a prohibited practice

for DAF civilians as it infringes upon the merit principals. The coach provides a much wider

scope of assistance to the client; with human growth and development outcomes derived from

the client. The client has complete responsibility and accountability for achieving these.

WHY WORK WITH A COACH?

In a coaching relationship, the client is the expert in defining what the client wants and what

works best for the client. A coach is an objective observer, identifying options and obstacles one

may not have considered, pinpointing habits that get in the way of achieving desired outcomes

and goals, and guiding in the development of the client’s plan of action. A coach supports the

client’s efforts to act, try new strategies, and find new tools and holds the client accountable to a

plan.

26 DAFMAN36-2643 12 SEPTEMBER 2023

WHEN SHOULD YOU CONSIDER COACHING?

• ONBOARDING - Onboarding or orientation of a new employee, new supervisors or team

member is an ideal time to offer coaching. Providing support for someone joining a new team

and a new function from outside the Agency or department can reap dividends in reducing

acclimation time.

• SKILLS DEVELOPMENT - Coaching can be used to effectively develop and enhance specific

skills and DAF Foundational Competencies.

• TRANSITION MANAGEMENT - When a leader moves through a transition into a

significantly more senior role or their job changes, coaching can assist the leader in this journey.

For example, when a technical person becomes a team leader or a supervisor for the first time, or

a supervisor becomes a manager for the first time, or a manager prepares to enter the senior

executive service, they all need to learn new ways of being and working. It can be a challenge to

develop these new muscles and coaching can really help leaders through the various phases of

change.

• FEEDBACK DEBRIEFING & DEVELOPMENT PLANNING - Feedback debriefing typically

involves the use of leadership assessment feedback and consists of a limited number of sessions

focused on data analysis, interpretation, and the creation of a development plan.

• CHANGE MANAGEMENT - Coaching can be used to drive large scale organizational change.

In moving through the phases of change including preparing for, managing, and sustaining the

change, leaders are served well by having a coach as a thought partner to explore change options

and mitigate obstacles to the change throughout the entire process.

• CAREER COACHING - Career coaching focuses on the employee’s career aspirations, work-

life decisions, career transitions, and related activities.

• PERFORMANCE MANAGEMENT - Coaching can assist the supervisor or manager in being

intentional about providing ongoing feedback and support to the employee throughout the year.

DOES COACHING HAVE ANYTHING TO DO WITH MY PERFORMANCE

EVALUATION?

No. There is no connection between your performance evaluation and your coaching experience

in terms of expectations from your supervisor or chain of command; however, it does have a lot

to do with your own goals and strategies you set for yourself and your own development.

Coaching is completely confidential, and this is one of its hallmarks and how it is differentiated

from other leadership or talent development processes.

WHAT DOES A COACHING ENGAGEMENT LOOK LIKE?

Coaching sessions can take place in-person, phone or virtual based on your needs. You and your

coach will determine which format works best for the both of you. During each session, the

client will be asked to identify the topic or focus of the session. This is your opportunity as the

client to identify what you want to work on. The coach then provides the direction. The coach

listens, asks questions, motivates, and provides honest feedback to help you identify and clarify

your vision, goals, strategies, plans and solutions. Coaching sessions typically last 45 minutes

and take place every week or every other week. Towards the latter half of your coaching

engagement, you may see your coach once per month as you work on more complex goals. This

gives you time between coaching sessions to work on your goals, understand what your next

steps towards your goals need to be.

DAFMAN36-2643 12 SEPTEMBER 2023 27

WHY DO LEADERS NEED COACHING SKILLS?

Coaching is a powerful tool for any leader or manager seeking to develop others in a learning

organization and maximize employee performance and engagement. Coaching skills, when

employed continuously in the manager/employee relationship, equip employees with tools to

develop themselves. Coaching skills are different from an official coaching engagement. A

manager should never formally coach a subordinate as it goes against ethical coaching practices.

Coaching managers do not always have all the answers, but they utilize powerful questions and

act as a catalyst to assist the employee’s learning process. Employing coaching skills and

providing effective feedback with employees is an effective way to build trust and understanding

between the supervisor and the employee and aligns the roles and goals of a remote team.

HOW DO I GET A COACH?

See DAF coaching opportunities at https://www.af.mil/About-Us/Coaching/.

HOW DO I BECOME A COACH?

Those interested in becoming a coach can complete the Coaching Culture Facilitators Course

(CCFC) offered twice per year. This course is open to mid-level and senior leaders currently.

Applications are accepted through MyVector. However, one may apply to be a DAF coach if

they have completed a minimum of 60 hours of accredited coach training and have completed a

minimum of 30 hours of coaching. Documentation of both is required to be considered.

28 DAFMAN36-2643 12 SEPTEMBER 2023

Attachment 4

DEPARTMENT OF THE AIR FORCE CODE OF ETHICS FOR COACHES

The following is for the Voluntary DAF Coaching Program Only.

The Department of the Air Force (DAF) Code of Ethics is composed of two (2) main parts:

Introduction: The Code of Ethics describes ethical principles and ethical standards of behavior

for all DAF coaching professionals. Meeting these ethical standards of behavior is the first of the

core coaching competencies (Core Competencies) – “Demonstrates ethical practice: understands

and consistently applies coaching ethics and standards.” The Code of Ethics serves to uphold the

integrity of DAF and the global coaching profession by:

Setting standards of conduct consistent with DAF Core Values, Guardian Ideals, and ethical

principles.

Guiding ethical reflection, education, and decision-making.

The Code of Ethics applies when DAF coaching professionals represent themselves as such, in

any coaching-related interaction. This is regardless of whether a coaching relationship has been

established. This code articulates the ethical obligations of DAF coaching.

Professionals who are acting in their different roles as coach, coach supervisor, mentor coach,

trainer, or student coach-in-training.

The challenge of working ethically means that members will inevitably encounter situations that

require responses to unexpected issues, resolution of dilemmas, and solutions to problems. This

Code of Ethics is intended to assist those persons subject to the code by directing them to the

variety of ethical factors that may need to be taken into consideration and helping to identify

alternative ways of approaching ethical behavior. DAF coaching professionals who accept the

Code of Ethics strive to be ethical, even when doing so involves making difficult decisions or

acting courageously.

Ethical Standards. The following ethical standards are applied to the professional activities of

DAF coaching professionals:

Section I – Responsibility to Clients.

As a coaching professional, I:

Explain and ensure that, prior to or at the initial meeting, my coaching client(s) understand the

nature and potential value of coaching, the nature and limits of confidentiality, financial

arrangements, and any other terms of the coaching agreement.

Create an agreement / contract regarding the roles, responsibilities and rights of all parties

involved with my client(s) prior to the commencement of services.

DAFMAN36-2643 12 SEPTEMBER 2023 29

Maintain the strictest levels of confidentiality with all parties as agreed upon. I am aware of and

agree to comply with all applicable laws that pertain to personal data and communications.

Have a clear understanding about how information is exchanged among all parties involved

during all coaching interactions.

Have a clear understanding with clients about the conditions under which information will not be

kept confidential (e.g., illegal activity, if required by law, pursuant to valid court order or

subpoena; imminent of risk of danger to self or others; etc.). Where I reasonably believe one of

the above circumstances is applicable, I may need to inform appropriate authorities.

When working as a DAF coaching professional, manage conflicts of interest or potential

conflicts of interest with my coaching client(s) through coaching agreement(s) and ongoing

dialogue. This should include addressing organizational roles, responsibilities, relationships,

records, confidentiality, and other reporting requirements.

Maintain, store, and dispose of any records, including electronic files and communications,

created during my professional interactions in a manner that promotes confidentiality, security,

and privacy, and complies with any applicable laws and agreements. Furthermore, I see to make

proper use of emerging and growing technological developments that are being used in coaching

services (technology-assisted coaching services) and to be aware of how various ethical

standards apply to them.

Remain alert to indications that there might be a shift in the value received from the coaching

relationship. If so, make a change in the relationship or encourage the client(s) to seek another

coach, seek another professional or use a different resource.

Respect all parties’ right to terminate the coaching relationship at any point for any reason during

the coaching process subject to the provisions of the agreement.

Am sensitive to the implications of having multiple contracts and relationships with the same

client(s) at the same time to avoid conflict of interest situations.

Am aware of and actively manage any power or status difference between the client and me that

may be caused by cultural, relational, psychological, or contextual issues.

Disclose to my clients the potential receipt of benefits I may receive for referring my clients to

third parties.

Assure consistent quality of coaching regardless of the intrinsic or extrinsic reward I may or may

not receive as the result of any relationship.

30 DAFMAN36-2643 12 SEPTEMBER 2023

Section II – Responsibility to Practice and Performance as a DAF Coaching Professional, I:

Adhere to the Code of Ethics in all my interactions. When I become aware of a possible breach

of the Code by myself or I recognize unethical behavior in another coaching professional, I

respectfully raise the matter with those involved. If this does not resolve the matter, I refer to a

formal authority (e.g., DAF Coaching PM/support staff) for resolution.

Require adherence to the Code of Ethics by all support personnel.

Commit to excellence through continued personal, professional, and ethical development.

Recognize my personal limitations or circumstances that may impair, conflict with, or interfere

with my coaching performance or my professional coaching relationships. I will reach out for

support to determine the action to be taken and, if necessary, promptly seek relevant professional

guidance. This may include suspending or terminating my coaching relationship(s).

Resolve any conflict of interest or potential conflict of interest by working through the issue with

relevant parties, seeking professional assistance, or suspending temporarily or ending the

professional relationship.

Maintain the privacy of DAF employees and use the DAF employee contact information (email

addresses, telephone numbers, and so on) only as authorized by DAF or the client.

Section III – Responsibility to Professionalism as a DAF Coaching Professional, I:

Identify accurately my coaching qualifications, my level of coaching competency, expertise,

experience, training, certifications, and professional coaching credentials.

Make verbal and written statements that are true and accurate about what I offer as a DAF

coaching professional, and that which is offered by DAF, the coaching profession, and the

potential value of coaching.

Communicate and create awareness with those who need to be informed of the ethical

responsibilities established by this Code.

Hold responsibility for being aware of and setting clear, appropriate, and culturally sensitive

boundaries that govern interactions, physical or otherwise.

Do not participate in any sexual or romantic engagement with client(s). I will be ever mindful of

the level of intimacy appropriate for the relationship. I take the appropriate action to address the

issue or cancel the engagement.

DAFMAN36-2643 12 SEPTEMBER 2023 31

Section IV – Responsibility to Society as a Coaching Professional, I:

Avoid discrimination by maintaining fairness and equality in all activities and operations, while

respecting DAF Diversity, Equity and Inclusion policies, regulations and client centered cultural

practices as applicable. This includes, but is not limited to, discrimination based on age, race,

gender expression, ethnicity, sexual orientation, religion, national origin, disability, or military

status.

Recognize and honor the contributions and intellectual property of others, only claiming

ownership of my own material. I understand that a breach of this standard may subject me to

legal remedy by a third party.

Am honest and work within recognized scientific standards, applicable subject guidelines and

boundaries of my competence when conducting and reporting research.

Am aware of mine own and my clients’ impact on society. I adhere to the philosophy of “doing

good” versus “avoiding bad.”

The Pledge of Ethics of the Coaching Professional: As a DAF coaching professional, in

accordance with the standards of the Code of Ethics, I acknowledge and agree to fulfill my

ethical and legal obligations to my coaching client(s) and colleagues and to the public at large. If

I breach any part of the Code of Ethics, I agree that DAF in its sole discretion may hold me

accountable for so doing. I further agree that my accountability to DAF for any breach may

include sanctions, such as mandatory additional coach training or other education, or loss of my

DAF coaching status and/or further reporting to my coach credentialing organization.

32 DAFMAN36-2643 12 SEPTEMBER 2023

Attachment 5

SUPERVISOR APPROVAL FOR EMPLOYEE TO PARTICIPATE AS A CERTIFIED

DEPARTMENT OF THE AIR FORCE COACH

The following is for the Voluntary DAF Coaching Program Only.

The Department of the Air Force (DAF) established a formal coaching program to organize DAF

coaching efforts, respond and fulfill coaching needs in a strategic and cohesive way, and ensure

access to coaching services, including the services of well-qualified, certified internal DAF

coaches. Part of the strategy envisions forming an internal DAF coach cadre to leverage the

collective skills and experiences of Certified DAF coaches, thus reducing the need for costly

contract coaching services.

Credentialed DAF coaches must have credentialing from an accredited coaching training

program (ACTP). (T-1) Examples include the International Coach Federation credential of either

Associate Certified Coach (ACC), Professional Certified Coach (PCC) or Master Certified

Coach (MCC) level or equivalent credentials from a similar type of organization such as the

Center for Credentialing and Education Board Certified Coach (BCC) or European Mentoring

and Coaching Council accreditation. A credentialed DAF coach must obtain written approval

from their supervisor to do the following on an annual basis: (T-1)

• Provide up to six clients/ 48 sessions of coaching and/or coaching related activities for

two years while assigned to the DAF internal coach cadre.

• Participate in DAF coach cadre activities, including monthly coach cadre calls and

attending an annual DAF coaching workshop (travel to be paid by coach’s program

office).

• Complete 8 hours of continuing coach education annually.

• Support the DAF Coaching Program Manager to share responsibilities in supporting the

DAF Coaching Program, to include facilitating coaching training, educating employees

on the benefits of coaching, assisting in program evaluation and improvement projects,

etc.

In recognition of the forgoing, I approve of my employee’s participation as a Certified DAF

coach in The DAF Coaching Program. I will review their continued participation in the DAF

Coaching Program on an annual basis and may withdraw approval due to workload or other

considerations.

______________________________ ___________

Supervisor Signature Date

DAFMAN36-2643 12 SEPTEMBER 2023 33

Attachment 6

MENTEE AND MENTOR CHECKLISTS

Table A6.1. Mentee Checklist.

MENTEE CHECKLIST

(Mentee should be proactive about professional development)

Item

Comment

Mentee populates career plan and pyramid in

MyVector

Mentee completes the mentoring plan in

MyVector and sends to mentor

Mentee consults with mentor on expectations

for meetings

Mentee records discussed topics and feedback

in the mentoring plan

For leadership development, mentee completes

Air Force Foundational Competency

Assessment (AFCA) on Air Force Portal and

shares results with mentor

For technical development, mentee should

consult with Career Field Manager for

occupational assessment and shares results

with mentor

Mentee explores professional developmental

opportunities on MyVector for achieving

goals and objectives

Mentee amends the mentoring plan as needed

by focusing on developmental needs

Mentee evaluates success of mentoring

relationship

34 DAFMAN36-2643 12 SEPTEMBER 2023

Table A6.2. Mentor Checklist.

MENTOR CHECKLIST

(Mentor shares in the mentee’s career development journey)

Item

Comment

Mentor reviews mentee’s education, training,

experience, and career field development path

Mentor guides mentee to make decisions based on

personal reflections, analytical thinking, and

discussion

Mentor asks mentee questions to stimulate growth

Mentor ensures discussed topics and feedback are

recorded in the mentoring plan

Mentor explores professional developmental

opportunities for achieving goals and objectives

Mentor encourages mentee to reflect regularly on

goals, achievement, and areas for improvement

Mentor discusses with the mentee amendment of

the mentoring plan

Mentor evaluates success of mentoring relationship

DAFMAN36-2643 12 SEPTEMBER 2023 35

Attachment 7

TYPES OF MENTORING RELATIONSHIPS

Table A7.1. Types of Mentoring Relationships.

Type

Description

Advantage

Flash

Mentoring

Busy leaders are recruited to become

mentors without committing a lot of

time. Mentees are assigned at random

and can meet for just one session.

Mentors share lessons learned,

experiences, and advice to the mentees.

After initial meeting, mentors and

mentees can decide if they would like to

continue the mentoring relationship.

Opportunity to learn from executives

without a long- term commitment.

Group

Mentoring

One or more mentors address a large

audience of mentees. As each mentor

introduces concepts, answers questions, or

relays guidance, they engage the entire

group in the conversation. Can be

facilitated group mentoring, peer-group

mentoring, or team mentoring.

Opportunity to extend its mentoring

efforts by reaching more mentees in a

time- efficient manner. Also resolves the

issues of not having enough mentors and

can promote diversity of

thinking, practice, and

understanding.

Peer

Mentoring

Relationship with an individual within

the same grade and/or job series.

Purpose is to support colleagues in their

professional development and growth, to

facilitate mutual learning, and to build a

sense of community. It is not hierarchical,

prescriptive, judgmental, or

evaluative.

Mentees sometimes learn better from

their friends, associates, or individuals

with similar backgrounds and career

interests.

Reverse

Mentoring

Mentoring of a senior (in age,

experience, or position) person by a

junior individual. Aims to help share

unique knowledge sets, possibly in the

field of information technology,

computing, or internet communications.

Ability to create and maintain an

attitude of openness regardless of status,

power, or position

Situational

Mentoring

Providing the right help at the right time

by a mentor when a member needs

guidance, advice, or constructive

correction.

Informal mentoring that usually occurs

as a short-term fix to address an

immediate situation but can transition to

a more long-term connection over time if

both the mentor and mentee are inclined

to do so.

36 DAFMAN36-2643 12 SEPTEMBER 2023

Speed

Mentoring

Series of short, focused conversations

about specific questions where mentors

meet with several mentees in time slots.

Mentors and mentees connect in a

meaningful, fun, and fast-paced way.

Group speed mentoring is a variation of

flash mentoring where a mentor meets

with a small group of mentees and then

rotates to another group of mentees

immediately afterward.

Mentees are concentrating on key areas

of discussion or interest and are

provided a variety of viewpoints and

exchange of ideas for consideration.

Mentees able to meet numerous matches

in a short period of time; may lead to

future mentoring relationships.

Supervisory

Mentoring

An inherent responsibility of leadership

and most frequently used is informal and

related to day-to-day guidance about the

current job.

As leaders, supervisors should also

encourage outside mentoring

relationships, informal and formal, and

allow employees time to cultivate the

mentoring relationships.

Virtual

Mentoring

Using electronic tools such as

videoconferencing, the DAF web- portal

resource MyVector, or email to mentor

individuals.

Recommend mentor and mentee meet

face-to-face when it is possible.

Helpful for career fields whose members

are geographically dispersed, for

personnel who work alternating shifts or

night shifts, for personnel who are

deployed, or for personnel who are in

remote areas. Can be a tool to engage an

increasingly tech-savvy population.

DAFMAN36-2643 12 SEPTEMBER 2023 37

Attachment 8

MENTORING RESOURCES

Mentoring Resources.

The following pages contain a list of resources, including an online mentoring system, reading

material, and outside organizations, associations, and programs that support various segments of

the military and civilian population. This list is not all inclusive and is provided for information

only and should not be considered an endorsement by the DAF.

MyVector.

MyVector is a web-based resource for Total Force Airmen and Guardians that lets them access

career field, education, and training information from one website customized to each user’s

needs. Located on the DAF Portal, this system gives Airmen and Guardians access to their

records, career field information, and a means to communicate with peers through a forum chat

area. It also allows an Airman to request a mentor or be matched with a mentor. The mentoring

section of MyVector contains information to assist mentors and mentees alike as they establish

career goals and objectives. Mentees can connect with their mentors using this platform, and the

mentor will be able to view their mentee’s developmental progress to provide feedback and

recommendations.

Mentors and mentees are encouraged to access and explore the mentoring section of MyVector

to find a wealth of mentoring information and applications. The use of MyVector is especially

beneficial in instances where face-to-face mentoring is inhibited by geographic distance or

schedule conflicts.

Resources available on MyVector help mentors and mentees assess capabilities, build a

mentoring plan, and guide mentees toward reaching their goals. These electronic tools provide

direction to aid in planning education, training, and experiential assignments to support

individual career development as well as the overall DAF mission.

The virtual Force Development Center.

The virtual Force Development Center (vFDC) is located on the AF Portal site and provides a

clearinghouse of leadership development resources.

The vFDC features learning programs based on the AF foundational competencies and may be

recommended by mentors as a development opportunity for mentees.

Resources available through the center are free, flexible, and available on- demand. In addition,

the center features a learning program created to assist new or experienced mentors who may

want to refresh their competencies.

38 DAFMAN36-2643 12 SEPTEMBER 2023

Online Central Products.

DoD Mentoring Resource Portal has mentoring resources that are provided to reinforce and

influence an enduring mentoring culture throughout the Department.

OPM’s Federal Leadership Development Program has a searchable electronic library of

programs offered by Federal departments and agencies to foster the development of leadership

skills in their employees.

Skillsoft Courses (Air Force Portal, click on “AF e-Learning” under the heading of Career and

Training). AF e-Learning courses, such as “Mentoring as a Manager,” “Mentoring Effectively,”

and “Mentoring Strategies for the 21st Century” are provided.

Books24x7.

Numerous books about the mentoring process and resources for mentees can be found on the Air

Force Portal. Click on “AF e-Learning” under the heading of Career and Training use for self-

development.

Best Practices: Mentoring, United States Office of Personnel Management, September 2008.

List of Best Practices found on MyVector.

Organizations and Associations.

These organizations and associations support various segments of the military population and

may be useful in helping to facilitate mentoring relationships. This list is not all-inclusive, is

provided for information only, and should not be considered an endorsement of their activities by

the DAF.

National Organizations for Certification and Licensing. The base education center has a list of

nationally recognized organizations that authorize licensing and certification programs, to

include who is eligible to apply.

Base Professional Organizations. There are several professional organizations which are active at

individual bases under guidance from the host command. These organizations focus on

developing their members and supporting the base and local communities. The list of

organizations includes Company Grade Officer Council (CGOC), Chiefs Group, Top III, Council

5/6, Junior Enlisted Council, First Four, and others.

Professional Military Associations (and professional military-affiliated associations). These

associations focus in some manner on advancing the interests of the Armed Forces and/or

military professionalism and are often oriented toward military veterans, specific military units,

occupational fields/skills, campaigns, or other groups.