The Air Force Special Warfare training pipeline produces experts in combat search and rescue, tactical air control, and special reconnaissance who can do their jobs in the most challenging circumstances alongside the military’s toughest special operators.
It takes years to hone the long list of technical skills—everything from infantry tactics to closed circuit SCUBA diving—that special warfare Airmen need to do their jobs.
But a federally funded think tank identified four nontechnical attributes—drive, teamwork, trainability, and stress tolerance—that are not deliberately developed, which could hamper trainee development during the pipeline and later in their careers. The Air Force says these traits are crucial for effective special operators.
“Initial skills training for Air Force Special Warfare is designed to efficiently teach unskilled Airmen the technical knowledge and skills required to perform a particular occupational specialty,” the RAND Corporation wrote in a Dec. 27 report. “However, there is an emerging need to also develop the nontechnical attributes (e.g., teamwork, stress tolerance) required to effectively learn and perform jobs in an increasingly dynamic and uncertain future.”
The Pipeline
The Air Force Special Warfare Training pipeline starts with the special warfare candidate course, followed by the special warfare assessment and selection course, both at Joint Base San Antonio-Lackland, Tex. Part of the goal of those courses is to put candidates through intense physical training to see if they can handle the demands of the profession.
Those who pass through assessment and selection go on to a series of schools across the country such as pre-dive swimming and water confidence, static line parachuting, freefall parachuting, and survival, evasion, resistance, and escape (SERE) training.
After that, candidates go to apprentice courses for pararescue, special reconnaissance, and combat control, where they learn the tools of their specific trade, then on to a formal training unit to refine those skills.
The whole thing takes about two years, or about a year for tactical air control party (TACP) Airmen, but RAND focused on the apprentice courses and formal training units, where much of the job-specific technical training takes place.
“This course … is four months of a firehose of information,” one TACP student told RAND. “We probably have, like, 60 or 70 different PowerPoints that you had to know … and then you have to therefore apply that knowledge in those tactical problems.”
Instructors at the courses noticed shortcomings in four key areas:
- Drive: which RAND defines as taking deliberate and persistent action to accomplish tasks and goals to high standards.
- Stress tolerance: the ability to continue performing under difficult, unpredictable, and ambiguous conditions
- Teamwork: working productively with others and adapting to different roles and situations
- Trainability: the capability to learn and execute core tasks and duties, particularly at the fast space of special warfare training.
Inherent Expectations
To an extent, candidates are expected to show up to the apprentice courses and formal training units with these attributes already in place.
“We don’t have enough time to teach these guys,” one pararescue apprentice course leader told RAND. “So, you end up seeing who studied enough, who practiced on their own, because when they don’t, they fail.”
Indeed, the Special Warfare Training Wing makes clear on its website that the wing provides expert instruction, but candidates are expected to bring nontechnical attributes like the four noted in the RAND report. Candidates also have to develop those attributes by nature of surviving the pipeline.
“[We are] trying to strike the balance between how much do you firehose them with challenges and information versus how easy do you go,” a pararescue apprentice course leader said. “And the side that we default to is the firehose, because generally speaking, the harder you push them, the better they do.”
There are informal opportunities to encourage nontechnical attributes through feedback and mentorship. One TACP leader mentioned pulling aside students for a course correct.
The majority of AFSPECWAR students are performing well, RAND wrote, but there is room for improvement: instructors indicated that several nontechnical attributes are unevenly developed across initial skills training.
“If you don’t maintain a high level of drive, you’re not going to be successful, so that’s important,” one TACP formal training unit leader said. “But I don’t know if we are training that appropriately.”
Case in point, one combat control/special reconnaissance apprentice course instructor noticed students trying to get away with decreased effort.
“They’re trying to find an easy way to get everything accomplished and take shortcuts on just about everything now,” the instructor said. “And that is a theme that’s been going on for probably about—since I’ve been here.”
Instructors and leadership noticed similar gaps in teamwork, due in part to the current assessment and selection process, one pararescue leader said.
“Definitely, there’s a lack of teamwork,” the leader said. “That’s by far the most obvious characteristic. They’re selected as individuals.”
Likewise, trainability is something candidates are expected to already have when they show up to class.
“We teach a hell of a lot, and we expect them to acquire it, but we aren’t teaching them how to learn,” a pararescue leader said. “That meta aspect of it is not there.”
“I don’t know that we’re assessing whether or not they are capable of acquiring knowledge or if they are good at learning new skills,” a TACP leader said.
How to Improve
The Air Force Special Warfare Training Wing is not alone in trying to hone soft skills amid a packed curriculum. Long thought to be an inherent trait among successful fighter pilots, stress tolerance is actually a skill that Air Force pilot trainers have focused on over the past eight years or so.
“It’s kind of a default that you either sink or swim, and it was certainly when I went to pilot training in 2010,” Hasard Lee, an F-35 instructor pilot, told Air & Space Forces Magazine in 2023. “That’s an effective technique, you know the people who come out the other side are going to be solid. But the problem is the training is very expensive … so if people get halfway through that training and wash out because they have some issues with being resilient, that could waste a lot of taxpayer money.”
Cognitive performance training, rooted in techniques such as positive psychology, diaphragmatic breathing, and visualization, have already saved many pilot students from washing out, improved the performance of others, and reduced the number of hours needed to master pilot skills.
Similarly, RAND suggested that a deliberate effort on drive, teamwork, stress tolerance, and trainability could improve outcomes. Rather than carve out a training block on nontechnical attributes, RAND recommended weaving attribute development into the rest of the course.
“[S]ome events could present multiple opportunities to demonstrate one or more attributes,” researchers from the think tank wrote. “These events should be considered as sources for collecting formal evaluation data and for tracking individual-level changes over time (e.g., mission brief during full mission profile to evaluate Communication).”
It takes skilled instructors to recognize those opportunities, so RAND authors also called for teaching instructors when to provide feedback and when to let students make mistakes; students indicated such feedback was not always consistent or constructive. The think tank also recommended reintroducing interviews to prescreen instructors, a practice that had been abandoned due to resource limitations.
Other recommendations included:
- Reward students’ efforts and improvement on attribute-related behaviors through feedback, since objective standards for nontechnical attributes are generally undefined.
- Tying the importance of nontechnical attributes to real-life operational experiences
- Encouraging a climate of respectful peer-to-peer feedback
- Address some interpersonal skills such as teamwork earlier in the pipeline, or even in basic military training
- Reevaluate gaps in attribute development with fresh analysis every few years