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581 Cards in this Set
- Front
- Back
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WHAT WAS THE PRIMARY DUTY OF THE "SERGEANTS" SERVING IN KING GUSTAVUS 1 ARMY
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TO MAINTAIN DISCIPLINE AMONG THE TROOPS
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AT WHAT POINT IN AMERICAN MILITARY HISTORY DID THE NCO ACHIEVE COMMAND LEVEL STATUS
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AFTER THE REVOLUTIONARY WAR, WHEN THE REGULAR ARMY WAS CREATED
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WHAT WERE THE ROLES OF THE NCO PRIOR TO WWII
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NCO'S SERVED AS AN INTERFACE BETWEEN THE ENLISTED CORPS AND THE OFFICERS. NCO'S WERE EXPERIENCED IN ALL ASPECTS OF THE UNITS MISSION AND KNEW ALL THE MEN UNDER THEIR SUPERVISION THROUGHLY. THEY MAINTAINED TIGHT DISCIPLINE, HAD CLOSE CONTACT WITH NCO'S OF OTHER UNITS, AND THE FREEDOM AND AUTHORITY TO HANDLE ALL ENLISTED AFFAIRS INTERNALLY
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WHAT IMPACT DID THE RAPID EXPANSION OF THE MILITARY SERVICES DURING WWII HAVE ON THE STATUS OF THE NCO?
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AS COMPETENCY AND EXPERIENCE LEVELS DECLINED, SO DID THE ASSOCIATED RESPONSIBILITIES. THE ENTIRE NCO CORPS EXPERIENCED A GENERAL EROSION OF ITS LONG STANDING PRESTIGE AND AUTHORITY
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WHAT EVENT WAS THE FIRST ATTEMPT TO RETORE DIGNITY AND PRESTIGE TO THE NCO CORPS FOLLOWING WWII
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THE AIR FORCE RESTRICTED ITS NONCOMMISSIONED OFFICER STATUS TO THE TOP THREE GRADES, IT ALSO REVISED THE NOMENCLATURE OF ITS LOWEST GRADES.
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WHY WERE THE PAY GRADES OF E-8 AND E-9 CREATED
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TO PROVIDE FOR A BETTER DELINEATION OF RESPONSIBILITIES IN THE ENLISTED STRUCTURE. IT ALSO PROVIDED THE NECESSARY MONETARY RECOGNITION FOR THE JOBS BEING PERFORMED BY THOSE WHO HELD THE GRADES
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WHAT WAS THE SIGNIFICANCE OF THE CHEVERON IN THE LATE 1700'S
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FRENCH SOLDIERS STARTED WEARING CLOTH CHEVERONS WITH THE POINTS UP ON THEIR COAT SLEEVES IN 1777 AS LENGTH OF SERVICE AND GOOD CONDUCT BADGES. IN 1782 GENERAL GEORGE WASHINGTON ORDERED THAT ENLISTED MEN WHO HAD SERVED FOR THREE YEARS WITH BRAVERY, FIDELITY, AND GOOD CONDUCT WEAR AS A BADGE OF HONOR, A NARROW PIECE OF WHITE CLOTH, OF ANGULAR FORM ON THE LEFT SLEEVE OF THE UNIFORM
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WHAT WAS THE DESIGN OF THE AIR FORCE ENLISTED GRADE INSIGNIA CHANGED IN 1975 AND 1994
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IN 1975, THE SILVER-GREY STAR ON THE INSIGNIA WAS REPLACED WITH A BLUE STAR FOR AIRMAN. THE SILVER GRAY STAR CAME TO REPRESENT NCO STATUS AND WAS WORN BY E-4 SERGEANT AND ABOVE. IN 1994, SINCE THE GRADE OF E-4 SERGEANT HAD BEEN REMOVED FROM THE ENLISTED GRADE STRUCTURE, ALL AIRMAN (E-2 THRU E-4) GRADE INSIGNIA RETURNED TO A WHITE STAR IN THE BLUE CIRCLE. ON THE MASTER SERGEANTS INSIGNIA, A CHEVERON FROM THE BOTTOM WAS MOVED TO THE TOP TO FURTHER DISTINGUISH THE TOP THREE ENLISTED GARDES
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WHAT ARE THE RESPONSIBILITES OF THE CHIEF MASTER SERGEANT OF THE AIR FORCE
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THE CMSAF IS A REPRESENTATIVE OF THE AIRMAN FORCE WHEN AND WHERE THIS IS APPROPRIATE AND WILL SERVE AS A SOUNDING BOARD FOR IDEAS AND PROPOSALS AFFECTING AIRMAN MATTERS. HE OR SHE WILL ADVISE AND ASSIST THE CHIEF OF STAFF AND THE SECRETARY OF THE AIR FORCE IN MATTERS CONCERNING ENLISTED MEMBERS OF THE AIR FORCE
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WHY WAS THE POSITION OF COMMAND CHIEF MASTER SERGEANT(PREVIOUSLY SENIOR ENLISTED ADVISOR) CREATED
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THE CCMSGT DUTIES INCLUDE ENSURING THAT ENLISTED MEMBERS KNOW THE COMMANDERS POLICIES, ADVISING THE COMMANDER ON PROBLEMS CONCERNING MORAL OF THE ENLISTED FORCE, AND EVALUATING THE QUALIY OF NCO LEADERSHIP, MANAGEMENT, AND SUPERVISORY TRAINING. THE CCM ALSO MONITORS COMPLIANCE WITH THE AIR FORCE STANDARDS, SERVES ON ADVISORY COUNCILS, AND MAINTAINS A CLOSE RELATIONSHIP WITH THE LOCAL COMMUNITY
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WHAT ARE THE GENERAL AREAS OF RESPONSIBILITY OF A FIRST SERGEANT
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THE FIRST SERGEANT'S DUTIES ARE SEPERATED INTO FIVE AREAS; PROMOTING HEALTH, MORALE, AND WELFARE, MAINTAINING DISCIPLINE AND STANDARDS; PREPARING AND PRESENTING SQUADRON TRAINING AND INFORMATION PROGRAMS; SUPERVISING CARE AND UPKEEP OF SQUADRON DORMATORIES; AND MONITORING UNIT ADMINISTRATION
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WHO WAS CORPORAL VERNON L BURGE
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CORPORAL VERNON L BURGE HOLDS A DISTINCT PLACE OF HONOR IN AVIATION HISTORY AS THE FIRST ENLISTED PILOT WITH THE US SIGNAL CORPS AND ALSO SERVED AS THE ARMY'S FIRST AND ONLY DIRIGIBLE
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WHO WAS CORPORAL FRANK S SCOTT
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CORPORAL FRANK S SCOTT WAS THE FIRST ENLISTED MAN TO LOSE HIS LIFE IN AN AIR ACCIDENT. SCOTT AFB IS THE ONLY AFB THAT IS NAME AFTER AN ENLISTED PERSON
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WHO WAS PRIVATE FREDERICK LIBBY
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MANY HISTORIANS CONSIDER PRIVATE FREDERICK LIBBY THE FIRST ENLISTED ACE PILOT. ACCORDING TO SEVERAL SOURCES, DURING WWI, LIBBY SHOT DOWN 10 PLANES AS AN OBSERVER AND 14 MORE AS A PILOT FOR A TOTAL OF 24
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WHO WAS CORPORAL EUGENE BULLARD
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EUGIENE JACQUES BULLARD WAS THE 1ST BLACK FIGHTER PILOT
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WHO WAS ESTHER M BLAKE
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1ST WOMEN IN THE AIR FORCE
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WHO WAS A1C JOHN LEVITOW
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1ST USAF ENLISTED MEMBER AND LOWEST RANKING AMN IN HISTORY TO EARN THE CONGRESSIONAL MEDAL OF HONOR
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WHO WAS CMSGT GRACE PETERSON
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1ST WOMEN TO BE PROMOTED TO THE HIGHEST NONCOMMISSIONED OFFICER GRADE
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WHO WAS CMSGT THOMAS BARNES
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4TH CMSAF AND 1ST BLACK MAN TO BE APPROVED TO THE POST, THE ONLY CMSAF TO BE TWICE APPOINTED TO 1 YEAR EXTENSIONS
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DESCRIBE THE ACCOMPLISHMENTS OF THE TUSKEGEE AIRMEN
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COUNTRYS 1ST BLACK FIGHTER SQUADRON, 99TH, FORMED AT TUSKEGEE AB IN ALABAMA. THE ONLY ESCORT FIGHTERS WHO NEVER LOST A BOMBER TO ENEMY FIRE. DAMAGED 409 ENEMY AIRCRAFT, RESPONSIBLE FOR THE LAST 4 AERIAL VICTOIRES OF THE AAF IN THE MEDITERRANEAN THEATER. THE FIGHTER GROUP ALSO HOLDS THE RECORD FOR FLYING MORE TYPES OF FIGHTER AIRCRAFT IN COMBAT THAN ANY OTHER FIGHTER UNIT IN WWII. THEIR INDOMITABLE EFFORTS CULMINATED IN 15,553 SORTIES AND 1578 MISSIONS BY THE END OF THE WAR
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DEFINE TRADITION
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HANDING DOWN OF INFO, BELIEFS, AND CUSTOMS BY MOUTH OR EXAMPLE FROM 1 GENERATION TO ANOTHER W/O WRITTEN INSTRUCTION
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DESCRIBE HOW MANY MILITARY TRADITIONS ENHANCE PROFESSIONALISM AND DISCIPLINE
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BUILDING ESPRIT DE CORPS, COMMON SPIRIT EXISTING IN A GROUP OR ORGANIZATION THAT BUILDS ENTHUSIAM, DEVOTION AND A STRONG REGARD FOR THE HONOR OF GROUP OR ORGANIZATION AND DEVELOP DISCIPLINE
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DESCRIBE THE PROFESSIONAL AIRMAN
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ONE WHO IS NOT ONLY EXPERIENCED AND PROFICIENT IN HIS OR HER AS SPECIALTY, BUT KNOWS, UNDERSTANDS AND ADHERES TO TRADITIONS OF THE PROFESSION OF ARMS
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WHY IS TRADITION IMPORTANT IN TODAYS AIR FORCE
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TRADITION HELPS BUILD ESPIRIT DE CORP AND DISCIPLINE
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WHAT IS THE DIFFERENCE BETWEEN CUTOMS AND COURTESIES
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CUSTOMS ARE A RESULT OF THE NEED FOR ORDER AND DISCIPLINE AND HAVE BEEN ESTABLISHED BY FREQUENT USAGE OVER A LONG TIME. COURTESIES ARE MARKS OF RESPECT, ETIQUETTE, OR COURTEOUS BEHAVIOR SHOWN TO PERSONS OR SYMBOLS
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WHAT IS THE SIGNIFICANCE OF SALUTES
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GREETING AND SYMBOL OF MUTUAL RESPECT AMONG COMRADES AND IN THE HONORABLE PROFESSION OF ARMS
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WHY IS IT IMPORTANT TO USE PROPER TERMS OF ADDRESS
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BECAUSE ITS NOT ONLY CUSTOM OF THE SERVICE, BUT ALSO A COURTEOUS WAY TO ADDRESS PEOPLE
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WHAT IS THE RELATIONSHIP BETWEEN THE PRIVILEGE OF RANK (RHIP) AND RESPONSIBILITY
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HIGHER RANKS HAVE GREATER RESPONSIBILITY AND THE AUTHORITY TO CARRY OUT THAT RESPONSIBILITY. PRIVILEGES ARE OFTEN A FORM OF PARTIAL COMPENSATION FOR ADDITIONAL RESPONSIBILITY OF RANK.
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EXPLAIN THE BENEFITS OF PRACTICING CUSTOMS AND COURTESIES
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SELF DISCIPLINE AND PRIDE, FOUND THROUGHOUT THE BRANCHES OF THE ARMED FORCES AND THEY GIVE A COMMON BOND OF BEING MEMBERS OF THE PROFESSION OF ARMS
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EXPLAIN HOW DRILL ENHANCES TEAMWORK
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REINFORCES THE IMPORTANCE OF THE NEED FOR CORPORATION AND PRECISION ON A DAY TO DAY BASIS. EVERYONE MUST WORK TOGETHER TO ACCOMPLISH THE MISSION. PARTICIPATING AS A MEMBER OF AN EFFECTIVELY ORGANIZED AND OPERATING GROUP STIMULATES ESPIRIT DE CORPS HIGH MORALE AND ENTHUSIASTIC TEAMWORK
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WHY SHOULD WE CONTINUE TO PRACTICE DRILL AND CEREMONIES
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LEARNING HOW TO MARCH IN FORMATION, FOLLOW ORDERS PROMPLY AND ACCURATELY AND DEPEND ON OTHERS RESULTS IN THE ENTIRE FLIGHT WORKING TOGETHER AS A WHOLE. IN THE SAME DIRECTION WITH A COMMON GOAL
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WHAT IS THE DIFFERENCE BETWEEN A DINING IN AND A DINING OUT
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DINING IN IS THE SAME AS DINING OUT WITH THE EXCEPTION THAT DINING OUT ALLOWS NON MILITARTY GUESTS TO BE INVITED
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WHAT ROLE DO CEREMONIES PLAY IN THE ARMED FORCES
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THEY ARE SPECIAL, FORMAL, GROUP ACTIVITIES CONDUCTED BY THE ARMED FORCES TO HONOR DISTINGUISHED PERSONS OR OBSERVE NATIONAL HOLIDAYS. DEMOSTRATE THE PROFICIENCY AND STATE OF TRAINING OF THE TROOPS AND ARE AN EXTENTION OF DRILL ACTIVITIES
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WHY IS IT IMPORTANT TO FORMALLY RECOGNIZE INDIVIDUALS FOR MERITORIOUS SERVICE, OUTSTANDING ACHIEVEMENT, OR HEROISM
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FORMAL SHOWS THAT WE APPRECIATE THEIR HARD WORK AND DEDICATION AND LEND SUPPORT FOR CONTINUED EXCEPTIONAL SERVICE OR ACHIEVEMENT
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HOW DOES PARTICIPATING IN FLAG CEREMONIES HELP DEVELOP ESPIRIT DE CORPS
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PERSERVES ALL THE FREEDOMS THAT AMERICANS POSSESS TODAY
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WHAT IS THE PROPER BEHAVIOR WHEN YOU ARE INDOORS AND THE NATIONAL ANTHEM OR TO THE COLORS IS PLAYED
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FACE THE FLAG, OR THE MUSIC IF THE FLAG IS NOT PRESENT AND GO TO ATTENTION, IN CIVILIAN CLOTHING DO THE SAME BUT PLACE HAND OVER HEART INSTEAD
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WHAT DID THE FLAG CODE OF 1942 DO
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SPECIFIED HOW AND WHEN THE US FLAG WOULD BE DISPLAYED
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WHAT DOES THE US FLAG REPRESENT
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LOST LIVES, CHERISHED FREEDOM, AMERICAN VALUES AND DEMOCRATIC PRINCIPLES. RECOGNIZES THE VERY FIBER OF AMERICAN EXISTANCE
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WHAT ARE TWO REASONS FOR THE ADVENT OF UNIFORMS
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UNIFORMS HELPED DISTINGUISHED FRIEND FROM FOE AND TO CLOTHE THE TROOPS AS CHEAPLY AS POSSIBLE
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FROM WHERE DID THE PRESENT AIR FORCE UNIFORM EVOLVE
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FROM THAT WORN BY THE ARMY AIR CORPS IN THE 1940'S
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WHO IS CONSIDERED THE FOUNDER OF THE AMERICAN MILITARY UNIFORM REGULATIONS
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FREDRICH VON STEUBEN
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HOW CAN YOU BALANCE YOUR RESPONSIBILITY TO MAINTAIN AN ACCEPTABLE MILITARY IMAGE WITH YOUR INDIVIDUALITY
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UNDERSTANDING THE IMPACT YOUR DRESS AND PERSONAL APPEARANCE HAVE ON PUBLIC OPINION, CREDIBILITY AND EFFECTIVENESS
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WHAT IS THE AIR FORCE PHILOSOPHY ON MILITARY UNIFORMS
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PLAIN WITHOUT EXCESSIVE ORNAMINTATION TO PRESENT A PROFESSIONAL APPEARANCE AND TO KEEP UNIFORM MAINTENANCE EASY AND INEXPENSIVE
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WHAT ARE THE FOUR GENERAL STANDARDS THAT APPLY TO ALL UNIFORMS
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CLEAN, NEAT, SAFE, AND PRESENT A MILITARY IMAGE
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HOW DO THE STANDARDS FOR WEAR OF THE FLIGHT CAP DIFFER BETWEEN MEN AND WOMEN
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HAIR MAY PROTRUDE IN FRONT OF THE FLIGHT CAP FOR WOMEN ONLY
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WHAT PRECAUTIONS SHOULD YOU TAKE WHEN YOU PURCHASE RIBBONS AND MOUNTING DEVICES
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RIBBONS AND MOUNTING DEVICES SPECIFIED SIZE AND QUALITY STANDARDS AND RIBBONS DO NOT HAVE A VISIBLE PROTECTED COATING APPLIED
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WHAT KIND OF JEWERLY ARE AUTHORIZED FOR WEAR WITH THE UNIFORM
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NO MORE THAN 3 RINGS, A WATCH, CONSERVATIVE BRACELET, NECKLACES MAY BE WORN BUT CANNOT BE EXPOSED AT THE NECKLINE
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DESCRIBE THE PROPER LENGTH OF WOMEN'S SERVICE UNIFORM SKIRT
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LENGTH BETWEEN TOP AND BOTTOM OF KNEETOP
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WHEN IS IT APPROPRIATE TO WEAR THE BATTLE DRESS UNIFORM OFF BASE
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OFF BASE FOR SHORT CONVIENCE STOPS, SHOPPING MALLS OR AT LOCAL FOOD SERVICE ESTABLISHMENTS. MAY NOT TO A PRIMARY FUNCTION TO SELL AND THAT SERVES ALCOHOL OR WHERE PEOPLE NORMALLY WEAR BUSINESS ATTIRE
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DESCRIBE THE MEN'S GROOMING STANDARDS FOR HAIR
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TAPERED APPEARANCE ON BOTH SIDES AND BACK. BULK OF HAIR MUST NOT EXCEED 1 1/4 IN OVERALL AND NO MORE THEN 1/4 IN AT THE TERMINATION POINT. BANGS WONT TOUCH OR EXCEED BEYOND THE EYEBROWS
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DESCRIBE THE WOMANS GROOMING STANDARDS FOR HAIR
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NOT EXCEED 3IN IN BULK OR PREVENT PROPER WEAR OF HEADGEAR. NOT EXTEND BELOW INVISIBLE LINE DRAWN PARALLEL TO GROUND AND BOTTOM EDGE OF SHIRT COLLAR ON BACK OF NECK. BANGS WILL NOT TOUCH OR EXTEND BEYOND EYEBROWS. PLAIN AND CONSERVATIVE PINS, COMBS, OR BARRETTES MAY BE WORN
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WHAT ARE THE THREE AREAS RELATED OF PUBLIC OPINION THAT CAN BE IMPACTED BY OUR DRESS AND APPEARANCE
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PUBLIC CONFIDENCE IN THE MILITARY, PERCIEVED EFFECTIVENESS OF THE MILITARY AND PUBLIC PRIDE OF THE MILITARY
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EXPLAIN THE GENERAL CONCEPT OF HOW COMPLAINCE WITH DIRECTIVES OF DRESS AND PERSONAL APPEARANCE CAN POSITIVELY INFLUENCE PUBLIC CONFIDENCE IN THE MILITARY
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IF WE MEET STANDARDS AND MAINTAIN A PROFESSIONAL IMAGE IT IS ASSUMED THAT WE CAN PERFORM OTHER TASKS
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WHAT IS THE RELATIONSHIP BETWEEN WEARING THE UNIFORM PROPERLY AND THE PUBLICS PERCEPTION OF OUR COMPETENCE
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APPEARANCE NOT DIRECTLY RELATED TO PERFORMING A TASK, WE MAKE ASSUMPTIONS ABOUT A PERSONS COMPETENCE BASED ON THEIR APPEARANCE
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EXPLAIN HOW YOUR DRESS AND PERSONAL APPEARANCE IMPACT YOUR LEADERSHIP ABILITIES
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EFFECTIVENESS WILL ENHANCE BY MAINTAINING AND EXCEEDING THE STANDARDS. SET THE EXAMPLE FOR OTHERS TO FOLLOW
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HOW DOES RELAXTION OF DRESS AND PERSONAL APPEARANCE STANDARDS IMPACT THE MORALE IN AN ORGANIZATION
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MAKES IT DIFFICULT TO TAKE PRIDE IN THE UNIT. DIMINISHED PRIDE AND ESPRIT DE CORPS LEAD TO LOWER MORALE AND EVENTUALLY UNIT EFFECTIVENESS
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WHAT IS THE RESULT OF A LEADER PROVIDING A POSITIVE INFLUENCE FOR FOLLOWERS
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EASIER FOR THE LEADER TO TRAIN SUBORDINATES ON THE STANDARDS OF DRESS AND APPEARANCE AND IMPORTANCE OF MAINTAINING THOSE STANDARDS
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WHAT TYPES OF DECISIONS MAY BE MADE BY MILITARY PERSONNEL BASED ON PERCEPTIONS
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PASS JUDGEMENT ON OUR PROFESSIONALISM AND SELF DISCIPLINE BASED ON PERSONAL APPEARANCE MEMBERS OF BOARDS MAKE DECISIONS ON AWARDS AND PROMOTIONS BASED ON PERCEPTION
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WHAT TYPES OF DECISIONS ARE MADE BY CIVILIAN PERSONNEL BASED ON PERCEPTIONS
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TAXPAYERS AND CONGRESSMEN VOTE ON LEGISTRATION TO SUPPORT MILITARY PROGRAMS BASED ON THEIR PERCEPTIONS OF MILITARY NEEDS
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DEFINE WELLNESS
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ENJOYING HEALTH AND VIGOR OF BODY, MIND, AND SPIRIT IN ALL AREAS OF LIFE. SOCIAL, MENTAL, EMOTIONAL, AND SPIRITUAL HEALTH AND PHYSICAL
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HOW DOES OUR WELLNESS CONTRIBUTE TO THE AIR FORCE MISSION
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PEOPLE RIGHT PLACE AT RIGHT TIME. THEY MUST BE PHYSICALLY FIT AND MENTALLY ALERT. EXCELLENT HEALTH, GOOD NUTRITION AND PROPER EXERCISE ARE MAJOR KEYS TO AN ALERT PHYSICALLY FIT FIGHTING FORCE
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HOW DOES OUR LIFESTYLE IMPACT OUR LEVEL OF WELLNESS
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HABITS TOU PRACTICE LEAD TO A HIGH LEVEL OF WELLNESS CONTRIBUTE TO WELLNESS LIFESTYLE, LIFESTYLE YOU LEAD LARGELY INFLUENCES THE DEVELOPMENT OF DISEASES
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WHAT SEVEN HABITS SHOULD YOU PRACTICE FOR A HEALTHIER LIFESTYLE
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NOT SMOKING, EXERCISING REGULARLY, SLEEPING 7-8 HOURS, MAINTAINING IDEAL WEIGHT, EATING BREAKFAST, DRINKING LITTLE OR NO ALCOHOL, AND NOT EATING BETWEEN MEAL AND SNACKS
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WHAT THREE FACTORS OF SELF-RESPONSIBILITY WILL HELP YOU STAY WITH YOUR WELLNESS PROGRAM? BRIEFLY DESCRIBE EACH
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STRUCTURE-PROVIDES ORGANIZED PLAN OF ATTACK, MOTIVATION-KEEPS YOU GOING ON YOUR PROGRAM AFTER NEWNESS WEARS OFF AND DISCIPLINE-DEVELOPS BEHAVIORS THAT LEAD TO SUCCESS RATHER THAN FAILURE
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DEFINE PHYSICAL FITNESS
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ABILITY TO CARRY OUT DAILY TASKS WITH VIGOR AND ALERTNESS WITHOUT UNDUE FATIGUE AND WITH AMPLE ENERGY TO ENGAGE IN LEISURE TIME PURSUITS AND TO MEET THE ABOVE AVERAGE PHYSICAL STRESS ENCOUNTERED IN EMERGENCY SITUATIONS
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WHAT ARE THE FOUR PHASES OF A FITNESS TRAINING PROGRAM
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WARM-UP, AEROBIC, COOL-DOWN, AND LIGHT-WEIGHT TRAINING
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WHAT IS THE PURPOSE OF AEROBIC EXERCISE
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BENEFICIAL CHANGES OCCUR IN THE HEART, LUNGS, VASCULAR SYSTEM, AND OTHER TISSUES OF THE BODY. YOUR BODY BECOMES BETTER ABLE TO MOVE AIR INTO AND OUT OF THE LUNGS, AND YOUR TOTAL BLOOD VOLUME INCREASES. YOUR BLOOD ALSO BECOMES BETTER EQUIPPED TO TRANSPORT OXYGEN, AND YOUR MUSCLES BECOME MORE EFFICIENT AT USING THE OXYGEN THEY RECEIVE.
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WHAT IS THE PURPOSE OF THE COOL-DOWN PHASE
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A COOL-DOWN PHASE ALLOWS THE HEART TO GRADUALLY SLOW DOWN, BODY TEMPERATURE TO REGULATE AND WASTE PRODUCTS IN MUSCLE TISSUE AFTER EXERCISE TO BE REMOVED EFFECTIVELY THROUGH THE CIRCULATORY SYSTEM
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WHAT ARE THE FOUR PRINCIPLES THAT AFFECT PHYSICAL CONDITIONING
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OVERLOAD PROGRESSION, REGULARITY, AND SPECIFICALLY
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HOW DOES DEHYDRATION AFFECT YOUR EXERCISE
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IF YOU ALLOW YOURSELF TO BECOME EVEN SLIGHTLY DEHYDRATED, THE AMOUNT OF BLOOD IN YOUR CIRCULATORY SYSTEM DECREASES. THIS CAUSES YOUR HEART TO WORK MUCH HARDER TO SUPPLY YOUR BODY WITH NECESSARY FLUIDS
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WHAT IS CARDIO RESPIRATORY ENDURANCE
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THE ABILITYOF YOUR HEART AND LUNGS TO DELIVER OXYGEN TO WORKING MUSCLES
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HOW MIGHT EXERCISE BENEFIT THE CARDIOVASCULAR SYSTEM
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PT IS A PRUDENT MEANS OF ENHANCING HEALTH AND IMPROVING QUALITYOF ONES LIFE WHILE PREVENTING CORONARY ARTERY DISEASE
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WHAT ARE THE SIX MAJOR CATEGORIES OF NUTRIENTS
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CARBOHYDRATES, PROTEINS, FATS, VITAMINS, MINERALS, AND WATER
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WHY SHOULD WE LIMIT SATURATED FATS IN OUR DIET
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DIETS HIGH IN SATURATED FATS HAVE BEEN SHOWN TO INCREASE BLOOD CHOLESTORAL AND THE RISK OF HEART ATTACK
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WHY DO WE NOT NEED TO INCLUDE CHOLESTEROL IN OUR DIET
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YOUR BODY PRODUCES NATURALLY ALL IT NEEDS
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WHAT IS THE BEST WAY TO GET ALL THE VITAMINS AND MINERALS YOUR BODY NEEDS
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WELL CHOSEN ASSORTMENTS OF EVERYDAY FOODS AND A BALANCED DIET
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WHAT HABITS WILL LEAD TO A HEALTHIER DIET
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EAT A VARIETY OF FOODS WITH ADEQUATE STARCH AND FIBER, AVOID TOO MUCH FAT CHOLESTEROL, SUGAR, AND SODIUM, USE ALCOHOL IN MODERATION
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DEFINE OBESITY
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BODY WEIGHT THAT IS 20% OR MORE ABOVE A PERSONS IDEAL WEIGHT
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WHAT IS THE MOST EFFICIENT METHOD TO ACHIEVE PERMANENT WEIGHT LOSS
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DECREASE CALORIE INTAKE AND INCREASE CALORIC OUTPUT
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WHAT ARE THE EFFECTS OF SMOKING
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LUNG DISEASE, BRONCHITIS, EMPHYSEMA, HIGH BLOOD PRESSURE, CANCERS OF THE MOUTH, THROAT, AND BLADDER, STOMACH ULCERS, BIRTH DEFECTS, AND COMMON RESPIRATORY INFECTIONS LIKE COLDS AND FLUS
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WHEN DOES THE MORTALITY RATE OF AN EX-SMOKER APPROACH THAT OF A PERSON WHO HAS NEVER SMOKED
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AFTER 10 YEARS
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WHAT CAUSES STRESSFUL EVENTS TO BECOME A PROBLEM
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STRESSFUL EVENTS THEMSELVES ARE NOT HARMFUL IT IS INABILITY TO COPE WITH TOO MUCH STRESS THAT CREATES PROBLEMS
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HOW CAN STRESS BE A POSITIVE THING
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WE WORK AND PLAY MUCH BETTER WHEN WE ARE UNDER A CERTAIN AMOUNT OF STRESS. IT CAN SERVE AS A MOTIVATOR OR INITIATOR FOR ACTIVITY
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HOW DOES PROPER NUTRITION AND EXERCISE HELP YOU MANAGE STRESS
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PROPER EATING HABITS AND EXERCISE REGULARLY CAN COPE WITH GREATER AMOUNTS OF STRESS AND MORE SERIOUS STRESSFUL EVENTS, EXERCISE WILL ALLOW TO CHANNEL YOUR FRUSTRATIONS AND GIVES TIME TO THINK. SENSE OF ACCOMPLISHMENTS AND RELIEVE MUSCLE TENSION
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WHAT EFFECTIVE TIME MANAGEMENT TOOLS WILL HELP YOU MANAGE STRESS
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SETTING PRIORITIES AND PLANNING AHEAD
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WHAT IS OUR SENIOR LEADERSHIP'S PERSPECTIVE ON WELLNESS
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WELLNESS IS ABSOLUTELY ESSENTIAL FOR EVERY SERVICE MEMBER TO BE READY AND FIT TO PERFORM ANYTHING THE MISSION DEMANDS OF US. CAN ACCEPT NOTHING LESS THAN TOTAL FITNESS FOR TOTAL MISSION ACCOMPLISHMENT
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HOW CAN YOU BE A WELLNESS ROLE MODEL
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COMMITMENT TO A HIGH DEGREE OF WELLNESS WILL PROVIDE AN EXAMPLE FOR SUBORDINATES TO FOLLOW. AS A SUPERVISOR YOU WILL NEED TO BE OUT IN THE FOREFRONT, LEADING THE WAY FOR THE MEMBERS YOU SUPERVISE
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HOW DOES YOUR ABILITY TO THINK CLEARLY AS A SUPERVISOR IMPACT THE MISSION
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IMPROVED STATE OF WELLNESS ENHANCES YOUR ABILITY TO THINK CLEARLY AND MAKE BETTER DECISIONS. THE MISSION AND THE PEOPLE YOU LEAD IN ACCOMPLISHING THE MISSION RELY UPON YOUR EFFECTIVENESS IN MAKING GOOD DECISIONS
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HOW DOES EFFECTIVE STRESS MANAGEMENT HELP US AS MILITARY CITIZENS
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WERE BETTER ABLE TO DEAL WITH STRESSFUL SITUATIONS BY FIRST RECOGNIZING THEM AND THEN MANAGING OUR TIME AND CONTROLLING OUR EMOTIONS WHEN THE SITUATIONS OCCUR
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HOW DOES PROPER NUTRITION AND WEIGHT MANAGEMENT BENEFIT THE MILITARY CITIZEN
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WERE BETTER ABLE TO DEAL WITH STRESSFUL SITUATIONS BY FIRST RECOGNIZING THEM AND THEN MANAGING OUR TIME AND CONTROLLING OUR EMOTIONS WHEN THE SITUATIONS OCCUR
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HOW DOES EXERCISE AND FITNESS BENEFIT THE MILITARY CITIZEN
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AEROBICS AND PHYSICAL FITNESS INCREASE YOUR AEROBIC CAPACITY WHICH ENABLES YOU TO WORK LONG HOURS AND BE READY TO PERFORM IN A WARTIME SITUATION
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HOW DOES INCREASED MUSCULAR STRENGTH BENEFIT THE MILITARY CITIZEN
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INCREASED MUSCULAR STRENGTH AIDS YOU IN PERFORMING MANUAL LABOR IN YOUR JOB AND ALSO IN PERFORMING ANY TASK THE AF MIGHT ASK YOU TO DO
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WHAT IS THE SIGNIFICANCE ABOUT THE KOREAN CONFLICT WITH RESPECT TO POWS
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THERE WAS EVIDENCE OF CAPTORS TRYING TO INDOCTRINE PRISONERS INTO THE ENEMYS WAY OF THINKING AND BELIEVING
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WHAT SITUATIONS IN SOME POW CAMPS LED THE UNITES STATES TO FEEL THE NEED FOR AN ESTABLISHED SET OF GUIDELINES FOR AMERICAN MILITARY PERSONNEL TAKEN PRISONER
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ORGANIZATION IN SOME OF THE POW CAMPS DETERIORATED TO AN EVERY MAN FOR HIMSELF SITUATION. MORALE DECAYED TO THE VANISHING POINT. MEN DIED FOR A LACK OF LEADERSHIP AND DISCIPLINE. MANY POWS EITHER SUCCUMBED TO THE WISHES OF THE COMMUNIST OR TO DEATH ITSELF
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WHY DID POWS DURING THE VIETNAM WAR FIND THE COSE OF CONDUCT DIFFICULT TO LIVE BY
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MOST POWS FOUND IT EXTREMELY DIFFICULT TO LIVE BY THE LETTER OF THE CODE. THE VIET CONG EXACTED CRUEL TORTURE ON AMERICAN POWS TO PERSUADE THEM TO GIVE MILITARY INFO OR PROPAGANDA STATEMENTS. MOST TRIED TO RESIST GIVING IN BUT MORE RESISTED PUNISHMENT
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WHAT WAS THE PURPOSE OF THE CHANGES TO THE CODE OF CONDUCT DURING THE CARTER ADMINISTRATION
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CHANGING THE WORDING OF ARTICLE V WOULD ALLOW A POW UNDER TORTURE GIVE MORE THEN NAME, RANK AND SERVICE NUMBER AND DOB. WITHOUT LOSS OF HONOR OR BEING PLACED IN A MORAL DILEMMA. THIS WOULD ENABLE THE PRISONER TO QUICKLY RECOVER AFTER PROVIDING INFO DURING INTERROGATION
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WHAT WAS THE PURPOSE OF THE REAGAN ADMINISTRATION CHANGE TO THE CODE OF CONDUCT
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ALL REFERENCES TO MAN OR MEN WERE REMOVED FROM THE CODE ACKNOWLEDGING THE FACT THAT BOTH SERVICE MEN AND WOMEN ARE SUBJECT TO CAPTURE BY ENEMY FORCES
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DESCRIBE THE CODE OF CONDUCT IN GENERAL TERMS
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THE CODE OF CONDUCT IS A HIGH STANDARD OF GENERAL BEHAVIOR. IT IS A MORAL AND ETHICAL GUIDE ESTABLISHED TO ASSIST MILITARY PERSONNEL IN COMBAT AND CAPTIVITY TO LIVE UP TO THE DOD POLICY OF SURVIVAL WITH HONOR
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WHAT IS THE RELATIONSHIP OF THE CODE OF CONDUCT TO THE UCMJ
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THE PURPOSE OF SURVIVING CAPTIVITY WITH HONOR DOES NOT CONSTITUTE A MEANS FOR JUDGEMENT OR REPLACE THE UCMJ AS A VEHICLE FOR ENFORCEMENT OF PROPER CONDUCT. THE UCMJ CONTINUES TO APPLY TO EACH MILITARY MEMBER DURING CAPTIVITY OR OTHER HOSTILE DETENTION
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UNDER WHAT CIRCUMSTANCES SHOULD AND INDIVIDUAL OR COMMANDER CONSIDER SURRENDER
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ONLY WHEN EVASION BY AN INDIVIDUAL IS IMPOSSIBLE AND FUTHER FIGHTING WOULD LEAD ONLY TO DEATH WITH NO SIGNIFICANT LOSS TO THE ENEMY SHOULD ONE CONSIDER SURRENDER. WHEN ISOLATED CUT OFF OR SURROUNDED UNIT MUST CONTINUE TO FIGHT UNTIL RELIEVED OR ABLE TO REJOIN FRIENDLY FORCES THROUGH CONTINUED EFFORTS TO BREAK OUT OR EVADE THE ENEMY
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WHY SHOULD A SERVICE MEMBER NOT ACCEPT PAROLE OR SPECIAL FAVORS FROM THE ENEMY UNLESS SPECIFICALLY DIRECTED BY THE SENIOR AMERICAN POW
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ACCEPTING PAROLE OR SPECIAL FAVORS UNDERMINES THE MORALE OF OTHERS. POWS BREAKS DOWN THE CHAIN OF COMMAND AND COMMUNICATION WITHIN A COMPOUND AND MAY LEAD TO LEGAL ACTION FOLLOWING REPATRIATION
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WHY IS DISCIPLINE IMPERATIVE IN A PRISONER OF WAR CAMP
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DISCIPLINE IS THE KEY TO CAMP ORGANIZATION RESISTANCE AND EVEN SURVIVAL. PERSONAL HYGIENE, CAMP SANITATION, AND CARE OF THE SICK AND WOUNDED ARE IMPERATIVE. OFFICERS AND NCO OF THE US MUST CONTINUE TO CARRY OUT THEIR RESPONSIBILITIES AND EXERCISE THEIR AUTHORITY IN CAPTIVITY
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WHAT SHOULD A POW DO IF HE OR SHE DISCLOSED UNAUTHORIZED INFORMATION UNDER INTENSE COERCION
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THAT PRISONERS PEACE OF MIND AND SURVIVAL REQUIRE A QUICK RECOVERY OF COURAGE, DEDICATION, AND MOTIVATION TO RESIST ANEW EACH SUBSEQUENT COERCION
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WHAT ARE THE POSSIBLE CONSEQUENCES OF SIGNING A CONFESSION WHILE A POW
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ANY CONFESSION SIGNED STATEMENT MADE MAY BE USED BY THE ENEMY AS FALSE EVIDENCE THAT THE PERSON IS A WAR CRIMINAL RATHER THEN A POW
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WHY SHOULD SERVICE MEMBERS ENSURE THEIR PERSONAL AFFAIRS AND FAMILY MATTERS AND PROPERLY AND CURRENTLY ARRANGED
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FAILURE TO DO SO CAN CREATE A SERIOUS SENSE OF GUILT FOR A POW AND PLACE UNNECESSARY HARDSHIP ON FAMILY MEMBERS
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WHAT FACTORS HAVE BEEN SHOWN TO PLAY A PART IN A POWS STRUGGLE TO SURVIVE WITH HONOR IN CAPTIVITY
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STRONG RELIGIOUS BELIEFS, AMERICAN VALUES, FAITH IN COUNTRY AND THE AMERICAN PEOPLE. A SOUND BODY, GOOD COMMUNICATION AMONG POWS WITHIN THE CAMPS AND OPEN AND HONEST SHARING OF FEELINGS, FEARS AND DREAMS AMONG THE CAPTIVES
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HOW DID A LACK OF UNDERSTANDING OF AMERICAN VALUES IMPACT POWS DURING THE KOREAN CONFLICT
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A LACK OF UNDERSTANDING OF AMERICAN VALUES LED SOME POWS TO MAKE ANTI-AMERICAN STATEMENTS AND FREELY COLLABORATE WITH THE ENEMY
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WHY IS COMMUNICATION SO IMPORTANT IN A POW CAMP
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COMMUNICATION ALLOWS VITAL INFO TO BE PASSED AMONG POWS AND FACILITATES THE ACCOUNTABILITY PROCESS. COMMUNICATION AIDS IN THE TRANSITION PROCESS AND HELPS THE NEW POWS AVOID UNNECESSARY TORTURE. IT WAS INSTRUMENTAL IN ESTABLISHING A CHAIN OF COMMAND AND BECOMES THE LIFELINE OF THE POWS
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HOW DID AMERICAN POWS BENEFIT FROM OPEN AND HONEST SHARING WITH ONE ANOTHER
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OPEN AND HONEST SHARING OF INTIMATE FEELINGS, FEARS, AND DREAMS CREATED A STRONG BOND AMONG THE POWS. THIS SHARING AND CONCERN FOSTERED THE WILL POWER FOR MANY TO FIGHT FOR SURVIVAL FROM ONE DAY TO THE NEXT
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WHAT IS INTEGRITY
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WILLINGNESS TO DO WHAT IS RIGHT EVEN WHEN NO ONE IS LOOKING
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GIVE THE CHARACTERISTICS OF SERVICE BEFORE SELF
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RULE FOLLOWING, RESPECT FOR OTHERS, DISCIPLINE AND SELF CONTROL AND FAITH IN THE SYSTEM
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WHAT DOES EXCELLENCE IN ALL WE DO MEAN
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MILITARY PROFESSIONALS MUST BE IN CONTINUAL PURSUIT OF EXCELLENCE. THERE IS NO ROOM FOR GOOD ENOUGH FOR GOVERNMENT WORK MENTALITY IN THE AF. GOOD ENOUGH IS NEVER GOOD ENOUGH, ANYTHING LESS VIOLATES THE SACRED TRUST OF THE AMERICAN PEOPLE
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WHAT PERCEPTION COULD PEOPLE GET FROM AN UNPROFESSIONAL RELATIONSHIP
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BETWEEN OFFICERS AND ENLISTED PERSONNEL OR BETWEEN ENLISTED PERSONNEL IN THE SAME CHAIN CAN RESULT IN PERCEPTION OF PREFERENTIAL TREATMENT OR IMPROPRIETY
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DESCRIBE A MENTOR
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TRUSTED COUNSELOR OR GUIDE IN OTHER WORDS SOMEONE WITH GREATER EXPERIENCE AND WISDOM, GUIDES ANOTHER TO DEVELOP PERSONALLY AND PROFESSIONALLY PROVIDES CAREER GUIDANCE, ENLISTED HERITAGE, KNOWLEDGE OF AIR AND SPACE POWER, AND PROFESSIONAL DEVELOPMENT. THIS GUIDANCE MUST INCLUDE AND REINFORCE AF CORE VALUES
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DEFINE HAZING
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HARASS OR PERSECUTE WITH MEANINGLESS DIFFICULT OR DEMEANING TASK AN UNAUTHORIZED ASSUMPTION OF AUTHORITY OVER ANOTHER RESULTING IN CRUELTY OR HUMILIATION
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WHAT ARE THE THREE INITIATIVES FORMER SECRETARY OF THE AIR FORCE SHEILA WINDALL AND FORMER USAF CHIEF OF STAFF GENERAL RONALD R FOGLEMAN MENTION THAT WILL ENSURE OUR COMMITMENT TO ENVIROMENTAL SAFETY AND OCCUPATIONAL HEALTH (ESOH)
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SUSTAIN READINESS, BE GOOD NEIGHBOR, AND TO LEVERAGE OUR RESOURCES
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WHAT CAN YOU DO TO BE RESPONSIBLE FOR YOUR ENVIROMENT
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RECYCLE AT HOME, USE RECYCLED ITEMS, AND FIND USAGE FOR MATERIALS NO LONGER NEEDED, CARPOOL AND DONT OVER WATER LAWNS
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WHAT IS INFORMATION WARFARE
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ANY ACTION TO DENY, EXPLOIT, CORRUPT, OR DESTROY THE ENEMYS INFO AND ITS SYSTEMS WHILE PROTECTING AGAINST THOSE ACTIONS AND EXPLOITING OWN INFO OPERATIONS
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WHAT ARE THE THREE OBJECTIVES DEVELOPED BY THE AIR FORCE FOR INFORMATION WARFARE
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CONTROL THE INFORMATION REALM WHILE PROTECTING OUR INFORMATION OPERATION FROM ENEMY ACTIONS, EXPLOIT CONTROL OF INFO TO ENHANCE FORCE EMPLOYMENT AGAINST THE ENEMY, ENHANCE OVERALL FORCE EFFECTIVENESS BY FULLY DEVELOPING INFO OPERATIONS
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HOW CAN YOU THINK OF INFORMATION WARFARE AS IT DIRECTLY RELATES TO YOU
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DIRECTLY TO WHAT YOU DO ON YOUR JOB, IT GOES BEYOND BASIC DEFENSE, ATTACKING VULNERABILITIES IN ANY INFORMATION SYSTEM
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WHAT IS THE DUTY OF THE OFFICE OF PUBLIC AFFAIRS STAFF RESPONSIBLE FOR
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KEEP BASE POPULATION INFORMED ON WHATS HAPPENING ON THE INSTALLATION AND THROUGHOUT AF. ORGANIZING PROGRAMS FOR BASE PEOPLE TO INTERACT WITH LOCAL CIVILIANS, ENSURE ALL PROPOSED SPEECHES, ARTICLES, AND OTHER COMMUNICATION ON MILITARY TOPICS ARE SCREENED FOR SECURITY AND POLICY CONSIDERATIONS, AND COORDINATING ALL LIASONS WITH NEWS MEDIA
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WHAT CAPACITY COULD YOU PERFORM IF YOU WANTED TO HELP THE OFFICE OF PUBLIC AFFAIRS
|
UPAR FOR THE UNIT-ITS THE POINT OF CONTACT FOR PUBLIC AFFAIRS ACTIVITIES AND SERVES AS A LIASON WITH BASE NEWPAPER EDITOR. ARRANGE COVERAGE FOR UNIT AND ITS PEOPLE
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ACCORDING TO AFI 36-2906 PERSONAL FINANCIAL RESPONSIBILITIES, WHAT WILL MILITARY MEMBERS DO
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USES AN ESTABLISHED BUDGET AND CREDIT WISELY, ENSURES DEBTS ARE PROPERLY DISCHARGED AND FINANCIAL PLANS FOR THE FUTURE ARE ESTABLISHED
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WHAT DOES A BUDGET ESTABLISH
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ESTABLISHES WHAT IS NEEDED TO MEET FINANCIAL OBLIGATIONS TO MAINTAIN A COMFORTABLE LIFESTYLE, AND WHAT AN INDIVIDUAL CAN LIVE WITHOUT
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HOW CAN YOU BENEFIT BY LISTING YOU NEEDS, WANTS, AND CAN LIVE WITHOUT EXPENSES
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IDENTIFY VALUES, IDENTIFY INCOME, INDENTIFY EXPENSES AND DEVELOP A BUDGET
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WHAT ARE THE FIVE RULES OF USING CREDIT CARDS
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EMERGENCIES ONLY, AVOID IMPULSE BUYING, PAY OFF BALANCE AS SOON AS POSSIBLE TO AVOID INTEREST
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IN ACCORDANCE WITH THE MANUAL FOR COURT MARTIAL, WHAT PUNISHMENT CAN BE LEVIED FOR WRITING CHECKS AGAINST ACCOUNTS WITH INSUFFICIENT FUNDS
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LESS THAN $100 BAD CONDUCT DISCHARGE, FORFEITURE OF ALL PAY AND ALLOWANCES, CONFINEMENT 6 MONTHS. MORE THEN $100 DISHONORABLE DISCHARGE, FORFEIT OF PAY AND 5 YEARS CONFINEMENT
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WHAT ARE SOME ADVANTAGES OF HAVING A CHECKING ACCOUNT
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SAFE PLACE FOR MONEY, HELPS MANAGE FUNDS, PROVIDES CREDIT RATING AND KEEPS MONEY ORGANIZED AND PROVIDES ABILITY TO MONITOR INCOMING AND OUTGOING FUNDS
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WHAT ARE SOME DISADVANTAGES OF HAVING A CHECKING ACCOUNT
|
IF CHECKBOOK NOT MAINTAINED PROPERLY THEN CHECKS BOUNCE, RESULTING IN OVERDRAFT FEES, AND ATM CHARGES
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ACCORDING TO MAJ KEN ARTEAGA, USAFAM HOW MUCH MONEY SHOULD A PERSON SAVE
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10% OF INDIVIDUALS BASE PAY SHOULD BE PUT ASIDE EACH MONTH, AT LEAST 4-6 MONTHS OF A PERSONS BASE PAY SHOULD BE SET ASIDE IN CASE OF EMERGENCIES
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OTHER THAN SAVINGS ACCOUNTS HOW ELSE CAN YOU SAVE MONEY FOR THE FUTURE
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INVESTMENTS, CERTIFICATE OF DEPOSIT, AND MONEY MARKET ACCOUNTS
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WHAT WILL HAPPEN IF YOU DIE AND DONT HAVE A WILL
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THE STATE WILL WRITE ONE AFTER YOU DIE
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HOW DO YOU DEMOSTRATE THE AIR FORCE CORE VALUES BY PREPARING A WILL
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BY ENSURING YOUR FAMILY IS PROVIDED THE NECESSARY ELEMENTS FOR LIVING IF YOU ARE NO LONGER AROUND TO DO SO
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HOW DOES THE AIR FORCE ACHIEVE THE CHARACTERISTICS OF REPONSIVENESS AND FLEXIBILITY WITH REFERENCE TO ITS PERSONNEL
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AS MUST HAVE PEOPLE IN THE RIGHT PLACE, READY TO PERFORM THE JOBS FOR WHICH ARE TRAINED. PERSONAL READINESS HELPS THE MILITARY MEMBER ENSURE THEY ARE ABLE TO BE IN THE RIGHT PLACE AT THE RIGHT TIME AND READY YO PERFORM THEIR JOBS
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WHAT IS PERSONAL READINESS
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STATE OF BEING PHYSICALLY AND MENTALLY, THAT PREPARES AN INDIVIDUAL TO PERFORM THE DUTIES FOR WHICH THEY HAVE BEEN TRAINED
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HOW DOES A MEMBER'S RESPONSIBILITY TO CARE FOR DEPENDENTS AND THE AIR FORCE
|
AFI 26-2908 APPLIES, STATES AF MEMBERS MUST MAKE AND MAINTAIN DEPENDENT CARE ARRANGEMENTS ALLOWING THEM TO BE WORLDWIDE AVAILABLE AT ALL TIMES
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WHAT IS THE KEY TO DEPENDENT CARE ARRANGEMENTS
|
ADVANCE PLANNING
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WHAT ARE THE DIFFERENT REQUIREMENTS FOR SINGLE PARENTS AND MILITARY COUPLES WITH DEPENDENTS
|
PROVIDE DOCUMENTATION OF WHO WILL TAKE RESPONSIBILITY OF THEIR DEPENDENTS IF MEMBER IS UNAVAILABLE DUE TO MILITARY OBLIGATIONS
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HOW DOES YOUR ESTATE PLAN AFFECT YOUR SURVIVORS
|
PROBLEMS CAN OCCUR IF UNPREPARED, WILL HAVE TO MAKE SENSITIVE DECISIONS DURING A HIGHLY EMOTIONAL TIME, WITH PLAN CAN REDUCE BURDENS, ENSURE WELL BEING AND HANDLED TO YOUR WISHES
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WHAT SHOULD YOU DISCUSS WITH YOUR FAMILY CONCERNING YOUR ESTATE PLAN
|
EDUCATE WHAT THEY ARE ENTITLED TO AND HOW TO GET CASULTY ASSISTANCE FROM AF, IF YOU DIE ON ACTIVE DUTY PERFORMING DUTIES, CAN RECIEVE BENEFITS
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WHAT SHOULD YOU INCLUDE IN YOUR ESTATE PLAN
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DD FORM 93, RECORDS AND DOCS AND PERSONAL AFFAIRS RECORD
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HOW DOES OUR PERSONAL FITNESS IMPACT OUR PUBLIC IMAGE
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PUBLIC DRAW CERTAIN CONCLUSIONS ABOUT MILITARY EFFECTIVENESS BASED ON THE IMAGE PRESENTED BY AF MEMBERS
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WHO IS RESPONSIBLE FOR MAINTAINING THE PHYSICAL FITNESS OF OUR PERSONNEL
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THE INDIVIDUAL
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WHAT IS THE COMMANDERS RESPONSIBILTY IN THE WEIGHT MANAGEMENT PROGRAM
|
IDENTIFY, COUNSEL AND REFER FOR MEDICAL EVALUATION. PERSONNEL WHO EXCEED THEIR MAX ALLOWED WEIGHT AND BODY FAT %
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WHAT IS THE DEFINITION OF DOCTRINE
|
STATEMENT OF OFFICIALLY SANCTIONED BELIEFS AND WAR FIGHTING PRINCIPLES THAT DESCRIBE AND GUIDE PROPER USE OF AIR AND SPACE FORCES IN MILITARY OPERATIONS
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WHO DOES THE AIR FORCE DOCTRINE DOCUMENT APPLY TO
|
ALL ACTIVE, GUARD, RESERVE AND CIVILIAN
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WHAT IS AFDD 1
|
AF BASIC DOCTRINE, ADDRESSES CAPABILITIES OF USING AF ASSETS IN ALL LEVELS OF WAR, STRATEGIC, OPERATIONAL AND TACTICAL TO ACCOMPLISH MISSIONS ASSIGNED BY NCA NATIONAL COMMAND AUTHORITIES
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WHAT ARE THE THREE LEVELS OF AIR AND SPACE DOCTRINE
|
AIR AND SPACE DOCTRINES AT DIFFERENT LEVELS AND DEPTHS OF DETAIL IN THE FORMS OF BASIC OPERATIONAL AND TACTICAL DOCTRINE
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WHAT DOES AFDD 1 ESTABLISH
|
GENERAL DOCTRINE GUIDANCE FOR THE APPLICATION OF AIR AND SPACE FORCES IN OPERATIONS ACROSS FULL RANGE OF MILITARY OPERATIONS FROM GLOBAL, NUCLEAR OR CONVENTIONAL WARFARE TO MILITARY OPERATIONS OTHER THAN WAR (MOOTW)
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WHAT DOES BASIC AND OPERATIONAL DOCTRINE PROVIDE FOCUS FOR
|
DEVELOP MISSIONS AND TASKS THAT MUST BE EXECUTED THROUGH TACTICAL DOCTRINE
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WHAT DOES JOINT DOCTRINE DESCRIBE
|
BEST WAY TO INTEGRATE AND EMPLOY AIR AND SPACE FORCES WITH LAND AND NAVAL FORCES IN MILITARY ACTIONS
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DEFINE STRATEGY
|
ART AND SCIENCE OF DEVELOPING AND USING POLITICAL, ECONOMIC, PSYCHOLOGY AND MILITARY FORCES AS NECESSARY DURING PEACE AND WAR
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WHAT IS THE DIFFERENCE BETWEEN DOCTRINE AND STRATEGY
|
DOCTRINE-HOW A JOB SHOULD BE DONE TO ACCOMPLISH, MILITARY GOALS, STRATEGY-DEFINES HOW IT WILL BE DONE TO ACCOMPLISH NATIONAL POLITICAL OBJECTIVES
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WHAT ARE THE THREE FUNDAMENTAL TRUTHS ABOUT THE NATURE OF WAR
|
INSTRUMENT OF NATIONAL POLICY, COMPLEX AND CHAOTIC HUMAN ENDEAVOR, CLASH OF OPPOSING WILLS
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DESCRIBE THE EMPLOYMENT OF AIR AND SPACE POWERS
|
EMPLOYS AIR AND SPACE POWER GLOBALLY TO ACHIEVE STRATEGIC OPS, AND TACTICAL LEVEL OBJECTIVES IN WAR AND MILITARY OPS OTHER THAN WAR
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ACCORDING TO THE DEPARTMENT OF DEFENSE DIRECTIVE, THE US AIR FORCE IS THE ONLY SERVICE DIRECTED TO PERFORM WHAT ROLE IN DEFENSE
|
ORGANIZE, TRAIN, EQUIPEMENT AND PROVIDE FORCES FOR BOTH THE CONDUCT OF PROMPT SUSTAINED COMBAT OPS IN AIR AND FOR STRATEGIC MISSILE WARFARE
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LIST THE FUNCTIONS OF AIR AND SPACE POWER
|
COUNTERAIR, COUNTERSPACE, COUNTERLAND, COUNTERSEA, STRATEGIC ATTACK, COUNTERINFO COMMAND AND CONTROL
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DESCRIBE OFFENSIVE COUNTER AIR
|
EFFECTIVE AND EFFICIENT METHOD FOR ACHIEVING APPROPRIATE DEGREE OF AIR SUPERIORITY OPERATION. TO DESTROY, NEUTRALIZE, DISRUPT, OR LIMIT ENEMY AIR AND MISSILE POWER AS CLOSE TO THE SOURCE AS POSSIBLE AT A SPECIFIC TIME AND PLACE
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INTERDICTION IS WHAT FORM OF MANEUVER
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AIR MANEUVER
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WHAT IS MOOTW
|
MILITARY ACTIONS NOT ASSOCIATED WITH SUSTAINED, LARGE SCALE COMBAT OPS
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WHAT IS THE GOAL OF MOOTW
|
ENFORCE SANCTIONS, PROTECT SHIPPING, COMBATING TERRIORISM
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WHY IS AERO SPACE POWER ESSENTIAL TO SHOW OF FORCE OPERATIONS
|
OFTEN THE ONLY INSTRUMENT OF MILITARY POWER WITH THE SPEED TO RESPOND GLOBALLY TO DEMOSTRATE US RESOLVE
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HOW IS WAR CATERGORIZED
|
INTENSITY, DURATION, EMPLOYED, OBJECTIVES/RESOURCES AT STAKE
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WHY IS AIR SUPERIORITY A PREREQUISITE FOR ALL OTHER COMBAT OPERATIONS
|
PROVIDE BOTH FREEDOM TO ATTACK AND FREEDOM FROM ATTACK
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WHAT IS THE ADANTAGE OF USING AEROSPACE POWER TO CREATE DISRUPTION
|
DISRUPTION CAUSES DELAYS, DISORDER AND CONFUSION AND DESTROYS UNIT COHENSION
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SPECIFY THE THREE BASIC LEVELS OF WAR
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STRATEGIC, OPERATIONAL, AND TACTICAL
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DESCRIBE THE STRATEGIC LEVEL OF WARFARE
|
ADDRESSES THE WAY WE FIGHT, WHAT WE FIGHT, AND WHY ENEMY FIGHTS AGAINST US
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DESCRIBE THE OPERATIONAL LEVEL OF WARFARE
|
LINKS WAS TACTICS AND STRATEGY BY ESTABLISHING OPERATIONALOBJECTIVES TO ACHIEVE STRATEGIC OBJECTIVES
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DESCRIBE THE TACTICAL LEVEL OF WARFARE
|
HOW FORCES ARE EMPLOYED, HOW ENGAGEMENTS ARE CONDUCTED AND TARGETS ATTACKED
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DEFINE MANEUVER
|
EXPEDTIONARY TASK FORCES, AIRLIFT COMMAND AND CONTROL AND ORBITAL ACCESS
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WHAT ARE THE THREE DIMENSIONS OF MANEUVER
|
SURFACE, AIR, AND SPACE
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SPECIFY THE PRINCIPLES OF WAR
|
UNITY OF COMMAND, OBJECTIVE, OFFENSIVE, MASS, MANEUVER, ECONOMY OF FORCE SECURITY, SURPRISE AND SIMPLICITY
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DEFINE THE PRIMARY PRINCIPLES OF WAR
|
GUIDELINES COMMANDERS CAN USE TO FORM AND SELECT A COURSE OF ACTION
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HOW DOES AIR AND SPACE POWER DIFFER FROM LAND AND SEA FORCES
|
BOTH AIR AND SPACE POWER INVOLVES OPERATIONS IN ALL THREE DIMENSIONS
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DESCRIBE AIR AND SPACE POWER
|
AIR AND SPACE POWER IS CONSIDERED STATIC AND RIGID
|
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|
IDENTIFY AND DESCRIBE THE CORE COMPETENCIES AT THE HEART OF AIR FORCE STRATEGIC PERSPECTIVES
|
AIR AND SPACE SUPERIORITY- END IN ITSELF, END OF ATTAINING MILITARY OBJECTIVES
PRECISION ENGAGEMENT- ABILITY TO COMMAND CONTROL AND EMPLOY FORCES |
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INFO SUPERIORITY
|
ABILITY TO COLLECT, CONTROL EXPLOITS AND DEFEND INFO
GLOBAL ATTACK-ABILITY ATTACK RAPIDLY AND PERSISTENTLY RAPID GLOBAL MOBILITY-TIMELY MOVEMENT AGILE COMBAT SUPPORT - RESPONSIVE FORCE SUPPORT |
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|
IDENTIFY THE FOUR BASIC FORMS OF COMMAND RELATIONSHIPS
|
COMBAT CONTROL, OPERATIONAL CONTROL, TACTICAL CONTROL, AND SUPPORT AND ADMIN CONTROL
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|
LIST THE CHAIN OF COMMAND FROM THE NATIONAL COMMAND AUTHORITY DOWNWARD
|
NATIONAL COMMAND AUTHORITY----SECRETARY OF AF---CHIEF OF STAFF OF AF---MAJOR COMMANDS---NUMBERED AS COMMANDERS
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FOR WHAT PURPOSE IS THE AIR FORCE ORGANIZED
|
WARTIME AND GLOBAL CAPABILITIES
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LIST TWO CENTRAL ISSUES WHICH GOVERN THE WAY THE AIR FORCE IS ORGANIZED
|
PRINCIPLE OF UNITY OF COMMAND AND TENET OF CENTRALIZED CONTROL AND DECENTRALIZED EXECUTION
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WHY IS IT IMPORTANT TO UNDERSTAND AIR FORCE ORGANIZATIONAL TERMS AND STRUCTURE
|
WAR IS WAGED AND AIRPOWER EMPLOYED THROUGH AND BY ORGANIZATIONS
|
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|
WHEN DEFINING A TASK WHAT IS MEANT BY DISCRETE
|
DISCRETE MEANS THAT A TASK WILL ONLY BE LISTED ONCE ALTHOUGH THE RELATIONSHIPS BETWEEN A PARTICULAR TASK AND MULTIPLE OTHER TASKS MAY BE COMPLEX
|
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|
LIST AND EXPLAIN TWO TYPES OF TASKS
|
THE JOINT TRAINING ENVIROMENT USES COMMAND LINKED TASKS TO DEPICT THE INTERFACE BETWEEN SUPPORTED AND SUPPORTING COMMANDS AND AGENCIES.
AIR FORCE TASKS ARE ORGANIZED AS CORE TASKS, CAPABILITY TASKS, TASKS THAT PROVIDE CAPABILITIES AND PERFORMANCE TASKS |
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HOW ARE THE AIR FORCE TASKS ORGANIZED
|
YOU MUST UNDERSTAND YOUR MISSION AND THE TASKS THAT ARE ESSENTIAL TO MISSION ACCOMPLISHMENTS
|
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|
WHAT IS THE FIRST THING YOU HAVE TO UNDERSTAND BEFORE YOU ESTABLISH YOUR MISSION ESSENTIAL TASKS
|
CONDITIONS ARE THOSE VARIABLES OF AN OPERATIONAL ENVIROMENT THAT MAY AFFECT UNIT, SYSTEM, OR INDIVIDUAL PERFORMANCE. CONDITIONS ARE THOSE VARIABLES OF AN OPERATIONAL ENVIRONMENT OR SITUATION IN WHICH A UNIT, SYSTEM, OR INDIVIDUAL IS EXPECTED TO OPERATE THAT MAY AFFECT EFFECTIVENESS. CONDITIONS ARE ORGANIZED INTO THREE BROAD CATEGORIES: PHYSICAL(1.0), MILITARY(2.0), AND CIVIL(3.0)
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|
LIST AND EXPLAIN THE TYPES OF ASSURANCE COMMANDERS NEED OF ENSURE THEIR UNIT CAN PERFORM ITS MISSION
|
OPERATIONAL ASSURANCE-OPERATIONAL ASSESSMENTS ARE INVALUEABLE AS AN INDEPENDENT, THIRD PARTY VERIFICATION OF UNIT CAPABILITY. COMPLIANCE ASSURANCE-IS NECESSARY TO ENSURE WE, AS AN INSTITUTION, COMPLY WITH ESTABLISHED STANDARDS
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|
DESCRIBE THE CHANGES THE MILITARY WENT THROUGH AFTER THE COLD WAR
|
DOWNSIZING FORCE, REQUIREMENT TO MAINTAIN READINESS AND RESPOND TO THE NEW MISSIONS ALL AROUND THE WORLD
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|
WHAT RESEARCH WAS ACCOMPLISHED DURING THE DEVELOPMENT OF GLOBAL ENGAGEMENT
|
THERE WERE TWO MAJOR STUDIES CONDUCTED BY AIR UNIVERSITY. SPACE CAST 2020 STUDY LOOKED AT HOW THE SPACE ARENA WOULD EVOLVE AND WHAT NEW MISSIONS AND APPLICATIONS FOR SPACE POWER MIGHT DEVELOP OVER THE NEXT 25 YEARS. THE AIR FORCE 2025 STUDY TRIED TO DETERMINE HOW THE WORLD MIGHT LOOK IN THE FUTURE. THE AIR FORCE SCIENTIFIC ADVISORY BOARD CONDUCTED ANOTHER STUDY THAT LOOKED AT WHERE TECHNOLOGY IS GOING OVER THE NEXT DECADES AND THE IDEAS THAT WOULD BE BENEFICIAL FOR THE AIR FORCE TO PURSUE
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|
WHO WAS ON THE BOARD OF DIRECTORS FOR THE DEVELOPMENT OF THE NEW VISION
|
THE GROUP INCLUDED KEY AIR FORCE LEADERS, THE ASSISTANT SECRETARIES, THE FUNCTIONAL MANAGERS OF THE AIR STAFF, ALL MAJOR VICE COMMANDERS, AND THE GUARD AND RESERVE COMMANDERS
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|
WHAT ARE THE FOUR BASIC TRENDS CONSIDERED IN JOINT VISION 2010
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PROVIDES AN OPPORTUNITY FOR THE AIR FORCE TO DEMOSTRATE THE COMBAT POWER AND UTILITY OF AIR AND SPACE POWER TO THE JOINT FORCE COMMANDER. LIKE GLOBAL ENGAGEMENT, JOINT VISION 2010 EMPHASIZES LONG TERM AND STRATEGIC PLANNING. THE VISION PROVIDES A WAY TO THINK ABOUT WARFARE OF THE FUTURE, AND IT DEPENDS ON AND HIGHLIGHTS THE CONTRIBUTIONS OF AIR POWER FOR SUCCESS
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GLOBAL ENGAGEMENT IS BASED ON SIX CORE COMPETENCIES AND FOUR CENTRAL THEMES. WHAT ARE THE CENTRAL THEMES
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THE FOUR CENTRAL THEMES ARE INTEGRATION OF AIR AND SPACE; AIRMEN OF TOMORROW; COMMITMENT TO INNOVATION; AND INCREASE EFFICIENCY THROUGH OUTSOURCING AND PRIVATIZATION
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UNDER THE THEME OF AIRMAN OF THE FUTURE, WHAT IS THE AIRMAN EXPECTED TO BE LIKE
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THE AIRMAN WILL REMAIN OUR HIGHEST PRIORITY. THE AIRMAN OF THE FUTURE WILL KNOW WHAT IS EXPECTED , BE SKILLED AT THEIR JOBS AND UNDERSTAND THE BASIC PREMISE OF OUR AIR AND SPACE POWER DOCTRINE, CAPABILITIES AND CONTRIBUTIONS TO THE JOINT FORCE
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WHAT IS THE BENEFIT OF EVALUATING A NEW STRATEGIC VISION WITH WAR GAMES
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A WAR GAME PLACES THE PLAYERS IN A SITUATION AND ALLOWS THEM TO EXPLORE ISSUES WHEN THEY MAY NOT HAVE COMPLETE INFORMATION. THIS ARENA OFFERS GREAT POTENTIAL FOR THE APPLICATION OF CONCEPTS WITHIN OUR STRATEGY TO INCREASE EFFICIENCY, AS WELL AS THE PRODUCTIVITY OF THE ENTIRE JOINT TEAM
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WHAT IS UNIQUE ABOUT THE AIR NATIONAL GUARD
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THE NATIONAL GUARD IS UNIQUE IN THAT IT FULFILLS BOTH FEDERAL AND STATE MISSIONS
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LIST SOME EXAMPLES OF AIR NATIONAL GUARD MISSIONS
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FIGHTER INTERCEPTOR FORCE, RECONNAISSANCE FORCE, AND TACTICAL AIR SUPPORT
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TO WHOM DOES THE ANG UNIT REPORT TO
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THE NATIONAL GUARD BUREAU AS ADMINISTRATIVE COMMAND AND TO THE FUNCTIONAL COMMAND THAT THEY ARE GAINED UNDER (ACC) OR THE AEF THEY ARE ASSIGNED TO
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WHAT ARE SOME OF THE RESERVE MISSIONS
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AIRBORNE FIRE FIGHTING, AIRLIFT CAPABILITY, AND FIGHTER FORCES, AEROMEDICAL EVACUATION CREWS, COMBAT LOGISTICS SUPPORT SQUADRONS, AND AERIAL PORT CREWS
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WHAT MAJOR COMMAND DOES THE AIR FORCE RESERVE FALL UNDER
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ORGANIZATIONAL CHAIN OF COMMAND FOR RESERVE PERSONNEL RUNS THROUGH THE AFRC
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WHAT IS THE ARMYS FUNDAMENTAL PURPOSE
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THE ARMYS FUNDAMENTAL PURPOSE IS TO FIGHT AND WIN NATIONS WARS BY ESTABLISHING THE CONDITIONS FOR LASTING PEACE THROUGH LAND FORCE DOMINANCE
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LIST ONE ADVANTAGE OF NAVAL FORCE
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NAVAL FORCES CAN SUDDENLY APPEAR ON THE HORIZON OF MOST COUNTRIES OF THE WORLD, SIGNAL PRESENCE AND POWER, THEN WITHDRAW BEYOND THE HORIZON AGAIN. NAVAL FORCE CAN BE APPLIED WITH PRECISION AND OVERWHELMING FIREPOWER AND MAINTAIN FLEXIBILITY AND MOBILITY DESPITE RESTRICTED ACCESS TO OVERSEAS BASES
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WHAT IS THE TOP PRIORITY OF THE MARINE CORPS
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THE MARINE CORPS TOP PRIORITY IS READINESS
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LIST TWO OF THE UNIFIED COMMANDS
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US EUROPEAN COMMAND, US PACIFIC COMMAND
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HOW WAS THE AIR FORCE STRUCTURED TO SUPPORT OPERATIONS AFTER THE COLD WAR
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AS A GARRISON FORCE, WE POSITIONED FORCES IN MASS AT LARGE STATESIDE AND OVERSEAS LOCATIONS
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LIST TWO EXAMPLES OF THE MILITARY ACTING AS AN EXPEDITIONARY FORCE BEFORE WE INTRODUCED THE EAF
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ONE OF THE FIRST USES OF THE OF AN EXPEDITIONARY FORCE OCCURRED IN THE YEAR OF 1916 DURING THE PURSUIT OF PONCHO VILLA IN MEXICO. DURING WORLD WAR I, THE UNITED STATES USED AN EXPEDITIONARY FORCE TO FIGHT IN EUROPE AGAINST GERMAN FORCES
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WHAT IS THE MISSION OF THE EAF
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THE VISION OF THE EXPEDITIONARY AEROSPACE FORCE (EAF) IS TO ORGANIZE, TRAIN, EQUIP, DEPLOY AND SUSTAIN ITSELF IN THE DYNAMIC 21ST CENTURY GLOBAL SECURITY ENVIRONMENT. IT WILL REQUIRE A CHANGE IN THE METHODS USED FOR TRAINING, EQUIPPING, DEPLOYING, AND SUSTAINING OUR FORCES TO MEET THESE NEW CHALLENGES
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HOW WILL THE EAF BENEFIT OUR OPSTEMPO AND PERSTEMPO SITUATIONS
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ADAPT QUICKLY TO THE CURRENT DEMANDS FOR AEROSPACE FORCES. DEPLOYMENTS ARE ON A SCHEDULED BASIS TO ALLOW PEOPLE TO MAINTAIN COMBAT READINESS AND A BETTER QUALITY OF LIFE.
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EXPLAIN HOW THE AEF CYCLE WILL WORK
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IT WILL OPERATE ON A 15 MONTH DEPLOYMENT LIFECYCLE FOR EACH AEF
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WHAT ARE THE ACTUAL DEPLOYMENT ASSESTS IN THE AEF, AND HOW DO THEY FIT INTO A JOINT OPERATION CHAIN OF COMMAND
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AEROSPACE EXPEDITIONARY WINGS (AEW), GROUPS (AEG) OR SQUADRONS (AES), WHICH DEPLOY WITH TACTICAL LEVEL COMMAND. WHEN DEPLOYED, THE CHAIN OF COMMAND FOR THE WINGS, GROUPS OR SQUADRONS WILL BE INCORPORATED INTO JOINT COMMAND STRUCTURES, NORMALLY AS AN AEROSPACE EXPEDITIONARY TASK FORCE (ASETF), UNDER COMMAND OF THE COMAFFOR
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WHAT ARE MOBILITY LEAD WINGS
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FIVE WINGS THAT ARE PAIRED TO THE AEF'S. THEY PROVIDE EXPEDITIONARY LEADERSHIP AND AIRLIFT EXPERTISE. THEIR JOB IS TO MOVE THE AEF'S AND SUPPORT THEM THROUGHOUT THAT MOVE. THEY WILL ALSO RESPOND TO OPERATIONS SUCH AS HUMANITARIAN RELEIF, DIASTER RESPONSE AND NON-COMBATANT EVACUATION OPERATIONS
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WHAT IS THE PURPOSE OF THE AEROSPACE EXPEDITIONARY FORCE CENTER
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THE CENTER IS/ARE RESPONSIBLE FOR AEF/AEW MANAGEMENT. THE AEFC PROVIDES CONTINUITY; IDENTIFIES TRAINING REQUIREMENTS; GUIDES AEF/AEW PLANNING; AND MONITORS THE READINESS LEVELS OF THE AEF'S; IT IS THE PRIMARY POINT OF CONTACT FOR THE AEF'S. IT CAN ASSIST AND PARTICIPATE IN AND ENHANCE DELIBERATE AND CRISIS PLANNING
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WHAT IS THE PRIMARY PURPOSE OF AFI 36-2618
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OUTLINE GENERAL RESPONSIBILITIES AND AUTHORITY OF NCOS
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ACCORDING TO AFI 36-2618, INTO WHAT THREE TIERS IS THE ENLISTED STRUCTURE DIVIDED
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AIRMAN TIER, NCO TIER, AND SENIOR NCO TIER
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WHAT RESPONSIBILITIES OR ROLES ARE ENLISTED PERSONNEL EXPECTED TO PROGREE THROUGH DURING EACH TIER
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DURING THE AIRMAN TIER, THE INDIVIDUAL PROGRESSES FROM APPRENTICE TO APPRENTICE AND WORKER AND FINALLY, TO JOURNEYMAN AND SUPERVISOR. DURING THE NCO TIER, THE INDIVIDUAL IS PRIMARILY A CRAFTSMAN AND SUPERVISOR. THE SENIOR NCO TIERS TRANSITION THE INDIVIDUAL FROM CRAFTSMAN/SUPERVISOR/MANAGER TO SUPERINTENDENT AND MANAGER
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WHAT ARE A FEW SUGGESTIONS FOR STAYING QUALIFIED IN YOU JOB
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GET OUT OF THE OFFICE AND OUT IN THE FIELD. KEEP UP TO DATE BY READING TECHNICAL REFERENCES AND STAY IN THE BOOKS
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TO UNDERSTAND THE PRINCIPLES OF LEADERSHIP AND SUPERVISORY TECHNIQUES, WHAT ARE SOME EXAMPLES OF WAYS YOU CAN USE SUPERVISORY TECHNIQUES EFFECTIVELY
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ENSURE FEEDBACK TAKES PLACE, USE THE EES SYSTEM PROPERLY WITHOUT INFLATING YOUR RATINGS, COUNSEL YOUR SUBORDINATES, AND REWARD AND PUNISH AS NECESSARY
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WHEN ARE YOU A ROLE MODEL
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BOTH ON AND OFF DUTY
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WHAT ARE POTENTIAL CONSEQUENCES OF NOT CORRECTING MARGINAL OR SUBSTANDARD BEHAVIOR OR PERFORMANCE
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POOR MORALE, SAFETY HAZARDS, A LOSS OF RESPECT FOR YOUR AUTHORITY, AND CONTINUED POOR JUDGEMENT OR PERFORMANCE
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LIST 7 OF THE 17 MANDATORY REQUIREMENTS WITHIN THE GENERAL RESPONSIBILITIES OF A NCO MENTIONED IN THIS LESSON
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1. CONSIDER THE PROFESSIONAL DEVELOPMENT OF YOUR SUBORDINATES AS A PRIMARY RESPONSIBILITY
2. ATTAIN AND MAINTAIN A SKILL LEVEL COMMENSURATE WITH YOUR RANK AND A HIGH DEGREE OF TECHNICAL PROFICIENCY 3. SECURE AND PROMOTE PME 4. MAINTAIN A THOROUGH UNDERSTANDING OF SUPERVISORY TECHNIQUES 5. POSSESS A THOROUGH UNDERSTANDING OF STANDARD, CUSTOMS AND COURTESIES 6. ENSURE SAFEKEEPING OF AF PROPERTY 7. EXECUTE ALL DUTIES IN A TIMELY MANNER 8. CONDUCT INDIVIDUAL AND GROUP TRAINING 9. UNDERSTAND AND ACTIVELY SUPPORT THE AIR FORCE HUMAN RESOURCES DEVELOPMENT PROGRAM 10. ACTIVELY PARTICIPATE IN THE AF HEALTH AND SAFETY PROGRAMS 11. EDUCATE PERSONNEL ON THEIR CFETP 12. ACTIVELY SUPPORT ZERO TOLERANCE 13. RESOLVE PERSONAL PROBLEMS BY ASSISTANCE AND REFERRAL 14. COUNSEL PERSONNEL REGARDING ON AND OFF DUTY PERFORMANCE, PROFESSIONAL RELATIONSHIPS, AND PERSONAL APPEARANCE 15. CORRECT SUBSTANDARD BEHAVIOR PERFORMANCE 16. APPROPRIATELY REWARD SUBORDINATES 17. PROVIDE GUIDANCE FOR SUBORDINATES TO ACCOMPLISH THEIR ASSIGNED RESPONSIBILITIES |
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WHY IS IT IMPORTANT FOR AN INDIVIDUAL TO KNOW HIS OR HER RESPONSIBILITIES AS AN NCO
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IT HELPS THE NCO DEVELOP SUPERVISORY AND LEADERSHIP SKILLS WHILE PROJECTING A POSITIVE MILITARY IMAGE
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WHY IS PME A MAJOR FACTOR IN DETERMINING NCO PROMOTION AND RETENTION
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BECAUSE NCO'S LEARN AND IMPROVE LEADERSHIP AND MANAGEMENT SKILLS THROUGH PME
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THOUGH NOT ALL INCLUSIVE, WHAT ARE SOME GENERAL NCO RESPONSIBILITIES
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COMPLETING PME, FORMAL CIVILIAN EDUCATION, DEMONSTRATE EXEMPLARY ATTRIBUTES EXPECTED OF AN NCO BOTH ON AND OFF DUTY, ENSURE THAT PERSONNEL AND RESOURCES UNDER THEIR CONTROL ARE USED EFFECTIVELY, UTILIZE BOTH SUPERVISORY AND TECHNICAL SKILLS, DETECT ADVERSE MORALE AND INITIATE CORRECTIVE ACTION, MAINTAIN HIGHEST LEVEL OF COMMUNICATION WITH SUBORDINATES, ENSURE PEOPLE ARE TREATED FAIRLY, AND ENCOURAGE INVOLVEMENT IN UNIT ACTIVITIES
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NAME THE RESPONSIBILITIES OF A TECHNICAL SERGEANT
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HOLDS A 7- SKILL LEVEL, PERFORMS HIGHLY COMPLEX TECH DUTIES AND PROVIDES RESPONSIBLE SUPERVISION
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NAME THE RESPONSIBILITIES OF A STAFF SERGEANT
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HOLDS 5 LEVEL DUTIES THAT DIFFER FROM A TSGT ONLY IN SCOPE AND CONTROL
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WHY MUST THE NCO SET THE EXAMPLE OF LEADERSHIP AND MAINTAIN STANDARDS
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MUST SET THE EXAMPLE AND MAINTAIN STANDARDS BEFORE THEY CAN, WITH GOOD CONSCIENCE, HOLD ANYONE ACCOUNTABLE
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BESIDES HAVING THE IMPORTANT JOB OF MISSION ACCOMPLISHMENT WHAT OTHER CONSTRUCTIVE ATTRIBUTES MUST THE NCO LEADER DEVELOP IN SUBORDINATES AND PEERS
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MUST DEVELOP INITIATIVE, MOTIVATION, AND POSITIVE ATTITUDES IN SUBORDINATES AND PEERS
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NCO'S MUST ALSO BE MANAGERS, DESCRIBE WHAT RESOURCES MUST BE USED IN AN EFFICIENT MANNER TO ACHIEVE MISSION ACCOMPLISHMENT
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USE MANPOWER, MATERIAL, MONEY, SPACE, AND TIME IN AN EFFECTIVE MANNER, WHILE ALSO ENSURING THAT ALL VALUABLE RESOURCES ARE CONSERVED IN AN EFFECTIVE FASHION
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DESCRIBE THE ROLE OF THE NCO AS A TRAINER AND COUNSELOR
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IS A KEY ELEMENT IN PLANNING, CONDUCTING AND EVALUATING TRAINING. THE NCO'S ROLE AS A COUNSELOR FALLS INTO THREE CATEGORIES-PERFORMANCE, COUNSELING, CAREER COUNSELING, AND PERSONNEL COUNSELING
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NCO'S HAVE MANY RESPONSIBILITIES IN THEIR SUBORDINATES TRAINING PROGRAM. LIST THOSE RESPONSIBILITIES
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THESE ROLES INCLUDE MENTORS, TEACHERS, RECORD KEEPERS, EVALUATORS AND COUNSELORS
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DESCRIBE THE CHARACTERISTICS OF EACH OF THE FOLLOWING COMPETENCIES
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INTEGRITY AND TRUST - WIDELY TRUSTED
TEAM SPIRIT - CREATES STRONG MORALE ETHICS AND VALUES - ADHERES TO EFFECTIVE SET OF CORE VALUES PROBELM SOLVING - SOLVES DIFFICULT PROBLEMS MANAGING DIVERSITY - MANAGES ALL KINDS OF CLASSES OF PEOPLE ORGANIZING - MARSHAL RESOURCES TIMELY DECISION MAKING - MAKES TOUGH DECISIONS IN TIMELY MANNER DEVELOPING SUBORDINATES - PROVIDES CHALLENGING AND STRETCHING TASKS AND ASSIGNMENTS STANDING ALONE - WILL STAND UP AND BE COUNTED SELF KNOWLEDGE - KNOWS PERSONAL STRENGHS/WEAKNESSES PRIORITY SETTING - SPENDS TIME WITH OTHERS ON WHAT'S IMPORTANT INTERPERSONAL SAVVY - RELATES WELL TO ALL KINDS OF PEOPLE |
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WHAT ARE THE OBJECTIVES OF THE EES
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PROVIDE RATEES WITH SPECIFIC STANDARDS OF PERFORMANCE AND PROVIDE OFFICIAL RECORD OF PERFORMANCE
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HOW DO THE PROCEDURES FOR EVALUATING AIRMEN AND NCOS DIFFER
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THE PROCESS USED TO ADJUST FOR VARIOUS LEVELS OF RESPONSIBILITY AMONG NCO'S AND AIRMEN THAT DIFFER
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WHAT IS THE IMPACT OF FAILING TO GIVE PERFORMANCE FEEDBACK TO SUBORDINATES
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MAY NOT KNOW THEIR PERFORMANCE NEEDS IMPROVEMENT
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SPECIFICALLY, WHAT VALUABLE INFORMATION DOES EPR/EES PROVIDE TO SUBORDINATES
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WHATS EXPECTED ON JOB, HOW WELL IS PERFORMING, GENERATES FORMAL RECORD OF PERFORMANCE, INCLUDING PROMOTION RECOMMENDATION
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WHOSE RESPONSIBILITY IS IT TO ESTABLISH AND COMMUNICATE CLEAR STANDARDS BEFORE OBSERVING PERFORMANCE
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SUPERVISOR
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WHO IS IN THE BEST POSITIONS TO PROVIDE FEEDBACK TO SUBORDINATES
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IMMEDIATE SUPERVISOR
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DURING WHICH STEP OF THE EES DOES A SUPERVISOR EVALUATE PERFORMANCE BY WEIGHING AN INDIVIDUALS DAY TO DAY PERFORMANCE AGAINST ESTABLISHED STANDARDS
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OBSERVATION
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WHAT IS THE KEY TO ANY EVALUATION PROCESS
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DETERMINING AND EVALUATING TYPICAL PERFORMANCE
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WHAT DOCUMENT IS A PERIODIC EVALUATION OF AN ENLISTED MEMBERS PERFORMANCE AND ALSO SERVES AS AN OFFICIAL RECORD OF PERFORMANCE
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THE EPR
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WHAT IS THE IMPACT OF MAKING ACCURATE FAIR AND HONEST EVALUATIONS
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ENSURING MOST DESERVING PEEPS HAVE BEST CHANCES FOR PROMOTION
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HOW DOES THE AIR FORCE USE THE EES AS AN EFFECTIVE MANAGEMENT TOOL
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ALLOWS TO MANAGE PEOPLE, AND SELECT FOR POSITIONS OF INCREASED RESPONSIBILITY AND WHERE THEY CAN BEST SERVE THE NEEDS OF THE AF
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WHAT IS THE PURPOSE OF THE PERFORMANCE FEEDBACK SYSTEM
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FORMAL SYSTEM, RATER EFFECTIVELY COMMUNICATE RESPONSIBILITIES, DUTY PERFORMANCE AND EXPECTATIONS TO SUBORDINATES
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WHEN IS PERFORMANCE FEEDBACK CONDUCTED
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INITIAL FEEDBACK WITHIN 60 DAYS OF RATER BEING ASSIGNED
MID PERIOD IS MIDWAY BETWEEN DATE SUPERVISION BEGAN AND EPR CLOSE OUT DATE FOLLOW-UP IS 60 DAYS AFTER CLOSEOUT DATE OF EPR |
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WHICH FORM DOES A RATER USE TO CONDUCT PERFORMANCE FEEDBACK ON RATEES IN THE GRADES OF AIRMEN BASIC THROUGH TECHNICAL SERGEANT
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AF FORM 931
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WHAT ARE SOME OF THE BENEFITS OF USING PERFORMANCE FEEDBACK
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PROVIDE DIRECTION AND HELP MOTIVATE RATEES
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AS A SUPERVISOR WHEN FORMULATING YOUR EXPECTATIONS OF THE RATEE WHAT THREE QUESTIONS SHOULD YOU ASK YOURSELF
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EXPECTATIONS REALISTIC? ATTAINABLE? AND COMPATIBLE WITH AF INSTRUCTIONS
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WHAT IS THE PURPOSE OF THE MID-COURSE PERFORMANCE FEEDBACK
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RATEE A PERFORMANCE PROGRESS REPORT AND OPPORTUNITY TO IMPROVE
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UNDER WHAT CIRCUMSTANCES WOULD YOU NOT PERFORM A FOLLOW-UP PERFORMANCE FEEDBACK
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WHEN LAST EPR WAS PREPARED AS A RESULT OF A CHANGE IN RATER
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WHAT ARE SOME IMPORTANT THINGS THE RATER MUST CONSIDER WHEN SCHEDULING THE TIME AND PLACE OF A FEEDBACK SESSION
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FAR ENOUGH IN ADVANCE
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WHAT MUST THE RATER DO BEFORE GIVING THE FEEDBACK FORM TO THE RATEE
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SIGN AND DATE PFW THE DAY OF SESSION
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WHO SHOULD DEVELOP A PLAN TO ACHIEVE SUCCESS DURING THE FEEDBACK SESSION
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RATER
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WHAT IS MOST IMPORTANT THING TO DO WHEN CLOSING THE FEEDBACK SESSION
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SCHEDULE NEXT PERFORMANCE FEEDBACK SESSION
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WHAT ARE THE REQUIREMENTS OF THE RATER IN THE FINAL STEP OF THE EES PROCESS
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PREPARES COMMENTS, DOCUMENTS DUTY PERFORMANCE AND MAKES PROMOTION RECOMMENDATION
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WHY MUST THE RATER LET THE RATEE KNOW THERE ARE CERTAIN AREAS OF HIS OR HER PERFORMANCE REQUIRING IMPROVING
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INCREASE PRODUCTIVITY OF RATEE AND ENSURE CREDIBILITY AS A SUPERVISOR
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HOW DOES THE AIR FORCE BENEFIT FROM SUPERVISORS MAKING HONEST AND ACCURATE PROMOTION RECOMMENDATIONS
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RIGHT PEOPLE PROMOTE AND PERSONNEL DECISIONS MADE EASIER
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WHY IS IT IMPORTANT TO DESCRIBE THE LEVEL AND IMPACT OF PERFORMANCE IN THE COMMENTS SECTION OF THE EPR
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PROVIDES MATERIAL NECESSARY TO SUPPORT RATINGS IN THE EPR
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WHO IS RESPONSIBLE FOR KNOWING WHEN A RATEES EPR IS DUE AND WHEN IT MUST BE SUBMITTED
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SUPERVISOR AND REPORTING OFFICIAL
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WHAY ARE THERE ONLY TWO EVALUATORS FOR AB THROUGH TSGT
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KEEP ENDORSEMENT LEVELS AT LOWEST LEVEL TO REDUCE ADMIN BURDEN
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WHICH SECTION OF THE EPR CONTAINS THE DUTY TITLE AND DUTY DESCRIPTION OF THE RATEE
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SECTION 2
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WHAT TERM IS USED TO REFER TO AN EVALUTORS NON CONCURRENCE WITH A RATING ON AN EPR
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DISAGREEMENT
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WHAT MUST THE EVALUATOR CONSIDER WHEN MAKING A PROMOTION RECOMMENDATION IN SECTION IV OF THE EPR
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RATEES PERFORMANCE AND PROMOTION POTENTIAL COMPARED WITH OTHERS IN THE SAME GRADE AND AFSC
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WHO MUST BE THE INDORSING OFFICIAL ON THE AF FORM 910
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THE RATERS RATER, PROVIDED MIN GRADE REQUIREMENTS ARE MET
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WHAT WOULD CAUSE AN EPR TO BECOME A REFERRAL REPORT
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CONTAINS ONE OR MORE RATINGS IN FAR LEFT BLOCK PROMOTION RECOMMENDATION OF 1
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WHAT IS INDIVIDUAL BEHAVIOR
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PERSONS FUNCTIONING, THAT IS A RESULT OF THAT PERSONS MOTIVES, VALUES, AND PERSONALITY
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WHAT ARE THE FIVE BASIC MOTIVES THAT MAKE UP INDIVIDUAL BEHAVIOR
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PHYSIOLOGICAL, SAFETY, SOCIAL, SELF ESTEEM, SELF ACTUALIZATION
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WHAT ARE VALUES
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BELIEFS ABOUT WHAT CONSTITUTES WORTH WHILE OR NOT WORTH WHILE GOALS AND METHODS OF REACHING GOALS
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WHERE DO OUR VALUES TEND TO COME FROM
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PARENTS, PEERS, AND SELF
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WHAT IS THE DIFFERENCE BETWEEN VALUES AND PERSONALITY
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VALUES TEND TO COME FROM FEELINGS WE HAVE INSIDE. PERSONALITY TENDS TO BE FORMED FROM PATTERNS, HABITS, OR CONDITIONED RESPONSES TO VARIOUS STIMULI
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WHAT IS GROUP
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GROUP IS NUMBER OF PERSONS OR THINGS CLASSIFIED TOGETHER BECAUSE OF COMMON CHARACTERISTICS OR A COMMUNITY OF INTEREST, ASSEMBLED TOGETHER OR HAVING SOME UNIFYING RELATIONSHIP
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WHAT IS DEFINITION OF DYNAMICS
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THE VARIOUS FORCES, SUCH AS PHYSICAL, MORAL, AND ECONOMIC, THAT OPERATE IN ANY FIELD
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DEFINE GROUP DYNAMICS
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IS AN ONGOING PROCESS INVOLVING THE INTERACTION OF INDIVIDUALS FORMED TO ACHIEVE AN OBJECTIVE, WHERE FORCES DERIVED FROM INDIVIDUAL NEEDS OR GOALS AFFECT THE INTERPERSONAL RELATIONSHIPS BETWEEN INDIVIDUALS
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WHAT ARE MOTIVES
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NEEDS AND WANTS, DRIVES, OR IMPULSES FROM WITHIN AN INDIVIDUAL THAT DIRECTS THE PERSON TOWARD SOME GOAL WHICH MAY BE CONSIDERED CONSCIOUS OR UNCONSCIOUS
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WHAT ARE SOME EXAMPLES OF MOTIVES
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WANTING TO BELONG TO GROUP, DESIRE TO BE SAFE FROM HARM, REACH FULL POTENTIAL AND NEED FOR WATER
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WHAT IS A GOAL
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SATISFY MOTIVE, END RESULTING FROM BEHAVIOR THAT IS DRIVEN BY A NEED, OR SOMETHING THAT WILL SATISFY YOUR NEED
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HUMAN BEHAVIOR REVOLVES AROUND MOTIVES ACCORDING TO MASLOWS HIERARCHY. LIST THESE MOTIVES WITH AN EXAMPLE OF EACH MOTIVE
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PHYSIOLOGICAL - DISTRACTED FROM JOB
SECURITY - VOLUNTEER OVERTIME CAUSE WANTS TO GET AHEAD SOCIAL - PLAYS INTRAMURAL SPORTS, NOT BECAUSE OF ENJOYMENT BUT FOR COMPANY RECOGNITION - TASKS WHEN SOMETHINGS IN IT FOR THEM SELF ACTUALIZATION - FINDS A WAY OF PRACTICING TO BE BEST |
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WHAT ARE VALUES
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BELIEFS ABOUT WHAT DOES AND DOESNT CONSTITUTE WORTHWHILE GOAL
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WHEN ARE VALUES FORMED
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WHENEVER WE ACCEPT AN IDEA, PERCEIVE A RELATIONSHIP, OR TAKE A PRINCIPLE FOR GRANTED
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WHAT IS THE DIFFERENCE BETWEEN VALUES AND OPINIONS
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OPINIONS ALTERED THROUGH EDUCATION AWARENESS, VALUES DONT CHANGE UNLESS LIFE CHANGING OR SIGNIFICANT PERSONAL EVENT OCCURS
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DEFINE PERSONALITY
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HOW PERSON CONSISTENTLY BEHAVES AND REACTS
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WHAT TYPE OF BEHAVIORS MIGHT BE EXHIBITED BY A PERSON WHO IS CONSIDERED TO HAVE A ANALYTICAL PERSONALITY
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SLOW AND METICULOUS IN DECISION MAKING USES OF CHECKLIST TO MAKE SURE THEY HAVE NOT FORGOTTEN ANYTHING
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WHAT TYPE OF BEHAVIORS MIGHT BE EXHIBITED BY A PERSON WHO IS CONSIDERED TO HAVE A COMPASSIONATE PERSONALITY
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MIGHT DISPLAY CHARACTERISTICS OF SOMEONE WHO ALWAYS TAKES THE TIME TO CONSIDER OTHERS FEELINGS AND POINTS OF VIEW AND TO HELP OTHERS
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DEFINE GROUP DYNAMICS
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DIFFERENCE ONES BEHAVIOR CAN HAVE ON OTHERS WITHIN THE GROUP
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WHAT THREE CHARACTERISTICS IMPACT GROUP DYNAMICS
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MOTIVES, VALUES, AND PERSONALITY
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HOW DO MOTIVES IMPACT GROUP EFFECTIVENESS
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GOAL DIRECTED, IF DIFFERENT GOALS THE EFFECTIVENESS OF GROUP CAN BE IMPACTED POSITIVE AND OR NEGATIVE
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HOW COULD VALUES IMPACT GROUP DYNAMICS
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DIFFICULT TO AGREE ABOUT SOLVING PROBLEMS AND HOW TO ACHIEVE GOAL OR AGREE WHAT GOAL IT SHOULD BE
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WHAT IS CONFLICT
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PROCESS WHICH ONE OR BOTH SIDES CONSCIOUSLY INTERFERE IN THE GOAL ACHIEVEMENT EFFORTS OF THE OTHER
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WHAT ARE FOUR COMMON CAUSES OF CONFLICT AMONG INDIVIDUALS IN A GROUP
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DIFFERENT MOTIVES, MISUNDERSTANDING CIRCUMSTANCES, CONFLICTING PRIORITIES, AND UNREALISTIC GOALS
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WHEN IS CONFLICT WITHIN A GROUP A GOOD THING
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GROUP PROBLEM SOLVING
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WHAT IS CONFLICT RESOLUTION
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ATTEMPT TO MINIMIZE OR ALLEVIATE DISPUTES
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WHAT ARE SOME WAYS TO RESOLVE CONFLICT
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AVOIDANCE, ACCOMODATION, COMPROMISE, FORCE, COLLABORATION, OR CONSENSUS
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WHEN WOULD AVOIDANCE BE AN APPROPRIATE APPROACH TO RESOLVING CONFLICT
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WHEN 1-THE IS ISSUE IS TRIVAL 2-THERE IS NO CHANCE OF SATISFYING YOUR OWN CONSCIENCE
3-OTHERS CAN SOLVE THE CONFLICT MORE EFFECTIVELY AND 4-THE DAMAGE OF CONFRONTING OUTWEIGHS THE BENEFITS OF RESOLUTION |
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WHAT IS ACCOMODATION
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PROVIDE SERVICE OR GIVE IN TO ANOTHERS WILL WHILE SACRIFICING OWN NEEDS FOR SAKE OF OTHERS
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WHEN WOULD ACCOMODATION BE APPROPRIATE APPROACH TO RESOLVING CONFLICT
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MORE IMPORTANT TO OTHERS THAN YOU, REALIZE YOUR WRONG, BUILD SOCIAL CREDITS
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WHAT IS COMPROMISE
|
PARTIALLY SATISFYING ALL PARTIES INVOLVED BY ATTEMPTING TO ESTABLISH MIDDLE GROUND
|
|
|
KEEPING IN MIND THE DIFFERENCE BETWEEN ACCOMODATION AND COMPROMISE, WHEN IS COMPROMISE AN APPROPRIATE APPROACH TO RESOLVING CONFLICT
|
1-GOALS ARE MODERATELY IMPORTANT, BUT NOT WORTH EFFORT OR DISRUPTION
2-IT IS NECESSARY TO ARRIVE AT SOLUTIONS UNDER TIME PRESSURE 3-YOU WANT TO ACHIEVE TEMPORARY SETTLEMENT TO A COMPLEX ISSUE |
|
|
WHAT IS FORCING
|
ONE OR BOTH SIDES USE POWER THREATS AND AUTHORITY TO SATISFY NEEDS REGARDLESS OF FEELINGS OF OTHERS
|
|
|
WHEN IS FORCING AN APPROPRIATE APPROACH TO RESOLVING CONFLICT
|
QUICK DECISIVE ACTION IS NEEDED
2-UNPOPULAR ACTIONS ARE REQUIRED 3-ISSUES ARE VITAL FOR MISSION ACCOMPLISHMENT |
|
|
WHAT IS COLLABORATION
|
ATTEMPT TO SATISFY ALL SIDES INVOLVED HONESTLY
|
|
|
WHEN IS COLLABORATION AN APPROPRIATE APPROACH TO RESOLVING CONFLICT
|
BOTH SETS OF CONCERNS ARE TO IMPORTANT TO COMPROMISE
2-COMMITMENT IS NECESSARY 3-HARD FEELINGS THAT NEED TO BE DEALT WITH HAVE BEEN INTERFERING WITH INTERPERSONAL RELATIONSHIPS |
|
|
WHAT IS CONSENSUS SO VALUABLE
|
GET MORE SUPPORT THAN OTHER METHODS OF DECISION MAKING. GREATER BUY-IN TO THE DECISION AND INCREASED CHANCE OF TEAM COMMITMENT TO THE DECISION AND STRONGER SUPPORT OF THE DECISION BY THE TEAM
|
|
|
LIST HELPFUL HINTS TO KEEP IN MIND WHEN TRYING TO REACH A GROUP CONSENSUS
|
AVOID ARGUING, APPROACH THE TASK ON THE BASIC OF LOGIC AND AVOID CHANGING YOUR MIND, SUPPORT ONLY DECISIONS WITH WHICH YOU ARE ABLE TO AGREE AND VIEW DIFFERENCES OF OPINION AS HELPFUL RATHER THAN AS A HINDRANCE IN MAKING DECISIONS
|
|
|
WHO FEELS THE EFFECTS OF GROUP CONFLICT
|
INDIVIDUAL IS AFFECTED AND SO IS THE GROUPS PERFORMANCE ABILITY
|
|
|
LIST 3 POSSIBLE EFFECTS OF GROUP CONFLICT
|
FRUSTRATION, GREATER COOPERATION, OR DECISIONS MAY BE FORCED OR BASED ON EMOTIONS
|
|
|
HOW WOULD CONFLICT LIKELY AFFECT GROUP DYNAMICS
|
LOSE SIGHT OF GROUP GOALS, COMMITMENT TO GROUP GOALS WOULD DECREASE, OR COMMITMENT TO GROUP GOALS WOULD INCREASE BECAUSE OF A SENSE OF SHARED COMMITMENT AND UNDERSTANDING
|
|
|
WHAT IS A TEAM
|
GROUP OF PERSONS ASSOCIATED TOGETHER IN WORK, EACH WITH DEFINED ROLES AND WORKING TOWARDS A COMMON GOAL
|
|
|
WHAT IS THE DIFFERENCE BETWEEN A TEAM AND A GROUP
|
TEAMS HAVE A CLEARLY DEFINED OBJECTIVE AND A TEAMS EXISTANCE IS NORMALLY DEFINED BY A PREDETERMINED PERIOD OF TIME
|
|
|
WHAT IS THE PURPOSE OF A TIGER TEAM
|
FORMED BY SENIOR MANAGEMENT WHICH SOLVES URGENT SPECIFIC PROBLEMS
|
|
|
WHAT IS A PAT
|
PROCESS ACTION TEAM; FORMED BY ANY ORGANIZATION LEVEL TO ANALYZE AND IMPROVE TARGET PROCESS
|
|
|
WHAT IS A DEVELOPMENTAL TEAM
|
NOT EXPERTS IN THE AREA BUT ARE TASKED TO DESIGN NEW PROCESSES
|
|
|
HOW IS A NATURAL WORKING GROUP DIFFERENT FROM THE TIGER TEAM, PAT OR DEVELOPMENTAL TEAM
|
PROCESS TO IMPROVE IS OWNED AND OPERATED BY MEMBERS OF A GROUP
|
|
|
WHAT ARE THE TASK NEEDS OF A TEAM
|
WHAT TAKES TO GET JOB DONE, ESTABLISH PROCEDURES AND IDENTIFY STANDARDS
|
|
|
MUCH OF THE INTERACTION PRESENT WITHIN A TEAM IS CAUSED BY WHICH NEED OF A TEAM
|
INDIVIDUAL
|
|
|
WHAT ARE MAINTENANCE NEEDS
|
BEHAVIOR TO STRENGTHEN AND MAINTAIN TEAM
|
|
|
WHAT ARE THE FOUR STAGES OF TEAM DEVELOPMENT
|
FORMING, STORMING, NORMING, AND PERFORMING
|
|
|
WHAT ARE SOME OF THE FEELINGS ASSOCIATED WITH THE FORMING STAGE
|
ANXIETY, FEAR OF CHALLENGES TO COME, ATTACHMENT TO TEAM, AND EXCITEMENT FOR ANTICIPATION
|
|
|
WHAT BEHAVIORS WOULD YOU EXPECT TO SEE DURING THE FORMING STAGE
|
MEMBERS NEED TO KNOW EACH OTHER, HOW TASK WILL BE ACCOMPLISHED AND HOW TO DEAL WITH PROBLEMS
|
|
|
WHAT ARE SOME OF THE FEELINGS ASSOCIATED WITH THE STORMING STAGE
|
ANXIETY, DOUBT AND FEAR
|
|
|
BASED ON THE FEELINGS COMMONLY ASSOCIATED WITH THE STORMING STAGE WHAT BEHAVIORS WOULD YOU EXPECT TO SEE DURING THIS STAGE
|
QUESTION LEADERSHIP, RESIST COLLABORATING AND IMPATIENCE
|
|
|
WITH ROUGH BEHAVIORS BECOMING EVIDENT WHAT MIGHT BE A FEW IMPORTANT MAINTENANCE FUNCTIONS THAT MUST BE ADDRESSED DURING THE STORMING STAGE
|
HOW MUCH INFLUENCE NEEDED TO HAVE ON THE TEAM AND WHO THEY WILL ALLOW TO INFLUENCE
|
|
|
WHAT BENEFITS CAN A TEAM GAIN FROM WORKING THROUGH THE STORMING STAGE
|
BEGIN TO WORK TOGETHER AND UNDERSTAND EACH OTHER
|
|
|
WHAT ARE SOME SIGNS THAT MIGHT INDICATE A TEAM HAS REACHED THE NORMING STAGE
|
COMPROMISE, ACCEPT EACH OTHER, TEAMWORK AND EVIDENT RECOGNITION
|
|
|
HOW DOES A TEAM OPERATE IN THE PERFORMING STAGE
|
OFFER ASSISTANCE TO OTHERS, RECOGNIZE SKILL OF OTHERS, EFFORTS TOWARD TASK COMPLETION
|
|
|
ONCE A TEAM HAS REACHED THE PERFORMING STAGE IS THE TEAM DEVELOPMENT WORK COMPLETE
|
NO, TEAMS CAN SLIP BACK TO PREVIOUS STAGES
|
|
|
WHAT ARE SOME REASONS A TEAM MIGHT MOVE FROM THE PERFORMING STAGE BACK TO ONE OF THE EARLIER STAGES OF TEAM DEVELOPMENT
|
NEW MEMBER ADDED OR NEW TASK ASSIGNED
|
|
|
HOW DO GROUP DYNAMICS AFFECT THE TEAM DURING THE FORMING STAGE
|
PERSONS KNOW EACH OTHER, WARM AND FRIENDLY, FORMING MAY HAPPEN QUICKLY, IF STRANGERS FORMING MAY TAKE LONGER
|
|
|
HOW DO GROUP DYNAMICS IMPACT THE STORMING STAGE OF TEAM DEVELOPMENT
|
CONSIST OF PEOPLE WHO ARE STRONGED WILLED, STORMING MAY BE DIFFICULT TO GET THROUGH THAN IF THE GROUP WERE PASSIVE
|
|
|
HOW DO GROUP DYNAMICS IMPACT THE NORMING STAGE OF TEAM DEVELOPMENT
|
DEPENDS ON HOW WELL THE DIFFERENT FORCES INVOLVED HAVE FIT TOGETHER UP TO THIS POINT
|
|
|
WHAT DOES THE PROCESS OWNER DO FOR THE TEAM
|
SELECTS TEAM LEADERS AS WELL AS TEAM MEMBERS AND SUPPORTS EFFORTS TOWARD COMPLETING GOAL
|
|
|
WHAT ARE THE RESPONSIBILITIES OF THE TEAM LEADER
|
MANAGES TEAM, DIRECTION AND GUIDANCE , RESOLVES INTERNAL GROUP PROBLEMS AND ENCOURAGES
|
|
|
WHAT MIGHT BE SOME OF THE CONSEQUENCES OF A LEADER BEING UNDER DIRECTIVE OR OVER DIRECTIVE
|
UNDER - LACK DIRECTION WHICH CAUSES MEMBERS TO FLOUNDER AND BECOME FRUSTRATED AND GIVE UP
OVER-MEMBERS BECOME TO DEPENDENT AND WILL NEVER LEARN TO FUNCTION ON OWN AND MAY RESPOND WITH ANGER |
|
|
WHAT IS THE PURPOSE OF A FACILITATOR
|
TEACHER, COACH, AND MODERATOR FOR GROUP, FOCUS ON PROCESS WHILE TEAM LEADER FOCUS ON CONTENT OF IMPROVEMENT, CONCENTRATES ON GROUP DYNAMICS
|
|
|
WHAT DOES A FACILITATOR DO
|
FOCUS THE TEAMS ENERGY TOWARD MEETING ITS GOALS, PROVIDES GUIDENCE BUT NOT DIRECTION, FOCUSES ON HOW DECISIONS ARE MADE WITHIN THE TEAM AND INDIVIDUAL NEEDS ARE BEING MET
|
|
|
WHAT ARE SOME CHARACTERISTICS OF AN EFFECTIVE TEAM MEMBER
|
THINK CREATIVELY, WILLING TO CONTRIBUTE GROUP EFFORTS, ABILITY TO PUT GOOD OF TEAM AHEAD OF PERSONAL GOALS, COMPROMISE, ADHERE TO GROUP NORMS
|
|
|
WHAT IS THE TEAM MEMBER RESPONSIBLE FOR
|
ACCURATE INFO, BUILDING ENVIROMENT WHERE MEMBERS WORK TOGETHER IN HARMONY, ASSERTIVE, AND CREATIVELY
|
|
|
WHY IS IT SO IMPORTANT THAT EVERY TEAM MEMBER UNDERSTANDS HIS OR HER ROLE
|
SO TEAM CAN EFFECTIVELY ACCOMPLISH MISSION
|
|
|
WHAT IS THE FIRST STEP IN OUR SIX STEP PROBLEM SOLVING MODEL
|
STEP 1 IS RECOGNIZE THE PROBLEM
|
|
|
LIST AT LEAST THREE ELEMENTS OF A PROBLEM
|
INDIVIDUAL, OBSTACLE AND GOAL
|
|
|
HOW CAN YOU BE SURE YOU HAVE CORRECTLY IDENTIFIED THE PROBLEM AND NOT THE SYMPTOMS
|
ID 3 ELEMENTS OF A PROBLEM
|
|
|
WHAT IS STEP 2
|
GATHER DATA
|
|
|
WHAT ARE THE 3 TYPES OF DATA REFERRED TO IN STEP 2, BRIEFLY DESCRIBE EACH
|
FACTS - KNOWN TRUTHS CAN BE PROVEN
ASSUMPTION - STATEMENT, MAY OR MAY NOT BE TRUE BUT FACTS INDICATE IF TRUE OR NOT STANDARDS - LIMITS THE SOLUTION TO PROBLEM AND MUST MEET TO BE ACCEPTABLE |
|
|
WHAT IS STEP 3
|
LIST POSSIBLE SOLUTIONS
|
|
|
HOW DO YOU GENERATE POSSIBLE SOLUTIONS
|
CREATIVE THINKING AND BRAINSTORMING
|
|
|
WHERE ARE THREE SOURCES FROM WHICH YOU CAN DRAW A POSSIBLE SOLUTION TO A PROBLEM
|
EXPERIENCES, THINK LOGICALLY AND THINK CREATIVELY
|
|
|
WHAT ARE SOME PRINCIPLE BARRIERS TO CREATIVITY YOU MUST OVERCOME
|
HABIT, FEAR, INERTIA, AND PREJUDICE
|
|
|
WHAT ARE FOUR RULES YOU SHOULD FOLLOW WHEN BRAINSTORMING POSSIBLE SOLUTIONS TO A PROBLEM
|
WITHHOLD JUDGEMENT, ENCOURAGE FREEWHEELING IDEAS, AIM FOR QUANTITY NOT QUALITY AND HITCHIKE IDEAS
|
|
|
WHAT IS STEP 4 WITHIN THE SYSTEMATIC PROBLEM SOLVING APPROACH
|
TEST POSSIBLE SOLUTIONS
|
|
|
HOW CAN WE TEST OUR POSSIBLE SOLUTIONS
|
ANTICIPATING CONSEQUENCES OF EACH SOLUTION, BY APPLYING OUR CRITERIA AND STANDARDS TO EACH POSSIBLE SOLUTION
|
|
|
WHAT THREE CRITERIA SHOULD BE USED FOR SELECTING THE BEST POSSIBLE SOLUTION
|
UNKNOWN
|
|
|
WHAT ARE YOU LOOKING FOR UNDER THE CRITERIA OF FEASIBILITY
|
FEASIBILITY, SUITABILITY, AND ACCEPTABILITY
|
|
|
WHAT ARE YOU LOOKING FOR UNDER THE CRITERIA OF SUITABILITY
|
RESOURCES TANGIBLE AND INTANGIBLE, NEEDED TO IMPLEMENT THE SOLUTION AVAILABLE OR WILL YOU BE ABLE TO GET THEM IN TIME. DO YOU HAVE THE AUTHORITY TO IMPLEMENT THE SOLUTION
|
|
|
WHAT ARE YOU LOOKING FOR UNDER THE CRITERIA OF ACCEPTABILITY
|
WILL SOLUTION SOLVE THE PROBLEM
|
|
|
WHAT IS STEP 5
|
HOW MUCH IT WILL COST, TIME AND MONEY, PEOPLE AND AF REGULATIONS
|
|
|
WHAT HAPPENS DURING STEP 5 AND SELECT THE BEST SOLUTION
|
SELECT THE BEST SOLUTION
|
|
|
WHAT IS MEANT BY CRIPPLING ATTITUDES
|
CHOOSING SOLUTION, WHAT YOUR BOSS WANTS, SELECTING SOLUTION JUST BECAUSE ITS ALWAYS BEEN THAT WAY
|
|
|
WHAT IS STEP 6
|
IMPLEMENT AND FOLLOW-UP
|
|
|
WHAT HAPPENS DURING STEP 6
|
PUT INTO ACTION THE SOLUTION PICKED IN STEP 5
|
|
|
DEFINE THE PRINCIPLES OF ORGANIZATION IN A BUREACRACY
|
RATIONAL SYSTEMATIC AND PRECISE FORM OR ORGANIZATION IN WHICH RULES, REGULATIONS AND TECHNIQUES OF CONTROL ARE PRECISE DEFINED
|
|
|
WHAT IS ORGANIZATIONAL STRUCTURE OF THE AIR FORCE DESIGNED TO DO
|
EXPLOIT AEROSPACE POWER, VERSATITY AND FLEXABILITY TO ENSURE AEROSPACE FORCES REMAIN RESPONSIVE
|
|
|
DEFINE DECENTRALIZATION
|
AUTHORITY IS PASSED TO LOWER LEVELS IN THE ORGANIZATION
|
|
|
WHAT CULTURAL ELEMENT OF THE AIR FORCE WILL ENABLE THE AIR FORCE TO EVOLVE FROM AN AIR FORCE TO AN AIR AND SPACE FORCE ON ITS PATH TOWARDS SPACE
|
INNOVATION
|
|
|
AS A LEADER, WHAT CAN RESULT FROM YOUR TREATING PEOPLE WITH DIGNITY AND FAIRNESS
|
RETENTION AND RECRUITMENT
|
|
|
WHAT IS THE DEFINITION OF LEADERSHIP AS IT APPLIES TO YOU AS A LEADER IN THE AIR FORCE
|
ART OF INFLUENCING AND DIRECTING PEOPLE TO ACCOMPLISH THE MISSION
|
|
|
TO BECOME AN EFFECTIVE LEADER, WHAT TWO FUNDAMENTAL CONCEPTS MUST YOU ALWAYS CONSIDER
|
THE MISSION AND OTHER PEOPLE
|
|
|
DEFINE FOLLOWSHIP
|
CAPACITY TO FOLLOW A LEADER, FOLLOWS OPINIONS OR TEACHINGS OF ANOTHER, WILLINGNESS TO SERVE AND ACCEPT THE AUTHORITY OF ANOTHER
|
|
|
LIST THE KEY ATTRIBUTES OF FOLLOWERSHIP
|
WILLINGNESS, SERVICE AND ACCEPTANCE OF AUTHORITY
|
|
|
WHAT ARE THE SOURCES OF A LEADERS POSITIONAL INFLUENCE
|
DUTY TITLE, RANK AND JOB
|
|
|
WHAT IS AN EXAMPLE OF A LEADER APPROPRIATELY USING HIS OR HER INFLUENCE
|
ACKNOWLEDGES A JOB WELL DONE WITH VERBAL PRAISE AND LOA OR A MEDAL
|
|
|
NAME ONE WAY TO INCREASE THE AMOUNT OF INFLUENCE YOU HAVE AS A FOLLOWER
|
KNOW YOURSELF AND YOUR SUPERVISOR
|
|
|
EXPLAIN HOW EFFECTIVE USE OF FOLLOWSHIP TRAITS PROMOTES MISSION ACCOMPLISHMENT
|
MISSION ACCOMPLISHMENT BUILDS GREATER TRUST BETWEEN BOSS AND SUBORDINATE, FOSTERS TEAMWORK
|
|
|
DESCRIBE THE RELATIONSHIP BETWEEN LEADERSHIP AND FOLLOWERSHIP
|
DEPEND ON ONE ANOTHER. LEADERSHIP INFLUENCE AND DIRECT OTHERS FOLLOWERSHIP WILLINGNESS TO ACCEPT AUTHORITY
|
|
|
WHICH LEADERSHIP STYLE, ACCORDING TO THE LEADERSHIP CONTINUUM PROVIDES MOST OF THE AUTHORITY TO GROUP MEMBERS INSTEAD OF THE LEADER
|
FREE REIGN
|
|
|
WHAT TYPE OF SUPERVISOR DELEGATES RESPONSIBILITY TO FOLLOWERS AND EMPOWERS THEN TO PERFORM TASKS
|
Y MANAGER
|
|
|
DESCRIBE SITUATIONAL LEADERSHIP
|
LEADERS BEHAVIOR MUST BE BASED ON DIAGNOSIS OF THE DEVELOPMENT LEVEL OF SUBORDINATES AND OTHER SITUATIONAL FACTORS IN EXISTANCE
|
|
|
LIST AND DEFINE FIVE MANAGEMENT SKILLS THAT AN EFFECTIVE SUPERVISOR CAN USE TO GET THE JOB DONE
|
TECH SKILLS - UNDERSTANDING PROFICIENCY INVOLVES METHOD PROCESS PROCEDURES, INTERPERSONAL SKILLS - WORK EFFECTIVELY WITHIN TEAM AND BUILD COOPERATIVE ENVIROMENT
CONCEPTUAL - SEE ORG AS WHOLE, HOW DIFFERENT PARTS OF THE ORG COME TOGETHER TO ACCOMPLISH THE MISSION DIAGNOSTIC - INVESTIGATE PROBLEMS, DETERMINE BEST SOLUTION, IMPLEMENT THE SOLUTION POLITICAL - SUPPLEMENT TO JOB COMPETENCE AND OTHER BASIC SKILL, POWER AND CONNECTIONS |
|
|
WHAT MANAGEMENT SKILL SHOULD BE REGARDED AS A SUPPLEMENT TO JOB COMPETENCE AND THE OTHER BASIC SKILLS
|
POLITICAL SKILLS
|
|
|
WHAT MANAGEMENT SKILL INVOLVES AN UNDERSTANDING OF AND A PROFICIENCY IN A SPECIFIC ACTIVITY THAT INVOLVES METHODS, PROCESSES, PROCEDURES, AND TECHNIQUES
|
TECHNICAL SKILL
|
|
|
BASED ON YOUR READINGS, WHAT TERM IS NORMALLY ASSOCIATED WITH A LEADER
|
PASSIONATE
|
|
|
WHAT FOLLOWER BEHAVIOR BEST ILLUSTRATES A COMBINATION OF CONFIDENCE AND MOTIVATION
|
COMMITMENT
|
|
|
NAME THE SKILLS COMBINATION UPON WHICH FOLLOWERS DEVELOPMENT LEVEL BASED
|
COMPETENCE AND COMMITMENT
|
|
|
LIST AND DEFINE THE FOUR LEADERSHIP BEHAVIORS EFFECTIVE SUPERVISORS USE IN FOLLOWER DEVELOPMENT
|
INSTRUCTING - SUP ENGAGES IN ONE WAY COMMUNICATION
COACHING - PROVIDES GREAT DEAL OF DIRECTION AND INSTRUCTION SUPPORTING - 2 WAY COMMUNICATION LISTENS, FACILITATES INTERACTION DELEGATING - FOLLOWERS ARE GIVEN RESPONSIBILITY TO CARRY OUT WITH WHAT BOTH AGREED ON |
|
|
IN WHAT STYLE OF LEADERSHIP ARE PROBLEM SOLVING AND DECISION MAKING DONE SOLELY BY THE SUPERVISOR
|
INSTRUCTING
|
|
|
IN WHAT STYLE OF LEADERSHIP ARE FOLLOWERS GIVEN THE RESPONSIBILITY TO CARRY OUT DECISIONS BOTH THE SUPERVISOR AND FOLLOWER HAVE AGREED ON
|
DELEGATING
|
|
|
WHAT IS THE PRIMARY BEHAVIOR OF THE SUPERVISORS WHEN THEY ARE USING THE SUPPORTING OR DELEGATING STYLES OF LEADERSHIP
|
SUPPORTIVE
|
|
|
WHICH SITUATIONAL VARIABLE REQUIRES CONSTANT OBSERVATION AND IS OFTEN VERY STRUCTURED IN AN EFFORT TO ENSURE MISSION ACCOMPLISHMENT
|
JOB DEMANDS
|
|
|
AIRMAN SMITH HAS BEEN ASSIGNED TO YOU SECTION DIRECTLY FROM BASIC TRAINING. HE HAS NO KNOWLEDGE OF HIS ASSIGNED TASKS, BUT IS EAGER TO LEARN. WHICH LEADERSHIP STYLE IS APPROPRIATE TO USE AT THIS LEVEL OF AIRMEN SMITHS DEVELOPMENT
|
INSTRUCTING
|
|
|
WHAT IS THE AIR FORCE POLICY ON MILITARY EQUAL OPPORTUNITY
|
FREE FROM UNLAWFUL DISCRIMINATION AND SEX HARRASSMENT, EQUAL OPPORTUNITY AND TREATMENT FOR ALL MEMBERS NO MATTERRACE, COLOR, RELIGION, NATIONAL ORIGIN, SEX, AGE AND HANDICAPPED CONDITIONS
|
|
|
NAME TWO FORMS OF UNLAWFUL DISCRIMINATION AND DEFINE THEIR USE
|
INDIVIDUAL - ACTION TAKEN BY INDIVIDUAL TO DEPRIVE PERSON OR GROUP
ORGANIZATIONAL - ACTION BY INSTITUTION THROUGH POLICIES AND PROCEDURES |
|
|
WHAT IS THE AIR FORCE DEFINITION OF SEXUAL HARRASSMENT
|
UNWELCOME SEXUAL ADVANCES, REQUEST SEXUAL BEHAVIORS AND VERBAL OR PHYSICAL CONDUCT IN SEXUAL OF NATURE AT TERM OF PERSONS JOB, PAY, CAREER
|
|
|
WHAT IS AIR FORCE POLICY ON SEXUAL HARASSMENT
|
NO TOLERANCE
|
|
|
WHAT AFI DISCUSSES DISSISENT AND PROTEST ACTIVITIES
|
AFI 51-903
|
|
|
AIR FORCE MEMBERS WHO ENGAGE IN THE EFFORT TO DEPRIVE INDIVIDUALS OF THEIR CIVIL RIGHTS ARE PUNISHABLE UNDER WHICH ARTICLE OF THE UCMJ
|
ARTICLE 92
|
|
|
WHAT CAN YOU DO TO HELP PREVENT MILITARY EQUAL OPPORTUNITY (MEO) PROBLEMS
|
ESTABLISH PROPER ATMOSPHERE, CLEAR POLICIES, SUPPORT AND ATTEND SPECIAL OBSERVANCES AND ALLOW SUBORDINATES TO DO SAME, LET THEM KNOW POLICIES AND STANDARDS AND REFER PROBLEMS UPCHAIN OF COMMAND
|
|
|
WHAT IS THE SUPERVISORS ROLE IN MILITARY EQUAL OPPORTUNITY
|
PREVENTING MEO PROBLEMS, ID THOSE PROBLEMS AND CORRECTING THEM
|
|
|
WHAT ARE SOME MEASURES A SUPERVISOR CAN TAKE TO CORRECT INAPPROPRIATE MEO PROBLEMS
|
ADVISE TO STOP, REPORT TO NEXT LEVEL, INFORM COC
|
|
|
DEFINE SUBSTANCE ABUSE
|
USE OF ANY ILLICIT DRUG OR MISUSE OF ANY PRESCRIBED MEDS OR ALCOHOL, ANY PATTERN OF UNCONVENTIONAL MISUSE OF ANY SUBSTANCE FOR NON-MED PURPOSES THAT PROCEDURES KNOW HEALTH RISK OR DANGERS SELF OR OTHERS
|
|
|
DEFINE ALCOHOL ABUSE
|
ANY SUBSTANDARD BEHAVIOR OR PERFORMANCE WHICH THE CONSUMPTION OF ALCOHOL IS A PRIMARY CONTRIBUTING FACTOR
|
|
|
DEFINE DRUG ABUSE
AFI 44-121 0 TOLERANCE |
ILLEGAL, WRONGFUL, IMPROPER, USE POSSESSION, SALE OR TRANSFER OR INTRODUCTION ONTO A MILITARY INSTALLATION
|
|
|
HOW DOES SUBSTANCE ABUSE IMPACT THE INDIVIDUAL
|
LEGAL, MARTIAL, HEALTH, POOR JOB PERFORMANCE, AND ACCIDENTS
|
|
|
HOW DOES SUBSTANCE ABUSE IMPACT THE UNIT
|
DECREASE IN MORALE/DISCIPLINE, DEGRADES UNIT PRODUCTIVITY
|
|
|
WHAT ARE THE OBJECTIVES OF THE ADAPT PROGRAM
|
PROMOTE READINESS, HEALTH WELLNESS, PREVENTION AND TREATMENT OF SA
MIN NEG CONSEQUENCES OF SA ON INDIVIDUAL AND FAMILY PROVIDE EDUCATION AND TREATMENT RETURN SA USERS TO UNRESTRICTED DUTY STATUS |
|
|
WHAT IS THE SUPERVISORS ROLE IN PREVENTING SUBSTANCE ABUSE
|
HELP SUBORDINATES ADJUST TO ENVIROMENT, OBSERVE, COUNSEL, AND CORRECT
|
|
|
WHAT ARE SOME ACTIONS THAT YOU CAN TAKE ONCE YOU SUSPECT SUBSTANCE ABUSE
|
DOCUMENT, CONFRONT AND DISCUSS
|
|
|
WHAT IS THE PRIMARY RESPONSIBILITY OF THE SUPERVISOR DURING SUBORDINATE REHABILITATION
|
MONITOR PROGRESS, REDUCE STIGMA, COORDINATE ALL EFFORTS WITH THE LIFE SKILLS OFFICE
|
|
|
WHAT ARE SOME QUESTIONS A SUPERVISOR CAN ASK HIMSELF OR HERSELF WHEN ESTABLISHING STANDARDS
|
AUTHORITY TO ESTABLISH STANDARDS? STANDARDS ADDRESS QTY, QUALITY, AND TIMELINESS. INDIVIDUAL MEET STANDARDS, STANDARDS MEASUREABLE
|
|
|
NAME SOME SOURCES FROM WHICH SUPERVISORS GET STANDARDS OF CONDUCT
|
AFI 36-2909 PROF RELATIONS, DOD 5500-7 STANDARDS CONDUCT, AFI 36-3010 MEMBER MARITAL STATUS, AFI 40-502 AF WEIGHT, AFI 36-2906 FINANCIAL RESPONSIBILITIES, AFI 36-2908 FAMILY CARE PLANS
|
|
|
WHAT IS THE SUPERVISORS MAIN ROLE IN MAINTAINING STANDARDS THROUGH DISCIPLINE
|
DEVELOP SUBORDINATE SELF CONTROL TO DO WHATS RIGHT ALL THE TIME
|
|
|
WHAT TWO METHODS OF DISCIPLINE ARE PLACED AT THE SUPERVISORS DISPOSAL TO ENSURE PROPER DISCIPLINE AND STANDARDS
|
PREVENTION AND CORRECTION
|
|
|
ACCORDING TO AFI 36-2618, THE ENLISTED FORCE STRUCTURE, WHAT ARE SOME SUPERVISORY RESPONSIBILITIES IN MAINTAINING DISCIPLINE
|
EMPLOYING PERSONNEL, MATERIAL, EQUIPMENT, AND OTHER RESOURCES, PERSONAL INTEGRITY, LOYALTY, LEADERSHIP AND DEDICATION
|
|
|
WHAT MEASURES CAN A SUPERVISOR USE TO MAINTAIN GOOD DISCIPLINE
|
PREVENTIVE CORRECTIVE AND PUNITIVE MEASURES
|
|
|
WHAT TWO WAYS CAN A SUPERVISOR ACCOMPLISH CORRECTIVE COUNSELING
|
VERBAL AND WRITTEN
|
|
|
WHAT IS NON-JUDICIAL PUNISHMENT AND WHO IS AUTHORIZED TO IMPOSE IT
|
COMMANDER, ARTICLE 15
|
|
|
WHAT ARE THE FIVE TYPES OF DCAS
|
COUSELING, ADMONITION, REPRIMAND, UIF (UNFAVORABLE INFORMATION FILE) AND CONTROL ROSTER
|
|
|
WHAT TYPES OF INFORMATION CAN BE PLACED IN AN UNFAVORABLE INFORMATION FILE (UIF)
|
NON JUDICIAL PUNISHMENT. WHERE THERE IS A PERIOD OF SUSPENSION OR IF PUNISHMENT PERIOD IS MORE THAN 1 MONTH
|
|
|
WHEN A REQUIREMENT FOR A RECORD OR LETTER OF COUNSELING OR LETTER OF ADMONISHMENT OR REPRIMAND HAS BEEN ESTABLISHED WHAT ITEMS SHOULD BE INCLUDED
|
WHAT MEMBER FAILED TO DO OR WAS ORDERED TO DO
|
|
|
WHAT STEPS NEED TO BE ACCOMPLISHED IN THE SERVICE MEMBER REFUSES TO SIGN A LETTER OF ADMONISHMENT OR REPRIMAND
|
ANNOTATE MEMBER REFUSED TO SIGN, SIGN AND DATE
|
|
|
THE AUTHORITY TO ESTABLISH UIFS AND CONTROL ROSTERS RESTS SOLELY WITH WHOM
|
COMMANDER
|
|
|
WHO HAS ACCESS TO A UIF
|
THE MEMBER WHO HAS IT, 1ST SGT, RATING OFFICIALS
|
|
|
DEFINE THE AIR FORCE POLICY ON PROFESSIONAL RELATIONSHIP
|
CONTRIBUTE TO THE EFFECTIVENESS OF THE OPERATION OF AF
|
|
|
HOW DO UNPROFESSIONAL RELATIONSHIPS AFFECT THE WORK ENVIROMENT
|
NEGATIVELY IMPACT MORALE AND DISCIPLINE
|
|
|
WHICH MEMBER IN THE PERSONAL RELATIONSHIPS BEARS THE PRIMARY RESPONSIBILTY FOR MAINTAINING THE PROFESSIONALISM OF THAT RELATIONSHIP
|
SENIOR MEMBER
|
|
|
HOW CAN SUPERVISORS BEST BALANCE SUPERVISOR/
SUBORDINATE RELATIONSHIPS |
NO ANSWER
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WHAT IS MENTORSHIP
|
RELATIONSHIP IN WHICH A PERSON OF GREATER EXPERIENCE AND WISDOM HELPS GUIDE THE PROFESSIONAL DEVELOPMENT OF A MORE JR PERSON
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NAME SOME QUALITIES OF A GOOD MENTOR THAT SUPPORTS SUBORDINATE DEVELOPMENT
|
SOCIALABILITY, DOMINANCE, OPENESS, COMMUNICATE, AND COUNSELOR
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WHAT IS STRESS
|
TENSION
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WHAT ARE SOME SYMPTOMS OR SIGNS OF STRESS
|
CONFUSION, DEPRESSION, MOOD CHANGES, ABNORMAL EATING, POUNDING HEART
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|
GIVE SOME EXAMPLES OF POSITIVE AND NEGATIVE STRESS
|
POSITIVE-TESTING FOR PROMOTION, CHILD BIRTH
NEGATIVE - DEATH, STATIONAL SOMEWHERE YOU DONT LIKE |
|
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WHAT ARE THREE AREAS IN WHICH THE SUPERVISOR HAS A ROLE IN STRESS MANAGEMENT
|
EDUCATION, ASSISTANCE, AND COUNSELING AND REFERRAL
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WHAT SUPERVISORY ROLE IN STRESS MANAGEMENT ALLOWS THE SUPERVISOR TO INTEREVENE PRIOR TO A DISCIPLINE PROBLEM
|
ASSISTANCE AND COUNSELING
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WHAT IS TIME MANAGEMENT
|
USING TIME WISELY AND EFFECTIVELY, SETTING CLEAR PRIORITIES AND MAKING SURE YOU ACHIEVE THEM
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WHAT ARE THE CRITICAL ATTRIBUTES OF TIME MANAGEMENT
|
GOALS AND OBJECTIVES
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|
WORK ASSIGNMENTS THAT ARE HIGHLY TIME-SENSITIVE BUT REQUIRED FOR GOAL ACCOMPLISHMENT SHOULD BE PLACED IN WHICH TIME MANAGEMENT PRIORITIZATION CATEGORY
|
IMPORTANT
|
|
|
DESCRIBE HOW EFFECTIVE TIME MANAGEMENT RELATES TO MISSION ACCOMPLISHMENT
|
GOOD TIME MANAGEMENT TECHNIQUES ON JOB TO PROMOTE MISSION ACCOMPLISHMENT
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|
WHAT IS DIVERSITY
|
DIFFERENCE IN PEOPLE
|
|
|
NAME SOME FACTORS THAT CREATE DIVERSITY
|
LANGUAGE, RACE, AGE, GENDER, CULTURE
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WHAT BARRIERS PREVENT THE PROCESS OF DIVERSITY FROM HAPPENING
|
PREJUDICE, STEREOTYPING, UNLAWFUL DISCRIMINATION
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WHICH BARRIER ENTAILS COOPERATING WITH OTHERS KNOWINGLY OR UNKNOWINGLY TO REINFORCE STEROTYPICAL ATTITUDES, PREVAILING BEHAVIOR, AND NORMS
|
COLLUSION
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WHY IS DIVERSITY IN THE WORKPLACE IMPORTANT
|
PROMOTE HEALTHY WORK ENVIRONMENT
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GIVE SOME EXAMPLES OF HOW DIVERSITY CAN POSITIVELY IMPACT THE WORKPLACE
|
VIEW POINTS, PERSPECTIVES, KNOWLEDGE, TEAMWORK MAXED
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|
WHAT IS A DEMOCRACY
|
GOVERNMENT BY AND ANSWERABLE TO THE PEOPLE
|
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WHAT ARE SOME PRINCIPLES OF OUR DEMOCRACY
|
ELECT REPS TO VOICE CONCERNS TO GOVERNMENT AND BELIEVES IN EQUALITY
|
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|
WHAT ARE THE DUTIES AND RESPONSIBILITIES OF THE MILITARY CITIZEN WITHIN OUR DEMOCRACY
|
STAY INFORMEED OF POLICTICAL ISSUES AND HOW THEY AFFECT THE AF
|
|
|
BY PLACING LIMITATIONS ON MILITARY MEMBERS PARTICIPATION IN POLITICAL EVENT. WHAT IS THE MILITARY ATTEMPTING TO ACCOMPLISH
|
AVOID PERCEPTION THE MILITARY SUPPORTS SPECIFIC CANDIDATE
|
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WHAT SPECIFIC ACTION IS NOT ALLOWED BY A MILITARY MEMBER
|
PARTICIPATION IN A STRIKE
|
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AS MILITARY CITIZENS WHAT IS THE BEST WAY TO IMPACT THE DEMOCRATIC PROCESS
|
POWER OF THE VOTE
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HOW OFTEN CAN YOU, AS AN EVALUATOR, EVALUATE AND REPORT ON WORKERS
|
CONTINOUSLY
|
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WHEN MIGHT YOU NEED TO EVALUATE WORKERS THAT YOU DO NOT FORMALLY SUPERVISE
|
DAY TO DAY OPS, PERHAPS AS A TRAINER
|
|
|
DEFINE EFFECTIVE EVALUATIONS
|
ACCURATE ASSESSMENT OF INDIVIDUALS PERFORMANCE
|
|
|
WHAT ARE SOME INSTANCES WHEN YOU MIGHT NEED TO PERFORM EVALUATIONS ON SUBORDINATES OR WORKERS
|
AWARDS AND DECS, DETERMINE IF RETAINED OR SEPERATED, ELECT SPECIAL POSITIONS
|
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WHY IS IT IMPORTANT THAT EVALUATION BEGINS WITH COMMUNICATION
|
NEED TO KNOW WHATS EXPECTED OF THEM
|
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|
WHAT IS THE BEST MEASUREMENT OF A WORKERS PERFORMANCE
|
RESULTS OF WORK
|
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|
WHAT DO YOU DO IF A WORKER IS NOT MEETING THE STANDARDS
|
MORE TRAINING OR MODIFY STANDARD, OR CORRECTIVE COUNSELING
|
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|
WHY IS IT NOT ENOUGH FOR YOU TO OBSERVE SOMEONES PERFORMANCE ONLY ONCE A WEEK OR SO
|
DONT KNOW THEIR TYPICAL PERFORMANCE
|
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|
IN SIMPLE TERMS HOW DO YOU ASSESS A WORKERS PERFORMANCE
|
COMPARE WITH STANDARDS YOU INITIALLY ESTABLISHED WITH THE WORKER
|
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|
WHAT IS THE DIFFERENCE BETWEEN SUBJECTIVITY AND OBJECTIVITY
|
SUBJECTIVITY INVOLVES PERSONAL BIAS OR OPINION. OBJECTIVITY INVOLVES ONLY THE FACTS
|
|
|
AS AN EVALUATOR, SHOULD YOUR OBSERVATIONS BE SUBJECTIVE OR OBJECTIVE WHY OR WHY NOT
|
OBJECTIVE
|
|
|
DEFINE REPORTING
|
CAN BE UNOFFICIAL, INFORMAL, AND EVERYDAY. IN OTHER WORDS, REPORTING IS ACTION TAKEN TO REPORT ON SUBORDINATES PERFORMANCE EITHER VERBALLY OR WRITTEN
|
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|
WHAT IS THE PURPOSE OF REPORTING
|
PROVIDES FEEDBACK ON BEHAVIOR OR THE RESULTS OF EFFORT
|
|
|
WHY IS EVALUATION AND REPORTING SO IMPORTANT
|
HELPS IMPROVE THEMSELVES AND TO BE SUCCESSFUL
|
|
|
FOR AN EVALUATION TO BE EFFECTIVE, WHAT THREE PRINCIPLES MUST YOU FOLLOW
|
ESTABLISH CLEAR STANDARDS, OBSERVE AND MEASURE
|
|
|
WHAT MAKES A GOOD, CLEAR STANDARD
|
AUTHORITY TO ESTABLISH, MUST ADDRESS QUALITY AND QUANTITY AND TIMILINESS, MUST BE ATTAINABLE
|
|
|
WHAT IS THE SECOND PRINCIPLE OF EVALUATION, AND WHAT DOES IT INVOLVE
|
OBSERVATION. FORM BASIS OF EVALUATION AND INCLUDE DIRECT OBSERVATION OF PERSONS BEHAVIOR OR PERFORMANCE OF STANDARD
|
|
|
LIST THE THREE WAYS OBSERVATION CAN BE DONE
|
DIRECT, OTHERS, LOOKING AT COMPLETED WORK
|
|
|
IF YOU ARE UNABLE TO PERSONALLY OBSERVE THE PERFORMANCE OF YOUR WORKERS, WHAT ARE YOUR OPTIONS TO FULFILL THE REQUIREMENT FOR OBSERVATION
|
OBSERVATION OF PEERS, COMPLETED PRODUCT, AND ASK CO-WORKERS
|
|
|
AS THE EVALUATOR, WHAT ARE YOU DOING DURING THE MEASUREMENT PRINCIPLE OF EVALUATION
|
TAKE OBSERVATIONS AND MEASURE THEM AGAINST STANDARDS
|
|
|
HOW ARE EVALUATIONS USED
|
ID IF WORKER IS MEETING OR EXCEEDING A STANDARD ON NOT MEETING
|
|
|
LIST POSSIBLE PITFALLS EVALUATIONS NEED TO AVOID
|
RESISTANCE TO EVALUATIONS, ONE WAY COMMUNICATION, CLOSE MINDEDNESS, AND AVOIDANCE OF SELF EVALUATIONS
|
|
|
WHY DO SOME PEOPLE RESIST BEING AND EVALUATOR OR EVALUATING OTHER PEOPLE
|
MAY NOT UNDERSTAND WHAT NEEDS TO BE DONE OR WHAT EXPECTED
|
|
|
WHAT THREE THINGS CAN YOU DO TO AVOID BEING CLOSE MINDED WHEN CONDUCTING EVALUATIONS
|
COMPARE PERFORMANCE AGAINST STANDARD, EVALUATE EACH FACTOR SEPERATELY, EVALUATE USING CURRENT AND RELEVENT INFO
|
|
|
WHAT ARE THE TWO PRINCIPLES OF REPORTING
|
INFORMAL AND FORMAL
|
|
|
WHAT IS INFORMAL REPORTING
|
LETTING WORKERS KNOW HOW WELL THEY DID IN RELATION TO STANDARD, PAT ON BACK OR INFORMAL FEEDBACK
|
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WHAT IS THE PURPOSE OF FORMAL REPORTING
|
LET WORKERS KNOW WHAT THEY DID OR DIDNT MEET
|
|
|
LIST WAYS REPORTS CAN BE USEFUL
|
KNOW WHERE THEY STAND, RECORD OF PERFORMANCE, CONCRETE BASIS FOR DECISIONS
|
|
|
LIST FOUR PITFALLS TO AVOID WHEN REPORTING
|
POSITIVE OR NEGATIVE ANTICIPATION, ONE WAY COMMUNICATION, ABSTRACT REPORTS AND REPORTS WITHOUT DATA
|
|
|
LIST REASONS WHY EVALUATING AND REPORTING ARE IMPORTANT
|
INCREASE EFFECTIVENESS OF WORK CENTER, AND HAVE WELL DEVELOPED WORKERS
|
|
|
WHAT ARE THE TWO MAIN OBJECTIVES OF THE PMP
|
LONG TERM RECORD, APPROPRIATE PERFORMANCE FEEDBACK
|
|
|
WHY IS IT IMPORTANT TO KNOW YOUR SUBORDINATES
|
BASIS CONSIOUSLY OR UNCONSIOUSLY
|
|
|
LIST AT LEAST THREE REASONS WHY YOU SHOULD TAKE THE TIME TO BECOME ACQUAINTED WITH THOSE WHO WORK FOR YOU
|
MATCH PERSONAL INTERESTS WITH JOBS, INCREASE FLOW OF SUGGESTIONS, BASIS FOR INFLUENCING GROUP MEMBERS
|
|
|
WHAT TYPES OF INFORMATIONS MAY BE HELPFUL IN GETTING TO KNOW YOUR SUBORDINATES
|
BIOGRAPHICAL, EMPLOYMENT HISTORY, INTERESTS, SELF IMAGE, NEEDS VALUES, EXPECTATIONS, GOALS, PERCEPTIONS
|
|
|
WHILE IT IS VERY IMPORTANT TO GET TO KNOW YOUR PEOPLE AND TO ESTABLISH A RELATIONSHIP WHERE IDEAS AND SUGGESTIONS CAN BE EXPRESSED FREELY, WHAT MUST YOU ALWAYS REMEMBER
|
BE PROFESSIONAL
|
|
|
IN WHAT WAYS CAN THE PRINCIPLES OR PMP BE USED BY YOU AS A SUPERVISOR
|
WHOS NOMINATED FOR AWARDS AND DECS, WHOSE GIVEN ADDITIONAL RESPONSIBILITIES, WHO REENLISTMENT, AND WHO WILL NOT BE GIVEN COMPENSATOR TIME OFF
|
|
|
WHAT IS STEP 1 OF THE PMP
|
DEVELOP PERFORMANCE EXPECTATIONS
|
|
|
WHAT IS THE PURPOSE BEHIND THE DEVELOPMENT OF PERFORMANCE EXPECTATIONS
|
COMPLETE DESCRIPTION OF SPECIFIC DUTIES AND TO WHAT STANDARD
|
|
|
WHEN DEVELOPING PERFORMANCE EXPECTATIONS, WHY WOULD IT BE HELPFUL TO USE THE JOB DESCRIPTION AND SPECIFIC STANDARDS
|
PROVIDE INFO NOT FOUND IN JOB DESCRIPTIONS, DESCRIBE WHAT CONSTITUTES SATISFACTORY PERFORMANCE
|
|
|
ONE LIMITATION OF THE JOB DESCRIPTION IS THAT IT IS ACTIVITIES ORIENTED RATHER THAN RESULTS ORIENTED WHAT DOES THIS MEAN
|
JOB DESCRIPTION TYPICALLY DETAILS WHAT AN EMPLOYEE DOES RATHER THAN RESULTS TO BE ACHIEVED
|
|
|
BESIDES BEING ACTIVITIES ORIENTED RATHER THAN RESULTS ORIENTED WHAT CAN BE ANOTHER DISADVANTAGE OF THE JOB DESCRIPTION
|
DEFINING THE LIMITS OF THEIR JOBS AND REFUSE TO DO ANYTHING NOT SPECIFICALLY LISTED IN DUTIES AND RESPONSIBILITIES SECTION
|
|
|
WHAT ARE THE ATTRIBUTES OF A GOOD, CLEAR PERFORMANCE STANDARD
|
ADDRESS QUALITY, QUANTITY AND OR TIMELINES, WILL BE ATTAINABLE AND MEASUREABLE
|
|
|
DESCRIBE STEP 2 OF THE PERFORMANCE MANAGEMENT PROCESS
|
MONITORING PERFORMANCE PROGRESS, OBSERVATION OVER A PERIOD OF TIME LONG ENOUGH FOR THOROUGH LOOK
|
|
|
WHEN MONITORING PERFORMANCE PROGRESS DESCRIBE THE THREE AREAS YOU SHOULD PAY CLOSE ATTENTION TO
|
RESULTS, METHODS AND PROCEDURES
|
|
|
LIST THREE THINGS YOU CAN DO WHEN MONITORING PERFORMANCE THAT WILL HELP YOU TO BE MORE EFFECTIVE
|
MAKE NOTES ABOUT BEHAVIORS AND IMPACT OF THOSE BEHAVIORS, COLLECT EXAMPLES OF WORK
|
|
|
EXPLAIN STEP 3 OF THE PERFORMANCE MANAGEMENT PROCESS
|
EVALUATE INDIVIDUAL PERFORMANCE, MEASURE AND OBSERVE BEHAVIOR/PERFORMANCE AGAINST A STANDARD
|
|
|
WHAT ARE SOME PITFALLS TO AVOID WHEN EVALUATING AN INDIVIDUALS PERFORMANCE
|
RATABILITY, RELEVANCE, VARIABILITY, PERSONAL BIAS, GENERAL IMPRESSIONS, LOGIC
|
|
|
BRIEFLY DISCUSS RATABILITY AS A PITFALL WHEN EVALUATING AND INDIVIDUALS PERFORMANCE
|
EVALUATOR ATTEMPTS TO EVALUATE FACTORS THAT ARE ESSENTIALLY NOT RATABLE
|
|
|
HOE DOES RELEVANCE AFFECT AND INDIVIDUALS PERFORMANCE
|
ESSENTIAL ELEMENTS OF JOB ARE OMITTED FROM CONSIDERATION UNDUE WEIGHT IS GIVEN TO INCIDENT, FACTORS ARE INCLUDED THAT DO NOT CONTRIBUTE TO PERFORMANCE
|
|
|
DESCRIBE HOW VARIABILITY IS A PITFALL WHEN EVALUATING AND INDIVIDUALS PERFORMANCE
|
DO NOT SHOW APPROPRIATE DIFFERENCE IN INDIVIDUAL PERFORMANCE
|
|
|
WHAT IS MEANT BY THE TERM EVALUATOR STRICTNESS
|
STANDARD IS UNREASONABLE HIGH
|
|
|
WHAT IS MEANT BY THE TERM CENTRAL TENDENCY
|
RATE EVERYONE AVERAGE
|
|
|
WHAT IS MEANT BY THE TERM HALO EFFECT
|
ONE FACTOR OR CHARACTERISTICS OF SUBORDINATE INFLUENCES THE EVALUATION OF OTHER FACTORS
|
|
|
BRIEFLY DISCUSS PERSONAL BIAS/GENERAL IMPRESSIONS AS A PITFALL WHEN EVALUATING AN INDIVIDUALS PERFORMANCE
|
WHEN PERSONAL LIKE AND DISLIKES OR GENERAL IMPRESSIONS OF INDIVIDUAL BEING RATED TO INFLUENCE THE EVALUATION
|
|
|
WHY IS REGENCY AS A PITFALL WHEN EVALUATING AN INDIVIDUALS PERFORMANCE
|
DISPROPORTIONATELY AFFECTED BY RECENT PERFORMANCE OR EVENTS
|
|
|
BRIEFLY DISCUSS LOGIC AS A PITFALL WHEN EVALUATING AN INDIVIDUALS PERFORMANCE
|
TRAITS THAT DONT GO TOGETHER
|
|
|
WHAT IS THE MAIN FOCUS FOR STEP 4
|
PROVIDING RELEVENT AND CREDIBLE FEEDBACK AFTER CONDUCTING PERFORMANCE FEEDBACK
|
|
|
HOW CAN YOU ENSURE YOU CONDUCT A VALID AND OBJECTIVE EVALUATION OF YOUR SUBORDINATES
|
COMPARE AGAINST PREDETERMINED PERFORMANCE STANDARD
|
|
|
WHAT IS THE PURPOSE OF FEEDBACK
|
PURPOSE OF MAINTAINING OR IMPROVING PERFORMANCE
|
|
|
TO BE SUCESSFUL FEEDBACK, MUST MEET WHAT THREE CRITERIA
|
RECVR MUST UNDERSTAND FEEDBACK, RECVR ACCEPT FEEDBACK, RECVR MUST BE ABLE TO DO SOMETHING WITH FEEDBACK
|
|
|
WHAT IS THE DIFFERENCE BETWEEN FORMAL AND INFORMAL FEEDBACK
|
FORMAL- FORMALIZED SYSTEM OR PROGRAM CAN BE FROM ENLISTED EVALUATION SYSTEM EES.
INFORMAL- IS GIVEN AT OTHER TIMES OTHER THAN THOSE THAT REQUIRE FORMAL |
|
|
WHAT ARE A FEW STRATEGIES YOU CAN EMPLOY TO HELP IMPROVE THE SUBORDINATE
|
BUILD EMPLOYEE STRENGTHS, ACCENTUATE THEIR LIKES, ATTEMPT TO RELATE TO THEIR GOALS
|
|
|
WHAT ARE THREE THINGS THAT MAY HELP TO IMPROVE SUBORDINATE PERFORMANCE OVERALL
|
IMPROVE EMPLOYEE, IMPROVE JOB, AND IMPROVE SITUATION
|
|
|
WHAT ARE TWO PURPOSES OF COUNSELING
|
PROMOTE CHANGE IN BEHALF, REINFORCE EXISTING BEHAVIOR
|
|
|
DEFINE COUNSELING
|
ACTIVE COMMUNICATION PROCESS WHERE SUPERVISOR RESPONDS TO FOLLOWER TO PROMOTE CHANGE OR REINFORCE BEHAVIOR
|
|
|
WHAT FOUR ASPECTS OF THE COMMUNICATION PROCESS ARE INVOLVED DURING COUNSELING
|
SENDER, MESSAGE, RECVR, FEEDBACK
|
|
|
IS COUNSELING CONSIDERED A BAD THING EXPLAIN YOUR ANSWERS
|
NO, IT CAN COMMUNICATE STANDARDS
|
|
|
IN WHAT WAYS CAN COUNSELING HELP THE FOLLOWER
|
IMPROVE ABILITY TO COPE WITH PROBLEMS, ABILITY TO MAKE DECISIONS IMPROVE RELATIONSHIPS
|
|
|
WHY IS HONESTY SO IMPORTANT IN THE HELPING RELATIONSHIP
|
CREATED AND REINFORCES TRUST
|
|
|
WHY IS MUTUAL RESPECT IMPORTANT IN THE COUNSELING PROCESS
|
COUNSELEE DOES NOT RESPECT COUNSELOR, COUNSELOR DOES NOT RESPECT COUNSELEE THEN COUNSELEE WILL NOT SEEK HELP OF ANOTHER COUNSELOR WHEN HAS A PROBLEM
|
|
|
WHAT FOUR FACTORS ARE CRITICAL TO THE SUCCESS OF A HELPING RELATIONSHIP OR THE COUNSELING PROCESS
|
TRUST, HONESTY, MUTUAL RESPECT, OPENESS TO FEEDBACK
|
|
|
WHAT CAN YOU DO TO HELP MAINTAIN CONSISTENCY WITH YOUR FOLLOWERS
|
BE INVOLVED IN THEIR DAILY ACTIVITIES
|
|
|
EFFECTIVE RECIEVER SKILLS INCLUDE WHAT FOUR ATTRIBUTES
|
ATTENDING, OBSERVING, LISTENING, AND RESPONDING
|
|
|
WHAT ARE ATTENDING SKILLS
|
INVOLVE PAYING ATTENTION AND FOCUSING FULL ATTENTION TO COUNSELEE
|
|
|
WHAT IS MEANT BY OBSERVING AS EFFECTIVE RECIEVER SKILL
|
WATCHING COUNSELEE, PAYING ATTENTION TO BOTH VERBAL AND NON VERBAL MESSAGES
|
|
|
WHAT PART OF LISTENING FOCUSES ON WHATS BEING SAID AND HOW IT IS SAID
|
CONTENT AND FEELING
|
|
|
WHAT IS MEANT BY ACCEPTANCE
|
REMAINING OBJECTIVE AS YOU LISTEN TO WHAT COUNSELER IS TELLING YOU
|
|
|
WHAT ARE FOUR THINGS YOU CAN DO TO HELP DEVELOP YOUR RESPONDING SKILLS
|
OPEN ENDED QUESTIONS, REFLECT AND REPEAT, SUMMARIZE AND ALLOW SILENCE
|
|
|
THE ACTIVITIES ASSOCIATED WITH A COUNSELING SESSION CAN BE GROUPED INTO WHAT THREE STAGES
|
PRE COUNSELING, CONDUCT COUNSELING, AND CONCLUDING
|
|
|
WHAT IS THE FIRST STEP IN PREPARING FOR THE COUNSELING SITUATION
|
DETERMINE TECHNIQUE, COUNSELOR CENTERED, COUNSELEE CENTERED
|
|
|
WHAT IS THE MAIN PURPOSE FOR THE COUNSELOR CENTERED TECHNIQUE
|
HELP COUNSELEE KNOW WHAT THEY NEED TO DO
|
|
|
WHO IS RESPONSIBLE FOR THE SUCESS OF THE SOLUTION WHEN USING THE COUNSELOR CENTERED TECHNIQUE
|
SUPERVISOR, COUNSELOR
|
|
|
YOU AS THE SUPERVISOR HAVE DETERMINED A PROBLEM EXISTS. YOU DECIDE TO USE THE COUNSELOR CENTERED TECHNIQUE. WHAT SHOULD YOU DO NEXT
|
DETERMINE BEST SOLUTION FOR PROBLEM, AND HOW COUNSELEE WILL IMPLEMENT SOLUTION
|
|
|
WHAT IS YOUR ROLE AS THE SUPERVISOR/COUNSELOR DURING A COUNSELEE CENTERED COUNSELING SESSION
|
LISTENING POST/SOUNDING BOARD SO COUNSELEE CAN HEAR HIS OR HER IDEAS
|
|
|
WHEN USING THE COUNSELEE CENTERED APPROACH WHO IS RESPONSIBLE FOR SUCCESSFULLY SOLVING THE PROBLEM
|
COUNSELER
|
|
|
HOW DOES THE COUNSELEE CENTERED APPROACH BEGIN
|
DETERMINES COUNSELEE, PROBLEM EXISTS AND HAS DEVELOPED POTENTIAL SOLUTIONS
|
|
|
WHAT IS THE PRIMARY ROLE OF THE COUNSELOR WHEN USING THE COMBINED TECHNIQUE
|
PROVIDE INFO THEY NEED TO MAKE INFORMED CHOICE
|
|
|
WHEN USING THE COMBINED APPROACH, WHO IS RESPONSIBLE FOR SUCCESSFULLY SOLVING THE PROBLEM
|
COUNSELEE/ COUNSELOR
|
|
|
WHAT SHOULD YOU DO IN PREPARATION FOR A COUNSELING SESSION
|
DETERMINE PURPOSE AND OBJECTIVE, ANALYZE AUDIENCE, ORGANIZE IDEAS AND GOALS AND HAVE A PLAN TO ACHIEVE GATHER SUPPORT
|
|
|
WHAT TWO STEPS ARE INVOLVED IN PREPARING THE COUNSELING ENVIROMENT
|
BEING PHYSICALLY AND MENTALLY PREPARED
|
|
|
WHEN OPENING YOUR COUNSELING SESSION WHAT TWO THINGS CAN YOU DO TO HELP THE SESSION BE PRODUCTIVE
|
ESTABLISH RAPPORT AND ID OBJECTIVE OF YOUR TIME TOGETHER
|
|
|
WHAT ARE A FEW THINGS YOU CAN SO TO HELP ESTABLISH RAPPORT WITH THE COUNSELEE AT THE BEGINNING OF THE COUNSELING SESSION
|
GREET BY NAME, SHAKE HANDS AND OFFER REFRESHMENTS, ASK NON THREATENING QUESTIONS AND TRUST AND WARMTH
|
|
|
IF YOU INITIATED THE COUNSELING SESSION HOW MIGHT YOU ENCOURAGE THE COUNSELEE TO STATE THE OBJECTIVE OF THE COUNSELING SESSION
|
WHAT DID YOU NEED TO SEE ME ABOUT
|
|
|
LIST TWO TIPS TO KEEP IN MIND DURING THE COUNSELING SESSION
|
SPEAK IN TERM THEY CAN UNDERSTAND, RESPONDING SKILLS, SUMMARIZE
|
|
|
WHAT ARE YOU TRYING TO DO DURING THE COUNSELING SESSION
|
DEVELOP PLAN TO REACH A DECISION ABOUT THE PROBLEM, ONCE GOAL ACHIEVED THEN CLOSE OUT
|
|
|
CLOSING THE SESSION INVOLVES WHAT TWO ACTIONS
|
SUMMARIZING SESSION AND SCHEDULING NEXT STEP
|
|
|
WHAT IS THE PURPOSE OF REVIEWING OR SUMMARIZING THE COUNSELING SESSION FOR THE COUNSELEE
|
COUNSELEE LEAVES SESSION WITH POSITIVE FEELINGS, BELIEF THEY LEARNED SOMETHING ABOUT PROBLEM/DECISION AND ARE NOW ABLE TO RESOLVE IT
|
|
|
WHAT VERY IMPORTANT STEP TAKES PLACE AFTER THE COUNSELING SESSION IS FINISHED AND THE COUNSELEE HAS LEFT
|
DOCUMENT SESSION
|
|
|
WHEN SHOULD YOU DOCUMENT A COUNSELING SESSION
|
ASAP WITH INFO FRESH IN MIND
|
|
|
HOW DO YOU DETERMINE WHETHER YOUR COUNSELING SESSIONS HAVE BEEN EFFECTIVE
|
FOLLOW UP ACTIONS, THOROUGH INVESTIGATION TO SEE IF COUNSELEE ABILITY, POOR COMMUNICATION
|
|
|
HOW CAN A LACK OF CONFIDENTIALITY AFFECT THE COUNSELING PROCESS
|
LESSENING INTERACTION SINCE FOLLOWERS FEEL THE HAVE NO PRIVACY
|
|
|
WHAT IS THE IMPORTANCE OF REFERRAL AGENCIES
|
CANT ALWAYS HELP EVERYONE, ENSURES PERSON GETS THE HELP THEY NEED
|
|
|
WHAT ARE SOME COMMON BASE LEVEL REFERRAL AGENCIES YOU CAN USE
|
LEGAL, ADC, HOSPITAL CHAPLAIN, FINANCE, FAMILY SUPPORT, AMERICAN REDCROSS, EDUCATION, IG, MEO, SENIOR ENLISTED ADVISOR
|
|
|
BRIEFLY EXPLAIN THE ROLE EACH OF THE FOUR BASIC ELEMENTS OF EFFECTIVE COMMUNICATION PLAY IN THE OVERALL COMMUNICATION PROCESS
|
SENDER ENCODES AND TRANSMIT MESSAGE IN DISCERNIBLE FORM TO RECVR AND RESPONDS TO FEEDBACK
MESSAGE THOUGHTS, FEELINGS OR IDEAS THAT HAVE BEEN PACKAGED AND SENT FROM SENDER 2 RECVR RECVR INTENDED RECIPIENT OF MESSAGE FEEDBACK ACKNOWLEDGEMENT OF SUCCESSFUL OR UNSUCCESSFUL RECEIPT OF MESSAGE AND IS COMMUNICATED FROM RECVR TO SENDER |
|
|
AS A SENDER, HOW CAN YOU BE CERTAIN THAT YOUR COMMUNICATION HAS BEEN EFFECTIVE
|
FEEDBACK FROM RECVR, INDICATE THAT INTENDED MESSAGE RECVD AND ACCURATELY INTERPRETED BY RECVR
|
|
|
BRIEFLY DESCRIBE THE THREE DIRECTIONS OF FORMAL FLOW OF COMMUNICATION IN A TYPICAL ORGANIZATION
|
DOWNWARD - UPPER LEVELS MGMNT....LOW LEVLES OF ORGANIZATION
UPWARD - LOWER POSITIONS UP CHAIN COMMAND LATERAL - BETWEEN PEERS |
|
|
BRIEFLY DESCRIBE THE TWO MAIN TYPES OF INFORMAL COMMUNICATION FOUND IN A TYPICAL ORGANIZATION
|
NETWORKS ARE FORMED BETWEEN INDIVIDUALS OF DIFFERENT SECTIONS AND UNITS WHO REGULARLY INTERACT TO ACCOMPLISH A MISSION. THIS IS ALSO KNOWN AS THE RUMOR MILL, THE GRAPEVINE IS THE MOST UNMONITORED FORM OF VERBAL COMMUNICATION WITHIN THE ORGANIZATION AND IT ACTS WITHOUT CONSCIOUS
|
|
|
HOW CAN NETWORKING ENHANCE ORGANIZATIONAL EFFECTIVENESS
|
HELP INDIVIDUAL IDENTIFY THEMSELVES WITH WORK AND SERVE AS A CATALYST TO BUILDING HEALTHY, WORK RELATED SOCIALIZING UNITS
|
|
|
WHAT ARE THE FOUR MAJOR CATEGORIES OF COMMUNICATION BARRIERS
|
ORGANIZATIONAL, LANGUAGE, MANERIAL, AND PSYCHOLOGICAL
|
|
|
WHAT CAUSES LANGUAGE BARRIERS
|
INABILITY TO USE RIGHT WORDS OR WORDS TO COMMUNICATE WITH A RECVR
|
|
|
WHICH COMMUNICATION BARRIER DO SUPERVISORS CREATE WHEN THEY DO NOT CONSIDER THEIR SUBORDINATES INPUTS? WHAT COULD BE THE RESULT OF THIS BARRIER
|
MANAGERIAL BARRIERS. MANAGERIAL BARRIERS COULD RESULT IN THE SUBORDINATES NOT PARTICIPATING IN OR PROVIDING INPUT FOR OFFICE DISCUSSIONS
|
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WHAT ACTIONS CAN YOU AS A SUPERVISOR TAKE TO REDUCE THE CHANCES OF COMMUNICATION BARRIERS
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ESTABLISH A COMMUNICATIONS POLICY, BUILD A SUPPORTIVE RELATIONSHIP AND BUILD AN ATMOSPHERE OF MUTUAL TRUST AND CONFIDENCE
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DESCRIBE THE TYPE OF EXERTION THAT IS REQUIRED OF AN EFFECTIVE LISTENER
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MUST BE ACTIVELY INVOLVED IN LISTENING PROCESS, EXPEND ENERGY IN ORDER TO RECV INFO, PAY ATTENTION TO SENDER, UNDERSTAND THE MEANING OF MESSAGE, REMEBER SO CAN RECALL LATER, RESPOND TO VERBAL/NONVERBAL CUES OF SENDER
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WHAT IS THE DEFINITION OF HEARING
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BIOLOGICAL ACTIVITY INVOLVES PERCEIVING AUDIBLE SIGNALS
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HOW CAN HIGHER INTELLIGENCE ACTUALLY BE DETRIMENTAL TO EFFECTIVE LISTENING
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PEOPLE WITH NO OR POOR READING SKILLS OFTEN COMPENSATE FOR THEIR SHORTFALL BY INTENSIFYING OTHER SENSES LIKE LISTENING
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WHY DO MANY PEOPLE THINK THAT GOOD READING SKILLS ARE REQUIRED TO BE AN EFFECTIVE LISTENER
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WITH HIGHER INTELLECT THEY MAY PERCEIVE THEY KNOW MORE ABOUT THE SUBJECT THAN THE SENDER DOES AND LOOSE INTEREST
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WHAT ARE THE THREE CRITICAL ATTRIBUTES OF EFFECTIVE LISTENING
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RECVING, ATTENDING, AND UNDERSTANDING
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WHAT IS RECVING
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ACCEPTING INFORMATION IN THE FORM OF VERBAL OR NONVERBAL MESSAGES
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HOW DO YOUR PERCEPTIONS AFFECT THE LISTENING PROCESS
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ACT AS A FILTER FOR EVERY MESSAGE, BASED ON EXPERIENCE, VALUES, BACKGROUND, AND ATTITUDE, MAY INFLUENCE RECEPTION AND UNDERSTANDING OF THE MESSAGE
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WHAT IS ATTENDING
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PAYING ATTENTION TO MESSAGE, FOCUSING ON SPECIFIC INFO, DECIDING WHAT ACTION NECESSARY
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WHAT CAN YOU DO TO ELIMINATE EXTERNAL DISTRACTIONS
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SELECT THE MESSAGE YOU ARE GOING TO PAY ATTENTION TO AND FOCUS ON THAT INFO
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WHAT IS THE UNDERSTANDING ELEMENT IN THE LISTENING PROCESS
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WHEN THERES A SHARED MEANING OF THE MESSAGE BETWEEN SENDER AND RECVR
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WHAT ARE THE TWO COMMON BARRIERS TO UNDERSTANDING
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WORD USAGE/MEANING AND INCONSISTENCY BETWEEN VERBAL AND NONVERBAL MESSAGES
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WHAT ACTIONS SHOULD YOU TAKE IN PREPARING TO LISTEN
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ACCEPT RESPONSIBILITY FOR, UNDERSTANDING THE MESSAGE, MAKE ACTIVE DECISION TO LISTEN TO THE MESSAGE. BE MENTALLY AND PHYSICALLY ALERT AND AVOID DISTRACTIONS AND BIAS
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WHAT DOES IT MEAN TO LISTEN ACTIVELY
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DONT JUST ABSORB MESSAGE, PARTICIPATE COMMUNICATION, LISTEN FROM SPEAKERS VIEW POINT, PAY ATTENTION TO POSTURE, ASK QUESTIONS AND MAKE EYE CONTACT AND SMILE
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WHAT ARE SOME STEPS YOU CAN TAKE TO BREAK THE BOREDOM BARRIER
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UNDERSTAND SPEAKERS POINT OF VIEW, MENTALLY REVIEW THE POINTS THE SPEAKER HAS MADE AND WRITE AN OUTLINE OR SUMMARIZE WHAT WAS SAID OR RELATE THROUGH OWN EXPERIENCES
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WHAT ARE THE THREE MOST COMMON GENERAL PURPOSES IN EFFECTIVE COMMUNICATION
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INFORM, DIRECT, AND PERSUADE
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HOW DOES THE GENERAL PURPOSE DIFFER FROM THE SPECIFIC OBJECTIVE OF YOUR COMMUNICATION
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ITS WHAT YOU AS A SENDER WANT TO DO WITH COMMUNICATION, SPECIFIC OBJECTIVE IS WHAT YOU WANT THE AUDIENCE TO DO AS A RESULT OF COMMUNICATION
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EXPLAIN EACH OF THE TWO AUDIENCES INVOLVED IN EFFECTIVE COMMUNICATION
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SENDING AUDIENCE - GROUP OR INDIVIDUAL REPRESENTED DURING COMMUNICATION
RECVING AUDIENCE - GROUP MESSAGE IS INTENDED FOR |
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HOW CAN SUPPORT ENHANCE YOUR COMMUNICATION
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INCREASE THE UNDERSTANDING BY EXAMPLES, COMPARISIONS, EXPLANATIONS, AND TESTIMONY AND STATISTICS
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EXPLAIN HOW CITING YOUR REFERENCES AFFECTS YOUR CREDIBILITY
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AUDIENCE WILL KNOW INFO IS CORRECT IF THEY ARE AWARE OF SOURCE, ELIMINATES QUESTIONS ABOUT YOUR CREDIBILITY
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NAME THE MAIN SOURCES YOU CAN USE FOR RESEARCHING YOUR MATERIAL
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SELF, SUBJECT MATTER EXPERTS, LIBRARIES, INTERNET
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WHAT ARE THREE CRITICAL ELEMENTS IN CONDUCTING RESEARCH
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ESTABLISH RESEARCH PLAN, MANAGE TIME, AND DOCUMENTATION
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PROVIDE A BRIEF DESCRIPTION OF EACH OF THE FOLLOWING CITATION
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CITING THE REFERENCE THE INFO COMES FROM
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INTEGRATION
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ASSIMILATING THE SUPPORT AND SOURCE OF THAT SUPPORT DIRECTLY INTO THE TEXT OF THE MESSAGE
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QUALIFICATION
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PROVIDING CREDIBILITY TO THE SOURCE SITED
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LIST AND DESCRIBE THE ELEMENTS OF ORGANIZING COMMUNICATION
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INTRO - BEGINNING, BODY, MEAT, CONCLUSION, END SUMMARIZE
TRANSITIONS - FINISHED WITH ONE POINT AND ON TO ANOTHER |
