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25 Cards in this Set
- Front
- Back
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What does the Air Force broadly define as “a composite of individual characteristics, experiences, and abilities consistent with the core values and the Air Force mission"? |
Diversity
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Inherent or socially defined personal characteristics, including age, race/ethnicity, religion, gender, socioeconomic status, family status, disability, and geographic origin are examples of ___________________. |
Demographic Diversity |
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Differences in styles of work, thinking, learning, and personality. |
Cognitive/Behavioral Diversity |
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Background characteristics affecting interaction (e.g., problem solving, creativity, and communication), across services, components, and occupation/career fields. |
Organizational/Structural Diversity
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Intimate knowledge of, and experience with, foreign languages and cultures, inclusive of both citizen and non-citizen personnel, exchange officers, coalition partners, and foreign nationals with whom they interact as part of a globally engaged Air Force. |
Global Diversity
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Every Airman is free to practice the religion of their choice or subscribe to no religious belief at all. |
Religious Diversity
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This term describes your ability to be receptive and responsive to the emotions, feelings, personality, temperaments, cultural differences and beliefs of the people around you. |
Social Sensitivity
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An alternate view of diversity in which people learn to respect the differences between people while highlighting their similarities. |
Diversimilarity
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"Treat others the way THEY WOULD HAVE YOU treat them"
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Rainbow Rule |
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____________ represents a culture that connects each Airman to the organization. It encourages collaboration, flexibility, and fairness. An inclusive culture leverages diversity throughout the organization so that all individuals are able to participate and contribute to their full potential. |
Inclusion |
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Airmen are essential in creating positive role models in the community and attracting talented individuals with skills consistent with our institutional requirements such as STEM, foreign language abilities, cultural/regional knowledge, and physical fitness. As a public servant, you can support this priority by: |
Establishing relationships with key leaders in your communities (school counselors, spiritual leaders, politicians, parents, etc.) in order to present the option of serving in the Air Force in under-recruited geographic areas or in areas where our organization isn’t highly visible (i.e., hometowns) |
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The Air Force needs to be able to capitalize on high quality, diverse talent; therefore, recruiting strategies must allow us to recruit from all markets. As a strategic communicator, you can support this priority by: |
Participating in outreach events (conferences, professional associations, non-profit groups, and other community organizations) focused on recruiting the best. Volunteer to assist your local recruiters and encourage your Airmen to do the same. Talk with others about the multitude of career opportunities available in the Air Force |
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We must create an effective life-cycle continuum that focuses on education, training, mentoring, and professional development to provide tools for personnel to navigate career progression while nurturing innovation, service and leadership. As a supervisor and mentor, you can support this priority by: |
•• Encouraging your people to complete training and take advantage of professional development opportunities that highlight the importance and use of diversity, inclusion, and cross-cultural competency concepts •• Continue to develop and mentor your people so they can adapt to and operate effectively in a diverse, global environment |
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To retain the best, we must achieve an inclusive environment that provides the Total Force with the opportunity to realize their full potential, and the ability to apply it in their service. As a senior enlisted leader in your organization, you can support this priority by: |
•• Recognizing/addressing quality of life issues that could be impacting the retention of your people (military and civilian) •• Identifying/addressing possible barriers that may influence retention among certain groups of people in your unit (e.g., women, minorities, and individuals with disabilities) •• Ensuring the enlisted leaders in your organization are utilizing ALL their people appropriately according to their current talents and potential•• Providing opportunities for growth to ALL people regardless of rank, position, affiliation (military/civilian) or your personal opinion |
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What type of environment promotes mutual respect and trust while promoting the development and mentorship of Airmen with different backgrounds and perspectives so they can continue to grow and thrive in the Air Force. |
An inclusive environment
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What is the difference between race and ethnicity?
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Race is generally based on physical characteristics. The US Census Bureau recognizes seven broad racial categories: White, Black/African American, Asian, Native Hawaiian/other Pacific Islander, and American Indian/Alaska Native, Some Other Race, and Two or More Races.. Ethnicity is based on a distinct culture or heritage/ancestry. For example, someone might be racially White’, but ethnically Spanish. |
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What proposes that the groups which people belong to are important sources of pride and self-esteem. They give us a sense of social identity, a sense of belonging? |
Henri Tajfel’s Social Identity Theory |
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What refers to a mental framework within which individuals and groups interpret the nature of reality, the nature and purpose of human life, and the laws governing human relationships? |
Worldview
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What is the leading and managing of inclusive [work environments] to maximize the talents of each person to achieve the vision and mission of the organization? |
Leveraging Diversity
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AFI 36-7001, Diversity, and AFI 36-2618, The Enlisted Force Structure, describe an inclusive environment as one that: |
•• Provides individuals with challenging tasks ••Offers increasing levels of responsibility…broadening your people’s span of control •• Extends consideration (for positions, awards, assignments, additional duties, etc.) to all qualified candidates...not just the individuals that are associated with your ‘in-group’ •• Affords opportunities for everyone to grow and develop as a part of the team…your team |
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MSgt Webster is the team leader of a diverse group of people. Sometimes, as a result of their differences, it’s hard for her to keep them focused and on task. She has an agenda, a checklist of deliverables, and timelines, but they still don’t make any major progress. One day, during a meeting, she observed the interaction of her team. She noticed that two of her team members are from Georgia and no matter the topic, they always seem to side with each other. Three others like to come up with new solutions for the problem and get agitated with those that won’t jump on their bandwagon. Finally, two Hispanic team members speak Spanish during the meetings, giving others the impression that they’re gossiping about them. As a result of her observations, she decides to have a team meeting, discuss the ways they are all different, and ask each individual for one strength they possess that can help the team move forward. This scenario BEST identifies ________________________. a. multidimensional diversity b. one of the AF Priorities c. diversity as a military necessity |
A: According to the diversity chapter, multidimensional diversity includes all the unique ways your people are different. In the scenario, MSgt Webster’s members are diverse in the following ways: demographically (two people are from Georgia…two are Hispanic), cognitively/behaviorally (three people are Innovators). |
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SMSgt Janson, the new flight superintendent, hears that a group of Asian American airmen has been complaining about the work center environment. They feel they’re unfairly left out of unit mission planning activities because of their ethnicity. They believe the Caucasian airmen are always invited to participate. As a result, they have lost all faith in the organization and can’t wait to PCS. After a few days of thinking, SMSgt Janson asks questions, uncovers the problem, and implements a monthly professional development and pizza lunch event to discuss a variety of issues, ideas, and concerns. At first, the Asian American airmen are skeptical, but after SMSgt Janson starts annotating their comments and concerns, many start to share their ideas. Six months later, the airmen feel more involved and flight morale is at an all-time high. This scenario BEST illustrates _________ and its impact on subordinate effectiveness. a. Striking the Right Balance b. Fostering an Inclusive Environment c. The Five Part Transformational Process |
C: The scenario best illustrates the Five Part Transformation Process. According to the Diversity chapter the steps are: Discovery (asks questions), Assessment (uncovers problems), Exploration/Transformation (implements a professional development event). As a result of SMSgt Janson’s use of this process, subordinate effectiveness is increased (airmen feel more involved…flight morale is at an all-time high). |
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MSgt Campbell’s unit is preparing for an inspection. As a result, the duty hours have been increased to include Saturday and Sunday to ensure all checklists have been completed and all programs are ready. On Wednesday, one of MSgt Campbell’s Airmen asks for Saturday off so she can attend a preplanned religious event. Even though MSgt Campbell has had to deny other requests for time off, he tells the Airman that she can attend her religious event, but, will have to report for duty a little earlier the next day. She agrees and goes back to work. MSgt Campbell’s actions BEST illustrate _____________________________ and its impact on subordinate effectiveness. a. Leveraging Diversity b. The Five Part Transformation Process c. The Importance of Diversity |
A: According to the Diversity chapter, leveraging diversity includes striking the right balance between the need of you people and the needs of the unit’s culture/climate and mission. In the scenario, MSgt Campbell was able to meet the Airman’s needs (attend her religious event) and the needs of the mission (come in to work early the next day). Since the Airman agrees and goes back to work, his was able to find the right balance. |
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In response to a diversity-related problem, SMSgt Porter provides a suggestion to the first sergeant that would require all Airmen in the unit to participate in a series of focus groups that stress the importance of collaboration and fairness. Additionally, he presents an implementation plan that includes a request for an assigned coordinator to oversee and organize the focus groups. He tells the first sergeant that, based on his research, he believes the focus groups can prevent further diversity-related issues in the future. A few months later on the unit climate assessment, the first sergeant noticed that unit morale had increased since the last assessment. This scenario BEST identifies the ____________________ step of the Five Part Transformation Process and its impact on subordinate effectiveness. a. Discovery b. Transformation c. Revitalization |
B: According to the Diversity chapter, Transformation step of the Five Part Transformation Process includes developing a plan to address the root causes of barriers and implementing them. In the scenario, SMSgt Porter presents his solution to the first sergeant along with his implementation plan. |
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While developing an implementation plan to address a problem identified during his barrier analysis, MSgt Kirk decides that even though his unit is experiencing an increase in workload, he still needs a team of people to help him put his training idea into action. So, he asks for volunteers and, surprisingly, he receives a great deal of support from the Airmen and senior leadership. MSgt Kirk thinks to himself, “Once we all get together, I can assign tasks so everyone can get involved. This should get the ball rolling on my training idea quickly.” MSgt Kirk’s _______________ will MOST likely __________ his effectiveness. a. effective use of multidimensional diversity; enhance b. ineffective use of multidimensional diversity; hinder c. effective use of the Five Part Transformation Process; enhance d. ineffective use of the Five Part Transformation Process; hinder |
C: In the scenario, MSgt Kirk effectively uses the Transformation step of the Five Part Transformation Process by developing a plan. Additionally, he increases his chances of success by developing a committee and by having the support of the unit’s senior leadership. As a result, his actions will most likely enhance his effectiveness. |
