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114 Cards in this Set
- Front
- Back
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Group
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is an assemblage of persons (or objects) located or gathered together |
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Mission
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is a duty assigned to an individual or unit; a task. |
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Team
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is a group organized to work together. |
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Team Dynamics
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is an ongoing process involving interaction of individuals within a team to move toward or away from achieving the desired objective. |
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As an NCO and team leader, why is it important for you to understand and articulate your team’s mission to the team? |
NCOs who fully understand their team’s mission can use that knowledge to contribute to their team’s success. |
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What is meant by "team mission?" |
The Department of Defense Dictionary defines mission as, "the task, together with the purpose, that clearly indicates the action to be taken and the reason therefore…a duty assigned to an individual or unit; a task.. |
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Characterists of a good team |
Evident Esprit-de-Corps Increased productivity High morale during high ops tempo Willingness to help fellow teammates Strong identity/camaraderie Little to no negative conflict Differences resolved through compromise or collaboration |
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What does the acronym CARE stand for?
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Creator, Advancer, Refiner, Executer |
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Attributes of the Creator's role in the team? |
Enthusiastically offered plenty of innovation and unique Recognize alternatives that others missed. |
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Attributes of the Advancer's role in the team? |
- Encouraged Creators - Thought of ways to make ideas work - Prompted team interactions - Verbally sparred with Refiners |
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Attributes of the Refiner's role in the team?
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Identify and clarify possible problems Obviously detail oriented They explored each idea in-depth Offered critical, but sound opinions Played the "devil’s advocate" Ensured ideas were reasonable |
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Attributes of the Executer's role in the team?
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- Willing to implement the ideas - Documented everything - Formulated results into presentable product - Presented the flight’s results - Ensured project was completed |
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Attributes of the Flexor's role in the team?
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Monitored our contributions and when necessary, stepped in to fill gaps to keep things moving in the right direction very participative throughout Offered ideas to get the process going Encouraged and supported ideas when others didn’t Participated in the examination of each idea Supported efforts to implement and complete the activity |
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How would you summarize the P.E.P. cycle? |
It begins with a call for ideas and when team members come up with an idea, they move from Panic to Elation, then without encouragement they slide back to Panic. |
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Why is it important to understand the P.E.P. cycle? |
Knowing the cycle exists allows team leaders to monitor idea generation and then, at the peak of elation, hand ideas off to the Advancer. This gives Creators (and others) the confidence to put forth additional ideas. Without continuous monitoring of the cycle, ideas die soon after creation because no one recognizes their importance or promotes them. In the meantime, the Refiner and Executor wait impatiently idle. |
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How would you summarize the "Z" Process? |
Ideas often "bounce" back and forth among the Creators, Advancers, and Refiners in what’s called the "Z" process. The Creator comes up with an idea and as the Advancer begins promoting it, the Refiner begins analyzing it. The idea might go back and forth several times before the Refiner (along with the Creator and Advancer) agree the idea is ready to |
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Why is it important to understand the "Z" Process? |
Knowing the "Z" Process allows team leaders to monitor the team’s progress and manage conflict generated from passing ideas back and forth. In the case of teams without a Creator (or Advancer or Refiner or Flexer) the team leader can step in and fill the gap to ensure the "Z" Process continues to work effectively. The "Z" Process ensures ideas are well thought out before attempting implementation |
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How can you use this information on team roles, P.E.P. Cycle and the "Z" Process to help your flight? |
Increase team success by encouraging Creators to offer ideas by catching them at the peak of the P.E.P. Cycle Advancers to support and promote ideas Refiners to assess ideas Executers to move forward with the plan Ensuring ideas moves to the next role at the right time Whenever possible, select members for my team based on their preferred roles Will help when coming up with a flight war cry |
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How will knowledge of team roles the P.E.P. Cycle, and the "Z" Process, help you in the future? |
P.E.P. Cycle helps to verify when to get involved with the team to pursue ideas
The "Z" Process helps to identify where the team is in the development of ideas and who to engage at the appropriate time Assist in properly aligning the team member with the role that suits them All concepts will enhance team leadership abilities to maximize team productivity and success |
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Common Dysfunction of Absence of Trust |
Unwillingness to confide in and share knowledge, feelings, and concerns with one another |
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Common Dysfunction of Avoidance of Accountability |
Holding others accountable usually leads to confrontation. Members are likely to avoid these situations |
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Common Dysfuntion of Fear of Conflict
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Avoid conflict as its negative connotation threatens trust, communication, morale, welfare, and mission accomplishment |
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Common Dysfunction of Inattention to Results |
When members place their individual needs and goals ahead of the team and the organization |
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Common Dysfunction of lack of Committment
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Doubt in others or mission will cause members to struggle to commit fully to ideas, decisions, or tasks made by other members of the organization |
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Positive team dynamics result in high-performance teams: |
Team members communicate well, respect each other, have equal amounts of commitment, are willing to recognize and work with each other’s strengths and weaknesses, and utilize preferred roles. |
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Negative team dynamics result in low-performance and may even tear teams apart. |
Team members do not communicate well, show no respect for each other, offer very little commitment, are refuse to recognize and work with each other’s strengths. |
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Stages of Team Development
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Forming Storming Norming Performing Adjourning/Transforming |
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Forming Stage
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Little or no conflict Minimum shared feelings and feedback |
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Storming
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Most Difficult Stage Disputes and arguements occur members acknowledge the purpose and goal of the team Stress and anxiety occur at this stage |
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Norming
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Accept roles and responsibilities Collaboration and comraderie grow productivity is high member's agree to disagree |
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Performing
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Creativity is high as members are willing to share ideas without fear of negative criticism and reprisal. Eventually the team reaches their goal Heightened morale and loyalty to the team and its success |
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Adjourning/Transforming stage
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Teams disassemble and members separate from the team |
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What should you consider when assessing team success? |
How efficiently & effectively the following were used to complete the mission: - Talents (skills and abilities) Expertise (knowledge and experience) Assessments (Customer surveys, inspections, performance evaluations) Means: (Resources to include: equipment, facilities, financial, time, information) |
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5 C's of teambuilding
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community, cooperation, communication, coaching, and coordination |
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Name three sources for gathering feedback |
Mentors, Peers, Subordinates, Budgets, Training Plans, Metrics (MC rates), and External Sources/Agencies (family). |
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Define Followership |
Followership is one in the service of another; one that follows the opinions or teachings of another; one that imitates another |
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difference between feedback and advice |
example of feedback would be a follower giving a leader feedback on a decision he/she just made or made in the past. An example of advice would be a person giving advice on a decision that the leader is still contemplating or researching. |
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What is meant by advocating for a leader’s point of view? |
Advocating leadership’s decisions and points of view is not about being a “yes person”; it is about communicating your concerns in ways that leadership will listen. However, when you receive the final answer, salute sharply and go do with a forward-thinking, optimistic attitude, even when you disagree with decisions |
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What should be your objective in committing to the action plan of the organization and mission? |
Your objective is to embrace your role and commit physically, emotionally, and mentally to accomplishing the mission via the action plan |
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What does capabilities of an Airman mean? |
Skills, talents, experiences, personality, etc. that Airmen may possess or have the potential to possess. |
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How would you define deliberate development? |
To carefully think about and discuss strengths, areas of improvement, current and future roles, and responsibilities with followers. |
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capabilities mentioned that may be included when diagnosing the capabilities of an Airman in your unit? |
Skills, Talents, Experiences, Personality |
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three factors to consider when diagnosing the developmental needs of an Airman. |
Aspirations, Personality, Self-Concept, Self-Efficacy and Locus of Control, Attitudes and Values |
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What needs to be created in order to address the personal and professional developmental needs of an Airman as it relates to fulfilling current or future job/role responsibilities? |
A deliberate development plan |
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How does a leader set and monitor a deliberate development plan for their Airmen? |
Setting and monitoring development plans |
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List three resources that a leader must know and have the ability to tap into in order to set up a plan and begin a development process for his or her Airmen. |
Other people who have skills and who are willing to mentor, (2) knowing about the organization’s budget, including the process for requesting funds and other types of support, (3) various outside agencies (Airmen and Family Readiness Center, Family Advocacy, AMS for special duty opportunities, etc.), (4) PME requirements, seat availability, and opportunities (e.g. instructor, adjunct instructor, etc.) (5) Eligibility (promotion, special duty assignments, deployments, TDYs, etc.) (6) Private Organizations (Top 3, AFSA, Toast Masters, 5/6, etc.) |
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What are some examples of future job/role responsibilities? |
Team Leader, Ceremony MC, Scout Leader, Honor guard, Youth League Coach, Church Volunteer, First Sergeant, Recruiter, Defense Attaché, PME instructor, Superintendent, NCOIC, Flight Chief, Additional duties (e.g. safety, RA, shirt) |
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As a leader, how have you exercised position power? |
Coercive, Connection, Reward and Legitimate |
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As a leader, how have you exercised personal power? |
Referent Power, Informational Power, Expert Power |
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Involvement Level |
at this level, subordinates produce good quality work because they truly enjoy what they do—they believe in their job and their reward is personal satisfaction. |
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Performance Level |
tend to be more involved in the work center and often contributes but only as long as leadership recognizes their contributions. |
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Membership Level |
at this level subordinates meet minimum standards, but do not get too involved in their jobs. They complain about things but never make an effort to solve the problem or even offer solutions. |
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What motivational theory focused on the belief that an individual’s most basic needs must be filled before that individual could move on to higher needs or ambitions? |
Abraham Maslow (Maslow's hierarchy of needs) |
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List three examples of a System Level Reward. |
System level rewards are things the organization provides such as pay, training, annual leave, medical and dental benefits, etc. |
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What is a leader’s responsibility as it relates to system level rewards? |
Supervisors must ensure their subordinates meet all standards, and ensure that they receive their system level rewards. |
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TSgt Johnson, section NCOIC, noticed A1C Carney seems irritable and to himself. Concerned, she brought him into the office and said, “A1C Carney, you are usually enthusiastic, but lately you look like you don’t want to be here. What’s wrong?” Because of the respect he has for her, so he decides to open up and says, “My son has rashes all over his body and has been seen several times at the base clinic, but he is not getting any better.” Johnson said, “I can understand how that could be frustrating. If you’re not getting adequate care, there is an agency at the clinic that can help you. As matter of fact, I know someone in the patient advocacy office. Let me give him a call and see what he could do for you.” Few days later, Carney’s son had an appointment with a specialist and the problem was resolved.This scenario BEST illustrates use of ___________________ and its impact on NCO effectiveness. |
Connection Power: According to the Leader Influence chapter, connection power is the perception of the leader’s association with people of influence inside or outside of the organization |
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TSgt Bell completed the NCOA about a year ago and constantly applies the lesson principles he learned. He ensures the Airmen are trained and understand their responsibility as a technician. With a clear understanding of their job, they have been excelling in their work. At the last roll call, Bell presented one of the Airmen with an award for excellence. However, some of the Airmen were little disappointed that they didn’t win.TSgt Bell’s __________________________ will MOST LIKELY _________ subordinate effectiveness. |
use of system and supervisory rewards; increase According to the Leader Influence chapter, system level rewards are things the organization provides for being a member such as training which is identified in the scenario. Additionally, supervisory rewards are given to those who go beyond the standard such as Bell presenting an Airman with an award for excellence. The efforts of Bell will most likely increase subordinate effectiveness. |
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Define Negotiation |
Negotiation is a process involving two or more people or groups who have a degree of difference in positions, interests, goals, values, or beliefs and who are striving to reach agreement on issues or courses of action. Negotiation can also be defined as a dialogue intended to resolve disputes, to produce an agreement upon courses of action, to bargain for individual or collective advantage, or to craft outcomes to satisfy various interests |
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What does the acronym BATNA stand for? |
Best Alternative To a Negotiated Agreement |
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Difference between convergent thinker or a divergent thinker |
Convergent Thinkers tend to be reliable, rational, principle-based, work to reduce uncertainty and ambiguity, and prefer thorough planning. Divergent thinkers tend to be creative, spontaneous, are comfortable with uncertainty and ambiguity, an Trust is the foundation of relationships d prefer flexible planning. |
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Explain how Trust impacts negotiations. |
Trust is the foundation of relationships with others and faith in a system. There are two categories of trust: trust in a person and trust in a process. |
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What are the stakes when it comes to a negotiated situation? |
The stakes in a negotiated situation are what you stand to (or are willing) to lose if negotiations fail. These can be either low (little to lose) or high (detrimental to reaching desired outcome |
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Negotiation Preferences and Styles Chart (NPSC) |
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What is the difference between task and people orientation? |
Task orientation places more importance on reaching an outcome, solution, or resolution (the task at hand and the expected outcome). People orientation centers on the relationship that exists between the individuals or groups involved. |
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What are the five steps in the Cooperative Negotiation Strategy Process? |
Step 1: Positions Step 2: InterestsStep 3: BATNAStep 4: BrainstormingStep 5: Solution |
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What are the two categories of negotiations? |
Distributive and Integrative |
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What are the seven “hardball tactics” associated with distributive negotiations? |
Good Cop-Bad Cop Highball-Lowball Exploding Offer Lying Intimidation/Aggressive Behavior Snow Job Nibble |
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What is mediation? |
Mediation is an alternative form of dispute resolution that supports negotiations between two disputing parties. |
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What is the difference between evaluative and facilitative mediation? |
Evaluative Mediation offers an opinion on the strengths and weaknesses of each party’s side, and suggests options to resolve the matter. Facilitative Mediation is where a third party (mediator) encourages the parties to discuss matters freely and voluntarily participate in the mediation process. Here, the parties clarify issues, reevaluate positions, and analyze interests—all with an eye towards resolving the dispute that brought them to the mediation table. |
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List the five stages to mediation? |
Stage 1 Mediator Opening Statement Stage 2, Parties’ Opening Statement Stage 3, Joint Discussion Stage 4, Caucus Stage 5, Closure |
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Using the Cooperative Negotiation Strategy (CNS) in cross-cultural situations means we must consider the ___________ involved. |
People |
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In _____ _______ cultures, behaviors are not explicitly presented as members already k |
High Context |
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________ is a method for ripening a negotiated situation where the other party is willing to join in the search for a negotiated solution based on a past, recently avoided, or impending consequence. |
Way out |
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Using the Cooperative Negotiation Strategy (CNS) in cross-cultural situations means we must consider the ____________ at hand. |
Task |
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___________ is the capacity of parties to decide it is in their best interest to negotiate an agreement rather than to continue a dispute. |
Readiness |
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________________ cultures are task-oriented, rule-oriented, and will most likely use the Insist negotiation style and their position powers to get what they want. |
Low Context |
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To determine _________ of a negotiated situation, consider whether or not all the parties involved are actually interested in negotiating and if the issues are even negotiable. |
Ripeness |
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What are some examples of the verbal and nonverbal cues commonly relayed in communication? |
Verbal cues include: vocal (verbal) pauses, interjections like “uh-huh”, “oh”, “wow”, and “Really?” Nonverbal cues include eye movement and eye contact, body position (e.g. slouching, leaning forward and attentive, crossed arms and legs (closed)), hand gestures, shoulder movements, etc. |
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What is the difference between Paraphrasing and Mirroring? |
Paraphrasing demonstrates that you were listening and understand, clarifies content, highlights issues, and improves active listener techniques. Paraphrasing statements begin with, “Are you telling me…?” or “So what you are saying is…” Mirroring (or reflecting) is repeating the last word or phrase spoken in the form of a question and asks for more input without guiding the direction of the speaker’s thoughts. It elicits information when you do not have enough to ask a pertinent question and is useful when you are lost for words. |
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What is Emotion Labeling? |
Emotion Labeling is often the first active listening skill used in a communicated crisis situations. We often attempt to move to the problem-solving phase too early and usually, the speaker is not prepared to reason just yet. Common phrases include, “You sound…,” “You seem…,” or “What I hear is…” |
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Why are verbal pauses effective when communicating? |
Effective [verbal] pauses is the use of silence in communication that prompts others to talk (because the empty sound of silence is uncomfortable) and can also be used to emphasize a point. |
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The “bargaining range” defined as the overlapping (common) area of each party’s aspiration point and reservation point. |
Zone of Possible Agreement (ZOPA) |
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MSgt Smith leads a unit whose ability to gather intelligence and conduct its mission was being hampered by resistance from the local villagers. Smith met with the village leaders to explain his concern. One of the elders said, “The villagers are poor and in need of food and medicine, and your patrols disrupt their ability to work.” Smith responded, “I can help with food and medical care. However, the patrols must continue.” The elder replied, “It may help to reduce the disruption to work if we knew your patrol times.” Smith replied, “Due to security reasons, I cannot give you that information.” The elder said, “The villagers can help gather intelligence and share their knowledge of the terrain.” Smith agreed, “That information could help us minimize disruptions to the villager’s daily routine.” After a couple of weeks, Smith noticed that resistance from the villagers had faded and his unit was able to conduct its mission more efficiently.This scenario BEST illustrates understanding of the __________________ style of negotiation and the impact on mission effectiveness. |
Cooperate |
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The Munitions Operation Flight Chief called a meeting with the section chiefs to discuss a manning swap to cross utilize members of the flight and to increase their breadth of experience in their career field. MSgt Thomas, section chief of Maintenance, is concerned because he had just finished training his Airmen and does not want to lose them. On the other hand, MSgt Lewis, section chief of Support, was glad because he wants to get rid of some slackers and acquire better workers. During the meeting, the Flight Chief was surprised by the section chiefs’ responses and how they held firm on their positions. The heated discussions quickly became unproductive.The Flight Chief’s____________will MOST LIKELY have a ____________ impact on NCO effectiveness. |
failure to understand readiness and ripeness; negative |
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5-Step CNS Process |
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Why is it necessary for you to be able to acquire resources such as supplies, people, facilities, and equipment? |
These are resources necessary for accomplishing the mission. |
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Why do NCOs need to know how to manage resources? |
According to AFI 36-2618, Enlisted Force Structure, the primary focus of the NCO tier is mission accomplishment. To accomplish the mission, NCOs need to be able to use assigned personnel, material, financial, information and technology, energy, and warfare resources efficiently and effectively. |
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Define resource stewardship. |
Resource stewardship is the careful and responsible management of resources under one’s control. |
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considered “most valuable resource” |
personnel |
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physical goods that are required by personnel to complete assigned duties |
Material |
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required to procure the material, energy, information and technology, and warfare resources |
Financial |
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powers businesses, manufacturing, transportation, and your |
Energy |
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technological advancements (cell phones, computers, email, Internet-enabled devices, etc.) |
Information & Tech |
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war-related materials (training equipment, body armor, and armored personnel carriers, etc.) |
Warfare |
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1st Quarter FY (Oct-Dec) Milestones |
Oct- Funds allocated downward—actual funds or CRA; create FY spend plan
Nov- Cost center begin working first BER (unfunded requests) Dec- 25% of budget obligated and/or spent |
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2nd Quarter FY (Jan-Mar) Milestones |
Jan- Resource Advisor submits first BER Feb- Cost Centers submit inputs for next FY’s FEP Mar- 50% of budget allocated and/or spent |
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3rd Quarter FY (Apr-Jun) Milestones |
Apr- May-Cost Centers submit updated /revised BER; second BER occurs Jun-75% of budget obligated or spent |
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4th Quarter (Jul-Sep) Milestones |
Jul-End of FY closeout begins Aug-Congress approves next fiscal year budget Sep-FY ends (100% of budget spent) and new FY begins |
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Why is it important to know about budget timelines and milestones? |
NCOs can monitor and align mission requirements with the budget cycle to ensure funding is continuously available. Also to anticipate and prepare for shortfalls by requesting additional funding early to minimize impact on the mission. |
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Briefly summarize the two parts of the Budget Execution Review (BER) process? |
The first part requires every level of command to identify, validate, and prioritize its unfunded requirements and then submit them to higher headquarters for funding consideration. The second part requires each level of command to review and prioritize (rack and stack) all subordinate command unfunded requirements. |
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What is the purpose of the Budget Execution Review (BER), and why is it important? |
To redistribute funds to meet unfunded requirements based on priority. Identifies unforeseen or initially unanticipated mission-related expenses. To reallocate funds to support other mission requirements in other locations throughout the wing. Ensures prudent use of limited funds. |
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How would you describe the purpose and benefits of Financial Execution Plans (FEPs)? |
Used to balance available funding. Associated with O&M funds. Used by all levels of the organization. Ensures funds provided by Presidential Budget are distributed in a manner that supports Air Force objectives. Identifies and prioritizes current and next FY key requirements. |
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As an NCO, what is your role in the budget process? |
NCOs are most concerned with the Budget Execution Review (BER) process, financial execution plans, and hitting budget spending targets. |
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What is the difference between a funded and unfunded position requirement? |
Both are authorized positions. Those that are funded will have actual people assigned and working in the position. Those that are unfunded remain authorized but go unfilled. |
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Your organization just experienced a recent change to your mission that requires you to change the skill level requirement of an authorized position. What would you need to do to request this change? Be sure to specifically mention any documents or products involved. |
The Unit Manpower Document would need to be changed. This requires a formal Authorization Change Request (ACR), which must be signed by the appropriate commander. |
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In the scenario above, what would you need to do to complete the process once the change has been approved? Again, be sure to specifically mention any documents or products involved |
Once the change has been approved, the Unit Personnel Management Roster (UPMR) is then updated with the qualified person (the “face”) to match the attributes of the position. |
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Why is it so important for you, as an NCO, to know about the four competencies of manpower and some of the documents used to manage personnel? |
NCOs can assist leadership in providing oversight in the management of available personnel to authorized positions and assist in gaining these resources to meet mission requirements. Useful as you prepare for SNCO responsibilities. These responsibilities may be delegated to your level as you face reduced manning authorizations. Develops your skills as a resource manager and steward. It is your responsibility to ensure mission success. Having the manpower to complete your objectives is key to accomplishing this. |
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Why is it important to conserve resources? |
If necessary resources are misused and/or depleted, it may impact your organizational goals and mission accomplishment in the present and possibly in the future. |
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What does it mean to use resources as directed? |
Using resources "as directed" refers to the use of resources under your control as instructed by existing rules and regulations, in accordance with laws and policies, and as specified in orders issued by leadership as long as these orders are ethical and in the best interests of the Air Force. |
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What does it meant to use resources as available? |
Using resources "as available" refers to the use of resources that are in-place and accessible without violating law or regulation. |
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How can you support the development of others as future resource stewards? |
NCOs can promote an organizational culture that promotes a resource-conscious attitude. NCOs can be role models who demonstrate the right attitude and behaviors that promote resource stewardship. |
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TSgt Caskey is the Cost Center Manager for an organization. She is very knowledgeable about finance and ensures the organization has the funding required for operation. However, she has an assignment and is training her replacement TSgt Griggs. At a training session, Caskey said, “Sergeant Griggs, it’s that time of the year when we have to submit a document of how we are going to spend the upcoming fiscal year funding. To do that, we have to list and justify all needed items and services, and the cost. Additionally, we have to identify and justify items or services that can’t be funded with the current budget.” Because of her extensive knowledge and preparation, the organization was able to execute a strong budget and have the unfunded request on the top priority of the wing.This Scenario BEST illustrates how a well-developed ________________ can impact mission success. |
Financial Execution Plan: According to the Resource Stewardship chapter, a Financial Execution Plan is an Air Force product used to balance available funding while delivering goods and services to customers. A well-developed plan includes a prioritized list of known unfunded requirements with justification for each unfunded requirement and a spend plan that projects when and how funds will be spent throughout the fiscal year. The scenario depicts Caskey’s understanding of importance of how a well-developed Financial Execution Plan can impact mission success. By training Griggs and developing a solid plan, the organization was prepared to execute the budget and postured for the unfunded request. |
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TSgt Brady is a team chief of an engine shop. He was just notified by his shop chief, MSgt Thomas that they are projected to receive six more aircraft within a year. Brady states, “Sergeant Thomas, I can’t see how we’re going to support six more aircraft. We already have to work additional hours to support the aircraft we have now.” Thomas replied, “I share your concern and voiced my opinion with the squadron superintendent, but he replied he has confidence that we can work it out.”The mission of this squadron will MOST LIKELY: a. succeed due to refocusing of Performance Management b. fail due to lack of Requirement Determination c. sustain due to Program Allocation and Control |
B: fail due to lack of Requirement Determination. According to the Resource Stewardship chapter, Requirement Determination is a competency that centers on the Authorization Change Request (ACR) which is a multi-purpose instrument used to propose adjustments to a Unit Manpower Document. ACRs are commonly used to request increases, decreases, or realignments of manpower requirements and/or to change attributes on the UMD. There is no evidence in the scenario that the squadron superintendent is requesting a manpower increase to support the additional aircraft. Without this request, the mission of the squadron will suffer. |
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Negotiation Styles |
Insist, Cooperate, Settle, Evade, Comply |
