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363 Cards in this Set
- Front
- Back
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Group
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Assemblage of persons (or objects) located or gathered together. Words associated with groups include:
Collection • Gaggle • Crowd • Cluster • Assembly • Gathering • Mass |
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Team
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Teams are organized groups of individuals working together to reach a common goal. Words that describe teams include:
Unified • Cohesive • Collaborative • Solidarity • Joint • Coalition |
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Indicators of Team Spirit
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• 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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How you feel when you are part of a group
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• Detached/disconnected
• Alone/solitary • Removed • Uncomfortable • Disinterested |
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How you feel about supporting a group's efforts and its members
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• Indifferent
• Group’s success was unimportant • Efforts seemed meaningless • Had no significant purpose |
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How you feel when you are part of a team
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• Part of something special
• Had an identity • Better chance of succeeding • Worked harder for teammates • More willing to help • Achieved greater results • Increased pride in self/team’s success |
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Indications (signs, symptoms, or behaviors) of an organization with a healthy team spirit
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• 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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Mission
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• The task, together with the purpose, that clearly indicates the action to be taken and the reason therefore
• Duty assigned to an individual or unit |
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Why it is important for you as an NCO and team leader to understand and articulate your team’s mission to the team
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NCOs who fully understand their team’s mission can use that knowledge to contribute to their team’s success
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Four Roles That Are Typically Found on Teams and Together Spell Out C.A.R.E.
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• Creators
• Advancers • Refiners • Executors |
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Creators
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• Spontaneous, exciting, enthusiastic, and great at brainstorming ideas
• Typically, the ones who offer a fresh perspective • Offer bold, untried approaches and ideas • Able to see the “big picture” • Optimistic and visualize the possibilities • Willing to solve problems |
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Advancers
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• Positive with self-confident attitudes
• Insightful planners and use past experience to guide success • Energetic support of team goals and objectives • Well-developed promoters • Persistence in championing and advancing new ideas • Not easily discouraged |
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Refiners
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• Able to identify and clarify possible problems
• Detail-oriented • Experts in specifics and the development of a sound implementation strategy • Analytical • Able to offer new ideas and alternatives • Practical “sounding boards” to validate ideas |
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Executors
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• Willing to implement ideas
• Meticulous in following directions and completing tasks • Assertive • Independent • Keepers of high standards • Able to bring up problems early enough to effectively solve them |
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Flexers
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• Able to connect and negotiate with all types of people
• Tolerant and understand different members of the team • Able to identify what is missing in the process and fill in the gap to allow for uninterrupted progress • Willing to offer suggestions to improve the process |
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What happens when an important role is missing from the team
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• Without Creators, there are no new concepts
• Without Advancers, ideas stall or do not come to light • Without Refiners, new directions are not thought through—details are overlooked • Without Executors, there is no implementation • Without Flexers, there are gaps in the team |
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Advantages of Having a Flexer on Your Team
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Flexers are able to:
• Focus on everything • Adapt their styles to fit the needs of the team • View issues from multiple perspectives • Monitor contributions of all team members and when necessary, step in to fill gaps in order to keep things moving in the right direction • Demonstrate equal preference for most or all of the roles |
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P.E.P. Cycle
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• Panic-Elation-Panic cycle that occurs whenever you are in a situation that requires you to come up with new ideas
• It begins with a call for ideas • 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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Responsibilities of a Team Leader
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• Recognize when Creators reach Elation
• Allow productive discussions with Advancers to exist and continue • Involve Refiners at the appropriate time • Activate the Executors to put the idea into motion |
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Why it is important to understand the P.E.P. Cycle
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• 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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Summary of the “Z” Process
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• 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 pass off to the Executor who has been waiting for an idea to come to fruition (realization) |
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Why it is important to understand the “Z” Process
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• 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 you can use information on team roles, P.E.P. Cycle and the “Z” Process to help your flight
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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 move 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 knowledge of team roles, the P.E.P. Cycle, and the “Z” Process will help you in the future
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• The 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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Team Dynamics
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Ongoing process involving interaction of individuals within a team to move toward or away from achieving the desired objective
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Ongoing Process
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Indicates Continuous Activity
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Interaction of Individuals
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Essence of Team Dynamics
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Achievement of the desired objective
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What separates a team from a group
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Cohesive Teams
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• Have the ability to realize the needs of their teammates
• Are considerate of their strengths |
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Five C’s of a Team
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• Community
• Cooperation • Coordination • Communication • Coaching |
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Five Common Dysfunctions of a Team
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• Absence of Trust
• Fear of Conflict • Lack of Commitment • Avoidance of Accountability • Inattention to Results |
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Stages of Team Development
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• Forming Stage
• Storming Stage • Norming Stage • Performing Stage • Adjourning and Transforming |
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Forming Stage
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• Occurs when the team meets and starts to work together for the first time
• Little or no conflict • Minimum shared feelings and feedback |
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Storming Stage
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• Occurs when the members within the team start to "jockey" for position and when control struggles take place
• Most difficult stage • Disputes and arguments occur • Members acknowledge the purpose and goal of the team • Stress and anxiety increase |
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Norming Stage
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• Occurs when rules are finalized and accepted and when team rules start being adhered to
• Collaboration and camaraderie grow • Productivity is high • Members “Agree to Disagree” |
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Performing Stage
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• Occurs when the team starts to produce through effective and efficient working practices
• 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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• Occurs when a team disbands or moves on to a new task
• Teams disassemble and members separate from the team |
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Moving from Forming to Storming
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Members:
• Abandon comfortable conversation for interactions that risk the possibility for conflict • Continue discussions of the group’s purpose committing to one that some members may not completely accept or agree with • Criticize and personally attack one another |
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Transitioning from Storming to Norming
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Members:
• Set aside differences and willingly listen to each other’s inputs • Begin trusting one another • Encourage participation and cooperation • Depend on one another’s skills and abilities to reach shared ideas • Agree to disagree, accepting the perspectives and opinions of each member |
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Advancing to the Performing Stage
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Members:
• Become highly cohesive, compassionate, and uphold synergy as a standard • Expect maximum participation and cooperation from all members • Trust each other whole-heartedly • Will reject or cast out those who choose not to advance with the team |
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Community
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• Encourages the team concept by making sure everyone knows and understands the organization’s mission and purpose, which encourages a participative approach to meeting these objectives
• Makes sure every member of the team feels like an essential and important part of the team and the unit |
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Cooperation
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• Ensures everyone has an opportunity to speak, to ask questions, and raise concerns
• Develops a greater sense of involvement in the organization’s direction |
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Coordination
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Ensures all members realize how important they are to the mission
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Communication
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Ensures everyone is on the same page and working toward the shared goal
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Coaching
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• Creates a positive outlook for your personnel enabling your team to meet and even exceed their goals
• Training opportunities and advancement are two essential components that encourage and motivate members to grow and excel |
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Absence of Trust
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Unwillingness to confide in and share knowledge, feelings, and concerns with one another
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Avoidance of Accountability
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• Holding others accountable usually leads to confrontation
• Members are likely to avoid these situations |
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Fear of Conflict
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Avoiding conflict as its negative connotation threatens trust, communication, morale, welfare, and mission accomplishment
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Inattention to Results
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When members place their individual needs and goals ahead of the team and the organization
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How positive and negative team dynamics affect a team’s effectiveness
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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 • 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, and refuse to recognize and work with each other’s strengths |
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What You Should Consider When Assessing Team Success
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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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T.E.A.M. Concept
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• 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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How a new member causes regression in team development and methods to assist in recovering a high-performance team
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• New personnel can affect interpersonal relationships in ways that upset or reinforce team dynamics
• Regardless of what stage teams are at, more often than not, they return to the forming stage in order to develop a relationship with the new members • New members learn details regarding the goal, their role, and expected performance and behaviors • Teams may quickly progress through the stages to get back to where they were before or not—it all depends on well new members interact and are accepted |
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How a new goal causes regression in team development and methods to assist in recovering a high-performance team
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• A new goal often sends teams back to the storming stage as they determine a new strategy or plan and reassign roles
• Explaining the reason for the change in mission (creating a felt need for the change) and encouraging participation in role selection while cultivating a cooperative environment can minimize the time spent in the storming stage |
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How a team schedule causes regression in team development and methods to assist in recovering a high-performance team
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• Altering a team’s schedule can affect performance because activities and roles usually change too
• These changes cause stress which leads to conflict (storming) • Leaders anticipate the potential for elevated tension and take steps to mitigate conflict by maintaining open channels of communication and encouraging members to communicate their concerns |
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How unresolved conflict causes regression in team development and methods to assist in recovering a high-performance team
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• When conflict occurs, savvy leaders quickly determine whether the conflict is constructive/positive or destructive/negative and if it is destructive, they take immediate steps to manage the issue
• Leaving conflict unresolved allows team members to “take sides” creating even more conflict and drawing the team’s focus and momentum away from the goal and reducing its productivity |
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Followership
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• One in the service of another
• One that follows the opinions or teachings of another • One that imitates another |
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Sources for Gathering Feedback
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• Mentors
• Peers • Subordinates • Budgets • Training Plans • Metrics (MC rates) • External Sources/Agencies (Family) |
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Difference Between Feedback and Advice
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• Feedback would be a follower giving a leader feedback on a decision he/she just made or made in the past
• Advice would be a person giving advice on a decision that the leader is still contemplating or researching |
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Advocating for a leader’s point of view
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• 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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Objective in Committing to the Action Plan of the Organization and Mission
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To embrace your role and commit physically, emotionally, and mentally to accomplish the mission via the action plan
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Capabilities of an Airman
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Skills, talents, experiences, personality, etc. that Airmen may possess or have the potential to possess
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Deliberate Development
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To carefully think about and discuss strengths, areas of improvement, current and future roles, and responsibilities with followers
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Capabilities when diagnosing the capabilities of an Airman in your unit
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• Skills
• Talents • Experiences • Personality |
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Factors to Consider When Diagnosing the Developmental Needs of an Airman
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• 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
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Deliberate Development Plan
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How a leader sets and monitors a deliberate development plan for their Airmen
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Setting and monitoring development plans
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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
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• Other people who have skills and who are willing to mentor
• Knowing about the organization’s budget, including the process for requesting funds and other types of support • Various outside agencies (Airmen and Family Readiness Center, Family Advocacy, AMS for special duty opportunities, etc.) • PME requirements, seat availability, and opportunities (e.g. instructor, adjunct instructor, etc.) • Eligibility (promotion, special duty assignments, deployments, TDYs, etc.) • Private Organizations (Top 3, AFSA, Toast Masters, 5/6, etc.) |
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Future Job/Role Responsibilities
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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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How you have exercised position power as a leader
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• Coercive power—Comes from the perceived ability to provide sanctions, punishment, or consequences for not performing. In this case, Green corrects when necessary
• Connection power—Perception of the leader’s association with people of influence inside or outside of the organization • Reward power—The ability reward via pats on the back, time off, formal recognition, etc. • Legitimate power—Comes from a leader’s title, role, or position within the organization itself and provides leaders with the authority to make decisions and requests |
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How you have exercised personal power as a leader
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• Referent power—Comes from personal traits. People with this power are seen as likeable or charismatic
• Information power—Based on a leader’s access to data and information that is important to others • Expert Power—Comes from education, experience, and job knowledge. People with this power know their jobs inside and out |
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Membership Level
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• 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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Performance Level
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• Tends to be more involved in the work center
• Often contributes but only as long as leadership recognizes their contributions |
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Involvement Level
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• 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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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
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Abraham Maslow's Hierarchy of Needs
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Leader’s responsibility as it relates to system level rewards
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Supervisors must ensure their subordinates meet all standards, and ensure that they receive their system level rewards
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Developing as a Leader
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• Diagnose capabilities
• Diagnose developmental needs (personal/professional) considering various factors (aspirations, attitudes/values etc.) • Create a deliberate developmental plan that recognizes and incorporates possible current/future job/role responsibilities • Setting the plan which includes recognizing and securing resources for plan and establishing milestones and deadlines to cover a specific period of time • Monitor plan and make adjustments |
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System Level Reward
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• As long as you perform at the standard, you receive system level rewards just for being a member of the organization
• System level rewards are things the organization provides such as pay, training, annual leave, medical and dental benefits, etc., whether operating at the membership, performance, or involvement level of commitment, everyone get these rewards |
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Supervisory Level Reward
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• Given to those who go beyond the standard, they include such things as praise, public recognition, time-off, bonus pay, promotions, special assignments, greater roles and responsibilities, etc.
• Leaders who depend on these rewards generally operate at the performance level of commitment |
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Personal Level Reward
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• These rewards come from within you. When you fully enjoy your work, you strive to exceed every standard and reward yourself for a job well done
• Because you are personally satisfied with your own work, you do not need or rely on anyone else to reward your efforts • Leaders or followers who are capable of this type of reward operate at the involvement level of commitment |
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Contemporary Motivation Model
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• Simple three-phased approach to motivation. The model says that people can be in one of three levels of commitment to the organization. The three levels are membership (the lowest end), performance level (mid-level), and the involvement level (highest level) of commitment
• Ensure every member of the organization receives system level rewards • Ensure every member lives up their end of the contract (i.e. eight hours of work for eight hours of pay—meets minimum standards) • Reward the right members at the right time and for the right reasons • Create an environment where members can thrive based on temperaments, strengths, and aspirations • When people operate at the performance or involvement levels they are more committed to the unit and the mission, thus we can expect people to remain excited about their work, expect initiative and esprit de corps to remain high, and expect the mission to continue being accomplished in an effective and efficient manner |
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Four Domains of Wellness
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• Spiritual
• Emotional • Physical • Social |
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Negotiation
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• 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 • Several concepts are involved • Dialogue intended to resolve disputes, produce a shared or mutually desired result, to bargain for an individual or collective advantage or benefit, or to craft outcomes to satisfy various interests |
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Examples of Negotiation at Work, Home, and in Other Places
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• Work—Project deadlines, peaceful military operations, salary, benefits
• Home—Bedtimes, sharing, food choices • Other—Loan rates, buying a new car, buying a new home |
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Conflict Management
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• Managing conflict (destructive or constructive) in a way that benefits the organization in terms of reduced chaos and stimulated work performance
• Destructive conflict creates barriers to cooperation and communication and impacts morale, diverting efforts from important tasks and issues • Constructive conflict leads to solutions, resolutions, and higher levels of understanding and communication between individuals or groups • Conflict results from incompatible differences between parties that produce interference or opposition. Such differences can serve as motivators for positive change or lead to decreased productivity. Therefore, conflict can be either constructive or destructive • Depending on how well it’s managed, conflict can become beneficial or detrimental to an organization’s performance |
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Five Types of Conflict Management
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• Competing (or Forcing) means “standing up for your rights," defending a position which you believe is correct, or simply trying to win. Competing is often used when the stakes are high, the situation is critical, and urgency is important
• Collaborating style is designed to satisfy all parties, achieving a win-win outcome. The collaborating style involves an attempt to satisfy the concerns of both sides through honest discussion • Compromising involves intermediate amounts of assertiveness and cooperation and strives for partial satisfaction of both parties’ desires by seeking a middle ground. To succeed at compromising, both parties must be willing to give up something • Avoiding is the combination of low assertiveness and low cooperation. The person implies that he/she will be neutral • Accommodating combines low assertiveness and high cooperation—the complete opposite of competing. At its simplest level, this style may merely involve giving in to another person’s wishes. When accommodating, the individual neglects his/her own concerns to satisfy the concerns of the other person |
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Negotiating Categories
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✈ Distributive
• Creates Adversaries ✈ Integrative • Builds relationships |
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Effective Listening Habits
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• Listen for verbal clues—Speakers emphasize important terms and concepts
• Watch for nonverbal clues—Eyebrows, hands, pauses, eyes: expression made for an important point • Be mindful of your own reactions—When the speaker says something that sounds interesting, curious, or surprising, go ahead and nod or smile. If the speaker says something boring or unpleasant, try not to have an ugly response • Avoid making predictions—We stop listening when we think we know what someone is about to say • Focus on the words, not the person—Don’t get distracted by an ugly dress, weird hairstyle, or goofy tie • Don’t get caught up on one detail—Stay on pace • Don’t let your mind wander—Put daydreams out of your head until later |
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Negotiation Readiness
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Capacity of parties to decide it is in their best interest to negotiate an agreement rather than to continue a conflict
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Negotiation Ripeness
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• Refers to the timing of negotiations
• Timing is critical to successful negotiations |
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Cooperative Negotiation Strategy (CNS)
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Concentrates on the problem while keeping the relationship and interests of all parties in mind. Based on four key principles:
• Focus on the problem, but continuously manage the relationship • Acknowledge that there are positions, but focus on interests—find common ground between the negotiating parties by understanding both sides’ underlying interests • Mutually propose solutions through use of divergent thinking—develop options that satisfy interests without passing judgment on any individual proposal developed • Agree to converge on a solution that best satisfies each party’s top priorities and meets a legitimate standard |
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Difference Between Distributive and Integrative Negotiations
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• The difference between the two negotiation styles is integrative builds relationships and distributive creates adversaries
• The task of distributive negotiating is to divide up a fixed set of resources while integrative negotiating does not see resources as necessarily fixed • During integrative negotiating, parties see each other as partners rather than competitors (which is how they see each other in distributive negotiating) • In distributive negotiating, conflict is seen as inevitable, but in integrative it is not |
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Active Listening
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Active listening is when you make a conscious effort to hear not only the words that another person is saying but, more importantly, to try and understand the total message being sent. Seven specific techniques will help you practice active listening:
• Minimal Encouragements • Paraphrasing • Emotion Labeling • Mirroring (or Reflecting) • Open-Ended Questions • “I” Messages • Effective Pauses |
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BATNA: Best Alternative to a Negotiation Agreement
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• Often, what parties want and what is a reasonable solution are two different things
• The BATNA is not the “bottom line,” but an alternative that negotiators are willing to accept to put closure to a case |
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Similarities and Differences of Readiness (Pertaining to Negotiation) and Ripeness (Pertaining to Negotiation)
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✈ Similarities:
—Are the issues negotiable? —Are all the parties interested in negotiating? If not, why is one or more of the parties reluctant? ✈ Differences between Readiness and Ripeness • Readiness: —Do I want to resolve these issues equitably? —Am I willing to make compromises and give some things up? —Am I willing to work to keep the channels of communication open? —Can I accept that there will be differences of perception and in what I think is fair? —Do I feel that the other party is basically fair minded? —Am I ready to listen actively? —Am I prepared to manage conflict appropriately if it occurs? • Ripeness: —Can anything be done to make negotiation more attractive to them? —Do all parties know their alternatives to a negotiated settlement? |
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Resource Stewardship
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Careful and responsible management of resources under one’s control
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Why it is necessary for you to be able to acquire resources such as supplies, people, facilities, and equipment
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These are resources necessary for accomplishing the mission
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Why NCOs need to know how to manage resources
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• 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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Personnel Resource
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Considered “most valuable resource”
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Financial Resource
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Required to procure the material, energy, information and technology, and warfare resources
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Material Resource
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Physical goods that are required by personnel to complete assigned duties
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Warfare Resource
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War-related materials (training equipment, body armor, and armored personnel carriers, etc.)
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Information & Tech Resource
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Technological advancements (cell phones, computers, email, Internet-enabled devices, etc.)
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Energy Resource
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Powers businesses, manufacturing, transportation, and your equipment, facilities, motor vehicles, and aircraft
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Appropriation
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Setting aside money for a specific purpose
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Budget Execution Review (BER)
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• Two-part process that occurs twice within each budget cycle
• 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 • The process is a perpetual cycle of planning, programming, revising, adjusting, and spending • Each cycle lasts one fiscal year (FY) which begins on 1 October and ends on 30 September of the following year |
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NCO’s Role in the BER Process
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• Know when both BERs are scheduled
• Be prepared to request funding for mission-related issues and provide justification • Continuously assess work center’s current financial status and provide leadership an update |
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Financial Execution Plan (FEP)
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• 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 • A spend plan that projects when and how funds will be spent throughout the fiscal year |
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Antideficiency Act (ADA)
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• Law that prohibits agencies from involving the government in a contract or obligation for the payment of money before an appropriation is made unless authorized by law
• The act prohibits against over obligating or overspending an appropriation |
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Why it is important to know about budget timelines and milestones
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• NCOs can monitor and align mission requirements with the budget cycle to ensure funding is continuously available
• To anticipate and prepare for shortfalls by requesting additional funding early to minimize impact on the mission |
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Four Air Force Manpower Competencies
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• Organization Structure
• Program Allocation and Control • Requirements Determination • Performance Management |
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Authorization Change Request (ACR)
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Multi-purpose instrument used to propose adjustments to a UMD
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Productivity Enhancement Capital Investment (PECI) Program
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Provides expedient funding for capital acquisition projects, productivity improvement projects, and investment opportunities that provide measurable benefits, real savings, and produce a return on investment (ROI) for the Air Force within a 2 to 4 year period
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Difference Between a Funded and Unfunded Position Requirement
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• 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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What you would need when your organization just experienced a recent change to your mission that requires you to change the skill level requirement of an authorized position
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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 it is so important for you, as an NCO, to know about the four competencies of manpower and some of the documents used to manage personnel
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• 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 it is important to conserve resources
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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 it means to use resources as directed
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• Use of resources under your control as instructed by existing rules and regulations, in accordance with laws and policies
• 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 is meant to use resources as available
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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 you can support the development of others as future resource stewards
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• 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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Programs that increase workforce efficiency and organization cost effectiveness
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• Productivity Enhancement Capital Investment
• Fast Payback Capital Investment • Productivity Investment Fund • Air Force Innovative Development through Employee Awareness |
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Requirement Determination
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• 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 |
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Program Allocation and Control
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• Centers on the Unit Manpower Document and funded and unfunded position requirements
• It has nothing to do with requesting a manpower increase, but provides data needed to make decisions on manning |
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Standards
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Morals, ethics, or habits established by an authority, custom, or an individual as acceptable behavior
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Discipline
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Training expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement
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Ways That Effective Discipline Positively Impacts Mission Accomplishment in the Air Force
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• Increases personnel readiness
• Builds professional skills of personnel • Strengthens personal discipline • Promotes camaraderie, esprit de corps, and morale • Enhances national security and the nation’s confidence in the Air Force • Helps to maintain air and space superiority |
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Key Actions of Prevention
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• Set standard
• Establish rapport • Create climate of accountability |
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How to Prevent Disciplinary Problems
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• Be an effective role model
• Communicate standards • Communicate expectations • Promote Air Force Core Values • Use rank and position appropriately • Effectively mentor • Properly train subordinates • Promote teamwork • Communicate effectively • Use sound leadership skills • Display and insist on technical competence • Provide feedback • Adhere to NCO responsibilities from resources like AFI 36-2618, The Enlisted Force Structure |
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Administrative Tools for Maintaining Discipline
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• Feedback (formal and informal)
• Verbal and written counseling, admonishment and reprimand (VWCAR) • Recommendation to the commander to establish an unfavorable information file (UIF) on an individual • Recommendation to commander to place a member on the control rosters • Administrative demotions (used when one cannot achieve grade appropriate skill level, not fulfilling AFI 36-2618 responsibilities, not being fit) • Non-recommendation for reenlistment (supervisor does not deny, only recommends denial) • Referral performance reports • Recommendation for administrative discharge/separation (when the Air Force separates members failing to meet standards of performance, conduct, or discipline, it promotes Air Force readiness and strengthens our standards of military service) |
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NCOs must use the this process when operating in the Correction Arena
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Progressive Discipline Process
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Corrective actions that NCOs can use to rehabilitate subordinates when they violate the rules, fall below standards, or commit infractions
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• Verbal counseling, admonishment and reprimand
• Letters of counseling, admonishment and reprimand • Recommend establishment of a UIF • Recommend placement on control roster • Recommend administrative demotions • Recommend denial of reenlistment • Recommend nonjudicial punishment action • Awareness training (as a deterrent) |
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Why it is important to correct substandard behavior
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Not only maintains good order and discipline, it motivates Airmen to accomplish the mission in the most effective and efficient manner possible
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Primary Purpose of the Correction Arena
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To get subordinates’ behavior back to the standard using the least amount of force necessary
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Difference Between Corrective and Punitive actions
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• Corrective actions are administrative in nature
• Punitive actions are legal sanctions designed to take something away from the member, (e.g. time in the form of extra duties, loss of money, loss of freedom, reduction in rank, and loss of career via less than honorable and dishonorable discharges |
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NCO’s Primary Role When Operating in the Punishment Arena
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Provide the commander with facts concerning the member (e.g. duty performance, previous violations, family/financial situation and so forth), and, if asked, recommend actions that would be most effective in rehabilitating the member
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Three Forms of Counseling
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• Informal
• Formal • Referral |
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Unfavorable Information File (UIF)
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Provides commanders with an official repository of substantiated derogatory data concerning an Air Force member’s personal conduct and duty performance
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Control Roster
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• Tool used by commanders to set up a six month observation period for individuals whose duty performance is substandard or who fail to meet or maintain Air Force standards of conduct, bearing, and integrity, on or off duty
• Commanders are required to inform the members that if their performance and behavior do not improve, they will face more severe administrative action or punishment |
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Things NCOs must consider BEFORE making punishment recommendations
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• Prudence first, Justice second
• TIG and TIS • Current and past duty positions, level of responsibility in those positions • Duty performance • Overall behavior on/off duty • Seriousness of the infraction • Punishment given to others for the same offense • Potential for rehabilitation • Message sent to individual, unit, family, and community • Marital status • Financial status • Cultural background |
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The Area Defense Council (ADC)
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• Certified judge advocate performing defense counsel duties
• They are assigned outside the local chain of command with the responsibility of vigorously and ethically representing their client |
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What NCOs should do before applying the PDP and when applying it
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• Establish standards to clearly explain to the subordinates each standard and Line of Acceptability
• Monitor subordinate behavior to ensure compliance • Reinforce as needed |
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Three steps of the Progressive Discipline Process
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• Establish Standards
• Monitor • Apply the PDP |
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Three Arenas That Make Up the Discipline Model
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• Prevention
• Correction • Punishment |
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Punishment
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• Correct and rehabilitate those who repeatedly or grievously violate standards
• Can only be administered by officers on G-series orders to the enlisted members |
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Correction Part of the Progressive Discipline Process Model
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Address inappropriate behavior and seek to bring subordinates’ behavior back within acceptable boundaries using the least amount of force necessary
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Prevention
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• First and most important step to prevent behaviors that are detrimental to personnel or productivity of a work center
• Additionally, the supervisor must communicate standards and expectation clearly • Personnel are less likely to perform in a substandard manner if they have a clear understanding of where their supervisor stands on standards, desired performance, and supervisor expectations |
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Progressive Part of the Progressive Discipline Process Model
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Using the least force necessary to modify a behavior that is progressing in severity by imposing an infraction that also increases or progresses in severity, i.e. verbal counseling to LOC
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Why adverse administrative and punitive actions are issued when an individual commits an infraction or their behavior falls below the Line of Acceptability
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• Adverse administrative and punitive actions help to maintain good order and discipline
• MFRs, LOCs, LOAs, and LORs serve to jog your memory, but they also serve as written documentation of actions taken to correct behavior when more severe action is called for such as an Article 15, Court-Martial, or Discharge |
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Factors used to determine appropriate corrective actions when applying the PDP
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• Severity of the infraction
• Judgment of the supervisor |
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Meaning of the phrase, “Prudence first, Justice second”
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• It is always prudent to consider the facts and extenuating circumstances surrounding a situation
• Will ensure people are treated in a fair and equitable manner while still ensuring the correction/punishment fits the crime • Although one can legally, “throw the book at someone” that is almost never the prudent thing to do |
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Seven Basic Rights of the Accused
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• Presumption of innocence—All are innocent until proven guilty and MUST be treated as such
• Protection from compulsory self-incrimination—Individual cannot be put in a situation where they have to admit to a crime • Pretrial investigation—Ensures all elements are out in open and evidence is presented • Representation by counsel—All members will have a lawyer, the free military counsel or pay for their own civilian lawyer • Fair and impartial trial—Counsel always has a separate chain of command than accused, counsels will have similar qualifications, court or members will not be influenced, judge and members will act in good faith • Right of appeal—Everyone gets a second look • Protection from double (former) jeopardy—Cannot be tried twice for same offense |
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Three things an NCO must ensure while engaged in a disciplinary action involving a subordinate
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• Protect the rights of the accused
• Know their limits • Ensure accused are treated with respect |
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NCO’s role when a subordinate, who has been accused of a crime, returns to the unit pending his/her trial
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• NCOs must ensure other members of the unit DO NOT treat members awaiting trial unprofessionally. This is an important part of maintaining good order and discipline
• As an NCO, it is your responsibility to squelch rumors, to keep others from discussing the issue, and to keep people from treating the accused badly • Always remember, “Innocent Until Proven Guilty” |
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NCOs should advise someone of his/her rights when they:
• Suspect someone of committing a crime • Overhear that someone has committed a crime • Suspect someone of committing a crime, and they intend to question him/her |
If you SUSPECT a crime has been committed, and you intend to question the individual, you MUST perform a rights advisement—NEVER interrogate or question people suspected of an offense without:
• Advising them of their rights (Miranda Warning) • Telling them what the offense is • Advising them that they DO NOT have to make any statements—any statements they make, oral or written, may be used as evidence in a court-martial |
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Bold Face Concept
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• Assess the desire for self-harm.
• Assess the means for self-harm. Does this person have a plan? Are there guns or weapons in the home? • Assess the status of the Four Dimensions of Wellness. • Stay with the fellow Wingman until a positive handoff is completed. Don’t leave the member alone until the Airman has been handed off to supervisor, 1st Sgt, company commander and/or helping agency. • Look out for your fellow Airmen. • Show sincere concern and actively listen. • Appropriately intervene. • Don’t allow your fellow Wingman to engage in self-destructive behavior. ✈ A good wingman is alert, gets involved, and takes action because they believe getting help is a sign of strength, NOT weakness! |
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Wingman Concept
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Incorporates the skills of Ask, Care, and Escort (ACE)
• Ask your Wingman—Have the courage to ask the question, “Are you thinking of killing yourself?” while remaining calm • Care for your Wingman—Calmly control the situation. Do not use force; be safe while actively listening to show understanding and to produce relief. Remove all means of self-injury • Escort your Wingman—Never leave your friend alone. Escort them to your chain of command, chaplain, mental health professional, or primary care provider, or call the National Suicide Prevention Lifeline. Remember, only a commander can direct a military member to mental health |
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Wingman Philosophy
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Impacts a wide range of Air Force issues including effective:
• Suicide awareness and prevention • Sexual assault response and prevention • Domestic violence intervention and prevention • Workplace violence intervention and prevention • Substance abuse intervention • Financial management • Responsible decision-making and behavior in all phases of people’s lives |
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Four Dimensions of Human Wellness
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• Physical—This type of wellness requires one to focus on five specific components: Cardio respiratory Endurance, Muscular endurance, Muscular strength, Body composition, and Flexibility
• Emotional—Relationship and financial problems, family crisis, grief and loss, experiencing failure, illness or injury, difficulty adjusting to a new life changes, Post Traumatic Stress Disorder (PTSD), career problems, and low self-esteem • Social—This type of wellness requires a support network consisting of family, friends, and coworkers offers tremendous benefits for your health and wellness especially when dealing with difficult situations • Spiritual—This dimension of wellness determines one’s ability to find comfort, meaning, and hope when faced with these difficult and often tragic circumstances allowing them to return to a state of psychological well-being |
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Basic support sources you should know to ensure a safe hand off to the proper agency or competent individual
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• Alcohol and Drug Abuse Prevention Treatment Program (ADAPT)
• American Red Cross • Chaplain Services • Employee Assistance Program • Family Advocacy • Family Member Programs • Life Skills Support Center (LSSC) • Airman & Family Readiness Center • Health & Wellness Center • Mental Health Clinic • Military Equal Opportunity • Sexual Assault Response Coordinator • Victim Witness Assistance Program • Wingman Support Coordinator • Organization Consulting • Special Needs Identification and Assignment Coordination (SNIAC) • Air Force Survivor Assistance Program • Base Safety Office • Base Legal Office |
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Wingman Concept/Philosophy
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• Airmen taking responsibility for each other by being alert to others in distress and intervening when they need help
• Airmen seeking help from their Wingman when needed • Have the confidence and willingness to approach others who appear to need help • Staying with them through a crisis until you can ensure a safe hand-off to a supervisor or other competent individual |
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Factors Associated with Preventing Suicide
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• Unit cohesion and camaraderie
• Peer support • Easy access to helping resources • Belief that it is okay to ask for help • Optimistic outlook • Effective coping and problem-solving skills • Social and family support • Sense of belonging to a group or organization • Marriage • Physical activity • Participation and membership in a community • A measure of personal control of life and its circumstances • Religious or spiritual connectedness |
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Risk Factors Associated with Suicidal Behavior
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• Current/pending disciplinary or legal action
• Relationship problems • Substance abuse • Financial problems • Work related problems • Transitions (retirement, PCS, discharge, etc.) • A serious medical problem • Significant loss • Setbacks (academic, career, or personal) • Severe, prolonged, and/or perceived unmanageable stress • A sense of powerlessness, helplessness, and/or hopelessness • Presence of a weapon in the home • History of previous suicide attempts |
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Why People Commit Suicide
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Although no one knows for sure, theory suggests it is because they believe they:
• Are a burden to others • Do not contribute to the group • Are a liability to the group's well-being or safety • Have no sense of belonging or connection to others or to the unit • Have lost a meaningful relationship |
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Advanced warning signs of suicide
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• Expresses an intention of harming self or others
• Behaves in a manner which would lead you to conclude that there was imminent risk of this harm • Decreased or impaired emotional status • Thoughts of suicide • A suicide plan • Access to the method of suicide described • Stating they intend to complete the plan |
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Most Prevalent Problems Associated with Suicide According to Trend Data
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• Relationship Problems (70%)
• Legal Problems (44%) • Financial Problems (29%) • Receiving Psychological Services (25%) • Deployed in Previous Year (21%) |
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Common barriers to seeking out help by at-risk personnel
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• Denying the problem exists
• Avoiding the problem altogether • Fear that accessing help will result in a negative career impact • Fear that the chain of command will be contacted (i.e., breach of privacy and confidentiality) |
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How NCOs/leaders/supervisors can help themselves and others seek help to prevent suicide
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• Know that open communication, support systems, and easy access to referral agencies may help the person see another option
• Know and promote protective factors, recognize warning signs of suicide and be willing to take appropriate action to be good a Wingman • Must instill and support a culture that believes asking for help is a strength—NOT a weakness, and you must expose and eliminate the myths surrounding the implications of seeing mental health providers • Ensure Airmen understand: (1) that seeking help is encouraged and not a statement that they are somehow incompetent; and (2) that negative career impact for seeking counseling is unlikely when Airmen seek help on their own and when it occurs before any misconduct |
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Common Reactions to Actual or Potential Suicide Situations
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✈ Fear
• Helplessness—“I can’t do anything to help” • Hopelessness—“Nothing I do matters” ✈ Anxiety • Over-protectiveness—Reduce autonomy • Under-protectiveness—Casual avoidance ✈ Anger • Lack of compassion—Inability to care • Criticism—Blaming |
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Do’s and Don’ts when dealing with actual or potential suicide situations
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✈DO
• Be direct and matter-of-fact • Listen openly without judgment • Accept their feelings • Show interest and support • Get help • Stay with them • Remove potential means of self-harm ✈DO NOT • Ignore what you see or hear • Debate what is―right or―wrong • Criticize or condemn them • Act shocked or repulsed, or avoid them • Keep secrets • Leave them alone • Assume they’ll be okay |
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Responsibilities of Leaders in the Aftermath of a Critical Incident Such as Suicide
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• Providing support and preventing further harm
• Collaborate with the Critical Incident Stress Management (CISM) team and base helping agencies to address the needs of survivors • Demonstrate concern for unit members' well-being • Ensure that the basic needs of survivors are met (i.e., shelter, food, safety, and security) • Let people talk about their experience ("emotional first aid") • Minimize exposure to environmental stressors (e.g., heat, cold, noise, disturbing visual scenes) • Be attentive to the needs of family members • Provide factual information; prevent the spread of rumors • Continuously evaluate the environment for additional threats; ensure that needs are continued to be met • Foster unit cohesion • Foster resilience and recovery through social support mechanisms (e.g., friends, family, and religious organizations) |
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Confidentiality and Privacy Rules As It Relates to Suicide
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• Confidential communication is defined as communication not intended to be disclosed to third persons other than those to whom disclosure is in furtherance of the rendition of professional services to the patient or those reasonably necessary for such transmission of the communication
• Communications between a patient and a psychotherapist or an assistant to a psychotherapist made for the purpose of facilitating diagnosis or treatment of the patient’s mental or emotional condition are confidential communications and shall be protected from unauthorized disclosure. However, confidential communications will be disclosed to persons or agencies with a proper and legitimate need for the information and who are authorized by law or regulation to receive it, unless the evidentiary privilege applies |
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General Goals for Post-Suicide Intervention
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• Help friends and colleagues understand and begin the grieving process
• To help maintain mission readiness, full functioning, and morale • Identify/refer individuals who are at increased risk for distress |
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The Air Force Definition of Substance Abuse
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• The use of any illicit drug, the misuse of any prescribed medication, or the abuse of alcohol
• Any substandard behavior or performance in which the consumption of alcohol is a primary contributing factor • Any pattern of unconventional misuse of any substance for nonmedical purposes that produces a known health risk or constitutes a danger to self or others |
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Why it is important for Air Force members to know how the Air Force defines substance abuse
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• So they can keep their behaviors within standards
• To be aware of substandard behavior in others • So they can enforce the standards in their duty sections or squadrons |
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Why the Air Force makes the distinction between those that exhibit substandard behavior that occurs while drinking is labeled alcohol abuse, when many people would just consider that acting drunk or making fools of themselves
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• To increase awareness of how a member’s drinking habits are viewed
• Make members aware of the impact of their behaviors • To ensure members know that inappropriate behavior isn’t excused because they were drunk • To encompass a broader range of offenses to ensure intervention occurs before alcohol use get worse |
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Responsibilities in the Intervention Process as it Relates to Substance Abuse
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• Observe and listen to subordinates’ problems and assist with appropriate referrals
• Document all incidents of deteriorating work performance, unexcused absences, or tardiness, unacceptable conduct, and any steps already taken to help members resolve these problems • Report all substance abuse or suspected substance abuse incidents • Provide pertinent information to the ADAPT office on patient’s duty performance, on and off duty behavior, drinking patterns or other incidents • Report all slips and relapses so the treatment team can assist the member to get back on track before an incident occurs |
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What the numbers in the 0-0-1-3 formula represent
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• 0 = Number of underage individuals drinking alcohol
• 0 = Number of individuals driving under the influence (DUI) of alcohol • 1 = Maximum number of alcoholic drinks per hour • 3 = Maximum number of alcoholic drinks per night |
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How the 0-0-1-3 formula can help you prevent possible alcohol problems in your work center
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• Provides a simple, concrete example of responsible behavior to explain to subordinates
• Gives a standard that is easy to follow • Gives supervisors a standard to measure alcohol-related behavior against • Promotes thought instead of mindless drinking |
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General Goals for Post-Suicide Intervention
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• Help friends and colleagues understand and begin the grieving process
• To help maintain mission readiness, full functioning and morale • Identify/refer individuals who are at increased risk for distress |
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The Air Force Definition of Substance Abuse
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• The use of any illicit drug, the misuse of any prescribed medication, or the abuse of alcohol
• Any substandard behavior or performance in which the consumption of alcohol is a primary contributing factor • Any pattern of unconventional misuse of any substance for nonmedical purposes that produces a known health risk or constitutes a danger to self or others |
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Why it is important for Air Force members to know how the Air Force defines substance abuse
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• So they can keep their behaviors within standards
• To be aware of substandard behavior in others • So they can enforce the standards in their duty sections or squadrons |
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Air Force’s approach to preventing substance abuse
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Substance abuse prevention is a collaborative effort shared among various agencies to include the mental health (ADAPT), drug demand reduction, and health promotions and includes:
• Education • Counseling • Referral • Follow-up |
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How leaders can effectively educate subordinates about substance abuse issues
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• Incorporate personal, or at least relevant, examples of substance abuse incidents into safety briefings
• Describe and detail expenses incurred from a substance abuse incident • Ensure new personnel receive thorough briefings upon arrival to the unit • Post visual aids in the work center explaining Air Force policy on substance abuse • Conduct periodic discussions on harmful effects of substance abuse impacting the work center environment |
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How enlisted leaders can practice and advocate the de-glamorization of substance abuse
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• Responsible drinking at social outings
• When sponsoring a social event, ensure nonalcoholic drinks are also available • Share consequences of risky behavior • Be responsible for your guests by not serving intoxicating drinks after a specific time • Don’t promote alcohol-drinking contests • Don’t promote drinking at all |
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Far-reaching effects of substance abuse prevention
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• Promotes responsible behavioral patterns
• Environment of open communication • Less time spent on administrative actions • A decrease in physical and mental health related expenses • A reduction in lost duty time |
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Five Methods Used by the Air Force to Identify Substance Abuse
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• Self-identification
• Commander referrals • Medical identification • Substance-related incidents • Drug-testing |
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Observable behaviors that may help to identify substance abuse issues affecting your subordinates
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• Frequently deals with financial shortages
• Avoids friends and colleagues • Blames others for his or her own problems and shortcomings • Has complaints leveled concerning domestic disturbances or problems at home • Demonstrates a decline in personal appearance • Complains of vague illnesses |
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As an NCO/leader, effective methods to communicate your observations concerning substance abuse issues with a suspected abuser
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• Private counseling or feedback session
• Firm questions, yet sensitive to subordinate’s situation and needs • Inquiring with a nonjudgmental, open-minded attitude • Sincerity and genuine concern in actions • Using observed behaviors and other facts as the basis for discussion |
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Signs of Substance Abuse You Have Heard About or Observed in Your Work Center
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• Absenteeism
• Temporary departures from the job • Mood changes • Red or bleary eyes • Paranoia • Tremors • Denial • Smell of alcohol |
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Why documentation of substance abuse is so important for leaders
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• Provides necessary information to justify getting medical or other support your subordinate may need
• Helps make counseling sessions constructive and productive • Used for administrative and punitive proceedings |
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Why you should document behavior associated with substance abuse after the first incident
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• Prevents further occurrences
• Allows for early intervention • Demonstrates enforcement of standards • Better to document early and not need it than to wait and wish you had • It’s hard to finally document a first incident when subsequent incidents have occurred (backdating, pencil-whipping) |
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How delaying, or failing to document behavior associated with substance abuse might affect the work center
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• Deterioration of behavior continues
• Increased risk for more severe behavior • Demoralization of other Airmen who are aware of the behavior • Undermines good order and discipline • Negative behaviors may be imitated by peers |
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How identifying substance abuse might affect work center performance
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• Brings issues out into the open
• Ensures everyone knows that supervisors are serious about the issues • Increases awareness in the duty section • Makes substance abuse symptoms more widely known • Establishes firm standards of behavior • Encourages people to seek help if they need it • Ensures mission is not impeded |
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How you would define intervention as it relates to substance abuse
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• The process of helping the member recognize at the earliest possible moment that he or she needs treatment for self-destructive drinking or drug abuse
• This professionally structured event includes significant others in the member’s life |
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Why an NCO/leader’s communication is necessary during intervention for suspected substance abuse
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• Ensures subordinate knows what behaviors have been observed
• Allows no room for confusion or deception • Opens path to clearly discuss issues that may be contributing to questionable behaviors • To effectively find the root source of substandard performance • Conveys to subordinates that the supervisor is really attempting to assist with beating the substance abuse |
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Primary Objectives of the Air Force ADAPT Program
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• Promote readiness and health and wellness through the prevention and treatment of substance abuse
• Minimize the negative consequences of substance abuse to the individual, family, and organization • Provide comprehensive education and treatment to individuals who experience problems attributed to substance abuse • Return identified substance abusers to unrestricted duty status or assist them in their TRANSITION to civilian life, as appropriate |
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When should a supervisor refer a subordinate to ADAPT
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• After an alcohol-related incident
• Whenever substance abuse is suspected • When alcohol abuse is witnessed |
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Factors a Commander Might Consider When Deciding Whether to Let Someone Continue Service
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• Successful completion of ADAPT
• Severity of impact from behaviors • Member’s acceptance of responsibility and need for change • Duty performance, recent and historical • Self-identification versus caught through random testing • Repetition of behaviors or incidents |
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Positive Impact of Substance Abuse Intervention on Work Center Effectiveness
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• Improved Morale
• Dependable Workers • Better Communication • Decreased Mission Interruptions • Healthy Subordinates |
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Possible negative impacts of substance abuse intervention on work center effectiveness
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• Absences for subordinate and supervisor for issue-related appointments
• Increased duty pressures on coworkers • Feelings of “being watched” by coworkers may increase stress or tension • Lack of understanding from other subordinates |
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Impact of substance abuse on:
• Mission and Readiness • Morale • Health and Wellness |
• Mission and Readiness
—Adversely affects or impairs mood, coordination, judgment, safety, and it increases impulsive behavior —Members under the influence do not perform effectively in leadership roles, areas of substantial responsibility, and technical knowledge —Members are in a higher risk of Drunk Driving (a leading cause of death among 18-24 year olds, DUI is a serious breach of discipline) —Members are in a higher risk of suicide (1/3 of all suicides involve alcohol use) —Increased risk of accidents, falls, burns and drowning • Morale —Members are in a higher risk of relationship problems, personal and professional • Health and Wellness —Increased risk of high blood pressure, stroke, heart disease, birth defects, addiction, gastritis (ulcers), diseases of the liver (fatty liver, hepatitis, and cirrhosis), pancreatitis, malnutrition, and overall high mortality etc. —Risky sexual behavior- increased risk of contracting a variety of sexually transmitted diseases |
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Organizational Stress Factors Prevalent in Your Organization
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✈ Task demands
• Job Design (autonomy, task variety, degree of automation) • Working conditions (physical layout, temperature, noise, safety conditions, overcrowded rooms, location with frequent interruptions) ✈ Role demands • Pressures placed on people as a function of their particular role in the organization and includes: —Role conflict: Inability to reconcile or satisfy two conflicting expectations —Role overload: not enough time to complete all assigned tasks —Role ambiguity: Unsure of role and/or expectations ✈ Interpersonal demands • Pressures created by other individuals such as: —Lack of social support from coworkers —Poor interpersonal relationships ✈ Organizational structure • Organization with many levels of supervision and control • Number and type of rules and regulations ✈ Organizational leadership • Leaders who create a culture that is characterized by: —tension, fear, and anxiety —unrealistic pressures to perform —excessively tight controls (micro-management) • Routine firing of individuals who “don’t measure up” |
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Warning Signs or Symptoms of PTSD
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• Reliving the event
• Avoiding situations that remind you of the event • Feeling numb • Hyperarousal |
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Stress
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• The body’s reaction to an external demand (stressor)
• The physical, mental, and emotional response to a situation • An individual’s response to a perceived stressor • Eustress is positive stress • Distress is negative stress |
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Why people react differently to various stressors
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• People perceive things as more or less stressful based on personal experience, values, temperaments, etc.
• Some people believe they can control a situation, where others feel the outcome is out of their control |
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Some Ways the Air Force Practices Lawful Discrimination
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• Male and female bathrooms
• Different types of uniforms • Different dress and appearance standards • Different Rank • Enlistment requirements (height, weight, ASVAB scores, credit score, financial history, etc.) • Job qualification standards • Handicapped parking spaces, doors, and bathrooms |
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What makes certain types of discrimination lawful
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Certain types of discrimination are lawful when they:
• Do not deny people a right • Merely recognize differences among people • Help compensate for physical/mental limitations • Are needed for good order and discipline • Differentiate job applicants based on knowledge, skill or ability (rather than race, color, creed, etc.) |
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Unlawful Personal Discrimination
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• Action(s) taken by an individual to deprive a person or group of a right because of color, national origin, race, religion, or sex. Such discrimination can occur overtly, covertly, intentionally or unintentionally
• Treating members of one particular religious group better or worse than members of a different religious group • Providing less support (e.g. on-the-job-training) to individuals of a particular group, and thus “setting them up for failure” by limiting their ability to progress in training • Placing targeted group members in jobs that do not provide progression, recognition, or increased levels of responsibility. • Purposely withholding critical information from a targeted individual, resulting in the individual looking bad in the eyes of others, especially superiors |
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Unlawful Systemic Discrimination
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Actions by an institution (or system) that through its policies or procedures, deprive a person or group of a right because of (that person’s or group’s) color, national origin, race, religion, or sex. Such Discrimination can occur overtly, intentionally, or unintentionally ie.,
• Base chapel prohibits use of its facilities by all religious groups except Jewish, Protestant, and Catholic • Squadron policy prohibiting women from operating heavy equipment |
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How NCOs might become guilty of unlawful systemic discrimination
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By helping to establish, implement, and enforce policies, procedures, rules, and laws that unlawfully discriminate
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Why NCOs should scrutinize policies and procedures before implementing and/or enforcing them
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• Because you represent “the system” and as such, you must ensure the system does not discriminate either intentionally or unintentionally
• In addition, others may perceive an NCO as practicing discrimination via association with the institution if the NCO fails to scrutinize and correct unlawful policies or procedures |
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Sexual Harassment
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Form of sex discrimination that involves unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when three specific things occur such as:
• Submission to such conduct is made, either explicitly or implicitly, a term or condition of a person's job, pay, or career (quid pro quo harassment) • Submission to or rejection of such conduct by a person is used as basis for career or employment decisions affecting that person (quid pro quo harassment) • Such conduct has the purpose or effect of unreasonably interfering with an individual's performance, or creates an intimidating, hostile, or offensive working environment |
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Verbal, Nonverbal, and Physical Behaviors Associated With Sexual Harassment
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• Verbal—Sexual compliments, pressure for dates, ridicule with harsh sexual message, etc.
• Nonverbal—Leering, ogling, or sexually suggestive cartoons, notes, drawings, pictures, calendars, etc. • Physical—Touches and brushes, hugging, patting, “footsies,” etc. |
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Why you must be concerned with sexual harassment in your organization
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It creates environments that:
• Are intimidating, offensive, and hostile • Affects the well-being and personal security of Air Force people • Negatively impacts the mission |
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How you have seen human relations incidents impact work centers throughout your career
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• Communication suffers
• Workers can’t concentrate on their jobs • Tasks fail to be accomplished • Time usually spent completing tasks is now spent dealing with these issues • Interpersonal relations are strained • Quality of life suffers • Morale suffers |
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Primary Focus as a Supervisor and Leader Concerning Human Relations Issues
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• Detecting adverse morale trends and devoting total effort to resolving the causes of a problem before it becomes a major issue
• Providing feedback to commanders, immediate supervisors, officers, and staff concerning trends or problem areas • Establishing and maintaining rapport and communication with subordinates to remain attuned to their needs • Developing your individual subordinates into a cohesive team • Ensuring enlisted members are treated fairly by all agencies and activities, both on and off base • AFI 36-2618, para 4.1.2.3.2, tells NCOs to help subordinates resolve problems and see referral agencies when necessary • DO NOT IGNORE the situation • Investigate the circumstances • Devote total effort to resolving the problem • Appropriately address the issue with work center personnel to dispel rumors and maintain mission focus • Refer to MEO if necessary |
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Complaint Process When Dealing With Unlawful Discrimination and/or Harassment
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• Complaint—An allegation of unlawful discrimination based on race, color, national origin, religion, or sex
• Formal Complaint—Allegation of unlawful discrimination or sexual harassment that is submitted in writing on AF Form 1587-1 to the authority designated for receipt of such complaints • Informal Complaint—Allegation of unlawful discrimination or sexual harassment, made either orally or in writing on an AF Form 1587-1, that is not submitted as a formal complaint |
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Responsibilities as a Supervisor/Leader as it Relates to Equal Opportunity and Treatment
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• Are able to present complaints in an atmosphere not conducive to retaliation
• Are encouraged to discuss problems and complaints • Know the various channels and procedures for filing complaints or otherwise seeking outside assistance • Know that unlawful discrimination is illegal and will not be tolerated • Implement preventive measures to promote EOT in the work center • Take action to address allegations of discrimination |
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How sexual, suggestive, or demeaning language and behaviors influence the climate of a work center or a unit
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• This kind of behavior is demeaning to all Airmen
• It encourages more of the same kind of behavior • Left unchecked, it could escalate along the continuum of harm |
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How trust and unit cohesion might break down while a sexual assault is being investigated
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• Ignore it. I don’t consider this inappropriate behavior
• Take people aside and ask them to be more respectful • Make it clear, but in a joking way, that the behavior is inappropriate |
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Skills and Knowledge Subordinate Supervisors Need to Help Prevent and Respond to Sexual Assault
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• Model appropriate behavior myself—will not make sexist or derogatory jokes or comments
• Let my subordinate supervisors know that I do not tolerate sexist or otherwise harmful language or behavior, and I expect them to uphold this expectation as well • Commend people when they take action to uphold this climate • When I see or hear inappropriate behavior intervene as it is happening • Remove the offending person from the situation • Take those who behave inappropriately aside afterward and talk about it • Encourage bystanders to act • Focus on facilitators as well as potential perpetrators |
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Guidelines for Immediate Response to Sexual Assault
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• Keep in mind that first response has great impact on the victim’s ability to move forward and through the trauma. Negative responses can be devastating to victims and result in further psychological harm
• Attend to the victim’s immediate needs. If the victim comes to you right after an assault, for example, she or he may need medical assistance • Contact the SARC. Get professional help immediately • Listen with sensitivity and support the victim. Sometimes she or he just needs to talk. Do not judge |
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When you are required to report sexual assault to your commander
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If an individual comes to you to report a sexual assault and you are in that person’s chain of command, you are a mandatory reporter and the victim will lose the ability to make a restricted report
• Unrestricted Reporting—An official investigation is conducted. This is initiated by reporting a sexual assault to chain of command, law enforcement, or the SARC • Restricted Reporting—A sexual assault victim can confidentially disclose the details of her or his assault to specified individuals without triggering the official investigative process. Victims who want to do this may only report the assault to the SARC, Victim Advocate, or a Health Care Provider |
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Important differences between unrestricted and restricted reporting, both of which the victim is entitled to medical treatment and counseling
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• There is no official investigation under restricted reporting
• Restricted reporting is confidential, unless there is an imminent threat to the victim or another person • Only active duty military personnel are eligible for restricted reporting • Some victims want to pursue unrestricted reporting immediately so that the crime is investigated and the perpetrator held accountable. Others, though, do not |
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Why So Few Victims Report Sexual Assault
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• They are embarrassed
• They are afraid that people will talk about them • They are worried about their careers • They are worried about their reputations • They are afraid people will not believe them • They think it is better for their unit if they do not report |
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How trust and unit cohesion might break down while a sexual assault is being investigated
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• People start to take sides
• Victim cannot trust anyone • Rumors develop • Other people feel that they cannot trust anyone • Schedules are interrupted and getting the work done is more difficult • Subtle or not so subtle harassment or intimidation or retaliation |
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How to restore trust and unit cohesion after investigation of sexual assault
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• Be alert to the harmful effects that sexual assault can have on individuals and on your unit, and act accordingly
• Communicate with your unit to stop rumors, blaming, and taking sides • Take care of victims and get them the help they need • Think ahead, anticipate problems, and provide solutions • Support your subordinate supervisors • Make sure the alleged perpetrators are treated fairly as well |
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Three Stages of “Crisis Reaction” Following a Violent Incident
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• Stage One—In this stage, employees experiences emotional reactions characterized by shock, disbelief, denial, or numbness. Physically, the employee experiences shock or a fight-or-flight survival reaction in which the heart rate increases, perceptual senses become heightened or distorted, and adrenaline levels increase to meet a real or perceived threat
• Stage Two—This is the “impact” stage where employees may feel a variety of intense emotion, including anger, rage, fear, terror, grief, sorrow, confusion, helplessness, guilt, depression, or withdrawal. This stage may last a few days, a few weeks, or even a few months • Stage Three—This is the “reconciliation stage” in which employees try to make sense out of the event, understand its impact, and through trial and error, reach closure of the event so it does not interfere with their ability to function and grow. This stage may be a long-term process |
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Workplace Bullying
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• Actions, decisions, and behaviors such as unwarranted or invalid criticism or blame without factual justification
• Treating some members differently than others, and excluding certain members from events to isolate them socially • Physical intimidation (proximal), shouting, swearing and taking actions that embarrass or humiliate the target • Workplace bullying, in general, is not illegal |
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Adaptability involves these three elements NCOs need to respond effectively to change in the organization and environment
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✈ Cognitive Flexibility —The ability to use different thinking strategies and mental frameworks
• NCOs with Cognitive Flexibility habitually: —Scan the environment —Develop understanding —Create strategies ✈ Emotional Flexibility —The ability to vary your approach to dealing with your own emotions and those of others • NCOs with Emotional Flexibility habitually: —Understand and manage emotions —Connect and address the emotions of others —Emotional engagement —Balance emotions and actions ✈ Dispositional Flexibility —The ability to remain optimistic and at the same time realistic • Dispositional Flexible NCOs can be seen in: —Optimism —Support —Self Identification of Tendencies |
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Three Adaptability Skills You Can Improve to Develop Flexibility
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• Actively seeking information
• Demonstrating openness • Support of different and innovative change ideas |
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Cognitive Flexibility
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• Having a working Plan A; while having a Plan B, C, and D or in other words, having the ability to have multiple scenarios in mind so that changes can be made due to changed, unexpected, or unclear situations
• Concept of scanning the environment to identify changes as they occur or to see the changes coming and making sense out of a situation • Involves developing several possible plans for responding to change • The focus is expecting the changes, developing an understanding, and creating strategies |
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Emotional Flexibility
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Ability to change our approach to dealing with own and others’ emotions
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Dispositional Flexibility
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• Optimism grounded in realism and openness
• Acknowledges a bad situation while simultaneously visualizing a better future |
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Change Sponsors
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People responsible for initiating change within an organization because they have the power to determine why, when, and how changes occur
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Change Agents
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Responsible for implementation of change in an organization initiated by the change sponsor
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Change Targets
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• Key players and stakeholders who actually undergo the change
• The ones most affected by the new policies, procedures, etc. |
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Change Management
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• Proactively coordinated and structured period of transition from situation A to situation B using a systematic approach that addresses planning for the change
• Implementing, monitoring, and controlling the change effort • Effecting the change by minimizing resistance through the involvement of key players and stakeholders resulting in lasting change within an organization |
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Two Change Cycles
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✈ Directive Change
• Implemented by an authority figure (i.e., commander, superintendent, or supervisor). • As the group is forced to comply, individual behavior is affected through compliance within the group ✈ Participative Change • Implemented when new knowledge is made available to the group rather than asking for team members’ input and participation |
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Phases of Organizational Change
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• Unfreezing Phase—Intended to motivate your subordinates and help get them ready for change. Often see resistance to the change, usually because people have no felt need for the change. In worst case scenarios, a leader must use force to force people to change. These points are all examples of resistance, lack of felt need, and force
• Changing Phase—Movement from the old way of doing things to the new way of doing business. Process is where the actual change takes place and it’s where you often see confusion and complaining as people attempt to learn what’s expected of them. It’s also where monitoring must take place in order to ensure people actually make the change • Refreezing Phase—Locking in of the new procedures until they’re a permanent part of daily operations. People begin to put down roots, to lock in the new norms. Refreezing is usually a slow process, never stopping cleanly, but going in bits and pieces |
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Four Levels of Change Present in People
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• Group Behavior—Hardest level of change especially if you have to change customs and traditions that have been around for many years
• Attitude—More difficult to change because this level is characterized by strong positive or negative emotions • Individual Behavior—More challenging than change at the previous levels because people don’t like to change the way they do things • Knowledge—Easiest change to bring about. Change at this level occurs after acquiring new information |
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Five individual reactions to change
|
• Innovators
• Early Adapters • Early Majority • Late Majority • Laggards |
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Changing Phase
|
• Involves the actual modification of technology, tasks, structure, or people
• This is the movement from the old state, or previous norms, to a new state |
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AFSO 21
|
Focuses on generating efficiencies and improving combat capabilities across the Air Force and applies to all processes associated with the Air Force mission
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Continuous Improvement
|
• Strategic, never-ending, incremental refinement of the way you perform tasks
• CI employs a collection of methodologies including Lean, Six Sigma, Theory of Constraints, and Business Process |
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Just Do It
|
• Quick fix to a process irritant
• Simple answer to an obstacle in an individual process |
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Rapid Improvement Events (RIE)
|
Usually lasts a week and applies a series of problem solving steps to determine root causes of problems, eliminate waste, set improvement targets and establish clear performance measures to reach desired effects
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High Value Initiatives (HVI)
|
More complex and involve a cross functional team to ensure that identified improvements are incorporated into the day-to-day operations of an organization
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AFS0 21’s five desired effects
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• Increase productivity of your people —Doing more of the right things with rates the same or less effort
• Increase critical equipment —All assets available at a greater rate from aircraft, to information technology, to range, space, etc. • Improve response time and agility —Quicker response time to the Warfighter • Sustain safe and reliable operations —Reduce injury rates, increase people safety, and safe use of materiel assets • Improve energy efficiency —Make energy conservation a consideration in everything you do |
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Decision Making
|
Mental (cognitive) process that results in the selection of a course of action from among several alternative scenarios
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System 1 Reactive Thinking
|
Thinking that relies heavily on situational cues, prominent memories, trial and error, and heuristic thinking (discovering solutions for self) to arrive quickly and confidently at judgments, particularly when situations are familiar and immediate action is required
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System 2 Reflective Thinking
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• Broad and informed problem-solving and deliberate decision making
• It is useful for judgments in unfamiliar situations, for processing abstract concepts, and for deliberating when there is time for planning and more comprehensive consideration |
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Systematic decision analysis forces you to stand back from the situation and evaluate these four components
|
• Decision Statement
• Determine Objectives • Locate Alternatives • Risk Analysis |
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Accomplishment the Decision Statement has in the decision making process
|
• Determines your objectives
• Provides a specific level of success or resolution |
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Four Distinct Processes Within the Problem Solving and Decision Making Process
|
• Situation Appraisal
• Problem Analysis • Decision Analysis • Potential Problem Analysis |
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OODA Loop ( S-1 Thinking)
|
Provides NCOs with a systematic and deliberate method for looking at the current situation, determining what problems exists, and then deciding an appropriate and/or effective action (Orient • Observe • Decide • Act)
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Eight-Step Problem Solving Process (S-2 Thinking)
|
Team-centered, systematic, common-sense problem solving approach aimed at increasing combat capability, making Air Force units more effective and efficient, and enhancing and enabling the Warfighter to:
• Clarify and Validate the Problem • Breakdown the Problem/Identify Performance Gaps • Set Improvement Targets • Determine Root Cause • Develop Countermeasures • See Countermeasures Through • Confirm Results and Processes • Standardize Successful Processes |
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Relationship between OODA Loop (S-1 Thinking) and the Eight-Step Problem Solving Process (S-2 Thinking)
|
• You can never accomplish S-1 thinking and S-2 thinking independently
• The two systems work together in a “push pull” fashion with S-2 being the initiator • When encountering a familiar situation, System 1 Thinking is used to quickly run through all four steps of the OODA Loop • When you encounter an unfamiliar situation, System 2 Thinking comes into play, which requires a systematic and deliberate process for solving problems such as the Eight-Step Problem Solving Process |
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Relationship Between AFSO 21 and the Eight-Step Problem Solving Process
|
• AFSO 21 is about constantly finding efficiencies to channel saved monies toward improving combat capabilities across the Air Force
• Eight-Step Problem Solving Process is a team-centered, systematic, common-sense problem solving approach aimed at increasing combat capability • Makes Air Force units more effective and efficient • Enhances and enables the Warfighter |
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Importance of Distinguishing Causes from Symptoms and Identifying Primary Causes
|
• The better you understand the problem, the better the solution
• Only by thoroughly evaluating a problem are you able to judge the impact of selected and alternative solutions |
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Decision Analysis
|
Systematic process based on the thinking pattern that you use when making choices. Includes four steps:
• Decision statement • Objectives [musts and wants] • Gathering alternatives • Risk analysis |
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Things Your Effective Speaking and Writing Skills Provide
|
• Clear instructions
• Clear policies and procedures • Help to articulate mission and goals • Effective subordinate performance (EPRs, Awards, Decs, Admin Actions, etc.) • How others perceive my knowledge and intelligence • Positive viewpoints of my work center (unit, organization, service, etc.) |
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The basic communication process includes these four elements
|
• Sender
• Message • Receiver • Feedback |
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Three Ways That Communication Flows
|
• Upward Communication
• Downward Communication • Lateral Communication |
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Four General Purposes of AF Communication
|
✈ Direct
• Emphasize what to do • Tell what must be done • Audience must follow directions • Specific ✈ Inform • Verbal, technical, or travel orders • Letter of counseling • Operating instructions • Policy letters/newsletters • Memos for record • Bulletins • Checklists • Briefings • Commander’s call • E-mail ✈ Persuade • Recruiting presentations • Safety briefings • Letters of counseling • Justification for money, supplies, equipment, people, or other resources • Retention interview and career planning • Fund raising efforts ✈ Inspire • Heritage event speech • Dining-in or dining-out • Speech during a tribute • Recruiters speaking engagement to inspire and motivate |
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Phases of Effective Communication
|
• Diagnose communication needs
• Prepare the communication • Deliver the message |
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Best way to narrow the topic
|
• List all of the major aspects of the broad area
• Include all significant and insignificant details • Ask the audience to prioritize the subtopics for you |
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Why the specific objective is so important to effective communication
|
It is the bottom line of communication
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Three major parameters that affect supervisory communication
|
• Quantity —Amount of product to complete
• Timeliness —Amount of time to prepare • Type —Amount of product to complete |
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Mind Maps
|
Help you create a fairly accurate “blueprint” of all your thoughts and with patterns of organization
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Free Writing Rules
|
• Type/write whatever comes to mind and don’t worry about its relationship to the topic—suspend all judgment
• Do not look back at what you wrote, but keep typing or writing • Do not worry about spelling, grammar, complete sentences and thoughts, paragraphs, transitions, etc. • After exhausting your thoughts, walk away without looking over your work while you take a cooling-off period |
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Order of the Sources for Your Research Plan
|
• Yourself
• Others • References Sources |
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Proof Support
|
• Definition
• Statistics • Example |
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One of the most important steps toward effectively reaching your specific objective
|
Organizing communication to follow a logical sequence
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Outline
|
• By using an outline, you can concentrate on one point at a time to ensure ideas are fully developed
• The outline keeps you on course, despite any interruptions that may occur • An outline provides a brief visual overview of your presentation to ensure it is the best sequence of ideas and that it has a logical arrangement |
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An Effective Paragraph Contains These Items
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• Topic sentence
• Two supporting sentences |
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Paragraph Unity
|
• Having a single idea
• Leading the reader from sentence to sentence • Using transitional words |
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Topic Sentence
|
• Expresses the main ideas of each paragraph
• Serves as the focal point for supporting details, facts, figures, and examples • Prepares readers for supporting information • Normally the first sentence; it sets the mood and catches the reader's interest |
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Communication Patterns
|
• Time/Chronological
• Reasoning • Problem/Solution • Cause/Effect • Topical |
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Organizing Communication
|
• Important step toward effectively reaching your specific objective
• Organized communication is carefully planned and follows a logical sequence, grouping related ideas together |
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Conclusion
|
• Summary
• Restatement of Purpose and/or Re-Motivation • Closure |
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Synthesize
|
• To put different elements together to form a new whole
• To draw conclusions about the relationships and implication |
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Subject
|
• Part of the sentence containing all the words identifying the person, place, object, idea, or quality that the rest of the sentence is talking about
• An easy way to find the subject is to find the verb —All the words preceding the verb make up the complete subject |
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Predicate
|
• Consists of words stating what the subject is doing, or what is being done to the subject
• The easy way to find the predicate is to find the verb—all the words after the verb (including the verb) make up the predicate |
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Three-Part Structure
|
• Introduction—Must capture your audience’s attention, establish rapport, and announce your purpose
• Body—Must be an effective sequence of ideas that flow logically in a series of paragraphs • Conclusion—Must summarize the main points stated in the body and close smoothly |
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Acknowledging the Work of Others
|
• Whether you quote verbatim, paraphrase, or put an author’s words into your own words, you must give credit to the author
• You should put quotes around a writer’s exact words, making sure you don’t make grammatical changes • This applies to single words and short phrases, even if the writer “used it in a special or central way” • To do otherwise would be considered plagiarism |
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Your Role in Strategic Communication
|
• Know the Air Force message(s)
• Tell the Air Force story • Tell what I do and how it supports my wing’s mission and priorities • Stay in my lane—Discussing only issues related to your AFSC or personal experiences |
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Strategic Communication
|
Effort on the part of the United States’ Government to understand and engage key audiences, in order to, create, strengthen, or preserve conditions favorable for the advancement of the United States Government interests, objectives, and policies
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Department of State
|
This organization has the ultimate responsibility for monitoring strategic communication policies
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|
Outside Your Lane
|
• It is outside of your responsibility
• It’s meant to tell others to mind your own business |
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Impact of Operating “Outside your Lane”
|
• Huge negative impact on your professional career, national security, the Air Force mission, and the public’s perception of the Air Force and the military
• Your personal life could be disrupted (career ending) and you could discredit yourself, the enlisted corps, your unit, the Air Force, and the country • Impact your fellow Airmen in harm’s way • Impact the public’s perception of the mission |
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Three Types of Interviews
|
• On-the-Record
• Background • Off-the-Record |
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Interview Techniques
|
• Hooking
• Bridging • Flagging • Personal Credibility |
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Key Audiences
|
• American public
• Family and friends • News Media • Potential recruits • Foreign Militaries • Enemy |
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Air Force Narrative Topics
|
• Air Force Mission
• Air Force Core Values • Air Force Priorities • Customs and Courtesies • Enlisted Professional Military Education • Airman’s Creed |
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Why it is important to tell the Air Force story
|
You have a responsibility to:
• Be an ambassador for the Air Force • Give the American public accurate and relevant information |
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Proper Media Engagement
|
• Never divulge classified information
• Stay in your lane on your subject area • Don’t lie—Stay factual • Give your opinion but ensure people know it is yours |
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New Media
|
Emergence of digital, computerized, or networked information and communication technologies
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Online Battlespace
|
Environmental factors and conditions that must be understood to successfully apply combat power, protect the force, or complete the mission, including the enemy and friendly forces
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Web 2.0
|
User-centered, dynamic Internet based services that emphasize collaboration and sharing
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Air Force’s Tips for Using New Media
|
• Identify yourself (but not risking safety)
• Put safety first—no death-defying stunts! • Be aware of the image you present • Use common sense—don’t say things you would not say in front of your mother • Take calculated risks • Engage! Remember, the enemy is engaging back! |
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Strategic Impact of Modern Communication
|
• Negative impact on the Air Force or the nation
• Negative impact on public perception • National Security • Negatively impact missions |
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Why it is important that you maintain a positive image even if you are not representing the Air Force
|
• Every Airman is an ambassador for the service
• Even if you are not representing the Air Force, the audience may not interpret the information that way |
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Guidelines of Using Social Media
|
• Ensuring to use disclaimers to identify that it is your opinion and not that of the organization
• It needs to identify to readers that the view you express are yours alone and that they do not necessarily reflect the view of the Air Force • Not divulging classified, FOUO or sensitive materials, photos, or video • Avoiding the offensive • It tells us not to post any defamatory, libelous, vulgar, obscene, abusive, profane, threatening, racially and ethnically hateful, or otherwise offensive or illegal information or material |
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Considerations, Benefits, and Limitations of Communicating Air Force or DoD-Related Information Via Personal Social Media Websites
|
• OPSEC—Don’t post classified, FOUO, or other sensitive materials, photos or video
• Stay In Your Lane and don’t discuss issues that are not related to your AFSC • Replace error with fact, not argument • Identify to readers that the views you express are yours alone and not of the Air Force • Be the first to respond to your own mistakes • Be careful what you write and upload • Be aware of the image you present • Avoid being offensive • Make sure you don’t infringe on trademarks • The Air Force cautions you to avoid endorsements • NEVER use the Air Force name to endorse or promote products, opinions, or causes |
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Classified Information
|
You cannot release information that is not available to the public and would not be released under the Freedom of Information Act except to authorized individuals with the proper security clearance and a need to know
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|
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How OPSEC plays a vital role in protecting the nation
|
Because there are many countries and organizations in the world that would like to harm the United States and destroy its influence as a world leader
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|
Background Interview
|
• Allows you to provide context to stories, ensure that a proper emphasis is placed on key aspects of the information provided, and stories are accurately reported
• In this type of interview, any quotes you give will usually be attributed to a generic title |
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Off-the-Record Interview
|
• You should always clearly state which portion of the interview is “off-the-record” to ensure there is no chance of confusion
• Be advised however, there is always a risk that the reporter will not honor your agreement • It is important for you to be prepared and understand these types of interviews because it decreases your chances of making a mistake or saying the wrong thing |
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Flagging
|
• Technique used to emphasize your message
• You can use verbal clues such as the tone of voice and nonverbally with hand gestures or facial expressions to emphasize a point |
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Bridging
|
• Technique used to move from the reporter’s agenda to your message
• Way to smoothly transition from the question asked to your message |
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Hooking
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• Technique used to take advantage of opportunities before the interview to get the reporter interested in what you want to talk about
• The idea is to entice the interviewer into your agenda |
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Interpersonal Communication
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Face-to-face, multidirectional exchange of verbal messages and nonverbal signals between two or more people for the purpose of gaining a shared meaning
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Three Components of Interpersonal Communication
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• Depth
• Scope • Suitability |
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Three Factors Influencing Interpersonal Communication
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• Knowing Yourself
• Knowing Others • The Message |
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Paralanguage
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• Rate—Number of words spoken
• Diction—Articulation Pronunciation • Tone—Manner of expression, Relative pitch • Rhythm—Recurring patterns of variation/rises in speech volume, pitch and sound • Fluency—Pauses • Volume—Volume • Quality—Fidelity of timbre of sound |
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Two Barriers to Interaction
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• Competitive Interrupting
• Overusing the Content-Only Response |
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Differences Between Translate and Interpret
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• Translate—To turn into one’s own or another language, often in written format
• Interpret—To explain or tell the meaning of; present in understandable terms |
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Non-Verbal Behavior
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• Gestures
• Facial expressions • Eye contact • Body language • Positioning |
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Why the setting is important in interpersonal communication
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• Location
• Intimate space • Social and consultative spaces • Public space • Time |
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Two Types of Feedback
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• Rehabilitative
• Preventive |
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When you should provide negative feedback
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Whenever subordinate performance changes and/or falls below standards and expectations
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When you should provide positive feedback
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Whenever behavior improves organizational effectiveness (high quality/quantity of work, ethical, promotes teamwork and harmony, etc.)
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Feedback
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• Active communication process where you evaluate or judge subordinate performance and respond by either promoting a change in behavior or by reinforcing present performance
• Controls effectiveness through evaluations and judgments, whereas counseling works to maintain or improve effectiveness through guidance • Provides meaningful feedback to individuals on expectations and advice on how well they are meeting those expectations, and advice on how to better meet those expectations • Provides a reliable, long-term, cumulative record of performance and potential based on that performance • Provides senior NCO evaluation boards, the Weighted Airman Promotion System (WAPS) |
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Counseling
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• Counseling is a type of communication used to empower subordinates to achieve goals—it is more than simply telling subordinates how they are doing, that is feedback
• Good counseling focuses on developing subordinates’ abilities to achieve individual and unit goals and when performed correctly, it guides subordinates toward appropriate changes in behavior • There are times when a leader is required to counsel, but effective unit managers realize there are also times when they must choose to counsel |
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Five Guidelines for a More Productive Counseling Session
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• Outline
• Environment • Length of Sessions • Inform Counselees • Plan of Action |
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Three Approaches to Counseling
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• Supervisor-Centered
• Nondirective or Subordinate-Centered • Combined |
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Subordinate-Centered Communication
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Style of communicating where the subordinate is not a passive listener, but a vital contributor in the communication process
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Assertiveness
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Important aspect of managerial roles in interpersonal communication
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Five Concerns That Impact Your Conversations
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• Concern for clarity
• Concern for not hurting the other’s feelings • Concern for nonimposition • Concern for avoiding negative evaluation by the hearer • Concern for effectiveness |
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Three Things That Impact the Work Center Climate
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• Dehumanized Climate
• Overhumanized Climate • Situational Climate |
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Basic Assumptions of a Dehumanized and Overhumanized Climate
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• Dehumanized—The basic assumptions of the dehumanized climate are that subordinates are lazy, will not take responsibility, lack desire to achieve significant results, demonstrate inability to direct their own behavior, show indifference to organizational needs, prefer to be led by others, and avoid making decisions whenever possible
• Overhumanized—The basic assumptions of the over humanized approach are that human relations are more important than organizational objectives, conflicts and tensions should be reduced at all costs, motivation of subordinates should be almost totally intrinsic and self-directed, and participative decision making is always superior to decisions made by one or a few |
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Three Assumptions Basic to Establishing a Situational Climate
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• A flexible climate that can adapt to the complex and changing nature of individual and organizational needs is superior to a fixed climate.
• Individuals are not naturally passive, resistant to organizational needs, or reluctant to assume responsibility. • Since individuals are not lazy, you can structure work to bring individual and organizational goals in line with one another |
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How the use of good interpersonal skills affect the climate in a work center
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✈ Subordinates
• Who have been helped by a supervisor’s interpersonal skills can empathize with others in similar situations • Learn to be mutually supportive and embrace innovation • Often help coworkers in much the same way they were helped by managers with effective interpersonal skills ✈ Peers • By sharing ideas and recommendations, coworkers establish a network of cooperation ✈ Others in the Chain of Command • Superiors place trust in subordinates who are sincere in expressing their strengths, weaknesses, and goals • Based upon the open and supportive relationship you have with your manager, other coworkers will seek to establish similar relationships with their managers |
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Basic Interpersonal Skills
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• Can be broken down into three categories—Pre-session, Session, and Post-session skills
• Pre-session activities include: diagnosing, and preparing. During the session, opening, attending, responding, resolving, and closing skills are used • Post-session activities include follow-up actions |
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Formal Interpersonal Sessions
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• Counseling Sessions
• Mentoring Sessions • Performance Feedback Sessions • Training |
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Informal Interpersonal Sessions
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• Providing encouragement
• Verbal warnings • Giving advice • Feedback from your subordinates • Telling subordinates what to do |
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Counseling Guidelines
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• Outline
• Environment • Length of Sessions • Inform Counselees • Plan of Action |
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Preventive Feedback
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• Initial/mid-term feedback sessions
• To establish goals or adjust existing ones • To reinforce good actions, decisions, and behaviors in order to prompt subordinates to repeat the behavior |
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Rehabilitative Feedback
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• Poor quality/quantity of work
• Interpersonal problems that affect others and mission accomplishment • Personal problems that affect others or work performance • Individual behaviors that detract from self, unit, and organizational effectiveness |
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Practical Advice to Help You Manage the Content-Only Response
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• Recall the power of paralanguage
• Be mindful of distinctions in others’ behaviors |
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TSgt Tuckman is tasked to lead a team in identifying efficient ways of doing engine swaps. Though most of the team members already know each other, he starts the first meeting by asking each member to introduce themselves. Then, Tuckman states the team’s objective and opens it up for discussion. During the discussion, several people have disagreements. One member says, “I think the real issue is with the location.” Another member responds, “That’s not the issue! There are too many layers of inspections.” Tuckman lets it go on for a little while and then refocuses the group on the objective. After several minutes of discussion, the team identifies the problem area and then develops a plan to swap engines more efficiently
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This scenario BEST illustrates TSgt Tuckman’s understanding of the stages of team development and their impact on team success
• Stages of team development are known as the Forming, Storming, Norming, Performing, and Adjourning—It helps determine the progress of the team’s development by identifying typical events that occur during each stage and how to properly manage them • In the scenario, there are indications of the work group going through those stages (Forming: introductions and team objective; Storming: disagreements; Norming: when Tuckman refocuses the group; Performing: identifies the problem and develops a plan.) and Tuckman is helping the team move along in those stages to ensure team success |
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Since TSgt Bair is good at connecting and negotiating with all types of people, he was charged with improving the unit’s performance evaluation process. To help with the task, he selects unit members who are good at viewing problems from different perspectives and who are able to review solutions rationally. He also selects other members who are not inclined to let rules and boundaries discourage them
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TSgt Bair’s understanding of team roles will MOST LIKELY enhance team success
• There are roles that people find most comfortable fulfilling based on their most natural thought processes and behavioral tendencies • TSgt Bair used his understanding of team roles to pick creators, refiners, and advancers to give his team the best chance for success • Because TSgt Bair used his understanding of team roles to build his team, this will most likely enhance team success |
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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, 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
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This scenario BEST illustrates use of connection power and its impact on NCO effectiveness
• Connection power is the perception of the leader’s association with people of influence inside or outside of the organization • This was achieved by Johnson using her connection with the individual at the patient advocacy office to help Carney • This scenario best illustrates Johnson using her connection power and its impact on the NCO effectiveness |
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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 a little disappointed that they didn’t win
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TSgt Bell’s use of system and supervisory rewards will MOST LIKELY increase subordinate effectiveness
• 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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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
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This scenario BEST illustrates understanding of the Collaborating style of conflict management and the impact on mission effectiveness
• Collaborating is a conflict management style that involves an attempt to satisfy the concerns of all sides through honest discussion • In the scenario, collaboration took place because both parties won (e.g. Smith was able to gather intelligence and conduct his patrols and the villagers received food and medical care with less interruption to their daily routine) |
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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
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The Flight Chief’s failure to understand readiness and ripeness will MOST LIKELY have a negative impact on NCO effectiveness
• Negotiation readiness is defined as the capacity of parties to decide it is in their best interest to negotiate an agreement rather than to continue a conflict. Negotiation Ripeness refers to the timing of negotiations—Timing is critical to successful negotiations • The flight chief failed to understand ripeness and readiness as evidenced by his surprise at the section chiefs’ responses and how they held firm on their positions which further indicates the situation was neither ready nor ripe for negotiations • Overall, the Flight Chiefs’ actions will have a negative impact on his effectiveness |
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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
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This Scenario BEST illustrates how a well-developed Financial Execution Plan can impact mission success
• 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”
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The mission of this squadron will MOST LIKELY fail due to lack of Requirement Determination
• 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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TSgt Smith is preparing to conduct a performance counseling session with A1C Green for being late to roll call. Smith had verbally counseled him twice before for the similar behavior. When Green arrived, he sat him down and told him how valuable he was to the squadron and appreciated his work. However, he told him that being late to roll call is unacceptable and gave him a stern warning and dismissed him. A week later, Green arrived late for roll call again and missed the mission briefing
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Smith’s actions concerning A1C Green BEST illustrate ineffective use of progressive discipline and its negative impact on his effectiveness
• Supervisors should take the least amount of action necessary to correct behavior and then progress up from there • Smith is not using the Progressive Discipline Process effectively; rather than use progressive discipline (i.e. LOC then LOA then LOR), he continues with verbal counseling for the same infraction which has not been effective |
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TSgt Marble, the base dining facility NCOIC, believes that the dining facility personnel are here to support and provide a good quality of life for Airmen. She expects the dining facility to operate in flexible, efficient, and customer oriented way. TSgt Marble met with her dining facility Airmen and like a good supervisor, established rapport with them. She did not discuss much of her expectations because she thought doing the right thing and maintaining standards are common knowledge in the Air Force. They are drilled into Airmen Basic Military Training and Technical school
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TSgt Marble’s use of prevention will MOST LIKELY result in substandard performance by her Airmen
• Prevention is the first and most important step to prevent behaviors that are detrimental to personnel or productivity of a work center. Additionally, the supervisor must communicate standards and expectation clearly • Marble assumes the Airmen understand and does not communicate it to them, which will more than likely result in substandard performance |
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Although she has been extremely irritable as of late, most people enjoy being around SSgt Hightower because of her outgoing personality. Normally a very successful AF recruiter, Hightower missed her quota last month and now it looks like she will miss it again this month. At a flight meeting, her flight chief MSgt Taylor, says, “I am not happy with our production!” Taylor then points at Hightower and says, “You have the worst record of all…not only will you miss your quota again, you’ve lost two from the Delayed Enlistment Program and are in danger of losing one more.” Jumping to her feet, Hightower yells, “I don’t appreciate you calling me out in front of others…I don’t need this…I quit!”
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The scenario BEST illustrates some of the warning signs of stress and their impact on NCO effectiveness
• The scenario best illustrates the warning signs of stress, which include irritability, emotional outburst, and significant mood changes • SSgt Hightower is showing some of these warning signs (emotional outburst and substandard job performance) |
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TSgt Wyatt is NCOIC of the Structural Repair training section. On Wednesday morning, he smells alcohol on SrA Thornton’s breath. Wyatt knows Thornton drinks but until now, he has never seen him come to work smelling of alcohol. Wyatt calls Thornton into his office and asks, “Thornton, have you been drinking this morning?” Thornton responds, “No sir, I went out drinking last night, but I only had a few.” Wyatt says, “You smell like you had more than a few.” Thornton replies, “It’s OK sir, I’ve got it under control.” Wyatt then says “Just be careful, and try not to make a habit of it” The following morning Thornton comes to work, once again, smelling of alcohol. He goes to Wyatt’s office, hangs his head and says, “Sir, I went out drinking again last night. I don’t know how much I had to drink, and don’t remember driving home. It’s getting a little out of control, but I don’t know what to do. Can you help me?”
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Due to a self-identification, the MOST LIKELY outcome of this scenario is the prevention of a alcohol related incident
• The scenario best indicates the act of self-identification, which is when an individual that is not currently under investigation or pending action because of an alcohol-related incident willingly discloses they have a substance abuse problem with the intent of entering treatment • Once assessed, the ADAPT program manager along with the treatment team will determine an appropriate clinical course of action, most likely preventing an alcohol related incident |
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On the way to her office, MSgt Brock hears sobbing coming from the women’s restroom. She enters to find SSgt Noble. “What’s wrong? I’ve never seen you behave like this before,” Brock asks. Noble responds, “Nothing I do is ever enough. The more I try, the worse things get. I can’t seem to make ends meet since my husband left me.” Shaking uncontrollably, Noble removes a prescription bottle from her pocket and swallows a couple of pills. “I want to just go to sleep and never wake up,” she says. “I understand why you’d feel that way,” Brock says. “I’m concerned about you. Are you thinking about hurting yourself? Let’s go to my office and talk. There are lots of support programs and services that can help us work this out”
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This scenario BEST illustrates warning signs of suicide and its impact on NCO effectiveness
• This scenario best illustrates the warning signs of suicide, which include thoughts of suicide, a suicide plan, and access to the method of suicide described • Brock recognizes these warning signs and offers to help Noble, as every good Wingman should |
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At this week’s Roll Call Chief Jordan briefs that there has been a recent incident of harassment in the workplace. The Chief emphasizes that all Airmen should be treated the same irrespective of their color, national origin, race, religion, or sex. Additionally, he states that no members should be excluded from events and activities, and that all work center members should come forward with complaints without fear of retaliation. The Chief closes by stressing that the way team members relate to one another can make or break a unit
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The Chief’s briefing BEST explains unlawful discrimination and its impact on unit effectiveness
• The briefing BEST explains unlawful discrimination, which includes discrimination based on color, national origin, race, religion, or sex |
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Effective NCOs respond by identifying new trends and opportunities, so they are never caught off guard and can make sense out of a situation in order to turn obstacles into opportunities and ideas into innovative practices. In addition, effective NCOs develop plan A and plans B and C just in case
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This paragraph BEST explains Cognitive Flexibility
• Cognitive Flexibility is the concept of scanning the environment to identify changes as they occur or to see the changes coming and making sense out of a situation. Additionally, it involves developing several possible plans for responding to change |
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TSgt Perez, a senior analyst for an intelligence Squadron was recently informed that his team will deploy as convoy operators. Upon receiving the news, TSgt Perez first planned how to tell his team and then after gathering everyone for the announcement and implementation, he said, “We have been tasked to deploy as convoy operators. Although this is not in our job description, it is a critical need that must be filled to support the war effort. We will receive all required training to be successful. I will not allow this tasking to affect our current duties.” After answering several questions, Perez encouraged his team members to see him if they had any additional concerns
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TSgt Perez’s Effective use of the Unfreezing Phase will MOST LIKELY result in an increase to mission effectiveness
• TSgt Perez used the Unfreezing Phase of Change Management, of which there are three phases of change—unfreezing, changing, and refreezing • During the Unfreezing (phase 1) the first step is to recognize the need for change (was recently informed), next create a felt need for the change, that is sell the importance of the change (planned how to tell his team), then deal with resistance to change by developing a plan to calm fears, to put them at ease by informing them how their new responsibilities can positively influence change (After answering several questions), and talk with personnel directly affected by the changes (gathering everyone for the announcement and implementation) • All of this will increase the likelihood of a successful change |
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Tired of hearing about all the problems with the K-9 mobility crates, TSgt Johnson asks his Superintendant for advice on how to fix the problem and hears, “Don’t invest in new crates based on feelings and complaints. Instead, take your time and use a process that will help you analyze, develop, and select the best crates for the mission. Using such a process will not only help you gain confidence in your course of action, it makes it easier to justify your choice to leadership.” Johnson smiles and says, “Your right, I really need to stand back and look at the whole picture instead of getting caught up in everyone’s complaints. By doing that, I know we’ll get the best return on our investment”
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The narrative BEST explains Decision Analysis
• “Decision Analysis is a systematic process based on the thinking pattern that you use when making choices • As NCOs, when you have to make critical decisions and solve complex problems, you should use a “systematic” process to make good, confident, reliable, and justifiable decisions…a process that allows you to stand back and look at “the whole picture” of the situation, in order to make the wisest and safest choice—through careful consideration of ALL the factors |
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After listening to her subordinates complain about a current workplace procedure, TSgt Gerry personally observes the process to gather first-hand data. Then, she and her subordinates review some key process indicators, conduct a performance gap analysis, and set some challenging but achievable targets. After they analyze the primary causes of all the complaints, they come up with some countermeasures and determine their workability before implementing them
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TSgt Gerry and her subordinates’ use of Eight-Step Problem Solving will MOST LIKELY increase mission effectiveness
• Because the team used the first five steps of the Eight-Step Problem Solving Process, it is highly likely that they will continue through the rest of the steps to solve the work center problem, and solving the problem will most likely increase mission effectiveness • Problem solving is a team-centered systematic common-sense approach that involves an eight-step process designed to increase combat capability, make Air Force units more effective and efficient, and enhance and enable the war fighter • In the scenario, TSgt Gerry and her subordinates have used steps 1 through 5 of the eight steps: 1) Observe first-hand what is taking place, 2) Review key process indicators and conduct performance gap analysis, 3) Set challenging but achievable targets, 4) Determine root cause (analyze the primary causes of all the complaints), and 5) Develop countermeasures and determine their workability |
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MSgt Sands is the supervisor of a team that took part in a humanitarian expeditionary operation. The Protocol office scheduled Sands and his team to do an interview with the local media. During the interview, the reporter interjected a question that was not expected. She asked, “Why did the U.S. enter the Pakistani border without their government’s approval?” Sands was little thrown off by the question, but regained his composure and said, “I don’t have any information about that, but I can tell you that our humanitarian operation was a success and the people received very needed care from the U.S.” The base commander was very impressed with the report that was published
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This scenario BEST illustrates Sands’ effective use of bridging technique and positive impact on NCO effectiveness
• Bridging is a technique used to move from the reporter’s agenda to your message. Also, bridging is a way to smoothly transition from the question asked to your message • In the scenario, Sands has used this technique to move away from the question on Pakistan and into the positive message of the humanitarian expeditionary operation • This has demonstrated a positive impact on NCO effectiveness |
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A1C Tims has a Facebook account and has recently accepted his coworker, Amn Newby, as a friend. Newby is a new user and very excited about using Facebook. He is very proud to be in the Air Force, so he has posted regular updates about his journey in the Air Force. Over time, Tims notices Newby posting inappropriate pictures and comments on his page about his time in Iraq and dislike of Muslims
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This scenario will MOST LIKELY develop a negative view of the Air Force because of the offensive posts and will reduce mission effectiveness
• One of the guidelines of using social media is avoiding the offensive. It tells us not to post any defamatory, libelous, vulgar, obscene, abusive, profane, threatening, racially and ethnically hateful, or otherwise offensive or illegal information or material • Since Newby is recognized as an Air Force member, he is portraying a negative view of the Air Force by posting offensive pictures and comments and will reduce mission effectiveness |
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TSgt Cho is the NCOIC of the optometry clinic and believes Airmen are the key to success. He establishes rapport with them, listens to and values their viewpoint, and provides and accepts constructive feedback. He holds regular meetings to explain clinic goals and to discuss with his subordinates how to align their goals with organizational goals. At one of his meetings, Amn Jones says, “Because our patient questionnaire is several pages long, it delays patient in-processing. If we sent the questionnaire to our patients ahead of time, it would speed up in-processing.” Cho replies, “That is a great idea. Please implement it immediately.” Several weeks later Jones tells Cho, “Our new procedure has shortened patient in-processing an average of 15 minutes”
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TSgt Cho’s actions BEST illustrate effective interpersonal skills and their impact on mission effectiveness
• In the scenario, TSgt Cho demonstrates effective interpersonal skills by listening to and valuing his subordinates' viewpoint (Working Relationships), providing and accepting constructive feedback (Working Relationships), and allowing subordinates to discuss their job (“Because our patient questionnaire is several pages long, it delays patient in-processing. If we sent the questionnaire to our patients ahead of time, it would speed up in-processing.”) (Working Relationships) • One of the benefits of effective interpersonal skills on improving working relationships with subordinates was they were willing to share finer details of the job and their performance of it. Furthermore, his regular meetings to discuss the goals of the clinic and how the goals align with his subordinates' personal goals demonstrates an understanding of the work center Climate (situational climate), which contends that organizational and individual goals need not be at odds with one another. Thus, this climate falls midway between the dehumanized and over humanized climates • The perception of similarity between personal and organizational goals should promote increased productivity, which, in turn, may increase the amount of intrinsic motivation and a greater sense of responsibility by subordinates |
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TSgt Johnson has been showing up late, doing poor work, and failing to fulfill his supervisory responsibilities. His supervisor, MSgt Bixby schedules a meeting with Johnson for the next day. When Johnson reports, Bixby welcomes him and says, “I have noticed that your work performance has dropped off and that you have been late for work several times. What is going on?” Noticing Johnson looks uncomfortable, Bixby encourages him, and after a few minutes, Johnson replies, “I rarely have enough money to make ends meet so I took a part time job. Now I work 16 hours a day and don’t have time for anything else.” Bixby asks, “Have you considered asking for help?” Johnson replies, “No! I don’t want anyone to know.” Bixby says, “I understand how you feel, but since your situation is interfering with your work here we need to get you some help.” Johnson agrees. Bixby immediately schedules an appointment for Johnson with a financial counselor and then schedules follow up meeting. After Johnson departs, Bixby documents the session
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MSgt Bixby’s effective use of basic interpersonal skills will MOST LIKELY have a positive impact on TSgt Johnson
• MSgt Bixby used basic interpersonal skills effectively, which can be broken down into three sections—Pre-session, Session, and Post-session. Pre-session activities include diagnosing and preparing. During the session, opening, attending, responding, resolving, and closing skills are used. Post-session activities include follow-up actions • Bixby knows Johnson was showing up late, doing poor work, and failing to fulfill his supervisory responsibilities and schedules a meeting with Johnson for the next day (pre-session). He welcomes Johnson to the meeting and said, “I have noticed that your work performance has dropped off and you have been late for work several times. What is going on? (opening skills) Bixby notices Johnson looking uncomfortable, Bixby encouraged him. (attending skills) “What sort of problems?” Bixby replied. Johnson says, ““I rarely have enough money to make ends meet so I took a part time job. Now I work 16 hours a day and don’t have time for anything else.” Bixby asks, “Have you considered asking for help?” (responding/resolving skills) Johnson replies, “No! I didn’t want anyone to know.” Bixby said, “I understand how you feel, but since your situation is interfering with your work here we need to get you some help.” Johnson agreed. Bixby immediately schedules an appointment for Johnson with a financial counselor and then schedules follow up meeting. After Johnson departs, Bixby documents the session |
