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105 Cards in this Set
- Front
- Back
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EPME pillars (Ch. II pg. 15) |
4 Pillars: United States AF Core Values, AFI 36-2618 Enlisted Force Structure, AFDD 1-1 Force Development, CJCS 1805.01A Enlisted Professional Military Education |
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NCOA mission statement (Ch. II pg. 17) |
“Prepare technical sergeants to be professional, warfighting Airmen who canlead and manage Air Force units in employment of air, space, and cyberspacepower.” |
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Graduate attributes (Ch. II pg. 18) |
4 Attributes: Operational Airman, Military Professional, Unit Manager,and Managerial Communicator. |
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PME Objectives (Ch. II pg. 17) |
Provides the nation with personnel skilled in the employment of air, space, and cyberspacepower in the conduct of war and small-scale contingencies. Provides Air Force personnel with the skills and knowledge to make strategic decisions inprogressively more demanding leadership positions within the national security environment. Develops strategic thinkers, planners, and warfighters Strengthens the ability and skill of Air Force personnel to lead, manage, and supervise These objectives promote the development of officer and enlisted leaders who are proficient intheir jobs; who understand air, space, and cyberspace power and Air Force doctrine; and who canapply critical thinking skills to solve complex problems. |
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Affective Domain
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Includes the manner in which one deals with things emotionally. It is the impact of one's attitude, or ability to value, appreciate, and motivate
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Appropriate
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Means suitable for a particular person, place, or condition |
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Critical Thinking |
The art of analyzing and evaluating thinking with a view to improve it; it is self-directed, self-disciplined, self-monitored, and self-corrective thinking. Requires rigorous standards of excellence and mindful command of their use. Entails effective communication and problem-solving abilities, as well as a commitment to overcome our native egocentrism and sociocentrism.
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Cognitive Domain |
Knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.
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Learning |
The process that changes the way people think, feel, or behave.
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Maximum Application |
Demonstrate a basic understanding of course content. Recognizing critical attributes and associating them with the correct concept or principle under discussion.
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Minimum Application |
Demonstrate a thorough understanding of course content. Ability to solve problems and predict outcomes using knowledge of the concepts and principles taught.
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Adaptive Thinking
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Ad Hominem Fallacy |
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Ad Populum, Bandwagon Fallacy |
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Ambiguity |
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Analytical Thinking |
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Apophenia and Superstition |
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Argument from Ignorance
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Assuring Expressions |
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Basic Human Limitations |
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Communicate
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Confirmation Bias & Selective Thinking |
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Create & Develop |
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Creative Thinking
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Critical Thinking |
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Doublespeak Jargon |
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Emotive Content |
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Emotional Appeals |
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Evading the Issue, Red Herring |
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Evaluate |
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Fallacy of Dilemma, Either/Or Fallacy |
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False Analogies |
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False Implications |
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False Memories & Confabulation
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Faulty Logic or Perception |
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Free-thinker |
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Future Thinking |
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Highly Motivated |
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Innovative Thinking |
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Intellectual Humility |
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Investigate |
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Irrelevant Comparisons |
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Meaningless Comparisons |
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Open-minded |
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Personal Bias & Prejudices |
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Physical & Emotional Hindrances |
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Poisoning the Well
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Psychological or Sociological Pitfalls
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Pragmatic Fallacy
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Reflective Thinking |
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Skeptical |
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Slippery Slope Fallacy |
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Synthesis
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Testimonial Evidence |
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Use of Language |
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Blind Spots |
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Johari's Window Model |
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Maturity |
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The Four Lenses Theory |
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Adaptors |
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Bridgers |
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Cognitive Diversity |
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Cognitive Gap |
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Coping Behavior |
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Innovators |
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Kirton Adaption-Innovation Inventory |
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Level
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More Adaptive |
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More Innovative |
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Preferred Cognitive Approach |
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Problem A |
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Problem B |
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Style |
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Authentic Leadership Theory
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States effective leaders are true tothemselves and others and adhere to strongmorals and values.
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Contemporary Motivation
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Contingent Reward |
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Contingency Theory |
States that leaders are moved into and outof various situations based on the leader-follower relationship, the leader’s positionpower, and the task structure.
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Extrinsic Motivation |
Refers to the performance of an activity inorder to attain an outcome..
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Full Range Leadership Process Model |
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Idealized Influence |
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Individualized Consideration |
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Inspiration Motivation |
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Intrinsic Motivation |
Refers to results (work, family, education,etc.) to internal factors that they can control(e.g. the amount of effort they put in)
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Intellectual Stimulation |
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Intrinsic Motivation |
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Laissez-Faire |
Leaders who are usually absent from theirduties, considered lazy, and have poorrelationships with their subordinates.
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Leadership-Member Exchange Theory |
It emphasized that leaders must develop specialized, individual relationships with theirfollowers.
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Management by Exception-Active |
ollowers appreciate this behavior as itreduces uncertainties regarding their purpose.
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Management by Exception-Passive |
Behavior where leaders hold followersaccountable when standards are not met orwhen things go wrong.
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McClelland's Need Theory |
Theory that identifies three essentialrequirements a person must satisfy to bemotivated.
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Negative Punishment
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Negative Reinforcement |
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Operant Conditioning Theory
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Theory that considers a method oflearning that occurs through rewards andpunishments for behavior.
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Path-Goal Theory |
This theory views leaders as trailblazers,creating conditions for subordinate success.
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Positive Punishment |
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Positive Reinforcement |
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Psychodynamic Theory |
This argues that followers and leaders aredrawn to their roles, and achieve success inthose roles by virtue of personality types.
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Skills Theory
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Focuses on leaders who are emotionallyintelligent and can solve problemssuccessfully.
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Style Theory
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This concentrates on two types ofleadership: task- or production and people- orrelationship-oriented leadership.
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Trait Theory |
States one’s leadership effectiveness isbased on their intelligence, self-confidence,and integrity.
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Transactional Leadership |
Leadership behavior where a reward isprovided for positive behavior
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Transformation Leadership |
This is the most active and effective formor leadership behavior. Where leaders promote positive andmeaningful changes in followers by acting asa coach and a mentor.
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Situational Leadership Theory |
Identifies four styles a leader uses that arebased on the subordinate’s development leveland the situation (task) at hand. |
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Full Range Leadership Development |
Leadership training system that suggestsleaders perform throughout a gamut of activeand passive leadership behaviors. |
