Course 14 (V6) Module 1

Front 1

Non-facilitated, self-paced, student centered teaching that uses online learning resources to facilitate information sharing outside the normal constraints of time and location to effectively deliver course content

Back 1

Asynchronous Teaching

Front 2

The methods by which instruction is provided

Back 2

Teaching Methods

Front 3

To stop and think for a period of time about a recent experience, action, or information

Back 3

Self-Reflection

Front 4

An opportunity to check and reinforce your understanding of lesson material by answering multiple types of questions.

Back 4

Progress Checks

Front 5

The presentation of a simulated but realistic situation which reinforces an educational objective

Back 5

Case Study/Scenerio

Front 6

CHOOSE: Personal, Organizational, People/Team
Communicating

Back 6

Personal

Front 7

CHOOSE: Personal, Organizational, People/Team
Embodies Airman Culture

Back 7

Personal

Front 8

CHOOSE: Personal, Organizational, People/Team
Employing military capabilities

Back 8

Organizational

Front 9

CHOOSE: Personal, Organizational, People/Team
Enterprise perspective

Back 9

Organizational

Front 10

CHOOSE: Personal, Organizational, People/Team
Fostering Collaborative relationships

Back 10

People/Team

Front 11

CHOOSE: Personal, Organizational, People/Team
Leading people

Back 11

People/Team

Front 12

CHOOSE: Personal, Organizational, People/Team
Managing Organizations and resources

Back 12

Organizational

Front 13

CHOOSE: Personal, Organizational, People/Team
Strategic thinking

Back 13

Organizational

Front 14

CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART:
Strategic Thinking

Back 14

Adaptability

Front 15

CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART:
Fostering Collaborative Relationships

Back 15

Negotiating

Front 16

CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART:
Enterprise Perspective

Back 16

Global/Regional Cultural Awareness

Front 17

CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART:
Leading People

Back 17

Diversity

Front 18

CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART:
Communicating

Back 18

Active Listening

Front 19

CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART:
Employing Military Capabilities

Back 19

Operational and Strategic Art

Front 20

CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
Found in Part I of each lesson

Back 20

Pre-Class activities

Front 21

CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
include main ideas and supporting details

Back 21

Take Notes

Front 22

CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
changes the way a person thinks, feels, or behaves

Back 22

Defintion of Learning

Front 23

CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
sub-competency of Develops Self

Back 23

Lifelong learning

Front 24

CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
Review your notes and seek clarification

Back 24

Additional Study

Front 25

CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
measure whether students have met the learning
objectives

Back 25

Summative evaluations

Front 26

CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
review notes/ solidify grasp of lesson material

Back 26

Study and practice

Front 27

CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
tuned in and ―actively involved

Back 27

Listen and participate

Front 28

CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
Provides feedback about strengths/ weaknesses

Back 28

Formative Exercises

Front 29

CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
one indicator of how much learning has occurred

Back 29

Test Taking

Front 30

Choose; Visual, Auditory, or Tactile
. Difficulty following written directions

Back 30

Auditory

Front 31

Choose; Visual, Auditory, or Tactile
May not look speakers in the eye

Back 31

Auditory

Front 32

Choose; Visual, Auditory, or Tactile
Has difficulty with spoken directions

Back 32

Visual

Front 33

Choose; Visual, Auditory, or Tactile
Needs to see it to learn it

Back 33

Visual

Front 34

Choose; Visual, Auditory, or Tactile
Participate in discussions, ask questions, and repeat given information

Back 34

Auditory

Front 35

Choose; Visual, Auditory, or Tactile
Discuss the material with someone else

Back 35

Auditory

Front 36

Choose; Visual, Auditory, or Tactile
Use multicolored highlighters to organize notes

Back 36

Visual

Front 37

Choose; Visual, Auditory, or Tactile
Write everything down; review often

Back 37

Visual

Front 38

Choose; Visual, Auditory, or Tactile
Role play, ―be the ball

Back 38

Tactile

Front 39

Choose; Visual, Auditory, or Tactile
Take frequent breaks

Back 39

Tactile

Front 40

True or False
Using IDDP can help NCOs think through and solve problems

Back 40

True

Front 41

True or False
IDDP stands for identify, determine, differentiate, and predict

Back 41

True

Front 42

True or False
When actions, decisions or behaviors are appropriate and/or effective, you can skip the determine step

Back 42

True

Front 43

True or False
Justify is a sub-step of each step of the IDDP Structured Thinking Process

Back 43

True

Front 44

True or False
Sometimes, we have only enough information to apply the Identify step of IDDP

Back 44

False

Front 45

ALIGN PROPER TERMS FROM THE AFFECTIVE DOMAIN TO THE COGNITIVE DOMAIN: APPLICATION, COMPREHENSION, KNOWLEDGE, RECEIVE, RESPOND, VALUE:
--Receive

Back 45

Knowledge

Front 46

ALIGN PROPER TERMS FROM THE AFFECTIVE DOMAIN TO THE COGNITIVE DOMAIN: APPLICATION, COMPREHENSION, KNOWLEDGE, RECEIVE, RESPOND, VALUE:
--Respond

Back 46

Comprehension

Front 47

ALIGN PROPER TERMS FROM THE AFFECTIVE DOMAIN TO THE COGNITIVE DOMAIN: APPLICATION, COMPREHENSION, KNOWLEDGE, RECEIVE, RESPOND, VALUE:
--Value

Back 47

Application

Front 48

CHOOSE: VALUING, RESPONDING, RECEIVING:
During the Briefing you make notes about the information presented

Back 48

Receiving

Front 49

CHOOSE: VALUING, RESPONDING, RECEIVING:
During the briefing you listen to the commander and also think, “I wonder if my tennis shoes are in the car for today’s PT”.

Back 49

Valuing

Front 50

CHOOSE: VALUING, RESPONDING, RECEIVING:
During the briefing you highlight portions of a new policy and think, “this change will not go over well in my unit”

Back 50

Responding

Front 51

explain the expected cognitive outcomes for students. Terminal cognitive objectives almost always begin with either the verb know, comprehend, or apply. Remember the cognitive domain contains three levels of learning: knowing, comprehension, and application.

Back 51

Terminal Cognitive Objectives

Front 52

describe the knowledge, skills, or attitudes students are expected to demonstrate at the end of a lesson. Because they almost always begin with explain, give example, or predict, you can easily determine the depth of learning expected. Explain is simply describing a concept in your own words whereas predict is describing a future state.

Back 52

Terminal cognitive samples of behavior

Front 53

explain the affective level outcomes students are expected to accomplish during a lesson. In the example, students will value how team building enhances success. Almost all EPME strive to reach the value level of learning in affective objectives.

Back 53

Affective learning objectives

Front 54

Select the domain and level of learning which best describes the type of learning objective shown
Students will be able to explain the relationship between strategy and planning.
A. Affective : Value
B. Affective : Respond
C. Cognitive : Knowledge
D. Cognitive : Comprehension

Back 54

D. Cognitive : Comprehension

Front 55

Select the domain and level of learning which best describes the type of learning objective shown
At the completion of the course, students will demonstrate a positive attitude toward newly implemented ethics policies.
A. Affective : Value
B. Affective : Respond
C. Cognitive : Knowledge
D. Cognitive : Comprehension

Back 55

A. Affective : Value

Front 56

Value the impact history and heritage has on the AF.
A. Terminal Cognitive Objective
B. Terminal Cognitive Sample of Behavior
C. Affective Objective

Back 56

C. Affective Objective

Front 57

Comprehend Continuous Improvement and/or its impact on subordinate, SNCO, unit, and mission effectiveness.
A. Terminal Cognitive Objective
B. Terminal Cognitive Sample of Behavior
C. Affective Objective

Back 57

A. Terminal Cognitive Objective

Front 58

Define IDDP

Back 58

Identify, Differentiate, Determine and Predict. Justify lies in the middle of the IDDP Model

Front 59

Define the Differentiate step

Back 59

Distinguish whether actions, decisions, or behaviors described in the scenario are appropriate / inappropriate, effective/ineffective, or most effective according to lesson concepts and principles.

Front 60

Define FRLD

Back 60

Full Range Leadership Development

Front 61

CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP:
It emphasized that leaders must develop specialized, individual relationships with their followers.

Back 61

Leadership-Member Exchange Theory

Front 62

CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP:
This concentrates on two types of leadership: task- or production and people- or relationship- oriented leadership.

Back 62

Style Theory

Front 63

CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP:
States one’s leadership effectiveness is based on their intelligence, self-confidence, and integrity.

Back 63

Trait Theory

Front 64

CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP:
Focuses on leaders who are emotionally intelligent and can solve problems successfully.

Back 64

Skills Theory

Front 65

CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP:
Behavior where leaders hold followers accountable when standards are not met or when things go wrong.

Back 65

Management by Exception - Passive

Front 66

CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP:
States effective leaders are true to themselves and others and adhere to strong morals and values.

Back 66

Authentic Leadership Theory

Front 67

CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD:
Followers appreciate this behavior as it reduces uncertainties regarding their purpose.

Back 67

Management by Exception - Active

Front 68

CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD:
Identifies four styles a leader uses that are based on the subordinate’s development level and the situation (task) at hand.

Back 68

Situational Leadership Theory

Front 69

CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD:
This argues that followers and leaders are drawn to their roles, and achieve success in those roles by virtue of personality types.

Back 69

Psychodynamic Theory

Front 70

CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD:
This theory views leaders as trailblazers, creating conditions for subordinate success.

Back 70

Path-Goal theory

Front 71

CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD:
Leadership training system that suggests leaders perform throughout a gamut of active and passive leadership behaviors.

Back 71

Full Rage Leadership Development (FRLD)

Front 72

CHOOSE: LAISSEZ-FAIRE, CONTINGENCY THEORY, TRANSFORMATIONAL LEADERSHIP, SKINNER'S OPERANT CONDITIONING:
States that leaders are moved into and out of various situations based on the leader-follower relationship, the leader’s position power, and the task structure.

Back 72

Contingency Theory

Front 73

CHOOSE: LAISSEZ-FAIRE, CONTINGENCY THEORY, TRANSFORMATIONAL LEADERSHIP, SKINNER'S OPERANT CONDITIONING:
Leaders who are usually absent from their duties, considered lazy, and have poor relationships with their subordinates.

Back 73

Laissez-Faire

Front 74

CHOOSE: LAISSEZ-FAIRE, CONTINGENCY THEORY, TRANSFORMATIONAL LEADERSHIP, SKINNER'S OPERANT CONDITIONING:
Theory that considers a method of learning
that occurs through rewards and punishments for behavior.

Back 74

Skinner’s Operant Conditioning
Theory

Front 75

CHOOSE: LAISSEZ-FAIRE, CONTINGENCY THEORY, TRANSFORMATIONAL LEADERSHIP, SKINNER'S OPERANT CONDITIONING:
This is the most active and effective form of leadership behavior. This style promotes positive and meaningful changes in followers by acting as a coach and a mentor.

Back 75

Transformational Leadership

Front 76

What an organization provides such as pay, training, and medical benefits.

Back 76

System level Rewards

Front 77

Leadership behavior where a reward is provided for positive behavior

Back 77

Performance Level

Front 78

Theory that identifies three essential requirements a person must satisfy to be motivated.

Back 78

McClelland's Needs Theory

Front 79

Refers to a person’s desire to achieve, receive, or avoid some result for his/her behavior.

Back 79

Extrinsic Motiviation

Front 80

When a person’s basic needs are still being satisfied, they tend to be more involved in the work center and contribute as long as leadership recognizes their contributions.

Back 80

Transactional Leadership

Front 81

This is the highest level of commitment where members feel their personal needs are met.

Back 81

Involvement Level

Front 82

Members at this level only work to meet the minimum acceptable standard.

Back 82

Membership Level

Front 83

Refers to a person and their response to fun or challenges associated with a task rather than receiving external rewards

Back 83

Intrinsic Motivation

Front 84

Where a person’s motivation and productivity
determine their level of commitment.

Back 84

Contemporary Motivation

Front 85

Includes praise, time-off, bonus pay, and special assignments for personnel who go above and beyond the standard.

Back 85

Supervisory rewards

Front 86

Like intrinsic motivation, these come from a personal satisfaction by completing tasks one enjoys.

Back 86

Personal rewards

Front 87

This person is someone who influences others to achieve a goal, they are not perfect, but displays ethical behavior, virtues, and character strengths.
Follower
Leader
Subordinate
Mentor

Back 87

Leader

Front 88

According to FRLD principles, how is a situation defined?
-An unusual state of affairs
-The relative circumstances, position, or context that surrounds the leaders and followers
-Military as well as civilian issues that arise at any given time

Back 88

The relative circumstances, position, or context that surrounds the leaders and followers

Front 89

INTRINSIC OR EXTRINSIC MOTIVATION
Feeling Good after completing a task

Back 89

Intrinsic

Front 90

INTRINSIC OR EXTRINSIC MOTIVATION
Awarded time off for a job well done

Back 90

Extrinsic

Front 91

INTRINSIC OR EXTRINSIC MOTIVATION
Motivated by the challenge

Back 91

Intrinsic

Front 92

INTRINSIC OR EXTRINSIC MOTIVATION
Receiving a trophy

Back 92

Extrinsic

Front 93

INTRINSIC OR EXTRINSIC MOTIVATION
Receiving a promotion

Back 93

Extrinsic

Front 94

INTRINSIC OR EXTRINSIC MOTIVATION
Psychological reward of task

Back 94

Intrinsic

Front 95

CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
Leader elects to sit back, observe, and wait for things to go wrong.

Back 95

MBE-PASSIVE

Front 96

CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
Keeps people and processes in control, monitoring, and controlling followers through forced compliance.

Back 96

MBE-ACTIVE

Front 97

CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
“Contract” where the leader sets goals, and identifies ways for the subordinate to reach these goals.

Back 97

CONTINGENT REWARD

Front 98

CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
The most active and effective form of leadership where leaders promote positive and meaningful changes in people, teams, organizations, nations, and even societies.

Back 98

TRANSFORMATIONAL LEADERSHIP

Front 99

CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
Abandon or pass on their responsibilities and fail to respond urgently to critical situations

Back 99

LAISSEZ-FAIRE

Front 100

CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
Followers of this leader’s behavior exhibits greater trust, admiration, loyalty, and respect toward the leader and are willing to work harder for them

Back 100

TRANSFORMATIONAL LEADERSHIP

Front 101

CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
When the follower fulfills the leader’s expectations, a reward is provided to reinforce the demonstrated positive behavior

Back 101

CONTINGENT REWARD

Front 102

CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
The leaders are usually absent from their duties and place of work, relationships with subordinates suffer.

Back 102

LAISSEZ-FAIRE

Front 103

CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
Followers tend to not trust those who do not take a more active leadership approach and will demonstrate little commitment to this person and the organization.

Back 103

MBE-PASSIVE

Front 104

CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
Followers appreciate this leadership behavior as it reduces followers’ uncertainties regarding their purpose.

Back 104

MBE-ACTIVE

Front 105

A form of punishment where the leader applies or presents an unfavorable action or result to a follower who has demonstrated an undesirable behavior

Back 105

POSITIVE PUNISHMENT

Front 106

Favorable actions, results, or outcomes that a leader presents to a follower after the follower demonstrates a desired behavior

Back 106

POSITIVE REINFORCEMENT

Front 107

The removal of something valued by the follower after they have demonstrated an undesirable or unacceptable behavior.

Back 107

NEGATIVE PUNISHMENT

Front 108

The removal of unpleasant, unfavorable actions or events the follower is currently experiencing that occurs after they have displayed a desirable behavior

Back 108

NEGATIVE Reinforcement

Front 109

People operating at his level demonstrate initiative and actually solve problems so long as their efforts are recognized and rewarded by leadership

Back 109

PERFORMANCE LEVEL

Front 110

People operating at this level identify problems and offer solutions and strive for personal and organizational success

Back 110

INVOLVEMENT LEVEL

Front 111

Individuals at this level avoid getting too involved in their jobs and often complain about their work but never take action to improve the situation

Back 111

MEMBERSHIP LEVEL

Front 112

Fully enjoy work, strive to exceed every standard

Back 112

PERSONAL REWARDS

Front 113

Pay, training, annual leave, medical and dental benefits

Back 113

SYSTEM LEVEL REWARDS

Front 114

Praise, public recognition, time-off, bonus pay, promotions, special assignments, greater roles and responsibilities

Back 114

SUPERVISORY REWARDS

Front 115

Critical thinking is more than thinking _______ it also means thinking _______.
-thoroughly or completely; cognitively or intelligently
-digressively or excursively; rashly or obtusely
-logically or analytically; rationally or objectively
-laboriously or strenuously; energetically or zealously

Back 115

logically or analytically; rationally or objectively

Front 116

-How can Critical Thinkers be both “open-minded” and still maintain a healthy sense of skepticism? Critical Thinkers...
-seek out facts, information sources and reasoning to support issues you intend to judge
-examine issues from as many sides as possible
-rationally look for the good and bad points of the various sides to be examined
-do not accept the fact that you may be in error ourselves

Back 116

-seek out facts, information sources and reasoning to support issues you intend to judge
-examine issues from as many sides as possible
-rationally look for the good and bad points of the various sides to be examined

Front 117

CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
Recognizing that one should not claim more than one actually knows

Back 117

INTELLECTUAL HUMILITY

Front 118

CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
Be true to your own thinking

Back 118

INTELLECTUAL COURAGE

Front 119

CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
Imaginatively put oneself in the place of others

Back 119

INTELLECTUAL EMPATHY

Front 120

CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
Having rational control of one’s beliefs, values, and inferences

Back 120

INTELLECTUAL AUTONOMY

Front 121

CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
Recognition of the need to be true to one’s own thinking

Back 121

INTELLECTUAL INTEGRITY

Front 122

CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
Struggle with confusion and unsettled questions over extended period

Back 122

INTELLECTUAL PERSEVERANCE

Front 123

CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
With proper encouragement, people can learn to think for themselves

Back 123

CONFIDENCE IN REASON

Front 124

CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
Consciousness of the need to treat all viewpoints alike

Back 124

FAIR-MINDEDNESS

Front 125

CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
Without this you cannot tell anything about the topic

Back 125

CLARITY

Front 126

CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
You may check for this by asking, “How can you find out if that is true?”

Back 126

ACCURACY

Front 127

CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
You may check for this by asking, “Could you be more specific?”

Back 127

PRECISION

Front 128

CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
You may check for this by asking, “How does that bear on the issue?”

Back 128

RELEVANCE

Front 129

CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
Another term for "how superficial”

Back 129

DEPTH

Front 130

CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
Only recognizes the insights of one side of the question

Back 130

BREADTH

Front 131

CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
Not mutually supporting and/or contradictory

Back 131

LOGIC

Front 132

CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
Treating all relevant viewpoints alike

Back 132

FAIRNESS

Front 133

Air traffic controllers often have difficulty making good judgments after long hours on duty

Back 133

Physical & Emotional Hindrances

Front 134

If one believes that more murders occur during a full moon, then one will tend to take notice of murders that occur during a full moon and tend not to take notice of murders that occur at other times

Back 134

Confirmation Bias & Selective Thinking

Front 135

Dramatic stories of Bigfoot sightings do not prove the existence of Bigfoot

Back 135

Testimonial Evidence

Front 136

Some people are biased against claims made by scientists because their worldview appears too cold and impersonal

Back 136

Personal Biases & Prejudices

Front 137

Police officers should not show a photo of a possible assailant to a Witness prior to a police lineup, or the actual memory of the witness may be unconsciously replaced.

Back 137

False Memories & Confabulation

Front 138

Referring to a family as “a bounded plurality of role playing individuals” or a homeless person as a “non-goal oriented member of society”

Back 138

Double Speak Jargon

Front 139

An ad that claims a battery lasts “up to” 30% longer, but does not say it will last 30% longer, and if it did, longer than what?

Back 139

Meaningless Comparisons

Front 140

Expressions such as “as everyone knows…”, and “Common sense tells you that…”

Back 140

Assuring Expressions

Front 141

From the statement “lying expert testified at trial”, is the expert a liar or is the person and expert on telling when someone is lying?

Back 141

Ambiguity

Front 142

The dairy industry cleverly expresses fat content as a percentage of weight, not calories. Thus 2% “low” fat milk really has 31% fat when measured as a percentage of calories

Back 142

False Impication

Front 143

Naming detergents “Joy” and “Cheer”(positive), not “Dreary” and “Tedious(negative). The military using the phrase “neutralizing the opposition *(less negative) rather than “killing” (negative).

Back 143

Emotive Content

Front 144

After using a magnetic belt for a while, a woman notices her back pain is less, even though there may be a dozen other reasons for the reduced back pain

Back 144

Pragmatic Fallacy

Front 145

“Because regulators have controlled smoking in public places, their ultimate goal is to control everything else in your lives”

Back 145

Slippery Slope Fallacy

Front 146

Making a claim that printer A makes better copies than Printer B, while ignoring the important fact that only Printer B can also fax, copy and scan

Back 146

Irrelevant Comparisons

Front 147

Believing that there must be life on Mars because no one has proved that there is not life on Mars

Back 147

Arguement from Ignorance

Front 148

Irrationally believing that how one wears their hat while watching a football game can influence the score

Back 148

Apophenia and Superstition

Front 149

Arguing that two children sharing the same bedroom is wrong because double-celling of criminals is a penitentiary can lead to bad behavior

Back 149

False Analogies

Front 150

Making jokes about one’s own character in order to disarm critics & evade having to defend poicy

Back 150

Evading the issue, Red herring

Front 151

”Anyone who supports removing the troops from Iraq is a traitor!”

Back 151

Poisoning the Well

Front 152

“You should not believe a word my opponent says because he is just bitter because I am ahead in the polls”

Back 152

Ad hominem Fallacy

Front 153

“You are either with us, or with them!”

Back 153

Fallacy of false Dilemma, Either / Or

Front 154

Thousands of years ago the average person believed that the world was flat simply because most other people believed so

Back 154

Ad populum, Bandwagon Fallacy

Front 155

Advertisements that appeal to one’s vanity, pity, guilt, fear, or desire for pleasure, while providing no logical reasons to support their product being better than a competitor

Back 155

Emotional Appeals

Front 156

Why should you evaluate information sources with caution?
-To ensure they are credible
-To ensure they are unbiased
-To ensure they are accurate
-To ensure they are believable

Back 156

To ensure they are credible
To ensure they are unbiased
To ensure they are accurate

Front 157

What kinds of questions should you consider when you evaluate information sources?
-What is the source’s qualifications?
-What is the source’s integrity?
-What is the source’s reputation?
-Is the source biased?

Back 157

What is the source’s qualifications?
What is the source’s integrity?
What is the source’s reputation?
Is the source biased?

Front 158

-What approaches to human decision making are discussed in Critical Thinking?
-Reflective thinking
-Time management
-Reactive thinking

Back 158

Reflective thinking
Reactive thinking

Front 159

How may SNCOs improve their effectiveness by appropriately using System-1 thinking?
-They will be perceived as credible & reliable
-It will improve their time management
-They will make routine decisions more quickly
-It will provide them with intuition (gut feelings)

Back 159

They will be perceived as credible & reliable
It will improve their time management
They will make routine decisions more quickly
It will provide them with intuition (gut feelings)

Front 160

How may SNCOs hinder their effectiveness by inappropriately using System-1 thinking?
-They might make mistakes
-They might overlook details
-They might miss improvement opportunities
-They might make the right decision too quickly

Back 160

-They might make mistakes
-They might overlook details
-They might miss improvement opportunities

Front 161

-How may SNCOs improve their effectiveness by appropriately using System-2 thinking?
-They will improve their critical thinking skills
-It will improve their time management
-They will improve their problem solving skills
-It will allow time for them to monitor and process their system of thinking

Back 161

They will improve their critical thinking skills
They will improve their problem solving skills
It will allow time for them to monitor and process their system of thinking

Front 162

How may SNCOs hinder their effectiveness by inappropriately using System-2 thinking?
-It will provide them with intuition (gut feelings)
-They may over think simple tasks
-They may appear reluctant to make decisions
-They may make rushed decisions

Back 162

They may over think simple tasks
They may appear reluctant to make decisions

Front 163

Which of these are steps of Decision Analysis?
-Decision Statement
-Determine Criteria
-Find Alternatives
-Risk Analysis

Back 163

-Decision Statement
-Determine Criteria
-Find Alternatives
-Risk Analysis

Front 164

- Conducting a ____________ during decision making helps the decision maker plan for contingencies in the event something goes wrong.
-balanced assessment
-clear goal statement
-deliberate thought process
-risk analysis

Back 164

risk analysis