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71 Cards in this Set
- Front
- Back
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What are the 8 INSTITUTIONAL COMPETENCIES ? |
1) Employing military capabilities 2) Enterprise perspective 3) Managing organizations and teams 4) Strategic thinking 5) Leading people 6)Fostering collaborative relationships 7) Embodies Airman Culture 8)Communicating |
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What are the 4 organizational institutional competencies? |
1) Employing military capabilities 2) Enterprise perspective 3) Managing organizations and teams 4) Strategic thinking |
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What are the 2 people/team institutional competencies? |
5) Leading people 6)Fostering collaborative relationships |
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What are the 2 personal institutional competencies? |
7) Embodies Airman Culture 8)Communicating |
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In Employing Military Capabilities (competency) what are the Sub-competencies? |
1) operational and strategic art. 2) Leverage technology 3) Unit, Air-Force, Joint and coalition capabilities 4) Non-adversarial crisis response |
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In the enterprise perspective competency, what are the sub competencies? |
1) Enterprise structure relationships 2) Government organization & processes 3) Global regional and cultural awareness 4) Strategic communication |
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In the managing organizations and resources competency, What are the sub-competencies? |
1) Resource stewardship 2) Change Management 3) Continuous Improvement |
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In the Strategic thinking competency, what are the sun competencies |
1) vision 2) decision making 3) adaptability |
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In the leading people competency, what are the sub-competencies? |
1) Develops and inspires others 2) takes care of people 3) diversity |
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In the fostering collaborative relationships competency, what are the sub competencies? |
In the fostering collaborative relationships competency, what are the sub competencies? |
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In the embodies airman culture competency, what are the sub competencies? |
1) Ethical leadership 2) followership 3) warrior ethos 4) Develops self |
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What are the sun competencies of communicating? |
1) speaking and writing 2) active listening |
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Characteristics of auditory learners |
- Prefers to hear information - Has difficulty following written directions - Has difficulty with reading and writing - May not look speakers in the eye, instead may turn eyes away in order to focus more on listening |
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learning tips for auditory learners |
- Use audio cassettes or CDs for reading and lectures (when available) - Participate in discussions, ask questions, and repeat given information - Summarize or paraphrase written material, and record the information - Talk to yourself—review the material - Discuss the material with someone else |
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characteristics of visual learners |
- Needs to see it to learn it—must have mental picture - Has strong sense of color - Has artistic ability - Has difficulty with spoken directions - Overreacts to sounds - Has trouble following lectures - May misinterpret words |
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Learning tips for visual learners |
- Use visuals (graphics, films, slides, illustrations, doodles, charts, notes, and flashcards) to reinforce learning - Use multicolored highlighters to organize notes - Write directions down - Visualize words, phrases, sentences to be memorized - Write everything down; review often |
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characteristics of tactile learners |
- Prefers hands-on learning/training - Can put a bicycle together without the directions - Has difficulty sitting still - Learns better when involved |
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learning tips for tactile learners |
- Make a model, do lab work, role play, “be the ball” - Take frequent breaks - Copy letters and words to learn how to spell and remember facts - Use a computer - Write facts and figures over and over - Read and walk, talk and walk, repeat... |
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What is the affective domain of learning? |
is the feeling or internalization component of learning |
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What are the three levels of affective learning |
1) receiving 2) responding 3) valuing |
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Reciving |
Affective domain's first level of learning. learners pay attention and listen to presentations, but do not assign value to the material |
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Responding |
The affective levels 2nd domain of learning. - Involves some sort of action or response, such as complying, or performing. - students have not assigned value to material |
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Valuing |
- 3rd level of affective learning. - student responds to messages or actions and assigns some sort of worth or value to it |
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Cognitive domain |
The thinking or reasoning level of learning. required to become a critical thinker |
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what are the three levels of cognitive learning |
1) Knowledge 2) Comprehension 3) Application |
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Knowledge |
1st level of cognitive level of learning. - very basic and only requires you to keep, remember, recall, label, recognize, and repeat information you have either heard or read. |
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Comprehension |
2nd level of cognitive learning Three levels: 1) Translation 2) interpretation 3) Extrapolation |
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Application |
3rd level of cognitive learning - Requires you to identify lesson concepts in simulated situations and apply your knowledge and comprehension to them to deal with the problem/issue effectively and appropriatley |
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IDDP |
Identify differentiate determine predict |
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What are the three main elements of Full Range Leadership development? |
Leader follower situation |
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Benefits of Transformational leadership |
generates the most significant outcomes that begin with the follower themselves, to include empowerment, extra effort, increased satisfaction with the leader, more creativity, reduced stress & improved performance that leads to promotions. |
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FRLD improves leadership effectiveness by: |
applying the right leadership behavior to a particular follower and situation that produces the greatest outcomes |
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According to the FRLD model, leadership is _________ or _________: |
Transactional or Transformational |
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Transactional leaders lead through |
social exchanges |
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Transformational leaders lead through: |
develop their followers and motivate and inspire them to achieve extraordinary levels of success |
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What are the two passive leadership styles |
Laissez- Faire Management by exception- passive |
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Laissez fair leadership style |
Those who exercise laissez-faire leadership view the development of their subordinates as someone else’s problem and demonstrate laziness. They abandon or pass on their responsibilities, fail to respond urgently to critical situations, remain indifferent toward important issues, and are hesitant to make decisions or deal with chronic problems. |
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Management by exception - passive leadership style: |
MBE-P is the “if it isn’t broke, don’t fix it” leadership approach. MBE-P is where the leader elects to sit back, observe, and wait for things to go wrong before taking action and intervenes only if standards are not being met based on in-place control measures and standards. |
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Transactional leadership behaviors are: |
Management by exception - active Contingent reward |
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Management by exception-active leadership style: |
This leadership behavior keeps people and processes in control. The focus of the leader is tomonitorandcontrol followersthroughforcedcompliancewithrules,regulations,and expectations for meeting performance standards and behavioral norms. MBE-A exists in structured systems with detailed instructions, careful observation, and very active supervision. |
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Contingent reward leadership style: |
Contingent Reward, an attribute of transactional behaviors, involves the constructive transaction between the leader and the follower. These transactions formulate a sort of “contract” where the leader sets goals, identifies ways to reach these goals, and supports the follower in meeting these expectations. The follower is required to perform assigned tasks to a specified performance level. When the follower fulfills the leader’s expectations, a rewardisprovidedtoreinforcethedemonstratedpositive behavior |
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Intrinsic motivation |
where one is driven by positive feelings (internal) associated with doing well on a task or job. Intrinsically motivated people respond to the fun or challenge associated with a task rather than because of external rewards, organizational pressures, or other requirements placed on the member. |
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Extrinsic Motivation |
drives people to do things in order to attain a specific outcome (external).
Rewards don't come from the specific tasks performed, others provide them |
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In the contemporary motivation model, describe the membership level |
Individuals at the membership level only give the time required to the organization. Since they depend on the organization for an income, they merely meet the set standards and nothing more. |
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In the contemporary motivation model, describe the performance level |
Individuals at this level understand and appreciate the rewards and benefits of doing more than those at the membership level. A person’s basic needs are still being satisfied and tend to be more involved in the work center. Individuals contribute as long as leadership recognizes their contributions |
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In the contemporary motivation model, describe the involvement level |
* Individuals at this level are performing, and are personally satisfied with their work. * their motivation comes from within. |
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In the contemporary motivation model, describe system level rewards |
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We receive system level rewards just for being a member of the organization. Pay, training, annual leave, medical and dental benifits |
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In the contemporary motivation model, describe supervisory rewards |
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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. People who depend on these rewards generally operate at the performance level of commitment. |
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In the contemporary motivation model, describe Personal rewards |
These rewards come from within us. When we fully enjoy our work,we strive to exceed every standard and reward ourselves for a job well done. Because we are personally satisfied with our own work, we do not need or rely on anyone else to reward our efforts. People capable of this type of reward operate at the involvement level. |
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Behaviors of transformational leadership |
Individualized consideration intellectual stimulation inspirational motivation idealized influence |
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Describe the individualized consideration(caring) behavior or transformational leadership |
Leaders treat others as individuals with different needs, abilities, and aspirations and not just as subordinates
They act as mentors or coaches |
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Describe the intellectual stimulation (thinking) behavior or transformational leadership |
The degree a leader values their subordinates rationality, intellect, seeking different perspectives and opposing points of view |
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Describe the inspirational motivation (charming) behavior or transformational leadership |
This leader behavior involves developing and articulating visions that paint an optimistic and enthusiastic picture of the future.
Creating and sharing a vision of the future and spurring followers to achieve that vision is a remarkable IM motivator. |
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Describe the idealized influence (influencing) behavior or transformational leadership |
set the example. display high levels of moral and ethical behavior, virtues, and character strengths |
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A critical thinker has: |
open mindedness healthy skepticism intellectual humility free thinking high motivation |
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8 essential intellectual traits |
intellectual humility intellectual courage intellectual empathy intellectual autonomy intellectual integrity intellectual perseverance confidence in reason fair-mindedness |
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open mindedness |
Be willing to investigate viewpoint’s different then their own |
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healthy skepticism |
a) recognizes when to doubt claims that don’t merit investigation |
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intellectual humility |
a) Stop thinking that complex issues can be reduced to matters of right and wrong |
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free thinking |
a) To think freely, one must restrain ones desire to believe because of social pressure |
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high motivation |
a) Do the necessary studying to reach a significant level of understanding |
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intellectual humility |
one should not claim more than they know. |
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intellectual courage |
Be true to your thinking |
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intellectual empathy |
Imaginatively put yourself in the place of others |
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intellectual autonomy |
having rational control over ones beliefs, values, and inferences |
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intellectual integrity |
recognizing the need to be true to ones own thinking |
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intellectual perseverance |
Struggle with confusion and unsettled questions over extended periods |
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confidence in reason |
With proper reason, people can learn to think for themselves |
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fair-mindedness |
Consciousness of the need to treat all viewpoints alike |
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Basic Human Limitations |
These limitations remind us that we are not perfect and our understanding of facts, perceptions, memories, built in biases, ect. Preclude us from seeing or understanding the world with total objectivity and clarity. |
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Basic human limitations include: |
Confirmation bias and selective thinking False memories and confabulation Personal biases and prejudices Physical and emotional hindrances Testimonial evidence |
