Course 15 Set A Vol 1

Front 1

Definition of Learning

Back 1

changes the way a person thinks, feels, or behaves

Front 2

Take Notes

Back 2

include main ideas and supporting details

Front 3

Study

Back 3

instead of memorizing, seek to understand

Front 4

Practice

Back 4

reinforces knowledge, builds self-confidence

Front 5

Formative Exercises

Back 5

indicate preparedness for summative evaluation

Front 6

Testing

Back 6

one indicator of how well you have learned

Front 7

Summative Evaluation

Back 7

determine if you have met learning objectives

Front 8

Lifelong Learning

Back 8

apply information after graduation and continue learning

Front 9

Employing Military Capabilities

Back 9

Operational and Strategic Art

Front 10

Enterprise Perspective

Back 10

Global, Regional and Cultural Awareness

Front 11

Managing Organizations and Resources

Back 11

Change Management

Front 12

Strategic Thinking

Back 12

Adaptability

Front 13

Leading People

Back 13

Diversity

Front 14

Fostering Collaborative Relationships

Back 14

Negotiating

Front 15

Embodies Airman Culture

Back 15

Ethical Leadership

Front 16

Communicating

Back 16

Active listening

Front 17

Physical and Emotional Hindrances

Back 17

Stress, fatigue, drugs, and related hindrances can severely affect your ability to think clearly and critically.

Front 18

Confirmation Bias and Selective Thinking

Back 18

The process whereby you tend to notice and look for what confirms your beliefs, and to ignore, not look for, or undervalue the relevance of what contradicts your beliefs.

Front 19

Testimonial Evidence

Back 19

Relying on the testimonies and vivid anecdotes of others to substantiate your own beliefs, even though testimonies are inherently subjective, inaccurate, unreliable, biased, and occasionally fraudulent.

Front 20

Personal Biases and Prejudices

Back 20

Everyone has personal biases and prejudices resulting from their own unique life experiences and worldview that make it difficult to remain objective and think critically.

Front 21

False Memories and Confabulation

Back 21

Being unaware that your memories are often “manufactured” to fill in the gaps in your recollection, or that some memories or facts, over time, can be unconsciously replaced with fantasy.

Front 22

Doublespeak Jargon

Back 22

The use of technical language to make the simple seem complex, the trivial seem profound, or the insignificant seem important, all done intentionally to impress others

Front 23

Meaningless Comparisons

Back 23

Language that implies that something is superior but retreats from that view.

Front 24

Assuring Expressions

Back 24

Using expressions that disarm you from questioning the validity of an argument.

Front 25

Ambiguity

Back 25

A word or expression that can be understood in more than one way.

Front 26

False Implications

Back 26

Language that is clear and accurate but misleading because it suggests something false.

Front 27

Emotive Content

Back 27

Intentionally using words to arouse feelings about a subject to bias others positively or negatively in order to gain influence or power.

Front 28

Pragmatic Fallacy

Back 28

Arguing something is true because “it works,” even though the causality between this something and the outcome are not demonstrated.

Front 29

Slippery Slope Fallacy

Back 29

An argument that assumes as adverse chain of events will occur but offers no proof.

Front 30

Irrelevant Comparisons

Back 30

Making a comparison that is irrelevant or inappropriate.

Front 31

Argument from Ignorance

Back 31

A logical fallacy claiming something is true because it has not been proven false.

Front 32

Apophenia* and Superstition

Back 32

Erroneous perception of the connections between unrelated events.

Front 33

False Analogies

Back 33

Making illogical analogies to support the validity of a particular claim.

Front 34

Evading the Issue, Red Herring

Back 34

If one has been accused of wrongdoing, diverting attention to an issue irrelevant to the one at hand.

Front 35

Poisoning the Well

Back 35

Creating a prejudicial atmosphere against the opposition, making it difficult for the opponent to be received fairly

Front 36

Ad hominem Fallacy

Back 36

Criticizing the person making an argument, not the argument itself.

Front 37

Fallacy of False Dilemma, Either/Or Fallacy

Back 37

Intentionally restricting the number of alternatives, thereby omitting relevant alternatives from consideration.

Front 38

Ad populum, Bandwagon Fallacy

Back 38

An appeal to the popularity of the claim as a reason for accepting the claim.

Front 39

Emotional Appeals

Back 39

Making irrelevant emotional appeals to accept a claim, since emotion often influences people more effectively than logical reasoning.

Front 40

Adaptive Thinking

Back 40

Thinking one demonstrates when confronted by unanticipated circumstances during the execution of a planned activity (i.e. military operation

Front 41

Analytical Thinking

Back 41

Thinking that requires generative thinking (divergent thinking): the development of ideas

Front 42

Creative Thinking

Back 42

It is the cognitive ability to imagine and innovate

Front 43

Critical Thinking

Back 43

Thinking that is purposeful, reasoned and goal directed involved in solving problems, formulating inferences, calculating likelihoods, and making

Front 44

Future Thinking

Back 44

The practice of visionaries, those who skillfully see desired goals and outcomes through their mind’s eye

Front 45

Innovative Thinking

Back 45

Thinking that results in efficiency, evolutionary, and revolutionary improvements and advancements

Front 46

Synthesis

Back 46

Ability to combine or compile various pieces of information, ideas, concepts, conclusions, etc. in new and different ways

Front 47

Reflective Thinking

Back 47

Thinking that concentrates on what we know, what we need to know, and how we bridge that gap

Front 48

What are the four sub-skill sets of critical thinking?

Back 48

Investigate, Create and Develop, Communicate, Evaluate

Front 49

What does self-regulation mean?

Back 49

Self-consciously monitoring one’s cognitive activities, the elements used in those activities by applying skills in analysis, and evaluation to one’s own inferential judgments with a view toward questioning, confirming, validating, or correcting either one’s reasoning or one’s results.

Front 50

What is open-mindedness?

Back 50

Willingness to investigate viewpoints different from your own and ability to recognize when to doubt claims that do not merit such investigation.

Front 51

How can you be open-minded and still maintain a healthy sense of skepticism?

Back 51

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 examined; Accept the fact that you may be in error yourself; Maintain the goal of getting at the truth or as close to the truth as possible

Front 52

What does intellectual humility mean?

Back 52

Adhering tentatively to recently acquired opinions; Being prepared to examine new evidence and arguments even if such examination leads you to discover flaws in your own cherished beliefs; Stop thinking that complex issues can be reduced to right and wrong or black and white and look at degrees of certainty or shades of gray; Recognizing that “I don’t know” can sometimes be the wisest position to take on an issue.

Front 53

What does it mean to be a free-thinker?

Back 53

Having an independent mind and being able to restrain yourself from the desire to believe because of social pressures to conform

Front 54

What does it mean to have a high motivation to become a critical thinker?

Back 54

Having a natural curiosity to further your understanding ; Putting in the work to evaluate the multiple sides of an issue; Reaching a sufficient level of understanding before making judgments

Front 55

What are the four categories of hindrances to critical thinking discussed in this chapter?

Back 55

Basic Human Limitations, Use of Language, Faulty Logic or Perception, Psychological or Sociological Pitfalls

Front 56

As a critical thinker, what are some questions you should ask yourself about any source of information?

Back 56

A critical thinker should ask: Is the source credible, unbiased, and accurate? Does the source have a motive for being inaccurate or overly biased?

Front 57

What is the Holistic Critical Thinking Scoring Rubric (HCTSR) and how is it useful to critical thinkers?

Back 57

This tool relies on the ordinary meanings of common terms used to talk about thinking. It can aid you in evaluating real-life examples of critical thinking because it only requires you to consider four evaluative definitions: “strong,” “acceptable,” “unacceptable,” and “weak.” This simple tool is sufficient to get you started evaluating critical thinking.

Front 58

How might critical thinking skills impact your effectiveness as an NCO?

Back 58

Make well-reasoned judgments about what to believe and what to do

Make consistent and well-reasoned decisions Remain open-minded and fair-minded

Analyze and interpret better in order to and solve a myriad of problems

Ask better questions so that you (and your subordinates) learn better, learn more

Better regulate your actions, decisions, and behaviors

Consider multiple perspectives and approaches and study complex problems without bias

Analyze situations critically and reach conclusions that may not follow the conventional wisdom but could be the key to success

Understand that, in many situations, there is no right answer

Front 59

Green temperament:

Back 59

be civil, composed, emotionally balanced, concise, and factual. Give them time to process information. Do not take confrontation personally. Support your points with proof, studies, or research. Do not expect immediate results.

Front 60

Blue temperament:

Back 60

Do not attack them personally. Encourage them to express their point of view, and give them time to reflect on their feelings. Validate the helpful parts of what they say before critiquing the rest. Expect emotional reactions. Respond and conclude with a positive gesture.

Front 61

Gold temperament:

Back 61

Be courteous and polite. Clearly define the issue at hand and the goals to be accomplished. Be factual, set goals, and benchmark time frames. Put the final resolution in writing and stick to it unless you meet again to revise your plan.

Front 62

Orange temperaments:

Back 62

Lighten the mood with some humor. Do something active like walking or moving around the area to release some physical tension. Expect to be challenged or debated. Be flexible and adaptable. Do not back them into a corner. Stress the importance of a collaborative solution that can work well for both of you.

Front 63

The _____ temperament values Interpersonal interaction and close relationships

Back 63

Blue

Front 64

The _____ temperament values competitiveness, hands on work, and people who prefer this temperament work as hard as they play

Back 64

Orange

Front 65

The_____temperament values competence in themselves and others and can quickly develop contempt for individuals they consider incompetent.

Back 65

Green

Front 66

People who prefer the _____ temperament are goal oriented, ready to complete any task requiring little prompting or encouragement.

Back 66

Gold

Front 67

Blind

Back 67

These are aspects about ourselves that we are unaware of, but those around us are.

Front 68

Hidden

Back 68

This windowpane refers to those aspects about ourselves that we wish to keep private.

Front 69

Open

Back 69

These are the characteristics about ourselves that everyone is aware of.

Front 70

Unknown

Back 70

This windowpane refers to information about ourselves that no one is aware of, not even ourselves.

Front 71

A personal characteristic that causes one to force their preferred temperament on others.

Back 71

Pride

Front 72

A personal quality where one can modify his or her behaviors to effectively interact with all temperaments.

Back 72

Humility

Front 73

Simply because Greens are known to prefer their independence does not mean all who prefer this temperament wish to be alone.

Back 73

Don’t stereotype others

Front 74

This is the ability to remove your primary lens and see others, situation, and environment through another other lenses.

Back 74

Maturity

Front 75

Do not label others as a Gold or Blue, even though you may have correctly identified their preferred temperament.

Back 75

Keep your observations private

Front 76

Treat others the way they want to be treated, not the way you prefer to treat them.

Back 76

Give good gifts

Front 77

Validate each colors strengths: successful organizations and leaders acknowledge the unique capabilities of each temperament.

Back 77

Validate each colors strengths

Front 78

What is the difference between style and level?

Back 78

Level refers to potential capacity (intelligence or talent) and learned levels (such as management, supervisory and leadership competency). Style: refers to “how we think,” our preferred cognitive approach to problem solving, and decision making.

Front 79

What is a more precise term for adaptors?

Back 79

More adaptive

Front 80

What is a more precise term for innovators?

Back 80

More innovative

Front 81

Why is it important to know where you fall on the Adaption-Innovation continuum?

Back 81

How others perceive you and how you perceive them depends on where you are on the continuum in relation to their position.

Front 82

Why does a large gap in style offer greater potential/ability to solve problems?

Back 82

Because of the cognitive diversity

Front 83

What are some of the tendencies adaptors exhibit concerning “structure”?

Back 83

Prefer more structure and more of it consensually agreed

Front 84

What are some of the tendencies innovators exhibit concerning “structure”?

Back 84

Prefer less structure and can tolerate less of it consensually agreed

Front 85

What are some of the tendencies adaptors exhibit concerning “the paradigm”?

Back 85

Improve or extend the paradigm in order to solve problems

Front 86

What are some of the tendencies innovators exhibit concerning “the paradigm”?

Back 86

Challenge or break the paradigm in order to solve problems

Front 87

What are the two forms of cognitive gap?

Back 87

The first form is the distance between one’s preferred style and the behavior actually needed in a particular situation (i.e. the distance between ones preferred style and his/her task).

The second form is, the distance in a social interaction, between the preferred styles of 1) two people, 2) a person and a group, or 3) two groups (refer back to figure 2).

Front 88

According to A-I Theory, the larger the cognitive gap, the greater the potential for conflict and for __________

Back 88

productive problem solving.

Front 89

Leaders who manage __________ ________ effectively end up with the best possible solutions

Back 89

cognitive diversity

Front 90

Organizations with only adaptors or innovators quickly________

Back 90

perish.

Front 91

An effective method for managing cognitive gap is through the use of______

Back 91

bridgers.

Front 92

What is bridging?

Back 92

Bridging is reaching out to people in the team and helping them to be part of it so that they may contribute even if their contribution is outside mainstream.

Front 93

Why do we need coping behavior?

Back 93

Because we cannot always solve problems using our preferred style.

Front 94

Effective leaders create environments where they only ask for ________ coping behavior most of the time and only have to ask for______coping behavior in times of crisis.

Back 94

minimum, maximum

Front 95

problem that two of more individuals come together to solve.

Back 95

Problem A

Front 96

potential capacity: intelligence or talent

Back 96

Level

Front 97

Effort required to do something that is not one’s preference

Back 97

Coping Behavior

Front 98

Precise terms use to describe the A-I Continuum

Back 98

More Adaptive or Innovative

Front 99

Preferred approach to problem solving, and decision making.

Back 99

Style

Front 100

Problems that stem from human interactions

Back 100

Problem B

Front 101

Distance between one’s preferred style and the behavior actually needed in a situation

Back 101

Cognitive Gap #1

Front 102

An appropriate or favorable time, occasion, or situation favorable for attainment of a goal

Back 102

Opportunity

Front 103

Social role requiring human relation skills, and an intermediate score (ideally)

Back 103

Bridger

Front 104

Distance in a social interaction between preferred styles

Back 104

Cognitive Gap #2

Front 105

Emotion, desire, physiological need that causes one to take action

Back 105

Motive

Front 106

All of us are intelligent and creative, at different levels and with different styles

Back 106

Basic Principle of A-I Theory

Front 107

The _______ Theory considers a one’s ability to complete a specific task and the use of four leadership styles to aid in his or her development

Back 107

Situational Leadership

Front 108

The ___________ Theory states that a person’s ability to lead depends on their intellect, self-confidence, determination, integrity, and social skills.

Back 108

Trait Leadership

Front 109

The ________ Theory focuses on the argument that a person’s ability to lead depends on their emotional intelligence, awareness, and control.

Back 109

Skills Leadership

Front 110

The ________Theory believes that pairing a leader to a specific situation is the most effective method because leaders cannot adjust their behaviors.

Back 110

Contingency Leadership

Front 111

The_____________theory emphasizes that leaders must develop specialized relationships with each of their followers instead of treating all their followers the same way.

Back 111

Leadership-Member Exchange

Front 112

Leadership-Member Exchange Theory

Back 112

It emphasized that leaders must develop specialized, individual relationships with their followers.

Front 113

Authentic Leadership Theory

Back 113

States effective leaders are true to themselves and others and adhere to strong morals and values.

Front 114

Full Range Leadership Development

Back 114

Leadership training system that suggests leaders perform throughout a gamut of active and passive leadership behaviors.

Front 115

Laissez-Faire

Back 115

Leaders who are usually absent from their duties, considered lazy, and have poor relationships with their subordinates.

Front 116

Management by Exception-Passive

Back 116

Behavior where leaders hold followers accountable when standards are not met or when things go wrong.

Front 117

Management by Exception-Active

Back 117

Followers appreciate this behavior as it reduces uncertainties regarding their purpose.

Front 118

Transactional Leadership

Back 118

Leadership behavior where a reward is provided for positive behavior.

Front 119

Skinner’s Operant Conditioning Theory

Back 119

Theory that considers a method of learning that occurs through rewards and punishments for behavior.

Front 120

McClelland’s Needs Theory

Back 120

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

Front 121

Transformational Leadership

Back 121

Where leaders promote positive and meaningful changes in followers by acting as a coach and a mentor.

OR

This is the most active and effective form or leadership behavior.

Front 122

Intrinsic Motivation

Back 122

Refers to results (work, family, education, etc.) to internal factors that they can control (e.g. the amount of effort they put in)

Front 123

Extrinsic Motivation

Back 123

Refers to the performance of an activity in order to attain an outcome.

Front 124

Transformational Leadership

Back 124

Where leaders promote positive and meaningful changes in followers by acting as a coach and a mentor.

OR

This is the most active and effective form or leadership behavior.

Front 125

Path-Goal Theory

Back 125

This theory views leaders as trailblazers, creating conditions for subordinate success.

Front 126

Contingency Theory

Back 126

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.

Front 127

Situational Leadership Theory

Back 127

Identifies four styles a leader uses that are based on the subordinate’s development level and the situation (task) at hand.

Front 128

Style Theory

Back 128

This concentrates on two types of leadership: task- or production and people- or relationship-oriented leadership.

Front 129

Skills Theory

Back 129

Focuses on leaders who are emotionally intelligent and can solve problems successfully.

Front 130

Psychodynamic Theory

Back 130

This argues that followers and leaders are drawn to their roles, and achieve success in those roles by virtue of personality types.

Front 131

Trait Theory

Back 131

States one’s leadership effectiveness is based on their intelligence, self-confidence, and integrity.

Front 132

Your ______ flows from the constitution, the congress, and powers vested in you by the President, as Commander-in-Chief.

Back 132

authority

Front 133

________ obligate themselves to a higher purpose for the privilege of leading others; whereas, _________ are imposed, varied, sometimes onerous, often routine, but never optional.

Back 133

Leaders, requirements

Front 134

__________ is the current state of your ability, what you are able to do; competency is what is demanded of you by a position, duty, or situation.

Back 134

Competence

Front 135

________, to a large extent, is determined by the decisions, choices you make, and action you take.

Back 135

Character

Front 136

_________is a leader’s delivery system; it is the filter through which all talent, qualities, and skills must pass in order to be delivered.

Back 136

Personality

Front 137

__________ occurs when all the elements of the RLAM are brought to bear in a manner that is appropriate to the organization, environment, and people

Back 137

Relevance

Front 138

__________ is both a byproduct of leadership and an enabler for leadership.

Back 138

Trust