Course 15 Set B (Jda)

Front 1

Group

Back 1

Assemblage of persons (or objects) located or gathered together. Words associated with groups include:
Collection • Gaggle • Crowd • Cluster • Assembly • Gathering • Mass

Front 2

Team

Back 2

Teams are organized groups of individuals working together to reach a common goal. Words that describe teams include:
Unified • Cohesive • Collaborative • Solidarity • Joint • Coalition

Front 3

Indicators of Team Spirit

Back 3

• 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

Front 4

Mission

Back 4

• 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

Front 5

Four Roles That Are Typically Found on Teams and Together Spell Out C.A.R.E.

Back 5

• Creators
• Advancers
• Refiners
• Executors

Front 6

Creators

Back 6

• 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

Front 7

Advancers

Back 7

• 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

Front 8

Refiners

Back 8

• 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

Front 9

Executors

Back 9

• 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

Front 10

Flexers

Back 10

• 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

Front 11

P.E.P. Cycle

Back 11

• 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

Front 12

Responsibilities of a Team Leader

Back 12

• 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

Front 13

Summary of the “Z” Process

Back 13

• 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

Front 14

Team Dynamics

Back 14

Ongoing process involving interaction of individuals within a team to move toward or away from achieving the desired objective

Front 15

Achievement of the desired objective

Back 15

What separates a team from a group

Front 16

Cohesive Teams

Back 16

• Have the ability to realize the needs of their teammates
• Are considerate of their strengths

Front 17

Five Common Dysfunctions of a Team

Back 17

• Absence of Trust
• Fear of Conflict
• Lack of Commitment
• Avoidance of Accountability
• Inattention to Results

Front 18

Stages of Team Development

Back 18

• Forming Stage
• Storming Stage
• Norming Stage
• Performing Stage
• Adjourning and Transforming

Front 19

Forming Stage

Back 19

• Occurs when the team meets and starts to work together for the first time
• Little or no conflict
• Minimum shared feelings and feedback

Front 20

Storming Stage

Back 20

• 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

Front 21

Norming Stage

Back 21

• 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”

Front 22

Performing Stage

Back 22

• 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

Front 23

Adjourning & Transforming Stage

Back 23

• Occurs when a team disbands or moves on to a new task
• Teams disassemble and members separate from the team

Front 24

Five C’s of a Team

Back 24

• Community
• Cooperation
• Coordination
• Communication
• Coaching

Front 25

Community

Back 25

• 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

Front 26

Cooperation

Back 26

• Ensures everyone has an opportunity to speak, to ask questions, and raise concerns
• Develops a greater sense of involvement in the organization’s direction

Front 27

Coordination

Back 27

Ensures all members realize how important they are to the mission

Front 28

Communication

Back 28

Ensures everyone is on the same page and working toward the shared goal

Front 29

Coaching

Back 29

• 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

Front 30

Inattention to Results

Back 30

When members place their individual needs and goals ahead of the team and the organization

Front 31

How positive and negative team dynamics affect a team’s effectiveness

Back 31

• 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

Front 32

What You Should Consider When Assessing Team Success

Back 32

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)

Front 33

T.E.A.M. Concept

Back 33

• Talents (Skills and abilities)
• Expertise (Knowledge and experience)
• Assessments (Customer surveys, inspections, evaluations)
• Means (Resources to include: equipment, facilities, financial, time, information)

Front 34

How a new member causes regression in team development and methods to assist in recovering a high-performance team

Back 34

• New personnel can affect interpersonal relationships in ways that upset or reinforce team dynamics
• 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

Front 35

How a new goal causes regression in team development and methods to assist in recovering a high-performance team

Back 35

• 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

Front 36

Difference Between Feedback and Advice

Back 36

• 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

Front 37

Deliberate Development

Back 37

To carefully think about and discuss strengths, areas of improvement, current and future roles, and responsibilities with followers

Front 38

Capabilities when diagnosing the capabilities of an Airman in your unit

Back 38

• Skills
• Talents
• Experiences
• Personality

Front 39

Factors to Consider When Diagnosing the Developmental Needs of an Airman

Back 39

• Aspirations
• Personality
• Self-Concept
• Self-Efficacy and Locus of Control
• Attitudes and Values

Front 40

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

Back 40

Deliberate Development Plan

Front 41

How you have exercised position power as a leader

Back 41

• 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

Front 42

How you have exercised personal power as a leader

Back 42

• 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

Front 43

Membership Level

Back 43

• 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

Front 44

Performance Level

Back 44

• Tends to be more involved in the work center
• Often contributes but only as long as leadership recognizes their contributions

Front 45

Involvement Level

Back 45

• 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

Front 46

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

Back 46

Abraham Maslow's Hierarchy of Needs

Front 47

System Level Reward

Back 47

• 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

Front 48

Supervisory Level Reward

Back 48

• 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

Front 49

Personal Level Reward

Back 49

• 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

Front 50

Contemporary Motivation Model

Back 50

• 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

Front 51

Four Domains of Wellness

Back 51

• Spiritual
• Emotional
• Physical
• Social

Front 52

Negotiation

Back 52

• 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
• Dialogue intended to resolve disputes, produce a shared or mutually desired result, to bargain for an individual or collective advantage or benefit

Front 53

Conflict Management

Back 53

• Managing conflict (destructive or constructive) in a way that benefits the organization in terms of reduced chaos and stimulated work performance
• 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

Front 54

Five Types of Conflict Management

Back 54

• Competing (or Forcing) means “standing up for your rights," defending a position which you believe is correct, or simply trying to win.
• Collaborating style is designed to satisfy all parties, achieving a win-win outcome.
• Compromising involves intermediate amounts of assertiveness and cooperation and strives for partial satisfaction of both parties’ desires by seeking a middle ground.
• 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.

Front 55

Negotiating Categories

Back 55

✈ Distributive
• Creates Adversaries
✈ Integrative
• Builds relationships

Front 56

Negotiation Ripeness

Back 56

• Refers to the timing of negotiations
• Timing is critical to successful negotiations

Front 57

Cooperative Negotiation Strategy (CNS)

Back 57

• 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

Front 58

Difference Between Distributive and Integrative Negotiations

Back 58

• 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

Front 59

BATNA: Best Alternative to a Negotiation Agreement

Back 59

• 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

Front 60

Resource Stewardship

Back 60

Careful and responsible management of resources under one’s control

Front 61

Personnel Resource

Back 61

Considered “most valuable resource”

Front 62

Appropriation

Back 62

Setting aside money for a specific purpose

Front 63

Budget Execution Review (BER)

Back 63

• 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

Front 64

NCO’s Role in the BER Process

Back 64

• 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

Front 65

Financial Execution Plan (FEP)

Back 65

• 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

Front 66

Antideficiency Act (ADA)

Back 66

• 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

Front 67

Four Air Force Manpower Competencies

Back 67

• Organization Structure
• Program Allocation and Control
• Requirements Determination
• Performance Management

Front 68

Authorization Change Request (ACR)

Back 68

Multi-purpose instrument used to propose adjustments to a UMD

Front 69

Programs that increase workforce efficiency and organization cost effectiveness

Back 69

• Productivity Enhancement Capital Investment
• Fast Payback Capital Investment
• Productivity Investment Fund
• Air Force Innovative Development through Employee Awareness

Front 70

Requirement Determination

Back 70

• 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

Front 71

Program Allocation and Control

Back 71

• 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

Front 72

Discipline

Back 72

Training expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement

Front 73

Key Actions of Prevention

Back 73

• Set standard
• Establish rapport
• Create climate of accountability

Front 74

Administrative Tools for Maintaining Discipline

Back 74

• 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)
• Referral performance reports

Front 75

NCOs must use the this process when operating in the Correction Arena

Back 75

Progressive Discipline Process

Front 76

Difference Between Corrective and Punitive actions

Back 76

• 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

Front 77

Three Forms of Counseling

Back 77

• Informal
• Formal
• Referral

Front 78

Unfavorable Information File (UIF)

Back 78

Provides commanders with an official repository of substantiated derogatory data concerning an Air Force member’s personal conduct and duty performance

Front 79

Control Roster

Back 79

• 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

Front 80

Things NCOs must consider BEFORE making punishment recommendations

Back 80

• 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

Front 81

The Area Defense Council (ADC)

Back 81

• 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

Front 82

What NCOs should do before applying the PDP and when applying it

Back 82

• Establish standards to clearly explain to the subordinates each standard and Line of Acceptability
• Monitor subordinate behavior to ensure compliance
• Reinforce as needed

Front 83

Three steps of the Progressive Discipline Process

Back 83

• Establish Standards
• Monitor
• Apply the PDP

Front 84

Three Arenas That Make Up the Discipline Model

Back 84

• Prevention
• Correction
• Punishment

Front 85

Punishment

Back 85

• Correct and rehabilitate those who repeatedly or grievously violate standards
• Can only be administered by officers on G-series orders to the enlisted members

Front 86

Correction Part of the Progressive Discipline Process Model

Back 86

Address inappropriate behavior and seek to bring subordinates’ behavior back within acceptable boundaries using the least amount of force necessary

Front 87

Prevention

Back 87

• 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

Front 88

Progressive Part of the Progressive Discipline Process Model

Back 88

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

Front 89

Why adverse administrative and punitive actions are issued when an individual commits an infraction or their behavior falls below the Line of Acceptability

Back 89

• 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

Front 90

Factors used to determine appropriate corrective actions when applying the PDP

Back 90

• Severity of the infraction
• Judgment of the supervisor

Front 91

Meaning of the phrase, “Prudence first, Justice second”

Back 91

• 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

Front 92

Seven Basic Rights of the Accused

Back 92

• 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

Front 93

Three things an NCO must ensure while engaged in a disciplinary action involving a subordinate

Back 93

• Protect the rights of the accused
• Know their limits
• Ensure accused are treated with respect

Front 94

NCO’s role when a subordinate, who has been accused of a crime, returns to the unit pending his/her trial

Back 94

• 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”

Front 95

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

Back 95

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

Front 96

Bold Face Concept

Back 96

• 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!

Front 97

Wingman Concept

Back 97

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

Front 98

Wingman Philosophy

Back 98

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

Front 99

Four Dimensions of Human Wellness

Back 99

• 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

Front 100

Basic support sources you should know to ensure a safe hand off to the proper agency or competent individual

Back 100

• 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

Front 101

Wingman Concept/Philosophy

Back 101

• 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

Front 102

Factors Associated with Preventing Suicide

Back 102

• 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

Front 103

Risk Factors Associated with Suicidal Behavior

Back 103

• 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

Front 104

Why People Commit Suicide

Back 104

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

Front 105

Advanced warning signs of suicide

Back 105

• 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

Front 106

Most Prevalent Problems Associated with Suicide According to Trend Data

Back 106

• Relationship Problems (70%)
• Legal Problems (44%)
• Financial Problems (29%)
• Receiving Psychological Services (25%)
• Deployed in Previous Year (21%)

Front 107

Common barriers to seeking out help by at-risk personnel

Back 107

• 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)

Front 108

How NCOs/leaders/supervisors can help themselves and others seek help to prevent suicide

Back 108

• 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

Front 109

Common Reactions to Actual or Potential Suicide Situations

Back 109

✈ 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

Front 110

Do’s and Don’ts when dealing with actual or potential suicide situations

Back 110

✈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

Front 111

Responsibilities of Leaders in the Aftermath of a Critical Incident Such as Suicide

Back 111

• 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)

Front 112

Confidentiality and Privacy Rules As It Relates to Suicide

Back 112

• 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

Front 113

General Goals for Post-Suicide Intervention

Back 113

• 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

Front 114

The Air Force Definition of Substance Abuse

Back 114

• 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

Front 115

Why it is important for Air Force members to know how the Air Force defines substance abuse

Back 115

• 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

Front 116

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

Back 116

• 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

Front 117

Responsibilities in the Intervention Process as it Relates to Substance Abuse

Back 117

• 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

Front 118

What the numbers in the 0-0-1-3 formula represent

Back 118

• 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

Front 119

How the 0-0-1-3 formula can help you prevent possible alcohol problems in your work center

Back 119

• 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

Front 120

General Goals for Post-Suicide Intervention

Back 120

• 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

Front 121

The Air Force Definition of Substance Abuse

Back 121

• 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

Front 122

Why it is important for Air Force members to know how the Air Force defines substance abuse

Back 122

• 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

Front 123

Air Force’s approach to preventing substance abuse

Back 123

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

Front 124

How leaders can effectively educate subordinates about substance abuse issues

Back 124

• 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

Front 125

How enlisted leaders can practice and advocate the de-glamorization of substance abuse

Back 125

• 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

Front 126

Far-reaching effects of substance abuse prevention

Back 126

• 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

Front 127

Five Methods Used by the Air Force to Identify Substance Abuse

Back 127

• Self-identification
• Commander referrals
• Medical identification
• Substance-related incidents
• Drug-testing

Front 128

Observable behaviors that may help to identify substance abuse issues affecting your subordinates

Back 128

• 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

Front 129

As an NCO/leader, effective methods to communicate your observations concerning substance abuse issues with a suspected abuser

Back 129

• 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

Front 130

Signs of Substance Abuse You Have Heard About or Observed in Your Work Center

Back 130

• Absenteeism
• Temporary departures from the job
• Mood changes
• Red or bleary eyes
• Paranoia
• Tremors
• Denial
• Smell of alcohol

Front 131

Why documentation of substance abuse is so important for leaders

Back 131

• 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

Front 132

Why you should document behavior associated with substance abuse after the first incident

Back 132

• 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)

Front 133

How delaying, or failing to document behavior associated with substance abuse might affect the work center

Back 133

• 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

Front 134

How identifying substance abuse might affect work center performance

Back 134

• 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

Front 135

How you would define intervention as it relates to substance abuse

Back 135

• 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

Front 136

Why an NCO/leader’s communication is necessary during intervention for suspected substance abuse

Back 136

• 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

Front 137

Primary Objectives of the Air Force ADAPT Program

Back 137

• 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

Front 138

When should a supervisor refer a subordinate to ADAPT

Back 138

• After an alcohol-related incident
• Whenever substance abuse is suspected
• When alcohol abuse is witnessed

Front 139

Factors a Commander Might Consider When Deciding Whether to Let Someone Continue Service

Back 139

• 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

Front 140

Positive Impact of Substance Abuse Intervention on Work Center Effectiveness

Back 140

• Improved Morale
• Dependable Workers
• Better Communication
• Decreased Mission Interruptions
• Healthy Subordinates

Front 141

Possible negative impacts of substance abuse intervention on work center effectiveness

Back 141

• 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

Front 142

Impact of substance abuse on:
• Mission and Readiness
• Morale
• Health and Wellness

Back 142

• 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

Front 143

Organizational Stress Factors Prevalent in Your Organization

Back 143

✈ 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”

Front 144

Warning Signs or Symptoms of PTSD

Back 144

• Reliving the event
• Avoiding situations that remind you of the event
• Feeling numb
• Hyperarousal

Front 145

Stress

Back 145

• 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

Front 146

Why people react differently to various stressors

Back 146

• 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

Front 147

Some Ways the Air Force Practices Lawful Discrimination

Back 147

• 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

Front 148

What makes certain types of discrimination lawful

Back 148

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.)

Front 149

Unlawful Personal Discrimination

Back 149

• 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

Front 150

Unlawful Systemic Discrimination

Back 150

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

Front 151

How NCOs might become guilty of unlawful systemic discrimination

Back 151

By helping to establish, implement, and enforce policies, procedures, rules, and laws that unlawfully discriminate

Front 152

Why NCOs should scrutinize policies and procedures before implementing and/or enforcing them

Back 152

• 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

Front 153

Sexual Harassment

Back 153

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

Front 154

Verbal, Nonverbal, and Physical Behaviors Associated With Sexual Harassment

Back 154

• 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.

Front 155

Why you must be concerned with sexual harassment in your organization

Back 155

It creates environments that:
• Are intimidating, offensive, and hostile
• Affects the well-being and personal security of Air Force people
• Negatively impacts the mission

Front 156

How you have seen human relations incidents impact work centers throughout your career

Back 156

• 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

Front 157

Primary Focus as a Supervisor and Leader Concerning Human Relations Issues

Back 157

• 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

Front 158

Complaint Process When Dealing With Unlawful Discrimination and/or Harassment

Back 158

• 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

Front 159

Responsibilities as a Supervisor/Leader as it Relates to Equal Opportunity and Treatment

Back 159

• 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

Front 160

How sexual, suggestive, or demeaning language and behaviors influence the climate of a work center or a unit

Back 160

• 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

Front 161

How trust and unit cohesion might break down while a sexual assault is being investigated

Back 161

• 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

Front 162

Skills and Knowledge Subordinate Supervisors Need to Help Prevent and Respond to Sexual Assault

Back 162

• 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

Front 163

Guidelines for Immediate Response to Sexual Assault

Back 163

• 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

Front 164

When you are required to report sexual assault to your commander

Back 164

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

Front 165

Important differences between unrestricted and restricted reporting, both of which the victim is entitled to medical treatment and counseling

Back 165

• 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

Front 166

Why So Few Victims Report Sexual Assault

Back 166

• 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

Front 167

How trust and unit cohesion might break down while a sexual assault is being investigated

Back 167

• 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

Front 168

How to restore trust and unit cohesion after investigation of sexual assault

Back 168

• 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

Front 169

Three Stages of “Crisis Reaction” Following a Violent Incident

Back 169

• 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

Front 170

Workplace Bullying

Back 170

• 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

Front 171

Adaptability involves these three elements NCOs need to respond effectively to change in the organization and environment

Back 171

✈ 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

Front 172

Three Adaptability Skills You Can Improve to Develop Flexibility

Back 172

• Actively seeking information
• Demonstrating openness
• Support of different and innovative change ideas

Front 173

Cognitive Flexibility

Back 173

• 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

Front 174

Emotional Flexibility

Back 174

Ability to change our approach to dealing with own and others’ emotions

Front 175

Dispositional Flexibility

Back 175

• Optimism grounded in realism and openness
• Acknowledges a bad situation while simultaneously visualizing a better future

Front 176

Change Sponsors

Back 176

People responsible for initiating change within an organization because they have the power to determine why, when, and how changes occur

Front 177

Change Agents

Back 177

Responsible for implementation of change in an organization initiated by the change sponsor

Front 178

Change Targets

Back 178

• Key players and stakeholders who actually undergo the change
• The ones most affected by the new policies, procedures, etc.

Front 179

Change Management

Back 179

• 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

Front 180

Two Change Cycles

Back 180

✈ 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

Front 181

Phases of Organizational Change

Back 181

• 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

Front 182

Four Levels of Change Present in People

Back 182

• 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

Front 183

Five individual reactions to change

Back 183

• Innovators
• Early Adapters
• Early Majority
• Late Majority
• Laggards

Front 184

Changing Phase

Back 184

• 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

Front 185

AFSO 21

Back 185

Focuses on generating efficiencies and improving combat capabilities across the Air Force and applies to all processes associated with the Air Force mission

Front 186

Continuous Improvement

Back 186

• 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

Front 187

Just Do It

Back 187

• Quick fix to a process irritant
• Simple answer to an obstacle in an individual process

Front 188

Rapid Improvement Events (RIE)

Back 188

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

Front 189

High Value Initiatives (HVI)

Back 189

More complex and involve a cross functional team to ensure that identified improvements are incorporated into the day-to-day operations of an organization

Front 190

AFS0 21’s five desired effects

Back 190

• 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

Front 191

Decision Making

Back 191

Mental (cognitive) process that results in the selection of a course of action from among several alternative scenarios

Front 192

System 1 Reactive Thinking

Back 192

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

Front 193

System 2 Reflective Thinking

Back 193

• 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

Front 194

Systematic decision analysis forces you to stand back from the situation and evaluate these four components

Back 194

• Decision Statement
• Determine Objectives
• Locate Alternatives
• Risk Analysis

Front 195

Accomplishment the Decision Statement has in the decision making process

Back 195

• Determines your objectives
• Provides a specific level of success or resolution

Front 196

Four Distinct Processes Within the Problem Solving and Decision Making Process

Back 196

• Situation Appraisal
• Problem Analysis
• Decision Analysis
• Potential Problem Analysis

Front 197

OODA Loop ( S-1 Thinking)

Back 197

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)

Front 198

Eight-Step Problem Solving Process (S-2 Thinking)

Back 198

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

Front 199

Relationship between OODA Loop (S-1 Thinking) and the Eight-Step Problem Solving Process (S-2 Thinking)

Back 199

• 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

Front 200

Relationship Between AFSO 21 and the Eight-Step Problem Solving Process

Back 200

• 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

Front 201

Importance of Distinguishing Causes from Symptoms and Identifying Primary Causes

Back 201

• 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

Front 202

Decision Analysis

Back 202

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

Front 203

Things Your Effective Speaking and Writing Skills Provide

Back 203

• 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.)

Front 204

The basic communication process includes these four elements

Back 204

• Sender
• Message
• Receiver
• Feedback

Front 205

Three Ways That Communication Flows

Back 205

• Upward Communication
• Downward Communication
• Lateral Communication

Front 206

Four General Purposes of AF Communication

Back 206

✈ 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

Front 207

Phases of Effective Communication

Back 207

• Diagnose communication needs
• Prepare the communication
• Deliver the message

Front 208

Best way to narrow the topic

Back 208

• 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

Front 209

Why the specific objective is so important to effective communication

Back 209

It is the bottom line of communication

Front 210

Three major parameters that affect supervisory communication

Back 210

• Quantity —Amount of product to complete
• Timeliness —Amount of time to prepare
• Type —Amount of product to complete

Front 211

Mind Maps

Back 211

Help you create a fairly accurate “blueprint” of all your thoughts and with patterns of organization

Front 212

Free Writing Rules

Back 212

• 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

Front 213

Order of the Sources for Your Research Plan

Back 213

• Yourself
• Others
• References Sources

Front 214

Proof Support

Back 214

• Definition
• Statistics
• Example

Front 215

One of the most important steps toward effectively reaching your specific objective

Back 215

Organizing communication to follow a logical sequence

Front 216

Outline

Back 216

• 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

Front 217

An Effective Paragraph Contains These Items

Back 217

• Topic sentence
• Two supporting sentences

Front 218

Paragraph Unity

Back 218

• Having a single idea
• Leading the reader from sentence to sentence
• Using transitional words

Front 219

Topic Sentence

Back 219

• 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

Front 220

Communication Patterns

Back 220

• Time/Chronological
• Reasoning
• Problem/Solution
• Cause/Effect
• Topical

Front 221

Organizing Communication

Back 221

• Important step toward effectively reaching your specific objective
• Organized communication is carefully planned and follows a logical sequence, grouping related ideas together

Front 222

Conclusion

Back 222

• Summary
• Restatement of Purpose and/or Re-Motivation
• Closure

Front 223

Synthesize

Back 223

• To put different elements together to form a new whole
• To draw conclusions about the relationships and implication

Front 224

Subject

Back 224

• 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

Front 225

Predicate

Back 225

• 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

Front 226

Three-Part Structure

Back 226

• 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

Front 227

Acknowledging the Work of Others

Back 227

• 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

Front 228

Your Role in Strategic Communication

Back 228

• 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

Front 229

Strategic Communication

Back 229

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

Front 230

Department of State

Back 230

This organization has the ultimate responsibility for monitoring strategic communication policies

Front 231

Outside Your Lane

Back 231

• It is outside of your responsibility
• It’s meant to tell others to mind your own business

Front 232

Impact of Operating “Outside your Lane”

Back 232

• 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

Front 233

Three Types of Interviews

Back 233

• On-the-Record
• Background
• Off-the-Record

Front 234

Interview Techniques

Back 234

• Hooking
• Bridging
• Flagging
• Personal Credibility

Front 235

Key Audiences

Back 235

• American public
• Family and friends
• News Media
• Potential recruits
• Foreign Militaries
• Enemy

Front 236

Air Force Narrative Topics

Back 236

• Air Force Mission
• Air Force Core Values
• Air Force Priorities
• Customs and Courtesies
• Enlisted Professional Military Education
• Airman’s Creed

Front 237

Why it is important to tell the Air Force story

Back 237

You have a responsibility to:
• Be an ambassador for the Air Force
• Give the American public accurate and relevant information

Front 238

Proper Media Engagement

Back 238

• 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

Front 239

New Media

Back 239

Emergence of digital, computerized, or networked information and communication technologies

Front 240

Online Battlespace

Back 240

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

Front 241

Web 2.0

Back 241

User-centered, dynamic Internet based services that emphasize collaboration and sharing

Front 242

Air Force’s Tips for Using New Media

Back 242

• 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!

Front 243

Strategic Impact of Modern Communication

Back 243

• Negative impact on the Air Force or the nation
• Negative impact on public perception
• National Security
• Negatively impact missions

Front 244

Why it is important that you maintain a positive image even if you are not representing the Air Force

Back 244

• 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

Front 245

Guidelines of Using Social Media

Back 245

• 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

Front 246

Considerations, Benefits, and Limitations of Communicating Air Force or DoD-Related Information Via Personal Social Media Websites

Back 246

• 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

Front 247

Classified Information

Back 247

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

Front 248

How OPSEC plays a vital role in protecting the nation

Back 248

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

Front 249

Background Interview

Back 249

• 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

Front 250

Off-the-Record Interview

Back 250

• 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

Front 251

Flagging

Back 251

• 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

Front 252

Bridging

Back 252

• Technique used to move from the reporter’s agenda to your message
• Way to smoothly transition from the question asked to your message

Front 253

Hooking

Back 253

• 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

Front 254

Interpersonal Communication

Back 254

Face-to-face, multidirectional exchange of verbal messages and nonverbal signals between two or more people for the purpose of gaining a shared meaning

Front 255

Three Components of Interpersonal Communication

Back 255

• Depth
• Scope
• Suitability

Front 256

Three Factors Influencing Interpersonal Communication

Back 256

• Knowing Yourself
• Knowing Others
• The Message

Front 257

Paralanguage

Back 257

• 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

Front 258

Two Barriers to Interaction

Back 258

• Competitive Interrupting
• Overusing the Content-Only Response

Front 259

Differences Between Translate and Interpret

Back 259

• 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

Front 260

Non-Verbal Behavior

Back 260

• Gestures
• Facial expressions
• Eye contact
• Body language
• Positioning

Front 261

Why the setting is important in interpersonal communication

Back 261

• Location
• Intimate space
• Social and consultative spaces
• Public space
• Time

Front 262

Two Types of Feedback

Back 262

• Rehabilitative
• Preventive

Front 263

When you should provide negative feedback

Back 263

Whenever subordinate performance changes and/or falls below standards and expectations

Front 264

When you should provide positive feedback

Back 264

Whenever behavior improves organizational effectiveness (high quality/quantity of work, ethical, promotes teamwork and harmony, etc.)

Front 265

Feedback

Back 265

• 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)

Front 266

Counseling

Back 266

• 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

Front 267

Five Guidelines for a More Productive Counseling Session

Back 267

• Outline
• Environment
• Length of Sessions
• Inform Counselees
• Plan of Action

Front 268

Three Approaches to Counseling

Back 268

• Supervisor-Centered
• Nondirective or Subordinate-Centered
• Combined

Front 269

Subordinate-Centered Communication

Back 269

Style of communicating where the subordinate is not a passive listener, but a vital contributor in the communication process

Front 270

Assertiveness

Back 270

Important aspect of managerial roles in interpersonal communication

Front 271

Five Concerns That Impact Your Conversations

Back 271

• 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

Front 272

Three Things That Impact the Work Center Climate

Back 272

• Dehumanized Climate
• Overhumanized Climate
• Situational Climate

Front 273

Basic Assumptions of a Dehumanized and Overhumanized Climate

Back 273

• 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

Front 274

Three Assumptions Basic to Establishing a Situational Climate

Back 274

• 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

Front 275

How the use of good interpersonal skills affect the climate in a work center

Back 275

✈ 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

Front 276

Basic Interpersonal Skills

Back 276

• 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

Front 277

Formal Interpersonal Sessions

Back 277

• Counseling Sessions
• Mentoring Sessions
• Performance Feedback Sessions
• Training

Front 278

Informal Interpersonal Sessions

Back 278

• Providing encouragement
• Verbal warnings
• Giving advice
• Feedback from your subordinates
• Telling subordinates what to do

Front 279

Counseling Guidelines

Back 279

• Outline
• Environment
• Length of Sessions
• Inform Counselees
• Plan of Action

Front 280

Preventive Feedback

Back 280

• 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

Front 281

Rehabilitative Feedback

Back 281

• 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

Front 282

Practical Advice to Help You Manage the Content-Only Response

Back 282

• Recall the power of paralanguage
• Be mindful of distinctions in others’ behaviors