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54 Cards in this Set
- Front
- Back
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Identify the "Ultimate" and "Direct" sources of an officer's authority |
Ultimate -> Constitution Direct -> President |
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Identify the types of officer authority |
Legal authority - DOD, AFI, Technical Orders, Federal, State, and Military Laws (title 5 - civilians, title 10 - federal forces, title 32 - national guard) Moral authority - Based on ethics and values - professional judgement and decision-making |
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***Explain the guidelines that must be met for an order to be enforceable*** |
- Order must be within the limit of authority of the issuing officer - Related to military duty, morale, or discipline (must be job-related) - Clear and unequivocal - Received and understood |
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Given a scenario, distinguish between properly and improperly applied military authority... |
- An officer can't order any person to perform an unlawful act - An officer may not deprive subordinates of life or property without due process of law - An officer may not deny a military subordinate the right to pursue a private life, as the subordinate chooses unless military necessity requires otherwise - An officer may not exercise moral authority indiscriminately |
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***Identify an officer's responsibilities*** |
- 1) Mission - 2) Higher Headquarters - 3) Collateral Units - 4) Unit Welfare - 5) Individuals (Airmen) - 6) Yourself - 7) Act Decisively - 8) Community |
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Define Risk Management |
A decision-making process to systematically evaluate possible courses of action, identify risks and benefits, and determine the best course of action (COA) for any given situation |
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***State the goals of RM*** |
- Enhance mission effectiveness at all levels, while preserving assets and safeguarding health and welfare - Create an Air Force cultural mindset in which every leader, Airman, and employee is trained and motivated to manage risk in all their on- and off-duty activities - Integrate RM into mission and activity planning processes, ensuring decisions are based upon risk assessments of the operation/activity - Identify opportunities to increase AF warfighting effectiveness in all environments, and ensure success at minimal cost of resources |
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Name the four RM principles |
1 - Accept no unnecessary risk 2 - Make risk decisions at the appropriate level 3 - Integrate RM into operations, activities and planning at all levels 4 - Apply the process cyclically and continuously |
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Identify the steps of the RM process |
1- Identify the Hazards 2 - Assess the Hazards 3 - Assess Probability 4 - Assess Risk Levels 5 - Complete Risk Assessment |
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***Explain the Change equals Effort over Time (CET) change management model*** |
4 Phases 1 - Excitement Phase Look forward to positive effects of change 2 - Hard Work Phase Habits, patterns, and culture 3 - Turning Point Phase Understanding and ability to perform 4 - Institutionalized Phase New behavior becomes "second nature" |
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***Explain Lewin's Force Field Analysis*** |
- In any situation there are driving and restraining forces that influence change Process 1 - Describe the current situation 2 - Describe the desired situation 3 - Identify where the current situation will go if no action is taken 4 - List all driving forces 5 - List all restraining forces 6 - Discuss and interrogate all of the forces (valid? changeable? which ones are critical?) 7 - Discuss how the change can be affected by changing strength of forces |
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Identify barriers to change |
- Elements of surprise (prepare subordinates for change) - Fear of becoming obsolete or unimportant to the group - Inertia (change with the times) - Insecurity (job security) - Personality conflicts |
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Identify five key strategies to achieve change |
1 - Participation 2 - Behavior Modification 3 - Mandating the Change 4 - Time Allowance 5 - Group Dynamics |
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***Describe the five personal conflict management styles*** |
Forcing - High Assertiveness/Low Co-op Accommodating - Low Assertiveness/High Co-op Avoiding - Low Assertiveness/Low Co-op Compromising - Med Assertiveness/Med Co-op Collaborating - High Assertiveness/High Co-op |
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Identify sources of conflict |
Personal Differences (emotionally charged) Informational Deficiencies (instructions interpreted differently) Role Incompatibility (Different entities have different goals) Environmental Stress (Shortage of resources/uncertainty) |
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***State the Air Force policy on sexual harassment*** |
Air Force policy on sexual harassment is zero tolerance |
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***State commander/supervisory responsibilities regarding sexual harassment*** |
- If the complaint is found to be valid, commander must take swift, firm, corrective or disciplinary action against offender - Commander must make sure no retaliatory action is taken against the complainant - Commanders/supervisors must take special care to ensure reprisal direct or indirect in nature do not take place with the complainant |
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Explain the various forms of sexual harassment |
- Verbal sexual harassment - Nonverbal sexual harassment - Physical sexual harassment |
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Summarize the effects of sexual harassment on mission accomplishment |
- Degrades leadership and interferes with command authority and mission effectiveness - can negatively affect unit cohesiveness - Positions of authority being weakened - Peer group relations jeopardized - Decreased job performance - Loss of morale - Perceptions that certain individuals will receive favorable or preferential treatment over others |
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***Identify informal and formal means of relief from sexual harassment*** |
Informal - Complainant can seek out the potential harasser to communicate one-on-one Formal - Chain of command - Legal office - Security forces - The chaplain - EEO - IGS - Congressional channels - US Attorney General |
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Explain what penalties could be associated with sexual harassment |
- Oral or written reprimands - Court-martial - Confinement |
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State the purpose of the ACA |
- Face-to-face feedback - Learn strengths and weaknesses - Set and clarify expectations - Discuss objectives, standards, behavior, and performance with ratee - Provide a written progress report before and after an official evaluation is due |
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***Identify which Airmen are required to receive an ACA*** |
- All Airmen from AB - Col must receive an ACA within 60 days of being assigned a rater - Midterm - AB - SMsgt/2d Lt - Lt Col - midway between the time supervision began and the projected performance report - End of Reporting/Followup - AB - TSgt/2d Lt - Capt - Occurs in conjunction with the close out of a performance report (within 60 days) |
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***State when ACA sessions are held for each rank*** |
- A mid-term session is held for AB-SMsgt and 2d Lt - Lt Col - End-of-reporting period/follow up session is performed in conjunction with the close-out of a performance report (Mandatory for AB-TSgt/2d Lt - Capt) |
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Describe the sources of rater errors |
- Rating performance "outstanding" when it is not - Halo/Horns Effect - well-liked people get favorable ratings/disliked people get unfavorable ratings - Limited Observation and Poor Recall - Stereotypes/overlook improvement on past performance/judged on most recent experiences |
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Identify the ways to avoid rater errors |
- Exhibit the right attitude; remember the goal is to develop the individual - Learn and practice good observation skills - Gather and report supporting information |
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Define corrective supervision |
The process a leader uses to promote individual behavior changes in a work situation
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Explain the steps of the Intervention Process Model |
1 - Make a decision to intervene //Identify area that needs correcting/be open-minded and objective/decide if supervisory intervention is appropriate 2 - Use supportive and assertive interaction skills //Avoid defense-producing techniques/know how to correct without disrespect/Select appropriate time and place/Focus on performance, not personality 3 - Involve person with problem in developing a solution //OODA/Agree on a solution/follow up on results 4 - Put the issue in perspective //Provide positive reinforcement and instill self-confidence |
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Identify ways to involve the counselee in developing solutions to problems |
- Describe the situation //Describe rather than prescribe/seek solution - not justification - Facilitate Participation //Use open questioning techniques/allow time for resistance - Interact on problem identification //Eliminate irrelevant issues - Interact on possible solutions //Agree on solution and follow-up action/include leader as well as follower action if relevant/put follow-up dates on calendar |
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***Differentiate between aggressive, assertive, and passive communication*** |
- Aggressive //focused on moving against subordinate/goal is to "win" (win-lose)/ - Passive //focused on avoiding the situation/goal is to appease or avoid - Assertive //focused on behavior and solution/goal is to find a mutual solution (win-win) |
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State the purpose of Enlisted Performance Reports (EPR) |
Provides an OFFICIAL RECORD of performance as viewed by officials in the rating chain who are closest to the actual work environment |
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***Identify who is required to receive an EPR*** |
- All enlisted members SrA to CMSgt - A1C and below if they have 20 months or more of Total Active Federal Military Service (TAFMS) |
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Identify when an EPR is required |
- Annually - Static close-out dates vary by rank |
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***Describe the promotion methods for enlisted personnel*** |
- Fully Qualified (E2-E4) //time in grade - Stripes for Exceptional Performance (STEP - E5-E6) //individuals whose performance potential clearly set them far above their peers - Weighted Airman Promotion Systems (WAPS) //E5-E7 (MSgt Phase I) - Whole Person Concept //E7 (Phase II) , E8 (SMSgt), E9 (CMSgt) |
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State an officer's responsibilities to subordinates in the career progression system |
- Career Development Counseling - Seek out additional duties - Provide time for self-development - Correct deficiencies - Recognize outstanding contributions and achievements |
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Describe the three steps of the evaluation process |
- Observation - requires planning and prep/communication/feedback - Evaluation - Judge observed performance vs... //predetermined standards/performance of others/members of the same "AFSC and Grade" - Documentation //Records the results/provides long-term record of an officer's professional development/primary instrument for identifying best qualified |
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Describe the different types of performance reports and uses for each |
- AF Form 707 //performance standards are the same for all grades/performance factors summarized on front of form/fitness exemption captured on the front of the form/Performance Factors - only mark if officer doesn't meet standard - same for all ranks/Referral letter (included on back) - Training Report (AF Form 475) //Used for training of 8 weeks or more/Filed upon completion, interruption, or elimination from training - Letter of Evaluation (AF Form 77) //Used when ratee is away from reporting official/CRO with less than 120 days of supervision/Under supervision of someone other than your supervisor/provides input to rater |
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***State when performance reports are prepared*** |
- Promotions - Assignments - Investigations - Disciplinary/Legal Actions - NOT used as counseling |
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***Identify inappropriate comments for performance reports*** |
- Charges/Investigations not completed or acquittals - Recommendations for decorations - Race, gender, age, religion, etc. of ratee - Drug/Alcohol abuse rehabilitation programs - Previous ratings or reports - Developmental educational (completion or enrollment) - Advanced academic education - Promotion recommendations |
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***Describe "best" qualified and "fully" qualified promotions for officer personnel*** |
- Fully qualified --> for promotion to 1st Lt and Capt (non-competitive) - Best qualified --> for promotion to Maj thu Col (this method is competitive) |
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***Identify the five rules of supervision*** |
- Get involved //know your people/sense of mission - Open Channels of Communication //Encourage discussion/resolve conflict/listen/remain in control - Give your people a chance to develop //match the people to the work/be flexible - Establish standards and stick to them //AF standards/personal standards/enforce them - Provide feedback //Constructive criticism/praise in public and discipline in private |
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Identify tasks that shouldn't be delegated |
- Conceptual planning - Morale problems - Staff problems - Reviewing performance reports - Pet projects |
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***Identify common mistakes made by supervisors while delegating*** |
- Unclear delegation - Supervise too closely - Rushed delegation - Improper selection of subordinates |
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***Explain the four steps in delegation*** |
- Define the task // is task suitable for delegation - Assign task //Choose the right person - Grant authority //Decide the amount of power to give - Follow-up //Give positive feedback |
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Describe the traits of a good counselor |
- Sincerity //interested in counselee and problem - Integrity //confide in someone they can trust - Good Listener //attentively and perceptively |
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***Identify the 3 counseling approaches*** |
- Directive //Counselor-centered/Diagnosis and treatment with counselor/traditional approach/not effective with emotions and strong attitudes - Nondirective //Frees counselee from open hindrances to normal growth/feelings about situation paramount/counselor's participation is minimal - Eclectic //Combination of directive and nondirective/cooperation and responsibility with both parties/flexible |
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Explain the aspects of the 3 counseling skills: watching and listening, responding, and guiding |
- Watching and listening //eye contact/posture/head nods/facial expressions - Responding //questioning/summarizing/interpreting/informing/confronting - Guiding //adds structure and organization/helps subordinate to reach own solution |
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***Explain the concept of Air Force mentoring*** |
- Definition: a relationship in which a person w/ greater experience and wisdom guides another person to develop both personally and professionally - Primary rater may not be in same category - Mentoring responsibilities //active role in professional development/realistic feedback on performance/potential |
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Summarize the attributes of a mentor |
- A desire to help - Have positive experiences - Time and energy - Up-to-date knowledge - Learning attitude |
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Summarize the attributes of a mentee |
- Committed to expanding capabilities - Open and receptive to new ways of learning and trying new ideas - Focus on achieving desired goals - Able to accept feedback and act upon it - Able to communicate and work with others |
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***Explain the benefits of the mentoring process*** |
- Benefits - Mentor //Challenge/positive influence on the next gen/opp for self-development/self-esteem - Mentee //non-threatening learning opp/support and reassurance/develops expertise and technical knowledge/reaching full potential |
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Explain the concept of accountability as it relates to standards |
- Accountability is being answerable or responsible for one's actions...willing to face consequences (PA) - Standard - the morals, ethics, habits, and principles established by authority, custom or an individual as accepted //standards are uniformly known, consistently applied, and non-selectively enforced |
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***Explain the relationship between standards, accountability and the Air Force Core Values*** |
- Based on Core Values/People must know the standards, people mustapply the standards, and everyone must be held accountable to the standards |
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Predict the impact of accountability on mission accomplishment |
- The AF must hold itself to a higher standard - We only have one AF and the nation is counting on us to do the right thing - Accountability is the foundation of mission accomplishment |
