Ncoa Course 00015 Set B (Best)

Front 1

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

Back 1

Group

Front 2

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

Back 2

Team

Front 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

Back 3

Indicators of Team spirit

Front 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

Back 4

Mission

Front 5

Four Team Roles That Are Typically Found on Teams and Together Spell Out C.A.R.E. (and the additional beneficial team member).

Back 5

and
(Flexers)

Front 6

• Spontaneous, exciting, enthusiastic, and great at brainstorming ideas
• Typically, the ones who offer a fresh and different perspective
• Offer bold, untried approaches and ideas
• Able to see the “big picture”
• Optimistic and visualize the possibilities
• Willing to solve problems

Back 6

Creators

Front 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
• Not easily discouraged by rules and boundaries

Back 7

Advancers

Front 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
* Good at reviewing ideas and implementation plans, modifying those ideas or coming up with new ideas, and rationally reviewing them to ensure successful implementation

Back 8

Refiners

Front 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

Back 9

Executors

Front 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

Back 10

Flexers

Front 11

Without _____, there are no new concepts

Back 11

Creators

Front 12

Without ____, ideas stall or do not come to light

Back 12

Advancers

Front 13

Without _____, new directions are not thought through—details are overlooked

Back 13

Refiners

Front 14

Without _____, there is no implementation

Back 14

Executors

Front 15

Without _____, there are gaps in the team

Back 15

Flexers

Front 16

• Focus on everything
• Adapt their styles to fit the needs of the team
• View issues from multiple perspectives
• Monitor contributions of all team members and when necessary, step in to fill gaps in order to keep things moving in the right direction
• Demonstrate equal preference for most or all of the roles

Back 16

Advantages of Having a Flexer on Your Team

Front 17

• The 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 one to the next then back to the first

Back 17

P.E.P. Cycle (Panic-Elation-Panic)

Front 18

• Knowing the cycle exists allows team leaders to monitor idea generation and then, at the peak of elation, hand ideas off to the Advancer. This gives Creators (and others) the confidence to put forth additional ideas
• Without continuous monitoring of the cycle, ideas die soon after creation because no one recognizes their importance or promotes them—in the meantime, the Refiner and Executor wait impatiently idle

Back 18

Why it is important to understand the P.E.P. Cycle

Front 19

• Ideas often “bounce” back and forth among the Creators, Advancers, and Refiners
• The Creator comes up with an idea and as the Advancer begins promoting it, the Refiner begins analyzing it
• The idea might go back and forth several times before the Refiner (along with the Creator and Advancer) agree the idea is ready to pass off to the Executor who has been waiting for an idea to come to fruition (realization)

Back 19

Summary of the “Z” Process

Front 20

• Knowing this Process allows team leaders to monitor the team’s progress and manage conflict generated from passing ideas back and forth
• In the case of teams without a Creator (or Advancer or Refiner or Flexer) the team leader can step in and fill the gap
• The Process ensures ideas are well thought out before attempting implementation

Back 20

Why it is important to understand the “Z” Process

Front 21

Explain how you can use information on team roles, P.E.P. Cycle and the “Z” Process to help your flight

Back 21

Increase team success by encouraging:
—Creators to offer ideas by catching them at their peak of the P.E.P. Cycle
—Advancers to support and promote ideas
—Refiners to assess ideas
—Executers to move forward with the plan
• Ensuring ideas move to the next role at the right time
• Whenever possible, select members for my team based on their preferred roles
• Will help when coming up with a flight war cry

Front 22

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

Back 22

Team Dynamics

Front 23

Indicates Continuous Activity

Back 23

Ongoing Process

Front 24

Essence of Team Dynamics...You must understand that needs may vary considerably for each individual.

Back 24

Interaction of Individuals

Front 25

What separates a team from a group...the efforts to reach a desired result and is the real reason why the team exists in the first place

Back 25

Achievement of the desired objective

Front 26

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

Back 26

Cohesive Teams

Front 27

Five C’s of a Team as part of team dynamics

Back 27

• Community
• Cooperation
• Coordination
• Communication
• Coaching

Front 28

• 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

Back 28

Community

Front 29

• Ensures everyone has an opportunity to speak, to ask questions, and raise concerns
• Develops a greater sense of involvement in the organization’s direction
-Encourages a participative approach to meeting objectives
-Allows members the opportunity to assist by sharing ideas and suggestions

Back 29

Cooperation

Front 30

-Ensures all members realize how important they are to the mission
-Explain member responsibilities in detail and how their actions affect the organization's success
-Confirm members assigned to your team accept their roles and responsibilities and are held accountable for their actions

Back 30

Coordination

Front 31

-Ensures everyone is on the same page and working toward the shared goal
-Give feedback early and often
-Include vital information in staff meetings, roll calls, and other daily weekly get-togethers

Back 31

Communication

Front 32

• 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

Back 32

Coaching

Front 33

Five Common Dysfunctions of a Team that affect team dynamics

Back 33

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

Front 34

Unwillingness to confide in and share knowledge, feelings, and concerns with one another

Back 34

Absence of Trust

Front 35

Avoiding conflict as its negative connotation threatens trust, communication, morale, welfare, and mission accomplishment

Back 35

Fear of Conflict

Front 36

Refusing to trust one another and failing to openly communicate will have negative consequences on efforts to reach a mutual agreement or consensus among team members. Team members must have clarity on the strategy, buy-in by all involved

Back 36

Lack of Commitment

Front 37

• Holding others accountable usually leads to confrontation
• Members are likely to avoid these situations

Back 37

Avoidance of Accountability

Front 38

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

Back 38

Inattention to Results

Front 39

Stages of Team Development

Back 39

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

Front 40

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

Back 40

Forming Stage

Front 41

• 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

Back 41

Storming Stage

Front 42

• 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”

Back 42

Norming Stage

Front 43

• 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

Back 43

Performing Stage

Front 44

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

Back 44

Adjourning & Transforming Stage

Front 45

Explain T.E.A.M. Concept

Back 45

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

Front 46

• affect interpersonal relationships in ways that upset or reinforce team dynamics
• Regardless of what stage teams are at, more often than not, they return to the forming stage in order to develop a relationship
• 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 interactions are accepted

Back 46

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

Front 47

•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

Back 47

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

Front 48

• can affect performance because activities and roles usually change too
• These changes cause stress which leads to conflict (storming)
• Leaders anticipate the potential for elevated tension and take steps to mitigate conflict by maintaining open channels of communication and encouraging members to communicate their concerns

Back 48

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

Front 49

• savvy leaders quickly determine whether it is constructive/positive or destructive/negative and if it is destructive, they take immediate steps to manage the issue
• allows team members to “take sides” creating even more of it and drawing the team’s focus and momentum away from the goal and reducing its productivity

Back 49

How UNRESOLVED CONFICT causes regression in team development and methods to assist in recovering a high-performance team

Front 50

• One in the service of another
• One that follows the opinions or teachings of another
• One that imitates another

Back 50

Followership

Front 51

• Mentors
• Peers
• Subordinates
• Budgets
• Training Plans
• Metrics (MC rates)
• External Sources/Agencies (Family)

Back 51

Sources for Gathering Feedback

Front 52

A follower gives a leader ____ on a decision he/she just made or made in the past

Back 52

Feedback

Front 53

A person gives ____ on a decision that the leader is still contemplating or researching

Back 53

Advice

Front 54

• It is not about being a “yes person”, it is about communicating your concerns in ways that leadership will listen
• However, when you receive the final answer, salute sharply and go do with a forward-thinking, optimistic attitude, even when you disagree with decisions

Back 54

Advocating for a leader’s point of view

Front 55

• Skills
• Talents
• Experiences
• Personality

Back 55

Capabilities of an Airman

Front 56

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

Back 56

Deliberate Development

Front 57

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 57

Deliberate Development Plan

Front 58

What an individual hopes to attain or has a desire to accomplish (Factors to Consider When Diagnosing the Developmental Needs of an Airman)

Back 58

Aspirations

Front 59

How an individual behaves or thinks (Factors to Consider When Diagnosing the Developmental Needs of an Airman)

Back 59

Personality

Front 60

How an individual may think and feel about themselves (Factors to Consider When Diagnosing the Developmental Needs of an Airman)

Back 60

Self-Concept

Front 61

One is how much confidence they have in performing a particular task and the other is the amount of control people believe they have (Factors to Consider When Diagnosing the Developmental Needs of an Airman)

Back 61

Self-Efficacy and Locus of Control

Front 62

One is when an individual responds positively or negatively to a person, place, thing or situation and the other is beliefs that an individual regards as very important (Factors to Consider When Diagnosing the Developmental Needs of an Airman)

Back 62

Attitudes and Values

Front 63

Getting to know yourself to understand your strengths and developmental needs (One of the Five areas essential for personal and professional leadership development)

Back 63

Self-awareness

Front 64

Adhere to the ethics that guide your leadership and avoid traps (One of the Five areas essential for personal and professional leadership development)

Back 64

Values and Principles

Front 65

Need to know this about themselves and others and how to balance external and internal (One of the Five areas essential for personal and professional leadership development)

Back 65

Motivations

Front 66

Family, co-workers, other leaders, mentors, and subordinates (One of the Five areas essential for personal and professional leadership development)

Back 66

Support Team

Front 67

Balance every aspect of their life (One of the Five areas essential for personal and professional leadership development)

Back 67

Integrated Life

Front 68

The step a leader takes to determine what is going on in an organization. It is a cognitive skill requiring the leader to understand what the situation is now, and what it can reasonably be expected to be in the future. In addition to the situation, it should involve two aspects: the status of the people and the status of the environment

Back 68

Diagnosing

Front 69

Involves adjusting your behaviors and other resources to what you have diagnosed/observed in a way that helps close the gap between the current situation and what you want to achieve. Involves Style and Approach

Back 69

Adapting

Front 70

 High task, low relationship
 Very task oriented and hard on their workers (autocratic)
 Little or no allowance for cooperation or collaboration
 Very strong on schedules;
 Expects people to do what they are told without question or debate;
 When something goes wrong, they tend to focus on who is to blame rather than on exactly what is wrong and how to fix/prevent it;
 Intolerant of what they see as dissent (even though it may just be someone’s creativity),
 They make it very difficult for their subordinates to contribute or develop

Back 70

Authoritarian Leader

Front 71

 Low task, high relationship
 Relies upon reward power to maintain discipline and to encourage goal accomplishment
 Almost incapable of employing coercive and legitimate powers Because they fear using such powers could jeopardize his or her relationship with the team members

Back 71

Country Club Leader

Front 72

 Low task, low relationship
 Relies upon a “delegate and disappear” management style
 Is not committed to task accomplishment or maintenance
 Allows teams to do whatever they wish and prefers to be detached from the team process by allowing it to suffer from a series of power struggles

Back 72

Impoverished Leader

Front 73

 High task, high relationship
 Leads by positive example
 Endeavors to foster a team environment in which all team members can reach their highest potential, both as team members and as people
 Encourages the team to reach team goals as effectively as possible, while also working tirelessly to strengthen the bonds among the various members
 Forms and leads the most productive teams

Back 73

Team Leader

Front 74

Listening, explaining instructions, justifying recommendations and decisions, selling ideas, and providing feedback are just a few of the skills leaders need to be effective

Back 74

Communicating

Front 75

___ power—Comes from the perceived ability to provide sanctions, punishment, or consequences for not performing.

Back 75

Coercive (A Position power)

Front 76

___ power—Perception of the leader’s association with people of influence inside or outside of the organization

Back 76

Connection (A Position power)

Front 77

___ power—The ability reward via pats on the back, time off, formal recognition, etc.

Back 77

Reward (A Position power)

Front 78

___ 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

Back 78

Legitimate (A Position power)

Front 79

• ___ power—Comes from personal traits. People with this power are seen as likeable or charismatic

Back 79

Referent (A Personal Power)

Front 80

___ power—Based on a leader’s access to data and information that is important to others

Back 80

Information (A Personal Power)

Front 81

___ Power—Comes from education, experience, and job knowledge. People with this power know their jobs inside and out

Back 81

Expert (A Personal Power)

Front 82

Antecedents (prior events), behavior (observable behavior) and consequences (rewards or punishments resulting from prior events).

Back 82

ABC's of Behavior - B.F Skinner

Front 83

One manager assumes that most people prefer to be directed, and are not interested in assuming responsibility—all they desire is safety. The other managers tend to direct, control, and closely supervise—the term “micro-manage” could be used to describe them!

Back 83

X & Y Theory - Douglas McGregor

Front 84

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 84

Abraham Maslow's Hierarchy of Needs

Front 85

A person expects certain things when they work, such as: money, training, safety and supervision.
Also a person wants motivators rewards or bonuses such as achievement, challenges, recognition, and accomplishment.

Back 85

Expectation Theory- Fredrick Herzberg

Front 86

This theory has three parts: achievement, power, and affiliation.
Achievement- Individuals seek challenges on the job and try to achieve mastery of certain tasks or certain jobs.
Power- Individuals will often seek status and control in their positions or jobs.
Affiliation- People seek affiliation by looking for social aspects of the job.

Back 86

Motivational Profile Theory- David McClelland

Front 87

Level of Contemporary Motivation
• 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

Back 87

MEMBERSHIP

Front 88

Level of Contemporary Motivation
• At this level Tends to be more involved in the work center
• Often contributes but only as long as leadership recognizes their contributions

Back 88

PERFORMANCE

Front 89

Level of Contemporary Motivation
• 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

Back 89

INVOLVEMENT

Front 90

• As long as you perform at the standard, you receive these rewards just for being a member of the organization
• These 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

Back 90

System Level Reward

Front 91

• 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 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

Back 91

Personal Level Reward

Front 92

Rewards 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.

Back 92

Supervisory Rewards

Front 93

Four Domains of Wellness (SEPS)

Back 93

• Spiritual
• Emotional
• Physical
• Social

Front 94

• Process involving two or more people or groups who have a degree of difference in positions, interests, goals, values, or beliefs and who are striving to reach agreement on issues or courses of action
• Dialogue intended to resolve disputes, produce a shared or mutually desired result, to bargain for an individual or collective advantage or benefit, or to craft outcomes to satisfy various interests

Back 94

Negotiation

Front 95

___ Creates barriers to cooperation and communication and impacts morale diverting efforts from important tasks and issues

Back 95

destructive conflict

Front 96

___ leads to solutions resolutions, and higher levels of understanding and communication between individuals or groups

Back 96

constructive conflict

Front 97

Five sources of conflict:

Back 97

communication
personal behavior factors
interest
structural
worldview

Front 98

• ____ means “standing up for your rights," defending a position which you believe is correct, or simply trying to win. It is often used when the stakes are high, the situation is critical, and urgency is important
* High assertiveness, low cooperation

Back 98

Competing (or Forcing) (Five Types of Conflict Management)

Front 99

• ___ style is designed to satisfy all parties, achieving a win-win outcome. This style involves an attempt to satisfy the concerns of both sides through honest discussion
*High Assertiveness, High cooperation

Back 99

Collaborating (Five Types of Conflict Management)

Front 100

• ___ involves intermediate amounts of assertiveness and cooperation and strives for partial satisfaction of both parties’ desires by seeking a middle ground. To succeed at it, both parties must be willing to give up something

Back 100

Compromising (Five Types of Conflict Management)

Front 101

• ___ is the combination of low assertiveness and low cooperation. The person implies that he/she will be neutral

Back 101

Avoiding (Five Types of Conflict Management)

Front 102

• ___ combines low assertiveness and high cooperation—the complete opposite of competing. At its simplest level, this style may merely involve giving in to another person’s wishes. When ___, the individual neglects his/her own concerns to satisfy the concerns of the other person

Back 102

Accommodating (Five Types of Conflict Management)

Front 103

Negotiating Categories:
• Creates Adversaries and it divides a fixed set of resources During it parties see each other as competitors rather than partners and conflict is seen as inevitable

Back 103

Distributive; key words: Accommodate, Compete, Compromise

Front 104

Negotiating Categories:
• Builds relationships and does not see resources as necessarily fixed. During it, parties see each other as partners rather than competitors and conflict is avoidable

Back 104

Integrative; key words: Collaborative, Win-win, Cooperative

Front 105

7 techniques of active listening

Back 105

Minimal Encouragements
Paraphrasing
Emotion Labeling
Mirroring (or Reflecting)
Open-Ended Questions
“I” Messages
Effective Pauses

Front 106

Capacity of parties to decide it is in their best interest to negotiate an agreement rather than to continue a conflict. Be reasonable, has enough time passed to put aside feelings and deal rationally with the issues and decisions that need to be made

Back 106

Negotiation Readiness

Front 107

Are the issues negotiable?
Are all the parties interested in negotiating? If not, why is one or more of the parties reluctant?
Can anything be done to make negotiation more attractive to them?
Do all parties know their alternatives to a negotiated settlement?
Is the timing right?

Back 107

Negotiation Ripeness

Front 108

Sometimes situations, whether it’s negotiations or conflict, reach a point where a sort of deadlock occurs. This is where neither side is able to move any closer to achieving its desired objective and no one is satisfied with the current situation. Each side realizes the costs of continuing the struggle exceeds (oftentimes greatly) the benefits to be gained. Once all sides realize they cannot win and the status quo is unacceptably damaging the conflict is said to be "ripe" for resolution

Back 108

Mutually Hurting Stalemate

Front 109

The realization that the other party is willing to join in the search for a negotiated solution and that such a solution does exist. This perception need not identify a specific agreement, but rather a belief that an agreement may be reached. It is as much a perception of the other party's willingness to bargain as it is of a bargaining range.

Back 109

The Way Out

Front 110

Concentrates on the problem while keeping the relationship and interests of all parties in mind. Based on four key principles:
• 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
• Agree to converge on a solution that best satisfies each party’s top priorities and meets a legitimate standard

Back 110

Cooperative Negotiation Strategy (CNS)

Front 111

Positions
Interests
BATNA: Best Alternative to a Negotiation Agreement
Brainstorming
Solution

Back 111

5 step Cooperative Negotiation Strategy (CNS) process

Front 112

• Often, what parties want and what is a reasonable solution are two different things
• It is not the “bottom line,” but an alternative that negotiators are willing to accept to put closure to a case

Back 112

BATNA: Best Alternative to a Negotiation Agreement

Front 113

Careful and responsible management of resources under one’s control

Back 113

Resource Stewardship

Front 114

Resource stewardship requires the efficient and effective use of six things to ensure mission success

Back 114

assigned personnel, material, information and technology, energy, warfare and financial resources

Front 115

Considered your “most valuable resource,” the appropriate amount (and mix) of skilled and qualified individuals provides the workforce necessary for organizations to meet ongoing and future mission requirements

Back 115

Personnel Resource

Front 116

Required to procure the material, energy, information and technology, and warfare resources

Back 116

Financial Resource

Front 117

Physical goods that are required by personnel to complete assigned duties

Back 117

Material Resource

Front 118

War-related materials (training equipment, body armor, and armored personnel carriers, etc.)

Back 118

Warfare Resource

Front 119

Technological advancements (cell phones, computers, email, Internet-enabled devices, etc.)

Back 119

Information & Tech Resource

Front 120

Powers businesses, manufacturing, transportation, and your equipment, facilities, motor vehicles, and aircraft

Back 120

Energy Resource

Front 121

Setting aside money for a specific purpose

Back 121

Appropriation

Front 122

• 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

Back 122

Budget Execution Review (BER)

Front 123

• 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

Back 123

NCO’s Role in the BER Process

Front 124

An Air Force product that is:
• 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

Back 124

Financial Execution Plan (FEP)

Front 125

• 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

Back 125

Antideficiency Act (ADA)

Front 126

Four Air Force Manpower Competencies

Back 126

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

Front 127

• 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

Back 127

Program Allocation and Control

Front 128

This computer product details the organization structure (the number, skills, grade and security requirements of manpower authorizations), the position number for each authorization, and other pertinent data that commanders and managers need to manage manpower resources. Changes to this document are done via an Authorization Change Request (ACR)

Back 128

Unit Manpower Document (UMD):

Front 129

• 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

Back 129

Requirement Determination

Front 130

Multi-purpose instrument used to propose adjustments to a Unit Manpower Document (UMD)

Back 130

Authorization Change Request (ACR)

Front 131

Provides expedient funding for capital acquisition projects, productivity improvement projects, and investment opportunities that provide measurable benefits, real savings, and produce a return on investment (ROI) for the Air Force within a 2 to 4 year period

Back 131

Productivity Enhancement Capital Investment (PECI) Program

Front 132

This incentive program promotes process improvement and resource conservation through a participative approach where ideas are submitted by military and civilian employees. Monetary awards are paid upon validation of tangible savings and/or intangible benefits, not implementation

Back 132

Air Force Innovative Development Through Employee Awareness (IDEA) Program

Front 133

Morals, ethics, or habits established by an authority, custom, or an individual as acceptable behavior

Back 133

Standards

Front 134

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

Back 134

Discipline

Front 135

Founded upon respect for and loyalty to properly constituted authority; it is that mental attitude and state of training which renders obedience instinctive under all conditions

Back 135

Military Discipline

Front 136

Refers to the enforced obedience to legal orders and regulations

Back 136

Imposed Discipline

Front 137

A willing and instinctive sense of responsibility that leads you to do whatever needs to be done

Back 137

Self-Discipline

Front 138

How well you meet the challenges of the job

Back 138

Task Discipline

Front 139

You must "pull your own weight," and at times you may have to deny some personal preferences for the good of your section and unit

Back 139

Group Discipline

Front 140

Involves the ready subordination of an individual’s will for the good of the institution

Back 140

Unit Discipline

Front 141

Processes (or models)/actions designed to keep somebody from doing something undesirable

Back 141

Preventive Discipline

Front 142

• Set standard
• Establish rapport
• Create climate of accountability

Back 142

Key Actions of Prevention

Front 143

• Be an effective role model
• Communicate standards
• Communicate expectations
• Promote Air Force Core Values
• Use rank and position appropriately
• Effectively mentor
• Properly train subordinates
• Promote teamwork
• Communicate effectively
• Use sound leadership skills
• Display and insist on technical competence
• Provide feedback
• Adhere to NCO responsibilities from resources like AFI 36-2618, The Enlisted Force Structure

Back 143

How to Prevent Disciplinary Problems

Front 144

• 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)
• Non-recommendation for reenlistment (supervisor does not deny, only recommends denial)
• Referral performance reports
• Recommendation for administrative discharge/separation (when the Air Force separates members failing to meet standards of performance, conduct, or discipline, it promotes Air Force readiness and strengthens our standards of military service)

Back 144

Administrative Tools for Maintaining Discipline

Front 145

What process should be used in the Correction Arena

Back 145

Progressive Discipline Process

Front 146

Discipline actions are administrative in nature

Back 146

Corrective

Front 147

Discipline actions are legal sanctions designed to take something away from the member

Back 147

Punitive

Front 148

Steps of Progressive Discipline Process (PDP)

Back 148

Establish Standards
Monitor
Apply

Front 149

It is the supervisors first tool of Corrective Action. Should be used to correct habits or shortcommings that affect job performance. Should allow the member to openly discuss the problem and help resolve the situation.

Back 149

Counseling (Verbal or Written)

Front 150

Three Forms of Counseling

Back 150

• Informal
• Formal
• Referral

Front 151

Provides a brief description of matters discussed, then sign and place in the member’s Personnel Information File (PIF)

Back 151

Memo For Record (MFR)

Front 152

An admonition that is generally used to give cautionary advice

Back 152

letter of admonition (LOA)

Front 153

Used for those acts not severe enough for non judicial punishment, but in situations where verbal or written counseling or admonishment would not sufficiently address the misconduct

Back 153

letter of reprimand (LOR)

Front 154

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

Back 154

Unfavorable Information File (UIF)

Front 155

• 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

Back 155

Control Roster

Front 156

Things NCOs must consider BEFORE making punishment recommendations

Back 156

• 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 157

• 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

Back 157

The Area Defense Council (ADC)

Front 158

Three Arenas That Make Up the Discipline Model

Back 158

• Prevention
• Correction
• Punishment

Front 159

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

Back 159

Punishment

Front 160

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

Back 160

Correction

Front 161

• 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

Back 161

Prevention

Front 162

Seven Basic Rights of the Accused

Back 162

1. presumption of innocence
2. protection from compulsory self-incrimination
3. pretrial investigation
4. representation by counsel
5. fair and impartial trial
6. right of appeal
7. protection from double (former) jeopardy

Front 163

All are innocent until proven guilty and MUST be treated as such

Back 163

Presumption of innocence

Front 164

Individual cannot be put in a situation where they have to admit to a crime

Back 164

Protection from compulsory self-incrimination

Front 165

Ensures all elements are out in open and evidence is presented

Back 165

Pretrial investigation

Front 166

All members will have a lawyer, the free military counsel or pay for their own civilian lawyer

Back 166

Representation by counsel

Front 167

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

Back 167

Fair and impartial trial

Front 168

Everyone gets a second look

Back 168

Right of appeal

Front 169

Cannot be tried twice for same offense

Back 169

Protection from double (former) jeopardy

Front 170

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

Back 170

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

Front 171

It was and is a strong and serious commitment between Airmen who fly. This Concept is setting out to cultivate that same culture and mentality into all Airmen and Air Force civilians in all specialties and career fields. The mentality is to emphasize that every person is a vital asset to accomplishing the Air Force mission.

Back 171

Wingman Concept

Front 172

• 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.

Back 172

Bold Face Concept

Front 173

Explain ACE in the Wingman Concept

Back 173

• Ask—Have the courage to ask the question, “Are you thinking of killing yourself?” while remaining calm
• Care—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—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 174

• 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

Back 174

Impacts of the Wingman Philosophy

Front 175

This type of wellness requires one to focus on five specific components: Cardio respiratory Endurance, Muscular endurance, Muscular strength, Body composition, and Flexibility
(Four Dimensions of Human Wellness)

Back 175

Physical

Front 176

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
(Four Dimensions of Human Wellness)

Back 176

Emotional

Front 177

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
(Four Dimensions of Human Wellness)

Back 177

Social

Front 178

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
(Four Dimensions of Human Wellness)

Back 178

Spiritual

Front 179

Defined as heightened individual and community awareness of suicide, suicide risk factors, and the fact that suicide is only the “tip of the iceberg” of psychosocial problems.

Back 179

Suicide Awareness

Front 180

Includes, but is not exclusively limited to, such factors as relationship difficulties, substance abuse, legal, financial, medical, mental health, and occupational problems, along with depression, social isolation, and previous suicide threats/gestures, which may increase the probability of self-harm

Back 180

Risk Factors

Front 181

A community-based approach, that includes family, friends, and many different professional and social service providers, committed to reducing suicide by creating a safety net that provides protection and adds support for those in trouble by addressing the entire iceberg of afflictions to individuals, families, and their communities

Back 181

Suicide Prevention

Front 182

• 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

Back 182

Advanced warning signs of suicide

Front 183

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

Back 183

Most Prevalent Problems Associated with Suicide According to Trend Data

Front 184

• 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)

Back 184

Common barriers to seeking out help by at-risk personnel

Front 185

• Helplessness—“I can’t do anything to help”
• Hopelessness—“Nothing I do matters”
(Common Reactions to Actual or Potential Suicide Situations)

Back 185

Fear

Front 186

• Over-protectiveness—Reduce autonomy
• Under-protectiveness—Casual avoidance
(Common Reactions to Actual or Potential Suicide Situations)

Back 186

Anxiety

Front 187

• Lack of compassion—Inability to care
• Criticism—Blaming
(Common Reactions to Actual or Potential Suicide Situations)

Back 187

Anger

Front 188

• 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

Back 188

Do’s when dealing with actual or potential suicide situations

Front 189

• 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

Back 189

Don’ts when dealing with actual or potential suicide situations

Front 190

• 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

Back 190

General Goals for Post-Suicide Intervention

Front 191

• 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

Back 191

The Air Force Definition of Substance Abuse

Front 192

How to use 0-0-1-3 in prevention of substance abuse.

Back 192

• 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 193

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

Back 193

Air Force’s approach to preventing substance abuse

Front 194

• 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

Back 194

How leaders can effectively educate subordinates about substance abuse issues

Front 195

• 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

Back 195

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

Front 196

• 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

Back 196

Far-reaching effects of substance abuse prevention

Front 197

Five Methods Used by the Air Force to Identify Substance Abuse

Back 197

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

Front 198

When should a supervisor refer a subordinate to ADAPT

Back 198

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

Front 199

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

Back 199

Warning Signs or Symptoms of PTSD

Front 200

• The body’s reaction to an external demand
• The physical, mental, and emotional response to a situation
• Eustress is positive
• Distress is negative

Back 200

Stress

Front 201

 Hyperactivity
 Memory loss
 Loss of feelings in limbs
 Loss of mobility
 “Spaced out” appearance
 Irritable or angry outburst
 Hallucinations
 Misconduct
 Significant mood changes
 Withdrawal
 Depression
 Apathy
 Confusion
 Reckless behavior
 Poor hygiene
 Trembling or cowering
 Inability to sleep or fear of sleep
 Frantic, panicky behavior
 Emotional Outbursts

Back 201

Warning Signs of Combat Stress

Front 202

*Task demands - factors related to a person’s job
*Role demands - pressures placed on a person as a function of the particular role he or she plays in the organization
* Interpersonal demands - pressures created by other individuals
*Organizational structure - the level of differentiation in the organization, the degree of rules and regulations, and where decisions are made
*Organizational leadership represents the managerial style of the organization’s senior executives
*Can include pressure to avoid errors or complete tasks within time limits, work overload, a demanding and insensitive boss, and unpleasant coworkers.

Back 202

Potential Sources of Stress:
Organizational Factors

Front 203

-Marital difficulties
-Relationship problems
-Financial worries
-Discipline troubles with children

Back 203

Potential Sources of Stress:
Individual Factors

Front 204

Explain combat and operational stress:

Back 204

Combat stress happens when there is a change in mental function or behavior because of combat.
Operational stress occurs when there are changes in mental functioning or behavior due to military operations other than war.
Risk factors are on pg 347 and 348, but include Duration of deployment, repeat deployments, sleeping less, being physically injured, and being impacted by family relationship or other home front stressors

Front 205

changes in metabolism, increase heart and breathing rates, increase blood pressure, bring on headaches, and induce heart attacks

Back 205

Physiological Symptoms

Front 206

anxiety, irritability, boredom, and procrastination.

Back 206

Psychological Symptoms

Front 207

changes in productivity, absence, and turnover, as well as changes in eating habits, increased smoking or consumption of alcohol, rapid speech, fidgeting, and sleep disorders

Back 207

Behavioral Symptoms

Front 208

Time Management
Physical Exercise
Relaxation Training
Social Support

Back 208

Stress Management Strategies Individual Approaches

Front 209

Selection and Placement
Goal Setting
Job Redesign
Organizational Communication
Wellness Programs

Back 209

Stress Management Strategies Organizational Approaches

Front 210

The expected and predictable emotional, intellectual, physical, and/or behavioral reactions of Service members who have been exposed to stressful events in war or military operations other than war. These stress reactions vary in quality and severity as a function of operational conditions, such as intensity, duration, rules of engagement, leadership, effective communication, unit morale, unit cohesion, and perceived importance of the mission.

Back 210

Combat and Operational Stress

Front 211

Includes discrimination based on color, national origin, race, religion, or sex that is not otherwise authorized by law or regulation.

Back 211

Unlawful discrimination

Front 212

Individual actions taken 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.

Back 212

Personal Discrimination

Front 213

The action by an institution (or system) that, through its policies or procedures, deprives 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.

Back 213

Systemic Discrimination

Front 214

A form of sex discrimination that involves unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when:
a. Submission to such conduct is made either explicitly or implicitly a term or condition of a person's job, pay, or career.
b. Submission to or rejection of such conduct by a person is used as a basis for career or employment decisions affecting that person.
c. Such conduct has the purpose or effect of unreasonably interfering with an individual's performance or creates an intimidating, hostile, or offensive working environment.

Back 214

Sexual Harassment

Front 215

An allegation of unlawful discrimination based on race, color, national origin, religion, or sex.

Back 215

Complaint

Front 216

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.

Back 216

Formal Complaint

Front 217

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.

Back 217

Informal Complaint

Front 218

The right of all persons to participate in, and benefit from, programs and activities for which they are qualified. These programs and activities shall be free from social, personal, or institutional barriers that prevent people from rising to the highest level of responsibility possible. Persons shall be evaluated on individual merit, fitness, and capability, regardless of race, color, sex, national origin, or religion.

Back 218

Equal Opportunity

Front 219

The prevailing perceptions of individuals concerning interpersonal relationships within their working, living, and social environment.

Back 219

Human Relations Climate

Front 220

A judgment against or an opinion contrary to anything without just grounds or sufficient knowledge.

Back 220

Prejudice

Front 221

Exaggerated belief about a category of people. It rationalizes a person’s conduct toward that category.

Back 221

Stereotype

Front 222

Any attitude or action of a person or institutional structure that subordinates a person or group because of race.

Back 222

Racism

Front 223

Attitudes and beliefs that one sex is superior to another.

Back 223

Sexism

Front 224

Can occur in a variety of circumstances including but not limited to the following:
1.The victim, as well as the assailant, may be a woman or a man. The victim does not have to be of the opposite sex.
2.The assailant can be the victim’s supervisor, an agent of the employer, a supervisor in another area, a coworker, or a nonemployee.
3.The victim does not have to be the person harassed but could be anyone affected by the offensive conduct.
4.The assailant's conduct must be unwelcome.

Back 224

Sexual harassment

Front 225

Intentional sexual contact, characterized by use of force, threats, intimidation, abuse of authority, or when the victim does not or cannot consent.

Back 225

Sexual assault

Front 226

It shall not be deemed or construed to mean the failure by the victim to offer physical resistance. It is not given when a person uses force, threat of force, coercion, or when the victim is asleep, incapacitated, or unconscious.

Back 226

Consent

Front 227

Can an incapacitated individual give consent to sexual contact?

Back 227

NO - the person is mentally impaired by the alcohol and therefore not able to make a knowing and voluntary decision or is unconscious or asleep.

Front 228

 Attend to safety and medical considerations first
 Contact the SARC and notify Security Forces
 Be aware of personal biases that might get in your way
 Listen with sensitivity
 Be a role model for other responders

Back 228

Do's in responding to Sexual Assault

Front 229

 Blame the victim
 Judge
 Press for details
 Assume that there is only one appropriate reaction to a sexual assault

Back 229

Don'ts in responding to Sexual Assault

Front 230

When you are required to report sexual assault to your commander: An official investigation is conducted. This is initiated by reporting a sexual assault to chain of command, law enforcement, or the SARC

Back 230

Unrestricted Reporting

Front 231

When you are required to report sexual assault to your commander: 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

Back 231

Restricted Reporting

Front 232

List Air Force professionals available to help victims of sexual assaults:

Back 232

Sexual Assault Response Coordinator or the SARC, a Victim Advocate, Victim Witness Assistance Program (VWAP) liaison, and Mental Health Clinic

Front 233

Can be any act of violence, against persons or property, threats, intimidation, harassment, or other inappropriate, disruptive behavior that cause fear for personal safety and/or involve a substantial risk of physical or emotional harm to individuals, or damage to government resources or capabilities

Back 233

Workplace Violence

Front 234

• 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
• It is not illegal

Back 234

Workplace Bullying

Front 235

Three Stages of “Crisis Reaction” Following a Violent Incident:
Stage One

Back 235

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

Front 236

Three Stages of “Crisis Reaction” Following a Violent Incident:
Stage Two

Back 236

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

Front 237

Three Stages of “Crisis Reaction” Following a Violent Incident:
Stage Three

Back 237

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 238

The ability to adjust to changed, unexpected, or ambiguous situations by actively seeking information and by demonstrating openness and support of different and innovative change ideas.

Back 238

Adaptability

Front 239

Three Elements of Adaptability:
The ability to use different thinking strategies and mental frameworks
—Scan the environment
—Develop understanding
—Create strategies

Back 239

Cognitive Flexibility

Front 240

Three Elements of Adaptability:
The ability to vary your approach to dealing with your own emotions and those of others
—Understand and manage emotions
—Connect and address the emotions of others
—Emotional engagement
—Balance emotions and actions

Back 240

Emotional Flexibility

Front 241

Three Elements of Adaptability
The ability to remain optimistic and at the same time realistic
—Optimism
—Support
—Self Identification of Tendencies

Back 241

Dispositional Flexibility

Front 242

Three Adaptability Skills You Can Improve to Develop Flexibility

Back 242

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

Front 243

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

Back 243

Change Sponsors

Front 244

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

Back 244

Change Agents

Front 245

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

Back 245

Change Targets

Front 246

• 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

Back 246

Change Management

Front 247

Begins by moving from Comfort (Stage 1) where things are routine, to a state of Denial (Stage 2). At this stage you believe that if you deny change, you’ll have less stress. Yet the opposite is actually true. After the Denial stage you enter the stage of Confusion (Stage 3). This is where one accepts the change and begins to grapple for ways to proceed from the known to the unknown. Finally, you enter the stage of Renewal (Stage 4), where you accept the change. You may not like the change, but you’ve accepted it.

Back 247

Janssen’s Model of Change

Front 248

Four Levels of Change Present in People according to Mayo:
Hardest level of change especially if you have to change customs and traditions that have been around for many years

Back 248

Group Behavior

Front 249

Four Levels of Change Present in People according to Mayo:
Difficult to change because this level is characterized by strong positive or negative emotions

Back 249

Attitude

Front 250

Four Levels of Change Present in People according to Mayo:
More challenging than change at the previous levels because people don’t like to change the way they do things

Back 250

Individual Behavior

Front 251

Four Levels of Change Present in People according to Mayo:
Easiest change to bring about. Change at this level occurs after acquiring new information

Back 251

Knowledge

Front 252

(Two Change Cycles)
• 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
-Important! Whenever this change is implemented, change agents should support leadership decisions by ensuring the change is thoroughly explained, get others behind the change, and help and/or implement the change.

Back 252

Directive Change

Front 253

(Two Change Cycles)
• Implemented when new knowledge is made available to the group
• Success is dependent upon the group’s positive attitude and commitment in the direction of the desired change.
• Not frequently used in the military, but if people are allowed to participate in the decision making process, then the acceptance is significantly increased

Back 253

Participative Change (participate)

Front 254

Three phases in the change process

Back 254

Unfreezing
Changing
Refreezing

Front 255

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

Back 255

Unfreezing Phase

Front 256

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

Back 256

Changing Phase

Front 257

Locking in of the new procedures until they are a permanent part of daily operations. People begin to put down roots, to lock in the new norms. It is usually a slow process, never stopping cleanly, but going in bits and pieces

Back 257

Refreezing Phase

Front 258

Five individual reactions to change

Back 258

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

Front 259

The strategic, never-ending, incremental refinement of the way you perform tasks. It employs a collection of methodologies including Lean, Six Sigma, Theory of Constraints, and Business Process.

Back 259

Continuous Improvement

Front 260

Focuses on generating efficiencies and improving combat capabilities across the Air Force and applies to all processes associated with the Air Force mission
It is the key to continuous improvement

Back 260

AFSO 21

Front 261

AFSO 21’s Three Levels of Priorities

Back 261

1. Just Do It
2. Rapid Improvement Events (RIE)
3. High Value Initiative (HVI)

Front 262

• Quick fix to a process irritant
• Simple answer to an obstacle in an individual process
(Turning of the lights when you leave the room)

Back 262

Just Do It

Front 263

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

Back 263

Rapid Improvement Events (RIE)

Front 264

More complex and involve a cross functional team to ensure that identified improvements are incorporated into the day-to-day operations of an organization
(Think about the 8 step process. Could take 6-8 months.)

Back 264

High Value Initiatives (HVI)

Front 265

AFS0 21’s five desired effects

Back 265

• 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 266

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

Back 266

Decision Making

Front 267

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

Back 267

System 1 Reactive Thinking

Front 268

• 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

Back 268

System 2 Reflective Thinking

Front 269

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

Back 269

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

Front 270

Accomplishment the Decision Statement has in the decision making process

Back 270

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

Front 271

Four Distinct Processes Within the Problem Solving and Decision Making Process

Back 271

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

Front 272

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

Back 272

Decision Analysis

Front 273

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

Back 273

OODA Loop (Orient • Observe • Decide • Act) ( S-1 Thinking is to quicly run through all four steps)

Front 274

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

Back 274

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

Front 275

You must define large, vague, and complicated problems as objectively as possible before you can identify the real problem and properly address it.
*Go and See
*Observe first-hand what is taking place
*Voice of the Customer (VOC)
*Only one entity can define what is valuable to the customer and that is the customer.

Back 275

Clarify and Validate the Problem (OBSERVE part of OODA)

Front 276

The better you understand the problem, the better the solution. But, those who haphazardly want to take action and implement solutions find this step frustrating. Only by thoroughly evaluating a problem are you able to judge the impact of selected and alternative solutions.
*Key Process Indicators and Metrics (KPI/M)
*Value and Waste Analysis
*Performance Gap Analysis

Back 276

Break Down the Problem/Identify Performance Gaps (OBSERVE part of OODA)

Front 277

A goal is your desired state where you want to be when you solve the problem.
*Strategic Vision
*Tactical Targets
*B-SMART (Balanced, specific, measurable, attainable, results focused, and timely)

Back 277

Set Improvement Targets (Orient Part of OODA)

Front 278

A tradeoff between digging as deeply as possible and finding the deepest point that is still within your sphere of influence
*Problem Solving
*The Five Whys
*Brainstorming

Back 278

Determine Root Cause (Orient Part of OODA)

Front 279

In this step you develop solution(s).
*Analysis of Alternatives
*Effectiveness
*Feasibility
*Impact

Back 279

Develop Countermeasures (Decide Part of OODA)

Front 280

This includes: communicating the plan to those affected, implementing the new process, and handling unexpected issues that pop up.
*Six “S” (Sort, Straighten, Shine, Standardize, Sustain, Safety)
*Visual Management
*Standard Work
*Material/Information Flow

Back 280

See Countermeasures Through (Decide Part of OODA)

Front 281

Conducting a Review (most common mistake in problem solving)
Rewards and Recognition

Back 281

Confirm Results and Process (ACT Part of OODA)

Front 282

Most commonly skipped and most under completed step of the entire problem solving process
Consider standardizing improvements, communicating improvements and lessons learned, and identifying opportunities or problems identified in the problem solving process

Back 282

Standardize Successful Processes (ACT Part of OODA)

Front 283

The basic communication process includes these four elements

Back 283

• Sender
• Message
• Receiver
• Feedback

Front 284

Three Ways (directions) That Communication Flows

Back 284

• Upward Communication
• Downward Communication
• Lateral Communication

Front 285

One of Four General Purposes of AF Communication:
• Emphasize what to do • Tell what must be done • Audience must follow directions • Specific

Back 285

✈ Direct

Front 286

One of Four General Purposes of AF Communication:
• Verbal, technical, or travel orders • Letter of counseling • Operating instructions • Policy letters/newsletters • Memos for record • Bulletins • Checklists • Briefings • Commander’s call • E-mail

Back 286

✈ Inform

Front 287

One of Four General Purposes of AF Communication:
• Recruiting presentations • Safety briefings • Letters of counseling • Justification for money, supplies, equipment, people, or other resources • Retention interview and career planning • Fund raising efforts

Back 287

✈ Persuade

Front 288

One of Four General Purposes of AF Communication:
• Heritage event speech • Dining-in or dining-out • Speech during a tribute • Recruiters speaking engagement to inspire and motivate

Back 288

✈ Inspire

Front 289

Phases of Effective Communication

Back 289

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

Front 290

Some of the major parameters that affect managerial communication

Back 290

the amount of product to complete (quantity), the amount of time to prepare the communication (timeliness), the specific form of communication needs to be defined (type)

Front 291

• 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

Back 291

Best way to narrow the topic

Front 292

What does the general purpose objective identify that the communicator intends to do? (four things)

Back 292

direct, inform, persuade, or inspire

Front 293

What are the two different audiences?

Back 293

The sending audience is the person responsible for the message, and the receiving audience is the intended recipient of the message.

Front 294

Sources for your research should include:

Back 294

Yourself - Your experiences with the specific situation, or your collective years with similar situations, can often provide a strong base of information.
Common Knowledge - There are four seasons in the year. There 365 days in a year. The United States entered World War II after the bombing of Pearl Harbor. The state bird of Georgia is the brown thrasher
Standard Information - facts commonly known, including historical facts.
Others as Credible Sources -those individuals who can assist in clarifying your questions and those who can provide facts and testimony to support your efforts
Reference Sources - The Internet, including Air Force websites like the e-publishing site, and libraries are great places to begin your research

Front 295

Two types of development of your support and research:

Back 295

Clarification Support - provide examples and additional descriptive details and emphasize the ideas
Proof Support - Statistics are considered the most powerful proof support you can use.

Front 296

Two requirements for source support in written and spoken projects.

Back 296

Integration and Citation (to avoid plagiarizing)

Front 297

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

Back 297

Organizing Communication

Front 298

Several important sub-steps to organizing your communication:

Back 298

selecting a suitable pattern
defining main and support points
constructing an outline
transitioning between main points

Front 299

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

Back 299

communication patterns

Front 300

Not the finished product, and each sentence doesn’t have to be polished and perfect. Your main objective is to get your ideas down on paper. Develop your three-part structure containing an introduction, body, and a conclusion.

Back 300

Draft

Front 301

Three-Part Structure of writing

Back 301

• 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 302

Includes an Attention Step, Purpose Statement, Motivation/Hook, and Overview.

Back 302

Introduction

Front 303

An easy-to-use reference book that will answer your questions about grammar, writing, or research

Back 303

The Little Brown Handbook

Front 304

Deliver your message and achieve your objective (inform, motivate, persuade, etc.)

Back 304

Body

Front 305

All sentences support the topic sentence, which, in turn, supports the main point. One of the most effective methods for checking it is called the “because test.”

Back 305

Unity

Front 306

The last and often neglected part of well-arranged communication

Back 306

Conclusion

Front 307

All good conclusions include three elements:

Back 307

Summary
Restatement of purpose and/or re-motivation
Closure

Front 308

• By using an this, you can concentrate on one point at a time to ensure ideas are fully developed
• It keeps you on course, despite any interruptions that may occur
• It provides a brief visual overview of your presentation to ensure it is the best sequence of ideas and that it has a logical arrangement

Back 308

Outline

Front 309

• 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

Back 309

Topic Sentence

Front 310

• 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

Back 310

Free Writing Rules

Front 311

• 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 it is to find the verb —All the words preceding the verb make it up

Back 311

Subject

Front 312

• Consists of words stating what the subject is doing, or what is being done to the subject
• The easy way to find the it is to find the verb—all the words after the verb (including the verb) make it up

Back 312

Predicate

Front 313

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

Back 313

Synthesize

Front 314

Making sure you separate the reading into parts or elements.
Ask yourself why you are reading the material and what question are you trying to answer?

Back 314

Analyze

Front 315

To determine the meaning or understand the significance of the elements and how the elements fit into the whole. It means to make assumptions, to form opinions or beliefs.

Back 315

Interpret

Front 316

Make judgments about your work or you judge a piece of work as it stands and as it seems to you against your own unique bundle of experiences, observations, and attitudes

Back 316

Evaluate

Front 317

• 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

Back 317

Acknowledging the Work of Others

Front 318

A verb has two voices:

Back 318

Active voice - the subject is performing an action
Passive voice - the subject is being acted upon

Front 319

Words such as although, whoever, which, as, because, and until will make the clause function as a noun, an adjective, or an adverb

Back 319

Subordinate clause

Front 320

Usually improperly modify something (i.e., show an illogical relationship between the modifier and the word being modified).

Back 320

dangling modifier

Front 321

Phrases that may serve as nouns, adverbs, or adjectives are

Back 321

Infinitive phrases

Front 322

consists of a noun (or a pronoun) and a participle (past or present). It’ll combine with an independent clause to modify the rest of the sentence.

Back 322

absolute phrase

Front 323

A focused effort to understand and engage key audiences (• American public • Family and friends • News Media • Potential recruits • Foreign Militaries • Enemy) to create, strengthen, or preserve conditions favorable for the advancement of interests, policies, and objectives through the use of coordinated programs, plans, themes, messages, and products synchronized with the actions of all instruments of national power.

Back 323

Strategic Communication

Front 324

• 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

Back 324

Your Role in Strategic Communication

Front 325

This organization has the ultimate responsibility for monitoring strategic communication policies

Back 325

Department of State

Front 326

Encompasses the entire global information environment; this means news and internet engagement. Understanding the impact that the news media are everywhere with the technology to instantaneously publish your message in real time ―24/7 is important.

Back 326

Media Engagement

Front 327

Air Force Core Value of Integrity First ensures your communication will always be truthful, credible, and remain within the bounds of what four things? (SAPP)

Back 327

Security
Accuracy
Propriety
Policy

Front 328

Means discussing only issues related to your AFSC or personal experiences.

Back 328

Stay in your lane

Front 329

• 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

Back 329

Impact of Operating “Outside your Lane”

Front 330

Some different styles of interview and their meaning:

Back 330

Front 331

Interview Techniques

Back 331

• Hooking
• Bridging
• Flagging
• Personal Credibility

Front 332

Takes advantage of opportunities before the interview to get the reporter interested in talking about what you want to

Back 332

Hooking

Front 333

A technique you can use to move from the reporter‘s agenda to your message

Back 333

Bridging

Front 334

Technique used to emphasize your message. Use verbal clues such as tone of voice, non-verbal hand gestures, and facial expressions to emphasize your point

Back 334

Flagging

Front 335

You are the expert! Use your personal authority and experience to establish your professional credentials

Back 335

Personal Credibility

Front 336

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

Back 336

Three Types of Interviews

Front 337

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

Back 337

Key Audiences

Front 338

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

Back 338

Air Force Narrative Topics

Front 339

• 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

Back 339

Proper Media Engagement

Front 340

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

Back 340

Web 2.0

Front 341

• 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!

Back 341

Air Force’s Tips for Using New Media

Front 342

Defined as the emergence of digital, computerized, or networked information and communication technologies.

Back 342

New media

Front 343

Includes the 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.

Back 343

Online battlespace

Front 344

Defined as a website containing the writer’s frequently updated personal journal with images and links to other web sites.

Back 344

Blogs

Front 345

Defined as a short broadcast in the form of a blog.

Back 345

Microblogging

Front 346

Dscribed as a social structure made up of individuals (or organizations) called “nodes”, which are tied (connected) by one or more specific types of interdependency, such as friendship.

Back 346

Social networking

Front 347

Decribes the various activities that integrate technology, social interaction, and the construction of words, pictures, videos, and audio

Back 347

Social media

Front 348

• 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

Back 348

Guidelines of Using Social Media

Front 349

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

Back 349

Classified Information

Front 350

helps Internet users reference, organize, store, manage, and search for bookmarks of resources online and allows users to save links to other web pages that they want to remember or share.

Back 350

Social bookmarking

Front 351

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

Back 351

Interpersonal Communication

Front 352

Three Components of Interpersonal Communication

Back 352

• Depth
• Scope
• Suitability

Front 353

Three Factors Influencing Interpersonal Communication

Back 353

• Knowing Yourself
• Knowing Others
• The Message

Front 354

Happens when all parties involved have both permission and freedom to express themselves freely and openly about the issue under discussion.

Back 354

Multidirectional exchange

Front 355

Because they carry the greatest amount of the
communication burden

Back 355

Why nonverbal signals are important

Front 356

One of the most commonly used models to illustrate how interpersonal communication is affected by what you know about yourself and what you make known to others about yourself

Back 356

The Johari Window

Front 357

The characteristics of the voice

Back 357

Paralanguage

Front 358

The number of words spoken within a specified time. Itoften increases because of stress. Some people have a constant one, whereas others speak in bursts.
(Paralanguage)

Back 358

Rate

Front 359

The combination of articulation (precise use of lips, tongue, and teeth to form sounds), pronunciation (pronouncing words properly), and choice of words
(Paralanguage)

Back 359

Diction

Front 360

Can be considered in two dimensions: manner of expression (harsh, aggressive, gentle, passive, etc.) and relative pitch (high, low, varying, monotonous).
(Paralanguage)

Back 360

Tone

Front 361

Creates recurring patterns of variation in speech, i.e., rising and lowering waves of volume, pitch, or rate.
(Paralanguage)

Back 361

Rhythm

Front 362

Uses pauses effectively to provide desired flow and effect. Pauses are typically described in three dimensions: length (milliseconds to minutes), filled (vocalized) and unfilled (silent), and location (ending of a thought, beginning of a thought, etc.).
(Paralanguage)

Back 362

Fluency

Front 363

Loudness
(Paralanguage)

Back 363

Volume

Front 364

Pertains to the fidelity or timbre of sound. Four types of unpleasant ones are: hypernasality (speaking largely through the nose), denasality (“head cold” sound), hoarseness (laryngitis-like sound), and huskiness (excessive exhalation of breath when expressing words).
(Paralanguage)

Back 364

Quality

Front 365

Two Barriers to Interaction

Back 365

• Competitive Interrupting
• Overusing the Content-Only Response

Front 366

To turn into one’s own or another language, often in written format

Back 366

Translate

Front 367

To explain or tell the meaning of; present in understandable terms

Back 367

Interpret

Front 368

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

Back 368

Non-Verbal Behavior

Front 369

Focuses only on the literal meaning of a message without taking into
account the emotions or cultural message behind what is being said

Back 369

Content-only response

Front 370

is aggressive and serves to dominate conversation. It is “I” oriented and becomes a battle for conversational control

Back 370

Competitive interruption

Front 371

• 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
• Provides individuals 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)

Back 371

Feedback

Front 372

• Is a type of communication used to empower subordinates to achieve goals—it is more than simply telling subordinates how they are doing
• Focuses on developing subordinates’ abilities to achieve individual and unit goals and when performed correctly, it guides subordinates toward appropriate changes in behavior

Back 372

Counseling

Front 373

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

Back 373

Five Guidelines for a More Productive Counseling Session

Front 374

Three Approaches to Counseling

Back 374

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

Front 375

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

Back 375

Subordinate-Centered Communication

Front 376

Important aspect of managerial roles in interpersonal communication

Back 376

Assertiveness

Front 377

• 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

Back 377

Five Concerns That Impact Your Conversations

Front 378

• Dehumanized Climate
• Overhumanized Climate
• Situational Climate

Back 378

Three Things That Impact the Work Center Climate

Front 379

The basic assumptions of this 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

Back 379

Dehumanized Climate

Front 380

The basic assumptions of this 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

Back 380

Overhumanized Climate

Front 381

• 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 contends that organizational and individual goals need not be at odds with one another; thus, this climate falls midway between the other two climates.

Back 381

Situational Climate

Front 382

-Diagnose- determine why an interpersonal session is needed and its purpose
 Select and narrow the individual topics you intend to address
 Clearly define what you hope the session will accomplish for both you and your subordinate(s).
 Analyze your audience—in this case, the subordinate; this will be important in formulating your approach and choosing the terms to use (or avoid) in the session.
 Finally, determine if there are any limiting factors such as time, place, and legal confidentiality. Check with the JAG or first sergeant if you believe there may be legal ramifications (e.g., violating one’s rights).
-Prepare for the session as thoroughly as possible

Back 382

Pre-session activities for interpersonal sessions model

Front 383

Opening Skills: Properly greet, Establish rapport, state the purpose, set the proper tone
Attending Skills:Continually monitor, Listen closely, convey acceptance and receptivity
Responding Skills: what you say, how you say it, and how you behave in response to the participants’ verbal and nonverbal messages. There is a difference between reacting and responding
Resolving Skills: Your ability to help participants identify and resolve problems and reach goals
Closing Skills: Summarize, Restate solutions, Motivate/inspire a positive outcome, Refrain from introducing new material

Back 383

Session activities for interpersonal sessions model

Front 384

1. Focus on key issues identified in the session.
2. Be appropriate for the person and the situation.
3. Be feasible with regard to the number of actions required as well as time, money, and personal ability.
4. Be placed in supervisor’s and participants’ schedule.
5. Include the paperwork: Even when participants indicate their desire to resolve the issue, always document the session and the plan of action.

Back 384

Post-session activities for interpersonal sessions model

Front 385

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

Back 385

Counseling Guidelines

Front 386

• 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

Back 386

Preventive Feedback

Front 387

• 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

Back 387

Rehabilitative Feedback

Front 388

Thank you for using these flashcards. I highly recommend that you go back and do each chapters formative exercises to test your understanding. It is also important to have a clear understanding of the complete definition of terms! Read every word of flash cards...any part can and will be used on the test...don't just memorize key words.

Back 388

Good Luck on your test!!