Ncoa - Course 15 Set B - Terms

Front 1

A group (Team Building)

Back 1

An assemblage of persons (or objects) located or gathered together.

Front 2

A team (Team Building)

Back 2

Group organized to work together.

Front 3

Mission (Team Building)

Back 3

A duty assigned to an individual or unit; a task. Clearly indicates the action to be taken and the reason therefore.

Front 4

Team Roles C.A.R.E. (Team Building)

Back 4

- Creators
- Advancers
- Refiners
- Executors

Front 5

Creators (Team Roles/Team Building)

Back 5

Focus on the possibilities, generate new ideas and fresh concepts. Prefer to live in a world of possibilities. Without this role, there are no new concepts.

Front 6

Advancers (Team Roles/Team Building)

Back 6

Focus on the interaction, communicate new ideas and carry them forward. Manage the human component of any solution and enjoy whipping up enthusiasm for a project. Without this role, ideas stall or do not come to light.

Front 7

Refiners (Team Roles/Team Building)

Back 7

Focus on the analysis, challenge all concepts. Use a methodical process to analyze things in an orderly manner to detect possible flaws and identify potential problems under discussion. Without this role, new directions are not thought through; details are overlooked.

Front 8

Executors (Team Roles/Team Building)

Back 8

Focus on the realization, follow up on team objectives and implement ideas and solutions. Deliver concrete results and seek successful implementations. Without this role, there is no implementation.

Front 9

Flexers (Team Roles/Team Building)

Back 9

Can focus on everything, combination of the other four roles. Has an equal preference for most or all of the roles. Without this role, there are gaps in the team.

Front 10

Panic-Elation-Panic P.E.P. cycle (Team Building)

Back 10

When team members come up with an idea, they move from Panic to Elation, then without encouragement they slide back to Panic.

Front 11

"Z" Process (Team Building)

Back 11

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, 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).

Front 12

Team Dynamics (Team Building)

Back 12

An ongoing process that involves interaction of individuals within a team to move toward or away from achieving the desired objective.

Front 13

The Five C's of a Team (Team Building)

Back 13

- Community
- Cooperation
- Coordination
- Communication
- Coaching

Front 14

Community (The Five C's of a Team) (Team Building)

Back 14

Making sure every member of our team feels like an essential and important part of the team and the unit.

Front 15

Cooperation (The Five C's of a Team) (Team Building)

Back 15

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

Front 16

Coordination (The Five C's of a Team) (Team Building)

Back 16

Ensures all members realize how important they are to the mission. Also, confirm members assigned to your team accept their roles and responsibilities and are held accountable for their actions.

Front 17

Communication (The Five C's of a Team) (Team Building)

Back 17

In order for people to feel like part of the team, they need feedback early and often; including such vital information in staff meetings, roll calls, and other daily/weekly get together.

Front 18

Coaching (The Five C's of a Team) (Team Building)

Back 18

Creates a positive outlook for your personnel enabling your team to meet and even exceed their goals. Training opportunities and advancement are two essential components that encourage and motivate members to grow and excel.

Front 19

The Five Common Dysfunctions of a Team (Team Building)

Back 19

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

Front 20

Absence of Trust (The Five Common Dysfunctions of a Team)

Back 20

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

Front 21

Fear of Conflict (The Five Common Dysfunctions of a Team) (Team Building)

Back 21

Increases the potential for conflict.
- Positive conflict and debate produces greater ideas and better solutions;
- Negative conflict threatens trust, healthy communication, morale, welfare, and mission accomplishment.

Front 22

Lack of Commitment (The Five Common Dysfunctions of a Team) (Team Building)

Back 22

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.

Front 23

Avoidance of Accountability (The Five Common Dysfunctions of a Team) (Team Building)

Back 23

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

Front 24

Inattention to Results (The Five Common Dysfunctions of a Team) (Team Building)

Back 24

When members place their individual needs and goals ahead of the team and the organization. When this attention shifts to personal agendas, team leaders will find members working individually on activities that benefit their careers, boost their egos, or enhance their reputations.

Front 25

Stages of Team Development (Team Building)

Back 25

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

Front 26

Forming Stage (Stages of Team Development) (Team Building)

Back 26

The team meets and starts to work together for the first time. This stage transitions people from individual to member status. Establishing a team usually appears unstructured and quite chaotic which often results in delayed progress and a slow start toward reaching the team's goal.

Front 27

Storming Stage (Stages of Team Development) (Team Building)

Back 27

Members within the team start to "jockey" for position and when control struggles take place. Conflict escalates to the highest levels in this stage. Team leads are encouraged to clearly define the team's goals and objectives.

Front 28

Norming Stage

Back 28

Rules are finalized and accepted and when team rules start being adhered to

Front 29

Performing Stage (Stages of Team Development) (Team Building)

Back 29

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.

Front 30

Adjourning and Transforming (Stages of Team Development) (Team Building)

Back 30

Adjourning - Teams disassemble and members separate from the team.
Transforming - Teams continue to exist, moving from one objective to the next.

Front 31

Causes of Regression (Team Building)

Back 31

- New Member
- New Goal
- Team Schedule
- Unresolved Conflict

Front 32

Measuring Team Success (Team Building)

Back 32

Evaluating and using the knowledge, skills, experience, assessment and evaluation results, and resources you have in the most efficient ways possible to effectively complete the mission.

Front 33

T.E.A.M. concept (Team Building)

Back 33

- Talents (skills and abilities)
- Expertise (knowledge and experience)
- Assessments (customer surveys, inspections, performance evaluations)
- Means (resources to include: equipment, facilities, financial, time, information)

Front 34

Followership (Leader Influence)

Back 34

One in the service of another; one that follows the opinions or teachings of another; one that imitates another.

Front 35

5 Essential Qualities of Effective Followership (Leader Influence)

Back 35

- Self-Management
- Committed
- Competent
- Integrity
- Initiative

Front 36

Self-Management (5 Essential Qualities of Effective Followership) (Leader Influence)

Back 36

This quality refers to the ability to determine one's own goals within a large context and to decide what role to take at any given time.

Front 37

Committed (5 Essential Qualities of Effective Followership) (Leader Influence)

Back 37

Being committed to the organization and to a purpose beyond themselves, effective followers strive to excel at everything they do.

Front 38

Competent (5 Essential Qualities of Effective Followership) (Leader Influence)

Back 38

Build their competence and focus their efforts for maximum impact. They strive to reach higher levels of performance and expand themselves.

Front 39

Integrity (5 Essential Qualities of Effective Followership) (Leader Influence)

Back 39

One of the most important characteristics of an effective follower may be the willingness to tell the truth. It is imperative that followers provide truthful information to their leaders.

Front 40

Initiative (5 Essential Qualities of Effective Followership) (Leader Influence)

Back 40

Initiative is motivation, determination, perseverance, and risk-taking. Being a good follower requires more than just meeting the standards.

Front 41

Feedback (Leader Influence)

Back 41

Offer or suggest information/ideas as a reaction from an inquiry.

Front 42

How to Increase Your Chances of Success as a Follower (Leader Influence)

Back 42

- Control your emotions.
- Offer solutions to problems.
- Recognize the importance of timing.
- Use the chain of command.

Front 43

Self-Awareness (Leader Influence)

Back 43

Means getting to know yourself, to understand your strengths and developmental needs.

Front 44

Values and Principles (Leader Influence)

Back 44

As a leader you must know your deeply held values, adhere to ethical principles that guide your leadership, and avoid ethical traps.

Front 45

Motivations (Leader Influence)

Back 45

Leaders must know what motivates themselves and others, how to balance both external and internal motivations.

Front 46

Support Team (Leader Influence)

Back 46

Leaders must recognize their support team (family, co-workers, leaders, mentors, and subordinates).

Front 47

Integrated Life (Leader Influence)

Back 47

Leaders must know how to integrate and balance every aspect of their life (family life, personal life, professional life, including community and friends).

Front 48

Diagnosing (Leader Influence)

Back 48

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.

Front 49

Morale (Leader Influence)

Back 49

The amount of enthusiasm and dedication to a commonly shared goal that unifies a group. Assess it by observing the personal conduct, appearance, response to direction, and motivation of your people.

Front 50

Esprit de corps (Leader Influence)

Back 50

Loyalty to, pride in, and enthusiasm for a unit shown by its members. Observe whether people display satisfaction and commitment to the organization, respect toward other members, confidence in leadership, and knowledge about the organization.

Front 51

Discipline (Leader Influence)

Back 51

The element in an organization that leads to prompt execution of orders and the initiation of proper actions when orders are not given.

Front 52

Proficiency (Leader Influence)

Back 52

The ability of a unit to perform its mission and it is based on professional and technical standards of excellence.

Front 53

Adapting (Leader Influence)

Back 53

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.

Front 54

Style (Leader Influence)

Back 54

Our default setting, essentially the amount of task-oriented and relationship-oriented behavior you use.

Front 55

Authoritarian Leader Style (Leader Influence)

Back 55

This kind of leader is very task oriented and hard on their workers (autocratic). There is little or no allowance for cooperation or collaboration. Very strong on schedules; expect people to do what they are told without question or debate; intolerant of what they see as dissent (even though it may just be someone's creativity), so it is difficult for their subordinates to contribute or develop.

Front 56

Country Club Leader Style (Leader Influence)

Back 56

This leader uses predominantly reward power to maintain discipline and encourage the team to accomplish its goals. Conversely, this leader is almost incapable of employing the more punitive coercive and legitimate powers. This inability results from the leader's fear that using such powers could jeopardize his or her relationship with the team members.

Front 57

Impoverished Leader Style (Leader Influence)

Back 57

This person uses a "delegate and disappear" management style. Since this person is not committed to either task accomplishment or maintenance, he or she essentially allows the team to do whatever it wishes and prefers to be detached from the team process by allowing it to suffer from a series of power struggles.

Front 58

Team Leader Style (Leader Influence)

Back 58

This type of leader leads by positive example. This leader encourages the team to reach team goals as effectively as possible, while also working tirelessly to strengthen the bonds among the various members. This leader forms and leads the most productive teams.

Front 59

Approach (Leader Influence)

Back 59

The method(s) or procedure(s) necessary to move the organization in the right direction based on diagnosis.

Front 60

Communicating (Leader Influence)

Back 60

Listening, explaining instructions, justifying recommendations and decisions, selling ideas, and providing feedback.

Front 61

Developing Airmen (Leader Influence)

Back 61

1. Recognize and diagnose the capabilities of each Airman in your unit or organization using DAC (diagnose, adapt and communicate)
2. Diagnose the personal and developmental needs of your Airmen and then assist them with personal and professional development needs that fulfill current or future jobs/roles and responsibilities.

Front 62

Developmental needs of Airmen: Aspirations (Leader Influence)

Back 62

What an individual hopes to attain or has a desire to accomplish.

Front 63

Developmental needs of Airmen: Personality (Leader Influence)

Back 63

How an individual behaves or thinks (introvert, extrovert, Type A or B).

Front 64

Developmental needs of Airmen: Self-Concept (Leader Influence)

Back 64

Based how an individual may think and feel about themselves and on feedback from external sources (how others see them).

Front 65

Developmental needs of Airmen: Self-Efficacy and Locus of Control (Leader Influence)

Back 65

The amount of control people believe they have and how much confidence they have in performing a particular task. Has a significant impact on how individuals' expectations shape the goals they set for themselves.

Front 66

Developmental needs of Airmen: Attitudes and Values (Leader Influence)

Back 66

When an individual responds positively or negatively to a person, place, thing or situation and values are beliefs that an individual regards as very important.

Front 67

Deliberate Development Plan (Leader Influence)

Back 67

To carefully think about and discuss strengths, areas of improvement, current and future roles, and responsibilities with followers for the purpose of creating a detailed plan (or expanding an existing one) that intentionally and methodically develops personal and professional growth over time.

Front 68

Set Up Plan (Deliberate development plan) (Leader Influence)

Back 68

This includes sitting down with the individual, going over your diagnosis of his or her capabilities and developmental needs, and establishing milestones and deadlines to cover a specific period. It also includes identifying and securing any resources needed to allow the Airman to fulfill current or future job/roles and responsibilities more effectively.

Front 69

Monitor the Plan (Deliberate development plan) (Leader Influence)

Back 69

Consistently check progress against milestones/deadlines and adjust as necessary.

Front 70

Position Power 4-types (Leader Influence)

Back 70

Provides you with the authority to make decisions and requests based on your position within the organization. Comes in four types: coercive, connection, reward and legitimate.

Front 71

Coercive power (Position Power) (Leader Influence)

Back 71

The leader's perceived ability to provide sanctions, punishment, or consequences for not performing.

Front 72

Connection power (Position Power) (Leader Influence)

Back 72

The perception of your association with people of influence inside or outside of the organization.

Front 73

Reward power (Position Power) (Leader Influence)

Back 73

Range from pats on the back or days off, to formal recognition within the organization.

Front 74

Legitimate power (Position Power) (Leader Influence)

Back 74

This type of power provides you with the authority to make decisions and requests based on your position within the organization.

Front 75

Personal Power (Leader Influence)

Back 75

The extent to which followers respect, feel good about, are committed to their leader; and see their own goals being satisfied by the goals of their leader.

Front 76

Referent power (Personal Power) (Leader Influence)

Back 76

Based largely on a leader's personal traits. Leaders seen as likeable, or charismatic, or who inspire trust and confidence can often evoke this power.

Front 77

Information power (Personal Power) (Leader Influence)

Back 77

Based on a leader's access to data and information that is important to others.

Front 78

Expert power (Personal Power) (Leader Influence)

Back 78

Ability to influence through their education, experience, and job knowledge.

Front 79

ABC's of Behavior- B.F. Skinner (Leader Influence)

Back 79

Antecedents (prior events), Behavior (observable behavior), and Consequences (rewards or punishments resulting from prior events). States that a person will tend to change their behavior based on consequences, resulting from prior behavior.

Front 80

X & Y Theory- Douglas McGregor (Leader Influence)

Back 80

- Assumes that most people prefer to be directed, and are not interested in assuming responsibility—all they desire is safety.
- Assumes that people are not lazy by nature and can be self-directed and creative if properly motivated.

Front 81

Hierarchy of Needs- Abraham Maslow (Leader Influence)

Back 81

Individual's most basic needs must be filled before that individual could move on to higher needs or ambitions. If someone is suffering from great pain or hunger, he or she is not going to be very productive.

Front 82

Expectation Theory- Fredrick Herzberg (Leader Influence)

Back 82

"Environmental needs" A person expects certain things when they work, such as: money, training, safety and supervision.
"Motivators" These are not expected but, if provided, are seen as rewards or bonuses.

Front 83

Motivational Profile Theory- David McClelland (Leader Influence)

Back 83

Has three parts:
1. Achievement - People seek challenges on the job and try to achieve mastery
2. Power - People seek status and control in their positions or jobs.
3. Affiliation - People seek social aspects of the job by being around people or helping them.

Front 84

Contemporary Motivation Model (Leader Influence)

Back 84

People can be in one of three levels of commitment to the organization. The three levels are membership (the lowest end), performance level (mid-level), and the involvement level (highest level) of commitment.

Front 85

Membership level (Contemporary Motivation) (Leader Influence)

Back 85

Individuals at this level give time to the organization out of dependency. They have a contract with the Air Force; 8 hours of work for 8 hours of pay and nothing more.

Front 86

Performance level (Contemporary Motivation) (Leader Influence)

Back 86

Individuals at this level of commitment, a person's needs are still being satisfied, the person is satisfying many of their needs for social belonging and esteem. Often involved and contribute, but only as long as leadership recognizes their contributions.

Front 87

Involvement level (Contemporary Motivation) (Leader Influence)

Back 87

Individuals that operate on this level are performing for their own reasons. Their motivation comes from within; therefore, they are involved.

Front 88

System Level Rewards (Contemporary Motivation) (Leader Influence)

Back 88

Things the organization provides such as pay, training, annual leave, medical and dental benefits, etc., whether operating at the membership, performance, or involvement level of commitment, everyone get these rewards.

Front 89

Supervisory Rewards (Contemporary Motivation) (Leader Influence)

Back 89

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.

Front 90

Personal Rewards (Contemporary Motivation) (Leader Influence)

Back 90

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.

Front 91

Supervisor's Responsibility for Rewards (Contemporary Motivation) (Leader Influence)

Back 91

Ensure their subordinates meet all standards, and ensure they receive their system level rewards. Must strive to help people move from the membership level of commitment to the performance level of commitment, by appropriately rewarding those who perform above the standard.

Front 92

Sources for gathering feedback (Leader Influence)

Back 92

- Mentors
- Peers
- Subordinates
- Budgets
- Training Plans
- Metrics (MC rates)
- External Sources/Agencies (family).

Front 93

Anchoring (Negotiation)

Back 93

An offer that is at (or slightly more aggressive) than the aspiration point. Offers can indicate one's aspiration point and bargaining zone.

Front 94

Aspiration point (Negotiation)

Back 94

The best outcome each party hopes to achieve from a negotiated agreement.

Front 95

Best Alternative To a Negotiated Agreement "BATNA" (Negotiation)

Back 95

An alternative that, should negotiations fail, you are willing and able to execute without the other party's participation or permission.

Front 96

Convergent thinkers (Negotiation)

Back 96

Tend to be reliable, rational, and principle-based. They constantly work to reduce uncertainty and ambiguity. They prefer thorough plans that fully address all contingencies.

Front 97

Divergent thinkers (Negotiation)

Back 97

Tend to be creative and spontaneous. They are comfortable with uncertainty and ambiguity. They prefer flexible plans with as many options as possible.

Front 98

Demand (Negotiation)

Back 98

A statement of terms with no room for adjustment. It is positional and embodies the most precise use of a "take it or leave it" option.

Front 99

Interests (Negotiation)

Back 99

The reason behind your position. It is the "why" behind what you want.

Front 100

Procedural interests (Negotiation)

Back 100

Concerned with how a process is conducted. Negotiator is not as concerned with the actual details of the outcome as they are with how an outcome is determined.

Front 101

Psychological interests (Negotiation)

Back 101

Sometimes called relationship interests are concerned with how people feel, how they are perceived, and how they relate with others.

Front 102

Substantive interests (Negotiation)

Back 102

Have to do with things such as schedules, prices, salaries, etc. These make up the bulk of most negotiations.

Front 103

Interest-Based Negotiations "IBN" (Negotiation)

Back 103

Also referred to as Interest-based Problem-Solving, is the practice of focusing on the interests, and not the positions of the two negotiating parties.

Front 104

Negotiation (Negotiation)

Back 104

A 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.

Front 105

Position (Negotiation)

Back 105

"What you want" what you envision as your best possible outcome. This is the stance one takes that is usually founded on his or her underlying interests.

Front 106

Reservation point (Negotiation)

Back 106

The "bottom line" or least favorable option or offer you will accept.

Front 107

Zone of Possible Agreement "ZOPA" (Negotiation)

Back 107

The "bargaining range" defined as the overlapping (common) area of each party's aspiration point and reservation point.

Front 108

Trust, Information, Power, and Options (TIPO) Model (Negotiation)

Back 108

Illustrates how trust influences your use of information and power, and how information and power influence negotiation. Emphasizes why we should consider the trust, information, and power that exists in each negotiated situation beforehand to better predict the possible options.

Front 109

Trust (TIPO) (Negotiation)

Back 109

The foundation of relationships with others and faith in a system.

Front 110

Trust in a Process (TIPO) (Negotiation)

Back 110

Exists when both parties have faith in a governing institution and believe that it supports their negotiations.

Front 111

Trust in a Person (TIPO) (Negotiation)

Back 111

Faith established between two people

Front 112

Information (TIPO) (Negotiation)

Back 112

When we trust our opposite, we believe the information they present is truthful and accurate. As a result, we feel more comfortable sharing information which can lead to better discussions, more effective brainstorming sessions, and a shared selection of options.

Front 113

Power (TIPO) (Negotiation)

Back 113

Determining our opposite's power helps us decide whether we can use our power over theirs or instead, combine our power with theirs during negotiations.

Front 114

Options (TIPO) (Negotiation)

Back 114

Different ways of coming to a mutually-agreed upon and satisfying outcome.

Front 115

The Who, Stakes, and Situation (Negotiation)

Back 115

Who are you dealing with? What are the Stakes (what do you stand to gain or lose)? What is the Situation (current and future consequences)?

Front 116

People Orientation (Negotiation)

Back 116

This approach centers on the relationship that exists between the individuals or groups involved. In some situations, developing or maintaining the relationship is more important than the task at hand.

Front 117

Task Orientation (Negotiation)

Back 117

This approach places more importance on reaching an outcome, solution, or resolution. In the military, this is centered on getting the mission done.

Front 118

Negotiation Styles (Negotiation)

Back 118

- Evade
- Comply
- Insist
- Settle
- Cooperate.

Front 119

Evade (Negotiation Styles) (Negotiation)

Back 119

This passive or unassertive strategy is often used to maintain the current situation and is best used when the current situation favors any proposed solution, the issue at hand is unimportant to one or both parties, there are other more pressing matters that take priority over this situation, or the opposite is way too powerful.

Front 120

Comply (Negotiation Styles) (Negotiation)

Back 120

Use this passive strategy when preservation of the relationship between you and the other party is more important than the task. With this style, one party complies with, or gives in, so the opposite (more assertive party) gets what they want.

Front 121

Insist (Negotiation Styles) (Negotiation)

Back 121

Use this assertive "winner-takes-all" task-oriented style when obtaining your objective is paramount, regardless of the cost to the opposite's interests or to the relationship. Under this style, we may hoard information, damage relationships, and put long-term negotiating relationships in jeopardy.

Front 122

Settle (Negotiation Styles) (Negotiation)

Back 122

Use this compromising style when there is little chance of getting everything you want but a solution is necessary. This style minimally satisfies the interests of both parties and typically begins with a "soft offer" in order to leave room for maneuvering toward an option. It usually results in a quick negotiation which makes it an efficient style.

Front 123

Cooperate (Negotiation Styles) (Negotiation)

Back 123

This style depends heavily on each party's collaborative efforts and desire to achieve a mutually satisfactory outcome (task orientation) while simultaneously managing a trusting relationship (people orientation). Here, the focus is on the common interests that drive each party's position.

Front 124

The Cooperative Negotiation Strategy (CNS) (Negotiation)

Back 124

Concentrates on both the task and the relationship; helping all to move toward a mutually satisfying agreement. Negotiators purposefully seek opportunities to create a new value from the available resources, while maintaining or developing a relationship. The central idea is for two parties, by working together rather than competitively, to potentially come up with a better solution than either could invent on their own.

Front 125

Negotiating Categories: Distributive (Negotiation)

Back 125

The task of this negotiating process is to divide up a fixed set of resources. It is also known as value claiming. The objective is to claim a portion of whatever value is on the table. Negotiators meet to exchange proposals, offers, and counter-offers.

Front 126

Negotiating Categories: Integrative (Negotiation)

Back 126

While still acknowledging that in the end resources must be distributed (there is value to claim at some point in any negotiation), does not see resources as necessarily fixed and means that negotiations are not necessarily zero sum.

Front 127

Hardball tactics (Negotiation)

Back 127

Good Cop-Bad Cop, Highball-Lowball, Exploding Offer, Lying, Intimidation/Aggressive Behavior, Snow Job, Nibble

Front 128

High-context cultures (Negotiation)

Back 128

More people-oriented and prefer to establish trusting relationships with others prior to engaging in negotiations. These societal groups have close connections with one another that have existed for a long time.

Front 129

Low-context cultures (Negotiation)

Back 129

Primarily task-oriented and work toward negotiating a resolution as quickly as possible. The social connections within these groups and cultures have not existed as long as those of other groups or cultures.

Front 130

CNS in Cross-Cultural Negotiations (Negotiation)

Back 130

Taking the time to establish a trust and an understanding of one another's worldview, parties are better able to collaborate for a solution that satisfies the needs of both parties instead of engaging in a contest of wills. Cultivates a common respect assisting to reveal the underlying interests of all parties that ultimately lead to long lasting solutions for all.

Front 131

Readiness (Negotiation)

Back 131

The capacity of parties to decide it is in their best interest to negotiate an agreement rather than to continue a dispute.

Front 132

Ripeness (Negotiation)

Back 132

Comparing negotiation to fruit. Are the issues negotiable? Are all the parties interested in negotiating?

Front 133

Mediation (Negotiation)

Back 133

An alternative form of dispute resolution that supports negotiations between two disputing parties.

Front 134

Evaluative Mediation (Negotiation)

Back 134

A subject-matter expert mediator describes the issue, offers an opinion on the strengths and weaknesses of each party's side, and suggests options to resolve the matter.

Front 135

Facilitative Mediation (Negotiation)

Back 135

An active third party enhances communication and encourages the parties to discuss matters freely and voluntarily participate in the mediation process. The parties clarify issues, reevaluate positions, and analyze interests—all with an eye towards resolving the dispute that brought them to the mediation table.

Front 136

Stakeholders (Negotiation)

Back 136

Other outside parties who have a vested or personal interest in the initiation, processing, and resolution of an existing dispute.

Front 137

Caucus (Negotiation)

Back 137

Confidential and private meeting between each of the parties and the mediator.

Front 138

Mediator (Negotiation)

Back 138

Facilitates communications, promotes understanding, and focuses negotiating parties on their interests (rather than their positions), and seeks creative problem solving to enable the parties to reach their own agreement.

Front 139

Impasse (Negotiation)

Back 139

This occurs when there is the failure to make progress toward resolution. It is a significant challenge in any mediation and moving past impasse is a skill that separates great mediators from the rest.

Front 140

Reality Checking (Negotiation)

Back 140

This is a process where the mediator gets the parties to understand, typically through a series of questions, the weaknesses of their case, issue, or demand. When parties have a very weak position (argument), no claim for what they seek, no legal basis for the settlement they desire, or unrealistic demands of the other party.

Front 141

Fostering Understanding of Others' Views (Negotiation)

Back 141

Mediator assist in overcoming the inability or unwillingness of the parties to "see" the problem from their opponent's point of view.

Front 142

Emotional Control (Negotiation)

Back 142

For the mediator, it is very important to have no outward reaction to a party's emotional display. A reaction can jeopardize the mediator's all-important neutrality and credibility.

Front 143

Stages of Mediation (Negotiation)

Back 143

Mediator opening statement, parties' opening statements, joint discussion, caucus, and closure

Front 144

Mediator Opening Statement (Stages of Mediation 1) (Negotiation)

Back 144

Mediator meets with both parties together for the first time. The mediator begins the session with introductions followed by establishing a structure for the mediation session.

Front 145

Parties' Opening Statement (Stages of Mediation 2) (Negotiation)

Back 145

The disputing parties are given adequate time to speak without interruption regarding the issue at hand and share their side of the issue. Each party should fully explain the issue, their interests, and positions as they see it so that all parties, including the mediator understand.

Front 146

Joint Discussion (Stages of Mediation 3) (Negotiation)

Back 146

Opportunity for the parties and the mediator to interact with and assist the parties in focusing less on their positions and more on their interests. The mediator should ask the parties questions that clarify the issues in controversy.

Front 147

Caucus (Stages of Mediation 4) (Negotiation)

Back 147

Optional stage that and can occur at any time during the mediation process but, when needed, usually occurs when joint discussions collapse. These are private, confidential one-on-one discussions between the mediator and each party.

Front 148

Closure (Stages of Mediation 5) (Negotiation)

Back 148

Mediation session will usually conclude with some form of resolution or one or both parties have removed themselves from the mediation.

Front 149

Active Listening (Negotiation)

Back 149

It requires a conscious effort on your part to hear the message a person shares, but how he or she sends the message.

Front 150

Minimal Encouragements (Negotiation)

Back 150

Questions, comments, or sounds that do not interfere with the flow of conversation, but let others know you are there and listening. They build rapport, encourage the speaker to continue, and include statements like Oh?, When?, and Really?

Front 151

Paraphrasing (Negotiation)

Back 151

Demonstrates evidence that you were listening and understand. It clarifies content, highlights issues, and improves active listener techniques. Usually, paraphrasing begins with the statements like, "Are you telling me...?" or "So what you are saying is..."

Front 152

Emotion Labeling (Negotiation)

Back 152

Finding the emotion the speaker is expressing "You sound...," "You seem...," or "What I hear is..."

Front 153

Mirroring (or Reflecting) (Negotiation)

Back 153

The technique of repeating the last word or phrase spoken in the form of a question. This asks for more input without guiding the direction of the speaker's thoughts and elicits information when you do not have enough to ask a pertinent question.

Front 154

Open-Ended Questions (Negotiation)

Back 154

Encourage a person to say more without actually directing the conversation. They are questions that cannot be answered with a simple yes or no and usually begin with how, what, when, where, and why. However, be careful using the why question as these tend to steer the conversation toward blame and shut down communication.

Front 155

"I" Messages (Negotiation)

Back 155

Let speakers know how they are making you feel, why you feel that way, and what the speaker can do to remedy the situation. This is a nonthreatening approach that usually does not put the speaker on the defensive.

Front 156

Effective Pauses (Negotiation)

Back 156

Silence is an extremely effective form of communication. Most people are not comfortable with silence and will speak to fill the uncomfortable void. Silence can also be used to emphasize a point just before or after saying something important.

Front 157

Resource stewardship (Resource Stewardship)

Back 157

The careful and responsible management of resources under one's control.

Front 158

Personnel (Resource Stewardship)

Back 158

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.

Front 159

Financial (Resource Stewardship)

Back 159

This is the resource that is required to procure the material, energy, information and technology, and warfare resources needed to accomplish missions. Is critical to the NCO's ability to ensure their Airmen have what they need to successfully complete their missions both at home station and deployed locations.

Front 160

Material (Resource Stewardship)

Back 160

This resource refers to the physical goods that are required by personnel to complete their assigned duties. This is a vast category that consists of natural and man-made resources.

Front 161

Warfare (Resource Stewardship)

Back 161

Funding, procuring, maintaining, and updating war-related materials are a top military priority to meet today's national security strategy objectives.

Front 162

Information and Technology (Resource Stewardship)

Back 162

Small, portable, Internet-enabled devices, cell phones, personal digital assistants (PDAs), computers, e-mail, broadband, radar, satellite systems, and the World Wide Web.

Front 163

Energy (Resource Stewardship)

Back 163

The critical force that powers businesses, manufacturing, and the transportation of goods and services. It also powers your equipment, facilities, motor vehicles, and aircraft. Energy supply and demand plays an increasingly vital role in U.S. national security and the economic output of the Nation.

Front 164

Appropriation (Resource Stewardship)

Back 164

Term that means setting aside money for a specific purpose.

Front 165

Antideficiency Act (ADA) Violations (Resource Stewardship)

Back 165

An act that results in exceeding limitations (misuse) of funds authorized and appropriated by Congress in support of contract obligations.

Front 166

Budget Allocation (Resource Stewardship)

Back 166

Funding document that represents cash for commitment or obligation that is issued by the Deputy Assistant Secretary of the Air Force for Budget (SAF/FMB) to a major command or field operating agency.

Front 167

Budget Allotment (Resource Stewardship)

Back 167

Similar to a budget allocation except that it is issued by major commands or field operating agencies to subordinate units.

Front 168

Continuing Resolution Authority (CRA) (Resource Stewardship)

Back 168

Fiscal law authority that allows the government to continue operations at a minimum level for a specific amount of time, usually a few days to a few weeks.

Front 169

Cost Center (CC) (Resource Stewardship)

Back 169

The organization that gathers and distributes cost data. The cost center refers to the basic production flight or work center.

Front 170

Cost Center Manager (CCM) (Resource Stewardship)

Back 170

Regulates the daily use of work hours, supplies, equipment, and services in producing or doing things.

Front 171

Financial Management Board (FMB) (Resource Stewardship)

Back 171

The senior advisory committee chaired by the Commander or Deputy Commander and includes group commander level members and the Comptroller (at installations), Directors, and special staffs (at commands). The approves budgets, financial plans, and revisions.

Front 172

Financial Working Group (FWG) (Resource Stewardship)

Back 172

Reviews program and cost factors, compares actual with prior year costs, reviews justifications, periodically evaluates performance against estimates, and submits a recommended financial plan to the FMB.

Front 173

Milestones Associated with Budgeting Process (Resource Stewardship)

Back 173

Significant events in the budgeting process. (CRA, BER, End-of-Quarter, Close-out, etc.)

Front 174

Obligation (Resource Stewardship)

Back 174

A legal binding agreement between the government and another party.

Front 175

Program Objective Memorandum (Resource Stewardship)

Back 175

Biennial memorandum submitted to the Secretary of Defense from each Military Department and Defense agency. It proposes total program requirements for the next six years.

Front 176

Resource Advisors (RA) (Resource Stewardship)

Back 176

Budget representative for an organization. Participates actively in resource management, including the planning, programming, budgeting, acquiring, consuming, storing, and disposing of resources.

Front 177

Responsibility Center Manager (RCM) (Resource Stewardship)

Back 177

Normally heads an organization that plans, organizes, directs, and coordinates activities of subordinate organizations and functions, also appoints a resource advisor (usually at the squadron or group organizational level) to oversee technical details of operations relating to resource use.

Front 178

Timelines Associated with Budgeting Process (Resource Stewardship)

Back 178

Submission deadlines associated with quarterly and annual budget requirements.

Front 179

Budget Execution Review (BER) (Resource Stewardship)

Back 179

A two-part process that occurs twice within each budget cycle to identify and redistribute funds to meet unfunded requirements such as unforeseen or initially unanticipated mission-related expenses.

Front 180

NCO's Role in the BER Process (Resource Stewardship)

Back 180

- Know when both BERs are scheduled
- Be prepared to request funding for mission-related issues and provide justification
- Continuously assess work center's current financial status and provide leadership an update

Front 181

Financial Execution Plan (FEP) (Resource Stewardship)

Back 181

Ensures an equitable distribution of the President's Budget (PB) for the next fiscal year (budget year) consistent with accomplishing Air Force program objectives and is the main vehicle for distributing anticipated funding (direct & reimbursable) in an equitable manner.

Front 182

Antideficiency Act (ADA) (Resource Stewardship)

Back 182

A law that prohibits agencies from involving the government in a contract or obligation for the payment of money before an appropriation is made unless authorized by law. The act prohibits against over obligating or overspending an appropriation.

Front 183

Unit Manpower Document (UMD) (Resource Stewardship)

Back 183

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.

Front 184

Funded Requirement (Resource Stewardship)

Back 184

Refers to an authorized and funded position needed to accomplish the assigned workload. Funded manpower positions are allocated by category (officer, enlisted, and civilian). Given the fact that requirements have always exceeded available funding, commanders first prioritize requirements and then allocate funding to the highest priority.

Front 185

Unfunded Requirement (Resource Stewardship)

Back 185

Refers to authorized but unfunded positions needed to accomplish the assigned workload.

Front 186

Authorization Change Request (ACR) (Resource Stewardship)

Back 186

A multi-purpose instrument commonly used to request increases, decreases, or realignments of manpower requirements and/or to change attributes on the UMD.

Front 187

Airman Powered by Innovation (API) Program (Resource Stewardship)

Back 187

1. Ideation/Submission: Ideas are generated and improved and forwarded for further evaluation.
2. Evaluation: The Organization Level Decision Makers (OLDM) evaluate the current method, the proposed method, the expected benefit(s), and the total cost of implementation.
3. Implementation: Implementation plans are developed and executed.
4. Hold-the Gains: The OLDM confirms results

Front 188

Standards (Discipline)

Back 188

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

Front 189

Discipline (Discipline)

Back 189

Training expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement, resulting in orderly conduct.

Front 190

Military Discipline (Discipline)

Back 190

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.

Front 191

Imposed Discipline (Discipline)

Back 191

The enforced obedience to legal orders and regulations. It is essential in combat or in emergencies when there is no time to explain or discuss an order.

Front 192

Self-Discipline (Discipline)

Back 192

A willing and instinctive sense of responsibility that leads you to do whatever needs to be done; reflects your personal commitment and sense of duty.

Front 193

Task Discipline (Discipline)

Back 193

How well you meet the challenges of the job. First, you must recognize that the job is important, and how well you perform will influence the effectiveness of your work section and your unit.

Front 194

Group Discipline (Discipline)

Back 194

Just as you must have a sense of responsibility to your job, you should also have a sense of group responsibility and effective team membership.

Front 195

Unit Discipline (Discipline)

Back 195

A state of order and obedience existing within a unit that involves the ready subordination of an individual's will for the good of the unit.

Front 196

Preventive/Prevention (Discipline)

Back 196

Processes designed to keep somebody from doing something undesirable.

Front 197

Purpose of Adverse Administration and Punitive Actions (Discipline)

Back 197

These management tools help instruct, correct, and improve those who depart from standards of performance, conduct, bearing, integrity, and whose actions degrade the individual and unit's mission. Administrative tools are corrective in nature, not punitive. Punitive actions are also considered corrective tools, but in most cases, result in a permanent bad mark in the member's service record. When properly used, administrative and punitive actions contribute to unit discipline, unit morale and enhance mission accomplishment.

Front 198

Discipline Model (DM) (Discipline)

Back 198

Three Arenas (Prevention, Correction, and Punishment) that if used correctly can help maintain discipline in the Air Force and are intended to build upon one another and if taken seriously.

Front 199

DM Arena 1 - Prevention (Discipline)

Back 199

Stop problems before they occur. Is all about setting clear standards, establishing rapport, and establishing a climate of accountability.

Front 200

DM Arena 2 - Correction (Discipline)

Back 200

- Designed to address inappropriate behavior, and seek to bring subordinates' behavior back within acceptable boundaries using the least amount of force necessary.
- Feedback, verbal and written counseling, admonishment and reprimand, unfavorable information file, control rosters

Front 201

DM Arena 3 - Punishment (Discipline)

Back 201

Purpose is to correct and rehabilitate those who repeatedly or grievously violate standards. Commander only discipline includes Articles 15, courts-martial, administrative demotions, and discharge characterization/recommendations.

Front 202

Progressive Discipline Process (PDP) (Discipline)

Back 202

The action(s) used to modify subordinate behavior depends on how far the subordinate deviates from the Level of Acceptability and the circumstances surrounding the infraction.

Front 203

Counseling (Verbal or Written) (Discipline)

Back 203

The supervisor's first tool to correct habits or shortcomings that affect job performance. Informs the member of improper behavior and seeks to correct the problem before it becomes more serious. Should allow the member to openly discuss the problem and help resolve the situation.

Front 204

Three forms of Counseling (Discipline)

Back 204

- Informal (Memo for Record MFR)
- Formal (letter of counseling LOR)
- Referral (refer the subordinate to another authority)

Front 205

Admonitions (LOA) (Discipline)

Back 205

Indicates a mid-range level of written disapproval for serious infractions and/or repeat infractions and is most often presented in a formal setting.

Front 206

Reprimands (LOR) (Discipline)

Back 206

More severe than counseling or admonishment and indicates a stronger degree of official censure. Not severe enough for non judicial punishment, but in situations where verbal or written counseling or admonishment would not sufficiently address the misconduct.

Front 207

Unfavorable Information File (UIF) (Discipline)

Back 207

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

Front 208

Control Rosters (Discipline)

Back 208

A tool used by commanders to set up a six month observation period for individuals whose duty performance is substandard or who fail to meet or maintain Air Force standards of conduct, bearing, and integrity, on or off duty. Commanders are required to inform the members that if their performance and behavior do not improve, they will face more severe administrative action or punishment.

Front 209

Area Defense Council (ADC) (Discipline)

Back 209

A certified judge advocate performing defense counsel duties. They are assigned outside the local chain of command with the responsibility of vigorously and ethically representing their client.

Front 210

The 3 Arenas that make up the Discipline Model (Discipline)

Back 210

- Prevention
- Correction
- Punishment.

Front 211

The 3 key actions that occur during the Prevention Arena in the DM (Discipline)

Back 211

- Set standards
- Establish rapport
- Create a climate of accountability.

Front 212

NCO Rank and Authority (Discipline)

Back 212

Delegated the authority necessary to exercise leadership commensurate with their rank and assigned responsibility.

Front 213

Seven Basic Rights of the Accused (Discipline)

Back 213

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 214

Presumption of Innocence (Rights of the Accused)

Back 214

Guilt must be beyond a reasonable doubt and be established by legal and competent evidence.

Front 215

Protection from Compulsory Self-Incrimination (Rights of the Accused)

Back 215

The 5th Amendment and Article 31 of the UCMJ; never compel Airmen to incriminate themselves.

Front 216

Pre-trial Investigation (Rights of the Accused)

Back 216

Article 32 of the UCMJ; Full disclosure and advisement of the charge(s)

Front 217

Representation by Counsel (Rights of the Accused)

Back 217

Military Counsel is ALWAYS FREE, but the member does have the option to hire a civilian attorney at his or her own expense.

Front 218

Fair and Impartial Trial (Rights of the Accused)

Back 218

- Article 27 requires the Trial Counsel and Defense Council to have similar qualifications whenever possible.
- Article 37 prohibits unlawful influence. No one can coerce or influence the actions of the court-martial.
- Article 41 allows the accused to challenge the Judge and Members of the court-martial for cause.

Front 219

Right of Appeal (Rights of the Accused)

Back 219

Air Force members have the right to appeal or rebut the findings and sentence of any military court

Front 220

Former Jeopardy (Rights of the Accused)

Back 220

Fifth Amendment and Article 44 prohibit any person from being tried twice for the same offense; however, constitutional law has been interpreted by the courts to mean that no person can be tried more than once by the same jurisdiction

Front 221

Know Your Limits (Discipline)

Back 221

Ask the experts, they provide advice that helps you take appropriate actions and will keep you from doing something wrong.

Front 222

Treatment of the Accused (Discipline)

Back 222

Presume people are innocent until proven guilty regardless of the nature of the crime. Ensuring people inside and outside the section or unit continue to provide fair and equal treatment to the accused.

Front 223

Ask your Wingman (ACE)

Back 223

Have the courage to ask the question, "Are you thinking of killing yourself?" while remaining calm.

Front 224

Care for your Wingman (ACE)

Back 224

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.

Front 225

Escort your Wingman (ACE)

Back 225

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 226

Bold Face indicators (Emergent Leadership Issues)

Back 226

- 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 hand-off 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.

Front 227

4-Dimensions of Wellness (Emergent Leadership Issues)

Back 227

- Physical
- Emotional
- Social
- Spiritual

Front 228

Physical Health (4-Dimensions of Wellness) (Emergent Leadership Issues)

Back 228

Expanding your knowledge about your lifestyle and how food, good nutrition, and physical activity as well as diseases, alcohol and tobacco use, regular exercise, and a healthy diet.

Front 229

Spiritual Health(4-Dimensions of Wellness) (Emergent Leadership Issues)

Back 229

Meaning, purpose, values, self-worth, dignity, and hope. Equips you with a particular strength during troubled times.

Front 230

Social Health (4-Dimensions of Wellness) (Emergent Leadership Issues)

Back 230

Having positive interactions with other individuals. Sense of Belonging, Increased Sense of Self-Worth, Feeling of Security.

Front 231

Emotional Health (4-Dimensions of Wellness) (Emergent Leadership Issues)

Back 231

Positive thinking and acceptance of yourself. Deals with those mental issues that affect and detract from your ability to accomplish the mission.

Front 232

Suicide Awareness (Emergent Leadership Issues)

Back 232

Heightened individual and community awareness of suicide, suicide risk factors, and the fact that suicide is only the "tip of the iceberg" of psycho-social problems.

Front 233

Risk Factors (Emergent Leadership Issues)

Back 233

Such factors as relationship difficulties, substance misuse, 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.

Front 234

Suicide Prevention (Emergent Leadership Issues)

Back 234

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

Front 235

Suicide Risk factors for Airmen include (Emergent Leadership Issues)

Back 235

- Male E1-E4s between the ages of 21 and 25 are at the highest risk for suicide
- Members receiving care from multiple clinics/agencies are at risk for poor hand-off care
- Airmen appear most at risk to commit suicide between Friday and Sunday
- On average, 1 out of every 3 Airmen (includes military and civilian employees of all ranks) is having a major life problem right now, but are not currently getting help for it.

Front 236

Common barriers to seeking Suicide help (Emergent Leadership Issues)

Back 236

- Denying the problem exists
- Avoiding the problem all together
- Fear that accessing help will result in a negative career impact
- Fear that the chain of command will be contacted

Front 237

Advanced Warning Signs (Emergent Leadership Issues)

Back 237

- Expresses an intention of harming self or others
- Behaves in a manner which would lead you to conclude that there was imminent risk of this harm
- Decreased or impaired emotional status
- Thoughts of suicide
- A suicide plan
- Access to the method of suicide described
- Stating they intend to complete the plan

Front 238

Aftermath of a Critical Incident (Emergent Leadership Issues)

Back 238

- Demonstrate concern for unit members' well-being
- Ensure that the basic needs of survivors are met (i.e., shelter, food, safety, and security)
- Let people talk about their experience ("emotional first aid")
- Minimize exposure to environmental stressors (e.g., heat, cold, noise, disturbing visual scenes)
- Be attentive to the needs of family members.
- Provide factual information; prevent the spread of rumors.
- Continuously evaluate the environment for additional threats; ensure that needs continued to be met.
- Foster unit cohesion.

Front 239

Drug (Emergent Leadership Issues)

Back 239

Any controlled substance included in Schedules I, II, III, IV, and V in Title 21, United States Code, Section 812, including anabolic or androgenic steroids.

Front 240

Depressant or Stimulant Substance (Emergent Leadership Issues)

Back 240

Substance which contains any quantity of a substance that is habit-forming or has a potential for misuse because of its stimulant, depressant, or hallucinogenic effect

Front 241

Narcotics (Emergent Leadership Issues)

Back 241

Opiates or cocaine to include any compound containing cocaine or its synthetic equivalents, derivatives, or products (heroin, methadone, morphine, crack, coca de mate, Health Inca Tea, etc.).

Front 242

Anabolic Steroids (Emergent Leadership Issues)

Back 242

Synthetic derivatives of testosterone that build muscle mass.

Front 243

Impact of Substance Misuse (Emergent Leadership Issues)

Back 243

Adversely affects or impairs mood, coordination, judgment, safety, and it increases impulsive behavior. Members under the influence do not perform effectively in leadership roles, areas of substantial responsibility, and technical knowledge.

Front 244

Prevention (Substance Misuse)

Back 244

A collaborative effort shared among various agencies to include the mental health (ADAPT), drug demand reduction, and health promotions and includes Education, Counseling, Referral, & Follow-up

Front 245

Environment (Substance Misuse)

Back 245

Promote an environment that encourages members to come forward and seek help. Whether it is a personal problem or a concern about a coworker, the right environment can go a long way to ensuring that timely intervention occurs.

Front 246

Lead by Example (Substance Misuse)

Back 246

Supervisors must support Air Force policy on substance misuse by employing appropriate measures to prevent occurrence in their areas of responsibility.

Front 247

Education (Substance Misuse)

Back 247

As a leader, you should effectively educate subordinates about substance misuse issues. This will help incorporate personal, or at least relevant, examples of substance misuse incidents into safety briefings.

Front 248

Deglamorization (Substance Misuse)

Back 248

When sponsoring a social event, ensure nonalcoholic drinks are also available and share the consequences of risky behavior. Be responsible for your guests by not serving intoxicating drinks after a specific time. Never promote alcohol-drinking contests; in fact, don't promote drinking at all!

Front 249

Documentation (Substance Misuse)

Back 249

Documenting behavior or conduct that is outside established military standards. Failure to do so is a critical misstep that often occurs because the supervisor is trying to "be nice."

Front 250

Actions (Substance Misuse)

Back 250

Outlining concerns, asking questions, and listening in a non-threatening environment may be just the thing needed to propel them toward getting help.

Front 251

Five methods used by the Air Force to identify substance abuse (Emergent Leadership Issues)

Back 251

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

Front 252

Substance abuse prevention promotes (Emergent Leadership Issues)

Back 252

- Responsible behavioral patterns
- Environment of open communication
- Less time spent on administrative actions
- A decrease in physical and mental health related expenses
- A reduction in lost duty time

Front 253

Referral Agencies/Treatment Programs (Emergent Leadership Issues)

Back 253

- Promote readiness and health and wellness through the prevention and treatment of substance misuse.
- Minimize the negative consequences of substance misuse to the individual, family, and organization.
- Provide comprehensive education and treatment to individuals who experience problems attributed to substance misuse.
- Return identified substance misusers to unrestricted duty status or to assist them in their transition to civilian life, as appropriate.

Front 254

0-0-1-3 formula (Emergent Leadership Issues)

Back 254

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 255

Eustress (Emergent Leadership Issues)

Back 255

Describes positive or healthy stress.

Front 256

Distress (Emergent Leadership Issues)

Back 256

Describes negative stress.

Front 257

Stress (Emergent Leadership Issues)

Back 257

The reaction people's bodies experience to an external demand by the continually changing environment.

Front 258

Organizational Factors (Emergent Leadership Issues)

Back 258

- Task demands
- Role demands
- Interpersonal demands
- Organizational structure
- Organizational leadership

Front 259

Individual Factors (Emergent Leadership Issues)

Back 259

- Physiological Symptoms
- Psychological Symptoms
- Behavioral Symptoms

Front 260

Time Management (Stress Management)

Back 260

The well-organized individual can often accomplish twice as much as the person who is poorly organized.
1. Make daily lists of activities to be accomplished.
2. Prioritize activities by importance and urgency.
3. Schedule activities according to the priorities set.
4. Handle the most demanding parts of your job during the high part of your cycle when you are most alert and productive.

Front 261

Physical Exercise (Stress Management)

Back 261

Aerobics, power walking, jogging, swimming, and bicycle riding have long been recommended by physicians as ways to deal with excessive stress levels.

Front 262

Relaxation Training (Stress Management)

Back 262

Deep relaxation for 15 to 20 minutes a day releases tension and provides a pronounced sense of peacefulness.

Front 263

Social Support (Stress Management)

Back 263

Having friends, family, or work colleagues to talk to provides an outlet when stress levels become excessive.

Front 264

Selection and Placement (Organizational Approaches)

Back 264

Certain jobs are more stressful than others, some individuals may adapt better to high-stress jobs and perform them more effectively.

Front 265

Goal Setting (Organizational Approaches)

Back 265

Individuals perform better when they have specific and challenging goals and receive feedback on how well they are progressing toward these goals.

Front 266

Job Redesign (Organizational Approaches)

Back 266

To give individuals more responsibility, greater participation in decision making, more meaningful work, more autonomy, and increased feedback can reduce stress, because these factors provide greater control over work activities and lessen dependence on others.

Front 267

Organizational Communication (Organizational Approaches)

Back 267

Increasing formal communication reduces uncertainty by lessening role ambiguity and role conflict.

Front 268

Wellness Programs (Organizational Approaches) (Emergent Leadership Issues)

Back 268

These programs focus on the individual's total physical and mental condition. For example, they typically provide workshops to help people quit smoking, control alcohol use, lose weight, improve diet, and develop a regular exercise program.

Front 269

Combat Stress (Emergent Leadership Issues)

Back 269

Happens when there is a change in mental function or behavior because of combat. The changes can be positive by allowing an increase in confidence in both self and peers, or it can create symptoms of a combat/operational stress injury.

Front 270

Operational Stress (Emergent Leadership Issues)

Back 270

Occurs when there are changes in mental functioning or behavior due to military operations other than war.

Front 271

Stressor (Emergent Leadership Issues)

Back 271

Any mental or physical challenge or challenges.

Front 272

Task demands (Emergent Leadership Issues)

Back 272

Job Design (autonomy, task variety, degree of automation) and Working conditions (physical layout, temperature, noise, safety conditions, overcrowded rooms, location with frequent interruptions)

Front 273

Role demands (Emergent Leadership Issues)

Back 273

Pressures placed on people as a function of their particular role in the organization and includes:
- Role conflict: Inability to reconcile or satisfy two conflicting expectations
- Role overload: not enough time to complete all assigned tasks
- Role ambiguity: Unsure of role and/or expectations

Front 274

Interpersonal demands (Emergent Leadership Issues)

Back 274

Pressures created by other individuals such as:
- Lack of social support from coworkers
- Poor interpersonal relationships

Front 275

Organizational structure (Emergent Leadership Issues)

Back 275

Organization with many levels of supervision and control. Number and type of rules and regulations. Level where decisions are made

Front 276

Organizational leadership (Emergent Leadership Issues)

Back 276

Leaders who create a culture that is characterized by
- tension, fear, and anxiety
- unrealistic pressures to perform
- excessively tight controls (micro-management) Routine firing of individuals who "don't measure up"

Front 277

Unlawful discrimination (Emergent Leadership Issues)

Back 277

Includes discrimination based on color, national origin, race, religion, or sex.

Front 278

Personal Discrimination (Emergent Leadership Issues)

Back 278

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.

Front 279

Systemic Discrimination (Emergent Leadership Issues)

Back 279

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.

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Sexual Harassment (Emergent Leadership Issues)

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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 (quid pro quo sexual harassment).
b. Submission to or rejection of such conduct by a person is used as a basis for career or employment decisions affecting that person (quid pro quo sexual harassment).
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.

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Complaint (Emergent Leadership Issues)

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

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Equal Opportunity (Emergent Leadership Issues)

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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.

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Human Relations Climate (Emergent Leadership Issues)

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

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Prejudice (Emergent Leadership Issues)

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

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Stereotype (Emergent Leadership Issues)

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

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Racism (Emergent Leadership Issues)

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

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Sexism (Emergent Leadership Issues)

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Attitudes and beliefs that one sex is superior to another.

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Sexual assault (Emergent Leadership Issues)

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

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Assault (Emergent Leadership Issues)

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A violent physical or verbal attack, an unlawful threat, or an attempt to do violence or harm to somebody else.

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Aggravated Assault (Emergent Leadership Issues)

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Causes serious physical injury to another

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Inaction (Emergent Leadership Issues)

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Means not taking action associated with workplace violence when warning signs are evident.

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Overconfidence (Emergent Leadership Issues)

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Happens when one responds to a workplace violence incident with an "I can handle it" attitude when the right thing to do is consult with professional help.

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Zero Tolerance Policy (Emergent Leadership Issues)

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Places all employees on notice that threats, assaults, or other acts of violence, made directly or indirectly, even in jest, toward other employees or customers will result in severe disciplinary action.

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Workplace Bullying (Emergent Leadership Issues)

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The repeated, unreasonable, and unwanted actions by individuals or groups directed at individuals or groups with the intent to intimidate, harass, degrade, or offend.

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Workplace violence Prevention (Emergent Leadership Issues)

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- Organization's workplace violence policy
- Phone numbers for quick reference during a crisis or an emergency
- How to recognize and report incidents of violent, intimidating, threatening, and disruptive behavior
- To ALWAYS treat threats in a serious manner and act as though the person may carry out the threat
- Encouragement to report incidents and the procedures to do so
- Ways of preventing or defusing volatile situations or aggressive behavior
- Ways to deal with hostile persons
- Managing anger
- Techniques and skills to resolve conflicts
- Stress management, relaxation techniques, wellness training
- Security procedures, e.g., the location and operation of safety devices such as alarm systems
- Personal security measures
- Programs, agencies, organizations and resources that assist employees in resolving conflicts

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Workplace violence Intervention/Initial Response (Emergent Leadership Issues)

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- Crisis response plans (Emergency plans in case of actual or potential violence)
- Procedures for calling for help
- Procedures for calling for medical assistance - - Procedures for notifying the proper authorities or whoever is acting in their place, security personnel and the police
- Emergency escape procedures and routes
- Safe places to escape inside and outside of the facility
- Procedures to secure the work area where the incident took place
- Procedures for accounting for all employees if a facility is evacuated
- Procedures for identifying personnel who may be called upon to perform medical or rescue duties
- Training and educating employees in workplace violence issues and the emergency action plan

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Workplace violence Recovery (Emergent Leadership Issues)

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- What to do immediately after violence
- Alerting the traumatic stress response team
- Providing support to survivors
- Providing support to witnesses
- Arranging for follow-up care and support of individuals or groups as needed

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Workplace violence Follow-up / Evaluation (Emergent Leadership Issues)

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- To evaluate what took place to determine if everything was done that could have been done to have prevented the incident and to determine what can be done to prevent it from happening again
- That requires regular evaluation and updating of the plan
- To identify lessons learned and procedures for debriefing participants
- To review policies on troubled employees and crisis response actions

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Crisis reaction (Emergent Leadership Issues)

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Stage One. In this stage, employees experiences emotional reactions characterized by shock, disbelief, denial, or numbness. Physically, the employee experiences shock or a fight-or-flight survival reaction in which the heart rate increases, perceptual senses become heightened or distorted, and adrenaline levels increase to meet a real or perceived threat.
Stage Two. This is the "impact" stage where employees may feel a variety of intense emotion, including anger, rage, fear, terror, grief, sorrow, confusion, helplessness, guilt, depression, or withdrawal. This stage may last a few days, a few weeks, or even a few months.
Stage Three. This is the "reconciliation stage" in which employees try to make sense out of the event, understand its impact, and through trial and error, reach closure of the event so it does not interfere with their ability to function and grow. This stage may be a long-term process.

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Adaptability (Change Management)

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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.

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Three Elements of Adaptability (Change Management)

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1. Cognitive Flexibility: The ability to use different thinking strategies and mental frameworks.
2. Emotional Flexibility: The ability to vary your approach to dealing with your own emotions and those of others.
3. Dispositional Flexibility: The ability to remain optimistic and at the same time realistic.

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Cognitive Flexibility (Change Management)

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- Scan the environment
- Develop understanding
- Create strategies

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Emotional Flexibility (Change Management)

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- Understand and manage emotions
- Connect and address the emotions of others
- Emotional engagement
- Balance emotions and actions

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Dispositional Flexibility (Change Management)

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- Optimism
- Support
- Self Identification of Tendencies

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Scanning the environment (Cognitive Flexibility)

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Identify changes as they occur and to see the changes coming.

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Developing an understanding (Cognitive Flexibility)

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"Making sense" out of a situation. This process may include opposing thinking, contemplating a totally new direction that turns obstacles into opportunities and ideas into innovative practices.

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Create strategies (Cognitive Flexibility)

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Developing several possible plans for responding to change.

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Developing Flexibility (Change Management)

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- Cognitive Development
- Emotional Development
- Dispositional Development

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Cognitive Development (Change Management)

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Be curious: Curiosity killed the cat, but it kept the organization alive!
Accept the difference: Face it, things are different, it does not mean it is "right" or "wrong", it just means it is different. Too many times you become comfortable with things that always stay the same. That isn't adaptability, it's just the opposite!
Observe: Get out and see for yourself what is going on. During difficult, changing times, subordinates need to see leadership "leading" from the front.
Have a plan: Know ahead of time your approach and procedures for dealing with resistant employees, managing a crisis, or making a quick decision in the face of uncertainty. But don't get too attached to a single plan or strategy. Always have a plan B and C.
Be resilient: Resiliency is the ability to adapt or recover from difficult conditions. The best way to adapt and recover is to understand and identify underlying concerns and issues that may account for people's resistance during change.
Keep learning: As with anything regarding personal development, continuous education is the key to many successful endeavors. Developing your cognitive abilities is no different. The ability to critically think is an essential trait in effective leaders.

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Emotional Development (Change Management)

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Support systems: Look to mentors, friends, supervisors or trusted peers, family members, and others to serve as your support system in times of change. Encourage subordinates to do the same.
Feedback: Provide prompt feedback, both positive and negative, to employees. This gives you practice in dealing with the emotional reactions of others while facing your own emotions, or resistance, or both. Remember to always be specific and avoid using vague responses, not giving an answer or feedback in many cases IS STILL FEEDBACK!
Decisiveness: When faced with a tough decision such as implementing an unpopular decision (change), be clear, make decisions, and act decisively. Doing it may be difficult, but doing otherwise harms the organization and avoids reality.
Avoid bulldozing change: Effectively manage others' resistance to change by explaining, answering questions, and patiently listening to concerns.
Motivation: Find ways to motivate. Consistently interact with staff in a way that is motivating and encouraging.
Triage: Confront problem employees. Move quickly to address them. Otherwise, you hurt morale, foster resentment, and stifle change. Listen: Learn to use effective listening skills to gain clarification from others. This helps identify resistance and concerns while modeling preferred behavior.
Collaborate: Involve others in the beginning stages of an initiative. This way you are more likely to take into account other people's concerns, as well as their ideas. It also helps gain their commitment.
Change your approach: Get comfortable using a broad range of methods and techniques so that you can adjust your style to changing situations.
Face reality: Adapt to changing situations with realism, openness, and optimism.

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Dispositional Development (Change Management)

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Be genuine: Honesty and authenticity. Understand your own reaction to change so that you can be straightforward with others.
Accept change as positive: Find ways to see the benefits of change.
Adapt your plans: Be prepared to shift according to changing external pressures or internal dynamics.
Cast a wide net: Involve key people in the design and implementation of change.
Rehearse: Give yourself a chance to practice new skills and new behaviors, or to learn about a new situation.
Immerse yourself in the new environment: Jump right in and meet the people and learn the ropes in a new situation.
Be a mentor or coach: Set clear expectations and guide employees in how to meet those expectations. It also provides a venue in which to deal effectively with resistant employees.
Pay attention to life beyond work: Shifting between work, family, and other interests and obligations is a form of adaptability.
Seek feedback: Keep a clear perspective on what you are doing. Find ways to receive feedback (both positive and negative) from a variety of sources.

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Change Management (Change Management)

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A proactively coordinated and structured period of transition from situation A to situation B using a systematic approach that addresses planning for the change.

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Change Sponsors (Change Management)

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The people responsible for initiating change within an organization.

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Change Agents (Change Management)

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Responsible for implementation of change in an organization

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Change Targets (Change Management)

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Those individuals or groups who actually undergo the change.

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Janssen's Model of Change (Change Management)

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Comfort(Stage 1) where things are routine.
Denial(Stage 2) confront/resist external change.
Confusion(Stage 3) grapple for ways to proceed.
Renewal(Stage 4) accept the change.

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Mayo's Four Levels of Change (Change Management)

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Knowledge changes
Attitudinal changes
Individual behavioral changes
Group behavioral changes

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Change Cycles (Change Management)

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- Directive Change (Position Power): change that's implemented by an authority figure (i.e. Commander, Superintendent, or Supervisor)

-Participative Change (Personal Power): change that's implemented when new knowledge is made available to the group.

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Three Phases in the Change Process (Change Management)

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- Unfreezing: is intended to motivate your subordinates and help get them ready for change.
- Changing: is the movement from the old way of doing things to the new way of doing business.
- Refreezing: locking in of the new procedures until they're a permanent part of daily operations.

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Continuous Improvement (CI)

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

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AFSO 21 (Continuous Improvement)

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Constantly finding efficiencies to channel saved monies toward improving combat capabilities across the Air Force.

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AFSO 21's Three Levels of Priorities (Continuous Improvement)

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

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Just Do It (AFSO 21's Three Levels of Priorities)

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A quick fix to a process irritant; a simple answer to an obstacle in an individual process.

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Rapid Improvement Events (RIE) (AFSO 21's Three Levels of Priorities)

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Usually last a week and apply 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.

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High Value Initiative (HVI) (AFSO 21's Three Levels of Priorities)

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

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Increase productivity of our people (AFSO 21 Five Desired Effects)

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Doing more of the right things with the same or less effort.

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Increase critical equipment availability rates (AFSO 21 Five Desired Effects)

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All assets available at a greater rate from aircraft, to information technology, to range, space, etc.

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Improve response time and agility (AFSO 21 Five Desired Effects)

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Quicker response time to the Warfighter.

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Sustain safe and reliable operations (AFSO 21 Five Desired Effects)

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Reduce injury rates, increase people safety, and safe use of materiel assets.

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Improve energy efficiency (AFSO 21 Five Desired Effects)

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Make energy conservation a consideration in everything you do.

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Decision-making (Continuous Improvement)

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

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Two System Approach to (Decision-making) - System 1 (Reactive Thinking)

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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.

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Two System Approach to (Decision-making)- System 2 (Reflective Thinking)

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Is 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.

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Kepner-Tregoe (KT) Problem Solving and Decision Making Process (Continuous Improvement)

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- Situation Appraisal - separates, clarifies, and prioritizes concerns.
- Problem Analysis - identifies the cause of a positive or negative deviation.
- Decision Analysis - is used for making a choice.
- Potential Problem Analysis - protects actions or plans.

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Decision Analysis (Continuous Improvement)

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

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Decision Statement (Continuous Improvement)

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Determines your objective and provides a specific level of success or resolution.

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OODA Loop (Continuous Improvement)

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- Observe: take a look at the current situation form theories about the problem
- Orient: gather data and information to substantiate those theories
- Decide: develop solutions to address the problem
- Act: implement and evaluate their solutions

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Eight-Step Problem Solving Process (Continuous Improvement)

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A 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.

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STEP 1: Clarify and Validate the Problem OODA (Continuous Improvement)

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Clarify large, vague, and complicated problems as objectively as possible before you can identify the real problem and properly address it.

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STEP 1: Clarify and Validate the Problem OODA- A good problem statement should include: (Continuous Improvement)

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1. What - is the problem?
2. Where - did the problem happen?
3. When - did the problem happen?
4. What - is the significance of the problem?

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STEP 1: Clarify and Validate the Problem OODA- A good problem statement is (Continuous Improvement)

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1. Written Down - Usually in one paragraph because more than one paragraph indicates more than one problem in a single problem statement.
2. Factual - All the descriptive terms should be precise, without emotion, and without names.
3. Agreed to by all parties - Lack of consensus at this stage indicates the problem is still unclear.

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STEP 2: Break Down the Problem/Identify Performance Gaps OODA (Continuous Improvement)

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Understanding what objective data is needed and what the data means once it has been gathered is critical to root cause problem solving and process improvement.

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STEP 2: Break Down the Problem/Identify Performance Gaps OODA - Strategic Vision (Continuous Improvement)

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Strategic vision is a view into the future that describes how an organization will strategically perform or conduct business. It implies a gap between the current performance and a better future performance.

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STEP 2: Break Down the Problem/Identify Performance Gaps OODA - Value and Waste Analysis (Continuous Improvement)

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1. Defects - Work that contains errors, rework, mistakes, or lacks essentials
2. Over-production - Generating more than is currently needed
3. Waiting - Idle time created when material, information, people, or equipment are not available
4. Nonstandard over-processing - Efforts that create no value from the customer's viewpoint 5. Transportation - Movement of material or information that do not add value
6. Intellect - Any failure to fully utilize the time and talents of people
7. Motion - Movement of people that does not add value
8. Excess inventory - More information, parts, material, etc., on hand than are currently needed

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STEP 2: Break Down the Problem/Identify Performance Gaps OODA - Performance Gap Analysis (Continuous Improvement)

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1. Does the problem require more analysis or is there enough information to execute a solution?
2. If more information is needed:
- a. What measures are available today?
- b. Do these measures align with the customer driven Key Performance Indicators (KPI)?
- c. Is there a gap between the data available and the data required? i.e. Does the data needed not exist yet?
- d. What is the gap between current performance and the customers' requirements?
- e. Does the data point to any specific areas of root cause?
- f. Does the data indicate a constraint?

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STEP 3: Set Improvement Targets OODA (Continuous Improvement)

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Identify a goal and develop a goal statement. A goal is your desired state where you want to be when you solve the problem.

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STEP 3: Set Improvement Targets OODA- Tactical Targets (Continuous Improvement)

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Tactical targets define the performance levels required to make the goal a reality. Targets should be challenging but achievable and have B-SMART characteristics

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STEP 3: Set Improvement Targets OODA- B-SMART (Continuous Improvement)

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- Balanced - Ensure goals are balanced across the multiple fronts of organizational output and multiple targets
- Specific - Have desirable outputs that are based on subject matter expert knowledge and experience and are applicable to the process improvement activity
- Measurable - Include time frames and have data that is obtainable from specific sources
- Attainable - Resources are available, may have some risk but success is possible
- Results Focused - Link to the mission, vision, and goals that are meaningful to the user
- Timely - Provide step-by-step views versus giant leaps that are measurable at interim milestones

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STEP 4: Determine Root Cause OODA (Continuous Improvement)

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Root Cause Analysis is a trade-off between digging as deeply as possible and finding the deepest point that is still within your sphere of influence.

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STEP 4: Determine Root Cause OODA- The Five-Why Method to Root Cause Analysis (Continuous Improvement)

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By repeatedly asking the question, 'Why?' we are able to peel away the more obvious layers of an issue (the symptoms), thus revealing the true, root cause.

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STEP 4: Determine Root Cause OODA -Brainstorming (Continuous Improvement)

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- Withhold judgment - Make no evaluation, criticism, or judgment about any idea until the brainstorming session is over.
- Encourage freewheeling - Once ideas begin flowing, the leader allows the group to continue under its own steam with little or no guidance.
- Aim for quantity, not quality - Once ideas are flowing, write down every one. The whole idea of brainstorming is to aim for quantity, not quality. Some ideas might be silly, but most will contain at least some quality information.
- Hitchhike (piggyback) ideas - The last rule in brainstorming allows an idea to piggyback or hitchhike on another idea. In a brainstorming session, one member of the group suggests an idea. This idea triggers a thought in the mind of another and the process continues until you have a series of ideas, all prompted by one original thought or idea.

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STEP 5: Develop Countermeasures OODA (Continuous Improvement)

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In this step you develop solution(s). If you completed the first four steps correctly, this step should be the easiest.

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STEP 5: Develop Countermeasures OODA - Analysis of Alternatives (Continuous Improvement)

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- Effectiveness - Will the countermeasure help achieve the target/goal? How well will it work? Will it prevent re-occurrence of the problem?
- Feasibility - Is the countermeasure possible given cost, management approval, resources, safety, and time?
- Impact - Will this countermeasure create more problems than it solves?

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STEP 6: See Countermeasures Through OODA (Continuous Improvement)

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With countermeasures developed, it is time to see them through. This includes: communicating the plan to those affected, implementing the new process, and handling unexpected issues that pop up.

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STEP 6: See Countermeasures Through OODA -Six "S" (Continuous Improvement)

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1. Sort - clean and organize
2. Straighten - identify, organize, and arrange
3. Shine - routine cleaning and maintenance
4. Standardize - simplify and standardize
5. Sustain - continue training and maintaining standards
6. Safety - priority in all improvement areas

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STEP 7: Confirm Results and Process OODA (Continuous Improvement)

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Closely mirrors the data collection portion of Step 2, Break Down the Problem/Identify Performance Gaps. Implementation requires a variety of reviews and acknowledgements to confirm results and processes.

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STEP 7: Confirm Results and Process OODA- Conducting a Review (Continuous Improvement)

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1. Understand the current situation in comparison to the committed plan
2. Develop higher levels of behavior and performance
3. Create a sense of team from common purposes
4. Instill a sense of pride in accomplishment
5. Establish accountability
6. Work problems familiar to the entire group
7. Provide rewards and recognition

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STEP 7: Confirm Results and Process OODA- Rewards and Recognition (Continuous Improvement)

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A powerful tool that can make workplaces, on average, 15-25 percent more productive.
1. Timely - Given as soon as possible (immediately if possible) after the desired performance
2. Proportional - Don't overdo for average or mediocre performance
3. Sincere - Honest and open appreciation of effort
4. Specific - Recognize notable efforts in detail
5. Individual - Recognize personal contributions
6. Personal - Recognition should fit the individual's desires

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STEP 8: Standardize Successful Processes OODA (Continuous Improvement)

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The most commonly skipped and most under completed step of the entire problem solving process. It is very tempting to take new found knowledge and skills and immediately move on to the next improvement initiative without ensuring that the results stick.

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Your effective speaking and writing skills provide

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- Clear instructions, policies and procedures
- Help to articulate mission and goals
- Effective subordinate performance (EPRs, Awards, Decs, Admin Actions, etc.)
- How others perceive my knowledge and intelligence
- Positive viewpoints of my work center (unit, organization, service, etc.)

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Sender (Basic Communication Process)

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Originator of the communication process. Speakers, writers, artists, musicians, and even architects can be senders of communication.

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Message (Basic Communication Process)

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The idea, feeling, or information that a sender transfers to his/her audience by using written or spoken words and nonverbal symbols.

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Receiver (Basic Communication Process)

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Is the target for the sender's message.

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Feedback (Basic Communication Process)

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Not only completes the communication process but also starts it all over again. It's a reaction to the message as you receive it. Feedback has two forms: verbal and nonverbal.

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Flow of Communication

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Communication flows in three directions; Upward, Downward, Lateral. Organizations lacking effective channels of upward, downward, and lateral communication limit the quality of service they can provide to their customers.

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Upward communication

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The flow of communication through the chain of command from the lowest organizational position to the highest.

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Downward communication

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Normally begins with the organization's upper level of management and filters down through the chain of command.

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Lateral communication

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Information flows neither downward nor upward; instead, it flows across organizational channels. Allows for coordination or integration of all diverse functions within and outside an organization.

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Effective Communication Process

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Addresses an issue directly and completely without getting sidetracked and use the least amount of words necessary to get the point across. High quality, well-focused communication follows the rules of language and grammar; presents ideas in a logical, systematic manner; does not hide ideas in a jungle of words; and takes the audience's experience, background, and expectations into account.

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Effective Communication Phases

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Diagnose communication needs, Prepare the communication, and Deliver the message.

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Diagnose Communication Needs (Effective Communication)

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Defining the general purpose, selecting and narrowing the topic, defining the specific objective, analyzing the audience, and defining parameters.

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General purposes of writing

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- Direct
- Emphasize what to do
- Inform
- Verbal, technical, or travel orders
- Persuade
- Recruiting presentations
- Inspire
- Heritage event speech