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372 Cards in this Set

  • Front
  • Back
A group (Team Building)
An assemblage of persons (or objects) located or gathered together.
A team (Team Building)
Group organized to work together.
Mission (Team Building)
A duty assigned to an individual or unit; a task. Clearly indicates the action to be taken and the reason therefore.
Team Roles C.A.R.E. (Team Building)
- Creators
- Advancers
- Refiners
- Executors
Creators (Team Roles/Team Building)
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.
Advancers (Team Roles/Team Building)
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.
Refiners (Team Roles/Team Building)
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.
Executors (Team Roles/Team Building)
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.
Flexers (Team Roles/Team Building)
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.
Panic-Elation-Panic P.E.P. cycle (Team Building)
When team members come up with an idea, they move from Panic to Elation, then without encouragement they slide back to Panic.
"Z" Process (Team Building)
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).

Team Dynamics (Team Building)
An ongoing process that involves interaction of individuals within a team to move toward or away from achieving the desired objective.
The Five C's of a Team (Team Building)
- Community
- Cooperation
- Coordination
- Communication
- Coaching
Community (The Five C's of a Team) (Team Building)
Making sure every member of our team feels like an essential and important part of the team and the unit.
Cooperation (The Five C's of a Team) (Team Building)
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.
Coordination (The Five C's of a Team) (Team Building)
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.
Communication (The Five C's of a Team) (Team Building)
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.
Coaching (The Five C's of a Team) (Team Building)
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.
The Five Common Dysfunctions of a Team (Team Building)
- Absence of Trust
- Fear of Conflict
- Lack of Commitment
- Avoidance of Accountability
- Inattention to Results
Absence of Trust (The Five Common Dysfunctions of a Team)
Unwillingness to confide in and share knowledge, feelings, and concerns with one another.
Fear of Conflict (The Five Common Dysfunctions of a Team) (Team Building)
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.
Lack of Commitment (The Five Common Dysfunctions of a Team) (Team Building)
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.
Avoidance of Accountability (The Five Common Dysfunctions of a Team) (Team Building)
Holding others accountable usually leads to confrontation. Members are likely to avoid these situations.
Inattention to Results (The Five Common Dysfunctions of a Team) (Team Building)
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.
Stages of Team Development (Team Building)
- Forming Stage
- Storming Stage
- Norming Stage
- Performing Stage
- Adjourning and Transforming
Forming Stage (Stages of Team Development) (Team Building)
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.
Storming Stage (Stages of Team Development) (Team Building)
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.

Norming Stage

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

Performing Stage (Stages of Team Development) (Team Building)
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.
Adjourning and Transforming (Stages of Team Development) (Team Building)
Adjourning - Teams disassemble and members separate from the team.
Transforming - Teams continue to exist, moving from one objective to the next.
Causes of Regression (Team Building)
- New Member
- New Goal
- Team Schedule
- Unresolved Conflict
Measuring Team Success (Team Building)
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.
T.E.A.M. concept (Team Building)
- Talents (skills and abilities)
- Expertise (knowledge and experience)
- Assessments (customer surveys, inspections, performance evaluations)
- Means (resources to include: equipment, facilities, financial, time, information)
Followership (Leader Influence)
One in the service of another; one that follows the opinions or teachings of another; one that imitates another.
5 Essential Qualities of Effective Followership (Leader Influence)
- Self-Management
- Committed
- Competent
- Integrity
- Initiative
Self-Management (5 Essential Qualities of Effective Followership) (Leader Influence)
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.
Committed (5 Essential Qualities of Effective Followership) (Leader Influence)
Being committed to the organization and to a purpose beyond themselves, effective followers strive to excel at everything they do.
Competent (5 Essential Qualities of Effective Followership) (Leader Influence)
Build their competence and focus their efforts for maximum impact. They strive to reach higher levels of performance and expand themselves.
Integrity (5 Essential Qualities of Effective Followership) (Leader Influence)
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.
Initiative (5 Essential Qualities of Effective Followership) (Leader Influence)
Initiative is motivation, determination, perseverance, and risk-taking. Being a good follower requires more than just meeting the standards.
Feedback (Leader Influence)
Offer or suggest information/ideas as a reaction from an inquiry.
How to Increase Your Chances of Success as a Follower (Leader Influence)
- Control your emotions.
- Offer solutions to problems.
- Recognize the importance of timing.
- Use the chain of command.
Self-Awareness (Leader Influence)
Means getting to know yourself, to understand your strengths and developmental needs.
Values and Principles (Leader Influence)
As a leader you must know your deeply held values, adhere to ethical principles that guide your leadership, and avoid ethical traps.
Motivations (Leader Influence)
Leaders must know what motivates themselves and others, how to balance both external and internal motivations.
Support Team (Leader Influence)
Leaders must recognize their support team (family, co-workers, leaders, mentors, and subordinates).
Integrated Life (Leader Influence)
Leaders must know how to integrate and balance every aspect of their life (family life, personal life, professional life, including community and friends).
Diagnosing (Leader Influence)
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.
Morale (Leader Influence)
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.
Esprit de corps (Leader Influence)
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.
Discipline (Leader Influence)
The element in an organization that leads to prompt execution of orders and the initiation of proper actions when orders are not given.
Proficiency (Leader Influence)
The ability of a unit to perform its mission and it is based on professional and technical standards of excellence.
Adapting (Leader Influence)
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.
Style (Leader Influence)
Our default setting, essentially the amount of task-oriented and relationship-oriented behavior you use.
Authoritarian Leader Style (Leader Influence)
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.
Country Club Leader Style (Leader Influence)
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.
Impoverished Leader Style (Leader Influence)
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.
Team Leader Style (Leader Influence)
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.
Approach (Leader Influence)
The method(s) or procedure(s) necessary to move the organization in the right direction based on diagnosis.
Communicating (Leader Influence)
Listening, explaining instructions, justifying recommendations and decisions, selling ideas, and providing feedback.
Developing Airmen (Leader Influence)
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.
Developmental needs of Airmen: Aspirations (Leader Influence)
What an individual hopes to attain or has a desire to accomplish.
Developmental needs of Airmen: Personality (Leader Influence)
How an individual behaves or thinks (introvert, extrovert, Type A or B).
Developmental needs of Airmen: Self-Concept (Leader Influence)
Based how an individual may think and feel about themselves and on feedback from external sources (how others see them).
Developmental needs of Airmen: Self-Efficacy and Locus of Control (Leader Influence)
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.
Developmental needs of Airmen: Attitudes and Values (Leader Influence)
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.
Deliberate Development Plan (Leader Influence)
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.
Set Up Plan (Deliberate development plan) (Leader Influence)
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.
Monitor the Plan (Deliberate development plan) (Leader Influence)
Consistently check progress against milestones/deadlines and adjust as necessary.
Position Power 4-types (Leader Influence)
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.
Coercive power (Position Power) (Leader Influence)
The leader's perceived ability to provide sanctions, punishment, or consequences for not performing.
Connection power (Position Power) (Leader Influence)
The perception of your association with people of influence inside or outside of the organization.
Reward power (Position Power) (Leader Influence)
Range from pats on the back or days off, to formal recognition within the organization.
Legitimate power (Position Power) (Leader Influence)
This type of power provides you with the authority to make decisions and requests based on your position within the organization.
Personal Power (Leader Influence)
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.
Referent power (Personal Power) (Leader Influence)
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.
Information power (Personal Power) (Leader Influence)
Based on a leader's access to data and information that is important to others.
Expert power (Personal Power) (Leader Influence)
Ability to influence through their education, experience, and job knowledge.
ABC's of Behavior- B.F. Skinner (Leader Influence)
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.
X & Y Theory- Douglas McGregor (Leader Influence)
- 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.
Hierarchy of Needs- Abraham Maslow (Leader Influence)
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.
Expectation Theory- Fredrick Herzberg (Leader Influence)
"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.
Motivational Profile Theory- David McClelland (Leader Influence)
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.
Contemporary Motivation Model (Leader Influence)
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.
Membership level (Contemporary Motivation) (Leader Influence)
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.
Performance level (Contemporary Motivation) (Leader Influence)
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.
Involvement level (Contemporary Motivation) (Leader Influence)
Individuals that operate on this level are performing for their own reasons. Their motivation comes from within; therefore, they are involved.
System Level Rewards (Contemporary Motivation) (Leader Influence)
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.
Supervisory Rewards (Contemporary Motivation) (Leader Influence)
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.
Personal Rewards (Contemporary Motivation) (Leader Influence)
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.
Supervisor's Responsibility for Rewards (Contemporary Motivation) (Leader Influence)
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.
Sources for gathering feedback (Leader Influence)
- Mentors
- Peers
- Subordinates
- Budgets
- Training Plans
- Metrics (MC rates)
- External Sources/Agencies (family).
Anchoring (Negotiation)
An offer that is at (or slightly more aggressive) than the aspiration point. Offers can indicate one's aspiration point and bargaining zone.
Aspiration point (Negotiation)
The best outcome each party hopes to achieve from a negotiated agreement.
Best Alternative To a Negotiated Agreement "BATNA" (Negotiation)
An alternative that, should negotiations fail, you are willing and able to execute without the other party's participation or permission.
Convergent thinkers (Negotiation)
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.
Divergent thinkers (Negotiation)
Tend to be creative and spontaneous. They are comfortable with uncertainty and ambiguity. They prefer flexible plans with as many options as possible.
Demand (Negotiation)
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.
Interests (Negotiation)
The reason behind your position. It is the "why" behind what you want.
Procedural interests (Negotiation)
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.
Psychological interests (Negotiation)
Sometimes called relationship interests are concerned with how people feel, how they are perceived, and how they relate with others.
Substantive interests (Negotiation)
Have to do with things such as schedules, prices, salaries, etc. These make up the bulk of most negotiations.
Interest-Based Negotiations "IBN" (Negotiation)
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.
Negotiation (Negotiation)
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.
Position (Negotiation)
"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.
Reservation point (Negotiation)
The "bottom line" or least favorable option or offer you will accept.
Zone of Possible Agreement "ZOPA" (Negotiation)
The "bargaining range" defined as the overlapping (common) area of each party's aspiration point and reservation point.
Trust, Information, Power, and Options (TIPO) Model (Negotiation)
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.
Trust (TIPO) (Negotiation)
The foundation of relationships with others and faith in a system.
Trust in a Process (TIPO) (Negotiation)
Exists when both parties have faith in a governing institution and believe that it supports their negotiations.
Trust in a Person (TIPO) (Negotiation)
Faith established between two people
Information (TIPO) (Negotiation)
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.
Power (TIPO) (Negotiation)
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.
Options (TIPO) (Negotiation)
Different ways of coming to a mutually-agreed upon and satisfying outcome.
The Who, Stakes, and Situation (Negotiation)
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)?
People Orientation (Negotiation)
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.
Task Orientation (Negotiation)
This approach places more importance on reaching an outcome, solution, or resolution. In the military, this is centered on getting the mission done.
Negotiation Styles (Negotiation)
- Evade
- Comply
- Insist
- Settle
- Cooperate.
Evade (Negotiation Styles) (Negotiation)
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.
Comply (Negotiation Styles) (Negotiation)
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.
Insist (Negotiation Styles) (Negotiation)
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.
Settle (Negotiation Styles) (Negotiation)
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.
Cooperate (Negotiation Styles) (Negotiation)
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.
The Cooperative Negotiation Strategy (CNS) (Negotiation)
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.
Negotiating Categories: Distributive (Negotiation)
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.
Negotiating Categories: Integrative (Negotiation)
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.
Hardball tactics (Negotiation)
Good Cop-Bad Cop, Highball-Lowball, Exploding Offer, Lying, Intimidation/Aggressive Behavior, Snow Job, Nibble
High-context cultures (Negotiation)
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.
Low-context cultures (Negotiation)
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.
CNS in Cross-Cultural Negotiations (Negotiation)
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.
Readiness (Negotiation)
The capacity of parties to decide it is in their best interest to negotiate an agreement rather than to continue a dispute.
Ripeness (Negotiation)
Comparing negotiation to fruit. Are the issues negotiable? Are all the parties interested in negotiating?
Mediation (Negotiation)
An alternative form of dispute resolution that supports negotiations between two disputing parties.
Evaluative Mediation (Negotiation)
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.
Facilitative Mediation (Negotiation)
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.
Stakeholders (Negotiation)
Other outside parties who have a vested or personal interest in the initiation, processing, and resolution of an existing dispute.
Caucus (Negotiation)
Confidential and private meeting between each of the parties and the mediator.
Mediator (Negotiation)
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.
Impasse (Negotiation)
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.
Reality Checking (Negotiation)
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.
Fostering Understanding of Others' Views (Negotiation)
Mediator assist in overcoming the inability or unwillingness of the parties to "see" the problem from their opponent's point of view.
Emotional Control (Negotiation)
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.
Stages of Mediation (Negotiation)
Mediator opening statement, parties' opening statements, joint discussion, caucus, and closure
Mediator Opening Statement (Stages of Mediation 1) (Negotiation)
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.
Parties' Opening Statement (Stages of Mediation 2) (Negotiation)
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.
Joint Discussion (Stages of Mediation 3) (Negotiation)
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.
Caucus (Stages of Mediation 4) (Negotiation)
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.
Closure (Stages of Mediation 5) (Negotiation)
Mediation session will usually conclude with some form of resolution or one or both parties have removed themselves from the mediation.
Active Listening (Negotiation)
It requires a conscious effort on your part to hear the message a person shares, but how he or she sends the message.
Minimal Encouragements (Negotiation)
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?
Paraphrasing (Negotiation)
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..."
Emotion Labeling (Negotiation)
Finding the emotion the speaker is expressing "You sound...," "You seem...," or "What I hear is..."
Mirroring (or Reflecting) (Negotiation)
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.
Open-Ended Questions (Negotiation)
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.
"I" Messages (Negotiation)
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.
Effective Pauses (Negotiation)
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.
Resource stewardship (Resource Stewardship)
The careful and responsible management of resources under one's control.
Personnel (Resource Stewardship)
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.
Financial (Resource Stewardship)
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.
Material (Resource Stewardship)
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.
Warfare (Resource Stewardship)
Funding, procuring, maintaining, and updating war-related materials are a top military priority to meet today's national security strategy objectives.
Information and Technology (Resource Stewardship)
Small, portable, Internet-enabled devices, cell phones, personal digital assistants (PDAs), computers, e-mail, broadband, radar, satellite systems, and the World Wide Web.
Energy (Resource Stewardship)
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.
Appropriation (Resource Stewardship)
Term that means setting aside money for a specific purpose.
Antideficiency Act (ADA) Violations (Resource Stewardship)
An act that results in exceeding limitations (misuse) of funds authorized and appropriated by Congress in support of contract obligations.
Budget Allocation (Resource Stewardship)
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.
Budget Allotment (Resource Stewardship)
Similar to a budget allocation except that it is issued by major commands or field operating agencies to subordinate units.
Continuing Resolution Authority (CRA) (Resource Stewardship)
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.
Cost Center (CC) (Resource Stewardship)
The organization that gathers and distributes cost data. The cost center refers to the basic production flight or work center.
Cost Center Manager (CCM) (Resource Stewardship)
Regulates the daily use of work hours, supplies, equipment, and services in producing or doing things.
Financial Management Board (FMB) (Resource Stewardship)
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.
Financial Working Group (FWG) (Resource Stewardship)
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.
Milestones Associated with Budgeting Process (Resource Stewardship)
Significant events in the budgeting process. (CRA, BER, End-of-Quarter, Close-out, etc.)
Obligation (Resource Stewardship)
A legal binding agreement between the government and another party.
Program Objective Memorandum (Resource Stewardship)
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.
Resource Advisors (RA) (Resource Stewardship)
Budget representative for an organization. Participates actively in resource management, including the planning, programming, budgeting, acquiring, consuming, storing, and disposing of resources.
Responsibility Center Manager (RCM) (Resource Stewardship)
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.
Timelines Associated with Budgeting Process (Resource Stewardship)
Submission deadlines associated with quarterly and annual budget requirements.
Budget Execution Review (BER) (Resource Stewardship)
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.
NCO's Role in the BER Process (Resource Stewardship)
- 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
Financial Execution Plan (FEP) (Resource Stewardship)
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.
Antideficiency Act (ADA) (Resource Stewardship)
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.
Unit Manpower Document (UMD) (Resource Stewardship)
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.
Funded Requirement (Resource Stewardship)
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.
Unfunded Requirement (Resource Stewardship)
Refers to authorized but unfunded positions needed to accomplish the assigned workload.
Authorization Change Request (ACR) (Resource Stewardship)
A multi-purpose instrument commonly used to request increases, decreases, or realignments of manpower requirements and/or to change attributes on the UMD.
Airman Powered by Innovation (API) Program (Resource Stewardship)
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
Standards (Discipline)
Morals, ethics, or habits established by an authority, custom, or an individual as acceptable behavior.
Discipline (Discipline)
Training expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement, resulting in orderly conduct.
Military Discipline (Discipline)
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.
Imposed Discipline (Discipline)
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.
Self-Discipline (Discipline)
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.
Task Discipline (Discipline)
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.
Group Discipline (Discipline)
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.
Unit Discipline (Discipline)
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.
Preventive/Prevention (Discipline)
Processes designed to keep somebody from doing something undesirable.
Purpose of Adverse Administration and Punitive Actions (Discipline)
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.
Discipline Model (DM) (Discipline)
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.
DM Arena 1 - Prevention (Discipline)
Stop problems before they occur. Is all about setting clear standards, establishing rapport, and establishing a climate of accountability.
DM Arena 2 - Correction (Discipline)
- 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
DM Arena 3 - Punishment (Discipline)
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.
Progressive Discipline Process (PDP) (Discipline)
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.
Counseling (Verbal or Written) (Discipline)
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.
Three forms of Counseling (Discipline)
- Informal (Memo for Record MFR)
- Formal (letter of counseling LOR)
- Referral (refer the subordinate to another authority)
Admonitions (LOA) (Discipline)
Indicates a mid-range level of written disapproval for serious infractions and/or repeat infractions and is most often presented in a formal setting.
Reprimands (LOR) (Discipline)
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.
Unfavorable Information File (UIF) (Discipline)
Provides commanders with an official repository of substantiated derogatory data concerning an Air Force member's personal conduct and duty performance.
Control Rosters (Discipline)
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.
Area Defense Council (ADC) (Discipline)
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.
The 3 Arenas that make up the Discipline Model (Discipline)
- Prevention
- Correction
- Punishment.
The 3 key actions that occur during the Prevention Arena in the DM (Discipline)
- Set standards
- Establish rapport
- Create a climate of accountability.
NCO Rank and Authority (Discipline)
Delegated the authority necessary to exercise leadership commensurate with their rank and assigned responsibility.
Seven Basic Rights of the Accused (Discipline)
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
Presumption of Innocence (Rights of the Accused)
Guilt must be beyond a reasonable doubt and be established by legal and competent evidence.
Protection from Compulsory Self-Incrimination (Rights of the Accused)
The 5th Amendment and Article 31 of the UCMJ; never compel Airmen to incriminate themselves.
Pre-trial Investigation (Rights of the Accused)
Article 32 of the UCMJ; Full disclosure and advisement of the charge(s)
Representation by Counsel (Rights of the Accused)
Military Counsel is ALWAYS FREE, but the member does have the option to hire a civilian attorney at his or her own expense.
Fair and Impartial Trial (Rights of the Accused)
- 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.
Right of Appeal (Rights of the Accused)
Air Force members have the right to appeal or rebut the findings and sentence of any military court
Former Jeopardy (Rights of the Accused)
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
Know Your Limits (Discipline)
Ask the experts, they provide advice that helps you take appropriate actions and will keep you from doing something wrong.
Treatment of the Accused (Discipline)
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.
Ask your Wingman (ACE)
Have the courage to ask the question, "Are you thinking of killing yourself?" while remaining calm.
Care for your Wingman (ACE)
Calmly control the situation. Do not use force; be safe while actively listening to show understanding and to produce relief. Remove all means of self-injury.
Escort your Wingman (ACE)
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.
Bold Face indicators (Emergent Leadership Issues)
- 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.
4-Dimensions of Wellness (Emergent Leadership Issues)
- Physical
- Emotional
- Social
- Spiritual
Physical Health (4-Dimensions of Wellness) (Emergent Leadership Issues)
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.
Spiritual Health(4-Dimensions of Wellness) (Emergent Leadership Issues)
Meaning, purpose, values, self-worth, dignity, and hope. Equips you with a particular strength during troubled times.
Social Health (4-Dimensions of Wellness) (Emergent Leadership Issues)
Having positive interactions with other individuals. Sense of Belonging, Increased Sense of Self-Worth, Feeling of Security.
Emotional Health (4-Dimensions of Wellness) (Emergent Leadership Issues)
Positive thinking and acceptance of yourself. Deals with those mental issues that affect and detract from your ability to accomplish the mission.
Suicide Awareness (Emergent Leadership Issues)
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.
Risk Factors (Emergent Leadership Issues)
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.
Suicide Prevention (Emergent Leadership Issues)
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
Suicide Risk factors for Airmen include (Emergent Leadership Issues)
- 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.
Common barriers to seeking Suicide help (Emergent Leadership Issues)
- 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
Advanced Warning Signs (Emergent Leadership Issues)
- 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
Aftermath of a Critical Incident (Emergent Leadership Issues)
- 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.
Drug (Emergent Leadership Issues)
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.
Depressant or Stimulant Substance (Emergent Leadership Issues)
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
Narcotics (Emergent Leadership Issues)
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.).
Anabolic Steroids (Emergent Leadership Issues)
Synthetic derivatives of testosterone that build muscle mass.
Impact of Substance Misuse (Emergent Leadership Issues)
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.
Prevention (Substance Misuse)
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
Environment (Substance Misuse)
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.
Lead by Example (Substance Misuse)
Supervisors must support Air Force policy on substance misuse by employing appropriate measures to prevent occurrence in their areas of responsibility.
Education (Substance Misuse)
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.
Deglamorization (Substance Misuse)
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!
Documentation (Substance Misuse)
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."
Actions (Substance Misuse)
Outlining concerns, asking questions, and listening in a non-threatening environment may be just the thing needed to propel them toward getting help.
Five methods used by the Air Force to identify substance abuse (Emergent Leadership Issues)
- Self-identification
- Commander referrals
- Medical identification
- Substance-related incidents
- Drug-testing
Substance abuse prevention promotes (Emergent Leadership Issues)
- 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
Referral Agencies/Treatment Programs (Emergent Leadership Issues)
- 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.
0-0-1-3 formula (Emergent Leadership Issues)
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
Eustress (Emergent Leadership Issues)
Describes positive or healthy stress.
Distress (Emergent Leadership Issues)
Describes negative stress.
Stress (Emergent Leadership Issues)
The reaction people's bodies experience to an external demand by the continually changing environment.
Organizational Factors (Emergent Leadership Issues)
- Task demands
- Role demands
- Interpersonal demands
- Organizational structure
- Organizational leadership
Individual Factors (Emergent Leadership Issues)
- Physiological Symptoms
- Psychological Symptoms
- Behavioral Symptoms
Time Management (Stress Management)
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.
Physical Exercise (Stress Management)
Aerobics, power walking, jogging, swimming, and bicycle riding have long been recommended by physicians as ways to deal with excessive stress levels.
Relaxation Training (Stress Management)
Deep relaxation for 15 to 20 minutes a day releases tension and provides a pronounced sense of peacefulness.
Social Support (Stress Management)
Having friends, family, or work colleagues to talk to provides an outlet when stress levels become excessive.
Selection and Placement (Organizational Approaches)
Certain jobs are more stressful than others, some individuals may adapt better to high-stress jobs and perform them more effectively.
Goal Setting (Organizational Approaches)
Individuals perform better when they have specific and challenging goals and receive feedback on how well they are progressing toward these goals.
Job Redesign (Organizational Approaches)
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.
Organizational Communication (Organizational Approaches)
Increasing formal communication reduces uncertainty by lessening role ambiguity and role conflict.
Wellness Programs (Organizational Approaches) (Emergent Leadership Issues)
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.
Combat Stress (Emergent Leadership Issues)
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.
Operational Stress (Emergent Leadership Issues)
Occurs when there are changes in mental functioning or behavior due to military operations other than war.
Stressor (Emergent Leadership Issues)
Any mental or physical challenge or challenges.
Task demands (Emergent Leadership Issues)
Job Design (autonomy, task variety, degree of automation) and Working conditions (physical layout, temperature, noise, safety conditions, overcrowded rooms, location with frequent interruptions)
Role demands (Emergent Leadership Issues)
Pressures placed on people as a function of their particular role in the organization and includes:
- Role conflict: Inability to reconcile or satisfy two conflicting expectations
- Role overload: not enough time to complete all assigned tasks
- Role ambiguity: Unsure of role and/or expectations
Interpersonal demands (Emergent Leadership Issues)
Pressures created by other individuals such as:
- Lack of social support from coworkers
- Poor interpersonal relationships
Organizational structure (Emergent Leadership Issues)
Organization with many levels of supervision and control. Number and type of rules and regulations. Level where decisions are made
Organizational leadership (Emergent Leadership Issues)
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"
Unlawful discrimination (Emergent Leadership Issues)
Includes discrimination based on color, national origin, race, religion, or sex.
Personal Discrimination (Emergent Leadership Issues)
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.
Systemic Discrimination (Emergent Leadership Issues)
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.
Sexual Harassment (Emergent Leadership Issues)
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.
Complaint (Emergent Leadership Issues)
An allegation of unlawful discrimination based on race, color, national origin, religion, or sex.
Equal Opportunity (Emergent Leadership Issues)
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.
Human Relations Climate (Emergent Leadership Issues)
The prevailing perceptions of individuals concerning interpersonal relationships within their working, living, and social environment.
Prejudice (Emergent Leadership Issues)
A judgment against or an opinion contrary to anything without just grounds or sufficient knowledge.
Stereotype (Emergent Leadership Issues)
Exaggerated belief about a category of people. It rationalizes a person's conduct toward that category.
Racism (Emergent Leadership Issues)
Any attitude or action of a person or institutional structure that subordinates a person or group because of race.
Sexism (Emergent Leadership Issues)
Attitudes and beliefs that one sex is superior to another.
Sexual assault (Emergent Leadership Issues)
Intentional sexual contact, characterized by use of force, threats, intimidation, abuse of authority, or when the victim does not or cannot consent.
Assault (Emergent Leadership Issues)
A violent physical or verbal attack, an unlawful threat, or an attempt to do violence or harm to somebody else.
Aggravated Assault (Emergent Leadership Issues)
Causes serious physical injury to another
Inaction (Emergent Leadership Issues)
Means not taking action associated with workplace violence when warning signs are evident.
Overconfidence (Emergent Leadership Issues)
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.
Zero Tolerance Policy (Emergent Leadership Issues)
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.
Workplace Bullying (Emergent Leadership Issues)
The repeated, unreasonable, and unwanted actions by individuals or groups directed at individuals or groups with the intent to intimidate, harass, degrade, or offend.
Workplace violence Prevention (Emergent Leadership Issues)
- 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
Workplace violence Intervention/Initial Response (Emergent Leadership Issues)
- 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
Workplace violence Recovery (Emergent Leadership Issues)
- 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
Workplace violence Follow-up / Evaluation (Emergent Leadership Issues)
- 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
Crisis reaction (Emergent Leadership Issues)
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.
Adaptability (Change Management)
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.
Three Elements of Adaptability (Change Management)
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.
Cognitive Flexibility (Change Management)
- Scan the environment
- Develop understanding
- Create strategies
Emotional Flexibility (Change Management)
- Understand and manage emotions
- Connect and address the emotions of others
- Emotional engagement
- Balance emotions and actions
Dispositional Flexibility (Change Management)
- Optimism
- Support
- Self Identification of Tendencies
Scanning the environment (Cognitive Flexibility)
Identify changes as they occur and to see the changes coming.
Developing an understanding (Cognitive Flexibility)
"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.
Create strategies (Cognitive Flexibility)
Developing several possible plans for responding to change.
Developing Flexibility (Change Management)
- Cognitive Development
- Emotional Development
- Dispositional Development
Cognitive Development (Change Management)
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.
Emotional Development (Change Management)
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.
Dispositional Development (Change Management)
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.
Change Management (Change Management)
A proactively coordinated and structured period of transition from situation A to situation B using a systematic approach that addresses planning for the change.
Change Sponsors (Change Management)
The people responsible for initiating change within an organization.
Change Agents (Change Management)
Responsible for implementation of change in an organization
Change Targets (Change Management)
Those individuals or groups who actually undergo the change.
Janssen's Model of Change (Change Management)
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.

Mayo's Four Levels of Change (Change Management)
Knowledge changes
Attitudinal changes
Individual behavioral changes
Group behavioral changes

Change Cycles (Change Management)

- 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.

Three Phases in the Change Process (Change Management)
- 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.
Continuous Improvement (CI)
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.
AFSO 21 (Continuous Improvement)
Constantly finding efficiencies to channel saved monies toward improving combat capabilities across the Air Force.
AFSO 21's Three Levels of Priorities (Continuous Improvement)
1. Just Do It
2. Rapid Improvement Events (RIE)
3. High Value Initiative (HVI)
Just Do It (AFSO 21's Three Levels of Priorities)
A quick fix to a process irritant; a simple answer to an obstacle in an individual process.
Rapid Improvement Events (RIE) (AFSO 21's Three Levels of Priorities)
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.
High Value Initiative (HVI) (AFSO 21's Three Levels of Priorities)
More complex and involve a cross functional team to ensure that identified improvements are incorporated into the day-to-day operations of an organization.
Increase productivity of our people (AFSO 21 Five Desired Effects)
Doing more of the right things with the same or less effort.
Increase critical equipment availability rates (AFSO 21 Five Desired Effects)
All assets available at a greater rate from aircraft, to information technology, to range, space, etc.
Improve response time and agility (AFSO 21 Five Desired Effects)
Quicker response time to the Warfighter.
Sustain safe and reliable operations (AFSO 21 Five Desired Effects)
Reduce injury rates, increase people safety, and safe use of materiel assets.
Improve energy efficiency (AFSO 21 Five Desired Effects)
Make energy conservation a consideration in everything you do.
Decision-making (Continuous Improvement)
The mental (cognitive) process that results in the selection of a course of action from among several alternative scenarios.
Two System Approach to (Decision-making) - System 1 (Reactive Thinking)
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.
Two System Approach to (Decision-making)- System 2 (Reflective Thinking)
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.
Kepner-Tregoe (KT) Problem Solving and Decision Making Process (Continuous Improvement)
- 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.
Decision Analysis (Continuous Improvement)
- Decision Statement
- Determine Objectives
- Locate Alternatives
- Risk Analysis
Decision Statement (Continuous Improvement)
Determines your objective and provides a specific level of success or resolution.
OODA Loop (Continuous Improvement)
- 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
Eight-Step Problem Solving Process (Continuous Improvement)
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.
STEP 1: Clarify and Validate the Problem OODA (Continuous Improvement)
Clarify large, vague, and complicated problems as objectively as possible before you can identify the real problem and properly address it.
STEP 1: Clarify and Validate the Problem OODA- A good problem statement should include: (Continuous Improvement)
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?
STEP 1: Clarify and Validate the Problem OODA- A good problem statement is (Continuous Improvement)
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.
STEP 2: Break Down the Problem/Identify Performance Gaps OODA (Continuous Improvement)
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.
STEP 2: Break Down the Problem/Identify Performance Gaps OODA - Strategic Vision (Continuous Improvement)
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.
STEP 2: Break Down the Problem/Identify Performance Gaps OODA - Value and Waste Analysis (Continuous Improvement)
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
STEP 2: Break Down the Problem/Identify Performance Gaps OODA - Performance Gap Analysis (Continuous Improvement)
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?
STEP 3: Set Improvement Targets OODA (Continuous Improvement)
Identify a goal and develop a goal statement. A goal is your desired state where you want to be when you solve the problem.
STEP 3: Set Improvement Targets OODA- Tactical Targets (Continuous Improvement)
Tactical targets define the performance levels required to make the goal a reality. Targets should be challenging but achievable and have B-SMART characteristics
STEP 3: Set Improvement Targets OODA- B-SMART (Continuous Improvement)
- 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
STEP 4: Determine Root Cause OODA (Continuous Improvement)
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.
STEP 4: Determine Root Cause OODA- The Five-Why Method to Root Cause Analysis (Continuous Improvement)
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.
STEP 4: Determine Root Cause OODA -Brainstorming (Continuous Improvement)
- 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.
STEP 5: Develop Countermeasures OODA (Continuous Improvement)
In this step you develop solution(s). If you completed the first four steps correctly, this step should be the easiest.
STEP 5: Develop Countermeasures OODA - Analysis of Alternatives (Continuous Improvement)
- 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?
STEP 6: See Countermeasures Through OODA (Continuous Improvement)
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.
STEP 6: See Countermeasures Through OODA -Six "S" (Continuous Improvement)
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
STEP 7: Confirm Results and Process OODA (Continuous Improvement)
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.
STEP 7: Confirm Results and Process OODA- Conducting a Review (Continuous Improvement)
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
STEP 7: Confirm Results and Process OODA- Rewards and Recognition (Continuous Improvement)
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
STEP 8: Standardize Successful Processes OODA (Continuous Improvement)
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.
Your effective speaking and writing skills provide
- 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.)
Sender (Basic Communication Process)
Originator of the communication process. Speakers, writers, artists, musicians, and even architects can be senders of communication.
Message (Basic Communication Process)
The idea, feeling, or information that a sender transfers to his/her audience by using written or spoken words and nonverbal symbols.
Receiver (Basic Communication Process)
Is the target for the sender's message.
Feedback (Basic Communication Process)
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.
Flow of Communication
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.
Upward communication
The flow of communication through the chain of command from the lowest organizational position to the highest.
Downward communication
Normally begins with the organization's upper level of management and filters down through the chain of command.
Lateral communication
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.
Effective Communication Process
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.
Effective Communication Phases
Diagnose communication needs, Prepare the communication, and Deliver the message.
Diagnose Communication Needs (Effective Communication)
Defining the general purpose, selecting and narrowing the topic, defining the specific objective, analyzing the audience, and defining parameters.
General purposes of writing
- Direct
- Emphasize what to do
- Inform
- Verbal, technical, or travel orders
- Persuade
- Recruiting presentations
- Inspire
- Heritage event speech