Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
388 Cards in this Set
- Front
- Back
Assemblage of persons (or objects) located or gathered together. Words associated include:
Collection • Gaggle • Crowd • Cluster • Assembly • Gathering • Mass |
Group
|
|
Organized groups of individuals working together to reach a common goal. Words that describe include:
Unified • Cohesive • Collaborative • Solidarity • Joint • Coalition |
Team
|
|
• Increased productivity
• High morale during high ops tempo • Willingness to help fellow teammates • Strong identity/camaraderie • Little to no negative conflict • Differences resolved through compromise or collaboration |
Indicators of Team spirit
|
|
• The task, together with the purpose, that clearly indicates the action to be taken and the reason therefore
• Duty assigned to an individual or unit |
Mission
|
|
Four Team Roles That Are Typically Found on Teams and Together Spell Out C.A.R.E. (and the additional beneficial team member).
|
and
(Flexers) |
|
• Spontaneous, exciting, enthusiastic, and great at brainstorming ideas
• Typically, the ones who offer a fresh and different perspective • Offer bold, untried approaches and ideas • Able to see the “big picture” • Optimistic and visualize the possibilities • Willing to solve problems |
Creators
|
|
• Positive with self-confident attitudes
• Insightful planners and use past experience to guide success • Energetic support of team goals and objectives • Well-developed promoters • Persistence in championing and advancing new ideas • Not easily discouraged by rules and boundaries |
Advancers
|
|
• Able to identify and clarify possible problems
• Detail-oriented • Experts in specifics and the development of a sound implementation strategy • Analytical • Able to offer new ideas and alternatives • Practical “sounding boards” to validate ideas * Good at reviewing ideas and implementation plans, modifying those ideas or coming up with new ideas, and rationally reviewing them to ensure successful implementation |
Refiners
|
|
• Willing to implement ideas
• Meticulous in following directions and completing tasks • Assertive • Independent • Keepers of high standards • Able to bring up problems early enough to effectively solve them |
Executors
|
|
• Able to connect and negotiate with all types of people
• Tolerant and understand different members of the team • Able to identify what is missing in the process and fill in the gap to allow for uninterrupted progress • Willing to offer suggestions to improve the process |
Flexers
|
|
Without _____, there are no new concepts
|
Creators
|
|
Without ____, ideas stall or do not come to light
|
Advancers
|
|
Without _____, new directions are not thought through—details are overlooked
|
Refiners
|
|
Without _____, there is no implementation
|
Executors
|
|
Without _____, there are gaps in the team
|
Flexers
|
|
• Focus on everything
• Adapt their styles to fit the needs of the team • View issues from multiple perspectives • Monitor contributions of all team members and when necessary, step in to fill gaps in order to keep things moving in the right direction • Demonstrate equal preference for most or all of the roles |
Advantages of Having a Flexer on Your Team
|
|
• The cycle that occurs whenever you are in a situation that requires you to come up with new ideas
• It begins with a call for ideas • When team members come up with an idea, they move from one to the next then back to the first |
P.E.P. Cycle (Panic-Elation-Panic)
|
|
• Knowing the cycle exists allows team leaders to monitor idea generation and then, at the peak of elation, hand ideas off to the Advancer. This gives Creators (and others) the confidence to put forth additional ideas
• Without continuous monitoring of the cycle, ideas die soon after creation because no one recognizes their importance or promotes them—in the meantime, the Refiner and Executor wait impatiently idle |
Why it is important to understand the P.E.P. Cycle
|
|
• Ideas often “bounce” back and forth among the Creators, Advancers, and Refiners
• The Creator comes up with an idea and as the Advancer begins promoting it, the Refiner begins analyzing it • The idea might go back and forth several times before the Refiner (along with the Creator and Advancer) agree the idea is ready to pass off to the Executor who has been waiting for an idea to come to fruition (realization) |
Summary of the “Z” Process
|
|
• Knowing this Process allows team leaders to monitor the team’s progress and manage conflict generated from passing ideas back and forth
• In the case of teams without a Creator (or Advancer or Refiner or Flexer) the team leader can step in and fill the gap • The Process ensures ideas are well thought out before attempting implementation |
Why it is important to understand the “Z” Process
|
|
Explain how you can use information on team roles, P.E.P. Cycle and the “Z” Process to help your flight
|
Increase team success by encouraging:
—Creators to offer ideas by catching them at their peak of the P.E.P. Cycle —Advancers to support and promote ideas —Refiners to assess ideas —Executers to move forward with the plan • Ensuring ideas move to the next role at the right time • Whenever possible, select members for my team based on their preferred roles • Will help when coming up with a flight war cry |
|
Ongoing process involving interaction of individuals within a team to move toward or away from achieving the desired objective
|
Team Dynamics
|
|
Indicates Continuous Activity
|
Ongoing Process
|
|
Essence of Team Dynamics...You must understand that needs may vary considerably for each individual.
|
Interaction of Individuals
|
|
What separates a team from a group...the efforts to reach a desired result and is the real reason why the team exists in the first place
|
Achievement of the desired objective
|
|
• Have the ability to realize the needs of their teammates
• Are considerate of their strengths |
Cohesive Teams
|
|
Five C’s of a Team as part of team dynamics
|
• Community
• Cooperation • Coordination • Communication • Coaching |
|
• Encourages the team concept by making sure everyone knows and understands the organization’s mission and purpose, which encourages a participative approach to meeting these objectives
• Makes sure every member of the team feels like an essential and important part of the team and the unit |
Community
|
|
• Ensures everyone has an opportunity to speak, to ask questions, and raise concerns
• Develops a greater sense of involvement in the organization’s direction -Encourages a participative approach to meeting objectives -Allows members the opportunity to assist by sharing ideas and suggestions |
Cooperation
|
|
-Ensures all members realize how important they are to the mission
-Explain member responsibilities in detail and how their actions affect the organization's success -Confirm members assigned to your team accept their roles and responsibilities and are held accountable for their actions |
Coordination
|
|
-Ensures everyone is on the same page and working toward the shared goal
-Give feedback early and often -Include vital information in staff meetings, roll calls, and other daily weekly get-togethers |
Communication
|
|
• 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 |
Coaching
|
|
Five Common Dysfunctions of a Team that affect team dynamics
|
• Absence of Trust
• Fear of Conflict • Lack of Commitment • Avoidance of Accountability • Inattention to Results |
|
Unwillingness to confide in and share knowledge, feelings, and concerns with one another
|
Absence of Trust
|
|
Avoiding conflict as its negative connotation threatens trust, communication, morale, welfare, and mission accomplishment
|
Fear of Conflict
|
|
Refusing to trust one another and failing to openly communicate will have negative consequences on efforts to reach a mutual agreement or consensus among team members. Team members must have clarity on the strategy, buy-in by all involved
|
Lack of Commitment
|
|
• Holding others accountable usually leads to confrontation
• Members are likely to avoid these situations |
Avoidance of Accountability
|
|
When members place their individual needs and goals ahead of the team and the organization
|
Inattention to Results
|
|
Stages of Team Development
|
• Forming Stage
• Storming Stage • Norming Stage • Performing Stage • Adjourning and Transforming |
|
• Occurs when the team meets and starts to work together for the first time
• Little or no conflict • Minimum shared feelings and feedback |
Forming Stage
|
|
• Occurs when the members within the team start to "jockey" for position and when control struggles take place
• Most difficult stage • Disputes and arguments occur • Members acknowledge the purpose and goal of the team • Stress and anxiety increase |
Storming Stage
|
|
• Occurs when rules are finalized and accepted and when team rules start being adhered to
• Collaboration and camaraderie grow • Productivity is high • Members “Agree to Disagree” |
Norming Stage
|
|
• Occurs when the team starts to produce through effective and efficient working practices
• Creativity is high as members are willing to share ideas without fear of negative criticism and reprisal • Eventually the team reaches their goal • Heightened morale and loyalty to the team and its success |
Performing Stage
|
|
• Occurs when a team disbands or moves on to a new task
• Teams disassemble and members separate from the team |
Adjourning & Transforming Stage
|
|
Explain T.E.A.M. Concept
|
• Talents (Skills and abilities)
• Expertise (Knowledge and experience) • Assessments (Customer surveys, inspections, performance evaluations) • Means (Resources to include: equipment, facilities, financial, time, information) |
|
• affect interpersonal relationships in ways that upset or reinforce team dynamics
• Regardless of what stage teams are at, more often than not, they return to the forming stage in order to develop a relationship • learn details regarding the goal, their role, and expected performance and behaviors • Teams may quickly progress through the stages to get back to where they were before or not—it all depends on well interactions are accepted |
How a new MEMBER causes regression in team development and methods to assist in recovering a high-performance team
|
|
•often sends teams back to the storming stage as they determine a new strategy or plan and reassign roles
• Explaining the reason for the change in mission (creating a felt need for the change) and encouraging participation in role selection while cultivating a cooperative environment can minimize the time spent in the storming stage |
How a new GOAL causes regression in team development and methods to assist in recovering a high-performance team
|
|
• can affect performance because activities and roles usually change too
• These changes cause stress which leads to conflict (storming) • Leaders anticipate the potential for elevated tension and take steps to mitigate conflict by maintaining open channels of communication and encouraging members to communicate their concerns |
How a team SCHEDULE causes regression in team development and methods to assist in recovering a high-performance team
|
|
• savvy leaders quickly determine whether it is constructive/positive or destructive/negative and if it is destructive, they take immediate steps to manage the issue
• allows team members to “take sides” creating even more of it and drawing the team’s focus and momentum away from the goal and reducing its productivity |
How UNRESOLVED CONFICT causes regression in team development and methods to assist in recovering a high-performance team
|
|
• One in the service of another
• One that follows the opinions or teachings of another • One that imitates another |
Followership
|
|
• Mentors
• Peers • Subordinates • Budgets • Training Plans • Metrics (MC rates) • External Sources/Agencies (Family) |
Sources for Gathering Feedback
|
|
A follower gives a leader ____ on a decision he/she just made or made in the past
|
Feedback
|
|
A person gives ____ on a decision that the leader is still contemplating or researching
|
Advice
|
|
• It is not about being a “yes person”, it is about communicating your concerns in ways that leadership will listen
• However, when you receive the final answer, salute sharply and go do with a forward-thinking, optimistic attitude, even when you disagree with decisions |
Advocating for a leader’s point of view
|
|
• Skills
• Talents • Experiences • Personality |
Capabilities of an Airman
|
|
To carefully think about and discuss strengths, areas of improvement, current and future roles, and responsibilities with followers
|
Deliberate Development
|
|
What needs to be created in order to address the personal and professional developmental needs of an Airman as it relates to fulfilling current or future job/role responsibilities
|
Deliberate Development Plan
|
|
What an individual hopes to attain or has a desire to accomplish (Factors to Consider When Diagnosing the Developmental Needs of an Airman)
|
Aspirations
|
|
How an individual behaves or thinks (Factors to Consider When Diagnosing the Developmental Needs of an Airman)
|
Personality
|
|
How an individual may think and feel about themselves (Factors to Consider When Diagnosing the Developmental Needs of an Airman)
|
Self-Concept
|
|
One is how much confidence they have in performing a particular task and the other is the amount of control people believe they have (Factors to Consider When Diagnosing the Developmental Needs of an Airman)
|
Self-Efficacy and Locus of Control
|
|
One is when an individual responds positively or negatively to a person, place, thing or situation and the other is beliefs that an individual regards as very important (Factors to Consider When Diagnosing the Developmental Needs of an Airman)
|
Attitudes and Values
|
|
Getting to know yourself to understand your strengths and developmental needs (One of the Five areas essential for personal and professional leadership development)
|
Self-awareness
|
|
Adhere to the ethics that guide your leadership and avoid traps (One of the Five areas essential for personal and professional leadership development)
|
Values and Principles
|
|
Need to know this about themselves and others and how to balance external and internal (One of the Five areas essential for personal and professional leadership development)
|
Motivations
|
|
Family, co-workers, other leaders, mentors, and subordinates (One of the Five areas essential for personal and professional leadership development)
|
Support Team
|
|
Balance every aspect of their life (One of the Five areas essential for personal and professional leadership development)
|
Integrated Life
|
|
The step a leader takes to determine what is going on in an organization. It is a cognitive skill requiring the leader to understand what the situation is now, and what it can reasonably be expected to be in the future. In addition to the situation, it should involve two aspects: the status of the people and the status of the environment
|
Diagnosing
|
|
Involves adjusting your behaviors and other resources to what you have diagnosed/observed in a way that helps close the gap between the current situation and what you want to achieve. Involves Style and Approach
|
Adapting
|
|
High task, low relationship
Very task oriented and hard on their workers (autocratic) Little or no allowance for cooperation or collaboration Very strong on schedules; Expects people to do what they are told without question or debate; When something goes wrong, they tend to focus on who is to blame rather than on exactly what is wrong and how to fix/prevent it; Intolerant of what they see as dissent (even though it may just be someone’s creativity), They make it very difficult for their subordinates to contribute or develop |
Authoritarian Leader
|
|
Low task, high relationship
Relies upon reward power to maintain discipline and to encourage goal accomplishment Almost incapable of employing coercive and legitimate powers Because they fear using such powers could jeopardize his or her relationship with the team members |
Country Club Leader
|
|
Low task, low relationship
Relies upon a “delegate and disappear” management style Is not committed to task accomplishment or maintenance Allows teams to do whatever they wish and prefers to be detached from the team process by allowing it to suffer from a series of power struggles |
Impoverished Leader
|
|
High task, high relationship
Leads by positive example Endeavors to foster a team environment in which all team members can reach their highest potential, both as team members and as people Encourages the team to reach team goals as effectively as possible, while also working tirelessly to strengthen the bonds among the various members Forms and leads the most productive teams |
Team Leader
|
|
Listening, explaining instructions, justifying recommendations and decisions, selling ideas, and providing feedback are just a few of the skills leaders need to be effective
|
Communicating
|
|
___ power—Comes from the perceived ability to provide sanctions, punishment, or consequences for not performing.
|
Coercive (A Position power)
|
|
___ power—Perception of the leader’s association with people of influence inside or outside of the organization
|
Connection (A Position power)
|
|
___ power—The ability reward via pats on the back, time off, formal recognition, etc.
|
Reward (A Position power)
|
|
___ power—Comes from a leader’s title, role, or position within the organization itself and provides leaders with the authority to make decisions and requests
|
Legitimate (A Position power)
|
|
• ___ power—Comes from personal traits. People with this power are seen as likeable or charismatic
|
Referent (A Personal Power)
|
|
___ power—Based on a leader’s access to data and information that is important to others
|
Information (A Personal Power)
|
|
___ Power—Comes from education, experience, and job knowledge. People with this power know their jobs inside and out
|
Expert (A Personal Power)
|
|
Antecedents (prior events), behavior (observable behavior) and consequences (rewards or punishments resulting from prior events).
|
ABC's of Behavior - B.F Skinner
|
|
One manager assumes that most people prefer to be directed, and are not interested in assuming responsibility—all they desire is safety. The other managers tend to direct, control, and closely supervise—the term “micro-manage” could be used to describe them!
|
X & Y Theory - Douglas McGregor
|
|
Motivational theory focused on the belief that an individual’s most basic needs must be filled before that individual could move on to higher needs or ambitions
|
Abraham Maslow's Hierarchy of Needs
|
|
A person expects certain things when they work, such as: money, training, safety and supervision.
Also a person wants motivators rewards or bonuses such as achievement, challenges, recognition, and accomplishment. |
Expectation Theory- Fredrick Herzberg
|
|
This theory has three parts: achievement, power, and affiliation.
Achievement- Individuals seek challenges on the job and try to achieve mastery of certain tasks or certain jobs. Power- Individuals will often seek status and control in their positions or jobs. Affiliation- People seek affiliation by looking for social aspects of the job. |
Motivational Profile Theory- David McClelland
|
|
Level of Contemporary Motivation
• At this level subordinates meet minimum standards, but do not get too involved in their jobs • They complain about things but never make an effort to solve the problem or even offer solutions |
MEMBERSHIP
|
|
Level of Contemporary Motivation
• At this level Tends to be more involved in the work center • Often contributes but only as long as leadership recognizes their contributions |
PERFORMANCE
|
|
Level of Contemporary Motivation
• At this level, subordinates produce good quality work because they truly enjoy what they do • They believe in their job and their reward is personal satisfaction |
INVOLVEMENT
|
|
• As long as you perform at the standard, you receive these rewards just for being a member of the organization
• These rewards are things the organization provides such as pay, training, annual leave, medical and dental benefits, etc., whether operating at the membership, performance, or involvement level of commitment, everyone get these rewards |
System Level Reward
|
|
• These rewards come from within you. When you fully enjoy your work, you strive to exceed every standard and reward yourself for a job well done
• Because you are satisfied with your own work, you do not need or rely on anyone else to reward your efforts • Leaders or followers who are capable of this type of reward operate at the involvement level of commitment |
Personal Level Reward
|
|
Rewards given to those who go beyond the standard, they include such things as praise, public recognition, time-off, bonus pay, promotions, special assignments, greater roles and responsibilities, etc
Leaders who depend on these rewards generally operate at the performance level of commitment. |
Supervisory Rewards
|
|
Four Domains of Wellness (SEPS)
|
• Spiritual
• Emotional • Physical • Social |
|
• Process involving two or more people or groups who have a degree of difference in positions, interests, goals, values, or beliefs and who are striving to reach agreement on issues or courses of action
• Dialogue intended to resolve disputes, produce a shared or mutually desired result, to bargain for an individual or collective advantage or benefit, or to craft outcomes to satisfy various interests |
Negotiation
|
|
___ Creates barriers to cooperation and communication and impacts morale diverting efforts from important tasks and issues
|
destructive conflict
|
|
___ leads to solutions resolutions, and higher levels of understanding and communication between individuals or groups
|
constructive conflict
|
|
Five sources of conflict:
|
communication
personal behavior factors interest structural worldview |
|
• ____ means “standing up for your rights," defending a position which you believe is correct, or simply trying to win. It is often used when the stakes are high, the situation is critical, and urgency is important
* High assertiveness, low cooperation |
Competing (or Forcing) (Five Types of Conflict Management)
|
|
• ___ style is designed to satisfy all parties, achieving a win-win outcome. This style involves an attempt to satisfy the concerns of both sides through honest discussion
*High Assertiveness, High cooperation |
Collaborating (Five Types of Conflict Management)
|
|
• ___ involves intermediate amounts of assertiveness and cooperation and strives for partial satisfaction of both parties’ desires by seeking a middle ground. To succeed at it, both parties must be willing to give up something
|
Compromising (Five Types of Conflict Management)
|
|
• ___ is the combination of low assertiveness and low cooperation. The person implies that he/she will be neutral
|
Avoiding (Five Types of Conflict Management)
|
|
• ___ combines low assertiveness and high cooperation—the complete opposite of competing. At its simplest level, this style may merely involve giving in to another person’s wishes. When ___, the individual neglects his/her own concerns to satisfy the concerns of the other person
|
Accommodating (Five Types of Conflict Management)
|
|
Negotiating Categories:
• Creates Adversaries and it divides a fixed set of resources During it parties see each other as competitors rather than partners and conflict is seen as inevitable |
Distributive; key words: Accommodate, Compete, Compromise
|
|
Negotiating Categories:
• Builds relationships and does not see resources as necessarily fixed. During it, parties see each other as partners rather than competitors and conflict is avoidable |
Integrative; key words: Collaborative, Win-win, Cooperative
|
|
7 techniques of active listening
|
Minimal Encouragements
Paraphrasing Emotion Labeling Mirroring (or Reflecting) Open-Ended Questions “I” Messages Effective Pauses |
|
Capacity of parties to decide it is in their best interest to negotiate an agreement rather than to continue a conflict. Be reasonable, has enough time passed to put aside feelings and deal rationally with the issues and decisions that need to be made
|
Negotiation Readiness
|
|
Are the issues negotiable?
Are all the parties interested in negotiating? If not, why is one or more of the parties reluctant? Can anything be done to make negotiation more attractive to them? Do all parties know their alternatives to a negotiated settlement? Is the timing right? |
Negotiation Ripeness
|
|
Sometimes situations, whether it’s negotiations or conflict, reach a point where a sort of deadlock occurs. This is where neither side is able to move any closer to achieving its desired objective and no one is satisfied with the current situation. Each side realizes the costs of continuing the struggle exceeds (oftentimes greatly) the benefits to be gained. Once all sides realize they cannot win and the status quo is unacceptably damaging the conflict is said to be "ripe" for resolution
|
Mutually Hurting Stalemate
|
|
The realization that the other party is willing to join in the search for a negotiated solution and that such a solution does exist. This perception need not identify a specific agreement, but rather a belief that an agreement may be reached. It is as much a perception of the other party's willingness to bargain as it is of a bargaining range.
|
The Way Out
|
|
Concentrates on the problem while keeping the relationship and interests of all parties in mind. Based on four key principles:
• Focus on the problem, but continuously manage the relationship • Acknowledge that there are positions, but focus on interests—find common ground between the negotiating parties by understanding both sides’ underlying interests • Mutually propose solutions through use of divergent thinking—develop options that satisfy interests without passing judgment on any individual proposal developed • Agree to converge on a solution that best satisfies each party’s top priorities and meets a legitimate standard |
Cooperative Negotiation Strategy (CNS)
|
|
Positions
Interests BATNA: Best Alternative to a Negotiation Agreement Brainstorming Solution |
5 step Cooperative Negotiation Strategy (CNS) process
|
|
• Often, what parties want and what is a reasonable solution are two different things
• It is not the “bottom line,” but an alternative that negotiators are willing to accept to put closure to a case |
BATNA: Best Alternative to a Negotiation Agreement
|
|
Careful and responsible management of resources under one’s control
|
Resource Stewardship
|
|
Resource stewardship requires the efficient and effective use of six things to ensure mission success
|
assigned personnel, material, information and technology, energy, warfare and financial resources
|
|
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
|
Personnel Resource
|
|
Required to procure the material, energy, information and technology, and warfare resources
|
Financial Resource
|
|
Physical goods that are required by personnel to complete assigned duties
|
Material Resource
|
|
War-related materials (training equipment, body armor, and armored personnel carriers, etc.)
|
Warfare Resource
|
|
Technological advancements (cell phones, computers, email, Internet-enabled devices, etc.)
|
Information & Tech Resource
|
|
Powers businesses, manufacturing, transportation, and your equipment, facilities, motor vehicles, and aircraft
|
Energy Resource
|
|
Setting aside money for a specific purpose
|
Appropriation
|
|
• Two-part process that occurs twice within each budget cycle
• The first part requires every level of COMMAND to identify, validate, and prioritize its unfunded requirements, and then submit them to higher headquarters for funding consideration • The second part requires each level of COMMAND to review and prioritize (rack and stack) all subordinate command unfunded requirements |
Budget Execution Review (BER)
|
|
• 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 |
NCO’s Role in the BER Process
|
|
An Air Force product that is:
• Used to balance available funding while delivering goods and services to customers • A well-developed plan includes a prioritized list of known unfunded requirements with justification for each unfunded requirement • A spend plan that projects when and how funds will be spent throughout the fiscal year |
Financial Execution Plan (FEP)
|
|
• 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 |
Antideficiency Act (ADA)
|
|
Four Air Force Manpower Competencies
|
• Organization Structure
• Program Allocation and Control • Requirements Determination • Performance Management |
|
• Centers on the Unit Manpower Document and funded and unfunded position requirements
• It has nothing to do with requesting a manpower increase, but provides data needed to make decisions on manning |
Program Allocation and Control
|
|
This computer product details the organization structure (the number, skills, grade and security requirements of manpower authorizations), the position number for each authorization, and other pertinent data that commanders and managers need to manage manpower resources. Changes to this document are done via an Authorization Change Request (ACR)
|
Unit Manpower Document (UMD):
|
|
• Centers on the Authorization Change Request (ACR) which is a multi-purpose instrument used to propose adjustments to a Unit Manpower Document
• ACRs are commonly used to request increases, decreases, or realignments of manpower requirements and/or to change attributes on the UMD |
Requirement Determination
|
|
Multi-purpose instrument used to propose adjustments to a Unit Manpower Document (UMD)
|
Authorization Change Request (ACR)
|
|
Provides expedient funding for capital acquisition projects, productivity improvement projects, and investment opportunities that provide measurable benefits, real savings, and produce a return on investment (ROI) for the Air Force within a 2 to 4 year period
|
Productivity Enhancement Capital Investment (PECI) Program
|
|
This incentive program promotes process improvement and resource conservation through a participative approach where ideas are submitted by military and civilian employees. Monetary awards are paid upon validation of tangible savings and/or intangible benefits, not implementation
|
Air Force Innovative Development Through Employee Awareness (IDEA) Program
|
|
Morals, ethics, or habits established by an authority, custom, or an individual as acceptable behavior
|
Standards
|
|
Training expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement
|
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
|
Military Discipline
|
|
Refers to the enforced obedience to legal orders and regulations
|
Imposed Discipline
|
|
A willing and instinctive sense of responsibility that leads you to do whatever needs to be done
|
Self-Discipline
|
|
How well you meet the challenges of the job
|
Task Discipline
|
|
You must "pull your own weight," and at times you may have to deny some personal preferences for the good of your section and unit
|
Group Discipline
|
|
Involves the ready subordination of an individual’s will for the good of the institution
|
Unit Discipline
|
|
Processes (or models)/actions designed to keep somebody from doing something undesirable
|
Preventive Discipline
|
|
• Set standard
• Establish rapport • Create climate of accountability |
Key Actions of Prevention
|
|
• Be an effective role model
• Communicate standards • Communicate expectations • Promote Air Force Core Values • Use rank and position appropriately • Effectively mentor • Properly train subordinates • Promote teamwork • Communicate effectively • Use sound leadership skills • Display and insist on technical competence • Provide feedback • Adhere to NCO responsibilities from resources like AFI 36-2618, The Enlisted Force Structure |
How to Prevent Disciplinary Problems
|
|
• Feedback (formal and informal)
• Verbal and written counseling, admonishment and reprimand (VWCAR) • Recommendation to the commander to establish an unfavorable information file (UIF) on an individual • Recommendation to commander to place a member on the control rosters • Administrative demotions (used when one cannot achieve grade appropriate skill level, not fulfilling AFI 36-2618 responsibilities, not being fit) • Non-recommendation for reenlistment (supervisor does not deny, only recommends denial) • Referral performance reports • Recommendation for administrative discharge/separation (when the Air Force separates members failing to meet standards of performance, conduct, or discipline, it promotes Air Force readiness and strengthens our standards of military service) |
Administrative Tools for Maintaining Discipline
|
|
What process should be used in the Correction Arena
|
Progressive Discipline Process
|
|
Discipline actions are administrative in nature
|
Corrective
|
|
Discipline actions are legal sanctions designed to take something away from the member
|
Punitive
|
|
Steps of Progressive Discipline Process (PDP)
|
Establish Standards
Monitor Apply |
|
It is the supervisors first tool of Corrective Action. Should be used to correct habits or shortcommings that affect job performance. Should allow the member to openly discuss the problem and help resolve the situation.
|
Counseling (Verbal or Written)
|
|
Three Forms of Counseling
|
• Informal
• Formal • Referral |
|
Provides a brief description of matters discussed, then sign and place in the member’s Personnel Information File (PIF)
|
Memo For Record (MFR)
|
|
An admonition that is generally used to give cautionary advice
|
letter of admonition (LOA)
|
|
Used for those acts not severe enough for non judicial punishment, but in situations where verbal or written counseling or admonishment would not sufficiently address the misconduct
|
letter of reprimand (LOR)
|
|
Provides commanders with an official repository of substantiated derogatory data concerning an Air Force member’s personal conduct and duty performance
|
Unfavorable Information File (UIF)
|
|
• 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 |
Control Roster
|
|
Things NCOs must consider BEFORE making punishment recommendations
|
• Prudence first, Justice second
• TIG and TIS • Current and past duty positions, level of responsibility in those positions • Duty performance • Overall behavior on/off duty • Seriousness of the infraction • Punishment given to others for the same offense • Potential for rehabilitation • Message sent to individual, unit, family, and community • Marital status • Financial status • Cultural background |
|
• 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 Area Defense Council (ADC)
|
|
Three Arenas That Make Up the Discipline Model
|
• Prevention
• Correction • Punishment |
|
• Correct and rehabilitate those who repeatedly or grievously violate standards
• Can only be administered by officers on G-series orders to the enlisted members |
Punishment
|
|
Address inappropriate behavior and seek to bring subordinates’ behavior back within acceptable boundaries using the least amount of force necessary
|
Correction
|
|
• First and most important step to prevent behaviors that are detrimental to personnel or productivity of a work center
• Additionally, the supervisor must communicate standards and expectation clearly • Personnel are less likely to perform in a substandard manner if they have a clear understanding of where their supervisor stands on standards, desired performance, and supervisor expectations |
Prevention
|
|
Seven Basic Rights of the Accused
|
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 |
|
All are innocent until proven guilty and MUST be treated as such
|
Presumption of innocence
|
|
Individual cannot be put in a situation where they have to admit to a crime
|
Protection from compulsory self-incrimination
|
|
Ensures all elements are out in open and evidence is presented
|
Pretrial investigation
|
|
All members will have a lawyer, the free military counsel or pay for their own civilian lawyer
|
Representation by counsel
|
|
Counsel always has a separate chain of command than accused, counsels will have similar qualifications, court or members will not be influenced, judge and members will act in good faith
|
Fair and impartial trial
|
|
Everyone gets a second look
|
Right of appeal
|
|
Cannot be tried twice for same offense
|
Protection from double (former) jeopardy
|
|
Three things an NCO must ensure while engaged in a disciplinary action involving a subordinate
|
• Protect the rights of the accused
• Know their limits • Ensure accused are treated with respect |
|
It was and is a strong and serious commitment between Airmen who fly. This Concept is setting out to cultivate that same culture and mentality into all Airmen and Air Force civilians in all specialties and career fields. The mentality is to emphasize that every person is a vital asset to accomplishing the Air Force mission.
|
Wingman Concept
|
|
• Assess the desire for self-harm.
• Assess the means for self-harm. Does this person have a plan? Are there guns or weapons in the home? • Assess the status of the Four Dimensions of Wellness. • Stay with the fellow Wingman until a positive handoff is completed. Don’t leave the member alone until the Airman has been handed off to supervisor, 1st Sgt, company commander and/or helping agency. • Look out for your fellow Airmen. • Show sincere concern and actively listen. • Appropriately intervene. • Don’t allow your fellow Wingman to engage in self-destructive behavior. |
Bold Face Concept
|
|
Explain ACE in the Wingman Concept
|
• Ask—Have the courage to ask the question, “Are you thinking of killing yourself?” while remaining calm
• Care—Calmly control the situation. Do not use force; be safe while actively listening to show understanding and to produce relief. Remove all means of self-injury • Escort—Never leave your friend alone. Escort them to your chain of command, chaplain, mental health professional, or primary care provider, or call the National Suicide Prevention Lifeline. Remember, only a commander can direct a military member to mental health |
|
• Suicide awareness and prevention
• Sexual assault response and prevention • Domestic violence intervention and prevention • Workplace violence intervention and prevention • Substance abuse intervention • Financial management • Responsible decision-making and behavior in all phases of people’s lives |
Impacts of the Wingman Philosophy
|
|
This type of wellness requires one to focus on five specific components: Cardio respiratory Endurance, Muscular endurance, Muscular strength, Body composition, and Flexibility
(Four Dimensions of Human Wellness) |
Physical
|
|
Relationship and financial problems, family crisis, grief and loss, experiencing failure, illness or injury, difficulty adjusting to a new life changes, Post Traumatic Stress Disorder (PTSD), career problems, and low self-esteem
(Four Dimensions of Human Wellness) |
Emotional
|
|
This type of wellness requires a support network consisting of family, friends, and coworkers offers tremendous benefits for your health and wellness especially when dealing with difficult situations
(Four Dimensions of Human Wellness) |
Social
|
|
This dimension of wellness determines one’s ability to find comfort, meaning, and hope when faced with these difficult and often tragic circumstances allowing them to return to a state of psychological well-being
(Four Dimensions of Human Wellness) |
Spiritual
|
|
Defined as heightened individual and community awareness of suicide, suicide risk factors, and the fact that suicide is only the “tip of the iceberg” of psychosocial problems.
|
Suicide Awareness
|
|
Includes, but is not exclusively limited to, such factors as relationship difficulties, substance abuse, legal, financial, medical, mental health, and occupational problems, along with depression, social isolation, and previous suicide threats/gestures, which may increase the probability of self-harm
|
Risk Factors
|
|
A community-based approach, that includes family, friends, and many different professional and social service providers, committed to reducing suicide by creating a safety net that provides protection and adds support for those in trouble by addressing the entire iceberg of afflictions to individuals, families, and their communities
|
Suicide Prevention
|
|
• 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 |
Advanced warning signs of suicide
|
|
• Relationship Problems (70%)
• Legal Problems (44%) • Financial Problems (29%) • Receiving Psychological Services (25%) • Deployed in Previous Year (21%) |
Most Prevalent Problems Associated with Suicide According to Trend Data
|
|
• Denying the problem exists
• Avoiding the problem altogether • Fear that accessing help will result in a negative career impact • Fear that the chain of command will be contacted (i.e., breach of privacy and confidentiality) |
Common barriers to seeking out help by at-risk personnel
|
|
• Helplessness—“I can’t do anything to help”
• Hopelessness—“Nothing I do matters” (Common Reactions to Actual or Potential Suicide Situations) |
Fear
|
|
• Over-protectiveness—Reduce autonomy
• Under-protectiveness—Casual avoidance (Common Reactions to Actual or Potential Suicide Situations) |
Anxiety
|
|
• Lack of compassion—Inability to care
• Criticism—Blaming (Common Reactions to Actual or Potential Suicide Situations) |
Anger
|
|
• Be direct and matter-of-fact
• Listen openly without judgment • Accept their feelings • Show interest and support • Get help • Stay with them • Remove potential means of self-harm |
Do’s when dealing with actual or potential suicide situations
|
|
• Ignore what you see or hear
• Debate what is―right or―wrong • Criticize or condemn them • Act shocked or repulsed, or avoid them • Keep secrets • Leave them alone • Assume they’ll be okay |
Don’ts when dealing with actual or potential suicide situations
|
|
• Help friends and colleagues understand and begin the grieving process
• To help maintain mission readiness, full functioning, and morale • Identify/refer individuals who are at increased risk for distress |
General Goals for Post-Suicide Intervention
|
|
• The use of any illicit drug, the misuse of any prescribed medication, or the abuse of alcohol
• Any substandard behavior or performance in which the consumption of alcohol is a primary contributing factor • Any pattern of unconventional misuse of any substance for nonmedical purposes that produces a known health risk or constitutes a danger to self or others |
The Air Force Definition of Substance Abuse
|
|
How to use 0-0-1-3 in prevention of substance abuse.
|
• 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 |
|
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 |
Air Force’s approach to preventing substance abuse
|
|
• Incorporate personal, or at least relevant, examples of substance abuse incidents into safety briefings
• Describe and detail expenses incurred from a substance abuse incident • Ensure new personnel receive thorough briefings upon arrival to the unit • Post visual aids in the work center explaining Air Force policy on substance abuse • Conduct periodic discussions on harmful effects of substance abuse impacting the work center environment |
How leaders can effectively educate subordinates about substance abuse issues
|
|
• Responsible drinking at social outings
• When sponsoring a social event, ensure nonalcoholic drinks are also available • Share consequences of risky behavior • Be responsible for your guests by not serving intoxicating drinks after a specific time • Don’t promote alcohol-drinking contests • Don’t promote drinking at all |
How enlisted leaders can practice and advocate the de-glamorization of substance abuse
|
|
• Promotes responsible behavioral patterns
• Environment of open communication • Less time spent on administrative actions • A decrease in physical and mental health related expenses • A reduction in lost duty time |
Far-reaching effects of substance abuse prevention
|
|
Five Methods Used by the Air Force to Identify Substance Abuse
|
• Self-identification
• Commander referrals • Medical identification • Substance-related incidents • Drug-testing |
|
When should a supervisor refer a subordinate to ADAPT
|
• After an alcohol-related incident
• Whenever substance abuse is suspected • When alcohol abuse is witnessed |
|
• Reliving the event
• Avoiding situations that remind you of the event • Feeling numb • Hyperarousal |
Warning Signs or Symptoms of PTSD
|
|
• The body’s reaction to an external demand
• The physical, mental, and emotional response to a situation • Eustress is positive • Distress is negative |
Stress
|
|
Hyperactivity
Memory loss Loss of feelings in limbs Loss of mobility “Spaced out” appearance Irritable or angry outburst Hallucinations Misconduct Significant mood changes Withdrawal Depression Apathy Confusion Reckless behavior Poor hygiene Trembling or cowering Inability to sleep or fear of sleep Frantic, panicky behavior Emotional Outbursts |
Warning Signs of Combat Stress
|
|
*Task demands - factors related to a person’s job
*Role demands - pressures placed on a person as a function of the particular role he or she plays in the organization * Interpersonal demands - pressures created by other individuals *Organizational structure - the level of differentiation in the organization, the degree of rules and regulations, and where decisions are made *Organizational leadership represents the managerial style of the organization’s senior executives *Can include pressure to avoid errors or complete tasks within time limits, work overload, a demanding and insensitive boss, and unpleasant coworkers. |
Potential Sources of Stress:
Organizational Factors |
|
-Marital difficulties
-Relationship problems -Financial worries -Discipline troubles with children |
Potential Sources of Stress:
Individual Factors |
|
Explain combat and operational stress:
|
Combat stress happens when there is a change in mental function or behavior because of combat.
Operational stress occurs when there are changes in mental functioning or behavior due to military operations other than war. Risk factors are on pg 347 and 348, but include Duration of deployment, repeat deployments, sleeping less, being physically injured, and being impacted by family relationship or other home front stressors |
|
changes in metabolism, increase heart and breathing rates, increase blood pressure, bring on headaches, and induce heart attacks
|
Physiological Symptoms
|
|
anxiety, irritability, boredom, and procrastination.
|
Psychological Symptoms
|
|
changes in productivity, absence, and turnover, as well as changes in eating habits, increased smoking or consumption of alcohol, rapid speech, fidgeting, and sleep disorders
|
Behavioral Symptoms
|
|
Time Management
Physical Exercise Relaxation Training Social Support |
Stress Management Strategies Individual Approaches
|
|
Selection and Placement
Goal Setting Job Redesign Organizational Communication Wellness Programs |
Stress Management Strategies Organizational Approaches
|
|
The expected and predictable emotional, intellectual, physical, and/or behavioral reactions of Service members who have been exposed to stressful events in war or military operations other than war. These stress reactions vary in quality and severity as a function of operational conditions, such as intensity, duration, rules of engagement, leadership, effective communication, unit morale, unit cohesion, and perceived importance of the mission.
|
Combat and Operational Stress
|
|
Includes discrimination based on color, national origin, race, religion, or sex that is not otherwise authorized by law or regulation.
|
Unlawful discrimination
|
|
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.
|
Personal Discrimination
|
|
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.
|
Systemic Discrimination
|
|
A form of sex discrimination that involves unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when:
a. Submission to such conduct is made either explicitly or implicitly a term or condition of a person's job, pay, or career. b. Submission to or rejection of such conduct by a person is used as a basis for career or employment decisions affecting that person. c. Such conduct has the purpose or effect of unreasonably interfering with an individual's performance or creates an intimidating, hostile, or offensive working environment. |
Sexual Harassment
|
|
An allegation of unlawful discrimination based on race, color, national origin, religion, or sex.
|
Complaint
|
|
Allegation of unlawful discrimination or sexual harassment that is submitted in writing on AF Form 1587-1 to the authority designated for receipt of such complaints.
|
Formal Complaint
|
|
Allegation of unlawful discrimination or sexual harassment made either orally or in writing on an AF Form 1587-1 that is not submitted as a formal complaint.
|
Informal Complaint
|
|
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.
|
Equal Opportunity
|
|
The prevailing perceptions of individuals concerning interpersonal relationships within their working, living, and social environment.
|
Human Relations Climate
|
|
A judgment against or an opinion contrary to anything without just grounds or sufficient knowledge.
|
Prejudice
|
|
Exaggerated belief about a category of people. It rationalizes a person’s conduct toward that category.
|
Stereotype
|
|
Any attitude or action of a person or institutional structure that subordinates a person or group because of race.
|
Racism
|
|
Attitudes and beliefs that one sex is superior to another.
|
Sexism
|
|
Can occur in a variety of circumstances including but not limited to the following:
1.The victim, as well as the assailant, may be a woman or a man. The victim does not have to be of the opposite sex. 2.The assailant can be the victim’s supervisor, an agent of the employer, a supervisor in another area, a coworker, or a nonemployee. 3.The victim does not have to be the person harassed but could be anyone affected by the offensive conduct. 4.The assailant's conduct must be unwelcome. |
Sexual harassment
|
|
Intentional sexual contact, characterized by use of force, threats, intimidation, abuse of authority, or when the victim does not or cannot consent.
|
Sexual assault
|
|
It shall not be deemed or construed to mean the failure by the victim to offer physical resistance. It is not given when a person uses force, threat of force, coercion, or when the victim is asleep, incapacitated, or unconscious.
|
Consent
|
|
Can an incapacitated individual give consent to sexual contact?
|
NO - the person is mentally impaired by the alcohol and therefore not able to make a knowing and voluntary decision or is unconscious or asleep.
|
|
Attend to safety and medical considerations first
Contact the SARC and notify Security Forces Be aware of personal biases that might get in your way Listen with sensitivity Be a role model for other responders |
Do's in responding to Sexual Assault
|
|
Blame the victim
Judge Press for details Assume that there is only one appropriate reaction to a sexual assault |
Don'ts in responding to Sexual Assault
|
|
When you are required to report sexual assault to your commander: An official investigation is conducted. This is initiated by reporting a sexual assault to chain of command, law enforcement, or the SARC
|
Unrestricted Reporting
|
|
When you are required to report sexual assault to your commander: A sexual assault victim can confidentially disclose the details of her or his assault to specified individuals without triggering the official investigative process. Victims who want to do this may only report the assault to the SARC, Victim Advocate, or a Health Care Provider
|
Restricted Reporting
|
|
List Air Force professionals available to help victims of sexual assaults:
|
Sexual Assault Response Coordinator or the SARC, a Victim Advocate, Victim Witness Assistance Program (VWAP) liaison, and Mental Health Clinic
|
|
Can be any act of violence, against persons or property, threats, intimidation, harassment, or other inappropriate, disruptive behavior that cause fear for personal safety and/or involve a substantial risk of physical or emotional harm to individuals, or damage to government resources or capabilities
|
Workplace Violence
|
|
• Actions, decisions, and behaviors such as unwarranted or invalid criticism or blame without factual justification
• Treating some members differently than others, and excluding certain members from events to isolate them socially • Physical intimidation (proximal), shouting, swearing and taking actions that embarrass or humiliate the target • It is not illegal |
Workplace Bullying
|
|
Three Stages of “Crisis Reaction” Following a Violent Incident:
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
|
|
Three Stages of “Crisis Reaction” Following a Violent Incident:
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
|
|
Three Stages of “Crisis Reaction” Following a Violent Incident:
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
|
|
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.
|
Adaptability
|
|
Three Elements of Adaptability:
The ability to use different thinking strategies and mental frameworks —Scan the environment —Develop understanding —Create strategies |
Cognitive Flexibility
|
|
Three Elements of Adaptability:
The ability to vary your approach to dealing with your own emotions and those of others —Understand and manage emotions —Connect and address the emotions of others —Emotional engagement —Balance emotions and actions |
Emotional Flexibility
|
|
Three Elements of Adaptability
The ability to remain optimistic and at the same time realistic —Optimism —Support —Self Identification of Tendencies |
Dispositional Flexibility
|
|
Three Adaptability Skills You Can Improve to Develop Flexibility
|
• Actively seeking information
• Demonstrating openness • Support of different and innovative change ideas |
|
People responsible for initiating change within an organization because they have the power to determine why, when, and how changes occur
|
Change Sponsors
|
|
Responsible for implementation of change in an organization initiated by the change sponsor
|
Change Agents
|
|
• Key players and stakeholders who actually undergo the change
• The ones most affected by the new policies, procedures, etc. |
Change Targets
|
|
• Proactively coordinated and structured period of transition from situation A to situation B using a systematic approach that addresses planning for the change
• Implementing, monitoring, and controlling the change effort • Effecting the change by minimizing resistance through the involvement of key players and stakeholders resulting in lasting change within an organization |
Change Management
|
|
Begins by moving from Comfort (Stage 1) where things are routine, to a state of Denial (Stage 2). At this stage you believe that if you deny change, you’ll have less stress. Yet the opposite is actually true. After the Denial stage you enter the stage of Confusion (Stage 3). This is where one accepts the change and begins to grapple for ways to proceed from the known to the unknown. Finally, you enter the stage of Renewal (Stage 4), where you accept the change. You may not like the change, but you’ve accepted it.
|
Janssen’s Model of Change
|
|
Four Levels of Change Present in People according to Mayo:
Hardest level of change especially if you have to change customs and traditions that have been around for many years |
Group Behavior
|
|
Four Levels of Change Present in People according to Mayo:
Difficult to change because this level is characterized by strong positive or negative emotions |
Attitude
|
|
Four Levels of Change Present in People according to Mayo:
More challenging than change at the previous levels because people don’t like to change the way they do things |
Individual Behavior
|
|
Four Levels of Change Present in People according to Mayo:
Easiest change to bring about. Change at this level occurs after acquiring new information |
Knowledge
|
|
(Two Change Cycles)
• Implemented by an authority figure (i.e., commander, superintendent, or supervisor). • As the group is forced to comply, individual behavior is affected through compliance within the group -Important! Whenever this change is implemented, change agents should support leadership decisions by ensuring the change is thoroughly explained, get others behind the change, and help and/or implement the change. |
Directive Change
|
|
(Two Change Cycles)
• Implemented when new knowledge is made available to the group • Success is dependent upon the group’s positive attitude and commitment in the direction of the desired change. • Not frequently used in the military, but if people are allowed to participate in the decision making process, then the acceptance is significantly increased |
Participative Change (participate)
|
|
Three phases in the change process
|
Unfreezing
Changing Refreezing |
|
Intended to motivate your subordinates and help get them ready for change. Often see resistance to the change, usually because people have no felt need for the change. In worst case scenarios, a leader must use force to force people to change. These points are all examples of resistance, lack of felt need, and force
|
Unfreezing Phase
|
|
Movement from the old way of doing things to the new way of doing business. Process is where the actual change takes place and it’s where you often see confusion and complaining as people attempt to learn what’s expected of them. It’s also where monitoring must take place in order to ensure people actually make the change
|
Changing Phase
|
|
Locking in of the new procedures until they are a permanent part of daily operations. People begin to put down roots, to lock in the new norms. It is usually a slow process, never stopping cleanly, but going in bits and pieces
|
Refreezing Phase
|
|
Five individual reactions to change
|
• Innovators
• Early Adapters • Early Majority • Late Majority • Laggards |
|
The strategic, never-ending, incremental refinement of the way you perform tasks. It employs a collection of methodologies including Lean, Six Sigma, Theory of Constraints, and Business Process.
|
Continuous Improvement
|
|
Focuses on generating efficiencies and improving combat capabilities across the Air Force and applies to all processes associated with the Air Force mission
It is the key to continuous improvement |
AFSO 21
|
|
AFSO 21’s Three Levels of Priorities
|
1. Just Do It
2. Rapid Improvement Events (RIE) 3. High Value Initiative (HVI) |
|
• Quick fix to a process irritant
• Simple answer to an obstacle in an individual process (Turning of the lights when you leave the room) |
Just Do It
|
|
Usually lasts a week and applies a series of problem solving steps to determine root causes of problems, eliminate waste, set improvement targets and establish clear performance measures to reach desired effects
|
Rapid Improvement Events (RIE)
|
|
More complex and involve a cross functional team to ensure that identified improvements are incorporated into the day-to-day operations of an organization
(Think about the 8 step process. Could take 6-8 months.) |
High Value Initiatives (HVI)
|
|
AFS0 21’s five desired effects
|
• Increase productivity of your people —Doing more of the right things with rates the same or less effort
• Increase critical equipment —All assets available at a greater rate from aircraft, to information technology, to range, space, etc. • Improve response time and agility —Quicker response time to the Warfighter • Sustain safe and reliable operations —Reduce injury rates, increase people safety, and safe use of materiel assets • Improve energy efficiency —Make energy conservation a consideration in everything you do |
|
Mental (cognitive) process that results in the selection of a course of action from among several alternative scenarios
|
Decision Making
|
|
Thinking that relies heavily on situational cues, prominent memories, trial and error, and heuristic thinking (discovering solutions for self) to arrive quickly and confidently at judgments, particularly when situations are familiar and immediate action is required
|
System 1 Reactive Thinking
|
|
• 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 |
System 2 Reflective Thinking
|
|
Systematic decision analysis forces you to stand back from the situation and evaluate these four components
|
• Decision Statement
• Determine Objectives • Locate Alternatives • Risk Analysis |
|
Accomplishment the Decision Statement has in the decision making process
|
• Determines your objectives
• Provides a specific level of success or resolution |
|
Four Distinct Processes Within the Problem Solving and Decision Making Process
|
• Situation Appraisal
• Problem Analysis • Decision Analysis • Potential Problem Analysis |
|
Systematic process based on the thinking pattern that you use when making choices. Includes four steps:
• Decision statement • Objectives [musts and wants] • Gathering alternatives • Risk analysis |
Decision Analysis
|
|
Provides NCOs with a systematic and deliberate method for looking at the current situation, determining what problems exists, and then deciding an appropriate and/or effective action
|
OODA Loop (Orient • Observe • Decide • Act) ( S-1 Thinking is to quicly run through all four steps)
|
|
Team-centered, systematic, common-sense problem solving approach aimed at increasing combat capability, making Air Force units more effective and efficient, and enhancing and enabling the Warfighter to:
• Clarify and Validate the Problem • Breakdown the Problem/Identify Performance Gaps • Set Improvement Targets • Determine Root Cause • Develop Countermeasures • See Countermeasures Through • Confirm Results and Processes • Standardize Successful Processes |
Eight-Step Problem Solving Process (S-2 Thinking)
|
|
You must define large, vague, and complicated problems as objectively as possible before you can identify the real problem and properly address it.
*Go and See *Observe first-hand what is taking place *Voice of the Customer (VOC) *Only one entity can define what is valuable to the customer and that is the customer. |
Clarify and Validate the Problem (OBSERVE part of OODA)
|
|
The better you understand the problem, the better the solution. But, those who haphazardly want to take action and implement solutions find this step frustrating. Only by thoroughly evaluating a problem are you able to judge the impact of selected and alternative solutions.
*Key Process Indicators and Metrics (KPI/M) *Value and Waste Analysis *Performance Gap Analysis |
Break Down the Problem/Identify Performance Gaps (OBSERVE part of OODA)
|
|
A goal is your desired state where you want to be when you solve the problem.
*Strategic Vision *Tactical Targets *B-SMART (Balanced, specific, measurable, attainable, results focused, and timely) |
Set Improvement Targets (Orient Part of OODA)
|
|
A tradeoff between digging as deeply as possible and finding the deepest point that is still within your sphere of influence
*Problem Solving *The Five Whys *Brainstorming |
Determine Root Cause (Orient Part of OODA)
|
|
In this step you develop solution(s).
*Analysis of Alternatives *Effectiveness *Feasibility *Impact |
Develop Countermeasures (Decide Part of OODA)
|
|
This includes: communicating the plan to those affected, implementing the new process, and handling unexpected issues that pop up.
*Six “S” (Sort, Straighten, Shine, Standardize, Sustain, Safety) *Visual Management *Standard Work *Material/Information Flow |
See Countermeasures Through (Decide Part of OODA)
|
|
Conducting a Review (most common mistake in problem solving)
Rewards and Recognition |
Confirm Results and Process (ACT Part of OODA)
|
|
Most commonly skipped and most under completed step of the entire problem solving process
Consider standardizing improvements, communicating improvements and lessons learned, and identifying opportunities or problems identified in the problem solving process |
Standardize Successful Processes (ACT Part of OODA)
|
|
The basic communication process includes these four elements
|
• Sender
• Message • Receiver • Feedback |
|
Three Ways (directions) That Communication Flows
|
• Upward Communication
• Downward Communication • Lateral Communication |
|
One of Four General Purposes of AF Communication:
• Emphasize what to do • Tell what must be done • Audience must follow directions • Specific |
✈ Direct
|
|
One of Four General Purposes of AF Communication:
• Verbal, technical, or travel orders • Letter of counseling • Operating instructions • Policy letters/newsletters • Memos for record • Bulletins • Checklists • Briefings • Commander’s call • E-mail |
✈ Inform
|
|
One of Four General Purposes of AF Communication:
• Recruiting presentations • Safety briefings • Letters of counseling • Justification for money, supplies, equipment, people, or other resources • Retention interview and career planning • Fund raising efforts |
✈ Persuade
|
|
One of Four General Purposes of AF Communication:
• Heritage event speech • Dining-in or dining-out • Speech during a tribute • Recruiters speaking engagement to inspire and motivate |
✈ Inspire
|
|
Phases of Effective Communication
|
• Diagnose communication needs
• Prepare the communication • Deliver the message |
|
Some of the major parameters that affect managerial communication
|
the amount of product to complete (quantity), the amount of time to prepare the communication (timeliness), the specific form of communication needs to be defined (type)
|
|
• List all of the major aspects of the broad area
• Include all significant and insignificant details • Ask the audience to prioritize the subtopics for you |
Best way to narrow the topic
|
|
What does the general purpose objective identify that the communicator intends to do? (four things)
|
direct, inform, persuade, or inspire
|
|
What are the two different audiences?
|
The sending audience is the person responsible for the message, and the receiving audience is the intended recipient of the message.
|
|
Sources for your research should include:
|
Yourself - Your experiences with the specific situation, or your collective years with similar situations, can often provide a strong base of information.
Common Knowledge - There are four seasons in the year. There 365 days in a year. The United States entered World War II after the bombing of Pearl Harbor. The state bird of Georgia is the brown thrasher Standard Information - facts commonly known, including historical facts. Others as Credible Sources -those individuals who can assist in clarifying your questions and those who can provide facts and testimony to support your efforts Reference Sources - The Internet, including Air Force websites like the e-publishing site, and libraries are great places to begin your research |
|
Two types of development of your support and research:
|
Clarification Support - provide examples and additional descriptive details and emphasize the ideas
Proof Support - Statistics are considered the most powerful proof support you can use. |
|
Two requirements for source support in written and spoken projects.
|
Integration and Citation (to avoid plagiarizing)
|
|
• Important step toward effectively reaching your specific objective
• It is carefully planned and follows a logical sequence, grouping related ideas together |
Organizing Communication
|
|
Several important sub-steps to organizing your communication:
|
selecting a suitable pattern
defining main and support points constructing an outline transitioning between main points |
|
Time/Chronological
Reasoning Problem/Solution Cause/Effect Topical |
communication patterns
|
|
Not the finished product, and each sentence doesn’t have to be polished and perfect. Your main objective is to get your ideas down on paper. Develop your three-part structure containing an introduction, body, and a conclusion.
|
Draft
|
|
Three-Part Structure of writing
|
• Introduction—Must capture your audience’s attention, establish rapport, and announce your purpose
• Body—Must be an effective sequence of ideas that flow logically in a series of paragraphs • Conclusion—Must summarize the main points stated in the body and close smoothly |
|
Includes an Attention Step, Purpose Statement, Motivation/Hook, and Overview.
|
Introduction
|
|
An easy-to-use reference book that will answer your questions about grammar, writing, or research
|
The Little Brown Handbook
|
|
Deliver your message and achieve your objective (inform, motivate, persuade, etc.)
|
Body
|
|
All sentences support the topic sentence, which, in turn, supports the main point. One of the most effective methods for checking it is called the “because test.”
|
Unity
|
|
The last and often neglected part of well-arranged communication
|
Conclusion
|
|
All good conclusions include three elements:
|
Summary
Restatement of purpose and/or re-motivation Closure |
|
• By using an this, you can concentrate on one point at a time to ensure ideas are fully developed
• It keeps you on course, despite any interruptions that may occur • It provides a brief visual overview of your presentation to ensure it is the best sequence of ideas and that it has a logical arrangement |
Outline
|
|
• Expresses the main ideas of each paragraph
• Serves as the focal point for supporting details, facts, figures, and examples • Prepares readers for supporting information • Normally the first sentence; it sets the mood and catches the reader's interest |
Topic Sentence
|
|
• Type/write whatever comes to mind and don’t worry about its relationship to the topic—suspend all judgment
• Do not look back at what you wrote, but keep typing or writing • Do not worry about spelling, grammar, complete sentences and thoughts, paragraphs, transitions, etc. • After exhausting your thoughts, walk away without looking over your work while you take a cooling-off period |
Free Writing Rules
|
|
• Part of the sentence containing all the words identifying the person, place, object, idea, or quality that the rest of the sentence is talking about
• An easy way to find the it is to find the verb —All the words preceding the verb make it up |
Subject
|
|
• Consists of words stating what the subject is doing, or what is being done to the subject
• The easy way to find the it is to find the verb—all the words after the verb (including the verb) make it up |
Predicate
|
|
• To put different elements together to form a new whole
• To draw conclusions about the relationships and implication |
Synthesize
|
|
Making sure you separate the reading into parts or elements.
Ask yourself why you are reading the material and what question are you trying to answer? |
Analyze
|
|
To determine the meaning or understand the significance of the elements and how the elements fit into the whole. It means to make assumptions, to form opinions or beliefs.
|
Interpret
|
|
Make judgments about your work or you judge a piece of work as it stands and as it seems to you against your own unique bundle of experiences, observations, and attitudes
|
Evaluate
|
|
• Whether you quote verbatim, paraphrase, or put an author’s words into your own words, you must give credit to the author
• You should put quotes around a writer’s exact words, making sure you don’t make grammatical changes • This applies to single words and short phrases, even if the writer “used it in a special or central way” • To do otherwise would be considered plagiarism |
Acknowledging the Work of Others
|
|
A verb has two voices:
|
Active voice - the subject is performing an action
Passive voice - the subject is being acted upon |
|
Words such as although, whoever, which, as, because, and until will make the clause function as a noun, an adjective, or an adverb
|
Subordinate clause
|
|
Usually improperly modify something (i.e., show an illogical relationship between the modifier and the word being modified).
|
dangling modifier
|
|
Phrases that may serve as nouns, adverbs, or adjectives are
|
Infinitive phrases
|
|
consists of a noun (or a pronoun) and a participle (past or present). It’ll combine with an independent clause to modify the rest of the sentence.
|
absolute phrase
|
|
A focused effort to understand and engage key audiences (• American public • Family and friends • News Media • Potential recruits • Foreign Militaries • Enemy) to create, strengthen, or preserve conditions favorable for the advancement of interests, policies, and objectives through the use of coordinated programs, plans, themes, messages, and products synchronized with the actions of all instruments of national power.
|
Strategic Communication
|
|
• Know the Air Force message(s)
• Tell the Air Force story • Tell what I do and how it supports my wing’s mission and priorities • Stay in my lane—Discussing only issues related to your AFSC or personal experiences |
Your Role in Strategic Communication
|
|
This organization has the ultimate responsibility for monitoring strategic communication policies
|
Department of State
|
|
Encompasses the entire global information environment; this means news and internet engagement. Understanding the impact that the news media are everywhere with the technology to instantaneously publish your message in real time ―24/7 is important.
|
Media Engagement
|
|
Air Force Core Value of Integrity First ensures your communication will always be truthful, credible, and remain within the bounds of what four things? (SAPP)
|
Security
Accuracy Propriety Policy |
|
Means discussing only issues related to your AFSC or personal experiences.
|
Stay in your lane
|
|
• Huge negative impact on your professional career, national security, the Air Force mission, and the public’s perception of the Air Force and the military
• Your personal life could be disrupted (career ending) and you could discredit yourself, the enlisted corps, your unit, the Air Force, and the country • Impact your fellow Airmen in harm’s way • Impact the public’s perception of the mission |
Impact of Operating “Outside your Lane”
|
|
Some different styles of interview and their meaning:
|
|
|
Interview Techniques
|
• Hooking
• Bridging • Flagging • Personal Credibility |
|
Takes advantage of opportunities before the interview to get the reporter interested in talking about what you want to
|
Hooking
|
|
A technique you can use to move from the reporter‘s agenda to your message
|
Bridging
|
|
Technique used to emphasize your message. Use verbal clues such as tone of voice, non-verbal hand gestures, and facial expressions to emphasize your point
|
Flagging
|
|
You are the expert! Use your personal authority and experience to establish your professional credentials
|
Personal Credibility
|
|
• On-the-Record
• Background • Off-the-Record |
Three Types of Interviews
|
|
• American public
• Family and friends • News Media • Potential recruits • Foreign Militaries • Enemy |
Key Audiences
|
|
• Air Force Mission
• Air Force Core Values • Air Force Priorities • Customs and Courtesies • Enlisted Professional Military Education • Airman’s Creed |
Air Force Narrative Topics
|
|
• Never divulge classified information
• Stay in your lane on your subject area • Don’t lie—Stay factual • Give your opinion but ensure people know it is yours |
Proper Media Engagement
|
|
User-centered, dynamic Internet based services that emphasize collaboration and sharing
|
Web 2.0
|
|
• Identify yourself (but not risking safety)
• Put safety first—no death-defying stunts! • Be aware of the image you present • Use common sense—don’t say things you would not say in front of your mother • Take calculated risks • Engage! Remember, the enemy is engaging back! |
Air Force’s Tips for Using New Media
|
|
Defined as the emergence of digital, computerized, or networked information and communication technologies.
|
New media
|
|
Includes the environmental factors and conditions that must be understood to successfully apply combat power, protect the force, or complete the mission, including the enemy and friendly forces.
|
Online battlespace
|
|
Defined as a website containing the writer’s frequently updated personal journal with images and links to other web sites.
|
Blogs
|
|
Defined as a short broadcast in the form of a blog.
|
Microblogging
|
|
Dscribed as a social structure made up of individuals (or organizations) called “nodes”, which are tied (connected) by one or more specific types of interdependency, such as friendship.
|
Social networking
|
|
Decribes the various activities that integrate technology, social interaction, and the construction of words, pictures, videos, and audio
|
Social media
|
|
• Ensuring to use disclaimers to identify that it is your opinion and not that of the organization
• It needs to identify to readers that the view you express are yours alone and that they do not necessarily reflect the view of the Air Force • Not divulging classified, FOUO or sensitive materials, photos, or video • Avoiding the offensive • It tells us not to post any defamatory, libelous, vulgar, obscene, abusive, profane, threatening, racially and ethnically hateful, or otherwise offensive or illegal information or material |
Guidelines of Using Social Media
|
|
You cannot release information that is not available to the public and would not be released under the Freedom of Information Act except to authorized individuals with the proper security clearance and a need to know
|
Classified Information
|
|
helps Internet users reference, organize, store, manage, and search for bookmarks of resources online and allows users to save links to other web pages that they want to remember or share.
|
Social bookmarking
|
|
Face-to-face, multidirectional exchange of verbal messages and nonverbal signals between two or more people for the purpose of gaining a shared meaning
|
Interpersonal Communication
|
|
Three Components of Interpersonal Communication
|
• Depth
• Scope • Suitability |
|
Three Factors Influencing Interpersonal Communication
|
• Knowing Yourself
• Knowing Others • The Message |
|
Happens when all parties involved have both permission and freedom to express themselves freely and openly about the issue under discussion.
|
Multidirectional exchange
|
|
Because they carry the greatest amount of the
communication burden |
Why nonverbal signals are important
|
|
One of the most commonly used models to illustrate how interpersonal communication is affected by what you know about yourself and what you make known to others about yourself
|
The Johari Window
|
|
The characteristics of the voice
|
Paralanguage
|
|
The number of words spoken within a specified time. Itoften increases because of stress. Some people have a constant one, whereas others speak in bursts.
(Paralanguage) |
Rate
|
|
The combination of articulation (precise use of lips, tongue, and teeth to form sounds), pronunciation (pronouncing words properly), and choice of words
(Paralanguage) |
Diction
|
|
Can be considered in two dimensions: manner of expression (harsh, aggressive, gentle, passive, etc.) and relative pitch (high, low, varying, monotonous).
(Paralanguage) |
Tone
|
|
Creates recurring patterns of variation in speech, i.e., rising and lowering waves of volume, pitch, or rate.
(Paralanguage) |
Rhythm
|
|
Uses pauses effectively to provide desired flow and effect. Pauses are typically described in three dimensions: length (milliseconds to minutes), filled (vocalized) and unfilled (silent), and location (ending of a thought, beginning of a thought, etc.).
(Paralanguage) |
Fluency
|
|
Loudness
(Paralanguage) |
Volume
|
|
Pertains to the fidelity or timbre of sound. Four types of unpleasant ones are: hypernasality (speaking largely through the nose), denasality (“head cold” sound), hoarseness (laryngitis-like sound), and huskiness (excessive exhalation of breath when expressing words).
(Paralanguage) |
Quality
|
|
Two Barriers to Interaction
|
• Competitive Interrupting
• Overusing the Content-Only Response |
|
To turn into one’s own or another language, often in written format
|
Translate
|
|
To explain or tell the meaning of; present in understandable terms
|
Interpret
|
|
• Gestures
• Facial expressions • Eye contact • Body language • Positioning |
Non-Verbal Behavior
|
|
Focuses only on the literal meaning of a message without taking into
account the emotions or cultural message behind what is being said |
Content-only response
|
|
is aggressive and serves to dominate conversation. It is “I” oriented and becomes a battle for conversational control
|
Competitive interruption
|
|
• Active communication process where you evaluate or judge subordinate performance and respond by either promoting a change in behavior or by reinforcing present performance
• Controls effectiveness through evaluations and judgments • Provides individuals expectations and advice on how well they are meeting those expectations, and advice on how to better meet those expectations • Provides a reliable, long-term, cumulative record of performance and potential based on that performance • Provides senior NCO evaluation boards, the Weighted Airman Promotion System (WAPS) |
Feedback
|
|
• Is a type of communication used to empower subordinates to achieve goals—it is more than simply telling subordinates how they are doing
• Focuses on developing subordinates’ abilities to achieve individual and unit goals and when performed correctly, it guides subordinates toward appropriate changes in behavior |
Counseling
|
|
• Outline
• Environment • Length of Sessions • Inform Counselees • Plan of Action |
Five Guidelines for a More Productive Counseling Session
|
|
Three Approaches to Counseling
|
• Supervisor-Centered
• Nondirective or Subordinate-Centered • Combined |
|
Style of communicating where the subordinate is not a passive listener, but a vital contributor in the communication process
|
Subordinate-Centered Communication
|
|
Important aspect of managerial roles in interpersonal communication
|
Assertiveness
|
|
• Concern for clarity
• Concern for not hurting the other’s feelings • Concern for nonimposition • Concern for avoiding negative evaluation by the hearer • Concern for effectiveness |
Five Concerns That Impact Your Conversations
|
|
• Dehumanized Climate
• Overhumanized Climate • Situational Climate |
Three Things That Impact the Work Center Climate
|
|
The basic assumptions of this climate are that subordinates are lazy, will not take responsibility, lack desire to achieve significant results, demonstrate inability to direct their own behavior, show indifference to organizational needs, prefer to be led by others, and avoid making decisions whenever possible
|
Dehumanized Climate
|
|
The basic assumptions of this approach are that human relations are more important than organizational objectives, conflicts and tensions should be reduced at all costs, motivation of subordinates should be almost totally intrinsic and self-directed, and participative decision making is always superior to decisions made by one or a few
|
Overhumanized Climate
|
|
• A flexible climate that can adapt to the complex and changing nature of individual and organizational needs is superior to a fixed climate.
• Individuals are not naturally passive, resistant to organizational needs, or reluctant to assume responsibility. • Since individuals are not lazy, you can structure work to bring individual and organizational goals in line with one another contends that organizational and individual goals need not be at odds with one another; thus, this climate falls midway between the other two climates. |
Situational Climate
|
|
-Diagnose- determine why an interpersonal session is needed and its purpose
Select and narrow the individual topics you intend to address Clearly define what you hope the session will accomplish for both you and your subordinate(s). Analyze your audience—in this case, the subordinate; this will be important in formulating your approach and choosing the terms to use (or avoid) in the session. Finally, determine if there are any limiting factors such as time, place, and legal confidentiality. Check with the JAG or first sergeant if you believe there may be legal ramifications (e.g., violating one’s rights). -Prepare for the session as thoroughly as possible |
Pre-session activities for interpersonal sessions model
|
|
Opening Skills: Properly greet, Establish rapport, state the purpose, set the proper tone
Attending Skills:Continually monitor, Listen closely, convey acceptance and receptivity Responding Skills: what you say, how you say it, and how you behave in response to the participants’ verbal and nonverbal messages. There is a difference between reacting and responding Resolving Skills: Your ability to help participants identify and resolve problems and reach goals Closing Skills: Summarize, Restate solutions, Motivate/inspire a positive outcome, Refrain from introducing new material |
Session activities for interpersonal sessions model
|
|
1. Focus on key issues identified in the session.
2. Be appropriate for the person and the situation. 3. Be feasible with regard to the number of actions required as well as time, money, and personal ability. 4. Be placed in supervisor’s and participants’ schedule. 5. Include the paperwork: Even when participants indicate their desire to resolve the issue, always document the session and the plan of action. |
Post-session activities for interpersonal sessions model
|
|
• Outline
• Environment • Length of Sessions • Inform Counselees • Plan of Action |
Counseling Guidelines
|
|
• Initial/mid-term feedback sessions
• To establish goals or adjust existing ones • To reinforce good actions, decisions, and behaviors in order to prompt subordinates to repeat the behavior |
Preventive Feedback
|
|
• Poor quality/quantity of work
• Interpersonal problems that affect others and mission accomplishment • Personal problems that affect others or work performance • Individual behaviors that detract from self, unit, and organizational effectiveness |
Rehabilitative Feedback
|
|
Thank you for using these flashcards. I highly recommend that you go back and do each chapters formative exercises to test your understanding. It is also important to have a clear understanding of the complete definition of terms! Read every word of flash cards...any part can and will be used on the test...don't just memorize key words.
|
Good Luck on your test!!
|