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338 Cards in this Set
- Front
- Back
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They lead adherence to the Navy Standard through personal example and commitment to teaching their Sailors.
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First Line Leadership
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They must challenge, mentor and measure their division's and command's
success through team performance and deckplate results. |
First Line Leadership
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First Class Petty Officers are developing experts who learn
from their Chief and train their Division |
Rating Expertise
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They demand consistent procedural
compliance and accuracy from themselves and those they lead |
Rating Expertise
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First Class Petty Officers are the Navy's first line professionals who execute the right things at the right time for the right reasons.
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Professionalism
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Integrity governs all their actions from leadership through watchstanding and is the foundation upon which consistent mission accomplishment is built .
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Professionalism
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Their commitment to our profession is seen through dedicated self improvement and a passion for excellence in themselves and all Sailors.
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Professionalism
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First Class Petty Officers clearly communicate standards to
the Sailors they lead, while consistently keeping the chain of command informed |
Communication
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The Deckplate triad of Division Officer, CPO and First Class Petty Officer is only effective with their input and deck plate perspective.
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Communication
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First Class Petty Officers are visibly loyal to the command, Sailors, peers
and themselves. |
Loyalty
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They utilize opportunities to provide feedback and actively support
guidance. |
Loyalty
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They create circumstances which give their Sailors the opportunity to
succeed |
Loyalty
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First Class Petty Officers are proud of our shared history.
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Heritage
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They take opportunities to weave it into daily events, so our Sailors understand that a commitment to excellence is a time-honored tradition that connects our past while forging the foundation of our future.
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Heritage
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What does RAA stand for?
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Responsibility, Accountability, and Authority
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"I will bear true faith and allegiance ... "
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Honor
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"I will support and defend ... "
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Courage
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"I will obey the orders ... "
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Commitment
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What NAVEDTRA covers Military Requirements for Petty Officer First Class?
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NAVEDTRA 14145
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What OPNAVINST covers Standard Organization and Regulations of the
U.S. Navy? |
OPNAVINST 3120.32
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The responsibility of leadership may be viewed as "That for which one is
answerable; a duty or trust" is what type of Responsibility? |
Leadership Responsibility
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includes the ability to meet obligations or act without senior authority or
guidance. It may be responsibility delegated to the petty officer or inherent in a billet, primary or collateral duty, watch station, or may be directly related to being a Navy petty officer. |
Leadership Responsibility
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All Sailors have the immediate responsibility to perform their assigned tasks and duties to the best of their abilities and to conform to the standards of the Navy.
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Internal Responsibility
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An excellent method to maintain accountability through effective feedback.
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Counseling
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Defined as instruction in a phase of military duty in which an individual is deficient
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EMI
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Intended to correct a deficiency
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EMI
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It is an administrative measure and
must not be used as a substitute for punitive action appropriate under the UCMJ. |
EMI
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When punitive action does not appear appropriate.
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Withholding of Privileges
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Formal proceedings are usually initiated using the Report and Disposition of
Offense(s) |
Report Chit
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Direct the processes and rights of the accused for courts martial.
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Manual for Courts Martial.
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Used by some commands as a part of the administrative process for handling report chits
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DRB
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Usually consists of a panel of senior enlisted Sailors of the command who review cases after the First Line Leader's chain of command has investigated the report
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DRB
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Makes recommendations to the Executive Officer (XO), prior to the
Executive Officer's Inquiry (XOI) as to the disposition of the case |
DRB
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The lowest form of punishment in the Navy
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NJP or Captain's Mast
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(1) Self-Discipline
(2) Competence (3) Commitment (4) Pride |
Characteristics of Professionalism
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They practice ethical standards and conduct and exercise accountability for themselves and subordinates.
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Self-Discipline
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Sailors are tactically proficient, leaders of people, and maintain high standards.
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Competence
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Sailors display a continued commitment to service for their work and team.
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Commitment
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They pay attention to their appearance/dress, have a positive
attitude, and are respectful toward others. |
Pride
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They are also dedicated to self-improvement.
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Pride
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Used by some commands as a part of the administrative process for handling report chits
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DRB
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Usually consists of a panel of Senior Enlisted Sailors of the command who review cases after the First Line Leader's chain of command has investigated the report
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DRB
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Makes recommendations to the Executive Officer (XO), prior to the
Executive Officer's Inquiry (XOI) as to the disposition of the case |
DRB
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The lowest form of punishment in the Navy
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NJP or Captain's Mast
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(1) Self-Discipline
(2) Competence (3) Commitment (4) Pride |
Characteristics of Professionalism
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They practice ethical standards and conduct and exercise accountability for themselves and subordinates.
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Self-Discipline
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Sailors are tactically proficient, leaders of people, and maintain high
standards. |
Competence
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Sailors display a continued commitment to service for their work and team.
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Commitment
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They pay attention to their appearance/dress, have a positive
attitude, and are respectful toward others. |
Pride
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They are also dedicated to self-improvement.
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Pride
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Influence the effectiveness of our leadership, and ultimately our mission effectiveness.
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Ethics, values, and morals
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Are standards of conduct that indicate how one (or a group) should
behave, based on a set of moral principles or a system of values |
Ethics
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Are principles, standards, or qualities considered worthwhile by an
individual or a group |
Values
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Reflect a more personal conviction than values and relate to principles of
right and wrong behavior |
Morals
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Are situations that require a choice between equally unfavorable or
mutually exclusive options |
Dilemmas
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How many methods of Aligning Values, exist?
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5
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Know the Navy's policy. Support, train, and practice the values.
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Methods of Aligning Values
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Recognize your position as a leader and a role model. "Walk the talk," knowing your actions influence others.
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Methods of Aligning Values
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Practice consistent and continuous principle-based system of values. Make not only the right decision, but lead your people to do the right thing as well.
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Methods of Aligning Values
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Be concerned with, and responsible for, the well being of those in your charge. Be universally fair to all, regardless of the situation.
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Methods of Aligning Values
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Accept the challenge and live a values-based lifestyle
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Methods of Aligning Values
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The collective opinions of people within a command about how the command and work force operate
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Definition of Command Climate
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What drives day-to-day activities, actions, and behaviors.
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Command Climate
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Pride and teamwork are evident throughout the command, when what is observed?
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Command Climate
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Co-worker relationships, awards/recognition, meaningful work,
equipment and furnishings, |
Why Command Climate is important
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Leaders need to be attentive to the dynamics they can positively influence.
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Elements of Command Climate
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People, relationships, and activities are key elements to what?
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Elements of Command Climate
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You may want to encourage competition against standards rather than each other
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Work Factors in the Elements of a Command Climate
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Establish high, attainable, clearly understood standards within your command structure
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Work Factors in the Elements of a Command Climate
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Standard Organization & Regulations of the Navy (SORN), and Uniform Code
of Military Justice (UCMJ)), and ensure practices are consistently applied. |
Policies and Standards in the Elements of a Command Climate
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P01 should provide Sailors with a sense of belonging and selfworth
through ongoing feedback |
Personal Excellence in the Elements of a Command Climate
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Establishing direction, aligning, motivating and inspiring people.
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Leadership processes
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Institutionalizing a leadership centered culture
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Leadership processes
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Planning and budgeting, organizing and staffing, controlling and problem solving
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Management processes
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Process improvement.
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Management processes
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May result in short-term focus, rigidity, and lack of motivation.
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STRONG MANAGEMENT W/weak leadership
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May result in inefficiency, even loss of ability to accomplish tasking.
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STRONG LEADERSHIP W/weak management
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Defined as the ability to get the job done, oversee the work process,
and coordinate organizational efforts toward task accomplishment. |
SUPERVISION
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Elements of both leadership and management.
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SUPERVISORY SKILLS
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A management tool, which is critical to the success of a Petty Officer First Class (P01)
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EFFECTIVE COMMUNICATION
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Verbal and written communications are critical in performing well on the job
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EFFECTIVE COMMUNICATION
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Establishing direction, aligning, motivating and inspiring people.
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Leadership processes
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Institutionalizing a leadership centered culture
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Leadership processes
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Planning and budgeting, organizing and staffing, controlling and problem solving
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Management processes
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Process improvement.
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Management processes
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May result in short-term focus, rigidity, and lack of motivation.
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STRONG MANAGEMENT W/weak leadership
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May result in inefficiency, even loss of ability to accomplish tasking.
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STRONG LEADERSHIP W/weak management
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Defined as the ability to get the job done, oversee the work process,
and coordinate organizational efforts toward task accomplishment. |
SUPERVISION
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Elements of both leadership and management.
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SUPERVISORY SKILLS
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A management tool, which is critical to the success of a Petty Officer First Class (P01)
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EFFECTIVE COMMUNICATION
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Verbal and written communications are critical in performing well on the job
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EFFECTIVE COMMUNICATION
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How many key elements are found in Proper Communication?
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5
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The person who is initiating the message is called what?
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Sender
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The content and purpose of the communication is called what?
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Message
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The intended recipient(s) of the sender's message is called what?
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Receiver
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May be voice, telephone, radio, Internet, e-mail, etc. is called what?
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Transmission medium
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Specific Nonverbal Gesture: Looking at Wrist watch
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Impatient has more important things to do
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Specific Nonverbal Gesture: Arms Crossed
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Resistant to other person's message
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Specific Nonverbal Gesture: Arms on hips
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Impatient
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Specific Nonverbal Gesture: Rolling eyes
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Not taking other person's message seriously
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Specific Nonverbal Gesture: Looking at feet or floor
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Humble, Subservient, lacks confidence
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Specific Nonverbal Gesture: Eyes glazing over
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Possible Interpretation: Has abandoned the conversation
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Specific Nonverbal Gesture: Nodding head up & down
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Possible Interpretation: In agreement with what is said
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Specific Nonverbal Gesture: Stroking Chin
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Possible Interpretation: Engaged in thought; listening attentively
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Specific Nonverbal Gesture: Saluting
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Possible Interpretation: Recognizing existence; showing respect
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Specific Nonverbal Gesture: Cupping hand behind ear
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Possible Interpretation: Trouble receiving the message say again
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Specific Nonverbal Gesture: Wringing hands
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Possible Interpretation: Nervousness or anxiety
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Specific Nonverbal Gesture: Stabbing air with finger
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Possible Interpretation: Making an important point
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What is the current knowledge, skill level, and nature of the need to communicate in the first place?
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The fifth factor in effective communication.
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Writing style and use of acronyms and jargon should be tailored to the _____?
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Audience
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The point must be made quickly, refers to the?
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Subject
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Know what your writing sounds like, and make use of that knowledge to get your message across, refers to the?
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Writer
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Put the most important sentence in by the end of the Where?
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First paragraph
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Always place: Requests before
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Justifications.
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Answers before
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Explanations.
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Conclusions before
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Discussions
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Summaries before
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Details
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General before
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Specific.
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What type of paragraphs should you use?
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Short
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What type of sentences should you write?
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Disciplined
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What of pronouns should you use?
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Personal
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Are contractions OK to use when writing naval correspondence?
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Yes
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What length of sentence is recommended for Naval Correspondence?
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Short
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Should you repeat general ideas to increase clarity?
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No
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What nouns should be avoided?
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noun forms by eliminating "-ion" and "-ment."
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What type of abbreviation should be avoided?
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Excessive
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What type of verbs should be avoided?
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Passive verbs.
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What is the etiquette governing communication on the Internet and E-mail?
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Netiquette
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What will guarantee reduced effectiveness from peers?
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Confusion or Mixed messages
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Exists whenever two or more parties disagree.
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Conflict
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What may be the greatest barrier to satisfaction and success as a supervisor?
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Inability to handle conflict
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What percent of time do managers spend in resolving conflicts?
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20%
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What are dissimilar values, biases, fear and unrealistic expectations?
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Conflict from Internal factors
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What type of conflict promotes change by raising problems, and encouraging better solutions?
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Constructive or productive
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(a) Clarification of important issues
(b) Increased involvement of team members (c) Broadened individual or group perspectives |
Where Constructive conflict comes from
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(1) More direct communication
(2) Increased personal and group knowledge (3) Positive release of emotion, anxiety, and stress |
Constructive conflict results
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Reduces cooperation and teamwork
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Destructive conflict
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Brings about hostility, and undermines the system as well as the people within it.
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Destructive conflict
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(a) Functional loyalties that impede cooperation
(b) Value, goal, or methodology differences (c) Power or status seeking; (d) Failure to take individual responsibility |
Destructive conflict
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(a) Interpersonal or intra-group hostility
(b) Diversion from important issues (c) Delayed or sub-optimal decision making (d) Dysfunctional behavior (e) Low morale |
Destructive conflict
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Refusal to cooperate, verbal attacks, sabotage of projects
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Examples of the behavior typical of destructive conflict
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Talking behind an other's back to uninvolved people to gain support for one's position.
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Examples of the behavior typical of destructive conflict
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Purposely missing deadlines, and making deliberate errors in one's work
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Examples of the behavior typical of destructive conflict
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These people only worry about having their own needs met and do not care much about others' needs, concerns or impact on the other party to the conflict.
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Win-Lose/Competing
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These people always give others what they want without speaking their minds, they place the opponent's interests above his or her own
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Lose-Win/Accommodating
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These people are avoiders, as they neither stand up for their own needs, nor make sure others are happy; they just retreat and avoid the
issue by withdrawing or suppressing the conflict. |
Lose-Lose/Avoiding
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These people see the benefits to conflict and work toward a solution that will fully satisfy the needs, concerns and desires of all parties
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Win-Win/Collaborating
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Sometimes mistakenly seen as collaboration, compromise means
all parties involved give up a part of what they want. |
Compromise
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Well when the conflict is trivial
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When avoiding works
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When emotions are running high and time is needed to cool down
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When avoiding works
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When the potential disruption from a more assertive action outweighs the benefits of a resolution.
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When avoiding works
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When a quick resolution on important issues is needed
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When competing works
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When unpopular actions must be taken
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When competing works
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When commitment by others to the solution is not critical
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When competing works
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The ability to persuade others to your perspective
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Influencing
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Requires building good working relationships through strong impersonal and communication skills.
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Influencing
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It is necessary for both sides to discuss possible solutions
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Negotiating
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Set the agenda
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Negotiation techniques
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Establish your goals
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Negotiation technique
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Know your wants and needs
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Negotiation technique
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Do not confuse your goals with the issue
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Negotiation technique
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Mutual protection is better than mutual destruction
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Negotiation technique
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Relationships are important
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Negotiation techniques
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Avoid trying to exercise power or controlling the process of negotiations
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Negotiation techniques
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Do not stereotype
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Negotiation techniques
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Do not bargain against yourself
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Negotiation techniques
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Identify interference
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Negotiation techniques
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Seek a settlement
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Negotiation techniques
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Be proactive, not reactive
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Negotiation techniques
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Be flexible
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Negotiation techniques
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Ignore the conflict.
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Team Conflict Management Options: Do nothing (non-intervention)
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What is the off-line conversation (minimal intervention) Team Conflict Management Options consist of?
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Team Conflict Management Options: Off-line conversation (minimal intervention)
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Talk about issues in a generic sense before the meeting (tied into "ground rules") or at the end of the meeting as part of the meeting evaluation.
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Team Conflict Management options: Impersonal group time (low intervention)
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Provide feedback to the individuals involved with a more directive style. Seek an agreement for change in behavior.
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Team Conflict Management options: Off-line confrontation (medium intervention)
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As a last resort, the leader might have to deal with conflict during the meeting itself
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Team Conflict Management options: In-group confrontation (high intervention)
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The group members explore the parameters of what is acceptable
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Forming Stage
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Excitement, optimism, and anticipation often mix with feelings of anxiety about
the uncertainties ahead |
Forming Stage
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Non-genuine, "Plastic" smiles
Only a few talking or nervous chatter |
Signs of Forming Stage
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Who's who in the room?
Why are we here? How do I fit in? |
Issues of concern in the Forming Stage
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Includes a period of adjustment in which group members resist collaborating with each other due to differences in attitude, preferences,
experience levels |
Storming stage
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Members engage in selling rather
than listening Ideology outweighs facts Tendency to premature voting Environment feels hostile |
Signs of Storming stage
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How can I protect my own area?
How can I get what I want/need? How can I influence this group? |
Issues of concern in the Storming stage
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End of the period of personal adjustment and conflict, and the beginning of a period of equilibrium in which group members begin to think in terms of team-centered task definition and accomplishment.
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Norming Stage
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More active participation
Hidden agendas being revealed Sub-groups forming Leaders emerging |
Signs of Norming Stage
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What are we to accomplish?
How will we accomplish our work? Who will be responsible for what? |
Issues of concern in the Norming Stage
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The team members roll up their sleeves and get to work.
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Performing stage
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They now define and solve problems as a cohesive group
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Performing stage
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Take proactive approaches, which involve the abilities and experience of each member
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Performing stage
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Mutually shared belief that all efforts are contributing to the larger organization's mission.
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Performing stage
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All group members share a common sense of purpose
Information is shared openly and efficiently |
Signs of the Performing Stage
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How can we prevent rather than
fix problems? How can we do our jobs better, quicker, and more efficiently? |
Concerns of the Performing Stage
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Generally confined to the boundaries within a functional (operational)
area, under one supervisor's control. |
Functional -Composition
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Organized by process (across functions) with a systems view.
Cross-functional teams foster open communication, promote cooperation, provide for more creative ideas, and discourage we/they thinking. |
Cross-Functional/Composition
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This type of team attacks a problem and then disbands.
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Ad hoc/Duration
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The life of this type of team is indefinite
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Standing/Duration
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Is concerned with how to get the job done under the constraints of policies, resources, or systems.
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A Self-managed Team-Leadership
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Has someone telling it how to get the job done under the constraints of policies, resources, or systems
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A Managed Team-Leadership
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Assigning to others specific tasks and the authority (power) to complete those tasks
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Delegation
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Used to give your subordinate a growth opportunity and strengthen organization
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Delegation
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Setting standards
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Actions that leaders take to ensure that the job is done right
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Assigning task and schedules
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Actions that leaders take to ensure that the job is done right
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Following up to ensure task have been accomplished
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Actions that leaders take to ensure that the job is done right
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Giving feedback regarding goal attainment.
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Actions that leaders take to ensure that the job is done right
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Matters requiring minimal coordination
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Tasks that can be delegated
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Routine, ongoing matters
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Tasks that can be delegated
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Tasks involving technical knowledge
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Tasks that can be delegated
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Matters covered by detailed procedures or policies
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Tasks that can be delegated
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Projects with clearly defined results
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Tasks that can be delegated
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Personal and confidential matters
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Tasks that should not be delegated
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Policy-making
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Tasks that should not be delegated
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Crisis
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Tasks that should not be delegated
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Development of subordinates
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Tasks that should not be delegated
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Assignments a superior asked you to complete personally
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Tasks that should not be delegated
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It involves, among other things, monitoring individuals during the
performance of their duties, observing their interactions |
Direct observation
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It is limited to the present situation, and reflects only the opinion of the observer.
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The downside of direct observation
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Third party opinions and any other data that has been compiled about a subordinate.
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Indirect observation
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limitations are that the data may be out of date or flawed in some
other way |
Downside of Indirect observation
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To get the job done
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Possible goals or outcomes from the delegation process
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To enhance professional development in a subordinate
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Possible goals or outcomes from the delegation process
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To provide an opportunity to evaluate a subordinate's development or
commitment |
Possible goals or outcomes from the delegation process
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Includes monitoring processes and procedures to evaluate their ongoing effectiveness in meeting operational goals
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Continuous Improvement
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Increase in knowledge and skills on the work environment team
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Continuous Improvement
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Processes are completed with greater speed, accuracy, or both
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Continuous Improvement
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The creative problem solving of team members enhances new or better ways to accomplish tasks
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Continuous Improvement
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Analyze and plan tasks to be delegated by prioritizing what must be done
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Effective Delegation
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Monitor task execution by following up on schedule.
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Effective Delegation
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Provide feedback that balances the work environment's goals and the
subordinates' need for personal and professional growth. |
Effective Delegation
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Are psychological barriers that individuals use to excuse the fact
that they do not delegate well |
Internal barriers
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Initially, most subordinates are not fast or efficient,
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"I can do it better."- Barriers to Delegation
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Prevents delegation because the delegation process becomes delayed and, suddenly, there is not enough time to teach, train, or monitor.
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"I don't have enough time."- Barriers to Delegation
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Protecting your position as the expert or the individual with all the knowledge is a common phenomenon.
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"I secretly fear that my subordinates will outshine me."- Barriers to Delegation
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Supervisors who have low self-esteem or lack confidence in their abilities
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"I secretly fear that my subordinates will outshine me."- Barriers to Delegation
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Lack of confidence in subordinates may say more about your ability to train
them than about their abilities to learn |
"I lack confidence in my people." -Barriers to Delegation
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"If I don't do this right I will be punished for making mistakes"
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Fear of punishment-Barriers to Delegation
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Clearly stated expectations and supportive feedback can reduce this fear.
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Solutions to Fear of punishment-Barriers to Delegation.
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Delegation can be confused with "dumping,"
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Concern with work overload-Barriers to Delegation
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Clear communication of expectations, goals, and objectives
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Solutions for Concern with work overload-Barriers to Delegation
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The result of leadership actions to create an environment of trust and
mutual respect. |
Empowerment
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Helps employees get the job done
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Empowering leader
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Challenges assumptions
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Empowering leader
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Encourages risk and experimentation
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Empowering leader
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Delegates authority and responsibility
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Empowering leader
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Fosters a learning environment
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Empowering leader
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Promotes shared information
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Empowering leader
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Collaborative problem solving
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Empowering leader
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Models behavior - "walks the talk"
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Empowering leader
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Appreciates diversity of style and behavior
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Empowering leader
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Is essential to the successful accomplishment of assigned tasks and, ultimately, the command mission.
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Effective planning
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Develops a shared understanding of the common direction
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Purpose of Planning
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Coordinates efforts of people working together
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Purpose of Planning
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Facilitates decision making
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Purpose of Planning
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Establishes control and measurement
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Purpose of Planning
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Also called action plans
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Short-Range Plans
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This type of planning includes monthly and quarterly training plans, quarterly budget plans, and Plan of Action & Milestones
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Mid-Range Plans
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Are not constrained by time and are cyclical and continuous.
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Long-Range Plans
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Conscious documentation of where you are going
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Mission (Purpose)
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Provide a means to achieve the plan's
purpose. |
Goals and Objectives
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The targets, toward which an organization strives for
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Goals and Objectives
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Strategies are implemented to achieve the objective.
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Goals and Objectives
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Mission, Goals and Objectives,Implementation, Monitoring, Evaluation, and Correction are?
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Elements of a Plan
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Planning involves selecting the methods of achieving the desired end.
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Implementation
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Includes observation and collection of data to ascertain the progress of the plan
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Monitoring
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Provides the validation of whether the plan is working or needs to be
revised. |
Evaluation
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The observations and data collected are considered to determine the degree of success of the plan
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Evaluation
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Involves reassessing the actions needed to meet stated goals
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Correction
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Problem Solving, Decision Making, Risk Management
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Three Important Concepts to Apply When Planning
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Define the problem
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Problem Solving
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Look for potential causes for the problem
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Problem Solving
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Devise a plan to solve the problem
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Problem Solving
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Identify alternative solutions to the problem
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Problem Solving
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Select the best solution to the problem
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Problem Solving
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Define the problem
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Decision Making
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Collect and analyze data
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Decision Making
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Weigh alternatives and risk
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Decision Making
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Test possible solutions
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Decision Making
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Arrive at a course of action
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Decision Making
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Making decisions to reduce risk to acceptable levels, and taking actions
to minimize risk associated with the operation. |
Risk Management (OPNAVINST 3500.39 (series))
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The different characteristics and attributes of individual Sailors and
civilians that enhance the mission readiness of the Navy. |
Diversity
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Equal Opportunity and Treatment is what article?
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Article 1164
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What is the Instruction that gives the guidelines of how you are evaluated?
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BUPERINST 1610.10
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Standards are clear and consistent.
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Evaluation Standards
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Standards are realistic and high.
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Evaluation Standards
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Positive and negative feedback is frequently given.
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Evaluation Standards
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Performance problems are handled quickly and appropriately.
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Evaluation Standards
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All levels participate in enforcing standards
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Evaluation Standards
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Are measurable results, quantities, quality, and accomplishments.
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Objective Factors of Evaluation Reports
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Include opinions, such as those about attitude, personality,
and adaptability. |
Subjective Factors of Evaluation Reports
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Can be evaluated if they are supported by documented incidents.
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Subjective Factors of Evaluation Reports
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They are constantly monitoring how well things are going, and watching for problems that may arise.
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Supervision of a Subordinate.
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What instruction ensure that the member understands the supervisor's expectations?
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BUPERSINST 1610.10
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EVALUATION REPORT & COUNSELING RECORD (EI-E6) is written on?
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NAVPERS 1626/26
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"A physical, chemical, or emotional factor that causes bodily
or mental tension" is called? |
Stress
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Resulting from fears and anxieties
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Emotional stressors
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Resulting from interactions with family members
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Family stressors
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Resulting from the tensions and pressures we experience at
work |
Work stressors
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These are instinctive bodily reactions to stress.
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Physiological/Physical response to stress
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Unless a person consciously intervenes, these occur automatically, outside your control.
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Physiological/Physical response to stress
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They provide dependable, instant feedback that enables you to decide if action is necessary and appropriate.
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Physiological/Physical response to stress
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Examples include: perspiration, rapid breathing, flushed face, and trembling knees.
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Physiological/Physical response to stress
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These responses are instinctive, conditioned, and learned.
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Psychological/Emotional response to stress
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They include: fear, apprehension, worry, anxiety.
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Psychological/Emotional response to stress.
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Responses include actions and habits developed in response to stress, such as spilling coffee, clumsiness, or habits such as smoking, drinking, and drug use.
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Behavioral response to stress.
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Affects the way people think and feel.
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Stress
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Also suspected to aggravate chronic backache, arthritis, allergies, dermatitis, and vertigo
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Physical Effects of Stress
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Depression, hopelessness, and helplessness.
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Mental Effects of Stress
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Major contributor to hypertension and coronary disease, migraine and
tension headaches, ulcers, and asthma. |
Stress
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Extreme reluctance to go to work each day
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Job Burnout
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A profound sense of failure
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Job Burnout
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Anger and resentment
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Job Burnout
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Depression, low morale, feeling of hopelessness (may lead to
suicide) |
Job Burnout
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Intense fatigue, even on waking
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Job Burnout
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Loss of confidence and low self-esteem
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Job Burnout
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Sleeping and eating disorders
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Job Burnout
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Increased consumption of cigarettes, alcohol, or drugs
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Job Burnout
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Increased frequency of colds and flu, headaches
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Job Burnout
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They are what you bring to the picture from your personality and past experiences.
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Personal Perceptions
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Perceptions relate to what we read into stress indicators or stressful circumstances.
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Personal Perceptions
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Methods to manage disagreement and reduce stress for both parties
include (1st possibility) |
Maintain mutual respect
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Methods to manage disagreement and reduce stress for both parties
include (2nd possibility) |
Search for common ground
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Methods to manage disagreement and reduce stress for both parties
include (3rd possibility) |
Pursue creative compromise
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Methods to manage disagreement and reduce stress for both parties
include (4th possibility) |
Actively listen
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Methods to manage disagreement and reduce stress for both parties
include (5th possibility) |
Let go of having to be right
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Methods to manage disagreement and reduce stress for both parties
include (6th possibility) |
Seek win-win solutions
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Stress management techniques (1st possibility)
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Maintain composure
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Stress management techniques (2nd possibility)
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Regroup organization of personnel, procedures, and administration
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Stress management techniques (3rd possibility)
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Identify the situation
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Stress management techniques (4th possibility)
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Get resolution
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Stress management techniques (5th possibility)
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Take action
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Enthusiasm, pride, and positive attitude describe what emotion?
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Motivation
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Working toward the shared goals of the work environment or team
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Direction
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Using a large majority of their energy in this goal-oriented direction
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Intensity
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Working toward these shared goals consistently over time
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Persistence
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The inner desire to engage one's interests and exercise
one's capabilities. |
Intrinsic motivation
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Provides a natural force that encourages self-development and personal growth.
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Intrinsic motivation
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The act is rewarding for its own sake.
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Intrinsic Motivation
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Occurs when external rewards direct behaviors into specific patterns.
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Extrinsic Motivation
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Individuals act in certain ways as a means of getting something else.
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Extrinsic Motivation
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They read and study to get an "A" or pass a test, not just for the joy of learning
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Extrinsic Motivation
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