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164 Cards in this Set
- Front
- Back
Non-facilitated, self-paced, student centered teaching that uses online learning resources to facilitate information sharing outside the normal constraints of time and location to effectively deliver course content
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Asynchronous Teaching
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The methods by which instruction is provided
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Teaching Methods
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To stop and think for a period of time about a recent experience, action, or information
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Self-Reflection
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An opportunity to check and reinforce your understanding of lesson material by answering multiple types of questions.
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Progress Checks
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The presentation of a simulated but realistic situation which reinforces an educational objective
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Case Study/Scenerio
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CHOOSE: Personal, Organizational, People/Team
Communicating |
Personal
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CHOOSE: Personal, Organizational, People/Team
Embodies Airman Culture |
Personal
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CHOOSE: Personal, Organizational, People/Team
Employing military capabilities |
Organizational
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CHOOSE: Personal, Organizational, People/Team
Enterprise perspective |
Organizational
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CHOOSE: Personal, Organizational, People/Team
Fostering Collaborative relationships |
People/Team
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CHOOSE: Personal, Organizational, People/Team
Leading people |
People/Team
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CHOOSE: Personal, Organizational, People/Team
Managing Organizations and resources |
Organizational
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CHOOSE: Personal, Organizational, People/Team
Strategic thinking |
Organizational
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CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART:
Strategic Thinking |
Adaptability
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CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART:
Fostering Collaborative Relationships |
Negotiating
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CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART:
Enterprise Perspective |
Global/Regional Cultural Awareness
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CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART:
Leading People |
Diversity
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CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART:
Communicating |
Active Listening
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CHOOSE: ADAPTABILITY, ACTIVE LISTENING, DIVERSITY, NEGOTIATING, GLOBAL/REGIONAL CULTURAL AWARENES, OPERATIONAL AND STRATEGIC ART:
Employing Military Capabilities |
Operational and Strategic Art
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
Found in Part I of each lesson |
Pre-Class activities
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
include main ideas and supporting details |
Take Notes
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
changes the way a person thinks, feels, or behaves |
Defintion of Learning
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
sub-competency of Develops Self |
Lifelong learning
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
Review your notes and seek clarification |
Additional Study
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
measure whether students have met the learning objectives |
Summative evaluations
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
review notes/ solidify grasp of lesson material |
Study and practice
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
tuned in and ―actively involved |
Listen and participate
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
Provides feedback about strengths/ weaknesses |
Formative Exercises
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CHOOSE: ADDITIONAL STUDY, PRE-CLASS ACTIVITIES, LIFELONG LEARNING, TAKE NOTES, DEFINITION OF LEARNING, STUDY AND PRACTICE, SUMMATIVE EVALUATIONS, FORMATIVE EXERCISES, LISTEN AND PARTICIPATE, TEST TAKING:
one indicator of how much learning has occurred |
Test Taking
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Choose; Visual, Auditory, or Tactile
. Difficulty following written directions |
Auditory
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Choose; Visual, Auditory, or Tactile
May not look speakers in the eye |
Auditory
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Choose; Visual, Auditory, or Tactile
Has difficulty with spoken directions |
Visual
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Choose; Visual, Auditory, or Tactile
Needs to see it to learn it |
Visual
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Choose; Visual, Auditory, or Tactile
Participate in discussions, ask questions, and repeat given information |
Auditory
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Choose; Visual, Auditory, or Tactile
Discuss the material with someone else |
Auditory
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Choose; Visual, Auditory, or Tactile
Use multicolored highlighters to organize notes |
Visual
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Choose; Visual, Auditory, or Tactile
Write everything down; review often |
Visual
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Choose; Visual, Auditory, or Tactile
Role play, ―be the ball |
Tactile
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Choose; Visual, Auditory, or Tactile
Take frequent breaks |
Tactile
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True or False
Using IDDP can help NCOs think through and solve problems |
True
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True or False
IDDP stands for identify, determine, differentiate, and predict |
True
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True or False
When actions, decisions or behaviors are appropriate and/or effective, you can skip the determine step |
True
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True or False
Justify is a sub-step of each step of the IDDP Structured Thinking Process |
True
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True or False
Sometimes, we have only enough information to apply the Identify step of IDDP |
False
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ALIGN PROPER TERMS FROM THE AFFECTIVE DOMAIN TO THE COGNITIVE DOMAIN: APPLICATION, COMPREHENSION, KNOWLEDGE, RECEIVE, RESPOND, VALUE:
--Receive |
Knowledge
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ALIGN PROPER TERMS FROM THE AFFECTIVE DOMAIN TO THE COGNITIVE DOMAIN: APPLICATION, COMPREHENSION, KNOWLEDGE, RECEIVE, RESPOND, VALUE:
--Respond |
Comprehension
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ALIGN PROPER TERMS FROM THE AFFECTIVE DOMAIN TO THE COGNITIVE DOMAIN: APPLICATION, COMPREHENSION, KNOWLEDGE, RECEIVE, RESPOND, VALUE:
--Value |
Application
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CHOOSE: VALUING, RESPONDING, RECEIVING:
During the Briefing you make notes about the information presented |
Receiving
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CHOOSE: VALUING, RESPONDING, RECEIVING:
During the briefing you listen to the commander and also think, “I wonder if my tennis shoes are in the car for today’s PT”. |
Valuing
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CHOOSE: VALUING, RESPONDING, RECEIVING:
During the briefing you highlight portions of a new policy and think, “this change will not go over well in my unit” |
Responding
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explain the expected cognitive outcomes for students. Terminal cognitive objectives almost always begin with either the verb know, comprehend, or apply. Remember the cognitive domain contains three levels of learning: knowing, comprehension, and application.
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Terminal Cognitive Objectives
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describe the knowledge, skills, or attitudes students are expected to demonstrate at the end of a lesson. Because they almost always begin with explain, give example, or predict, you can easily determine the depth of learning expected. Explain is simply describing a concept in your own words whereas predict is describing a future state.
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Terminal cognitive samples of behavior
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explain the affective level outcomes students are expected to accomplish during a lesson. In the example, students will value how team building enhances success. Almost all EPME strive to reach the value level of learning in affective objectives.
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Affective learning objectives
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Select the domain and level of learning which best describes the type of learning objective shown
Students will be able to explain the relationship between strategy and planning. A. Affective : Value B. Affective : Respond C. Cognitive : Knowledge D. Cognitive : Comprehension |
D. Cognitive : Comprehension
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Select the domain and level of learning which best describes the type of learning objective shown
At the completion of the course, students will demonstrate a positive attitude toward newly implemented ethics policies. A. Affective : Value B. Affective : Respond C. Cognitive : Knowledge D. Cognitive : Comprehension |
A. Affective : Value
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Value the impact history and heritage has on the AF.
A. Terminal Cognitive Objective B. Terminal Cognitive Sample of Behavior C. Affective Objective |
C. Affective Objective
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Comprehend Continuous Improvement and/or its impact on subordinate, SNCO, unit, and mission effectiveness.
A. Terminal Cognitive Objective B. Terminal Cognitive Sample of Behavior C. Affective Objective |
A. Terminal Cognitive Objective
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Define IDDP
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Identify, Differentiate, Determine and Predict. Justify lies in the middle of the IDDP Model
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Define the Differentiate step
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Distinguish whether actions, decisions, or behaviors described in the scenario are appropriate / inappropriate, effective/ineffective, or most effective according to lesson concepts and principles.
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Define FRLD
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Full Range Leadership Development
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CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP:
It emphasized that leaders must develop specialized, individual relationships with their followers. |
Leadership-Member Exchange Theory
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CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP:
This concentrates on two types of leadership: task- or production and people- or relationship- oriented leadership. |
Style Theory
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CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP:
States one’s leadership effectiveness is based on their intelligence, self-confidence, and integrity. |
Trait Theory
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CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP:
Focuses on leaders who are emotionally intelligent and can solve problems successfully. |
Skills Theory
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CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP:
Behavior where leaders hold followers accountable when standards are not met or when things go wrong. |
Management by Exception - Passive
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CHOOSE: MANAGEMENT BY EXCEPTION - PASSIVE, STYLE, SKILLS, TRAIT, LEADERSHIP-MEMBER, AUTHENTIC LEADERSHIP:
States effective leaders are true to themselves and others and adhere to strong morals and values. |
Authentic Leadership Theory
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CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD:
Followers appreciate this behavior as it reduces uncertainties regarding their purpose. |
Management by Exception - Active
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CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD:
Identifies four styles a leader uses that are based on the subordinate’s development level and the situation (task) at hand. |
Situational Leadership Theory
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CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD:
This argues that followers and leaders are drawn to their roles, and achieve success in those roles by virtue of personality types. |
Psychodynamic Theory
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CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD:
This theory views leaders as trailblazers, creating conditions for subordinate success. |
Path-Goal theory
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CHOOSE: PSYCHODYNAMIC, PATH-GOAL, MANAGEMENT BY EXCEPTION - ACTIVE, SITUATIONAL LEADERSHIP, FRLD:
Leadership training system that suggests leaders perform throughout a gamut of active and passive leadership behaviors. |
Full Rage Leadership Development (FRLD)
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CHOOSE: LAISSEZ-FAIRE, CONTINGENCY THEORY, TRANSFORMATIONAL LEADERSHIP, SKINNER'S OPERANT CONDITIONING:
States that leaders are moved into and out of various situations based on the leader-follower relationship, the leader’s position power, and the task structure. |
Contingency Theory
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CHOOSE: LAISSEZ-FAIRE, CONTINGENCY THEORY, TRANSFORMATIONAL LEADERSHIP, SKINNER'S OPERANT CONDITIONING:
Leaders who are usually absent from their duties, considered lazy, and have poor relationships with their subordinates. |
Laissez-Faire
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CHOOSE: LAISSEZ-FAIRE, CONTINGENCY THEORY, TRANSFORMATIONAL LEADERSHIP, SKINNER'S OPERANT CONDITIONING:
Theory that considers a method of learning that occurs through rewards and punishments for behavior. |
Skinner’s Operant Conditioning
Theory |
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CHOOSE: LAISSEZ-FAIRE, CONTINGENCY THEORY, TRANSFORMATIONAL LEADERSHIP, SKINNER'S OPERANT CONDITIONING:
This is the most active and effective form of leadership behavior. This style promotes positive and meaningful changes in followers by acting as a coach and a mentor. |
Transformational Leadership
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What an organization provides such as pay, training, and medical benefits.
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System level Rewards
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Leadership behavior where a reward is provided for positive behavior
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Performance Level
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Theory that identifies three essential requirements a person must satisfy to be motivated.
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McClelland's Needs Theory
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Refers to a person’s desire to achieve, receive, or avoid some result for his/her behavior.
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Extrinsic Motiviation
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When a person’s basic needs are still being satisfied, they tend to be more involved in the work center and contribute as long as leadership recognizes their contributions.
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Transactional Leadership
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This is the highest level of commitment where members feel their personal needs are met.
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Involvement Level
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Members at this level only work to meet the minimum acceptable standard.
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Membership Level
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Refers to a person and their response to fun or challenges associated with a task rather than receiving external rewards
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Intrinsic Motivation
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Where a person’s motivation and productivity
determine their level of commitment. |
Contemporary Motivation
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Includes praise, time-off, bonus pay, and special assignments for personnel who go above and beyond the standard.
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Supervisory rewards
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Like intrinsic motivation, these come from a personal satisfaction by completing tasks one enjoys.
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Personal rewards
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This person is someone who influences others to achieve a goal, they are not perfect, but displays ethical behavior, virtues, and character strengths.
Follower Leader Subordinate Mentor |
Leader
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According to FRLD principles, how is a situation defined?
-An unusual state of affairs -The relative circumstances, position, or context that surrounds the leaders and followers -Military as well as civilian issues that arise at any given time |
The relative circumstances, position, or context that surrounds the leaders and followers
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INTRINSIC OR EXTRINSIC MOTIVATION
Feeling Good after completing a task |
Intrinsic
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INTRINSIC OR EXTRINSIC MOTIVATION
Awarded time off for a job well done |
Extrinsic
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INTRINSIC OR EXTRINSIC MOTIVATION
Motivated by the challenge |
Intrinsic
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INTRINSIC OR EXTRINSIC MOTIVATION
Receiving a trophy |
Extrinsic
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INTRINSIC OR EXTRINSIC MOTIVATION
Receiving a promotion |
Extrinsic
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INTRINSIC OR EXTRINSIC MOTIVATION
Psychological reward of task |
Intrinsic
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
Leader elects to sit back, observe, and wait for things to go wrong. |
MBE-PASSIVE
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
Keeps people and processes in control, monitoring, and controlling followers through forced compliance. |
MBE-ACTIVE
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
“Contract” where the leader sets goals, and identifies ways for the subordinate to reach these goals. |
CONTINGENT REWARD
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
The most active and effective form of leadership where leaders promote positive and meaningful changes in people, teams, organizations, nations, and even societies. |
TRANSFORMATIONAL LEADERSHIP
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
Abandon or pass on their responsibilities and fail to respond urgently to critical situations |
LAISSEZ-FAIRE
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
Followers of this leader’s behavior exhibits greater trust, admiration, loyalty, and respect toward the leader and are willing to work harder for them |
TRANSFORMATIONAL LEADERSHIP
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
When the follower fulfills the leader’s expectations, a reward is provided to reinforce the demonstrated positive behavior |
CONTINGENT REWARD
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
The leaders are usually absent from their duties and place of work, relationships with subordinates suffer. |
LAISSEZ-FAIRE
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
Followers tend to not trust those who do not take a more active leadership approach and will demonstrate little commitment to this person and the organization. |
MBE-PASSIVE
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CHOOSE: TRANSFORMATIONAL, MBE-ACTIVE, LAISSEZ-FAIRE, MBE-PASSIVE, CONTINGENT REWARD:
Followers appreciate this leadership behavior as it reduces followers’ uncertainties regarding their purpose. |
MBE-ACTIVE
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A form of punishment where the leader applies or presents an unfavorable action or result to a follower who has demonstrated an undesirable behavior
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POSITIVE PUNISHMENT
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Favorable actions, results, or outcomes that a leader presents to a follower after the follower demonstrates a desired behavior
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POSITIVE REINFORCEMENT
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The removal of something valued by the follower after they have demonstrated an undesirable or unacceptable behavior.
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NEGATIVE PUNISHMENT
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The removal of unpleasant, unfavorable actions or events the follower is currently experiencing that occurs after they have displayed a desirable behavior
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NEGATIVE Reinforcement
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People operating at his level demonstrate initiative and actually solve problems so long as their efforts are recognized and rewarded by leadership
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PERFORMANCE LEVEL
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People operating at this level identify problems and offer solutions and strive for personal and organizational success
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INVOLVEMENT LEVEL
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Individuals at this level avoid getting too involved in their jobs and often complain about their work but never take action to improve the situation
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MEMBERSHIP LEVEL
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Fully enjoy work, strive to exceed every standard
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PERSONAL REWARDS
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Pay, training, annual leave, medical and dental benefits
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SYSTEM LEVEL REWARDS
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Praise, public recognition, time-off, bonus pay, promotions, special assignments, greater roles and responsibilities
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SUPERVISORY REWARDS
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Critical thinking is more than thinking _______ it also means thinking _______.
-thoroughly or completely; cognitively or intelligently -digressively or excursively; rashly or obtusely -logically or analytically; rationally or objectively -laboriously or strenuously; energetically or zealously |
logically or analytically; rationally or objectively
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-How can Critical Thinkers be both “open-minded” and still maintain a healthy sense of skepticism? Critical Thinkers...
-seek out facts, information sources and reasoning to support issues you intend to judge -examine issues from as many sides as possible -rationally look for the good and bad points of the various sides to be examined -do not accept the fact that you may be in error ourselves |
-seek out facts, information sources and reasoning to support issues you intend to judge
-examine issues from as many sides as possible -rationally look for the good and bad points of the various sides to be examined |
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
Recognizing that one should not claim more than one actually knows |
INTELLECTUAL HUMILITY
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
Be true to your own thinking |
INTELLECTUAL COURAGE
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
Imaginatively put oneself in the place of others |
INTELLECTUAL EMPATHY
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
Having rational control of one’s beliefs, values, and inferences |
INTELLECTUAL AUTONOMY
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
Recognition of the need to be true to one’s own thinking |
INTELLECTUAL INTEGRITY
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
Struggle with confusion and unsettled questions over extended period |
INTELLECTUAL PERSEVERANCE
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
With proper encouragement, people can learn to think for themselves |
CONFIDENCE IN REASON
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CHOOSE: FAIR MINDEDNESS, COURAGE, HUMILITY, EMPATHY, INTEGRITY, INTELLECTUAL, AUTONOMY, PERSEVERANCE, CONFIDENCE IN REASON:
Consciousness of the need to treat all viewpoints alike |
FAIR-MINDEDNESS
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
Without this you cannot tell anything about the topic |
CLARITY
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
You may check for this by asking, “How can you find out if that is true?” |
ACCURACY
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
You may check for this by asking, “Could you be more specific?” |
PRECISION
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
You may check for this by asking, “How does that bear on the issue?” |
RELEVANCE
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
Another term for "how superficial” |
DEPTH
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
Only recognizes the insights of one side of the question |
BREADTH
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
Not mutually supporting and/or contradictory |
LOGIC
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CHOOSE; ACCURACY, BREADTH, CLARITY, DEPTH, FAIRNESS, LOGIC, PRECISION, RELEVANCE:
Treating all relevant viewpoints alike |
FAIRNESS
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Air traffic controllers often have difficulty making good judgments after long hours on duty
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Physical & Emotional Hindrances
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If one believes that more murders occur during a full moon, then one will tend to take notice of murders that occur during a full moon and tend not to take notice of murders that occur at other times
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Confirmation Bias & Selective Thinking
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Dramatic stories of Bigfoot sightings do not prove the existence of Bigfoot
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Testimonial Evidence
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Some people are biased against claims made by scientists because their worldview appears too cold and impersonal
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Personal Biases & Prejudices
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Police officers should not show a photo of a possible assailant to a Witness prior to a police lineup, or the actual memory of the witness may be unconsciously replaced.
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False Memories & Confabulation
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Referring to a family as “a bounded plurality of role playing individuals” or a homeless person as a “non-goal oriented member of society”
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Double Speak Jargon
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An ad that claims a battery lasts “up to” 30% longer, but does not say it will last 30% longer, and if it did, longer than what?
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Meaningless Comparisons
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Expressions such as “as everyone knows…”, and “Common sense tells you that…”
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Assuring Expressions
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From the statement “lying expert testified at trial”, is the expert a liar or is the person and expert on telling when someone is lying?
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Ambiguity
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The dairy industry cleverly expresses fat content as a percentage of weight, not calories. Thus 2% “low” fat milk really has 31% fat when measured as a percentage of calories
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False Impication
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Naming detergents “Joy” and “Cheer”(positive), not “Dreary” and “Tedious(negative). The military using the phrase “neutralizing the opposition *(less negative) rather than “killing” (negative).
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Emotive Content
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After using a magnetic belt for a while, a woman notices her back pain is less, even though there may be a dozen other reasons for the reduced back pain
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Pragmatic Fallacy
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“Because regulators have controlled smoking in public places, their ultimate goal is to control everything else in your lives”
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Slippery Slope Fallacy
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Making a claim that printer A makes better copies than Printer B, while ignoring the important fact that only Printer B can also fax, copy and scan
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Irrelevant Comparisons
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Believing that there must be life on Mars because no one has proved that there is not life on Mars
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Arguement from Ignorance
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Irrationally believing that how one wears their hat while watching a football game can influence the score
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Apophenia and Superstition
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Arguing that two children sharing the same bedroom is wrong because double-celling of criminals is a penitentiary can lead to bad behavior
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False Analogies
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Making jokes about one’s own character in order to disarm critics & evade having to defend poicy
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Evading the issue, Red herring
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”Anyone who supports removing the troops from Iraq is a traitor!”
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Poisoning the Well
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“You should not believe a word my opponent says because he is just bitter because I am ahead in the polls”
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Ad hominem Fallacy
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“You are either with us, or with them!”
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Fallacy of false Dilemma, Either / Or
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Thousands of years ago the average person believed that the world was flat simply because most other people believed so
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Ad populum, Bandwagon Fallacy
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Advertisements that appeal to one’s vanity, pity, guilt, fear, or desire for pleasure, while providing no logical reasons to support their product being better than a competitor
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Emotional Appeals
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Why should you evaluate information sources with caution?
-To ensure they are credible -To ensure they are unbiased -To ensure they are accurate -To ensure they are believable |
To ensure they are credible
To ensure they are unbiased To ensure they are accurate |
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What kinds of questions should you consider when you evaluate information sources?
-What is the source’s qualifications? -What is the source’s integrity? -What is the source’s reputation? -Is the source biased? |
What is the source’s qualifications?
What is the source’s integrity? What is the source’s reputation? Is the source biased? |
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-What approaches to human decision making are discussed in Critical Thinking?
-Reflective thinking -Time management -Reactive thinking |
Reflective thinking
Reactive thinking |
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How may SNCOs improve their effectiveness by appropriately using System-1 thinking?
-They will be perceived as credible & reliable -It will improve their time management -They will make routine decisions more quickly -It will provide them with intuition (gut feelings) |
They will be perceived as credible & reliable
It will improve their time management They will make routine decisions more quickly It will provide them with intuition (gut feelings) |
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How may SNCOs hinder their effectiveness by inappropriately using System-1 thinking?
-They might make mistakes -They might overlook details -They might miss improvement opportunities -They might make the right decision too quickly |
-They might make mistakes
-They might overlook details -They might miss improvement opportunities |
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-How may SNCOs improve their effectiveness by appropriately using System-2 thinking?
-They will improve their critical thinking skills -It will improve their time management -They will improve their problem solving skills -It will allow time for them to monitor and process their system of thinking |
They will improve their critical thinking skills
They will improve their problem solving skills It will allow time for them to monitor and process their system of thinking |
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How may SNCOs hinder their effectiveness by inappropriately using System-2 thinking?
-It will provide them with intuition (gut feelings) -They may over think simple tasks -They may appear reluctant to make decisions -They may make rushed decisions |
They may over think simple tasks
They may appear reluctant to make decisions |
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Which of these are steps of Decision Analysis?
-Decision Statement -Determine Criteria -Find Alternatives -Risk Analysis |
-Decision Statement
-Determine Criteria -Find Alternatives -Risk Analysis |
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- Conducting a ____________ during decision making helps the decision maker plan for contingencies in the event something goes wrong.
-balanced assessment -clear goal statement -deliberate thought process -risk analysis |
risk analysis
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