Ots Test #1

Front 1

Define military customs.

Back 1

Customs are guidance.

Front 2

Define military courtesies.

Back 2

Courtesies are written guidance.

Front 3

What are the Air Force Core Values?

Back 3

(1) Integrity first

(2) Service before self

(3) Excellence in all we do

Front 4

Explain the impact of Air Force Core Values on competence and accountability.

Back 4

Professional growth and development.

Front 5

State your responsibilities as a professional military officer for reporting a violation of the Law of Armed Conflict.

Back 5

(1) If at any time you become aware of a violation of the Law of Armed Conflict, you are to report it to your immediate commander.

(2) The commander will then consult the Staff Judge Advocate and the proper investigative agency to deal with the violation.

Front 6

Name the two series of treaties that have the greatest influence on the Law of Armed Conflict.

Back 6

(1) The Hague Conventions (1899): Russia organized a conference to resolve problems; revised customs; declarations

(2) The Geneva Conventions (1949): need for stronger conventions; four separate agreements; customary international law binding on all nations

Front 7

State when aircraft can attack targets located in an area denselypopulated with civilians.

Back 7

Air forces can attack key military targets in heavily populated areas so long as the overall military gains from the attack outweigh the risks posed to the civilian population.

Front 8

Describe the right to freely exercise religion.

Back 8

Confidently practice your own beliefs while respecting others. Does not excuse you from comply with directives/orders.

Front 9

Describe the Air Force guidelines concerning free exercise of religion.

Back 9

Officially neutral. Religious accommodation requests are welcomed, and dealt with fairly.

Front 10

Identify the appropriate referral agencies for religious issues. Chain-of command: resolve problems at the lowest level.Chaplain service: provide guidance.Equal Opportunity Office: platform for discrimination/unfair treatment.Judge Advocate General Office: interpret legal rights.Inspector General: last resort to investigate with other agencies.

Back 10

(1) Chain-of command: resolve problems at the lowest level.

(2) Chaplain service: provide guidance.

(3) Equal Opportunity Office: platform for discrimination/unfair treatment.

(4) Judge Advocate General Office: interpret legal rights.

(5) Inspector General: last resort to investigate with other agencies.

Front 11

Summarize the idea of respect for others beliefs or non-beliefs.

Back 11

Mutual respect: respect viewpoints other than your own, and the rights of others.

Respect spiritual needs.

Leaders at all levels must balance constitutional protections for an individual’s free exercise of religion and beliefs.

Front 12

Explain how self-control and self-discipline relate to beliefs or non-beliefs.

Back 12

Leaders who use their position to promote their religious belief may cause others to doubt their impartiality and objectivity.

Front 13

Describe what defines stress and how it impacts the work environment.

Back 13

Mental, emotional or physical tension, strain or stress.

Front 14

Explain the various reactions to stress.

Back 14

(1) Stressors (driving forces: time, encounters, anticipatory behavior,)

(2) Restraining Forces (resiliency: physiological, psychological, social)

Front 15

Describe various coping strategies.

Back 15

(1) Enactive: creating a non-stress environment (long term)

(2) Reactive: (immediate) benefits Proactive: increasing resiliency (short-term)

Front 16

Define the concept of resiliency.

Back 16

The ability to withstand, recover and/or grow in the face of stressors and changing demands

Front 17

Differentiate between articles 2, 7, 15, and 31 of the UCMJ.

Back 17

2: Persons subject to this chapter

7: Apprehension - the taking of a person into custody

15: Non-judicial punishment

31: Compulsory self-incrimination

Front 18

Define “servant” in terms of being a servant of the nation.

Back 18

“Servants of the Nation” commit their lives to serve a cause greater than themselves.

George Washington is the classic example of an officer as the "Servant of the Nation."

Front 19

Describe the relationship between servitude, the Constitution, and oursecond Core Value of Service Before Self.

Back 19

Members of the armed forces are defenders of the Constitution. Officers swear to uphold ideals and obligations embedded in our nation’s Constitution, laws, representatives.

Front 20

List the rights on which the Declaration of Independence is based.

Back 20

(1) Life

(2) Liberty

(3) The pursuit of happiness

Front 21

Describe the purpose of each article of the Constitution.

Back 21

1: Legislative branch

2: Executive branch

3: Judicial branch

4: States' powers

5: Amendments

6: Federal powers

7: Ratification

Front 22

Explain the differences between hearing and listening.

Back 22

Hearing: physical act of receiving sound passive process, no effort,

Listening: selective process, active process, takes work.

Front 23

Define effective listening and the five steps of the listening process.

Back 23

Receiving - starts with a sound

Attending to - paying attention

Understanding- assigning meaning

Evaluating - agreeing or disagreeing

Responding - verbal or nonverbal

Front 24

Explain the importance of managing diversity in the military.

Back 24

Military mirrors the civilian workforce. Increase productivity, recruit diversity, and compete with corporations.

Front 25

Define Sexual Assault as defined by the Department of Defense.

Back 25

Sexual assault includes actual or attempted sexual relations with another person against his/her will without consent.

Front 26

Describe the roles of perpetrator, facilitator, bystander, and victim.

Back 26

Perpetrator - is the criminal who assaults the victim

Facilitator - person who enables, encourages, or creates a situation or environment that allows a perpetrator to act

Bystander - sees the potential in a situation for a sexual assault

Victim - is the person assaulted by the perpetrator

Front 27

Describe the roles of the Sexual Assault Response Coordinator (SARC) and link this role to the Victim Advocate (VA).

Back 27

The SARC can take unrestricted and restricted reporting and helps the victim make that decision. Considered the center of gravity when it comes to ensuring that victims of sexual assault receive appropriate responsive care. The VA is not legally involved but helps as a peer.

Front 28

State the importance of displaying empathy to a victim of sexual assault.

Back 28

A victim who receives appropriate care and treatment and who has adequate time to make an informed decision is more likely to trust the process.

Front 29

Summarize methods of Continuous Process Improvement (CPI).

Back 29

(1) Lean: systematic approach to identify waste, eliminate it, and maximizing resources to satisfy other requirements

(2) Six Sigma: increases efficiency by statistical process control, repeatable 5-step approach to project management and problem solving

(3) Theory of Constraints: philosophy and methodology for addressing logical thinking, scheduling and controlling resources, and measuring performance

(4) Business Process Reengineering: management approach that examines aspects of business interactions to improve efficiency of underlying processes

Front 30

Explain the purpose, application, and scope of Air Force DoctrineVolume II—Leadership.

Back 30

Establishes doctrinal guidance for leadership and force development.

Doctrine is the baseline for all Air Force leaders.

Serves as a guide of professional judgement rather than a set of inflexible rules.

Core values are institutional values.

Front 31

Summarize the components of Air Force leadership.

Back 31

(1) Tactical

(2) Operational

(3) Strategic

Front 32

Distinguish correct courses of action in accordance with each article ofthe Code of Conduct.

Back 32

Article 4: Informing, or any other action to the detriment of a fellow prisoner is forbidden. Avoid helping the enemy identify fellow prisoners, knowledge, other values.

Article 5: A POW is required to give name, rank, service number, and date of birth when questioned. Avoid giving any other information. May communicate with captors on matters of health/welfare, may write letters home.

Front 33

State the consequences a military member might face for violating environmental statutes.

Back 33

Civil and criminal penalties.

Commanders and supervisors will feel serious consequences.

Individuals can receive administrative and UCMJ actions.

Front 34

State what the principles of war provide to Airmen.

Back 34

Traditional, accepted guidance. Provides basis for AF doctrine.

Front 35

Define each principle of war.

Back 35

(Vital for air power) Unity of Command - integrated towards a common goal

Front 36

Explain what constitutes a profession.

Back 36

A vocation or occupation characterized by special knowledge and skills applied and dedicated to the improvement of society.

Six attributes: ethical behavior, training/education, continued development, dedication to public service above personal achievement.

Front 37

Describe the three characteristics of a profession according to Samuel P. Huntington.

Back 37

Expertise - specific set of skills and a body of knowledge.

Professional responsibility - abide by certain ethical norms and by high standards of professional conduct.

Corporateness - shared sense of belonging among professionals.

Front 38

Differentiate between an institution and an occupation.

Back 38

- Institution: legitimated in terms of values and norms, a purpose transcending individual self-interest in favor of a presumed higher good; seen as following a calling (profession) and are described by words such as integrity, service, excellence; regarded by society as separate.

- Occupation: legitimated in terms of the marketplace; interests of the individual come before the interests of the employer, stress factors of salary, job security, working conditions.

Front 39

Identify the goal of the Air Force Complaints Resolution Program (CRP).

Back 39

The specific goals of the Air Force Complaints Resolution Program (CRP) are to create an atmosphere of trust in which issues can be objectively and fully resolved without retaliation or the fear of reprisal, identify where commander involvement is needed to correct systematic, programmatic, or procedural weaknesses, resolve issues affecting the Air Force mission promptly and objectively, and ensure resources are used effectively and efficiently.Builds trust and confidence in Air Force leadership and, ultimately, helps all involved in or affected by a complaint return their focus to mission accomplishment.

Front 40

State the three enduring truths that describe the fundamental nature of war.

Back 40

War is an instrument of national policy, strategy, or culture.

War is a complex and chaotic human endeavor.

War is a clash of opposing wills.

Front 41

Define war according to Clausewitz.

Back 41

War is nothing but a duel on an extensive scale. Each strives by physical force to compel the enemy to do our will.

Front 42

List the three factors that dominate war.

Back 42

(1) Fog: too much happening at once

(2) Friction: the small things that go wrong

(3) Chance: plain dumb luck and fortune

Front 43

State the mission and priorities of the United States Air Force.

Back 43

Mission: To fly, fight, and win in air, space, and cyberspace.

Priorities: continue to strengthen the nuclear enterprise; partner with joint and coalition team to win today’s fight; develop and care for Airmen and their families; modernize our air and space inventories, organizations, and training; and recapture acquisition excellence.

Class Notes: AF established in 1947, Reorganized with the JS in 1958; everyone answers to the constitution.

Front 44

State the function of the Secretary of the Air Force.

Back 44

Secretary of the Air Force: conducts the administrative affairs of the department and is directly responsible to the Secretary of Defense, handles matters relating to fiscal spending (budget), production, procurement, and legal plans and programs. Does not become directly involved in military operations.

Front 45

Identify key elements within and related to a typical Air Force Wing Structure.

Back 45

A typical wing: flexible units made up of two or more squadrons with functions such as operations, maintenance, mission support, medical; commanded by colonels.

Front 46

Distinguish between the five needs in Maslow’s hierarchy.

Back 46

(1) Motivation: the drive that gets people to do something because they want to do it (motivation is INTERNAL)

(2) Survival: Food, water, air, shelter- Safety: safe from harm; job, health care, security, savings

(3) Belonging (social): love, acceptance, approval, friendship (very important for some)

(4) Esteem (ego): recognition, worth, status, respect

(5) Self-Actualization: self-fulfillment, personal growth, realizing potential (more internal)

Front 47

Identify ways to motivate people using Maslow’s needs theory.

Back 47

Only relatively unsatisfied needs are capable of motivating people.

Front 48

Differentiate among the four stages of group growth.

Back 48

Forming: (deals with feelings) Feelings are excitement, anticipation, optimism, wariness, uncertainty, guardedness Behaviors: deciding what is acceptable, establishing trust, no clear focus

Norming: acceptance, cooperativeness, bonding, conformity, relief the group is headed in the right direction Behaviors: confinding in one another, common goals, realistic group parameters, cohesion (big problem with norming is groupthink) overcoming groupthink: keep leader opinions silent initially, form subgroups, bring in outside experts, assign team critics, allow second-chance visit of an issue

Storming: Consensus turns to resistance, individual team members, members’ personalities, chance for success Behaviors: arguing, competing, bid for power & formation of cliques, disagreement w/ leader’s approach, testing boundaries

Performing: insightfulness towards others, satisfaction towards the group’s progress Behaviors: constructive self-change, conflict management, teamwork

Front 49

Describe the differences between groups and teams.

Back 49

Teams have stronger sense of identification, common goals or tasks, members and task are interdependent, differentiated and specialized rolesGroups might not have same cohesiveness, weaker sense of identification, no interdependence, less specialized roles.

Front 50

Describe each Air Force Function.

Back 50

- Counterair: integrates offensive and defensive operations to attain and maintain a desired degree of air superiority

- Counterland: airpower operations against enemy land force

Front 51

Define the three levels of Air Force doctrine.

Back 51

Basic Doctrine: most fundamental and enduring beliefs that describe and guide the proper use, presentation, and organization of forces in military action.

Front 52

Describe Building Partnerships.

Back 52

The Air Force defines culture as the creation, maintenance, and transformation of semi-shared patterns of meaning, sense-making, affiliation, action, and organization by groups.

Airmen should be competent in Culture, Religion, and Relevant Language.

Front 53

Define Cross-Cultural Competence.

Back 53

That means they can operate effectively in culturally complex environments by exerting positive influence on themselves, their teams, partners, local inhabitants, and adversaries. Do this with no particular expertise in a specific culture, religion, or language.

Front 54

State the three skills of the Air Force Cross-Cultural Competence (3C)Development model.

Back 54

Relate: understanding others in order to develop a social or sympathetic relationship

Communicate: transmitting thoughts, feelings and information to other people

Negotiate: utilizing a deliberate process to solve a difference or problem with two or more people or groups

Front 55

State the definition of cultural domains.

Back 55

Cultural domains are twelve universal categories of interaction, belief, and meaning shared by all cultures, but dealt with differently by each culture.

Front 56

Recognize examples of cultural domains.

Back 56

3C is cross-cultural competence Communication is the most important factor for determining our effectiveness in another culture.

Front 57

Identify the three elements of cross-cultural communication.

Back 57

Paralanguage: (tone) how our words are shaped by volume, emphasis, silence, intonation, rate of speech

Nonverbal: movement, gesture, touch, time

Cultural context: conditions or circumstances that impact communication, low vs. high context communication

Front 58

Explain the role of vision in mission accomplishment.

Back 58

Vision inspires confidence and hope and provide the power to overcome adversity.

Front 59

Describe the four key elements for creating a vision statement.

Back 59

Developed by leaders: tap into the energy of their people, take input from the team, assess the environmental factors, decide where to go.

Shared and supported: agreement on direction.

Comprehensive and detailed: specific so people can see how their part fits into the big picture.

Positive and inspiring: worth working toward, team must want to go there.

Front 60

Explain Kelley’s Two-Dimensional Model of Follower Behavior.

Back 60

Critical thinking and participation.

Front 61

Identify the characteristics of the effective follower.

Back 61

Commitment (loyalty, fully supports the mission/leadership, will go the extra mile)

Front 62

Summarize the characteristics of laissez-faire, transactional, andtransformational leadership.

Back 62

Transactional: less focused on emotion and inspiration; clarifies goals and expectations, reactionary, monitors and corrects problems

Focus is more on day-to-day workings rather than inspiration of subordinatesContract between leader and subordinateManagement by exception: Active: leader constantly monitors performance, focus is more on mistakes and failures, necessary at times but usually not effectivePassive: Most reactionary form of management by exceptionLeader waits for things to go wrongConstantly putting out firesReluctant reaction

Front 63

Describe task and relationship behavior.

Back 63

Task behavior: amount of direction (clearly directing what, how, where, when) and (supervising performance)

Relationship behavior: socioemotional support (listening to people, providing support and engagement, facilitating involvement in problem solving and decision making)

Front 64

Describe each performance readiness level in the Situational LeadershipModel.

Back 64

Readiness is a combination of ability (knowledge, skills, experience) and willingness (motivation). READINESS LEVELS ARE TASK SPECIFIC

Front 65

Identify the leadership style appropriate for each performancereadiness level.

Back 65

Low in Performance Readiness, R1 -> S1, (Telling) High task/low relationship

Unable but Confident R2 -> S2, (Selling) High Relationship/High Task, Socioemotional

High Readiness, but Insecure R3 -> S3, (Participating) High relationship/low task

High Readiness and Able R4 -> (Delegating) S4, Low relationship/low task

Front 66

State the objective of the Military Equal Opportunity Program.

Back 66

The primary objective of the Military Equal Opportunity Program is to improve mission effectiveness by providing an environment in which service members are ensured an opportunity to rise to the highest level of responsibility possible in the military profession, dependent only on merit, fitness, and capability. To provide a formal or informal complaint process. Climate assessment and briefs

Front 67

State the difference between discrimination and prejudice.

Back 67

Discrimination: type of behavior in which people are treated according to a category rather than individual prejudices; laws can affect this

Prejudice: what we feel or believe, and no amount of laws can change this; judgment formed before due examination of the facts

Front 68

Summarize the objective of the Eight-Step Problem-Solving Process.

Back 68

The objective of the eight-step process is to help Airmen focus their problem-solving skills on big issues that affect our mission, our workcenters, and our people.

Front 69

Identify the 8 steps in the Problem-Solving Process.

Back 69

8. Standardize successful processes <- *most missed step* (act)

Front 70

Determine appropriate courses of action in a Problem-Solving scenario.

Back 70

Step 1: Recognize the correct problem, state the problem

Step 2: Gather & Review key data

Step 3: Set Milestones (Improvement Targets) Tactical Problem Solving: Define performance level necessary to make strategic vision a reality

*Step 4: Determine root cause (Most Vital step) Also brainstorm/record ideas

Step 5: Develop countermeasures (best solutions and practices, and Clearly Explain the Action Plan

Step 6: See countermeasures through: set plan into motion, be mindful of deviations from plan

Step 7: Confirm Results & Processes: monitor project performance

Step 8: Standardize Success Procedures (standardize best practices)

Front 71

Define doctrine.

Back 71

Doctrine is defined as the fundamental principles by which the military forces or elements thereof guide their actions in support of national objectives

Front 72

List in order the five steps in the strategy process.

Back 72

1. National objectives

2. Grand strategy

3. Military strategy

4. Operational strategy

5. Battlefield strategy

Front 73

State the role of the Armed Forces Policy Council.

Back 73

Most important policy advisory body working directly with the Secretary of DefenseAdvises the Secretary of Defense on matters of broad policy relating to the Armed Forces, but also considers and reports on any other matters that, in the opinion of the Secretary, need attention

Front 74

Define unified command.

Back 74

A unified command comprises forces from two or more military services and falls under one commander

Front 75

• Explain the universality of the manager’s job.

Back 75

Level in the organization

Profit vs. not-for-profit

Size of organization

Transferability across national borders

Making decisions & dealing with change

Front 76

Identify examples of general and specific managerial skills.

Back 76

General - Conceptual: coordinate activities

General - Interpersonal: mentor

General - Technical: use tools

General - Political: establish connections

Specific: behaviors of effectiveness

Front 77

Explain the three strategies of transforming power into influence.

Back 77

Retribution: force others to do what you say to do

Reciprocity: help others want to do what you say to do

Reason: show others that it makes sense to do what you say to do

Front 78

Describe the US Army’s initial reaction to the Wright Brothers’ heavier-than-air flying machine.

Back 78

The Army ignored the Wrights and their achievement.

Front 79

List the major ideas espoused by Giulio Douhet.

Back 79

The major premise of Douhet’s theory was his belief that during war, a quick victory could be won by early air attack on the enemy’s vital centers, while surface forces worked to contain the enemy on the ground.

Front 80

List the major components of the Department of the Army.

Back 80

Active component: full-time Soldiers and Army civilians; the Regular Army

Reserve Component: complementary force consisting of highly trained Soldiers and units able to perform a vast range of missions worldwide; federal reserve force; United States Army Reserve and the Army National Guard

Front 81

Know the definition of landpower.

Back 81

Landpower is the ability by threat, force, or occupation to gain, sustain, and exploit control over land, resources, and people.