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SrA Shelby listens as the ALS instructor says, "The course is rigorous so you’ll want to manage your time wisely because your achievements depend entirely on the effort you put forth. Invest time in reviewing lesson objectives and samples of behavior because they help you prepare for exams. Although we use various teaching methods to appeal to all learning styles, most students find it takes effective study habits, critical thinking, and effective use of EPME’s structured thinking process to make it through the course." The instructor’s comments BEST explain ________ concepts and how they contribute to individual success. a. time management |
b. successful learning |
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The day before graduating, SrA Hill is showing her dad, a military retiree, around the campus when he asks, "What was the hardest part of the course?" Hill replies, "The schedule was hard at first because I was juggling reading, writing, and homework assignments plus marathon study sessions with my flight. I finally settled into a routine that helped me pay attention in class, take good notes, and actively participate in classroom discussions. However, I would have to say the hardest part for me was the public speaking. Thank goodness, my flight came together to practice all the time. SrA Hill’s actions BEST illustrate __________ and its impact on her effectiveness. a. time managements concepts |
c. elements of the learning process |
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While talking with another instructor, TSgt Bright says, "I’m concerned about SrA Tall, one of my students. She completes all assignments and I know she takes notes because she shares them with the flight, but she barely passed her briefing evaluations, which I believe is due to the flight helping her practice so much. Although I have seen her study with the flight, most of the time she studies alone. This morning she failed the formative exercise, by one question, and failed to meet the academic standard. I counseled her about additional study but I’m not sure she can pass the summative." SrA Tall’s use of ____________ will MOST LIKELY earn her _______________. a. effective use of the elements of the Learning Process; enhance |
a. effective use of the elements of the Learning Process; enhance |
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Affective Domain |
the manner in which you deal with things emotionally. Ex: Feelings, values, appreciation, motivations, and attitudes. |
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Cognitive Domain |
the thinking or reasoning component of learning. |
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Critical Thinking |
thinking that is purposeful, reasoned, and goal directed. thinking used to solve problems, formulate inferences, calculating likelihoods, and making decisions by using skills that are thoughtful and effective for the particular context and type of thinking task. |
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Institutional Competencies |
competencies that provide a common language and a set of priorities for consistency across the Air Force. they are key to ensuring the ability of Airmen to operate successfully in a constantly changing operational environment. |
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Learning |
the process that changes the way people think, feel, or behave. |
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Time Management |
the act or process of planning and exercising conscious control over the amount of time spent on specific activities. |
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Speaking to his boss, SSgt Binder says, I’ve always been taught to spend all the funds in our account. Otherwise, we lose that for good. Should we spend the funds left in our account on things we do not really need? Binder’s boss responds, "you are the expert on resources…what do you think?" Binder replies, "I don’t know." After Binder asks questions to find the facts and examines the issue from different viewpoints, he decides not to spend the funds. The following year, Binder’s budget is cut by the amount he did not spend. SSgt Binder’s final actions BEST illustrate __________ impact on mission effectiveness. a. proficient critical thinking and its |
a. CORRECT: SSgt Binder’s comments best illustrate proficient critical thinking, which according to the Critical Thinking chapter, includes the characteristics of 1) open-mindedness, 2) healthy skepticism, and 3) intellectual humility. Binder shows open-mindedness and healthy skepticism when he asks questions to find the facts and examine issues from different sides. He shows intellectual humility by saying, "I don’t know." Because of Binder’s decision, his budget is now aligned with mission requirements and the extra money can be used for other mission priorities. |
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Observing how worried his subordinates looked while waiting to hear about the organizational restructure, SSgt Steven says, "It’s a commonly known fact that a restructure is mostly for the leadership of the organization, so I wouldn’t worry too much. We all know that the enlisted folks are the people that do most of the work around here and they wouldn’t want to change that!" Afterwards, his subordinates started joking about it. Because of ______, SSgt Steven’s comments will MOST likely _____his effectiveness. a. critical thinking hindrances; not change |
b. CORRECT: SSgt Steven’s effectiveness will most likely decrease because of Critical Thinking Hindrances which, according to the Critical Thinking chapter, include 1) Basic Human Limitations: Confirmation Bias & Selective Thinking and 2) Use of Language: Assuring expressions. SSgt Steven’s statement "…We all know that the enlisted folks are the people that do most of the work around here." is evidence of Confirmation Bias and selective thinking and his statement "It’s a commonly known fact…" is an example of Assuring expressions. These statements create a false sense of security for his subordinates and can ultimately decrease effectiveness and bring on unwarranted stress. |
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Irrelevant Comparison |
This is when you are making a comparison that is irrelevant or inappropriate. One example of this is making a claim that printer A makes better copies than printer B, while ignoring the fact that only printer B can fax, copy, and scan. |
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Pragmatic Fallacy |
This is arguing something is true because "it works," even though the cause of this something and the outcome are not demonstrated. |
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Critical Thinkers |
must be willing to investigate veiwpoints different from their own view, but at the same time recognize when to doubt claims that do not merit such investigation. |
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Free thinker |
a person who forms their own opinions about important subjects (religion/politics) instead of accepting what other people say. |
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Healthy skepticism |
examining issues from as many sides as possible; rationally looking for the good and bad points of the various sides examined; accepting the fact that we may be in error ourselves; and maintaining the goal of getting at the truth (or close to the truth (or as close to the truth as possible), rather than trying to please others or find fault with their views. Too much skepticism will lead one to doubt everything and commit oneself to nothing, while too little will lead one to gullibility. |
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Highly motivated |
being able to put in the necessary work sufficient evaluate the multiple sides of issues. |
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Intellectual humility |
means adhering tentatively to recently acquired opinions; being prepared to examine new evidence and arguments, even if such examinations leads one to discover flaws in one’s own cherished beliefs; to begin thinking in terms of ‘degress of certainty’ or ‘shades of grey’. |
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Open-minded |
… |
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The Use of Language |
The choice of words themselves can conceal the truth, mislead, confuse, or deceive us. |
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Ambiguity |
A word or expression that can be understood in more than one way. |
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Assuring Expression |
These expressions are those that disarm you from questioning the validity of an argument. Expressions such as "As everyone knows…" and "Common sense tells us that…" can often lead a person to believe something that is not true. |
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Meaningless Comparisons |
Meaningless comparisons include language that implies something is superior but retreats from that view. One example would be an advertisement claiming that a battery lasts "up to 30% longer, but does not say it will last 30% longer." |
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Doublespeak Jargon |
This is the use of technical language to make the simple seem complex, the trivial seem profound, or the insignificant seem important, all done intentionally to impress others. An example of this would be 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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Emotive Content |
The intentional use of words to arouse feelings about a subject to bias others positively or negatively, in order to gain influence or power. Some examples are: Naming detergents "Joy" and "Cheer" (positive), not "Dreary" or "Tedious" (negative) and the military using the phrase "neutralizing the opposition" (less negative) than saying something like "killing". |
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False Implications |
This is the use of language that is clear and accurate but misleading because it suggests something false. One example is when the dairy industry cleverly expresses fat content as a percentage of weight, not of calories. |
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Faulty Logic or Perception |
Faulty logic or perception leads to misconceptions, which are the basis of false or mistaken ideas. |
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Apophenia and Superstition |
It is the erroneous perception of the connections between unrelated events. An example would be someone who irrationally believes wearing their hat while watching a football game can influence the score. |
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Argument from Ignorance |
Is a logical fallacy claiming something is true because it has not been proven false. |
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False Analogies |
False analogies is making illogical analogies to support the validity of a particular claim. Arguing that two children sharing the same bedroom is wrong because double-celling of criminals in a penitentiary can lead to bad behavior |
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Slippery Slope Fallacy |
This fallacy is an argument that assumes an adverse chain of events will occur, but offers no proof. ex: :Because regulators have controlled smoking in public places, their ultimate goal is to control everything else in our lives." |
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Ad Hominem Fallacy |
This type of fallacy is when one is criticizing the person making an argument, not the argument itself. |
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Ad Populum |
This bandwagon fallacy is an appeal to the popularity of the claim as a reason for accepting the claim. |
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Emotional Appeal |
An emotional appeal is making irrelevant emotional appeals to a claim (since emotion often influences people more effectively than logical reasoning). |
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Evading the Issue, Red Herring |
Evading the Issue, Red Herring |
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Fallacy of False Dilemma |
Either/or Fallacy is intentionally restricting the number of alternatives, thereby omitting relevant alternatives from consideration. |
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Poisoning the Well |
This is when one is creating a prejudicial atmosphere against the opposition, making it difficult for the opponent to be received fairly. |
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Basic Human Limitations |
These limitations remind us that we are not perfect and that our understanding of facts, perceptions, memories, built-in biases, etc., precludes us from ever seeing or understanding the world with total objectivity and clarity. |
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Confirmation Bias and Selective Thinking |
This is the process where one tends to notice and look for what confirms one’s beliefs, and to ignore, not look for, or undervalue what contradicts one’s beliefs. |
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False Memories and Confabulation |
This is being unaware that your memories are often "manufactured" to fill in the gaps in our recollection, or that some memories of facts, over time, can be unconsciously replaced with fantasy. |
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Personal Biases and Prejudices |
These result from our own unique life experiences and worldview, which makes it difficult to remain objective and think critically. |
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Physical and Emotional Hindrances |
Physical and emotional hindrances can severely affect our ability to think clearly and critically. These include stress, fatigue, drugs, and related hindrances. |
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Testimonial Evidence |
We should not rely on the testimonies and vivid stories of others to substantiate one’s own beliefs, testimonies are inherently subjective, inaccurate, unreliable, biased, and occasionally fraudulent. |
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The _________________Leadership Theory considers one’s ability to complete a specific task and the use of four leadership styles to aid in his or her development. |
Situational |
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The _________________ Leadership Theory states that a person’s ability to lead depends on his or her intellect, self-confidence, determination, integrity, and social skills. |
Trait |
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The _________________ Leadership Theory focuses on the argument that a person’s ability to lead depends on his or her emotional intelligence, awareness, and control. |
Skills |
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The _________________ Leadership Theory believes that pairing a leader to a specific situation is the most effective method because leaders cannot adjust their behaviors. |
Contingency |
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_____This leadership is missing something…the leader. |
Laissez-fair |
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_____With this behavior, a ‘contract’ is established between the leader and the follower. |
Contingent Rewards |
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_____This leader is reactive rather than proactive and waits for things to go wrong. |
Management By Exception Passive |
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_____Followers trust and respect leaders who demonstrate this behavior because they "walks the walk." |
Idealized Influence |
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_____This behavior can be very effective if used appropriately and counterproductive if used excessively. |
Management by Exception Active |
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_____This attribute refers to a leader’s ability to visualize an achievable future and assist followers in developing a sense of purpose. |
Inspirational Motivation |
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_____Leaders demonstrate this by treating their followers as individuals and supporting each one’s specific, developmental needs. |
Individualized Consideration |
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_____This is what transformational leaders use to stimulate and encourage creativity and critical thought. |
Intellectual Stimulation |
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During the staff meeting, MSgt Long says, "We are facing an extremely important and challenging mission. Since the recent budget cuts, our unit has been tasked to find more efficient ways to operate. To accomplish this, we must set aside our individual differences and approach this task with optimism and enthusiasm. I am confident that with a team effort, we will exceed the unacceptable status quo and find new and innovative ways to operate with this reduced budget." Immediately after the meeting, several subordinates approach MSgt Long with their ideas and concerns. MSgt Long’s actions BEST illustrate _________ and its impact on NCO effectiveness. a. Individualized Consideration |
b. CORRECT: The statements that MSgt Long makes to his team represent Inspirational Motivation, which according to the FRLD chapter, involves developing and articulating visions that paint an optimistic and enthusiastic picture of the future that is appealing and inspiring to followers. The transformational leader presents their vision as a shared vision…the "must achieve future. Helps followers develop a strong sense of purpose; expresses confidence in their followers; presents the vision in an understandable, precise, powerful, and engaging manner; requires followers to work together as a team." |
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SSgt Cox tells SrA Green, his newest instructor, "Since you’ve never instructed before, let’s begin an intensive training program. Your goal is to teach 18 of the 30 lessons during this next class. I will help you prepare to teach each lesson, as well as monitor your performance throughout the course to ensure compliance with standards." After graduation, Cox says to Green, "Congratulations on meeting your goal! During the next class, you will be required to teach all 30 lessons. In the meantime, let’s work together on a plan for you to win Instructor of the Quarter." Feeling a bit overwhelmed but excited about the opportunity, Green replies, "Okay." SSgt Cox’s _______ will MOST likely ________ his and SrA Green’s effectiveness. a. use of Transformational Leadership; enhance |
c. CORRECT: According to the Full Range Leadership Development chapter, SSgt Cox uses Transactional Leadership [MBE-A] to train SrA Green by keeping him and the processes in control, monitoring and controlling Green’s compliance with performance standards. MBE-A exists in structured system with detailed instructions, careful observation, and active supervision. SSgt Cox also implements contingent rewards (transactional behaviors that involve the constructive transaction between the leader and the follower. These transactions formulate a sort of "contract" where the leader sets goals, identifies ways for the subordinate to reach these goals, and supports the follower in meeting these expectations. The follower is required to perform assigned tasks to a specified performance level. When the follower fulfills the leader’s expectations, a reward is provided to reinforce the demonstrated positive behavior) by congratulating Green on meeting his goal and prepares to nominate him for Instructor of the Quarter. If he continues this behavior, SSgt Cox will most likely enhance his own effectiveness as well as SrA Green’s. |
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Contemporary Motivation |
categorizes a member’s commitment to the organization into three levels. These levels are membership (lowest level), performance (moderate level), and involvement (highest level) of commitment. People’s motivation and productivity indicate their level of commitment. |
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Contingent Rewards |
involves the constructive transaction between the leader and the follower. This transaction becomes a ‘contract’ or goal between the leader and the follower. |
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Contingency Theory |
To achieve the most success, a leader is paired to a particular situation based on his or her strengths and skill sets. Unlike Situational Leadership, Contingency Theory suggests that leaders simply cannot change their behaviors. |
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Extrinsic Motivation |
refers to the performance of an activity in order to attain an outcome. It initiates from outside of the individual. |
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Full Range Leadership Model |
a leadership training system that suggests leaders perform throughout a gamut of leadership behaviors ranging from active and effective behavior to a more passive and less effective behavior. |
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Idealized Influence |
Transformational leaders are charismatic and act as positive role models that "walk the walk". In other words, they hold themselves to the highest standards, personally and professionally; thus followers tend to trust and respect the leader and will emulate the leader’s behavior. |
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Individualized Consideration |
Ultimate aim is to develop followers into leaders. -Treat others as individuals with different needs, abilities, and not just a part of a group of subordinates -‘Nuture’ followers by acting as a mentor or coach, listening to their concerns. -Empathize with and support each follower. |
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Inspirational Motivation |
This leader behavior involves developing and articulating visions that paint an optimistic and enthusiastic picture of the future that is appealing and inspiring to followers. |
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Intellectual Stimulation |
This is the degree to which leaders value their subordinates’ rationality and intellect, seeking different perspectives and considering opposing points of view. |
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Intrinsic Motivation |
motivation that initiates from inside an individual |
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Involvement Level |
Individuals at this level are personally satisfied with their work and feel their personal needs and desires are being met. Their motivation comes from within which enables them to produce highquality products and services |
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Laissez-Faire |
(the "non-leadership") View the development of their subordinates as someone else’s problem; Abandon or pass on their responsibilities to others; Fail to respond urgently to critical situations; Remain indifferent toward important issues; Are hesitant to make decisions or deal with chronic problems |
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Management by Exception-Active |
MBE-A is the corrective transaction between the leader and the follower. It exists in structured systems with detailed instructions, careful observation, and active supervision. Controls followers through forced compliance with rules, regulations, and expectations; Is more concerned with identifying problems and correcting them than trends in performance; Closely monitors performance for errors; Focuses attention on errors or deviations from the standards; and Wants to know if and when problems occur |
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Management by Exception-Passive |
Considered slightly effective, MBE-P is the "if it isn’t broke, don’t fix it" leadership approach. Elects to sit back and wait for things to go wrong before taking action; Intervenes only if standards are not being met based on in-place control measures Will hold subordinates accountable if they fail to meet standards. |
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Membership Level |
Individuals at the membership level only give the required time and effort to the organization. |
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Need Theory |
This theory argues that for a reward to be appropriate, accepted, and effective; it must fulfill a member’s needs. |
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Negative Punishment |
occurs when a leader removes something valued by the follower after they have demonstrated an undesirable or unacceptable behavior…taking something away to stop a behavior from occurring. |
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Negative Reinforcement |
includes the removal of unpleasant, unfavorable actions or events the follower is currently experiencing that occurs after they have displayed a desirable behavior, or taking something away that the follower thinks is ‘bad’ in order to ‘reinforce’ a behavior. |
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Operant Conditioning Theory |
Skinner developed a theory that considers a method of learning that occurs through rewards and punishments for behavior. Operant conditioning associates a specific behavior and a consequence for that behavior. Skinner coined the term operant that refers to any "active behavior that operates upon the environment to generate consequences" |
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Performance Level |
Individuals at this level understand and appreciate the rewards and benefits of doing more than those at the membership level. |
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Personal Rewards |
These rewards come from within us. When we fully enjoy our work, we strive to exceed every standard and reward ourselves for a job well done. |
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Positive Punishment |
occurs when the leader applies or presents an unfavorable action or result to a follower who has demonstrated an undesirable behavior…adding something to stop a behavior from occurring. |
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Positive Reinforcement |
involves favorable actions, results, or outcomes that a leader presents to a follower after the follower demonstrates a desired behavior. |
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Situational Leadership Theory |
This theory focused on a follower’s competence and commitment, or development level (DL) in completing a specific task and the use of four different leadership styles to influence the follower’s development. These styles are directive, coaching, supporting, or delegating. |
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Skills Theory |
(emotional awareness and control are essential to leadership effectiveness): emotional connection and social comfort between leader and follower are key to leadership effectiveness. |
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System Level Rewards |
– We receive system level rewards just for being a member of the organization. System level rewards are things the organization provides such as pay, training, annual leave, medical and dental benefits, etc., whether operating at the membership, performance, or involvement level of commitment, everyone receives these rewards. |
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Supervisory Rewards |
Given to those who go beyond the standard, they include such things as praise, public recognition, time-off, bonus pay, promotions, special assignments, greater roles and responsibilities, etc. |
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Trait Theory |
The first studies of leadership focused on fixed personal characteristics and innate qualities one possessed known as traits. Referred to as "The Great Man (or Woman) Theory," one’s leadership effectiveness was said to be influenced by their intelligence, self-confidence, determination, integrity, and sociability. |
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Transactional Leadership |
centers on the ‘transaction’ between the leader and the follower. If can be corrective ("If you don’t adhere to the standards, you will get a LOC!") or constructive ("If we get an Excellent rating on the inspection, you will get a day off!"). |
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Transformational Leadership |
Offers followers a vision and inspires them to complete their mission; Inspires followers to exceed their goals; Promote positive and meaningful changes Uses the "4 Is" to influence and "transform" others. |
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The __________ temperament values Interpersonal interaction and close relationships |
Blue |
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The _______________ temperament values competitiveness, hands on work, and people |
Orange |
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The ______________ temperament values competence in themselves and others and can |
Green |
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People who prefer the _______________ temperament are goal oriented, ready to complete |
Gold |
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___A personal characteristic where one imposes their |
Pride |
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___A personal quality where one can modify his or |
Humility |
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___Simply because Greens are known to prefer their |
Don’t stereotype others |
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___This is the ability to ‘see’ others, situation, and |
Maturity |
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___Do not label others as a Gold or Blue, even though |
Keep your observations private |
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___Treat others the way they want to be treated, not |
Give good gifts |
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___ successful |
Validate each colors strengths: |
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1. During her mid-term feedback with SrA Duck, TSgt Wilson says, "I am very impressed TSgt Wilson’s comments BEST illustrate her understanding of ____________ impact on a. temperaments and their |
a. CORRECT: The scenario shows that TSgt Wilson understands SrA Duck’s need for work that is exciting and physically challenging, which are attributes of an Orange temperament. According to the Four Lenses chapter, the orange represents those that prefer excitement. |
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2. SrA Staples is frustrated because his supervisor, TSgt Stevenson, never gives him or any of TSgt Stevenson’s _______ will MOST likely ________his effectiveness. a. acknowledgment of his Blue temperament; increase |
d. CORRECT: TSgt Stevenson’s effectiveness will most likely decrease because he failed to accept the feedback on his blind spot. According to the Four Lenses chapter, the blind spot refers to an aspect of our personality that is not known to self, but is apparent to others. It is only through the process of receiving feedback that the blind spot can be addressed. Staples informs Stevenson of the blind spot (we’d like to hear that we’re doing a good job or at least get a thank you.) However, Stevenson doesn’t accept it (I don’t see how that matters, but I do appreciate how hard all of you work, especially considering how well everyone follows procedures and adheres to the rules around here). |
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Blind Spots |
blind spot refers to an aspect of our personality that is not known to self, but is apparent to others. |
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Johari’s Window Model |
a model that illustrates blind spots. The model illustrates one’s self-awareness . Developed by Joseph Luft and Harry Ingham (hence its name, Johari), the model is essentially a pattern of four quadrants used to determine a person’s four areas or panes of self-awareness to include how others see or perceive that person. |
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Maturity |
Maturity is the ability to express one’s own strengths, feelings, and beliefs in a manner that is considerate toward the abilities, thoughts, values, and feelings of others. |
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The Four Lenses Theory |
a practical theory that identifies the four distinct personality temperament types that exist within each of us and throughout society. It is intended to assist us in recognizing the temperament we prefer to operate from the most as well as the preferred temperaments of others so that we may, regardless of existing personality differences, interact more effectively |
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A complex mental framework used to codify |
Cultural Schema |
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A group of people living within a society who |
Micro-culture |
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The idea that all aspects of a culture are |
Holism |
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Most powerful culture of a particular society |
Macro-culture |
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Shared set of traditions, belief systems, and |
Culture |
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Culture-general education |
Enhances a service member’s ability to recognize when cultural factors exist and determine the appropriate behaviors to implement to achieve desired results. |
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Ethnocentrism |
Tendency where one views their culture as superior to other cultures. |
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Cross-Cultural Competence |
Ability to effectively comprehend and act in a culturally complex environment to achieve desired results. |
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Culture-General Knowledge |
Understanding basic concepts like culture, relativism, ethnocentrism, and holism. |
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Communicate, Negotiate, Relate |
These are the cultural skills an Airman must have to "operationalize" and influence their environment. |
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Motivation |
Perhaps the most essential element of crosscultural competence. Having a positive attitude toward cultural differences. |
|
Observe Step |
Gather information about the landscape, the people, and the activities and review any consequences you experienced from previous actions taken. |
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Orient Step |
Attempt to make sense of what we see by organizing it in a practical way we find useful. |
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Decide Step |
Consider courses of action, options, and interpretations; selecting one to use. |
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Act Step |
Review the decisions made, actions taken, and results achieved. |
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Stereotypes |
Predetermined generalization about all members of a particular group |
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Prejudices |
Adverse or unreasonable opinion about a person or group without all the facts and usually based on deeply held beliefs. |
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Discrimination |
Treatment or consideration of, making a distinction in favor of or against a person or thing based on the group, class, or category. |
|
Relativism |
Viewing a situation through the local cultural schema. |
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Cultural Perspective Taking |
A cognitive process by which an individual is able to identify the thoughts and/or feelings of another culture. |
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Low-context communication style |
Depends on the sender and their words to properly convey the message. |
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High-context communication style |
Places the burden of understanding the message on the receiver. |
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Communication competence |
Understanding how to properly communicate in another language or culture. |
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Linguistic Competence |
Is a speaker’s implicit, internalized knowledge of the rules of their native language. |
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Impression Management |
Includes emotion regulation, self-monitoring, and perception acuity. |
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1. During his in-processing briefing, SrA Holt hears the speaker say, "As a member of the The speaker’s comments BEST explain ____________. a. schema |
b. CORRECT: The speaker’s comments best explain micro-culture, which, according to the Introduction to Culture chapter, is also called a subculture and is a group of people living within a larger society who share cultural values, beliefs, and behaviors that are different from the macro-culture or the rest of society. In addition, people can be members of more than one micro-culture. |
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2. When SSgt Ivey arrived at her deployment location, she immediately began learning about SSgt Ivey’s actions BEST illustrate _______________ impact on her effectiveness. a. Cross Cultural Competence skills and their |
b. CORRECT: SSgt Ivey’s actions illustrate all four steps of the OODA Loop. According to the Introduction to Culture chapter, during the Observe step, we begin collecting data (begins learning about the Air Force mission, the country, and the local culture) like the type of landscape, the sort of people around you, activities going on around you, and reviewing any consequences you experienced from previous actions. During the Orient step we compare what we see to our worldview (compares what she sees to her own past experiences, traditions, and beliefs) and to what is familiar to us like our own culture, past experiences, traditions, values, and beliefs. During the Decide step, we consider all the courses of action (carefully considering her options) and then during the Act step we select a course of action (determined her best option was to gather more information) and then reflect on the outcome and the response of our actions (looking back, she realized it helped her…) |
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Attribution |
how others actually view us. Attribution involves the sub-skills of emotion regulation, self-monitoring, and perceptual acuity. |
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Communication competence |
is the understanding of knowing how to properly communicate in another language or culture |
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Culture-general |
the basis for all cross-cultural learning, including culture-specific, and begins with an understanding of basic concepts of a culture (kinship, gender roles, types of exchanges or communication norms, etc.) |
|
culture |
is a shared set of traditions, belief systems, and behaviors and is shaped by many factors, including history, religion, politics, and resources (financial, informational, technological, material, energy, warfare, and human). |
|
Ethnocentrism |
the human tendency to negatively judge others (cultures, behaviors, values) against our own values and beliefs |
|
Emotion regulation |
is the ability to manage, modify, and use our emotions toward constructive outcomes. Nonverbal communication scholars describe it as the most important predictor of cross-cultural adjustment and adaptation. |
|
High Self-monitors |
tend to be more effective in foreign cultures because a high self-monitor tends to read the social situation first and then present an appropriate response, as opposed to simply presenting a consistent image of self in every situation. |
|
Holism |
means that all the parts of a culture are interconnected and integrated. Therefore, things such as change in one area (women’s rights, for example) will affect change in another area (family structure, distribution of income). |
|
Linguistic competence |
a speaker’s implicit, internalized knowledge of the rules of their native language |
|
Macro-culture |
Macro-cultures are the most powerful or the most widely practiced cultures in a particular society, whether the society is a region or an entire country. |
|
Micro-culture, |
"subcultures". described as a group of people living within a larger society who share values, beliefs, behaviors, status, or interests that are different from the macro-culture or the rest of society. |
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Projection |
the image we want others to have of us |
|
Relativism |
(as an attitude): The conviction that the beliefs and practices of others are best understood in light of the particular cultures where they are found. (as a behavior): Temporarily suspending one’s own culturally informed opinion and thinking about how others might interpret or value a situation. |
|
Schema |
a cognitive "shortcut" that helps us organize and interpret the vast amount of information that exists in our environment. |
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Self-monitoring |
is our ability to detect appropriateness of our social behaviors and self-presentation in response to situational constraints and to adjust our behaviors to fit the situation. |
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Symbols |
words, objects, and stories that are meaningful to our culture |
|
Perceptual acuity |
is the ability to perceive a communication situation accurately. It involves attentiveness to both verbal and nonverbal elements of a conversation and takes into consideration the importance of context. |
|
Worldview |
The sum of beliefs and values that people use to define and interpret the world, and their place within it. |
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The ____________ Branch of the chain of command is used to employ forces and runs from |
Operational |
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The ____________’s function is it to advise the Chairman of the Joint Chiefs of Staff with |
Joint Chiefs of Staff |
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____________ describes the executive procedures and institutions necessary to manage the |
National Security |
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The two distinct chains of command for the armed forces are ____________ and |
Administrative/Operational |
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True or False? The ability of the US to achieve its national strategic objectives is dependent |
True |
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____________ is the principal assistant to the President in all matters relating to the DoD? |
SecDef |
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Under the chairmanship of the President, ____________ coordinates foreign policy and |
National Security Council |
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____________ is the principal military advisor to the President, the National Security |
Chairman, Joint Chiefs of Staff |
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____________ operates in supporting roles to provide combatant commanders specialized |
Combat Support Agencies |
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Which MAJCOM oversees Air Force network operations to provide capabilities in, through |
AF Space Command |
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____________ receives orders from the CJCS under the authority and direction of the |
Combatant Commanders |
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Who is authorized by the SecDef to exercise Combatant Command authority or operational |
Joint Force Commander |
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Who has authority of forces such as individuals, units, and detachments for a specific |
Service Component Commander |
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Which MAJCOM organizes, trains, equips, and maintains resources to conduct a broad |
PACAF |
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____Tasked with the coordination of people and transportation |
USTRANSCOM |
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____Responsible for US military relations with NATO and |
USEUCOM |
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____Conducts several covert and clandestine missions, such as |
USSOCOM |
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____Plans, organizes and executes homeland defense and civil |
USNORTHCOM |
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____Charged with space operations, information operations, |
USSTRATCOM |
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____AOR includes Egypt. |
USCENTCOM |
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When uncovered and in civilian clothes, which of the following services do not usually a. Army |
Navy/Marine Corps |
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The ________ serves as the versatile, all-purpose, fast response task force capable of quick |
Marine Corps |
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The _______ Core Values are Honor, Respect, and Devotion to Duty. |
Coast Guard |
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The ________ is responsible for the preparation of land forces necessary for the effective |
Army |
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Which service employs the global reach, persistent presence through forward-stationed and |
Navy |
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What are the Army’s Core Values? |
Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, Personal Courage |
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What behavior is customary when you are driving on an Army post and you hear retreat |
Stop your vehicle, get out, come to the position of attention, and render a hand salute |
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Which Department of Homeland Security simultaneously provides direct support to the |
Coast Guard |
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_________ organizes, trains, equips, and deploys combat ready forces to support combatant a. ACC |
a. CORRECT: According to the Joint Organization chapter, Air Combat Command (ACC) organizes, trains, equips and deploys combat ready forces to support combatant commanders around the globe. |
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_____ promotes cooperation among nations, responds to crises, and deters or defeats state a. USSOCOM |
b. CORRECT: According to the Joint Organization chapter, USCENTCOM promotes cooperation among nations, responds to crises, and deters or defeats state and nonstate aggression, and supports development and, when necessary, reconstruction in order to establish the conditions for regional security, stability, and prosperity. |
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Chairman Joint Chiefs of Staff |
the highest-ranking military officer in the United States Armed Forces[2] and is the principal military advisor to the President, the National Security Council,[3] the Homeland Security Council,[3] and the Secretary of Defense. |
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Combat Support Agencies |
In addition to the military Services, a number of DoD agencies provide combat support or combat service support to joint forces and are designated as combat support agencies (CSAs). |
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Combatant Commanders |
A combatant command (COCOM) is a command with a broad continuing mission under a single commander and composed of significant assigned components of two or more military departments that are established and so designated by the President, through the SecDef with the advice and assistance of the CJCS |
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Joint Force Commanders |
Joint Force Commander (JFC) is a general term applied to a CCDR, subunified commander, or Joint Task Force (JTF) commander authorized to exercise combatant command (command authority) or operational control over a joint force.1 |
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National Security Council |
… |
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Secretary of Defense |
is the principal assistant to the President in all matters relating to the DoD. All functions in the DoD and its component agencies are performed under the authority, direction, and control of the SecDef |
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Service Component Commanders |
A Service component command, assigned to a CCDR, consists of a Service component CDR and the Service forces (such as individuals, units, detachments, and organizations, including the support forces) that have been assigned to that CCDR. |
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Traditional Warfare |
is characterized as a confrontation between nation states or coalitions/alliances of nation states. |
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Irregular warfare |
is defined as a violent struggle among state and non-state actors for legitimacy and influence over the relevant populations. |
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Air Force Doctrine |
describes and guides the proper use of military operations |
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Range of Military Operations |
refers to the scale of violence and involvement that they slide along. They can range from theatre-wide operations to deterrence operations. |
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Joint Operations |
describes military actions conducted by joint forces or by service forces employed under command relationships. |
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Principles of War |
are "those aspects of warfare that are universally true and relevant." |
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JIIM Environment |
is Joint, Interagency, Intergovernmental and Multinational environment. |
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Adversarial Crisis Response |
is when we are directing our energy towards an enemy and military force may be required |
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Non-adversarial Crisis Response |
is a descriptive term of how our operational Airmen accomplish missions that are not war but a response to a crisis or contingency |
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Tactical Actions |
are battles, engagements, and/or strikes conducted by combat forces. |
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During a pre-deployment briefing, A1C Addison asks SSgt Potter, "So how exactly do we SSgt Potter’s comments BEST explain some of the _____________ and their impact on a. Air Force Core Functions |
a. CORRECT: SSgt Potter’s comments best explain three of the twelve Air Force Core Functions, which according to the Joint Warfighter chapter includes 1) control the airspace (Air Superiority), 2) provide transport for and deliver forces (Airlift), and 3) protect and sustain any and all troops on the battlefield (Agile Combat Support) so that operations can be successful. |
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After gaining experience with a local law enforcement team, SSgt Lee deploys in support of The scenario BEST illustrates ____________ and their impact on mission effectiveness. a. major operations and campaigns |
b. CORRECT: This scenario illustrates crisis response and limited contingency operations, which according to the Joint Warfighter chapter are small-scale, limited duration operations, such as strikes, raids, and peace enforcement, which might include combat depending on the circumstances |
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Adversarial crisis |
When we are engaged in adversarial crisis response/contingency operations, we are directing our energy toward an enemy. Military force may be required if other instruments of national power (diplomatic, information, economic) are unable to influence a deteriorating or potentially hostile situation. |
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Non-adversarial Crisis Response |
Alternatively, non-adversarial crisis response is a descriptive term of how our operational Airmen accomplish missions that are not war but responses to a crisis or contingency. |
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JIIM Operations |
The Joint, Interagency, Intergovernmental, Multinational (JIIM) |
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Traditional Warfare |
is characterized as a confrontation between nation states or coalitions/alliances of nation states. |
|
Irregular Warfare |
is defined as a violent struggle among state and non-state actors for legitimacy and influence over the relevant populations. |
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Acts by members of the NPT to detect, secure, and dispose of these weapons is… a. Nuclear Non-Proliferation. |
a. Nuclear Non-Proliferation. |
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Non-nuclear and nuclear, active and passive defenses and infrastructure… a. are elements of the New Triad. |
a. are elements of the New Triad. |
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A country that has manufactured and exploded a nuclear weapon or other nuclear explosive device prior to January 1, 1967 is known as what? a. Inter-related factors of deterrence theory |
c. Nuclear Weapons State |
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Activities by non-members of the Non-proliferation Treaty to secure, transport, and employ weapons of mass destruction are known by what term? a. Inter-related factors of deterrence theory |
c. Nuclear Proliferation |
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Capability, will, and perception are the… a. Inter-related factors of deterrence theory. |
a. Inter-related factors of deterrence theory. |
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A state of mind brought about by the existence of a credible threat of unacceptable counteraction is… a. Nuclear Proliferation. |
b. Deterrence Theory. |
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Two certified personnel knowledgeable in the task and are capable of detecting incorrect acts is part of the: a. Personnel Reliability Program. |
b. Two-Person Concept. |
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What ensures only those persons whose behavior demonstrates integrity, reliability, trustworthiness, allegiance, and loyalty to the US shall be allowed to perform duties associated with nuclear weapons? a. Personnel Reliability Program |
a. Personnel Reliability Program |
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Materiel, personnel, and procedures that contribute to the safety, security, reliability, and control of nuclear weapons are… a. Inter-related factors of proliferation theory. |
b. Definition of Nuclear Surety. |
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Safety, Security, and Reliability are… a. Key components of nuclear surety. |
a. Key components of nuclear surety. |
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During a Nuclear Surety Inspection, Chief Amber briefs the inspection team, "Our systems are built with certain principles, strict criteria, and with different techniques that ensure our nuclear systems are dependable and free from environmental risks and threats. They are also designed within the constraints of operational effectiveness, time, and cost throughout their life cycle. Because of this, we have a lower risk of unintentional nuclear weapon release." Chief Amber’s comments BEST explain ___________ and its impact on mission effectiveness. a. key elements of nuclear safety |
a. CORRECT: Chief Amber’s comments explain nuclear safety, which according to the Nuclear Enterprise lesson, is the application of engineering and management principles, criteria, and techniques to protect nuclear weapons against the risks and threats inherent in their environments within the constraints of operational effectiveness, time, and cost throughout all phases of their life cycle. The DoD Nuclear Weapon System Safety Program consists of key elements for program guidance, system evaluation, safety assurance, and for the conduct of safe nuclear weapon system operations. According to the DoD Nuclear Weapon System Safety Standards, four qualitative standards are used in the evaluation of the safety of a nuclear weapon system, beginning as early as possible during development and continuing throughout a weapon system’s life cycle. |
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SSgt Vargas calls his crew together and says, "Lately we have had an increase in Quality Assurance inspection failures and a lot of minor write ups. The number of write-ups tells me that all of you are letting little things slip on a regular basis. I expect each of you to display a higher level of responsibility in your work. Unfortunately, to ensure our nuclear weapons program is within standards, I now have to conduct random spot inspections in order to hold everyone liable for following instructions." If SSgt Vargas acts on his comments concerning ______, he will MOST likely have a __________ impact on the mission. a. reliability and accountability; negative |
d. CORRECT: According to the Nuclear Enterprise chapter, accountability is the quality or state of being accountable; especially an obligation or willingness to accept responsibility or to account for one’s actions. Compliance is the act or process of complying with a desire, demand, proposal, or regimen/coercion. It is also conformity in fulfilling official requirements. If SSgt Vargas acts on his comments, he will be holding people accountable (…liable) by ensuring they comply/fulfill their official duties. The only possible outcome of accountability and compliance is a positive impact on mission effectiveness. |
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Deterrence |
is a state of mind brought about by the existence of a credible threat of unacceptable counteraction. |
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Nuclear Nonproliferation |
to limit the spread of nuclear weapons Non-proliferation includes actions by members of the NPT to detect, secure, and dispose of these weapons. |
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Nuclear Proliferation |
Proliferation includes activities by non-members of the NPT to secure, transport, and employ WMD. |
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Nuclear Surety |
is a program consisting of materials, personnel, and procedures that contribute to the safety, security, reliability, and control of nuclear weapons. |
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Nuclear Weapon State |
"one which has manufactured and exploded a nuclear weapon or other nuclear explosive device prior to 1 January 1967." There are five nuclear weapon states who are also permanent members of the UN Security Council (United States, the United Kingdom, France, Russia, and the People’s Republic of China( figure 14)). |
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Personnel Reliability Program (PRP) |
ensures that only those whose behavior demonstrates integrity, reliability, trustworthiness, allegiance, and loyalty to the US shall be allowed to perform duties associated with nuclear weapons. |
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Two-Person Concept |
requires the presence at all times of at least two persons, each certified under PRP, knowledgeable in the task to be performed, familiar with applicable safety and security requirements, and each capable of promptly detecting an incorrect act or improper procedure throughout the task performed. |
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Moral courage |
the internal force one uses to face and handle mental and/or physical challenges |
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Physical courage |
the will to stand up for what is right, regardless of personal cost |
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Resiliency |
the ability to withstand, recover, and grow in the face of stressors and changing demands |
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Resiliency |
the observable action taken when faced with fear, pain, uncertainty, or danger. |
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Explain the relationship between warrior ethos and the Air Force Core Values. |
The relationship between Warrior ethos and the Air Force Core Values is that they both contain very similar characteristics of one another. The Core Value of Integrity speaks to moral and physical courage, military/executive bearing, and self-discipline and self-control that stems from Warrior Ethos. Service Before Self touches on our hardiness of spirit to persevere despite any physical and mental hardships. Finally, Excellence in All We Do requires us to continuously hone our skills and seek opportunities that will develop/enhance decision-making abilities under pressure or in combat situations, which enable us to develop the confidence, judgment, courage, and integrity to perform. |
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During a pre-deployment briefing SSgt Rener says, "I know you are all leaving out next week and this is a first deployment for some of you. All of you will face new challenges and hardships. Use the training and support network you have so you can endure, bounce back, and develop in these hard times. When you return, the unit needs you back at one hundred percent." SSgt Rener’s comments BEST explain ______ and its impact on mission effectiveness. a. courage |
CORRECT: SSgt Rener’s comments best explain resilience, which according to the Airmanship lesson, is an Airman’s ability to withstand, recover, and/or grow in the face of stressors and changing demands by orchestrating the use of base resources, support activities, peers, and leadership. In addition, resilience uses training, service, and support build a culture of resiliency. |
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A1C Royce works at the base chapel. Over the last week, Royce has been late three times. This morning he strolls in a half hour late and as his supervisor presents him with paperwork, he asks, "Why can’t you come in on time? I need you here to take care of phone calls and our visitors, especially first thing in the morning." Royce replies, "As chapel assistants, we don’t actually counsel people or make a difference, so what’s the big deal if I’m a few minutes late? Besides, you know my wife just gave me divorce papers, I could use a little understanding from you while I get through this trying time in my life." A1C Royce’s initial comments BEST illustrate a failure to understand _______ impact on mission effectiveness. a. the profession of arms and its |
CORRECT: A1C Royce’s actions illustrate a failure to understand the profession of arms. According to the Airmanship lesson, the profession of arms includes a body of theory and specialized knowledge, a public service orientation, and a distinct subculture. Clergy and the military are specific examples in the student guide. Additionally, the profession of arms includes occupations where there is "an element of selflessness, a sense that one’s personal actions serve the greater good." Military chaplain assistants are certainly an example of this concept. |
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Hardiness of Spirit |
The term spirit refers to an intense energy that empowers one to act when called to action. The term "hardiness of spirit" is used in the CESG referenced above, in relation to physical and mental hardships. It could be rephrased as the stout internal force that can be used to get through challenging times mentally or physically. |
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Moral Courage |
is the power and determination to follow what one believes to be right, regardless of cost to one’s self. It is the willingness to stand up-to speak up-for what is right even when everyone is against you. |
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Oath of Enlistment |
is a formally affirmed promise to support and defend the Constitution against all enemies foreign and domestic. |
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Physical Courage |
is the observable action taken when faced with fear, pain, uncertainty, or danger. |
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Profession of Arms |
is a distinct subculture with specialized knowledge in the art of warfare and requires acceptance of the unlimited liability clause. |
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Warrior Ethos |
to the professional attitudes and beliefs that inspire every member of the profession of arms. It reinforces the concept that military service is much more than just another job. The warrior ethos relates to the character that shapes who you are and what you do. It requires an unrelenting and consistent determination to do what is right and to do it with pride, both in war and in military operations other than war, while helping to spur our resiliency to fight through all conditions to victory, no matter how long it takes and no matter how much effort is required. |
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What is considered to be the backbone of military discipline? |
Drill has been and will continue to be the backbone of military discipline. |
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What signals the start of the official duty day? |
Reveille |
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What is the twofold purpose of a Retreat ceremony? |
The retreat ceremony signals the end of the official duty day and serves as a ceremony for paying respect to the flag. |
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What do the three diamonds in the Air Force symbol represent? |
The star is framed with three diamonds that represent the Air Force Core Values. |
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What are the primary benefits of customs and courtesies? |
The primary benefits of customs and courtesies are self-discipline and pride. |
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What Air Force Manual (AFM) or Air Force Instruction (AFI) governs Dress and Appearance? |
AFI 36-2903, Dress and Personal Appearance of Air Force Personnel. |
|
SSgt Hester, a PME instructor who is conducting a lesson on customs and courtesies, tells his students, "It is important to be professional in and out of uniform. Whether you’re in Air Force PT gear or ABUs, you must always render the proper respect to the flag during the ceremony marking the end of the duty day." |
CORRECT: SSgt Hester’s final comment best explains retreat, which according to the Customs and Courtesies chapter serves as a twofold purpose. It signals the end of the official duty day and serves as a ceremony for paying respect to the flag. |
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Ceremonies |
demonstrate the proficiency and training state of troops. Ceremonies are an extension of drill activities. The precision marching, promptness in responding to command, and teamwork developed on the drill field determine the appearance and performance of the group in ceremonies. |
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Customs |
are practices that are the result of the need for order and discipline and are established by frequent use over a long period. |
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Courtesies |
are marks of respect, etiquette, or courteous behavior shown to persons or symbols. |
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Drill |
Throughout history, armies have practiced. In times of war, leaders used drill to move troops and equipment quickly from one location to another in an orderly manner. Drills also show how troops can move as one in a flawlessly timed effort. These unison movements are still important on the battlefield where mistakes can cost lives. In peacetime, drill, which also includes open ranks and reveille and retreat, provides a means of enhancing morale, developing a spirit of cohesion, and presenting traditional and well-executed ceremonies. |
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Reveille |
the signal for the start of the official duty day. |
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Retreat |
The retreat ceremony serves a twofold purpose. It signals the end of the official duty day and serves as a ceremony for paying respect to the flag. |
|
The Air Force Symbol |
The symbol has two main Parts: the upper half, the stylized wings represent the stripes of our strength-the enlisted men and women of our force. They are drawn with great angularity to emphasize our swiftness and power; the lower half has a sphere, a star, and three diamonds. |
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The Airman’s Creed |
A creed of values for Airman to serve and live by. It serves as one of our pillars. |
|
Define ethics. |
The study of what we understand to be good and right behavior and how we judge those behaviors. Ethics is a set of standards of conduct that guide decisions and actions based on duties derived from core values. |
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________ ________ is the art of observing those moral obligations and precepts that is appropriate to a person’s role within the military profession. |
Military Ethics |
|
Give examples of three accepted ethical codes. |
AFI 36-2618, Airmen’s Creed, Professional Development Guide (PDG), Code of Conduct, DOD Joint Staff Guide 5260 Service Member’s Personal Protection Guide, Law of Armed Conflict (LOAC), Uniformed Code of Military Justice (UCMJ) |
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According to Dr. Toner, what are four ethical principles that provide the framework for and promote ethical behavior? |
The four ethical principles are the three O’s (owning, ordering, and oughting), the three P’s (principle, purpose, and people), the three R’s (rules, results, and realities), and the three D’s (discern, declare, and do). |
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Leaders who model _____ ______ inspire confidence in those they lead, inspiring them to accept and follow decisions from ethical leaders and organizations with an ethical climate rather than from unethical leaders or organizations with a corrosive environment. |
Ethical Behavior |
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Everyone in the Air Force must make decisions. What are the three qualities individuals must possess to make ethical decisions? |
A.) The first is the ability to recognize ethical issues and to reason through the ethical consequences of decision, while being able to see second and third order effects. B.) The second is the ability to look at alternative points of view, deciding what is right in a particular set of circumstances. C.) The third is the ability to deal with ambiguity and uncertainty; making a decision on the best information available. |
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Worry over Image |
making decisions based on how the decision will impact one’s reputation/standing among peers, subordinates, supervisors, community etc., rather than on military rules, regulations, and conduct of conduct. |
|
Ethical Relativism |
making decisions based on personal values/beliefs rather than on military rules, regulations, and codes of conduct. |
|
Drive for Success |
making decisions based on a "win at all cost" attitude rather than on military rules, regulations, and codes of conduct. |
|
Loyalty Syndrome |
making decisions based on how the decision will impact one’s reputation/standing among peers, subordinates, supervisors, community etc., rather than on military rules, regulations, and conduct of conduct. |
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Recently promoted, SSgt Dooney is well respected and liked throughout the work center. Although he is in charge, he still desires to have the same relationship with his former peers, so he makes decisions based on their desires. As a result, the work center has missed several important deadlines and Dooney is having a hard time getting people to accomplish even the simplest mission related tasks. SSgt Dooney’s actions BEST illustrate ______. a. adherence to an ethical principle |
b. CORRECT: SSgt Dooney’s actions illustrate falling for an ethical trap. According to the Ethical Leadership chapter, ethical traps is when confusion or uncertainty as to what action or behavior should be taken because of conflicting opinions/values/beliefs rather than on military rules, regulations and codes of conduct. In this case, SSgt Dooney fell into the ethical trap of worrying over image, which is making decisions based on how the decision will impact one’s reputation/standing among peers, subordinates, supervisors, etc. |
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SSgt Mayberry, the NCOIC is strongly devoted to his religious beliefs. While on watch he does not allow any talk about things he considers secular, like partying and drinking, and denies time off for activities which in his opinion, are not in good taste and do not promote ethical behavior. Although morale seems okay, one or two members have talked about switching flights. Because SSgt Mayberry ______, his actions will MOST likely ______ his effectiveness. b. failed to place people ahead of principle and purpose; hinder |
d. CORRECT: According to the Ethical Leadership chapter, Ethical Relativism is making decisions based on personal values/beliefs rather than on military rules, regulations, and codes of conduct. In this situation, instead of adhering to military rules and regulations SSgt Mayberry bases his decisions on his personal religious beliefs. Although his actions do not appear to impact morale yet, his application of ethical relativism has caused one or two members to talk about switching flights, which indicates a negative impact on his effectiveness. |
|
Ethical dilemma |
Situations where one is forced to choose between two alternatives (both alternatives can be unfavorable and/or less right and more right or less wrong and more wrong). |
|
Ethical leadership |
Ethical leaders should behave in a way that aligns with their purpose, whether it be personal or organizational, they must conduct themselves with pride, and high self-esteem. Ethical leaders persistently ensure they behave ethically at all times and they patiently and faithfully apply high standards in all decision-making opportunities. Ethical leaders are not emotionally driven and they maintain a clear perspective, which allows them to evaluate the situation and determine the proper course of action. |
|
Ethical relativism |
making decisions based on personal values/beliefs rather than on military rules, regulations, and codes of conduct |
|
Ethical traps |
Confusion or uncertainly as to what actions or behaviors to take because of conflicting opinions/values |
|
Military ethics |
The art of observing those moral obligations and precepts that is appropriate to a person’s role within the military profession. |
|
Morals |
Values that we attribute to a system of beliefs that help us define right from wrong, good versus bad. Typically, our values get their authority from something outside of us, i.e. higher being or authority. |
|
Values |
The core beliefs we hold regarding what is right and fair in terms of our actions and our interactions with others; what individuals believe to be of worth and importance to their life. Do not confuse personal values with military core values. |
|
Physical Health |
This type of wellness requires one to focus on five specific components: Cardio-respiratory endurance, Muscular endurance, Muscular strength, Body composition, and Flexibility. |
|
Emotional Health |
Relationship and financial problems, family crisis, grief and loss, experiencing failure, illness, or injury, difficulty adjusting to a new life change, Post Traumatic Stress Disorder (PTSD), career problems, and low self esteem. |
|
Spiritual Health |
This type of wellness determines one’s ability to find comfort, meaning, and hope when faced with difficult and often tragic circumstances, allowing them to return to a state of psychological well-being. |
|
Social Health |
This type of wellness requires a support network consisting of family, friends, and coworkers and offers tremendous benefits for your health and wellness especially when dealing with difficult situations. |
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Why do people commit suicide? |
Although no one knows for sure, theory suggests it is because they believe they: Are a burden to others, do not contribute to the group, are a liability to the group’s well-being or safety, have no sense of belonging or connection to others or to the unit. |
|
What are some advanced warning signs of suicide? |
Express an intention of harming themselves, suicide plan, decreased or impaired emotional status, access to the method of suicide described, thoughts of suicide. |
|
According to the trend data (table 1), what were the most prevalent problems associated with suicide? |
Relationship problems, legal problems, financial problems, deployed in previous year, receiving psychological services |
|
What are common barriers that at-risk personnel face when seeking out help? |
Denying the problem exists, avoiding the problem altogether, fear that accessing help will result in a negative career impact, fear that the chain of command will be contacted |
|
What are three common reactions that people have when faced with a suicide situation? |
Fear, anxiety, and anger |
|
What are the general goals for post-suicide intervention? |
Help friends and colleagues understand and begin the grieving process, to help maintain mission readiness and morale, identify/refer individuals who are at increased risk for distress |
|
How does the Air Force define substance abuse? |
The use of any illicit drug, the misuse of any prescribed medication, or the abuse of alcohol. Any substandard behavior or performance in which the consumption of alcohol is a primary contributing factor. Any pattern of unconventional misuse of any substance for nonmedical purposes that produces a known health risk or constitutes a danger to self or others. |
|
What are some of the substandard behaviors/performances associated with alcohol abuse? |
Driving while intoxicated, driving under the influence, domestic disturbance, aberrant behavior, altercations, or underage drinking |
|
What do the numbers in the 0-0-1-3 formula represent? |
0 = Number of underage individuals drinking alcohol 0 = Number of individuals driving under the influence 1 = Maximum number of alcoholic drinks per hour 3 = Maximum numbers of alcoholic drinks per night |
|
What are some examples of how enlisted leaders can practice and advocate the de-glamorization of substance abuse? |
Responsible drinking at social outings, ensure nonalcoholic drinks are also available, share consequences of risky behavior, don’t promote alcohol drinking contests, don’t promote drinking at all |
|
What are the five methods used by the Air Force to identify substance abuse? |
Self-Identification, Commander referrals, Medical identification, Substance-related incidents, drug testing |
|
What are some of the outward signs of substance abuse? |
Frequent financial shortages, avoids friends and colleagues, blames others for their problems and shortcomings, has complaints leveled concerning domestic disturbances or problems at home, demonstrates a decline in personal appearance, complains of vague illnesses |
|
How would you define intervention as it relates to substance abuse? |
The process of helping the member recognize at the earliest possible moment that he or she needs treatment for self-destructive drinking or drug abuse. This professionally structured event includes significant others in the member’s life. |
|
From your reading, how would you define stress? |
Stress is the body’s reaction to an external demand, the physical, mental, and emotional response to a situation. |
|
What are the organizational factors that can cause stress? |
Task Demands, role demands, interpersonal demands, organizational structure, and organizational leadership |
|
What are the three general categories of stress symptoms? |
Behavioral, physiological, psychological |
|
What is the difference between combat stress and operational stress? |
Combat stress happens when there is a change in mental function or behavior during combat as a result of actual battle conditions or the potential for battle conditions. Operational stress occurs when there are changes in mental functioning or behavior during military operations other than war. |
|
List at least five risk factors associated with combat/operational stress. |
Duration or deployment of more than six months, repeat deployments without sufficient time to recover and reset, sleeping less than 6-8 hours per day on average, witnessing death up close, especially of other Airmen or civilian non-combatants, being responsible for the death or serious injury of a non-combatant or allied combatant, being physically injured, handling remains, especially other Airmen, history of other stress injuries, previous mental health problems, lack of mutual trust with other unit members, being impacted by family, relationship, or other home front stressors, being young and inexperienced, |
|
List at least 10 warning signs associated with combat/operational stress. |
Hyperactivity, trembling or cowering, loss of feeling in limbs, loss of mobility, "spaced out" appearance, irritable or angry outburst, reckless behavior, poor hygiene, memory loss, inability or sleep or fear of sleep, hallucinations, misconduct, significant mood changes, withdrawal, depression, apathy, confusion, emotional outbursts, frantic, panicky behavior. |
|
What are the four types of PTSD signs? |
Reliving the event, avoiding situations that remind you of the event, feeling numb, feeling keyed up. |
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Unlawful Discrimination |
Discrimination based on color, national origin, race, religion, or sex that is not authorized by regulation. |
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Personal Discrimination |
Actions taken to deprive an individual or group of a right because of color, national origin, race, religion, or sex. Can occur overtly, covertly, intentionally, or unintentionally. |
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Systemic Discrimination |
The action by an institution that, through its policies or procedures, deprives a person or group of a right because of color, national origin, race, religion, or sex. |
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Prejudice |
A judgment against or an opinion contrary to anything without just grounds or sufficient knowledge. |
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Stereotype |
Exaggerated belief about a category of people. It rationalizes our conduct toward that category. |
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Racism |
Any attitude or action or a person or institutional structure that subordinates a person of group because of race. |
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Sexism |
Attitudes and beliefs that one sex is superior to another. |
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Scenario Part 1: Upon hearing demeaning comments by a few of his subordinates, MSgt Fuller counsels them, and then immediately calls his entire work center together and says, "I will not tolerate sexual, suggestive, or demeaning language, including sexual jokes and sexual-biased remarks. If you hear it, I expect you to remind those involved of the zero tolerance policy and to report the incident to me immediately. Anyone violating this policy can expect swift and severe action. As members of the same team, we need to look out for each other." Q1. What Sexual Assault Prevention And Response concepts are evident in this scenario? Q2. Where do you see these concepts? Why is it those concepts? Q3. Were MSgt Fuller’s actions appropriate or inappropriate? Why? Q4.What can you predict will happen based on MSgt Fuller’s actions? Q5. What could have happened if MSgt Fuller had acted in a different way? |
Q1. What Sexual Assault Prevention And Response concepts are evident in this scenario? – Potentially harmfully behaviors – Proactive approaches to preventing sexual assault – Setting a climate of zero tolerance Q2. Where do you see these concepts? Why is it those concepts? Potentially harmfully behaviors – Line 1: "demeaning comments Proactive Approaches – Line 1-3: — counsels them — calls his entire work center together — reinforces zero tolerance Setting a climate of zero tolerances – Line 4 – 6: — expect you to remind those… — report the incident to me — violators can expect swift and severe action Q3. Were MSgt Fuller’s actions appropriate or inappropriate? Why? – Appropriate because NCOs must support the AF’s zero tolerance policy on sexual assault by: — being proactive in preventing SA — setting a climate of zero tolerance — making it clear that violators will be dealt with Q4.What can you predict will happen based on MSgt Fuller’s actions? – Demeaning comments and behaviors will disappear – Subordinates will be more willing to go to Fuller for help and to confide in him – People will probably report violations – Teamwork may improve – Work environment will become less hostile Q5. What could have happened if MSgt Fuller had acted in a different way? – Demeaning comments and behaviors would continue, thus: — actions could escalate along the continuum of harm (i.e. Sexual Assault may occur) — The environment will remain negative and hostile — Victims will not report violations and will not trust Fuller or seek help from him. |
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Scenario Part 2: Crying, SrA Tillman walks into MSgt Fuller’s office, shuts the door, and says, "Another member of the work center sexually assaulted me." MSgt Fuller responds, "Are you okay? Do you need medical attention? Do you want to speak with a counselor? SrA Tillman replies, "I’m okay, I just want to make sure it does not happen again to me or anyone else." MSgt Fuller says, "You did the right thing by coming forward with this information." MSgt Fuller called the SARC, Security Forces, and then accompanied SrA Tillman to the commander’s office. Q1. What Sexual Assault and Response concepts do you see in this scenario? Q2. Where do you see these concepts? Why is it those concepts? Q3. Were MSgt Fuller’s actions appropriate or inappropriate? Why? Q4. What can you predict will happen based on MSgt Fuller’s actions? Q5. What would happen if MSgt Fuller had not responded to the victim correctly? |
Q1. What Sexual Assault and Response concepts do you see in this scenario? – Reporting (Unrestricted); Tillie to Fuller – Responding by Fuller to the victim – Fuller taking reporting actions (SARC, CC) Q2. Where do you see these concepts? Why is it those concepts? Reporting – Line 1 and 2; Another member of the work center sexually assaulted me – Unrestricted; Tillie reported the assault to Fuller who is in her chain, he has to report it as unrestricted Appropriate Response to Victim – Lines 2 and 3; "Are you okay? Do you need medical attention? Do you want to speak with a counselor? Taking appropriate steps in Reporting – Lines 5 and 6; Fuller called the SARC, Security Forces, and then accompanied Tillman to the commander’s office. Q3. Were MSgt Fuller’s actions appropriate or inappropriate? Why? – Appropriate because NCOs must: — Ensured Tillie was ok and asked if she needed anything — Reassured her that she was doing the right thing, building trust — Didn’t blame or judge Tillie — Contacted the SARC, Security Forces — Stayed with victim, accompanied her to CC Q4. What can you predict will happen based on MSgt Fuller’s actions? – Tillie will receive the care she needs – Tillie will trust Fuller throughout this process – Since Tillie knows Fuller cares and supports her, it is less likely she will become withdrawn, depressed, suicidal Q5. What would happen if MSgt Fuller had not responded to the victim correctly? – Tillie may not have received care she needed – If Fuller would have blamed or judged Tillie or have been insensitive to her assault, trust would have broken down – Tillie would have been more likely to become withdrawn from the work center, depressed, suicidal |
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Scenario 3: When MSgt Fuller returns from the commander’s office, he calls in SrA Troy and tells him, "You’ve been accused of sexual assault. I can’t believe anyone would ever do that. You have issues that you’re obviously going to have to work through. For safety concerns, you’re now assigned to the base detail team until you are discharged from the Air Force." Later that day, when MSgt Fuller comes upon two NCOs discussing the assault, he stops and says, "Rest assured, Tillie is taken care of and SrA Troy will get what he deserves." Q1. What Sexual Assault and Response concepts do you see in this scenario? Q2. Where do you see these concepts? Why is it those concepts? Q3. Were MSgt Fuller’s actions appropriate or inappropriate? Why? Q4. If inappropriate, what appropriate actions should MSgt Fuller have taken? Why? Q5. What can you predict will happen based on MSgt Fuller’s actions? |
Q1. What Sexual Assault and Response concepts do you see in this scenario? – Responding to the alleged perpetrator – Responding to the unit cohesion and trust Q2. Where do you see these concepts? Why is it those concepts? Responding to perpetrator – Line 1 thru 4; he calls in SrA Troy. Fuller tells Troy, "You’ve been accused of sexual assault. I can’t believe anyone would ever do that. You have issues that you’re obviously going to have to work through. I’m putting you on the base detail team, for safety concerns, until you’re removed from the Air Force." Responding to unit – Line 5 and 6; Fuller stops and responds, "Rest assured, Tillie is taken care of and Troy will get what he deserves." Q3. Were MSgt Fuller’s actions appropriate or inappropriate? Why? – Inappropriate because Fuller: — Did not ensure Troy was being treated fairly or given the "Presumption of Innocence"; could cause Troy to become withdrawn and feel isolated, suicidal, violent, turn to substance abuse, etc. — Fuller was judgmental towards Troy; Troy will not trust the process or Fuller if he is already being assumed guilty — Fuller did not stop or manage rumors when he overheard the two SSgts talking, he added to their gossip/rumors; This will tear down unit cohesion and trust and could cause diving lines in the shop. Q4. If inappropriate, what appropriate actions should MSgt Fuller have taken? Why? – Fuller should have: — Talked with Troy about the process that is about to take place with the investigation and reassured him that he is considered innocent until proven guilty; this would have reassured Troy that he is going to be treated fairly and he would have probably trusted Fuller and not become withdrawn or felt isolated — Talked with Troy about possible moves until the investigation was complete and worked with Troy on time away from the work center the Troy will need for ADC or any other appointments in regard to this matter; Troy would again, trust Fuller — Stopped or managed rumors when he overheard the two SSgts talking, and not add to the rumor mill; he added to their gossip/rumors; this would have cut down or eliminated rumors and stop any additional deterioration of unit cohesion or trust. — Called his work center together to address the situation, rumors, or concerns and reassure and remind everyone that the authorities are handling the case and that the unit still has a mission to accomplish; this would have negated rumors, made the unit members feel at ease and maintained cohesion and trust. Q5. What can you predict will happen based on MSgt Fuller’s actions? – Troy may feel isolated and alone – He may not get the proper legal advice or help (Other NCOs, First Sergeant, or ADC) – His duty performance and morale will suffer because of the way MSgt Fuller treated him. |
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How does the Air Force define Sexual Assault? |
Sexual assault is intentional sexual contact, characterized by use of force, threats, intimidation, abuse of authority, or when the victim does not or cannot consent. |
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How does the Air Force define Consent? |
"Consent" shall not be deemed or construed to mean the failure by the victim to offer physical resistance. Consent is not given when a person uses force, threat of force, coercion, or when the victim is asleep, incapacitated or unconscious. |
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How does the Air Force define a: Bystander: Victim: Facilitator: Perpetrator: |
Bystander: A person who sees the potential for a sexual assault. Victim: The person assaulted by the perpetrator. Facilitator: The person who enables, encourages, or creates a situation that allows a perpetrator to act. Perpetrator: The criminal who assaults the victim. |
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What is the difference between restricted and unrestricted reporting? |
In unrestricted reporting an investigation is conducted, in restricted reporting a sexual assault victim can disclose details of his or her assault to specified individuals without triggering the official investigation process. |
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Aggravated Assault |
Causing serious physical injury to another; using a deadly weapon or dangerous instrument; committing an assault by any means of force that causes temporary but substantial disfigurement, etc. |
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Workplace Violence |
Any act of violence, against persons or property, threats, intimidation, harassment, or other inappropriate, disruptive behavior that cause fear for personal safety and/or involve a substantial risk of physical or emotional harm to individuals, or damage to government resources or capabilities |
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Overconfidence |
When one responds to a workplace violence incident with an "I can handle it" attitude when the right thing to do is consult with professional help |
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Workplace Bullying |
The repeated, unreasonable, and unwanted actions by individuals or groups directed at individuals or groups with the intent to intimidate, harass, degrade, or offend. |
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Assault |
A violent physical or verbal attack, an unlawful threat, or an attempt to do violence or harm to somebody else |
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Inaction |
Not taking action associated with workplace violence when warning signs are evident. |
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Zero Tolerance Policy |
Places all employees on notice that threats, assaults, or other acts of violence, made directly or indirectly, even in jest, toward other employees or customers will result in severe disciplinary action. Employees subjected to a threat or assault must immediately report the incident to their commander. Employees are also encouraged to report any unusual situation that has the potential to cause workplace violence |
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1. During a staff meeting, SSgt Bank says, "If you are the victim of unwelcome sexual advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature that causes an offensive or hostile working environment, you need to report this immediately. In addition, if you are the victim of threats, harassment, or behavior that causes fear for your personal safety, this is something you need to report through the chain of command. Finally, another area you don’t have to endure alone is if someone has forced abusive sexual contact with you. As your supervisor, I need you all to be able to focus and trust your fellow Airmen." SSgt Bank’s final comments BEST explain _________ and its impact on unit effectiveness. a. Sexual Assault |
a. CORRECT: SSgt Bank’s final comments best explain sexual assault which, according to the Emergent Leadership Issues lesson, is defined as "the intentional sexual contact, characterized by use of force, threats, intimidation, abuse of authority, or when the victim does not or cannot consent. Sexual assault includes rape, forcible sodomy (oral or anal sex), and other unwanted sexual contact that is aggravated, abusive, or wrongful (to include unwanted and inappropriate sexual contact), or attempts to commit these acts. Sexual assaults can occur without regard to gender or spousal relationship or age of victim. When sexual assault occurs by an Airman against another Airman, trust is broken, cohesion is destroyed, and lives are altered. Rebuilding trust, cohesion, and lives can take a long time. |
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2. Sitting with SSgt Roy, TSgt Ingram says, "You seem a little different since you returned from combat operations." Roy replies, "Lately, I feel anxious all the time…like I need to watch my back." Ingram adds, "I’ve also noticed that you don’t play sports or take on challenging tasks anymore." Roy replies, "I couldn’t care less about those things. Why take excessive risks? Besides, I don’t have the energy I used to have because every time I try to sleep my mind replays graphic scenes from the last convoy. Aside from that, I think I’m handling it all pretty well." This scenario BEST illustrates ____________ and its impact on NCO effectiveness. a. potential sources of stress |
c. CORRECT: According to the Emergent Leadership Issues lesson, SSgt Roy is demonstrating symptoms of Post-Traumatic Stress Disorder (PTSD). PTSD includes four types signs and symptoms: 1, reliving the event ("…my mind replays graphic scenes from the last convoy"); 2, avoiding situations that remind you of the event (not illustrated); 3, feeling numb ("I really couldn’t care less about those things anymore"); and 4, feeling keyed up ("…I feel anxious all the time…like I always have to watch my back"). |
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3. SSgt Amani tells TSgt Rowe, "I noticed something was different about SrA Jack. He let me know he was going through a rough patch and after our talk, he decided to speak to a chaplain. Even though I had a lot of work to do, I drove him to the chapel and waited until he was finished. I talk with him every day and he seems to be feeling much better now." SSgt Amani’s _______ will MOST likely ________ his effectiveness. a. understanding of stress management; enhance |
c. CORRECT: According to the Emergent Leadership Issues lesson, a good wingman is alert, gets involved, and takes action because they believe getting help is a sign of strength-not weakness. In addition, the Wingman Concept incorporates the skills of Ask, Care, and Escort (ACE). SSgt Amani was alert, noticed something was wrong with SrA Jack, and engaged him. He also escorted him to the Chaplain and did not leave him alone. Because SSgt Amani understands the Wingman concept he took appropriate actions (ACE) and those actions will most likely enhance his effectiveness with SrA Jack and other members of the work center. |
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4. As SSgt Conklin conducts his ORI preparation meeting, SrA Watt stumbles in late. After the meeting, Conklin asks Watt, "Have you been drinking?" Watt replies, "I didn’t get home until early this morning from a party. Maybe I have had a little too much to drink." Conklin replies, "Watt, your actions are in violation of the standards. Let’s go see the first sergeant." SSgt Conklin’s _________ will MOST likely __________ his effectiveness. a. inappropriate substance abuse prevention; decrease |
d. CORRECT: According to the Emergent Leadership Issues lesson, leaders have a responsibility to intervene when they suspect substance abuse and they must report all substance abuse or suspected substance abuse incidents (i.e. showing to work smelling of alcohol, use of illicit drugs). Because SSgt Conklin intervened and reported the substance abuse, his effectiveness will most likely increase. |
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Alcohol Abuse |
defined in AFI 44-121 as "any substandard behavior or performance in which the consumption of alcohol is a primary contributing factor."25F |
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Alcoholism |
A primary, chronic disease with genetic, psychosocial, and environmental factors influencing its development and manifestations. The disease is often progressive and fatal. It is characterized by: 1) Impaired control over drinking, 2) Preoccupation with the drug alcohol, 3) Use of alcohol despite adverse consequences, and 4) Distortions in thinking, most notably denial. (Note: Each of these symptoms may be continuous or periodic). |
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Alcohol-Related Misconduct |
Includes driving while intoxicated, public incidents of intoxication and misconduct, under-aged drinking, or similar offenses and is a breach of discipline. |
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Anabolic Steroids |
Any synthetic derivatives of testosterone that build muscle mass. |
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Combat Stress |
Combat stress happens when there is a change in mental function or behavior during combat as a result of actual battle conditions or the potential for battle conditions. The changes can be positive by allowing an increase in confidence in both self and peers, or it can create symptoms of a combat/operational stress injury. |
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Commander Referrals |
Commanders refer all members for an assessment when substance use could be a contributing factor in an incident. Commanders will coordinate with the staff judge advocate within 24 hours of suspected misconduct and should ensure that blood alcohol tests (BAT) are accomplished as soon after the incident as possible. |
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Depressant |
Any substance which contains any quantity of a substance that is habit-forming or has a potential for abuse because of its stimulant, depressant, or hallucinogenic effect as determined by the Attorney General of the United States |
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Distress |
Describes negative stress. Distress is the stress of losing, failing, overworking, and not coping |
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Drug Abuse |
The illegal, wrongful, or improper use, possession, sale, transfer, or introduction onto a military installation of any drug defined in this instruction. |
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Emotional Dimension |
be mentally ready to accompish the mission |
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Eustress |
describes positive or healthy stress. |
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Intervention |
is the processes of helping the member recognize at the earliest possible moment, that he or she needs treatment for self-destructive drinking or drug abuse. This |
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Operational Stress |
Operational stress occurs when there are changes in mental functioning or behavior during military operations other than war ( |
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Physical Dimension |
physically ready to accomplish the mission |
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Risk Factors |
Includes, but are not exclusively limited to, relationship difficulties, substance abuse, legal, financial, medical, mental health, and occupational problems, along with depression, social isolation, and previous suicide threats/gestures, which may increase the probability of self-harm. |
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Role Demands |
relate to pressures placed on a person as a function of the particular role he or she plays in the organization. |
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Sexual Assault |
is intentional sexual contact, characterized by use of force, threats, intimidation, abuse of authority, or when the victim does not or cannot consent. Sexual assault includes rape, forcible sodomy (oral or anal sex), and other unwanted sexual contact that is aggravated, abusive, or wrongful (to include unwanted and inappropriate sexual contact), or attempts to commit these acts. |
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Social Dimension |
having a social support network that consists of: family, friends, and coworkers. This network will offer tremendous benefits for a persons health and wellness. |
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Spiritual Dimension |
spiritual health determines the ability to find comfort, meaning, andhope when faced wiht difficult and tragic circumstances allowing them to return to a state of psychological well-being. |
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Suicide Awareness |
Heightened individual and community awareness of suicide, suicide risk factors, and the fact that suicide is only the "tip of the iceberg" of psychosocial problems. |
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Suicide Prevention |
A community-based approach that includes family, friends, and many different professional and social service providers that are committed to reducing suicide by creating a safety net that provides protection. |
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Task demands |
are factors related to a person’s job. They include the design of the individual’s job (autonomy, task variety, degree of automation), working conditions, and the physical work layout. |
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ALS mission statement |
Prepare Senior Airmen to be professional, war fighting Airmen who can supervise and lead Air Force work teams to support the employment of air, space, and cyberspace power. |
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EPME pillars |
1. United States Air Force Core Values 2. AFI 36-2618, The Enlisted Structure 3. AFDD 1-1, Force Developement 4. CJCS 1805.01A, Enlisted Professional Military Education |
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PME objectives |
identify the specific skills that will be developed at all officer and enlisted PME schools. These objectives promote the development of officer and enlisted leaders who are proficient in their jobs; who understand air, space, and cyberspace power and Air Force doctrine; and who can apply critical thinking skills to solve complex problems. |
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What are some things you can do to avoid "burnout?" |
Don’t be caught off guard Follow a set schedule Get organized (prioritize tasks/assignments) Don’t procrastinate Budget time for work and play (avoid burnout) |
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What are some of the benefits of good time management? |
Allows me to focus on important items first Allows time to read, study, and practice Prevents/avoids procrastination Prevents having to rush at the last minute to complete an assignment Reduces / eliminates stress associated with falling behind Allows free time to relax more |
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Definition of Learning |
instead of memorizing, seek to understand |
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Take Notes |
include main ideas and supporting details |
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Study |
instead of memorizing, seek to understand |
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Practice |
reinforces knowledge, builds self-confidence |
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Formative Exercises |
indicate preparedness for summative evaluation |
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Testing |
one indicator of how well you have learned |
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Summative Evaluation |
determine if you have met learning objectives |
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Lifelong Learning |
apply information after graduation and continue learning |
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Adaptability |
Strategic Thinking |
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Negotiating |
Fostering Collaborative Relationships |
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Global, Regional and Cultural Awareness |
Enterprise Perspective |
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Active listening |
Communicating |
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Operational and Strategic Art |
Employing Military Capabilities |
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Ethical Leadership |
Embodies Airman Culture |
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Change Management |
Managing Organizations and Resources |
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What is open-mindedness? |
Willingness to investigate viewpoints different from your own and ability to recognize when to doubt claims that do not merit such investigation. |
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What does intellectual humility mean? |
Adhering tentatively to recently acquired opinions; Being prepared to examine new evidence and arguments even if such examination leads you to discover flaws in your own cherished beliefs; Stop thinking that complex issues can be reduced to right and wrong or black and white and look at degrees of certainty or shades of gray; Recognizing that "I don’t know" can sometimes be the wisest position to take on an issue. |
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What does it mean to be a free thinker? |
Having an independent mind and being able to restrain yourself from the desire to believe because of social pressures to conform. |
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What does it mean to have a high motivation to become a critical thinker? |
Having a natural curiosity to further your understanding; Putting in the work to evaluate the multiple sides of an issue; reaching a sufficient level of understanding. |
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What is system 1 and system 2 thinking? |
Reactive: thinking involves deciding first, reacting, and then trying to make sense of it all. Automatic (reactive) decisions that are made based on instinct, intuition based upon expertise, training, and practice. Reflective: thinking begins with a state of doubt, hesitation, or perplexity and moves through the act of searching for information that will resolve, clarify, or address the situation/problem. |
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___ is arguing something is true because "it works," even though the cause of something and the outcome are not demonstrated. |
Faulty Logic or Perception |
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___ is criticizing the person making an argument, not the argument itself. |
Psychological and Sociological Pitfalls |
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___ is being unaware that our memories are often "manufactured" to fill in the gaps in our recollection. |
Basic Human Limitations |
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___is making a comparison that is irrelevant or inappropriate. |
Faulty Logic or Perception |
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___ is a word or expression that can be understood in more than one way. |
The Use of Language |
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___can severely affect our ability to think clearly and critically. |
Basic Human Limitations |
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___is making irrelevant emotional appeals to accept a claim. |
Psychological and Sociological Pitfalls |
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___is the intentional use of words to arouse feelings about a subject to bias others positively or negatively. |
The Use of Language |
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___is making illogical analogies to support the validity of a particular claim. |
Faulty Logic or Perception |
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___is the process where one tends to notice and look for what confirms one’s beliefs, and to ignore what contradicts one’s beliefs. |
Basic Human Limitations |
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____How did I reach this conclusion? Is there another way to interpret the information? |
Inferences/Conclusions |
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___What information am I using in coming to that conclusion? What experience have I had to support this claim? What information do I need to settle the question? |
Information |
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___What question am I raising? What question am I addressing? Am I considering the complexities in the question? |
Questions |
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___What am I trying to accomplish? What is my central aim/purpose? |
Purpose |
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___From what point of view am I looking at this issue? Is there another point of view I should consider? |
Points of View |
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___What is the main idea here? Can I explain this idea? |
Concepts |
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___If someone accepted my position, what would be the implications? What am I implying? |
Implications/Consequences |
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___What am I taking for granted? What assumption has led me to that conclusion? |
Assumptions |
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