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Notes
| Question | Answer |
|---|---|
| What are the 4 dimensions of wellness? | Physical Health, Emotional Health, Spiritual Health, Social Health |
| Physical Health components | cardio, respiratory, muscular, flexibility, body composition |
| Emotional Health | ability to deal with stress |
| Spiritual Health | drives us to make sacrifices for others |
| Social Health | sense of belonging |
| Suicide Awareness Risk Factors | relationships, financial, medical, significant loss |
| Suicide Awareness Protective Factors | unit cohesion, optomistic outlook, family support, marriage |
| UM02 TEAM BUILDING: GROUP | GATHERING OF PERSONS LOCATED TOGETHER, NO COMMON GOAL OR IDENTITY |
| TEAM | GROUP ORGANIZED TO WORK TOGETHER -a group must first be organized to work together to form a team |
| MISSON | TASKSS TOGETHER WITH PURPOSE THAT CLEARLY INDICATE ACTIONS TO BE TAKEN AND THE REASON FOR -a duty assigned to a unit or individual |
| TEAM ROLES: CREATOR | generate new ideas and fresh concepts most similar to orange personalities able to see big picture spontaneous willing to solve problems WITHOUT CREATORS: NO NEW CONCEPT |
| TEAM ROLES: ADVANCERS | focus on interaction similar to blue personalities positive and self confident insightful planner not easily discouraged WITHOUT ADVANCERS: IDEAS STALL |
| TEAM ROLES: REFINERS | focus on analysis smililar to green personality able to identify problems detail oriented analytical WITHOUT REFINERS: DETAILS ARE OVERLOOKED |
| TEAM ROLES: EXECUTORS | focus on realization similar to gold personality willing to implement ideas assertive independant high standards WITHOUT EXECUTORS: NO IMPLEMENTATION |
| TEAM ROLES: FLEXORS | focus on everything combination of all four lense personalities able to connect and negotiate with all types of people tolerant identify what is missing WITHOUT FLEXORS: GAPS IN THE TEAM |
| PANIC ELATION PANIC CYCLE (P.E.P) | panic -never have a good idea elation -great idea! panic -idea will never work |
| Z PROCESS: CREATOR --> ADVANCER --> REFINER --> EXECUTOR | -back and forth until the refiner along with creator and advancer agree, then the idea is ready to pass off to executor -flexors assist other roles and satisfy unfulfilled needs |
| TEAM DYNAMICS: ONGOING PROCESS | continuous activity; group dynamics is one in which members remain engaged as long as they are team members |
| TEAM DYNAMICS: INTERACTION OF INDIVIDUALS | essence of team dynamics; needs of individuals can vary considerabily |
| TEAM DYNAMICS: ACHIEVEMENT OF OBJECTIVE | separate team from group; each member contributes |
| FIVE C'S OF A TEAM: COMMUNITY | make sure every member feels essential and part of the team |
| FIVE C'S OF A TEAM: COOPERATION | encourage team concept and everyone understands org mission and purpose |
| FIVE C'S OF A TEAM: COORDINATION | ensure all members realize how importand to the mission they are |
| FIVE C'S OF A TEAM: COMMUNICATION | members need feedback and often; let everyone know what is going on |
| FIVE C'S OF A TEAM: COACHING | teaching others broadcasts the importance of the individual being coached |
| FIVE COMMON PITFALLS/DYSFUNCTIONS OF TEAM: ABSENCE OF TRUST | impacts members willingness to open up and share knowledge |
| FIVE COMMON PITFALLS/DYSFUNCTIONS OF TEAM: FEAR OF CONFLICT | lack of trust increases the potential for conflict |
| FIVE COMMON PITFALLS/DYSFUNCTIONS OF TEAM: LACK OF COMMITMENT | refusing to trust one another; personnel will doubt and struggle to commit to idea |
| FIVE COMMON PITFALLS/DYSFUNCTIONS OF TEAM: AVOIDANCE OF ACCOUNTABILITY | lack of dedication will surface in duty performance |
| FIVE COMMON PITFALLS/DYSFUNCTIONS OF TEAM: INATTENTION TO RESULTS | members place individual needs above the team or organization |
| STAGES OF TEAM DEVELOPMENT: FORMING | transition people from individual to member delayed progress; everyone polite and best behavior conflict usually does not occur at this stage |
| STAGES OF TEAM DEVELOPMENT: STORMING | difficult stage; members acknowledge difficulty and see increased stress and anxiety levels |
| STAGES OF TEAM DEVELOPMENT: NORMING | members reconcile disputes "agree to disagree" acceptance of ground rules, responsibilities, and respect individuality |
| STAGES OF TEAM DEVELOPMENT: PERFORMING | heightened morale and loyalty diagnose problems creativity high |
| STAGES OF TEAM DEVELOPMENT: ADJOURNING AND TRANSFORMING | adjourning occurs when team disassembles and members separate from team; team has accomplished goal transforming occurs when team moves from one objective to the next |
| REASONS FOR TEAM REGRESSION: | new member new goal team schedule unresolved conflict |
| TEAM PERFORMANCE ASSESMENT (TEAM CONCEPT): TALENT | skills abilities |
| TEAM PERFORMANCE ASSESMENT (TEAM CONCEPT): EXPERTISE | knowledge experiences |
| TEAM PERFORMANCE ASSESMENT (TEAM CONCEPT): ASSESSMENT | customer survey; inspection; performance evaluation |
| AIRMANSHIP: PROFESSION | body of therory or specialized knowledge, public service orientation and a distinct subculture |
| PROGRESSIVE PROFESSIONALISM (P^2) | always strive to be on right side of continuum unethical<------------->epitome professional min standards<------------->exceed standards little edu<------------->most educated |
| DIRECTION DISCIPLINE RECOGNITION (DDR): DIRECTION | help adjust to military life |
| DIRECTION DISCIPLINE RECOGNITION (DDR): DISCIPLINE | curbs negative unappropriate behavior or substandard performance |
| INTEGRITY | courage, honesty, responsibility, justice |
| SERVICE BEFORE SELF | duty,loyalty, tolerance, self control |
| EXCELLENCE IN ALL WE DO | personal, resource, operational, service, "excellence" |
| LEADERSHIP AND FORCE DEVELOPMENT | regardless of duty, occupational specialty, Airmen must embody warrior ethos |
| WARRIOR ETHOS | hardiness of spirit and courage that allows us to overcome hardships with honor |
| COURAGE: MORAL | follow what one believes to be right regardless of cost |
| COURAGE: PHYSICAL | observable actions one takes when faced with fear pain or danger |
| HARDINESS OF SPIRIT | empowers one to act when called to action |
| RESILIENCY | ones ability to withstand, recover, and grow in the face of challenging demands or stressors |
| DIVERSITY AWARENESS: DIVERSITY | composite of individual characteristics, experiences, and abilities that are consistend with AF core values and the AF mission |
| DIVERSITY: PRIMARY | gender, age, race, sexual affection/orientation, mental/physical abilities, culture |
| DIVERSITY: SECONDARY | work ethic, income, marital status, experience, personality, education, strenghts, temperament |
| SOCIO-BEHAVIORAL TENDENCIES (SBT'S) | thought process we use to help make sense of the world |
| ASSUMPTIONS | liberty of claiming something about a situation, item, or person tha tis not supported by fact |
| STEREOTYPES | fixed generalization about all members of a particular group |
| SOCIO-BIAS | an inclination of temperament or outlook, a personal and sometime unreasoned judgement |
| PERCEPTIONS | what you observe and experience become reality |
| PERSPECTIVE | what you mentally view or see a situation or world around us from a particular angle |
| COLLUSION | cooperate with other knowingly or unknowingly |
| PREJUDICES | adverse or unreasonable opinion |
| FAIR WAY METHOD: lead acrosss diversity lines using FAIR method | giving FEEDBACK offering ASSISTANCE assuring INCLUSION giving RESPECT |
| MEANING OF PROFESSION OF ARMS: | -military members committed to their craft -profession adds structure, organization, and standards -willing to protect freedoms that people take for granted |
| MP03: CULTURE | integrated pattern of human knowledge, belief, and behavior that depends on mans capacity for learing and transmitting knowledge to future generations |
| HERITAGE | something transmitted by or aquired from a predecessor |
| AF CULTURE | cherishes its past through cerimonies and traditions |
| LAW OF ARMED CONFLICT (LOAC) | legitimize and limit the use of force and prevent employing violence uncessarily or inhumanily |
| INSPECTION PROCEDURES | AF memebers must adhere to standards of neetness, cleanliness, saftey, and military image |
| DRILL | -provide means to enhance moreal -spirit of cohesion -present tradition |
| MC02: STRATEGIC COMMUNICATION | effort to understand and engage audiences to presever conditions favorable for advancement of U.S. interests, policies, and objectives -PRIMARY PURPOSE IS TO INFLUENCE PARTICULAR AUDIENCES |
| MEDIA ENGAGEMENT | fulfill our obligation to provide truthful and accurate information about military activities -AF Core Value Integrity ensures our message will always be truthful and credible -boundaries: security, accuracy, propriety, and policy (SAPP) |
| PERCEPTION | reality is not what actually exists but what is percieved to exist |
| PUBLIC AFFAIRS OFFICE (PAO) | resource used to deal with media |
| PREPARATION | -define communication objective -know the issue -build your message |
| INTERVIEW FORMATS | face to face remote interview press conference on scene ambush |
| MESSAGE DEVELOPEMENT | who what when where why how |
| TYPES OF INTERVIEWS | on the record background off the record |
| INTERVIEW TECHNIQUES | hooking-entice reporter into your agenda bridging-move reporter agenda to your message flagging-emphasise your message personal credability-you are the expert |
| Security Accuracy Proprietary Policy(SAPP) | stay within your lane |
| OPERATIONAL SECURITY (OPSEC) | purpose critical info threats vulnerability risk |
| MP05: ETHICAL LEADERSHIP | combines ethical decision making and ethical behavior in both individual and organizational context |
| VALUES | core beliefs we hold regarding what is right and fair in terms of our actions |
| MORAL | value that we attribute to a system of beliefs that help us determine right or wrong |
| ETHICS | study what we understand to be good behavior and how we judge them |
| MILITARY ETHICS | deal with those values and expected rules of the profession taken in a military environment |
| ETHICAL RELATIVISM | belief that nothing is objectively right or wrong |
| CATIGORICAL IMPERATIVE | any proposition that declares a certain kind of action |
| ETHICAL DILEMMA | one is forced to choose between two alternatives |
| ETHICAL PRINCIPLES: THREE O'S | owning -who we owe ordering -proper ordering oughting -what we ought to do |
| ETHICAL PRINCIPLES: THREE P'S | principle -truth telling first purpose -mission accomplishment people -fellow citizens,Airmen |
| ETHICAL PRINCIPLES: THREE D'S | discern - discern the truth declare - declare the truth do state - state what we have discerned and declared |
| ETHICAL PRINCIPLES: THREE R'S | rules -ethical guidelines results -outcome realities - importance of situation |
| ETHICAL TRAPS: ETHICAL RELATIVISM | make decisions on personal values/beliefs |
| ETHICAL TRAPS: LOYALTY SYNDROME | decisions based upon loyalty to supervisor,friend,leader |
| ETHICAL TRAPS: WORRY OVER IMAGE | decisions based upon how it will impact individual |
| ETHICAL TRAPS: DRIVE FOR SUCCESS | win at all cost decision making |
| ETHICAL TESTS: | shame test community test legal test situation test consequences test god test |
| MC03: FEEDBACK | active communication process where you evaluate or judge subordinate performance -promote a change in behavior -reinforce present performance |
| ENLISTED EVALUATION SYSTEM: | -what subordinates are supposte to do -how they are suppose to do it -subordinates do or perform -supervisor records what the subordinate does |
| COUNCELING | type of communication used to empower subordinates to achieve goals -guides subordinate toward appropriate changes in behavior -two way communication |
| SITUATIONAL COUNCELING | event oriented; reactive in nature, occurs during or after situation |
| PERFORMANCE/PROFESSIONAL GROWTH COUNCELING | proactive in nature; occurs in preparation for future events -planning for short/long term goals |
| COUNCELING GUIDELINES: OUTLINE | make it easier to conduct and are more productive |
| COUNCELING GUIDELINES: ENVIRONMENT | councel in area free from distractions |
| COUNCELING GUIDELINES: LENGTH OF SESSION | depends on situation; keep to 60m or less |
| COUNCELING GUIDELINES: INFORM COUNCELEES | tell councelee why, when, and where |
| COUNCELING GUIDELINES: PLAN OF ACTION | focus on specific behaviors the councelee needs to improve |
| COUNCELING APPROACHES: DIRECTED/SUPERVISOR CENTERED | you do most of the talking and tell subordiante what needs to be done |
| COUNCELING APPROACHES: NON DIRECTED/SUBORDINATE CENTERED | center on subordinate; help sub by providing required info to make informed decision |
| COUNCELING APPROACHES: COMBINED | subordinate and supervisor share responsibility for the sessions successes -positive impact on relationship by creating trust |
| SUBORDINATE CENTERED COMMUNICATION | active listening- give full attention responding -use appropriate gestures/eye contact questioning -get sub to think silence - silence for short period is good way to get people to open up |
| INTERPERSONAL COMMUNICATION | two way communication; face to face; exchange of verbal and nonverbal signals |
| FACTORS INFLUENCING COMMUNICATION: KNOW YOURSELF | - concious of your tendencies and adjust accordingly monitor actions - self monitoring our ability to detect appropriate social behaviors preception checking - always two sides |
| FACTORS INFLUENCING COMMUNICATION: KNOW OTHERS | -more we know about subordinates the better -temperament vs strengths |
| FACTORS INFLUENCING COMMUNICATION: THE MESSAGE | -what we say -how we say it |
| FACTORS INFLUENCING COMMUNICATION: THE SITUATION | |
| FACTORS INFLUENCING COMMUNICATION: THE SETTING | |
| BARRIERS TO COMMUNICATION: COMPETETIVE INTERRUPTING | aggressive and serves to dominate conversation |
| BARRIERS TO COMMUNICATION: CONTENT ONLY RESPONSE | meaning can be taken different ways |
| BARRIERS TO COMMUNICATION: TRANSLATE | turn into ones own language; usually text |
| BARRIERS TO COMMUNICATION: INTERPRET | explain or tell the meaning of; verbal |
| COUNCELING SESSION: PRE SESSION | DIAGNOSING PREPARING |
| COUNCELING SESSION: SESSION | OPENING SKILLS ATTENDING RESPONDING RESOLVING CLOSING SUMMARIZE SESSION GIVE TIMEFRAME |
| COUNCELING SESSION: POST SESSION | FOLLOW UP BY GIVEN TIMEFRAME |
| OA3: Culture | shared set of traditions, belief systems, and behaviors |
| worldview | how we see or the world see's us; |
| Values that affect worldviews | power, achievement, selfdirection, universalism, tradition,conforming,security |
| High Context | societies or groups where people have close connections over long periods of time (Asia, China, Japan) |
| Low Context | societies where people have many connectins, but shorter durations of time (Europe, U.S.) |
| Cross Cultural Competence (3C) Model | KNOWLEDGE - understand basic concepts MOTIVATION - positive attitude toward cultural differences LEARNING APPROACHES - analyze and draw conclusions from cultural data |
| Cross Cultural Skills COMMUNICATE NEGOTIATE RELATE | exert a positive influence on our partners influence others to help you achieve mission success |
| UM04 Followership | one in the service of another; provide feedback and give advice to leaders -perform independently -critical thinking -innovative and creative |
| Qualities of Effective Followership | SELF MANANGEMENT - decide what role to take COMMITED - strive to excel COMPETENT - build competence and focus effort INTEGRITY - willingness to tell truth INITIATIVE - motivation and determination |
| Feedback | offer or suggest information |
| Advice | opinion or recommendation |
| Professional Leadership Areas: | SELF AWARENESS - know yourself VALUES AND PRINCIPLES - know deeply held values; adhere to ethical principles MOTIVATIONS - know what motivates self and others SUPPORT TEAM - recognize support team INTEGRATED LIFE - know how to integrate and balance li |
| Diagnosing, Adapting, Communicating (DAC): Diagnosing | steps taken to determine what is going on in an organization |
| Morale | enthusiasm and dedication |
| Espirit de corps | loyalty, pride |
| Discipline | prompt execution of orders |
| Proficiency | ability to perform mission |
| Accessing Environment: | Resources available to accomplish mission? Leader actions appropriate to people fulfilling their responsibilities and developing professionally? |
| Adapting | adjusting in order to act on what you learned from Diagnosing APPROACH - method used when dealing with something |
| Leadership styles: | AUTHORITARIAN, COUNTRY CLUB, IMPOVERISHED, TEAM LEADER |
| Communicating | listening, explaining instructins, justify recommendations and decisions |
| Develop Airmen: | aspirations personality self concept self efficacy attitudes and values |
| Development Plans | -set up the plan -go over capabilities and development needs -identify and secure resources needed to allow subordinate to fulfill job roles - monitor and check progress against milestones or deadlines |
| Leadership Power: Position | aspect of authority and responsibility in organization |
| Types of Positional Power | COERSIVE - perceived ability to provide sanctions or consequences for not performing CONNECTION - association w/people of influence REWARD - offer rewards LEGITIMATE - cannot decrease/increase this power; comes from title, role, or position in org |
| Leadership Power: Personal | how followers respect, feel, or how committed to leader |
| Types of Personal Power | REFERENT -based on leaders personal traits INFORMATIONAL -leaders access to data/information EXPERT - power through education, experience, or job knowledge |
| Motivational Theories: ABC's of Behavior BF Skinner | Antecedents (prior events) Behavior (observable behavior) Consequences (reward or punishment) -person will change behavior based on consequences |
| Motivational Theories: X&Y Theory Douglas McGregor | Theory X: most people want to be directed -tend to direct, control, micro manage Theory Y: most people are not lazy and just need motivation -supportive and facilitating |
| Hierarchy of Needs Maslow | basic needs have to be fulfilled first before individual will be productive (hunger, shelter, saftey) |
| Expectation Theory Herzberg | hygiene factors: money, training, saftey,supervisors -environmental needs Motivation: seen as rewards or bonuses |
| Motivational Profile Theory: McClelland | Achievement Power Affiliation |
| Contemporary Motivation: Membership Level: | give time to org out of dependance meet minimum standards do not get involved complaints are self centerd |
| Contemporary Motivation: Performance Level | may or may not be fearful of consequences needs and desires are still being satisfied more involved w/workcenter complaint about saftey,resource,awards |
| Contemporary Motiviation: Involvement Level | performing for own reason motivation comes from within produce quality work enjoy what they do |
| Rewards: System Level | perform at the standard; receive award for being member of organization |
| Rewards: Supervisory Level | go beyond standard; include praise; public recognition, time off, bonus pay |
| Rewards: Personal Level | rewards come from within personal awards |
| Supervisory Responsibilities as releated to Rewards | -move people from member level of commitment to higher levels - ensure subordinates meet standards and receive system level awards |
| Resource Stewardship: Personnel | appropriate amout and mix of skilled qualified individuals to meet ongoing future missin requirements |
| Resource Stewardship: Finaancial | resource required to procure material, energy, info, and technology to accomplish mission |
| Resource Stewardship: Material | physical goods required by personnel to complete assigned duties |
| Resource Stewardship: Warfare | procuring, maintaining, and updates were related materials are a top military priority |
| Resource Stewardship: information and technology | rely heavily on communication capabilites on todays information systems |
| Resource Stewardship: energy | critical force that powers business, manufacturing, and transport of goods |
| Resource Stewardship: time | considered most valuable and precious resource |
| Resource Stewardship: Manpower (organization structure) | functinality of organization specifically activation, incactivation, redesignation, and reorganization |
| Resource Stewardship: Manpower (program allocation and control) | unit manpower document and funded/unfunded positions |
| Resource Stewardship: Manpower (requirement determination | centered around authorization change request (ACR) to propose changes to a unit manpower document |
| Resource Stewardship: Manpower (performance management) | concentrates on programs to increase workforce efficiency and organization lost effectiveness |
| Purpose of Discipline | enables individual to pursue what is best around them, their unit, and the AF. - operate faster than enemy to achieve desired results -enables leadership to stop undesired behavior quickly and to maintain or increase unit effectivenes |
| discipline | training to produce a specific character or pattern of behavior |
| military discipline | founded on respect for and loyalty to properly constitutional authority |
| imposed discipline | enforced obedience to legal orders and regulations |
| prudence first justice second | take into account all factors before handing out justice |
| self discipline | willing and instinctive sense of responsibility that leads us to do whatever needs to be done |
| task discipline | requires a strong sense of responsibility in performing our jobs to the best of our ability |
| group discipline | several people work effectively as a team and each member pulls their own weight; deny personal preferences for the good of the unit |
| unit discipline | ready subordination of an individuals will for the good of the unit |
| preventative/prevention | actions designed to keep someone from doing something undesirable |
| purpose of adverse admin actions | improve, correct, and instruct those that depart from standards of performance |
| Discipline Model: Prevention | -prevent behaviors that are detrimental -set clear standards -establish rapport -establish climate of accountability |
| Discipline Model: Effective Communication | -formal and informal feedbacks are methods -allow for clear lines of communication -direct mission acccomplishment -keepl lines of comm open between subordinate and supervisor |
| Discipline Model: Correction | -use Progressive Discipline Process tools: -feedback -verbal and written counceling - unfavorable information file (UIF) -control roster -admin demotions |
| Discipline Model: Punishment | -commander only Purpose: to correct and rehabilitate those who repeately or greieveoulsy violate standards |
| Progressive Discipline Process: (PDP) Three steps: | 1. establish standards 2. monitor 3. apply PDP -determine infractions distance on Line of Accountability -draw a line horizontally toward discipline tool that is appropriate |
| counceling types: | -Informal, formal, and referral |
| Admonishment | verbal or written; appropriate when counceling fails; LOA's are almost excusively used for officers due to LOR's would end an officers career |
| Unfavorable Information File (UIF) | -maintained by commanders support staff -can exist for one year, and up to several years depending on type of documents |
| Control Roster | -most serious admin action -establish 6mo observation period |
| Article 15 | -NCO's make recommendations to commanders as they should know their Airmen best -goal is to rehabilitate offender |
| Basic Rights of Accused | 1. Presumption of Innocence 2. Protection from Self Incrim. 3. Pretrial Investigation 4. Representation of Councel 5. Fair and Impartial Trial 6. Right of Appeal 7. Former Jepardy |
| Full Range Leadership Development: Trait Theory | focuses on personal characteristics and innate qualities -referred to a Great Man/Woman Theory -influenced by intelligence, self confidence, determination, integrity **leaders are born/not made** |
| psychodymanic theory | personality based approach to leadership; followers and leaders are drawn to their roles; achieve success in these roles based upon personality type - goal is for people to understand themselves |
| skills theory | focus on leaders who are emotionally intelligent and can successfully solve problems -centers on emotional awareness and control of emotions |
| style theory | focus on two types of leadership - task/production oriented --initiate structures and paths for followers to perform -relationship oriented --foster good relations between leader and followers |
| Situational Leadership Theory: Directive (D1) | make and enforce decision -low competence and low commitment |
| Situational Leadership Theory: Coaching (D2) | present ideas and ask for input -low competence and some commitment |
| Situational Leadership Theory: Supportive (D3) | soliciting solutions and make decisions based on input - high competence and low commitment |
| Situational Leadership Theory: Delegating (D4) | follower makes decisions within limits set by leader -high competence and high commitment |
| Contingency Theory: | - match specific leader to a situation |
| Path Goal Theory | once leader assesses followers; chooses one of four behaviors: supportive, directive, participative, achievement oriented |
| Leadership Memeber Exchange (LMX) | leader develop specialized relationships with followers instead of treating their followers the same. -ingroup (special treatment) -outgroup (no preferential treatment) |
| Authentic Leadership Theory | effective leaders are true to themselves and others; positive psychological states and adhere to strong morals and values |
| Full Range Leadership Development: | leader, follower, situation |
| leader | someone who influences others to achieve goals |
| follower | someone who chooses to follow a leader because of leaders character, vision, or abilities |
| situation | relative position or circumstance at a certain moment or unusual state of affairs |
| Laisse Faire | view development of subordinates as someone elses problem, and demonstrates laziness |
| Management by Exception (MBE-P) Passive | -if it isnt broke dont fix it - reactive in nature |
| Management by Exception (MBE-A) Active | -structured system with detailed instructions -used in life or death situations |
| Transactionlal Leadership and Contingent Reward | -form sort of contract -constructive transaction between leaders and follower |
| Skinners Operant Conditioning Theory | -observable influences lead to ones behavior -learning occurs through rewards and punishment for behaviors |
| McClelland Need Theory | need for achievement need for affiliation need for power |
| Intrinsic/Extrinsic Motivation Theory | -intrinsic: driven by positive feelings(internal) -extrinsic: drives people to do things to attain a specific goal/outcom(external) |
| Leadership Behaviors: | -set goals for and with followers -suggest pathways to meet performance expectations -actively monitor progress and provide supportive feedback -provide reward when goals attained |
| Transformational Leadership | based upon ability to influence and transform others: 1. Individual Consideration (caring) 2. Intellectual Stimulation (thinking) 3. Inspirational Motivating (charming) 4. Idealized Infuence (influencing) |
| Change Management: adaptability | ability to adjust self to changed, unexpected situations by actively seeking information and demonstrate openess and support of different ideas: |
| cognitive flexability | ability to use different thinking strategies |
| emotional flexability | vary your approach to dealing with your own emotions and those of others |
| dispositional flexibility | ability to remain optomistic and the same time realistic |
| change management | proactive coordinated and structured period of transition from one situation to another |
| change sponsor | initiate change because they have the power to determine why when and how |
| change agents | responsible for implementing change initiated by sponsor |
| change target | key players who actually undergo the change |
| Janssens Model of Change: 4 Stages | 1. Comfort 2. Denial 3. Confusion 4. Renewal |
| Mayo's Levels of Change: | 1. Knowledge 2. Attitudes 3. Individual Behavior 4. Group Behavior |
| Change Cycles: Two Cycles | Directive Change Cycle: top down; change imposed by external force -good for rapid change Participative Change Cycle: (bottom up)implemented when new knowledge is made available to ind/group |
| Change Process: | Unfreezing, Changing, Refreezing |
| Reaction to Change: (Diffusion of Innovation) | 1. Innovators 2. Early Adoptors 3. Early Majority 4. Late majority 5. Laggards -focus on early majority first ans it will help bring change |
| positive stress | known as eustress |
| negative stress | known as distress |
| Sources of Stress: Organizational Factors | task demands, role demands, interpersonal demands, organizational structure, organizational leadership |
| Sources of Stress: Individual Factors | family, personal relations, money, discipline problems with children |
| Consequencers of Stress: Physical(Body) | changes in metabolism, increased heartrate, blood pressure, breathing, headaches |
| Consequences of Stress: Psychological (Mind) | job dissatisfaction is the most obious psychological stress, tension, anxiety, irratability, boredom |
| Consequences of Stress: Behavioral Symptoms (Actions) | changes in productivity, absene, and turnover, changes in eating habits, consumption of alcohol, rapid speech, sleep disorders |
| Dealing With Stress | 1. Time Management 2. Physical Exercise 3. Relaxation Training 4. Social Support |
| Full Spectrum Military Ops | joint military structure achieves control over all elements of battlespace |
| Full Spectrum Military Ops: Four Elements | 1. Military Theory 2. Principle of War 3. AF Doctrine 4. US Strategy(National Security Strategy, National Defense Strategy, National Military Strategy) |
| unlawful discrimination | based on color, race, age, sex |
| personal discrimination | indiv actions taken to deprive a person of a right |
| systemic discrimination | action taken by an institution or system through policy or procedure |
| sexual harassment | unwelcome sexual advances, request fo rsexual favors |
| Negotiating | process involving two or more people or groups who hold different opinions |
| Conflict Management: Sources of Conflict | 1. Worldview 2. Communication(lack of) 3. Personal Behavior 4. structural (size, participation, roles) 5. Interests |
| High Context | group or culture with close connections with one another for a long time |
| Low Context | group or culture where connections have not existed as long between members -rule oriented -task centered |
| Variables for Managing Conflict | Who (who are you dealing with) Stakes (what do you stand to gain) Situation (how critical is the situation) |
| Five Conflict Management Styles: | 1. Competing (Forcing) 2. Collaboration 3. Compromise 4. Accomodating 5. Avoiding |
| Competing (Forcing) | attempt to threat or overwhelm opponent with authority or power |
| Collaborating | attemt to satisfy concerns of both sides (win/win) |
| Compromise | -strives for partial satisfaction of both parties (lose/lose -both sides lose something) |
| Accomodationg | giving in to anothers wishes |
| Avoiding | person implies they will be neutral |
| Negotiating Categories: | Distributive -resources are limited; hardball tactics Integrative -acknowledge that resources have to be distributed, trust building measures are pursued |
| Readiness | capacity of both parties to conclude it is in their best interests to negotiate an agreement |
| Ripeness | timing is critical to successful negotiations |
| Cooperative Negotiation Strategy | concentrates on problem, process, and relationships |
| Best Alternative to a Negotiated Agreement (BATNA) | plan B or alternative |
| 5 Steps of Cooperative Negotiation Strategy (CNS) Process | 1. Position (what you want) 2. Interest (motivation factor) 3. BATNA 4. Brainstorming 5. Solution -Steps 1-3 Planning 4-5 Negotiating |
| Continuous Improvement: (AFSO21) | 1.increase productivity 2.increase critical equipment 3.improve response time 4.sustain reliable operations 5.improve energy efficiencey |
| Continous Improvement: Three Levels of Priority | 1. Just do It (quick fix) 2. Rapid Improvement Events (RIE) -1 week to define and implement 3.High Value Initiative (HVI) -significant returns - 4-6mo to implement and define |
| decision making | mental process that results in the selection of a course of action |
| Two System Approach to Decision Making: | System 1:Reactive Thinking, quick,familiar, relies on situational queues System 2:(Relective Thinking) -deliberate, analytical, procedural,critical thinking Note:have to use system 2 before using system 1 (experience before action) |
| Kepner-Tregoe Problem Solving: Four Processes | 1. Situational Appraisal 2. Problem Analysis 3. Decision Analysis 4. Potential Problem Analysis |
| Decision Analysis | systematic procedure based on thinking patterns tha twe use when making choices |
| Decision Analysis (4 Steps) | 1. Decision Statement 2. Determine Objectives 3. Locate Alternatives 4. Risk Analysis |
| Problem Solving 8 Step Process: | 1. Clarify and Validate Problem 2. Break Down Problem 3. Set Improvement Target 4. Determine Root Cause 5. Develop Countermeasures 6. See Countermeasures Through 7. Confirm Results 8. Standardize Successful processes |
| Problem Solving 8 Step Process: (OODA) | Observe (look at situation and form theories) Orient (gather data and facts) Decide (Develop Solutions to address problem) Act (implement and evaluate Solution) |
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ventrian99
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