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| Explain the differences between hearing and listening. (CS-8 | Hearing – The physical act of receiving sound; Listening – Selective active process of receiving, attending to, understanding, evaluating, and responding.
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| Define effective listening and the five steps of the listening process. (CS-8 | Selective active process of receiving, attending to, understanding, evaluating, and responding; Receiving – hearing; Attending to – paying attention; Understanding – assigning meaning; Evaluating – agreeing or disagreeing; Responding action-verbal or non.
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| Describe the 10 most common listening problems. (CS-8 | Uninteresting topics; Speaker’s delivery; Over stimulation by the message; Listening for facts; Outlining everything; Faking attention; Distractions; Avoiding the difficult; Emotional words; Wasting the speed differential.
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| Explain the seven-step process for improving listening ability. (CS-8 | Be conscious of your listening behavior; Motivate yourself to listen; Prepare yourself to listen; Control your reactions; Work at listening; Listen for ideas; Concentrate on the message
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| Describe the right to freely exercise religion. (LS-3 | First Amendment Constitutional right to observe the tenets of respective religions as long as it does not have an adverse impact on military readiness, unit cohesion, standards, or discipline
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| State the importance of religious diversity. (LS-3 | In essence diversity is strategy for achieving mission excellence
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| Describe the Air Force guidelines concerning free exercise of religion. (LS-3 | Religious accommodation requests should be approved unless approval would have a real, not theoretical, adverse impact on military readiness, unit cohesion, standards, or discipline
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| Identify the appropriate referral agencies for religious issues. (LS-3 | Chain-of-Command 4religious accommodation; Chaplain Service 4guidance &subject matter expertise; Equal Opportunity Office 4discrimination complaints; Judge Advocate General Office 4interpretation of legal rights; Inspector General 4issue investigation.
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| Summarize the idea of respect for other beliefs or non-beliefs. (LS-3 | Respecting someone’s beliefs or non beliefs is not condoning or condemning; just respecting rights.
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| Explain how self-control and self-discipline relate to beliefs or non-beliefs. (LS-3 | Respecting someone’s beliefs or non beliefs is not condoning or condemning; just respecting rights.
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| Summarize how tolerance will not allow the mistreatment of members because of beliefs or non-beliefs. (LS-3 | USAF will conduct its affairs free from unlawful discrimination, equal opportunity for all irrespective of age, race, religion…etc. If found USAF will take immediate action.
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| Describe what defines stress, and how it impacts the work environment. (LS-4 | An environment filled with reinforcing or opposing forces (stressors) that either stimulate or inhibit performance
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| Explain the various reactions to stress. (LS-4 | Alarm – Fear or depression; Resistance – results from long term alarm. Rage against the stressor; Exhaustion – when you are physically and emotionally drained from stress
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| Describe various coping strategies. (LS-4 | Enactive – Create a non-stress environment (Permanent/long time to implement); Proactive – increase resiliency (Long term/moderate time to implement); Reactive – Short-term fix (Short term/immediate implementation)
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| Explain time management techniques to alleviate stress. (LS-4 | Hold routine day-end meetings; Hold short stand-up meetings; Set meeting time deadlines; Cancel light-agenda meetings; Set agenda; Stick to it; Keep track of time
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| Define the concept of resiliency. (LS-4 | The ability to withstand, recover and/or grow in the face of stressors and changing demands.
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| Identify activities that support the four domains of total human wellness. (LS-4 | Physical – Food/Rest/Exercise; Mental – Breaks/positive self esteem; Social – Talk to friends/family, be a wingman; Spiritual – maintain sense of purpose, strengthen faith
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| Summarize the elements of resiliency. (LS-4 | Effective problem solving; Reenergizing; Positive Orientation
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| Describe the benefits and potential problems of a diverse workplace. (LS-5 | Benefits:Creativity, Broader range skills, Better service 2diverse customers, Ability 2recruit best talent; Problems:Under/over protection of women, minorities, others, Different consequences 4same actions, Language barriers, Failure 2train &coach/mentor
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| Explain the importance of managing diversity in the military. (LS-5 | Military mirrors civilian population, reduce discrimination, Increase productivity and chances of mission accomplishment using varied abilities/differences
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| Differentiate among the four stages of group growth. (LS-6 | Forming: acquaintance stage, trust/purpose is formed; Norming: cohesion/unity/expectations become goals; Storming: conflicts feelings/behavior (ie. testing boundaries); Performing: conflict management, constructive self change, capitalize on strengths
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| Describe the differences between groups and teams. (LS-6 | -Teams: common goals/task, strong sense of identity, specialized roles, interdependence; -Group: lacks organization
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| Identify the characteristics of effective teams. (LS-6 | -defined mission, task, objective, or function; -cooperation and communication; -interdependence
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| Identify the principles of effective teams. (LS-6 | -trust and confidence; -delegation and empowerment; -cooperation; -participation; -respect; -clearly defined roles; -dedication and commitment; -loyalty; -communication; -clarity of goals
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| Explain the purpose, application, and scope of Air Force Doctrine Document (AFDD)1-1. (LS-8) | Purpose: est doctrinal guidance 4leadership &force developmt; App: applies 2all members of AF (actve/reserve/guard/civilian); Scope: baseline 4AF leadrs, essential 4success in rapid response Ops, proper uses of air/space in military Ops, guidance 4judgmnt
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| Describe the fundamental elements of Air Force leadership. (LS-8 | Mission first; people always
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| Summarize the components of Air Force leadership. (LS-8 | -AF core values; -Leadership competencies (ie: personal, people/teams, institutional); -Leadership actions (ie: communicate, motivate, standards, decisions, develop/train)
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| Describe the behavioral tendencies characteristic to each dimension of the DiSC model. (LS-9 | Dominance–wants 2b in charge,new opps,takes risk; Influence–wants 2b involved w ppl, wants2 have fun, wants to talk things out &avoids details; Steadiness–wants every1 2do their share,likes 2b involved; Conscientiousness-wants accuracy, system, standards
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| Determine appropriate methods of relating to others based on behavioral tendencies. (LS-9 | Dominance–respect need for authority, be clear/2point, let them initiate,show competence, stick2topic; Influence–relax,informal,let them verbalize thoughts; Steadiness–b logical/appreciate/let adapt slowly; Conscientious-show dependable/clear expectations
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| Distinguish between the five needs in Maslow’s hierarchy. (LS-10 | -Survival; -Safety; -Belonging; -Esteem; -Self Actualization
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| Identify ways to motivate people using Maslow’s needs theory. (LS-10 | -only relatively unsatisfied needs are capable of motivating people; -a lower level need must be met first before a higher one can be met
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| Distinguish between McGregor’s three motivational approaches. (LS-10 | -Theory X: external motivation; -Theory Y: internal/self motivation. (Hard Approach: coercion and Tight controls over behavior; Soft Approach: manipulation, Satisfying People's Demands and Achieving Harmony)
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| Identify ways to motivate people using McGregor’s theory Y approach. (LS-10 | -recognition; -meet needs; -don’t make empty promises; -good role model; -remover road blocks; -make tasks clear
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| Explain Kelley’s Two-Dimensional Model of Follower Behavior. (LS-11 | -Passive/Dependent: “sheep”, lacks initiative; -Active/Dependent: “conformist”, the yes man; -Middle: “survivor”, mediocre performer; -Passive/Independent: “alienated”, critical without support; -Active/Independent: “effective follower”, ideal follower
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| Identify the characteristics of the effective follower. (LS-11 | -Exemply core values; -Decision making; -Communication skills; -Commitment; -Problem Solving; -Organizational understanding; -Flexibility; -Competence; -Courage; -Enthusiasm
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| Describe the five personal conflict management styles. (LS-12 | -Forcing: hi assertiveness/low cooperation; -Accommodating: low assertiveness/high cooperation; -Avoiding:low assertiveness/low cooperation(wrst); -Compromising: medium assertiveness/medium cooperation; -Collaboratng:hi assertiveness/hi cooperation(best)
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| Assess a situation and decide whether a particular conflict management style is appropriate. (LS-12 | FORCE-Enforce unpopulr decisions, strongly believe ure right,crisis. ACCOM-Relationship's more imp than issue; other party's need/pwr> own; issue isnt vital. AVOID:Stakes low; relationships strong. COMPROMISE:no simple soluSn. COLAB: majr issue wrk2gether
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| Given a scenario, identify the concepts of conflict management used to successfully accomplish the mission. (LS-12 | -diagnose sources of conflict and circumstances; -select appropriate conflict management strategy; -implement the strategy; -see the strategy through to success
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| Identify sources of conflict. (LS-12 | -Personal Conflict; -Information Deficiencies; -Role Incompatible; -Environmental Stress
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| Explain the AFSO21 philosophy (LS-14 | -establishment of CPI a environment where Airmen are actively reducing waste and improving processes
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| Identify AFSO21 roles and responsibilities. (LS-14 | Senior AF Leaders–Set the context4 all improvement efforts&their relevance2 AF mission areas &processes; Commanders-Expected 2organize &lead process imp efforts w/i their command authority; AF level office responsible 4 devel&maint of AFSO21 methods&tools
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| Summarize methods of continuous process improvement. (Lean & Six Sigma) (LS-14 | Lean – focuses activities on eliminating waste and maximizing/generating resources to satisfy other requirements; Six Sigma – increases efficiency by statistical process control (3.4 defects per million opportunities)
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| Identify the steps in the eight-step problem solving process. (LS-15 | Clarify and Validate the problem; Breakdown the problem and Identify Performance Gap; Set Improvement Targets; Determine Root Cause; Develop Countermeasures; See Countermeasures through; Confirm results and process; Standardize successful processes
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| Explain the concepts of efficiency and effectiveness as they relate to management. (LS-16 | Efficiency – Minimizing resource costs; Effectiveness – Accomplishing the mission
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| Identify the four basic management functions. (LS-16 | Planning–Defining goals &makng a plan; Organizng–determine tasks, est structure, allocate resources, develop procedures; Leading–Motivatng, direct activities, resolve conflicts; Controlling–Monitor performance, compare w standards, apply corrective action
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| Differentiate between the three primary roles of managers. (LS-16 | Interpersonal – figurehead, leader, liaison; Informational – monitor, disseminator, spokesperson; Decisional – entrepreneur, disturbance handler, resource allocator, negotiator
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| Explain the universality of the manager’s job. (LS-16 | Level in the organization; profit vs. not-for-profit; size of organization; transferability across national borders; making decisions and dealing with change
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| Identify examples of general and specific managerial skills. (LS-16 | General–Conceptual–mental ability 2coordinate interest/activities, Interpersonal–understand/motivate others, Technical–Use tools procedures&technques, Political–estab connections; Specific–Orgnizng &coord,handle info,provide growth,solve conflcts,motivate
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| Describe task and relationship behavior. (LS-17 | Task - clearly telling people what, how, when, closely supervising performance; RELATIONSHIP: listening to people, providing support and encouragement, facilitate involvement in problem solving and decision-making
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| Describe each leadership style in the Situational Leadership Model. (1&2 of 4) Telling and selling (LS-17 | Telling(S1)–(High task, low relationship) Solves problem/ makes decisions, directs and guides follower; Selling(S2)–(High task, high relationship) two-way communication, employs persuasion, still makes decisions, explains actions;
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| Explain how to assess followers’ performance readiness. (LS-17 | Ability: task knowledge, skills, experience; Willingness: confidence, commitment, motivation
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| Describe each performance readiness level in the situational leadership model. (LS-17 | R1 – Unable and unwilling, insecure; R2 – Unable but willing; R3 – Able but unwilling; R4 – Able and willing (ready to achieve)
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| Identify the “ultimate” and “direct” sources of an officer’s authority. (LS-21 | ULTIMATE: Stems from the Constitution; DIRECT: comes with the authority granted by the president
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| Identify the types of officer authority. (LS-21 | Legal – spelled out in directives; Moral – judgment/decision based on morals/values
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| Identify an officer’s responsibilities. (LS-21 | In order of importance. Mission; Higher headquarters; Collateral Units; Unit Welfare; Individuals; Yourself; Act Decisively; Community
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| State Locke’s general principles embodied in the US Constitution. (PA-4 | -Equality; -Natural Law/Rights; -Social Contract
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| List ways to amend the US Constitution. (PA-4 | -PROPOSAL: -2/3s vote of house and senate; -national convention called by congress at the request of a 2/3s majority of the states legislatures; -RATIFICATION: -3/4s state legislatures; -special conventions called by 3/4s of the states
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| Describe the five parts of the Declaration of Independence. (PA-4 | -Introduction: declares causes; -Preamble: declares principles; -Body Part 1: evidence of abuses; -Body Part 2: conditions for necessary independence; -Conclusion: absolved from English allegiance
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| Describe the three overarching characteristics necessary for the development of the military profession according to Samuel P. Huntington. (PA-6 | Expertise – learned through education and experience; Responsibility – practicing expert, working in a social context, and performing a service; Corporateness – A shared sense of belonging among professionals
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| Explain why the United States has its officers take an oath to support and defend the Constitution. (PA-6 | Pledge to the rule of law, the foundation of our country; not a person, idea or party.
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| Explain the country’s expectations of its officers. (PA-6 | Patriotism, honor, integrity, competence, self-sacrifice, and loyalty to serve above all else.
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| Summarize how the Airman's Creed is pertinent to you as an Air Force Officer. The Creed acts as a good road map for our day to day lives. YOU are the thread that connects the USAF Core Values, Culture, Warrior Ethos and Heritage together. | The Creed acts as a good road map for our day to day lives. YOU are the thread that connects the USAF Core Values, Culture, Warrior Ethos and Heritage together.
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| Distinguish correct courses of action in accordance with the Code of Conduct. (PA-10 | Follow the code of conduct Articles 1-6.
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| Summarize the relationship of warrior ethos to the Airmen’s Creed and the Code of Conduct. (PA-10 | -commitment to developing, demonstrating, and adhering to a warrior ethos will enable us to effectively defend our freedom and our way of life to keep allegiance to one another and server with honor
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| Identify the significance of articles 2, 7, and 31 of the UCMJ. (PA-11 UCMJ | Article 2- Everyone in the military is subject to the UCMJ; Article 7 – Officers can apprehend anyone subject to the UCMJ; Article 31 – same rights as 5th amendment (right against self-incrimination), requires the suspect is read his rights.
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| State the purpose of the Air Force complaint programs. (PA-12 | Indicate where command involvement needs to correct systemic, programmic, or procedural weaknesses.
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| State the importance of initially using the chain of command to resolve complaints. (PA-12 | "Following the chain of command is the best avenue in trying to resolve complaints. Complaints normally do not travel at government expense to present a complaint."
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| Identify the goal of Fraud, Waste and Abuse (FWA) Program (PA-12) | Preventing FWA through detection and prosecution; “preventing loss of resources”
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| State an individual’s responsibility concerning the FWA Program. (PA-12 | To report FWA situations
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| State an avenue available in the Air Force to effect change. (PA-12 | Innovative Development through Employee Awareness (IDEA)
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| State the three enduring truths that describe the fundamental nature of war. (WS-1 | War is an instrument of national policy; War is a complex and chaotic human endeavor; War is a clash of opposing wills
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| Define war according to Clausewitz. (WS-1 | War is nothing but a duel on an extensive scale…Each strives by physical force to compel the other to submit to his will
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| Identify the basic themes of war. (WS-1 | Combination of politics and violence; War is policy; War is the continuation of politics with other means
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| Differentiate among the four viewpoints on war: Pacifism, Realism, Holy War, and Just War Theory. (WS-1 | Pacifism – War is bad, avoid it; Realism – War just happens, it is not moral nor immoral; Holy War – If war happens, it is by God’s command, so it is always moral; Just War – You should only go to war when it is morally justified. Avoid killing innocents
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| List the three factors that dominate war. (WS-1 | Fog, Friction, and Chance
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| Describe the evolution of warfare according to Alan Beyerchen’s taxonomy of four world wars. (WS-1 | Chemists(WWI)–Germany synthesized nitrates4 gunpowder; Physicists (WWII)–Atom bomb &wireless comm; Info Researchers(Cold War)–ability 2acquire info by US led 2Russian defeat; Social Scientists-cutural knowledge'll lead 2victory by capturing psycho-culture
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| Define Doctrine | Doctrine is a statement of officially sanctioned beliefs, war-fighting principles, and terminology that describes and guides the proper use of air and space forces in military operations.
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| State a primary reason a commander may be forced to depart from doctrine | Doctrine is a snapshot in time - a reflection of the thinking at the time of its creation. It must be updated to adapt to the future.
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| state how a nation determines its national objectives | (Vital national intrsts, major intrsts, peripheral) VI-an intrst the nation's unwilling2 compromise on/would go2war4. highest VI is survival; MI-if comprmisd can cause serious harm2nation; P-nation as whole is not particularly affectd by any given outcome
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| list in order the five steps in the strategy process | 1. Determining National Security Objectives, 2. Formulating grand national strategy; 3. Developing miltiary strategy; 4. composing operational strategy; 5. formulating battlefield strategy.
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| identify external factors that influence the strategy process. | threat, domestic politics, physical enviornment, economics, technology; leadership, culture/society, international politics, geography, doctrine, fog, friction, chance.
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| Define foreign policy. (WS-3 | -goals and guidelines that shape the conduct of American relations with other nations of the world
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| Define national security policy. (WS-3 | -protection of nations people/territories against physical assault, protection of vital economic & political resources; -foreign policy that includes concerns about the projection of national power , survival, and the well being of the state
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| Describe the three groups that form public opinion. (WS-3 | -Uniformed: non opinionated, little participation; -Informed: reactive opinions formed by news sources; -Effective: actively engaged people, seek to influence policy
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| Identify the main ideas of our foreign policies from 1776 to the present. (WS-3 | -Isolationism; -Imperialism; -Pacifism; -UN Cooperation; -Containment; -Post Containment; -Preemptive Strike; -National Renewal & Global Leadership
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| Identify the main ideas of each of our deterrent strategies. (WS-3 | -Massive Retaliation:nuclear arsenal; -Graduated Response:tactical placement of warheads; -Flexible Response: mutually assured destruction; -Realistic Deterrence:total force concept; -Contemporary Containment: armed resistance to communism, Regan Doctrine
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| Identify the role of the President | The president is the senior military authority in the nation and as such is ultimately responsible for the protection of the United States from all enemies, foreign and domestic
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| state the role of the armed forces policy council | The Armed Forces Policy Council advises the SECDEF on matters of broad policy relating to the armed forces but also considers and reports on any other matters that, in the opinion of the secretary, need attention.
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| define unified and specified command | Specified commands are normally composed of forces from one military service; Unified Commands comprise forces from two or more military services and falls under one commander.
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| list the primary missions and responsibilities of the combatant commands | Combatant commands ensure that US military forces actively shape the international environment and respond as needed across the full spectrum of crises.
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| State the function of the Secretary of the AF and the AF Chief of Staff. (WS-6 | Sec of AF–conducts admin affairs of the dept &is responsible2 Sec of Defense. Handles fiscal spending, production, procuremnt, &legal plans/programs; Chief of Staff–head of the AF. responsible to Sec of AF & for the efficiency &operational readiness of AF
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| Identify the functions of a major command and numbered air force. (WS-6 | MAJCOM–Performs specific duties organized w/i US ®ionally outside US; Numbrd AF (NAF)–Conducts op &warfightng acts. Ensurs readinss of assignd forces, prepares forces 4deplymnt &emplymnt, plans 4beddown of forces, &exercises op contrl of assignd forces
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| Identify the Air Force Core Competencies. (WS-6 | Developing Airmen; Technology to warfighting; Integrating operations
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| Identify the Air Force Distinctive Capabilities. (WS-6 | Air and Space Superiority; Information Superiority; Rapid Global Mobility; Global Attack; Agile Combat Support; Precision Engagement
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| State and define what the principles of war provide to Airmen. (1-4 of 9: Unity of Command, Objective, Offensive, and Mass)(WS-8) | Unity of Command–Air&Space is product of mult capabilities, 1mission & 1commander; Obj–Imp due to versatility of air&space forces; shapes priorities; Offensive–Air&Space power is best used as an offensive weapon; Mass–Effect of AF efficiency not just #s
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| List the tenets of air and space power. (WS-8 | -Should be centrally controlled and decentrally executed; -Is flexible and versatile; -produce synergistic effects; -Offers a unique form of persistence; -Must achieve concentration of purpose; -must be prioritized; -must be balanced
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| State how the tenets of air and space power complement the principles of war. (WS-8 | They provide more specific considerations for air and space forces
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| Describe the US Army’s initial reaction to the wright Brothers’ heavier-that-air flying machine. (WS-9 | Skeptical, not interested because of Langley’s failures
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| Define strategic bombing. (WS-9 | Strikes deep into enemy territory to destroy war making capabilities
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| List the major ideas espoused by Giulio Douhet. (WS-9 | -air power was supreme after WWI; -bombers would win all wars; land and naval forces would be defensive; -air weapons would be used against ports, railroads, and economic structures
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| State the Meaning of culture as defined by the Air Force Culture and Language Center. (WS-10 | The creation, maintenance, and transformation across generations of semi-shared patterns of meaning, sense making, affiliation, action, and organization by group
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| Summarize methods of continuous process improvement. (Theory of Constraints & business process reengineering) (LS-14 | Theory of Constraints–Philosophy &method 4addressing logical thinking, scheduling&controllng resources, &measurng performance; Business Process Reengineering–mngmnt approach examines a bus &its interactions &attempts 2imp efficiency of underlying process.
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| Describe each leadership style in the Situational Leadership Model. (3&4 of 4) Participating and Delegating (LS-17 | Participatng(S3)–(Lo task, Hi relationshp) follwr has ability &knowledge2complete task, leadr listns/builds confidnce. Control=followr; Delegatng(S4)–(lo tsk, lo relationshp) follwr makes decisns&imp. Leadr gets updates,supports,encourags risk takng&indep
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| Identify the significance of article 15 of the UCMJ. (PA-11 UCMJ) | Article 15 – Nonjudicial Punishment – For minor offenses. The offender can consult the ADC before deciding to accept NJP. Punishment can be reduction in grade, forfeiture of pay, restriction to base, extra duty, or other punishment.
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| Identify the roll of the secretary of defense | The SOD is the principal defense policy advisor to the president and is responsible for the formulation of general dfense policy and policy related to all matters of direct and primary concern to the DOD, and for the execution of approved policy
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| Identify the roll of the joint chiefs of staff | prepares plans &direction of Armed Forces. reviews plans &programs of unifid &specifid commnds, consdrs personnel &logistc requirmnts of the ArForces &est unifid doctrne. assigns logistic rsponsblties 2services, the formg of policies for traing& educatn.
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| Identify the functions of a wing, and group. (WS-6) | Wing – develops and maintains the capability to conduct or support warfare.; Groups - flexible units with the primary function of operations, maintenance , mission, support, and medical. Normally Full Colonels and there is normally 4 groups in a wing
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| Identify the functions of a squadron. (WS-6) | Squadron - fundamental units of USAF. It is the LOWEST FORMAL ELCHLON OF COMMAND and it’s the building block of the entire Air Force. Squadron commander’s control is limited and flight commanders help maintain squadron efficiency
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| State and define what the principles of war provide to Airmen. (5-6 of 9:Maneuver and Economy of Force)(WS-8) | Maneuver – places enemy in disadvantage. Air maneuver allows engagement everywhere and at any time; Economy of Force – maintain proper operational view. Do not take forces off primary objective to secondary objective at the expense of the primary
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| State and define what the principles of war provide to Airmen. (7-9 of 9: Security, surprise, and simplicity)(WS-8) | Security – Air and Space power vulnerable on the ground; Surprise – easier for Air Force because of global capabilities, can assist with surprise for other ground forces; Simplicity – can be complex, common equipment and understanding can simplify
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| Describe the elements of systematic decision making. | Observe: Current Situation & Form Theories, Orient:Set Improvement Targets & Determine Root Causes, Decide:Develop Solutions, Act:Implement & Evaluate.
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