Term
| According to the text, what are some characteristics of leadership? |
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Definition
| Leaders lead, indicating they're out in front and are being followed; leaders are not always on top; and leaders motivate others. Any characteristics listed int the skills and ablilities checklist |
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Term
| After completing the leadership assessment, what do you perceive to be your leadership strengths and weaknesses? |
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Definition
| List any strengths and weaknesses you found prevalent during your personal assesment survey |
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Term
| What measurment tools are available to assess leadership tasks. |
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Definition
| Scores of assessments, evaluations, tests, indices, surveys, etc... |
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Term
| In developing an effective time management plan, what two step plan can you use? |
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Definition
| Establish a "To Do" list and prioritize your tasks |
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Term
| Explain the A-B-C Priority system. |
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Definition
| This system requires you to categorize your tasks by level of importance. Items priortized as A are "have to do, must be accomplished today" items; B tasks are not quite as urgent; C tasks are nice to do, non time consuming, and simple to accomplish. |
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Term
| What is the key to prioritizing tasks? |
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Definition
| To establish and focus on the 20% of the "80-20" Rule |
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Term
| How does time management impact work center effectiveness? |
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Definition
| It leads to efficiency and increased productivity |
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Term
| Name a key element to keep in mind when organizing your desk or workstation. |
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Definition
| Don't concentrate so much on the "prettiness" of your desk; think, instead, about the level of organization a structured work area contributes to productivity |
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Term
| How can you use delegation as an effective time-saving technique? |
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Definition
| Delegation allows you to distribute a portion of your workload to others, usually to subordinates. You can delegate lower priority tasks (categories B and C) that are challenging and an enhancement to subordinate training. |
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Term
| What planning tools are available to help you manage your work center responsibilities? |
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Definition
| Calendars, planners, organizers, and PDA's |
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Term
| What is recognized worldwide as one of the biggest time-wasters? |
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Definition
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Term
| Regarding time management, how do we fulfill our responsibilities as NCOs and demonstrate our adherence to the AF Core Values? |
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Definition
| The effective application of time management techniques is a clear manifestation of our commitment to the Air Force Core Values. By properly managing our time, we make a positive impact on work center effectiveness |
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Term
| What programs should we be actively involved in to maintain a high degree of proficiency in our speacialty? |
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Definition
| Programs offered through education services, with special emphasis on career development courses and the CCAF programs |
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Term
| In meeting the objective of PME, how does time management help? |
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Definition
| Effective time management can improve our performance by helping to free up time that can be used to increase our knowledge about the AF as a profession and the role we play in it. |
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Term
| What is the definition of stress? |
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Definition
| Stress is the reaction or wear and tear our bodies experience to an external demand placed by our continually hanging environment; it has physical and emotional effects on us creating positive or negative feelings or behaviors. |
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Term
| What does GAS stand for and what are its three stages? |
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Definition
| GAS stands for General Adaptation Syndrome. The three stages are Alarm Reaction, Resistance and Exhaustion |
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Term
| What are the four variables related to the stress intensity level? Give an example of each varialbe. |
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Definition
| The four variables are (1) personal preception - an individual perceives a potential stressor such as public speaking; (2) social support - effective relationships buffer effects of stress as in testimonies from military members thanking their family for supporting them throughout their career; (3) locus of control - how people view their fate; people who believe they control their own destinies tend to view work situations to be less stressful; and (4) behavior or personality types A&B - Type A people aggressively struggle to achieve more in less time while type B's go with the flow. |
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Term
| What are the seven subcategories of organizational stressors? |
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Definition
| Job, role, environmental, interpersonal, leadership, and organizational structure and change stressors |
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Term
| What are the differences between role conflict and role ambiguity? |
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Definition
| Role conflict occurs when a person's job roles or responsibilities conflict with one another, often seen at intermediate levels of supervision. Role ambiguity occurs when an individual is not provided enough information about his or her role to properly perform the job |
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Term
| What is social density and how can it create stress in the workplace? |
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Definition
| Social density is an individual's requirement for personal space to feel comfortable. If this personal space (office space) is frequently violated because of overcrowding, stress can result. |
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Term
| What does organizational structure and change stressors stem from? |
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Definition
| From the level of decision making and the magnitude of rules and regulation |
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Term
| Why do extra-organizational stressors need to be addressed? |
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Definition
| If left undetected or addressed, extra-organizational stressors can build up and cause problems, either alone or in concert with organizational stressors |
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Term
| What are the three outcomes of distress? |
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Definition
| The outcomes may include any combination of physiological, psychological, or behavioral outcomes. |
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Term
| What is the most common behavioral reaction to sterss seen in the workplace? |
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Definition
| Alcohol consumption is one of the most widely recognized and probably the most common serious stress reaction. |
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Term
| How is an organization impacted from the behavior of personal stress? |
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Definition
| Personal distress can impact quantity and quality of work produced and result in abuse of equipment, waste of resources and supplies, low morale etc. |
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Term
| How is an organization impacted from the behavior of personal stress? |
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Definition
| Personal distress can impact quantity and quality of work produced and result in abuse of equipment, waste of resources and supplies, low morale etc. |
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Term
| What are the two goals of stress management programs and methods? |
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Definition
| To promote individual and/or organizational health and to minimize individual and organizational distress |
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Term
| What is the purpose of individual stress management methods? |
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Definition
| Individual methods aim at changing your view of potential stressors, altering the response pattern and treating specific problems caused by stress. |
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Term
| How does an individual accomplish overload avoidance? |
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Definition
| Identify and avoid busy work, delegate or empower when possible, learn to say no, and attempt to negotiate reasonalbe deadlines |
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Term
| What are organizational stress methods used for? |
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Definition
| Organizational methods are used to help members adjust to and manage those stressors which cannot be removed. |
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Term
| What are the benefits of increased subordinate involvment? |
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Definition
| Five potential benefits are a reduction in tardiness and absenteeism, improvement in supervisor subordinate relations, greater acceptance of change, greater ease in leading subordinates, and greater buy-in to decisions made. |
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Term
| What is the definition of discipline as it relates to the AF? |
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Definition
| Discipline is "A specific type or pattern of behaviors intended to ensure work center effectiveness and mission accomplishment brought about by a state of order and obedience." |
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Term
| How does discipline affect the AF culture? |
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Definition
| The impact can be either positive or negative. If you are part of a unit that experiences several disciplinary problems, mission effectiveness and team cohesion is endangered. If you are part of a well-disciplined unit, it is likely that the mission is being carried out with minimal problems; self-development and unit cohesion is taking place. |
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Term
| Why is the status of discipline important to the AF? |
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Definition
| The status of discipline could be compared to the pulse of a person. Disciplinary status makes a statement about the health of a unit and the individuals in the unit. Knowing the status of discipline in your unit will be good indicator to the supervisor what adjustments should be made |
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Term
| What is the purpose of the enlisted force structure? |
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Definition
| The purpose of the Enlisted Force Structure is to define the specific responsibilities for each rank, the relationship between each rank and how each rank fits into the organization, and the career progression through the enlisted ranks. |
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Term
| How does the enlisted force structure contribute to discipline in the AF? |
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Definition
| The Enlisted Force Structure lays the foundation for effective discipline. It provides guidance and direction for NCOs spelled out in the form of NCO general responsibilities. If the NCO fulfills these roles, he or she will be better able to establish and maintain control while, at the same time, taking care of the professional development of subordinates. |
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Term
| What is the supervisor's role in helping subordinates adjust to the military environment? |
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Definition
| The supervisor should engage in such activities that let subordinates know the supervisor cares about their well being and career development. Taking the time to ensure they fully understand what is expected of them and taking a personal interest in them are great ways to be directly involved and to demonstrate genuine concern for the individual. The supervisor's actions should not be limited to the on-duty activities; an interest in what subordinates do off duty also shows concern and interest. In the end the supervisor wants to focus on activities that show subordinates they are valuable members of them. |
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Term
| Describe the actions you should take in preventing disciplinary problems. |
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Definition
| A supervisor should communicate expected standards and behaviors to subordinates. Those standards and expectations should be enforced consistently and fairly. Ensure you are directly involved in your subordinates professional development by capitalizing on opportunities for special training, recognition, on and off-duty activities. Most important, be a positive role model and lead by example through your actions as an NCO. |
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Term
| What are some corrective measures you would utilize in order to maintain discipline? |
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Definition
| When prevention fails, the supervisor may have to resort to verbal or written counseling. Letters of admonishment or reprimand may be necessary for more serious or frequent infractions, and you must be prepared to provide documentation and information to the First Sergeant and commander concerning the disciplinary problems your subordinate is experiencing in the even non-judicial punishment is required. |
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Term
| Describe the Progressive Discipline Process (PDP). |
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Definition
| The PDP is the process of gaining and maintaining discipline within your organization. It provides a way for the supervisor to establish lines of acceptability and communicate those lines to your subordinate. As the supervisor monitors behavior and identifies substandard performance, he or she can apply the PDP to utilize the least amount of force necessary to modify the behavoir. |
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Term
| Explain how substance abuse impacts productivity in the work center. |
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Definition
| Substance abuse contributes to the decline in productivity because the affected individual's ability to perform are impaired by the substance being abused and the effects and distractions that result frome the abuse. The individual becomes unable to complete assigned tasks and requires more supervision. |
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Term
| Explain how time in the work center is impacted by substance abuse. |
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Definition
| The affected individual is required to spend time away from the duty section in order to take care of the problem. It becomes more difficult to meet suspenses and complete tasks in a timely manner because of the loss. Shop personnel must adjust priorities and work schedules to compensate for the missing person. |
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Term
| How do the negative impacts on time and productivity in the work center impact work center morale? |
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Definition
| Others in the work center must do more work to attempt to compensate for the person dealing with a substance abuse problem. They must also work longer hours to accomplish the mission. Morale begins to decline as workers begin to feel overwhelmed and unfairly given more than their fair share of tasks to complete. |
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Term
| Give and example of a potential safety mishap that could result due to substance abuse in your work center. |
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Definition
| Provide a personal example focusing on a potential safety mishap that could occur as a result of substance abuse. |
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Term
| Describe the steps you should take as a supervisor to prevent substance abuse in your work center. |
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Definition
| Educate through direct involvement and explanation of policies and standards, deglamorize the use of alcohol and lead by example |
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Term
| Why is documentation so important to you and the subordinate in the identification phase of a substance abuse problem? |
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Definition
| Documentation provides the experts the information needed to help the person deal with the substance abuse problem. It also helps ensure the approriate punitive measures are carried out should it become necessary to take such course of action. |
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Term
| Describe the supervisor's role during the intervention phase of a substance abuse problem? |
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Definition
| Communicating with the individual about the observed behaviors leading you to believe there may be a substance abuse problem, proper and timely referral to the proper agency, and direct involvement and genuine concern during the treatment phase. |
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Term
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Definition
| ORM is a systematic approach to optimizing risk to support the best mission outcomes |
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Term
| List the principles of ORM. |
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Definition
| Accept no unnecessary risk, make risk decisions at the appropriate level, accept risk when benefits outweigh the costs, and integrate ORM into AF doctrine at all levels. |
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Term
| What are some factors to consider when determining if benefits outweigh the costs? |
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Definition
| A comparison of time, money, quality, quantity, and perceptions should be made in order to give information to decision makers to reduce the amount of personal subjectivity needed to make a risk decision |
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Term
| What step of ORM deals with prioritizing the control measures? |
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Definition
| Step 3, analyze risk control measures |
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Term
| What is the purpose of step 1 of the ORM? |
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Definition
| To identify as many hazards in the process as possible |
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Term
| Why is ORM not just a safety program? |
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Definition
| Safety is one consideration in ORM. ORM is a continuous process designed to detect and assess risk using safety as one of many considerations. |
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Term
| Explain the behavior model. |
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Definition
| A person feels a need and sets a goal to fulfill that need. The person then acts in a way that will accomplish the goal. The behavior will provide feedback to help the person determine if the goal is being met or not. If the goal is blocked or not being met, a different set of behaviors may be carried out in order to continue trying to attain the goal. |
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Term
| How do coping behaviors impact you as a leader? |
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Definition
| Understanding coping behaviors will better prepare you to deal with the successes and failures of your subordinate. Knowing these coping behaviors are a healthy and normal part of behavior is important, just as knowing the coping can become dangerous if it is done at the cost of everything else in the person's life. |
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Term
| Explain the role of learning behavoir. |
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Definition
| Learning is the process that conditions us to react to a given situation or process a given set of information in a certain way. Learning helps us to gain an understanding of right and wrong and helps us to respond accordingly. |
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Term
| Explain the differences between Herzberg;s and McClelland's motivational theory. |
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Definition
| Herzberg's theory asserts that job satisfaction and dissatisfaction are caused by different work related factors called hygienes. Worker dissatisfaction occurs when these hygienes are lacking. McClelland's theory states that three critical needs, power, affiliation, and acheivement, may be fulfilled through the organization. The organization can place you in charge of something or someone, social and interpersonal activities satisfy the acheivement need, and reaching a goal fills the acheivement need. |
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Term
| According to Vroom's Expectancy Theory, how does motivation occur? |
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Definition
| Motivation occurs because a person assigns meaning or value to what they see or perceive as a realistic outcome based on their behavior. This type of motivation is very strong because the value is often determined by the person who is doing the behavior instead of the person providing the reward. |
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Term
| How do aspirations fit into the behavior process? |
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Definition
| Aspirations are a motivational force that play a role in our long term goals and have an interactive relationship with our needs and behavior in reaching that goal. Aspirations help us to learn things and better ourselves in our effort of goal attainment. |
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Term
| Explain the role of personality in the behavior process. |
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Definition
| Personality motivates us and impacts how we are typically going to respond to any given situation. Our personality is made up by many traits and, often times, is determined by how others see us. |
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Term
| How would a poor self-concept in your subordinate make it more challenging for you as a supervisor? |
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Definition
| A poor self-concept results in persons not believing that they are capable or important. It often results in a self-fulfilling prophecy of sorts. Your job as a supervisor is made more difficult because you must put forth a great deal of effort to get the person to see themselves in a positive light and getting them to change thier behavior. |
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Term
| Explain the difference between self efficacy and locus of control. |
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Definition
| Self efficacy refers to the degree of control people feel they have in a given situation. Locus of control relates to whether people feel the outcomes of their behavior are truly a result of their action. |
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Term
| Describe the role of values as a behavior influence. |
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Definition
| We use values to make pass judgment and make decisions. We use values to assess the action of others, develop positions on issues, and avoid certain tasks. Values are the foundation of our behavior. |
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Term
| Define "team" and "group dynamics." |
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Definition
| Webster's Dictionary defines a team as, "a group organized to work together." Group dynamics is an ongoing process involving interactions of individuals within a team to achieve the desired objective. |
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Term
| How are team goals developed? |
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Definition
| Team goals are developed through a group process of team interaction and agreement in which each team is willing to work toward achieving these goals. |
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Term
| What must a team do to be effective, and how is the effectiveness measured? |
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Definition
| Team members must actively participate, provide feedback and partake in the decision making process. Measure effectiveness by observing leadership being shared, conflict addressed, resources maximized and creativity encouraged. |
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Term
| As a supervisor, what techniques would you use to get your subordinates to perceive themselves as team members? |
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Definition
| Communicating effectively, conveying work center goals as team goals, and ensuring team members know their roles in and how they contribute to mission accomplishment. |
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Term
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Definition
| Task elements are those actions associated with accomplishing the team's specific task, solving a problem or accomplishing a goal. |
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Term
| List the categories of non-task elements. |
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Definition
| Non-task elements fall into three categories: personal identity in the team, relationships among team members, and identification within the organization. |
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Term
| What effort is necessary in team building? |
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Definition
| The effort in which a team studies its own process of working together and acts to create a climate that encourages and values the contributions of team members. |
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Term
| Name the most important responsibility of a leader and how it is accomplished. |
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Definition
| Most important responsibility is to develop an exciting vision for the team to achieve. The objective will be accomplished through the cooperation of the team members. |
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Term
| Team members must do what in order to accomplish desired results? |
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Definition
| Team members must build commitment, trust, and support for one another. |
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Term
| What important attribute is necessary for long-term goals? |
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Definition
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Term
| What conditions must be met for team building to be successful? |
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Definition
| There must be a high level of interdependence among team members; team members working on important tasks must have a commitment; and team work must be a critical aspect to achieve the desired results. |
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Term
| List the stages of team development. |
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Definition
| Forming, storming, norming, and performing |
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Term
| Which stage is known as the exploration period and what behaviors are associated with this stage? |
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Definition
| Forming stage. Behaviors are being cautions, exploring boundaries, being non-commital, having hidden adgendas, having little to no group identity, forming cliques, and feeling a need to be liked. |
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Term
| In which stage is flexibility the key and hierarchy is of little importance? |
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Definition
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Term
| What is the definition of conflict? |
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Definition
| Conflict can be defined as disharmony brought about through differing behavior, aims or methods |
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Term
| Describe the difference between positive and negative conflict. |
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Definition
| During positive conflict, individuals with differing points of view and personalities show mutual respect for each other's thoughts and feelings. Positive conflicts result in positive outcomes. In this case, communication can open up and people assert themselves in order to reach the goal rather than win their case. During negative conflict individuals often view others as adversaries. People become very concerned about protecting themselves and attempt to win at all costs. |
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Term
| Explain how managerial behaviors can cause negative conflict in the organization. |
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Definition
| Managerial behaviors cause conflict when the leader is not properly using the influence he or she has over others. The failure to make decisions or delegate at the appropriate times slows progress and creates an environment for disagreements and conflict. |
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Term
| Describe the factors to consider before deciding on a conflict management technique. |
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Definition
| You should consider who you are dealing with and consider their traits and position. Next you should consider what is at stake, for the importance of the outcome my dictate you approach. Finally, you should consider the situation. The urgency of the situation will also impact your decision. |
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Term
| Explain how collaboration impacts organizational performance. |
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Definition
| Collaboration attempts to satisfy both parties. It makes the best use of both sides, resources, talents, and ideas. Collaboration can result in a win position for both groups and in many cases the organization enjoys a more solid solution or outcome to the problem. |
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Term
| How does the 5-step approach help to positively manage conflict? |
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Definition
| The 5-step approach helps to positively manage conflict because it requires the individuals to identify and define the root cause of the conflict. It aids in getting people to focus on the real issue and uncover underlying factors that are contributing to the situation. |
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Term
| Why is assertiveness effective in overcoming barriers to conflict? |
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Definition
| Assertiveness is effective in overcoming barriers because assertive people personify strong self-esteem. They are often risk-takers and even-tempered. They don't allow someone else to control their future. Rather than consistently waiting for others to start resolving conflict their way, an assertive person puts control of the situation into his or her own hands. Assertiveness is not aggression because the individual is acting from differing points of view and aim to resolve the conflict for the betterment of the team rather than him or herself. |
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Term
| How does cross-training contribute to reducing the potential for conflict in an organization? |
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Definition
| Cross-training helps to reduce potential for conflict by giving people a better understanding and appreciation for the other positions and processes in the work center. This understanding helps the person see and accept differing points of view and lends to the individual being empathetic when dealing with others. |
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Term
| Describe how conflict management impacts organizational performance. |
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Definition
| Conflict management improves efficiency and effectiveness by allowing workers to focus on their job. It fosters an environment of open communication where creative thinking occurs. This creativity and open communication helps in reaching organizational goals and building individual relationships within the work center. |
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Term
| What are the consequences to the organization of not properly managing conflict? |
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Definition
| Improper conflict management results in poor organizational performance because communication breaks down, improvement opportunities are lost, and morale decreases. Problems become more serious and more difficult to fix, resulting in time having to be taken from the job and used to resolve the conflict. |
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Term
| Define organizational effectiveness. |
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Definition
| Organizational effectiveness is the attaining or surpassing of objectives and tasks dealing with mission accomplishment. |
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Term
| Describe the interpersonal situational factor. |
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Definition
| Interpersonal factors include personal relationships among supervisors and subordinates, supervisors and superiors, and supervisors and othe supervisors. They affect and influence leadership under the following conditions (1) a strong personality encounters a weak personality (2) someone with ambition deals with another who seems to lack ambition (3) expectations of each for the other (4) physical stature is unequal and (5) when an aggressive person interacts with a passive person |
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Term
| Describe the structure of the job or organization situational factor. |
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Definition
| Some organizations such as fire departments require much more directive styles of leadership. More highly technical or research jobs may require mor delegating or empowering |
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Term
| Describe the time situational factor. |
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Definition
| The time an individual has to act can have a major impact on situatinal leadership. In an emergency situation, the supervisor would likely revert to more directive styles in order to save lives and resources. A supervisor with an urgent mission in a base exercise might be more demanding than someone planning next year's company picnic. |
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Term
| Describe the outside influences situational factor. |
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Definition
| Outside influences include social issues and movements that will affect attitudes of subordinates and supervisors alike, environmental conditions, social unrest, and current world. |
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Term
| Describe the awareness of self situational factor. |
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Definition
| Awareness of self involves your leadership inclinations and tendencies. How you perfer to lead subordinates. |
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Term
| Descirbe directive behavior. |
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Definition
| Directing refers to the extent to which a leader engages in one-way communication. The supervisor spells out the follower's role and clearly tells the subordinate what, where, when, and how to do it and closely supervises the subordinates performance. This doesn't mean the supervisor has to be short tempered. Directive behaviors are those a leader will take to accomplish the task. |
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Term
| Distinguish between the situational leadership concepts of competence and commitment. |
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Definition
| Competence is the degree of knowledge or skills possed by the subordinate. It is gained from education, training, and/or experience. It should also include many transferable skills the subordinate may have like abilities developed in other jobs which apply to the particular task at hand. Commitment is a combination of both confidence and motivation. Confidence is a person's self-assurance that leads to the feeling or opinion that, "I can do a task well and without supervision!" Motivation is a person's interest and enthusiasm for doing a task. |
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Term
| Explain "D1" of the Situational Leadership develoment levels. |
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Definition
| low competence/high commitment: The D1 lacks skill or knowledge, but is eager to try a task anyway. |
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Term
| Explain "D2" of the Situational Leadership develoment levels. |
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Definition
| some competence/low commitment: At this point, the subordinate has some knowledge or training, but confidence my still be low. The subordinate my not be able to perform as much as he thought he could, or he could be overwhelmed by the scope of the task, thus limiting his own potential |
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Term
| Explain "D3" of the Situational Leadership develoment levels. |
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Definition
| high competence/variable commitment: The D3 is a skilled individual but whose commitment may vary due to low self-confidence, personal problem, lack of recognition (or support). In some cases the person may simply not care (apathy). |
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Term
| Explain "D4" of the Situational Leadership develoment levels. |
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Definition
| high competence/high commitment: The D4 has all the technical and team skills to do the task and is motivated, self-directed, and self-supporting. |
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Term
| Explain "Directing" of the Situational Leadership styles of leadership. |
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Definition
| Directing implies that the manager will exhibit more directive behavior; provide specific instructions, control task accomplishment, make most of the decisions and closely supervise workers. Using the S1 style assumes the leaders/managers/supervisors solves problems generally by themselves. |
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Term
| Explain "Coaching" of the Situational Leadership styles of leadership. |
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Definition
| Coaching implies that the manager still decides what the game plan will be an directs task accomplishment, but may consult with subordinates or ask for their ideas. That manager/leader/supervisor will be the one who identifies problems, sets goals and evaluates the work accomplished. |
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Term
| Explain "Supporting" of the Situational Leadership styles of leadership. |
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Definition
| Supporting implies an increase in Supportive Behavior and a decrease in Directive Behavior. The leader/manager/supervisor using this style act toward subordinates with more two-way communication involving subordinates in problem solving, process improvement and decision-making. In addition, using this style involves discussing with the subordinate what needs to be done and allowing the individual to decide how, when, where, etc to accomplish the job. |
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Term
| Explain "Delegating" of the Situational Leadership styles of leadership. |
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Definition
| Delegating implies that the leader/manager/supervisor assigns responsibility to the subordinate and then backs off. Many refer to this as empowerment. Low direction and support doesn't mean no direction or support |
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Term
| Describe situations in which the directing style is appropriate. |
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Definition
| Use the directing style when you have a D1, in an emergency situation, there is a short suspense and your follower is a D2 or D3, a D2 is working on a complicated very important task, there is a major organizational change, or when style 2 is no longer effective. |
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Term
| Describe situations in which the coaching style is appropriate. |
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Definition
| Use the coaching style when dealing with a D2, a subordinate has some skills and experience but may not have all information or perspective, working with a D3 who is slipping or regressing because his skills are rusty, his attitude is poor or he's lost sight of the goal, or you want to verify a person's skills or attitudes toward a new task. |
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Term
| Describe situations in which the supporting style is appropriate. |
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Definition
| Use the supporting style when you have a D3, or when someone who has the relevant skills but lacks motivation. |
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Term
| Describe situations in which the delegating style is appropriate. |
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Definition
| Use the delegating style with D4s, or D3s when you have long timelines, low stakes, and built-in reinforcement and you think they're ready to be let go. |
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Term
| How does the subordinate benefit when Situational Leadership is practiced? |
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Definition
| It cultivates overall positive behavior -- Subordinates react to their supervisor's behavior. If provided specific goals and proper direction and support, they'll respond positively. Development - by taking people through the Situational Leadership development process, you'll develop both thier competence and their commitment. |
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Term
| How does the organization benefit when the Situational Leadership model is followed? |
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Definition
| Training and development of subordinates will be more organized. Production will be easier to manage because everyone will know the goals, understand what they need to do to reach those goals, and when they reach the D3 and D4 levels, will contribute more effectively and enhance mission accomplishment. Fulfillment of NCO responsibilities is easier making management of the work-center more efficient. |
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Term
| What are the two objectives of performance management? |
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Definition
| The first objective is to provide appropriate and effective performance feedback. The second is to provide a long term record of subordinate performance for use in making personnel management decisions. |
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Term
| Give an example of each objective of performance management. |
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Definition
| Conducting the initial, mid-course, or follow-up perfomance feedback is an example of the first objective. A completed EPR is an example of the second objective. |
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Term
| How does knowing yourself contribute to performance management? |
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Definition
| Knowing yourself will help you to deal with your subordinates because you know how you are going to respond to likely situations in your work center |
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Term
| In regards to knowing your people, why is it important to match personal interests with jobs? |
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Definition
| Matching interests with jobs can help to prevent problems such as boredom or complacency, by putting the right people into the right job. Along with interests, special skills or aptitudes should be considered before any job assignment is made |
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Term
| Explain how supervisors can get to know their subordinates. |
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Definition
| Supervisors can acquire biographical information by communicating with subordinate and asking them about interests, past experiences, previous employment, needs and values, and their own expectations of the job and work center. |
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Term
| Explain the limitations of a job description. |
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Definition
| First, job descriptions are actively oriented rather than result oriented. This is a limitation because something else, feeback, must be used to address the results expected. Second, subordinates my see the job description as defining the limits of thier job refusing to do anything not listed in their job description. |
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Term
| What elements should be addressed in order to write an effective performance standard? |
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Definition
| Performance standards need to be specific, observable, and measurable |
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Term
| Why should you monitor over a period of time long enough to determine your subordinates typical performance? |
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Definition
| Determining the subordinates typical behavior will give the evaluator a more accurate picture to make decisions on. It also makes it easier to provide effective feedback because the supervisor will know the behavior and performance levels of the subordinate. |
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Term
| How do common evaluation pitfalls impact your evaluations? |
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Definition
| Pitfalls bring bias, closed mindedness, and logical errors into the actual evaluation. These pitfalls essentially result in an unclear, inaccurate evaluation of the subordinate's performance. |
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Term
| How does preventative feedback help your subordinate |
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Definition
| Preventative feedback helps to start a new relationship off right. It provides the expectations and standards in which the subordinate will be measure by. This type of feedback sets the subordinate up for success by helping him adjust to his new environment. |
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Term
| Explain how properly conducting the feedback session strengths organizational effectiveness. |
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Definition
| A properly conducted feedback session will let the subordinate know if (1) they are meeting, exceeding, or failing to meet the standards that have been established, (2) let the subordinate know why and (3) establish a plan to continue or modify the behavior. This gives the subordinate the direction they need in order to be able to fully contribute to the organizations' processes. |
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Term
| When should you refer your subordinate to other people or other agencies for follow-up feedback? |
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Definition
| When you determine the problem is too much for you to handle or you do not know enough about the issue to help the subordinate make a solid informed decision, you should refer the person to the agency best able to help. |
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Term
| What is the difference between performance feedback and counseling? |
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Definition
| Performance feeback's main focus is how well the person is doing in regards to assigned tasks and fulfilling the elements defined in the job description. Counseling serves to address job performance as well as items such as personal issues, discipline problems, and career decisions. |
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Term
| Explain why the nondirective conseling approach is often the preferred method of conseling. |
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Definition
| The nondirective approach is often preferred because it puts the responsibility for a solution on the shoulders of the subordinate. This is effective because if conducted properly, this approach usually results into a higher level of open, honest communication. The commitment of the subordinate is greatly increased because they often take pride in ownership of the solution that was developed. |
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Term
| How does effective counseling strengthen organizational effectiveness? |
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Definition
| Effective counseling is the vehicle that provides guidance and direction for the subordinate resulting in them becoming a more well rounded and fully developed member of the AF. Counseling fosters teamwork and opens the lines of communication necessary for a solid supervisor-subordinate relationship |
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Term
| Explain how you can improve your subordinate when developing an improvment plan. |
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Definition
| You can improve your subordinate by building on thier strentgths to develop a good foundation of motivation. Building on strengths helps to minimize and eliminate weaknesses in the subordinate. |
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Term
| How does job rotation contribute to the development of the improvement plan? |
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Definition
| Job rotation is helpful because it prevents complacency and boredom. It also helps you make full use of your subordinates because they are able to learn about more areas within the work center and their career field. |
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Term
| What are some things to consider as a supervisor to improve the situation while developing an improvement plan? |
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Definition
| You should make sure you are not over or under supervising; also you should maintain good situational awareness of the happenings with your subordinates and your work center. |
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Term
| Briefly describe each of the change levels. |
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Definition
| (1) Knowledge - a process as simple as reading a publication, manual or AFI can affect change at this level (2) Attitudinal - because they are normally emotionally charged, attitudes are more challenging. Change at this level involves the adoption of a positive feeling for the task at hand. (3) Behavioral - change at this level is more difficult because it is necessary for change in both of the previous levels in order to affect behavioral change which is demonstrated throuh observable behavior. (4) Group/Organizational - change at this level is most difficult since it often involves the alteration of long-standing and deeply engrained customs and traditions. |
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Term
| Explain why organizational change is a challenge for a manager/supervisor. |
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Definition
| At this level, you are responsible for effecting changes in a multitude of people. One major hurdle will involve changing the "But we've always done it this way!" mindset. Change at this level will generally be more difficult and therefore takes more time than each of the other levels. |
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Term
| Briefly describe each of the change styles. |
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Definition
| (1) Directive - from the top down approach (2) Participative - from the bottom up approach |
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Term
| Provide an example of when you would implement each of the change styles. |
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Definition
| Military managers would use directive in most cases. However, participative change should be used whenever possible. In a work section comprising achievement-oriented individuals with a high degree of knowledge, the preferred method would be participative. Depending upon the situation and mix of people in your individual shops, you may have the opportunity to use both. |
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Term
| What are some advantages/disadvantages of each of the change styles. |
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Definition
| If you choose the wrong change cycle, it can tend to demotivate your subordinates. In a highly-motivated, well-educated and task-oriented work section comprising seasoned hard-chargers, directive change may not be the best approach. In like fashion, participative change might never be realized among a work section staffed by junior airmen. |
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Term
| Identify each of the roles in a change process and describe the responsibility of each. |
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Definition
| (1) Change sponsor - the individual responsible for initiating the change and supervising it through each of the three processes (2) Change agent - individual responsible for implementing change within a specific group. (3) Change target - individual undergoing the change |
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Term
| What are the organizational norms? What comprises each? |
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Definition
| (1) Technology norms - includes computers, test equipment, weapons systems, etc. (2) Task norm - includes general procedures, job steps, checklists, etc.. (3) Structure norms - includes administrative procedures, evaluations systems, etc. (4) People norm - includes technical or leadership training, new jobs, etc.. |
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Term
| What role might the core values play in effecting change? |
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Definition
| Service before self encourages faith in the system; Integrity first encourages responsibility and loyalty; Excellence in all we do encourages a quality effort. |
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Term
| What are the stages of the change process? Briefly describe each. |
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Definition
| (1) Unfreezing - involves creating a need for the change (2) Changing - involves moving the four organizational norms from the old state to the new (3) Refreezing - completes the process by locking-in the expected outcomes. |
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Term
| Explain the responsibility an NCO has to each subordinate during the change process. |
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Definition
| You have a responsiblity to create a positive atmosphere through which each of your subordinates will feel that change is needed and will be supportive of the process. Concurrently, as NCO supervisors, managers and leaders, you must anticipate and deal with any resistance to change. In so doing, you must gain familiarity with and be able to identify each of the following six groups of personalities in your organization: the innovators, early majority, late majority, late adopters, ann the die-hards. You must realize that people are your single greatest asset, and concentrate your efforts upon those who are willing to "get with the program." |
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Term
| Identify the the six-step problem solving process. |
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Definition
| Step 1 - Recognize the problem; Step 2 - Gather data; Step 3 - List possible solutions; Step 4 - test possible solution; Step 5 - Select the best solution; Step 6 - Implement and follow up |
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Term
| In Step 1 of the six-step problem solving process, how does recognizing the problem contribute to work center effectiveness? |
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Definition
| The proper completion of Step 1 is very important because it breaks down the elements of the individual, goal, and obstacle, and identifies the problem tha tneeds to be solved. By knowing what the problem is, those involved can begin to find a workable, permanent solution. As the problem is solved, work center personnel are able to focus on the job and mission accomplishment rather than the problem. |
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Term
| Why is it important to gather data at the right point during the six-step problem solving process? |
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Definition
| Facts are known truths (concrete information) used to make sound decisions. By gathering these facts and data early in the process, you are better equipped to make these sound decisions regarding possible solutions. You are also better equipped to be more objective and empathetic towards the situation and the individual involved. The data you collect may also be needed, should your supervisor or commander need information about the problem. |
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Term
| In Step 3 of the six-step problem solving process, which two techniques are used to generate a list of possible solutions? |
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Definition
| Brainstorming is a very effective technique used to generate many possible solutions to a problem in a very short period of time. Creative thinking, like brainstorming, promotes freethinking of ideas by changing or recombining old ideas into new possible solutions to problems. The activities provide the problem solvers with material to work with. |
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Term
| How do you know if a possible solution is feasible? |
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Definition
| If resources, such as time, money, and material, are available, a solution may be feasible. You must also ensure you have the authority to implement a solution in order for it to be a feasible proposal. |
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Term
| What should you do if you have more than one feasible and acceptable solution to choose from after performing Step 4? |
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Definition
| If you have more than one solution once you reach Step 5, you may want to get input from others to help choose the best solution. You can also consider combining the ideas to find the best solution. |
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Term
| Describe the impact of not following-up on the implementation of solution to a problem (Step 6) would have on a workcenter. |
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Definition
| Not following-up on the implementation of the solution could result in not ever determining if the solution chose in Step 5 actually worked. It may also result in the loss of opportunities to learn from mistakes made because of pooly chosen solutions or a needlessly costly implementation. Follow-up provides the definitive information you are looking for and expecting to see. |
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Term
| Explain how your use of the six-step approach to problem solving can impact you as a supervisor. |
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Definition
| By properly utilizing the problem solving process, you will be better able to resolve problems with your subordinates. This will result in your credibility being reinforced and open lines of communication between you and your subordinates. Using this process will also give you more experience that will help you to accept and handle increased levels of responsibility. |
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Term
| According to Hersey, Blanchard and Johnson what three skills are requisite to leading? |
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Definition
| According to Hersey, Blanchard, and Johnson diagnosing, adapting, and communicating are the three skills indicated as being requisite to leadership |
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Term
| What two key aspects should you focus on when you are diagnosing an organization? |
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Definition
| Status of the people and status of the environment |
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Term
| What four categories are used by the US Marine Corps to gain a complete picture of the status of its people? |
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Definition
| morale, esprit de corps, discipline, and proficiency |
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Term
| As a leader, what two areas must you look at when assessing the organizational environment? |
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Definition
| (1) resource availability - human, financial, physical, and information and (2) leadership actions - establishing direction and priorities, creating policy, making decisions, and providing information. |
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Term
| What type of leader exhibits a high task, low relationship style? |
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Definition
| The Authoritarian leader - tends to be autocratic and rigid, allowing for little deviation from the schedule |
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Term
| What type of leader exhibits a high task, high relationship style? |
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Definition
| The Team leader - not afraid to dive right in and lead by example |
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Term
| What type of leader exhibits a low task, low relationship style? |
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Definition
| The Improverished leader - notorious for delegating, then disappearing, leaving subordinate to fend for themselves |
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Term
| What type of leader exhibits a low task, high relationship style? |
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Definition
| The Country Club leader - uses reward power as the motivating force. |
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Term
| What are the two categories of leadership power? |
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Definition
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Term
| Name and describe the four types of position power. |
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Definition
| (1) Coercive power - founded in your authority to use sanctions in response to poor performance (2) Connection power - based on association with influential people or organizations (3) Reward power - base on your ablility to provide things people like (4) Legitimate power - base on the preception that you should make certain decisions base on your title, role, or postition |
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Term
| What AFI states that NCOs are delegated authority necessary to exercise leadership commensurate with their rank and responsibility. |
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Definition
| AFI 36-2618, The Enlisted Force Structure |
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Term
| Name and describe the three types of personal power. |
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Definition
| (1) Referent power - determined by how your followers feel about interacting with you. This power depends on your charisma, character, self-concept and interpersonal skills (2) Information power - access to or possession of useful information and your ability to provide and explain the information at the time it's needed. (3) Expert power - based on your education and experience displayed through your technical and professional expertise. |
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Term
| What are three key attributes of a role model? |
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Definition
| Integrity, commitment (character traits), and mentoring (a supportive relationships) |
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Term
| What term is used to describe a supportive relationship, where a senior member of an organization counsels, coaches, teaches and provides feedback to a junior member? What is the term used to describe the subordinate in this relationship? |
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Definition
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Term
| Technical proficiency, as a leadership tenet, is most closely related to which AF Core Value? |
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Definition
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Term
| When should you understand the capabilities and limitations of your organization? |
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Definition
| When developing objectives, creating priorities and assigning tasks |
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Term
| Into what two categories is planning usually divided? |
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Definition
| Strategic and Operational |
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Term
| Which planning category will most commonly be used by NCOs on a daily basis? |
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Definition
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Term
| What are the five steps in the planning process? |
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Definition
| Analyze the mission; establish goals; identify alternatives; select the best alternative; implement the plan |
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Term
| As an AF supervisor, you will manage budgets at a different organizational levels and with varying degrees of control. Identify and describe the two areas mentioned in the text. |
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Definition
| (1) Responsiblity Center - an organizational department under the direct supervision of a single individual solely responsible for its activites (2) Cost Center - the lowest level where supplies are used; usually the flight or work center in an organization |
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Term
| Describe the purpose of the Unit Personnel Management Roster (UPMR) |
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Definition
| An organizational document that lists the people assigned, projected losses and gains, and should accurately reflect the UMD |
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Term
| What does the Unit Manning Document (UMD) tell you? |
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Definition
| the number of people authorized, the AFSCs, position numbers and total assigned to your work center. |
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Term
| What are the primary professional development programs for enlisted people? |
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Definition
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Term
| Define organizing as it pertains to the functions of management. |
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Definition
| the process of dividing work into manageable sections and coordinating the results to serve a purpose |
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Term
| What three approaches to job design are discussed in your text? |
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Definition
| Job Rotation, job enrichment, and job enlargment |
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Term
| Briefly describe job rotation. |
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Definition
| the practice of periodically shifting workers through a set of jobs in a planned sequence |
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Term
| Briefly describe job enrichment. |
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Definition
| the process of upgrading the job-task mix in order to increase the potential for growth, achievement, responsibility, and recognition |
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Term
| Briefly describe job enlargement. |
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Definition
| the allocation of a wider variety of similar tasks to a job in order to make it more challenging |
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Term
| What is the main purpose of the controlling function |
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Definition
| In the controlling function, organizational activities are regulated so that the elements of performance remain within acceptable limits |
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Term
| What are the four steps in the controlling process? |
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Definition
| Establish standards of performance; measure actual performance; compare performance standards; evlauate performance and take action |
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Term
| How does your text describe the leading function? |
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Definition
| Leading involves harnessing our personal and professional traits to influence others to accomplis the mission |
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Term
| What is effective planning? |
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Definition
| In order for planning to be effective, it requires vision and the ability to communicate that vision to other people |
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Term
| How would you describe effective organizing? |
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Definition
| In order for organizing to be effective, it requires, first, an understanding of the organizational structure and second, an ability to convince you people that cross utilization is best for them and the AF |
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Term
| What does effective controlling require? |
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Definition
| It requires an understanding of performance standars as they pertain to mission accomplishment and and ability to see what kind of controlling mechanisms are best. There is a balance between over-control and under-control. That balance is based on the dynamic relationship between people, mission, and the situation at hand. |
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Term
| Define personal discrimination. |
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Definition
| Action(s) taken by an individual to deprive a person or group of a right because of color, national origin, race, religion, or sex. Such discrimination can occur overtly, covertly, intentionally or unintentionally. |
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Term
| Define systemic discrimination. |
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Definition
| Actions by an institution (or system) that, through its policies or procedures, deprive a person or group of a right because of (that person's or group's) color, national origin, race, religion, or sex. Such discrimination can occur overtly, covertly, intentionally or unintentionally. |
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Term
| Explain the ways sexual harrasment occurs and give an example of each. |
|
Definition
| (1) Verbal - sexual complaints, pressure for dates or ridicule with harsh sexual messages (2) Non-verbal - leering, ogling, cartoons, notes, nude drawings, nude pictures and calendars (3) Physical - touches and brushes, hugging, patting or footsies |
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Term
| Explain how alcohol is a significant contributor to human relations incidents. |
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Definition
| Alcohol serves as a catalyst for conflict. The person feels motivated because of relaxed inhabitions often leading to irresponsibile actions based on underlying prejudices or other behaviors not normally present in the absence of alcohol. |
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Term
| Describe how morale is impacted by human relations incidents. |
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Definition
| Morale is greatly reduced when discriminatory acts are taking place because people feel frustrated, helpless, and unaccepted. Discipline, motivation, and group cohesion all suffer because of human relation incidents. |
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Term
| Give an example of how human relations issues impact productivity |
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Definition
| People will respond to having rights or opportunities denied by not performing thier assigned work tasks. If work tasks are complete, ofter the work is substandard and must be reaccomplished. This action or inaction is a result of frustration, anger, and embarrassment. |
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Term
| Explain how human relations issues negatively impact quality of life. |
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Definition
| Human relations incidents impact an individuals ability to positively interact with the rest of the team. A climate of hate, fear, and disrespect results in a degraded quality of life in and out of the work center. Individuals often vent these frustrations in very destructive and harmful ways. |
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Term
| What is the supervisors role in preventing human relations issues? |
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Definition
| Supervisors must establish, communicate, and enforce policies regarding human relations issues. They must also lead by example in this area and foster an environment of open and honest communication among the individuals in the work center. |
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Term
| Explain the supervisors role in using corrective measures when dealing with human relation issues. |
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Definition
| When corrective measures are necessary, supervisors must be prepared to take action and get the unacceptable behavior to stop. Supervisors must not ignore the acts and must be prepared to provide detailed, factual information about the behaviors to the commander and others in his or her chain of command. |
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Term
| Why is it important for you as a leader to effectively manage diversity in the military? |
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Definition
| By managing diversity properly, you as a military leader, allow individuals to reach thier fullest potential while in pursuit of mission objectives. |
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Term
|
Definition
| A composite of racial, gender, ethnic, national origin, cultural, attitudinal, socio-economic and personal differences |
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Term
| What are the four steps in managing diversity? |
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Definition
| (1) Learn to understand and respect individual differences (2) Promote assertiveness in your subordinates regarding their feeling (3) Learn how others want you to treat them; and (4) Act as a force for acceptance of diversity |
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Term
| What are the primary and secondary dimensions of diversity? |
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Definition
| The primary dimensions are composed of those genetic characteristics over which we have no control, such as age, ethnicity, race, gender, and physical abilities and qualities. The secondary dimensions include educational background, income, and marital and parental status, religious beliefs and work experience. |
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Term
| What barriers hinder acceptance of diversity? |
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Definition
| Hindering barriers are personal bias, stereotyping, prejudice, discrimination and collusion |
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Term
| How can diversity be managed? |
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Definition
| Manage diversity by encouraging open and honest communication |
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Term
| What can we do to embrase diversity? |
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Definition
| We can embrace diversity by being open minded, listen to others, ask questions about cultural differences to gain understanding |
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|
Term
| What are some negative effects of poor diversity management? |
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Definition
| Decreased productivity, conflict among work center members, faulty communication, acts of favoritism and dissatisfied workers. |
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|
Term
| What positive effects occur when diversity is managed effectively? |
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Definition
| Reduced interpersonal conflict, better teamwork, enhanced work relationships, increased productivity, higher level of creativity and innovation |
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|
Term
| How does embracing diversity impact the work center? |
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Definition
| Gives exposure to new insight and ways to do things |
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Term
| Explain how family care plans can impact mission accomplishment. |
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Definition
| Having a well thought out and prepared family care plan provides the means necessary to ensure the family is cared for in the military members absence. Having a solid plan will contribute to reducing stress and allow both the member and the family to focus on the tasks necessary to get each mission accomplished |
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Term
| Describe the benefits of using a power of attorney as part of your family care plan. |
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Definition
| A power of attorney will allow somebody to carry out various administrative functions in the absence of a person who gives the power of attorney. Properly executing and utilizing a power of attorney will reduce stress and anxiety. It helps to keep unnecessary obstacles to a minimum. |
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Term
| As a supervisor, how does knowing the functions of the on and off base support agencies contribute to the family care plan? |
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Definition
| By understanding the functions of the on and off base support agencies available, you are better able to provide guidance to your subordinates, and point them in the right direction to receive the help they need in setting up a family care plan. It increases the overall efficiency of the process when you know where to go and who to call to get your subordinates the proper assistance they require. It also builds your credibility as a supervisor and NCO |
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Term
| What is the AF policy regarding financial responsibility? |
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Definition
| AF members are responsible for paying their debts in a proper and timely manner. Members are expected to manage their finances in a way that is professional, ethical, and does not bring discredit upon the USAF |
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Term
| As an AF member, how does your proper use of a budget impact mission accomplishment? |
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Definition
| Using a budget will allow you to more accurately determine where your money is going. It provides a way to effectively control where your money goes and helps to save money for wants and emergencies. Knowing how and where your money is being spent reduces stress and helps you to stay focused on your job. |
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Term
| In regards to financial responsibility, describe how fulfilling your supervisory role impacts mission accomplishment. |
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Definition
| Fulfilling your role as a supervisor will ensuer your subordinates are trained and aware of their responsibilities in the area of financial responsibilities. You will also set a positive example, build your credibility, and establish an environment of trust with your subordinates. Your support and guidance in this area will reduce the chances your subordinates will encouter financial problems. It will also reduce the stress and counter productive effects cause by financial problems and ultimately provide for a more productive and effective work center. |
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|
Term
| What are the major risk factors associated with suicide? |
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Definition
| Poor coping skills, legal problems, substance abuse problems, financial problems, job problems, relationship problems, social isolation, and previous attempts. |
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Term
| List the significant warning signs of suicide. |
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Definition
| Threats or statements indicating a desire for death, previous attempts, personality or behavioral changes, depression, giving away personal belongings, deterioration in work performance and work habits, and a sudden attempt to get all affairs in order. |
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Term
| Explain the process used to assist someone who is considering suicide. |
|
Definition
| When providing assistance to someone who is considering suicide, be actively concerned and listen carefully. Be very positive without being condescending and try to utilize peer support for encouragement and acceptance. Do you best to get the person to the proper referral agency as soon as you can. In all cases do not leave the person alone. |
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Term
| Explain how voting contributes to effective leadership. |
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Definition
| Voting contributes to effective leadership by providing a positive example in exercising your rights and responsibilities as an American citizen and military member. Voting is the result of self-education and awareness of the issues and this lends credibility to you as a leader. |
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Term
| As a military member, describe the impact that your communication with public officials has on mission accomplishment. |
|
Definition
| Communication with public officials lets them know your feelings and concerns on issues. Communicaition highlights things that are important to you as an individual and to the military as a whole. It serves to educate the officials you are communicating with about the environment and issues surrounding the military. Communicating with our public officials is an effective way to let them know if we are getting the resources we need to accomplish the mission. |
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Term
| Explain the role of Publc Affairs. |
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Definition
| Public affairs plays an important role as the liaison between the media and the base. It is their job to balance needs of the unit in terms of security of information along with fair and equal access by the media. PA also keeps the base populace informed and helps to organize programs to interact with the local community |
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Term
| Describe the benefits of a positive encounter with the media. |
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Definition
| Your individual efforts in making the encounter a positive one prepare you for assignments of increasing responsibility. High unit morale and better public understanding and support also result from positive media encounters. |
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|
Term
| What is the objective of the AF environmental program? |
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Definition
| To responsibly manage the irreplaceable natural and cultural resources it holds in public trust. |
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Term
| How does successful implementation of the AF environmental program impact mission accomplishment? |
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Definition
| Putting forth the effort to comply with the program will lead to better use of our resources; we maintain a safer, cleaner work environment; and the American people we serve will have a far better preception of its military if we take care of what has been entrusted to us. By conserving, recycling, and disposing of materials properly, we are able to aquire and keep the resources that make our jobs efficient and effective. |
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