List the EPME Pillars

The Unitied States Air Force Core Values

AFI 36-2618, The Enlisted Force Structure

AFDD 1-1 Force Development

CJCS 1805.01A, Enlisted Professional Military Education (EPMEP)

scheduling - 1st prereq setting and scheduling goals for yourself.

self-discipline -  complete required course readings, exercises, & examinations.

Dealing with Distractions - be focused on task at hand & nothing else

Overcoming Procrasination - results from any number of attitudes or situations.

Take notes

study

Practice

Formative Exercise

Test Taking (Summative Evaluation)

Life long Learning

provides a functional and efficient strategy to help challenged readers successfully decode and identify unknown words in their reading materials.

prefixes, suffixes, & stems

FIRST-Letter Mnemonic Strategy is a strategy for independently studying large bodies of information that must be mastered (study cards)

LINCS Vocabulary Strategy helps students learn a meaning of new vocabulary words using powerful memory enhancement techniques.

Paired Associates Strategy is designed to help students learn pairs of informational items, such as names and events, places and events, or names and accomplishments. (flashcards)

Word Mapping involves breaking words into their structural parts, attaching meaning to each word part, prediction about the meaning; & checking the dictionary for the definition

Word Association: This strategy involves matching words, statements, and phrases from the scenario/problem statement with one of the alternatives.

(usually get ? wrong)

Grammar/Spelling: This strategy involves looking for grammar and/or spelling errors.

the manner in which you deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

1. Recieving: 1st level; learners pay attention & actively receive; awareness & willingness to recieve

2. Responding: 2nd level; willingness to act/respond, or satisfaction in responding (motivation).

3. Valuing: 3rd level; responds to a message or action by assigning some worth or value to them; have a deep appreciation for it.

is the thinking or reasoning component of learning; required to become a critical thinker; demonstrate an understanding of facts & ideas & solve problems using those facts and ideas.

1. Knowledge: 1st level; only requires you to keep, remember, recall, label, recognize, & repeat information you have read.

2.Comprehension: 2nd level; translation (own words), interpretation (distinguish relationships) & extraploration (preditions)

3. Application: 3rd level; identify concepts, apply knowledge & comprehnesion to solve problem or deal w/ issue

Asynchronous teaching - self-study, self-paced, distance learning

Knowledge Checks/Self-Reflection Opportunities: interact with data, as necessary to reinforce, and gauge your grasp of the lesson principles presented

Scenarios and Case Study Analysis: opportunities to apply previously learned concepts and principles to simulated situations; Case studies and scenarios also help develop critical thinking skills.

Institutional Competencies

Employing Military Capabilities (competency)

Organizational

Enterprise Perspective (competency)

Organizational

Enterprise Structure and Relationships: requires  understanding of organizational structure, relationships between the AF, DoD, Joint Staff, the joint commands, the defense agencies, etc.;  understanding how one’s function or unit fits into its parent organization and how one’s parent organization relates to its external environment,

b. Government Organization and Processes: requires an understanding of essential operating features & functions of  AF, DoD, the national security structure,  Congress.

c. Global, Regional and Cultural Awareness: requires an awareness of regional & other factors influencing defense, domestic, and foreign policy; an understanding of foreign cultural, religious, political, organizational, & societal norms & customs.
d. Strategic Communication: requires the ability to inform and appropriately influence key audiences by synchronizing and integrating communication efforts to deliver truthful, timely, accurate, and credible information.

Managing Organizations and Resources (competency)

Organizational

Resource Stewardship: the ability to identify, acquire, administer,& conserve financial, informational, technological, material, warfare, & human resources needed to accomplish the mission;  the ability to implement “best practice”

Change Management: the ability to embrace, support, & lead change by understanding the change management process, including critical success factors, common problems, & costs; to perceive opportunities and risks before or as they emerge.
Continuous Improvement: the ability to originate action to improve existing conditions & processes by using appropriate methods to identify opportunities, implement solutions, & measure impact;  to sustain  commitment to improve processes, products, services, & people while anticipating and meeting the needs of both internal and external stakeholders.

Strategic Thinking (competency)

Organizational

Vision: the ability to take a long-term view & build a shared vision ;  demonstrate innovative and creative insights/solutions for guiding, directing organizations to institutional needs, for formulating effective plans, strategies for consistently achieving goals, maximizing mission accomplishment, anticipating potential threats, barriers & opportunities while encouraging risk-taking.
Decision-making: ability to identify, evaluate, and assimilate data & information from multiple streams; differentiate information according to its utility; use infor to influence actions & decisions, use analytic methods in solving problems & developing alternatives, to make sound, well-informed and timely decisions despite conditions of ambiguity, risk and uncertainty;  analyze situations; then establish metrics to evaluate results and to adapt/implement feedback.

Adaptability: to maintain effectiveness when experiencing major changes in work tasks or environment;ability to adjust to change within new work structures, processes, requirements and cultures, while also responding quickly & proactively to ambiguous and emerging conditions, opportunities, and risks.

People & Teams (broad category)

 Leading People (competency)

People & Teams (broad category)

Fostering Collaborative Relationships (competency)

Builds Teams and Coalitions:  the ability to build effective teams for goal & mission accomplishment, improved team performance; contribute to group identity while fostering cohesiveness, confidence, and cooperation;  attend to the interests, goals, and values of other individuals and institutions while also developing networks and alliances that span organizational, service, department, agency, and national boundaries.

Negotiating: understanding of the underlying principles & concepts applied before, during and after a negotiation; while maintaining positive, long-term relationships with key individuals/groups; styles & methods to reduce tension or conflict between two or more people, to anticipate & addresses conflict constructively, to anticipate & to prevent counter-productive confrontations; ability to persuade & influence others while building consensus, gaining cooperation and effective collaboration.

Speaking and Writing: ability to articulate ideas and intent in a clear, concise, convincing manner; both verbal and written communication;  adjust one’s communication approach to unique operational environments & audience needs; effectively create communication bridges between units, organizations, & institutions.
Active listening: foster the free exchange of ideas in an atmosphere of open exchange while actively attempting to understand others' points of view, to clarify information as needed; solicit feedback to insure that others understand messages as they were intended.

Identify: identify concepts or principles associated with specific lessons; justify answer

Differentiate: distinguish whether actions, decisions, or behaviors described in the scenario are appropriate/inappropriate, effective/ineffective, or most effective according to lesson concepts and principles; justify answer

Determine: your ability to determine an appropriate and/or effective course of action based on your understanding of lesson concepts & principles; justify

Predict: make predictions or extensions of consequences or trends based on the information in the scenario; justify answer

-raises vital questions and problems, formulating them clearly and precisely
- gathers and assesses relevant information, using abstract ideas to interpret it effectively

comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards
- thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences
- communicates effectively with others in figuring out solutions to complex problems.

broad and informed problem-solving and deliberate decision making; useful for judgments in unfamiliar situations, for processing abstract concepts, and for deliberating when there is time for planning and more comprehensive consideration

(arguments, critical thinking)

process whereby one tends to notice and look for what confirms one’s beliefs, and to ignore, not look for, or undervalue what contradicts one’s beliefs.

(e.g.  “Air traffic controllers often have difficulty making good judgment after long hours on duty.”)

ambiguity: a word or expression that can be understood in more than one way.

Assuring Expression: expressions that disarm you from questioning the validity of an argument.

Meaningless Comparisons: include language that implies something is superior but retreats from that view.

Doublespeak Jargon: use of technical language to make the simple seem complex, the trivial seem profound, or the insignificant seem important, all done intentionally to impress others.

Emotive Content: use of words to arouse feelings about a subject to bias others positively or negatively, in order to gain influence or power.

False Implications: use of language that is clear and accurate but misleading because it suggests something false.

Apophenia and Superstition:  erroneous perception of connections between unrelated events. 

Argument from Ignorance: logical fallacy claiming something is true because it has not been proven false. 

False Analogies:  making illogical analogies to support the validity of a particular claim. 

Irrelevant Comparison:  making a comparison that is irrelevant or inappropriate. 

Pragmatic Fallacy: arguing something is true because “it works,” even though the cause of this something and the outcome are not demonstrated. 

Slippery Slope Fallacy: an argument that assumes an adverse chain of events will occur, but offers no proof. 

Drive Reduction Theories (Hull)

- Cognitive dissonance theory (Festinger)

- Need Achievement Theory (McClelland)

- Interests Theory (Holland)

- Need Hierarchy Theory (Maslow)

- Two-factor theory (Herzberg)

- Existence, Relatedness & Growth (ERG) theory (Alderfer’s)

- Self-determination theory (Deci and Ryan)

- Goal-setting theory (Locke)

- Unconscious motivation (Freud)

Attribute their results (work, family, education, etc.) to internal factors that they can control (e.g. the amount of effort they put in),

- Believe they can be effective agents in reaching desired goals (i.e. the results are not determined by luck or chance),

Are interested in mastering a topic, rather than just memorizing it in order to achieve good grades or get recognition.

believed that one’s internal thoughts and motivations could not be validated to explain their behavior.

considers a method of learning that occurs through rewards and punishments for behavior

Reinforcement: positive & negative

Punishment: positive (applying restrictions) & negative (taking something away)

argues that for a reward to be appropriate, accepted, and effective; it must fulfill a member’s needs.

need for achievement is a desire where one accomplishes something difficult or masters particular objects, ideas, or tasks independently or with little help. 

People with a high need for affiliation prefer to spend more time maintaining social relationships and wanting to be accepted and cared for.

need for power reflects an individual’s desire to influence, coach, teach, or encourage others to achieve.

categorizes a member’s commitment to the organization into three levels. These levels are membership (lowest level): only give the required time and effort to the organization

performance (moderate level): understand and appreciate the rewards and benefits of doing more

involvement (highest level) of commitment: personally satisfied with their work and feel their personal needs and desires are being met.

 System Level Rewards - We receive system level rewards just for being a member of the organization.  (pay, training, annual leave, medical and dental benefits, etc.),

 Supervisory Rewards - Given to those who go beyond the standard, (praise, public recognition, time-off, bonus pay, promotions, special assignments, greater roles and responsibilities, etc).

 Personal Rewards - internal rewards. When we fully enjoy our work, we strive to exceed every standard and reward ourselves for a job well done.

 Leader is someone who influences others to achieve a goal.

 A follower is someone who chooses to follow a leader because of the leader’s character, abilities, and vision.

 Situation describes the relative circumstances, position, or context that surrounds the leader and followers.

Laissez-Faire (the “non-leadership”)
 View the development of their subordinates as someone else’s problem;
 Abandon or pass on their responsibilities to others;
 Fail to respond urgently to critical situations;
 Remain indifferent toward important issues; and
 Are hesitant to make decisions or deal with chronic problems.
Management by Exception-Passive (MBE-P)
Considered slightly effective, MBE-P is the “if it isn’t broke, don’t fix it” leadership approach.

 Elects to sit back and wait for things to go wrong before taking action;
 Intervenes only if standards are not being met based on in-place control measures; and
 Will hold subordinates accountable if they fail to meet standards.

Management by Exception-Active (MBE-A)
 Controls followers through forced compliance with rules, regulations, and expectations;
 Is more concerned with identifying problems and correcting them than trends in performance;
 Closely monitors performance for errors;
 Focuses attention on errors or deviations from the standards; and
 Wants to know if and when problems occur.

Contingent Rewards
Contingent Rewards involves the constructive transaction between the leader and the follower. This transaction becomes a ‘contract’ or goal between the leader and the follower.
 Contingent Rewards:
 Sets goals, clarifies roles, and explains expectations;
 Uses extrinsic motivation to get followers to achieve goals. When the follower fulfills the leader’s expectations, a reward is provided to reinforce the demonstrated positive behavior;20 and
 Actively monitors progress and provides supportive feedback.

Setting Goals For and With Followers. directs your followers’ attention to what needs to be achieved. Suggest Pathways to Meet Performance Expectations. Aside from setting goals, followers often need ideas on how to attain these goals.

Actively Monitor Followers’ Progress and Provide Supportive Feedback. Like parenting, leaders must proactively monitor each follower’s progress and provide resources that empower them physically, psychologically, and intellectually.

Provide Rewards when Goals are Attained. Successes need to be rewarded which become “stepping stones” to a stronger self-image and greater achievements.

four rather different “approaches” to life, known as temperaments

Gold

Green

Blue

Orange

competence, curiosity, independent, learning, analysis, education

Logical thought and analytical evaluation

questions

Feelings and people are at the crux

Emotion, Family, listens, belonging retlationships

passion, love, empathetic, creativity, people

peace

• Make sure they know you care about them personally
• Focus on feeling, not just on facts
• Create a pleasant, inviting, and harmonious environment
• Create ways for them to use their creative abilities

• Reward them with small personal interactions such as notes, smiles, approving looks, etc.
• Utilize principles, not facts
• Engage them in group projects or activities
• Be enthusiastic, happy, and upbeat
• Smile and laugh a lot
• Draw on their values and interests
• Be whimsical and allow them to do the same
• Show concern for their needs
• Downplay competition
• Focus on subjects at the feeling level as well as the intellectual level
• Use open-ended questions
• Make sure people come before any other consideration

Structure, security, and order are at the core of the

organization, security, discipline, stability

tradition, goals, success, leadership $$

• Treat them professionally
• Focus on traditional approaches
• Make sure all expectations are clearly explained and outlined
• Reward them in tangible ways
• Lay out things in a step-by-step fashion
• Be highly organized and establish a predictable routine
• Follow and enforce the rules
• Be fair
• Clearly explain acceptable behaviors and expect them to do the right thing
• Maintain an orderly work environment
• Develop assignments focused and organized with specific goals and objectives
• Create clearly identifiable tasks and responsibilities
• Help them see there is more than one right way to do something
• Provide opportunities to fix mistakes
• Be prompt in providing feedback

• Give them enough time to do an assignment well
• Let them work in leadership or service positions

Fun and excitement are staples of the

Action, fun, variety, $$, hands on

freedom, bold, sex, work hard, play hard, win, competition

is essentially a pattern of four quadrants used to determine a person’s four areas or panes of self-awareness to include how others see or perceive that person.

Open windowpane: characteristics and traits that you and others know about yourself.

Hidden (facade): regards aspects about yourself that you refuse to share with others.

Unknown: aspects about ourselves that no one knows, to include ourselves.

Blind windowpane: aspects about us that we are not aware of, but others are.

the ability to express one’s own strengths, feelings, and beliefs in a manner that is considerate toward the abilities, thoughts, values, and feelings of others.

in Four Lenses, it is the ability to remove your primary lens (temperament) and  see others and the world through someone else’s lens (color).

A person with a high level of maturity is often considered humble, modest, and discreet.

A low level of maturity doesn’t necessarily mean a person is immature or juvenile

Don’t stereotype others

Don’t try to change people

Don’t negate the values of others

Don’t let strengths become liabilities

Don’t use colors as an excuse
Keep your observations private

Give good gifts

Carry all the color lenses with you

Validate the strengths of each color

Learn from others