Guiding Values and Standards for Air Force Professionals, Exams of Military leadership

Download Guiding Values and Standards for Air Force Professionals and more Exams Military leadership in PDF only on Docsity! 1 / 88 SNCOA Test 2 Questions with Answers 1.Purpose as a profession: serve society by effectively delivering a necessary and useful service 2.Each profession establishes: a unique subculture that distinguishes practi- tioners from the society they serve (and other professions) while supporting and enhancing society have unique standards of performance and codes of ethics to create and maintain their effectiveness 3.Professions also: develop particular vocabularies/terms, establish journals, and sometimes adopt distinct forms of dress (lab coats, police uniforms, etc) 4.Military Professions differ in two ways:: consequences of failure in the POA for both individual members of the Armed Forces and the Nation are more serious than those in any other profession Military serves a collective client, the nation 5.Examples of responsibilities: include recovery of a community or country dev- astated by natural disaster (operation unified response- Haiti), the defeat of enemy forces (operation Iraqi freedom) or the security of the nation (operation noble eagle) which failure could result in catastrophe for the nation 6.Second difference for military profession: concerns individual members. We take our oaths of office which includes understanding of 'unlimited liability' clause where its expected its members lay down their lives for their friends, family, or freedoms. Risking their lives with personal sacrifices 7.American Proffession of Arms (American POA): other nations with military considered peers. where we differ: service orientation, distinct sub-culture, and body of theory/specialized knowledge 8.Service Orientaiton (A-POA): essential for an occupation to be categorized as a profession. those in it should not be in it soley for their own material benefit. Have some sense of duty towards the issues. i.e. health care, education, counseling nobility of purpose within each of us and provides deep personal meaning to all who serve-ties to founding document of the nation 9.Distinct Sub-Culture: the most obvious aspect of all professions includes values, norms, symbols that are accepted by the profession i.e. insignias, emblems, distinctive dress Clear and controlling symbols Distinguish between officers and noncommissioned officers expected 2 / 88 to exercise initiative to identify and resolve unforeseen circumstances 10.Body of Theory/Specialized Knowledge: more than technical training and skill to do a given job. Professional competence is critical to a profession because the service provided by professions could have beneficial or devastating effects on the population it serves Prolonged education and experience 5 / 88 a. Physical b. Intellectual c. Moral: b. CORRECT: According to the Profession of Arms chapter, the POA is intellectual because military professionals must be culturally aware; sensitive to differences and the implications those differences have on the operational environment. MSgt Crawford's attempt to familiarize himself with the local environment reflects the Intellectual Dimension of the POA. 20.AF Guiding Values and Standards: -As a SNCO, you're responsible for pro- moting an understanding and an appreciation of Air Force culture -You must demonstrate, inspire, and develop in others an internalized understanding of Air Force values and standards 21.AF Core Values: -the three pillars of professionalism that provide the foundation for leadership at every level -They inform you of the price of admission into the Air Force itself, point to what is universal and unchanging in the POA, help you get a fix on the ethical climate of an organization and when necessary, serve as beacons vectoring you back to the path of professional conduct -desired behaviors and characteristics we must practice and demonstrate, showing that we truly value Integrity, Service, and Excellence 22.Integrity: -Character Trait -A person realizes integrity when thoughts and actions align with what he/she knows to be right 23.Honesty: hallmark of integrity; Honesty requires us to evaluate our performance against standards, and to conscientiously and accurately report findings -only way to preserve the trust we hold so dear with each other and with the population we serve 24.Courage: empowers us to take necessary personal or professional risks, make decisions that may be unpopular, and admit to our mistakes; having the courage to take these actions is crucial for the mission, the Air Force, and the Nation 25.Accountability: responsibility with an audience i.e. American people, our units, supervisors, fellow Airmen, families, loved ones, and even ourselves -maintain transparency, seek honest and constructive feedback, and take ownership of the outcomes of their actions and decisions. They're responsible to themselves and others and refrain from actions which 6 / 88 discredit themselves or our service 26.Service Before Self-Duty, Loyalty and Respect -Duty: obligation to perform what's required for the mission; Airmen who truly embody Service Before Self consistently choose to make necessary sacrifices to accomplish the mission, and in doing so, we honor those who made the ultimate 7 / 88 sacrifice -Loyalty-internal commitment to the success and preservation of something bigger than ourselves; We offer alternative solutions and innovative ideas most effectively through the chain of command. Ultimately, loyalty is demonstrated by helping each other act with honor 27.Respect: requires us to treat others with dignity and value them as individuals; act knowing that all Airmen possess fundamental worth as human beings -Failure to adhere to Service Before Self diminishes your commitment to the core values and places mission success at risk 28.Excellence in All We Do: directs us to develop a sustained passion for the continuous improvement and innovation that will propel the Air Force in quantum leaps towards accomplishment and performance Mission, Discipline, Teamwork 29.Mission: encompasses operations, product and resources excellence; Our peo- ple are the platform for delivering innovative ideas, strategies, and technologies to the fight 30.Discipline: reflects an individual commitment to uphold the highest of personal and professional standards; Our appearance, actions, and words shape the culture of the Air Force and the reputation of the entire military profession 31.Teamwork: required to triumph at every level; challenge and motivate each other Core values: They remind you what it takes to get the mission done, inspire you to do your very best at all times, and are the common bond among all comrades in arms 32.Airman's Creed: A creed is a set of fundamental beliefs or guiding principles; it allows Airmen to think and act with one mind, and sustain a commitment to fundamental warfighting beliefs 33.Warrior Ethos: describes the frame of mind of the professional Airman and is part of our Air Force culture; guiding principal for you to live by; declares your selfless commitment to your Nation, mission, unit, and fellow Airmen Displayed by: Maintaining military bearing and professional etiquette, Placing the welfare of peers or subordinates ahead of our personal needs or comfort, Maintain- ing ourselves, physically, emotionally, spiritually and socially Warrior spirit requires taking responsibility for mission failures, share mission suc- cess with unit, foster deployment of the POA in your 10 / Alignment with AFI 36-2618 11 / 39.Professional Standards: are the yardstick a profession uses to measure the performance and behavior of its members; expressed by the core values, Airman's Creed, and Warrior Ethos Include: Quality and quantity of work, Ethical behavior, Professional Relationships, Adherence to and promotion of core values, Adherence to and promotion of AFI 36-2618 40.3. Which of the following BEST identifies Professional Methods? a. involve the actual application of professional knowledge and theory b. encompass a combination of emotional, moral, and intellectual qualities c. include both tangible and intangible measurements of performance: a. COR- RECT: According to the Profession of Arms chapter, professional methods involve the actual application of professional knowledge and theory to any given situation. 41.Direction, Discipline, and Recognition (DDR): Foundation of Progressive Pro- fessionalism (P2). Direction and discipline were integral to you learning our job and adjusting to life in the AF. Self-Discipline took over and following directions and responding positively to discipline became second nature. Recognition-used to re- inforce behavior or encourage improvement as applicable. Subordinate recognition is a communication tool. Reinforce the actions, decisions, and behaviors you want most to repeat. Heighten level of commitment. 42.Development-Self Development: you should continually assess your skills, qualities, and leadership abilities, identify improvement areas and engage in self development to address them. It is your responsibility. 43.Formal Learning Activities: are deliberately designed to obtain a specific learning outcome. Examples include Basic Military Training School (BMTS), Technical Training School (TTS), First Term Airman Center (FTAC), Enlisted Professional Military Education (EPME), ancillary training, and college courses. 44.Informal Learning Activities: are additional learning activities (outside of a formal setting) that result in a learning outcome. Examples of informal learning in- clude peer-to-peer communication, reading, internet research, talking with experts, mentoring moments, and managing and leading teams and organizations. 45.Formal Assignments: come through official military channels. Examples in- clude permanent change of station (PCS), permanent change of assignment (PCA), temporary duty assignments (TDY), and additional or special duties and tasks as- signed through formal military 12 / channels, e.g., additional duty first sergeant, resource advisor, superintendent, and flight chief. 46.Informal Assignments: originate from sources other than formal military chan- nels. Examples include positions within other professional organizations (Top III, 15 / 50.SNCO Effectiveness: continuously work on developing yourself; You should find learning activities that enhance your current knowledge and skills while forcing you to step outside your comfort zone. For example, you could take a project management course or attend a conflict resolution seminar. Both of these examples not only help increase your skill set, but when used correctly, can help make the POA more effective; understanding of Air Force Core Values and The Airman's Creed 51.Mission Effectiveness: American POA, the Air Force must be ready when called upon -Physical Dimension: physically ready at all times, regardless of the environment; people are healthy and engaging in a year-round fitness program; reduction can have an impact and can weaken the POA -Intellectual Dimension: focuses on the internal and external cultural aspects of the POA; expected to conduct missions in locations with vastly different cultural norms/ different cultural backgrounds Moral Dimension: Important because it reminds us that we're responsible to our civilian government; guided by the moral and ethical tenets included in documents such as the Constitution, LOAC, and the UCMJ 52.Profession of Arms at its core:: it defines what it means to be a valued member of our profession; serves as a foundation to guide and provide direction as you engage in the daily grind of protecting the Nation 53.5. A1C Rico has really been working hard over the last quarter. In fact, he has come to work early to complete assignments which helped the unit mission success rate stay above average. A1C Rico's efforts haven't gone unnoticed. To keep him motivated and hoping to increase the initiative of other unit members, MSgt Smith submits A1C Rico for Airman of the Quarter. MSgt Smith's actions BEST illustrate his understanding of and its impact on subordinate effectiveness. a. Self-Development b. Developing Others c. Direction, Discipline and Recognition: c. CORRECT: According to the Profes- sion of Arms chapter, DDR is critical to your early development and helps maintain a high degree of professionalism throughout your 16 / career. 54.6. SSgt Blount, a heavy equipment trainer, will be separating from the Air Force in six months. He's very excited about getting out and starting a new 17 / career. MSgt Kersey calls SSgt Blount into his office and informs him that he'll continue to train the new arrivals until his separation date. Upset SSgt Blount says, "This is unfair and will take up too much of my time." Because SSgt Blount , his actions will MOST likely mission effectiveness. a. understands Professional Methods; enhance b. misunderstands Professional Methods; hinder c. understands Professional Standards; enhance d. misunderstands Professional Standards; hinder: d. CORRECT: SSgt Blount's comments, "This is unfair and will take up too much of my time" reflect a professional standard values conflict. According to the Profession of Arms chapter, a values conflict occurs when personal values conflict with those of the institution. 55.7. MSgt Smith is overseeing newly assigned members of his unit perform- ing routine vehicle checks. Through observation, he notices that some of the members are not conducting the checks as required. Although his Airmen are working, MSgt Smith can tell they're not sure as to what they should be doing. He decides he needs to conduct on-the-job training to bring his members up to speed. Because MSgt Smith , his actions will MOST likely mission effectiveness. a. understands DDR; enhance b. misunderstands DDR; hinder c. understands Professional Methods; enhance: a. CORRECT: MSgt Smith de- cision to conduct on-the-job training represents his understanding of DDR. Direction is critical to early development and helps you learn your job 56.Total Force Fitness: the state in which the individual, family and organization can sustain optimal well-being and performance under all conditions; Goal to provid- ed holistically based approaches that promote resilience and allow individuals, units and families to grow/recover in ever changing environments with multiple demands; includes 8 Domains(Nutritional Fitness, Spiritual, Psychological, Behavioral, Social) and 3 applicable to Sr Enl Leader (Physical, Environmental, Medical/Dental Fitness) 57.Resilience: The ability to withstand, recover and/ or grow in the face 20 / -Ready Zone (Green) Not stress free, but using good coping skills (good to go)-mo- 21 / tivated & continue to build unit cohesion -Reacting Zone (yellow) Reacting to life's normal stressors (temp, mild, reversible) ex.going back to school while on nights-some anxiety try communicate with them, listen, encourage -Injured Zone (orange) Stress injuries damaging the mind, body, spirit (non-mission ready)-Loss of emo control, social withdrawal, loss interest, subs abuse; offer outside sources -Ill Zone (red) Stress injuries that become stress illness (only diagnosed by health professionals)-ensure compliant to trtmt plan, monitor progress, support 64.Five C's: are the vital fabric that forms the mosaic through which leaders create and sustain our Air Force community. They are behaviors that are essential to developing a healthy sense of self and the ability to effectively interact with others; creates sense of belonging-leads to well-being, life balance and resilience (Care, Commit, Communicate, Celebrate, Connect) 65.Five C's Continued: Care: Being good wingmen, exhibit integrity, empathy, respect. Builds momentum and initiative to act for the good -Commit: choose to help others become their very best. Build stronger communities that promote self-sufficiency; work collaboratively -Connect: connect others; requires intentional effort from all parties for connections to last; trust forms -Communicate: Way we express ourselves (verbally or writing) has profound effect on messages (received and understood). Learn positive/proactive skills increase effectively connecting others -Celebrate: positive results/accomplishments show appreciation for those around us. good leader communicates expectations and constructive feedback for growth and development 66.Matching Total Force Fitness Comprehensive Airman Fitness Resilience 5 C's TFF Domains: a. A holistic approach to developing overarching Airman fitness and resilience. b.The ability to withstand, recover and/or grow in the face of stressors and changing demands. 22 / c.Fitness categories designed keep service members resilient in an environment of sustained deployments and combat operations. d.Positive behaviors that are essential to developing a healthy sense of self and the 25 / perform physical activities required to accomplish mission ENDURANCE-body's ability to survive/operate (stamina). how long handle physical demands/stressors; ex: long hours-little time off loading pallets over and over RECOVERY-practice you engage that help restore energy to your body and coun- terbalance stress-could lead to adverse moods/deteriorating perform. (spend time with family, reading-de stress) NUTRITION-provision/consumption of food in quantities, quality and proportions sufficient to promote optimal physical performance and protect body against disease and/or injury STRENGTH-ability to generate force/power, lowering relative work your body has to do in order to complete desired objectives 71.2. SMSgt Bloom explains to his team, "We've all been under a lot of stress. Since we have some time before our next deployment, we should consider getting involved in activities that help us wind down between these difficult times." SMSgt Bloom's comments BEST identify the tenet of physical fitness a. endurance b. recovery c. strength: b. CORRECT. The recovery tenet of physical fitness includes the practices you engage in that help to restore energy to your body and counterbalance stress that could result in adverse moods and/or deteriorating performance. The recovery tenet is evident when SMSgt Bloom says, "We should consider getting involved in activities that help us wind down during these difficult times." 72.Social Fitness: ability to engage in healthy social networks that promote overall well-being and optimal performance; maintain build/maintain social networks in order to deal with distress caused by stressors/demands COMMUNICATION-exchange of thoughts/opinions, info including problem solving and relationship mgmt. stressed can communicate reactively and perceived as overcritical. Communicate clear, calm, respectful CONNECTEDNESS-way people interact/come together; accounts for quality and number of connections; Deployed connections with other POA. Benefits: improve overall health, higher self esteem SOCIAL SUPPORT-support that a person receives from those around 26 / them; they're truly cared for TEAMWORK-coordination among team members to perform task/accomplish mis- 27 / sion; when workload becomes too much share the burden of task saturated team- mates 73.3. SMSgt Casey says to his flight, "We've been under a lot of stress for the inspection and I've seen a lot of bickering during the last few weeks. Some- times, when you're feeling stressed, you may tend to see only the negative. We need to do better. Let's make sure we answer questions with optimistic, helpful feedback." SMSgt Casey's comments BEST identify the tenet of social fitness. a. communication b. connectedness c. social support: a. CORRECT. The communication tenet of social fitness is the exchange of thoughts, opinions, or information, including problem-solving and relationship management. It includes responding to others with positive, constructive feedback, even when you're feeling distress, and may tend to see only the negative. SMSgt Casey's comments indicate the communication tenet of social fitness when he says, "Let's make sure we answer questions with optimistic, helpful feedback." 74.Spiritual Fitness: ability to adhere to beliefs, principles, or values needed to persevere/prevail when accomplishing the mission. it can be religion or even constructed from personal beliefs and past experiences: CORE VALUES (Organi- zational values, personal values/beliefs) PERSEVERANCE (don't give up) Persistence in pursuit of course of action, pur- pose, state, etc when faced with obstacles PERSPECTIVE-How you view situations, facts, etc. and how you judge their relative importance. identify good and bad of each situation (deployed-finds everything neg- ative-becomes a stressor OR makes a point to meet someone new to be positive) PURPOSE-Why did I get out of bed this morning "a calling" can help you identify unique strengths/skills to use to make mission more effective 75.Spiritual Fitness Guide: FIT (Green) Engaged in life's meaning/purpose Stressed (Yellow) Neglects life meaning, Less hopeful about life, doubtful ability to face demands, strays temporarily form values Depleted (orange) Loses sense of meaning, Holds very little hope, Freezes when faced with demand, Disregards some core values Drained (red) no meaning, no hope about life/future, gives up when 30 / SMSgt Lopez's comments BEST illustrate his understanding of fitness and its impact on 31 / mission effectiveness. a. physical b. social c. spiritual: c. CORRECT. Organizational and personal core values are a part of spiritual fitness. They are useful when dealing with stressors (tension) that might appear to be insurmountable (unbearable). This is evident in Lopez's comments, "When you embrace our core values as intended, they can be help you deal with the tension that might seem to be unbearable." 79.7. SMSgt Gomez explains to his team, "MSgt Leap was put in the super- intendent position because he has a good grasp on acute thinking skills, self-awareness, and he's shown the ability to bounce back from diversi- ty...that's what we need for this position." Because SMSgt Gomez fitness, his actions will MOST likely the mission. a. understands social; enhance b. misunderstands social; hinder c. understands mental; enhance d. misunderstands mental; hinder: c. CORRECT. By practicing skills such as critical thinking, self-awareness, and flexibility, you're more likely to strengthen your mental fitness...making it easier for you to adapt your thinking and emotions to deal with stressors in a way that helps you return to your normal state quicker. This is evident in Gomez's comments when he says, "he has a good grasp on acute thinking skills (critical thinking), self-awareness, and he's shown the ability to bounce back from diversity (flexibility)". His actions will most likely enhance the mission. 80.Ethics: The study of what we understand to be good and right behavior and of how we judge those behaviors. It's a set of standards of conduct that guide decisions and actions based on duties derived from core values. 81.Military Ethics: Values and expected rules of the profession that are appropriate to actions taken within the military environment; American military ethic designed to put principle above self interest 82.Ethical Behavior: Acting responsibly in difficult and/or complex situations; with quality character and judgment, is the essence of ethical behavior. 83.Ethical Relativism: The definition of right or wrong depends on the 32 / prevailing view of a particular individual, culture or historical period; therefore nothing is objectively 'right' or 'wrong'. 84.Ethical Leadership: combines ethical decision-making and ethical behavior, and occurs in both an individual and organizational context. A major responsibility 35 / listment into the United States Armed Forces is administered by any commissioned officer to any person enlisting or re-enlisting for a term of service into any branch of the military. 93.AF instruction (AFI): documented instruction for members of the United States Air Force intended for use by active duty, guard, and reserve members and associ- ated civilians; Form of general order and violation can be punishable under UCMJ. Ex AFI 36-2903 Dress/appearance and AFI36-2618 Enl Force Structure 94.Uniform Code of Military Justice: foundation of military law in the United States; applies to all members of the uniformed services of the United States; provides a single source of standards of ethical conduct and ethics guidance, including direction in the areas of financial and employment disclosure systems, post-employment rules, enforcement, and training. 95.2. The Air Force Core Values, Oath of Enlistment, and DOD 5500.7-R assist us in making sound ethical decisions. a.True b. False: a. CORRECT: According to the Ethical Leadership chapter, the Air Force Core Values, the Oath of Enlistment, Air Force Instructions, the Uniform Code of Military Justice, DOD 5500.7-R, Joint Ethics Regulation (JER), and AFI 36-2618, Enlisted Force Structure, all assist SNCOs in making sound ethical decisions. 96.Ethical Dilemmas: times when you're challenged with ethical dilemmas. Re- member as you learned earlier, an ethical dilemma is a situation where you're forced to choose between two alterna- tives, neither of which may result in an ethically acceptable outcome. Three general causes: Uncertainty, competing values, potential Harm UNCERTAINTY-dilemmas stem from as a result of not having all the facts pertaining to the situation or have no experience dealing with, or may not be a clearly estab- lished policy, procedure, rule for handling COMPETING VALUES-when strive to adopt and internalize our services core val- ues, there are times when our personal values conflict with those of the institution as well as subord/peers/sups-work on greater good of org and people POTETIAL HARM-intentional or unintentional (good/bad) consequences caused by your actions. Good leader considers the consequence of a decision 36 / 97. 3. When diagnosing ethical dilemmas, SNCOs should . a. diagnose only the dilemmas that are present b. consider the second and third order consequences c. reconcile dilemmas using the 5-Step Process: b. CORRECT: According to the Ethical Leadership chapter, as a leader you should always attempt 37 / to anticipate and consider the second and third order consequences when making decisions. 98.Ethical Traps: stem from confusion or uncertainty as to what action or behavior should be taken in a given situation. Those traps are: Ethical Relativism, Loyalty Syndrome, Worry Over Image, and Drive for Success. 99.Ethical Relativim: holds that morality is relative to the norms of one's culture. That is, whether an action is right or wrong depends on the moral norms of the society in which it's practiced. The same action may be morally right in one society, but be morally wrong in another. 100. Loyalty Syndrome: defined as making decisions based on respect and/or loyalty to an individual, unit, or organization rather than on military rules, regulations, and codes of conduct. 101. Worry over Image: making decisions based on how they'll impact your rep- utation or standing among peers, subordinates, supervisors, or community rather than on military rules, regulations, and codes of conduct. Concern about what might turn out to be an embarrassing situation (or needing others to see you in a positive light) may cause you to do something less ethical instead of what's right. example, instead of making his Airmen work 12-hour shifts to decrease the workload that's been stacking up, MSgt Lollar decides to keep the hours as they are because he doesn't want his Airmen to think he's a bad SNCO that doesn't 'have their backs'. 102. Drive For Success: occurs when decisions are made based on a "win at all cost" attitude rather than on military rules, regulations, and codes of conduct. Sure, there may be nothing wrong with possessing a sincere drive to succeed. You may be thinking, "If I don't do what's best for me, who will?" 103. Ethical Principles: explains that military ethics is about knowing what's true and then doing what's right. following ethical principles: Three Os, Three Ps, Three Rs, and Three Ds. Used in conjunction with the Air Force Core Values, these principles place additional tools at your disposal as you strive to continue leading ethically. 104. Three Os: Three Os are important in making ethical decisions: Owing, Order- ing, Oughting -You should understand whom and what you owe. We all owe a debt of gratitude to our 40 / 108. 4. Which ethical principle serves as a reminder to SNCOs that we must always put truth and honor first, followed by mission accomplishment and our Airmen? a. The Three Ps b. The Three Rs 41 / c. The Three Ds: a. CORRECT: According to the Ethical Leadership chapter, the Three Ps (Principle, Purpose, and People) serve as a reminder to SNCOs that we must always put Principle (truth-telling and honor) first; Purpose (mission accomplishment and duty) second; and People third. However, this does not offer the foundation for the other ethical principles. 109. Behavior and Climates: Determined by its members; Professional actions, decisions, and behaviors can transform a negative corrosive climate into a pos- itive ethical climate just as unprofessional actions, decisions, and behaviors can transform a positive ethical climate into a negative, corrosive climate; ensure your subordinates conduct themselves with high ethical standards. 110. Ethical Decision Making: refers to the process of evaluating and choosing among alternatives in a manner consistent with ethical principles. 5 Steps: 1. Interpret the situation: stop and think about circumstances; critically think; delay impulse to rush to a conclusion 2.Analyze the situation (why does ethical dilemma exist?) uncertainty? not having all the facts? Competing values: principle first, purpose second, and people third 3.Identify Ethical traps: (ethical relativism, loyalty syndrome, worry over image, and drive for success) 4.Consider possible courses of action: brainstorm, make a list of possible decisions that could fix the problem or solution. Use 6 tests in conjunction. -Shame Test, Community Test, Legal test, situation test, God Test, and Conse- quences Test 5.Decide the most ethical course of action: leaders should create and promote an ethical climate and foster ethical behavior. Ensure your COA doesn't have a negative impact on your organization's ethical climate (or tip it to the left on the continuum towards less professional behavior) -There are no rewards for unethical behavior -Sanctions and forgiveness for mistakes-leaders shouldn't always take disciplinary action for mistakes. i.e. gives someone wrong information.. not punished but given remedial training 111. Ethical COA supporting principles: -There are no rewards for unethical behavior 42 / -Sanctions and forgiveness for mistakes-leaders shouldn't always take disciplinary action for mistakes. i.e. gives someone wrong information.. not punished but given remedial training -Appropriate action taken for dereliction of duty or misconduct; can range from verbal to court-martial 45 / c. drive for success; hinder d. drive for success; enhance: b. CORRECT: According to the Ethical Leadership chapter, "Worry over Image is an ethical trap that entails making decisions based on how the decision will impact one's reputation/ standing among peers, subordinates, supervisors, community etc. rather than on military rules, regulations and codes of conduct." Because MSgt Franklin is not concerned about her image, her lack of concern will most likely enhance her effectiveness. 115. 8. During a feedback session with MSgt Gray, CMSgt Lovell says, "I don't know how you've done it, but since your arrival, I've noticed your flight mem- bers tend to have a sense of enthusiasm, common purpose, and confidence in the future of this organization." Gray responds, "I believe it is the collective actions, decisions, and behaviors of my flight members that are causing a more positive, more ethical climate throughout the organization." Lovell replies, "Well, whatever you think it is, keep it up." MSgt Gray's will MOST likely his effectiveness a. failure to understand military ethics; hinder b. understanding of military ethics; enhance c. failure to understand tipping; hinder d. understanding of tipping; enhance: d. CORRECT: According to the Ethical Leadership chapter, Tipping is about moving the climate of an organization toward a positive/ethical climate. "The climate of an organization is determined by the collective actions, decisions, and behaviors of its members. As organizations move toward a more positive/ethical climate, a sense of enthusiasm, common purpose, and confidence in the future begins to accelerate the tipping effect. At this point, profes- sional actions, decisions, and behaviors directed toward the achievement of organizational goals and objectives become the norm. 116. Adaptability: is the ability to adjust oneself to changed, unexpected, or am- biguous situations by actively seeking information and by demonstrating openness and support of different and innovative change ideas. states you should promote a culture of Airmen capable of 46 / adapting throughout a career Open for new ideas or opinions 47 / 117. Three elements of Adaptability: Cognitive Flexibility: able to keep multiple scenarios in mind so you can adjust to changing, unexpected, or ambiguous situa- tions; what might go wrong? 1. Be curious whats happening, 2. accept that different is not right or wrong, 3. See and be seen, 4. Have a plan, Emotional: understand and manager their own emotions, connect with and address emotions of others, engage emotionally to help others with change; 1. use support syst 2 Offer feedback, Find ways to motivate others 3. address resistance,. listen, collaborate Dispositional leaders- optimistic about change, support others through change, balance uncertainty with positive attitude, aware of own preferences/tendencies 118. 1. MSgt Merk was just briefed her unit is adopting a new process for routing helpdesk trouble tickets. She became upset since a great deal of effort was spent getting her new airmen proficient at using the current process. Immediately, she thought about developing plans to address the change, but decided to talk with her mentor, SMSgt Bellard first. He reminded her to be more optimistic about the change, especially when trying to get her people on board. She agreed but also added that she has to be realistic with them about how difficult the change will be. After her discussion with SMSgt Bellard, she decided to talk with her people to find out what concerns they may have about the new process before taking action. MSgt Merk's actions BEST illustrate the use of Flexibility. a. Cognitive b. Emotional c. Dispositional: b. CORRECT. According to the Change Management chapter, emotional flexibility involves using your support systems (talking with her mentor, SMSgt Bellard), facing reality (being optimistic and realistic about change), and listening (finding out what concerns her people may have). Although MSgt Merk thought about developing plans to address the change (which might hint at cognitive flexibility), she decided to talk with her mentor instead. 119. Reaction to change:Kubler-Ross: how people handle death, grief, and loss. 5 stage model: Denial, Anger, Bargaining, Depression, and Acceptance to help explain the reactions some people might experience 50 / comprehensive look at the change plan. should take a step back, analyze the reactions your people are exhibiting...why they are resisting, and critically think about the way forward. Use and encourage cognitive, emo, dispositional flexibility, know why the change is necessary, communicate before, during and after change, allow time for change to sink in, offer help to those that might be struggling, be the change they want to see, encourage proactive instead of reactive response 51 / 124. 2. MSgt Keele returned from the unit weekly staff meeting and briefed his people about a new procedure that impacts how EPRs are submitted to the commander. While most of his people just listened, a few begin to express frustration...they argued that it will take more time than the current process. Even though MSgt Keele tried to explain the rationale behind the change, his rationales were countered with statements that support why the change will fail. Since many of them have experience with the unit's current EPR approval process, they presented a new idea they think is better than the one MSgt Keele briefed. This scenario BEST illustrates behavior towards the new proce- dure. a. Denial b. Bargaining c. Depression Progress Check: b. CORRECT. According to the Change Management chapter, bargaining behavior includes attempting to put off the change or recommending alternatives to the change. In this scenario, MSgt Keele's people offer an alternative to the commander's new process they think will work better. 125. Pressures for Change: Effective leaders understand that change is a contin- uous process. Internal Environment: your organization-may have to manage and deploy in ways that help attain and maintain optimal mission effectiveness External Environment-More recently, innovations in information technology and the resulting information age put continual pressure on organizations to change. Globalization-process of interaction and integration among the people, companies, and governments of different nations. It is usually driven by international trade and investments, aided by information technology. Peace: For example, when a particular region becomes more stable and the number of forces in that area is reduced, the smaller remaining forces must continue to complete their missions and the missions of those forces that left. can create friction b/w commanders Demographics-demographic pressure could cause organizations to develop new training programs educating personnel on the various needs of the diverse work- force--for example, religious beliefs and 52 / practices, and language differences. 126. Synthesizing Requirements for Change: -Assess potential change initiative: Has a change in technology resulted in a new process or new piece of equipment? 55 / comfortable with adopting new, well thought out ideas. will need to provide them with information about the change (ex. new phone-will look at manual and compare before buy) for its potential to be useful not bc its a first -Early Majority: represent mainstream thinking. Tap into early majority can get feel- ing/reaction of change. Will watch to see how change will work first. product is trust- ed/respected by opinion leaders (ex. will wait to buy until innovators/earlyadopters identify problems with product first) large percentage of popl. -Late Majority: other large popl. group tends to be more skeptical of the change; might not adopt the change until the early majority has adopted it. Peer pressure -Laggards: very traditional with views. always done it this way, it works, don't need to change. maybe less educated/uniformed of the change; close minded; Flip phone bc it works 129. Lewin's Phases of Change: -Unfreezing: phase is intended to motivate sub- ordinates and help get them ready for change; 1. create felt need for change 2. Dealing with possible resistance to change by develop. implementation plan, use effective comm. skills -Changing: includes movement from old way of buisn to new way. Involves actual modifications to technology, tasks, structures, or people. 1.Monitory progress 2.Adjusting the plan as necessary -Refreezing: phase involves the locking in (or refreezing) of the new processes/pro- cedures until permanent part of daily operations 1.Obsv. subordinates and eval. results of change 2.Ensure new procedures are documents 3.Rewarding/recognizing ind. who have adapted 4.Reinforcing benefits of change with resistors 130. Preparation: ready for the change: You should be curious about what's going and collecting data before the change begins. You should also get out from behind your desk and get your people's perspective on how things currently are. Once you have a baseline of the current state, you can better assess what needs to be done in order to transition to the new state. 1. Intellectual Standard of Clarity can help ensure you have a clear 56 / understanding of what's changing and what your responsibilities are in the change process. 2.Reasoning Element of Purpose can be used to figure out what your goal or objective should be. 3.Intellectual Standard of Depth can help you find answers to questions that address the complexities or multiple layers of the change. 4.Applying Depth to the Reasoning Element of Information can help you figure out 57 / if you have enough data to explain the change to others. 6. Intellectual Standard of Fairness should be used effectively when considering the Reasoning Element of Point of View...looking at the change from the perspective of all that might be impacted by it. 131. Is organization ready for the change?: Requirements for change: find out what pressure is driving the change at the strategic level. Readiness and Expertise: after knowing whats driving change, figure out if have ac- cess to the experience needed to make the change happen. Perform an assessment. see which section is ready and which is not. Address any gaps in skill proficiency 132. Develop a change plan: If determined readiness of your org and people you should develop a change plan. include answers to important questions that might help you organize and execute the change. Help identify your requirements. where might need support from others Proceed with caution. Pple are content and comfortable with roles and norms. 133. 4. MSgt Nagle is the superintendent of a flight of 50 people. As a result of a newly published Air Force Instruction, she has to implement changes to processes people have been doing for a long time. She knows she's going to face major resistance, so she decides to give a pre-brief to a few selected peo- ple instead of telling everyone in the flight all at once. She feels this smaller, well respected group, tends to adapt to change well and seems to have the ability to 'sell' change to more resistant individuals easier. Even though she knows some people will be upset because they didn't hear about the change early, she believes that by targeting and pre- briefing certain individuals first, she can minimize resistance and get the change implemented faster. MSgt Nagle's decision to target the will MOST likely her change effort. a. innovators; hinder b. innovators; enhance c. early adopters; hinder d. early adopters; enhance: d. CORRECT. MSgt Nagle targets the early adopters. According to the Change Management chapter, they are usually your social and opinion leaders (well respected...have the ability to 'sell' change to more resistance individuals easier). To appeal to this 60 / a few strategies to address them, just in case. Bernard interrupts by saying 61 / she might have a problem getting everyone on board with the change right away. Brock agrees, but says Bernard shouldn't dismiss those that seem resistant...they might see something she doesn't see. Finally, Brock ends by saying he knows the change will be challenging and time consuming, but she shouldn't let her personal life suffer as a result of her professional duties. Bernard agrees and says she feels better about leading the change effort. Chief Brock's comments BEST explain and its impact on SNCO effectiveness. a. adaptability b. resistance to change c. requirements for change: a. CORRECT. According to the Change management chapter, Chief Brock's comments best explain adaptability. It includes cognitive flexibility (take a look around the unit to iden- tify potential issues...create a few strategies to address them), emotional flexibility (Bernard shouldn't dismiss those that seem resistant...they might see something she doesn't see), and dispositional flexibility (She shouldn't let her personal life suffer as a result of her professional duties). 136. 7. After attending a unit briefing on how a reduction in deployments will change each section's manning levels, MSgt White immediately goes over the details with his NCOICs. He explains, "I know this is a lot to take in at once. So, let's take a few days to think about it. That way, I can gather more information about how the reduction will impact your subordinates and programs. We'll meet again on Friday and put together a plan. I've already started to think about how I'm going to absorb the cut in our section overall, but we need to look at all programs that could be impacted by the reduction. If you need help between now and then, just let me know." Because MSgt White , his actions will MOST likely mission effectiveness. a. understands how to minimize resistance; enhance b. misunderstands how to minimize resistance; hinder c. understands pressures for change; enhance d. misunderstands pressures for change; hinder: a. CORRECT. According to the Change Management chapter, MSgt White understands how to minimize resistance. He allows time for the change to sink in (" ...let's take a few days to think about it"), knows why the change is necessary ("...I can gather more information about how the reduction will impact..."), is the change he wants to see ("I've already started to think 62 / about how I'm going to absorb the cut..."), and offers to 65 / imperative to exhibit individually considerate behavior when dealing with the diverse nature of your people 146. Rainbow Rule: treat others the way THEY WOULD HAVE YOU treat them; based on the fabled story that a rainbow extends from a pot of gold, thus it's an extension of the Golden Rule; we're all different, but have a common purpose: we're all Airmen. 147. 2. Which of the following BEST describes what is meant by diversimilari- ty? a.The cognitive map that we operate from b. We are different but we are also the same c.Treat others the way they would have you treat them: b. CORRECT. According to the Diversity chapter, the phrase "We are different but we are also the same" describes diversimiliarity. 148. Inclusion: represents a culture that connects each Airman to the organization. It encourages collaboration, flexibility, and fairness. An inclusive culture leverages diversity throughout the organization so that all individuals are able to participate and contribute to their full potential. 149. Professional Airman: Communicating AF Definition of diversity and its impor- tance to all airman. Maximize use of social media to communicate that the AF values diversity, inclusion, and mutual respect. ATTRACT high-quality, talented, diverse individuals to consider service in the USAF, in uniform or as civilian employees; 'employer of choice' in order to attract top talent (competent, qualified, and diverse) from all constituent and emerg- ing markets; -As a public servant support priority by est. relationships with key leaders in com- munities. -As a strategic communicator-participating in outreach events (conferences, prof associations, non-profit groups) -(recruit)As a supervisor and mentor: encourage your pple to complete training and take advantage of prof development opportunities that highlight importance and use of diversity, inclusion, and cross-cultural competency concepts. Continue to develop/mentor -(Retain) as a senior enlisted leader Recognize/address quality of life issues/possi- ble barriers/ utilizing all pple appropriately per talents/potential 150. Inclusive environment: one that promotes mutual respect and trust while promoting the development and mentorship of airmen with 66 / different backgrounds and perspectives so they can continue to grown and thrive in the Air Force 151. Individual Differences: encompasses range of knowledge, skills and back- grounds needed to prevail in rapidly changing operational environment. 67 / -Individual Diff: gender, age, physical attributes (short/tall, eye color), racial cate- garoy (physical characteristics Unseen differences: Learn most comfortably, Problem solve, Behave in response to environment, Lead their people, Make decisions 152. Group Identity: Sometimes membership in identity groups result of personal choice (military, religion) or assigned to us by society (gender, age, race, ethnicity) and still have sense of pride; encourage your people to be active members of their identity groups (as long as the groups aren't destructive or discriminatory in nature, such as racist groups). sometimes the pride associated with identity groups can cause issues within your organization. -problems can occur when identity groups are viewed with an in-group (us) vs out-group (them) mentality. This mentality can be a result of stereotypes formed by assumptions, perceptions or experiences. Ex: working on teams, innovators (in-group) might believe they're more valuable than adaptors (out-group) simply because they propose solutions to problems that are seen as more ground-breaking and new 153. Worldview: Refers to a mental framework within which individuals and groups interpret the nature of reality, the nature and purpose of human life, and the laws governing human relationships. -how you view the world shapes how you respond to your environment. It can affect how you think and what you decide is normal or not. -if you have a worldview that western culture is the 'norm', when you deploy to a country with an eastern culture, you might view their 'norms' as abnormal or unacceptable. OR subordinate grew up econ.disadvantaged/authority figures-corrupt.. who do they trust 154. Leaveraging Diversity: the leading and managing of inclusive (work environ- ments) to maximize the talents of each person to achieve the vision and mission of the organization. -Treat all individuals with respect regardless of individual differences -Develop a knowledge and understanding of your people's different cultures and backgrounds - Build collaborative and mutually beneficial working relationships with people re- gardless of their individual differences 70 / 160. Striking the Right Balance: should be able to determine how much individual members of the organization are expected to adapt (assimilate) to the culture. If you ask for one hundred percent adaptation or assimilation, you're asking individuals to give up too much of their individuality. However, if you ask for no 71 / adaptation, then your organization has no culture of its own and it can fail to meet its mission. -Culture (personality)- An organization's culture is its system of shared values, beliefs, standards, norms, etc., that dictates expected behavior. It's similar to a person's personality. -Climate (mood)-On the other hand, an organization's climate is based on percep- tions and attitudes (feelings) about the organization, usually its leadership. Climate is temporary and can change easily...similar to a person's mood. 161. Getting subordinate to strike balance: Get to know him and how he wants to be treated •• Explain the unit's social culture...the benefits to teamwork and unit cohesion •• Recognize and accept his personality traits (introverted) by only requiring him to attend the activities until the commander has passed on any information •• Since he's task-focused, she could leverage that by teaming him up with someone that might need help in that area •• Continue to encourage him to get to know more people...starting with his team- mates first 162. 1. MSgt Webster is the team leader of a diverse group of people. Some- times, as a result of their differences, it's hard for her to keep them focused and on task. She has an agenda, a checklist of deliverables, and timelines, but they still don't make any major progress. One day, during a meeting, she observed the interaction of her team. She noticed that two of her team members are from Georgia and no matter the topic, they always seem to side with each other. Three others like to come up with new solutions for the problem and get agitated with those that won't jump on their bandwagon. Finally, two Hispanic team members speak Spanish during the meetings, giving others the impression that they're gossiping about them. As a result of her observations, she decides to have a team meeting, discuss the ways they are all different, and ask each individual for one strength they possess that can help the team move forward. This scenario BEST identifies . a. multidimensional diversity b. one of the AF Priorities c. diversity as a military necessity: a. CORRECT: According to the diversity 72 / chapter, multidimensional diversity includes all the unique ways your people are different. In the scenario, MSgt Webster's members are diverse in the following ways: demographically (two people are from Georgia...two are Hispanic), cognitively/be- haviorally (three people are Innovators). 163. Five Part Transformation Process: It helps organizations and their people move from awareness to understanding to action on diversity related issues. This process doesn't just focus on the problems in the unit...it also requires you take a look at yourself and other senior enlisted leaders. Discovery: Determine what unit is currently doing to increase diversity awareness Assessment: Examine current unit's culture/climate from various perspectives; bar- rier anyalysis-search policies/procedures that may limit employ. opps Exploration: identify training/ professional development activities that can address diversity issues; potential root causes (org. structure, communication, Recognition) Transformation: Develop plan to implement activities from Exploration step; (who need to tell, how go about making the change, resources, etc) Revitalization: Institutionalize diversity efforts into unit culture/climate; what poli- cies/procedures need to change/be developed and lock in to org's culture 164. Lewin's Phases with Dreachslin 5 part process: Discovery, Assessment, Exploration= unfreezing focus on identifying the problem and developing a plan to implement the solution. Ind./groups awake to the need for change Exploration and transformation= Change: identify what training needs to occur, develop plan and implement Transformation and Revitalization=Refreezing: monitoring people o ensure they comply with the new processes, while evaluating change making sure results were as intended 165. Factors that impact transformation: Org culture and inertia lack of leadership involvement and support Org complexity: Reach large number of people getting people involved: Heavy workloads/competing demands Resistance: when power/privilege is threatened; address fears/issues from which they arise Turnover: challenge familiarizing new people 75 / off, he tells the Airman that she can attend her religious event, but, will have to report for duty a little earlier the next day. She agrees and goes back to work. MSgt Campbell's actions BEST illustrate 76 / and its impact on subordinate effectiveness. a. Leveraging Diversity b. The Five Part Transformation Process c. The Importance of Diversity: a. CORRECT. According to the Diversity chapter, leveraging diversity includes striking the right balance between the need of you people and the needs of the unit's culture/climate and mission. In the scenario, MSgt Campbell was able to meet the Airman's needs (attend her religious event) and the needs of the mission (come in to work early the next day). Since the Airman agrees and goes back to work, his was able to find the right balance. 169. 4. In response to a diversity-related problem, SMSgt Porter provides a suggestion to the first sergeant that would require all Airmen in the unit to par- ticipate in a series of focus groups that stress the importance of collaboration and fairness. Additionally, he presents an implementation plan that includes a request for an assigned coordinator to oversee and organize the focus groups. He tells the first sergeant that, based on his research, he believes the focus groups can prevent further diversity-related issues in the future. A few months later on the unit climate assessment, the first sergeant noticed that unit morale had increased since the last assessment. This scenario BEST identifies the step of the Five Part Transformation Process and its impact on subordinate effectiveness. a. Discovery b.Transformation c. Revitalization: b. CORRECT. According to the Diversity chapter, Transformation step of the Five Part Transformation Process includes developing a plan to address the root causes of barriers and implementing them. In the scenario, SMSgt Porter presents his solution to the first sergeant along with his implementation plan. 170. 5. While developing an implementation plan to address a problem identi- fied during his barrier analysis, MSgt Kirk decides that even though his unit is experiencing an increase in workload, he still needs a team of people to help him put his training idea into action. So, he asks for volunteers and, surprisingly, he receives a great deal of support from the Airmen and senior leadership. MSgt Kirk thinks to himself, "Once we all get together, I can assign tasks so everyone can get involved. This should get the ball rolling on my training idea quickly." MSgt Kirk's will MOST likely his effectiveness. 77 / a. effective use of multidimensional diversity; enhance b. ineffective use of multidimensional diversity; hinder 80 / unit, government, etc.) accept and expect that power is distributed unequally High Power distance culture: those in authority openly demonstrate their rank, the superior subordinate relationship is rarely close and personal, and class divisions within society are accepted. Low Power distance: superiors treat subordinates with respect and don't pull rank; subordinates are entrusted with important assignments; blame is either shared or very often accepted by the superior due to it being their responsibility to manage; and managers may often socialize with subordinates 180. Macro-cultures: most powerful or most widely practiced cultures in a particular society, whether the society is a region or entire country. It's the 'mainstream' or dominant values, beliefs and behaviors. For example, in the Japanese culture, the majority of the society values family, institutional affiliation, and homogeneity (being similar/alike) 181. Micro-cultures: 'subcultures' within the macro-culture. They're the group of people living within a larger society who share values, beliefs, behaviors, etc. that are different from the macro-culture. For example, 'the South' could be considered a micro-culture in America. As a member of the Air Force you belong to a macro-culture (American values, beliefs, etc.) and the micro-culture of the Air Force (specific rules that guide military people only) 182. Cross Cultural Competence (3C) Model: you might be put into situations where you'll have to form working relationships with people from different cultures or with people that have different beliefs and values from your own; Your ability to understand these differences and adjust can have an impact on whether or not your mission succeeds or fails; developed by the Air Force Culture and Language Center (AFCLC); 3 components-Knowledge, Motivation, Learning approaches 183. Knowledge:: understanding how culture influences people's beliefs, values, and thought processes; 1. Know key elements of the dominant culture(s) in each of the world's major regions. 2. Know how international organizations and other non-state actors influence the world's major regions. 81 / Ex: Being American can watch, listen read anything want without fear of retribution. Other countries censor and if caught could face jail time 82 / 184. Ooda Loop: natural processes you go through when making decisions and implementing them; -"Observe" people in other cultures as much as possible. For example, how do they go about their daily lives? How do they interact with each other? -"Orient" yourself to the situation to understand what you've observed. You can compare what you see with what you know...asking questions to learn more, and questioning your assumptions -When "Deciding" how to proceed, consider if your cultural beliefs, values, etc. are influencing your selection of a particular course of action. Are you making a decision based on what's appropriate in your culture? -'Act' -Once you've gathered data about other cultures, oriented yourself to the situation, and decided on a way forward, it's time to put your decision into "Action"; Then review what happened as a result/reflect 185. Motivation: reason you act/behave in a particular way, important element of 3C model -Seek out knowledge about other people and their cultures -Seek to be proactive in reducing ethnocentrism in your unit -Seek cross cultural knowledge and strategies as resources and methods that help you accomplish your mission -Develop a positive attitude toward cultural differences Ex of external impact on mission: situation where your people are running out of drinking water and you need to access more water quickly. There happens to be a body of water close to your location, but you must get approval to use it from the local tribe. This task/mission should motivate you to find information (knowledge) about the tribe so you can request permission appropriately. If you lacked the motivation to acquire the appropriate knowledge, your mission could fail (no water)...that's why motivation is an important part of the model. 186. Learning Approaches: -Culture-General Approach: an approach that empha- sizes common aspects and domains of the culture concept, providing individuals with knowledge (concepts, theories, processes, etc.) and skills that offer broadly-ap- plicable general principles and serve as a framework for culture-specific learning; Ex-more than likely aware of the difference between how your culture views women in the workplace and how other countries view 85 / beliefs, and values related. -Learning&Knowledge: the means and methods for learning and distributing (teach- ing) knowledge; Learning is cognitive develop process that occurs in formal/informal settings -Sex&Gender: pertains to ways different culture acknowledge biological differences 86 / between men and women; ways assign roles, responsibilities, and status to mascu- line, feminine or other identities; and beliefs/values that support gender differences -Economics&Resources: pertain to ways people allocate, produce, distribute, and consume goods and services. related to raw materials, human labor, careers -Political&Social Relations: how people interact with each other and includes the cultural practices related to societal org and governance. Patterns of dividing power among pple -Aesthetics&Recreation: expression of beauty and style, as well as methods of recreation, for physical survival -Sustenance&Health: covers the ways humans feed themselves and treat their bodies. Food rituals, taboos, food properties -Technology&Material: material resources that cultures have access to or can pro- cure -History&Myth: cultures study/acknowledgement of past, both its own and others, history and scientific knowledge, first hand experience -Language&Communication-means/methods humans have for exchanging info. Both verbal/nonverbal comm -Time&Space: cultures interpretation of time space and communication 190. 2. TSgt Hester asks, "Why do the women here in Iraq dress like that? They all wear the same color...black! I'm so glad our culture isn't so restrictive." SMSgt Crews esponds, "Their culture doesn't support a lot of freedom of expression. We shouldn't judge their culture just because it's not like ours in the U.S." Because SMSgt Crews domain of culture, his comments will MOST likely mission effectiveness. a. understands the Economics and Resources; enhance b. misunderstands the Economics and Resources; hinder c. understands the Aesthetics and Recreation; enhance d. misunderstands the Aesthetics and Recreation; hinder: a. CORRECT. Be- cause SMSgt Cox understands collectivism, his comments will MOST likely enhance the mission. The most meaningful definition of family in collectivism is the extended family, consisting of blood relatives of multiple generations and on both parents' sides of the family and in-laws. It is evident that SMSgt Cox understands collectivism by his comments 87 / when he says, "Remember as we go door-to-door, we may encounter lots of extended family members in one small space because their culture is different than ours. We need 90 / sides of the family and in-laws. It is evident that SMSgt Cox understands collectivism by his comments when he says, "Remember as we go door-to-door, we may encounter lots of extended family members in one small space because their culture is different than ours. We need to remember this for our safety." 195. Communication Skills: Paralanguage-Rate of Speaking (Faster/slower), Into- nation (the rise or fall of voice to emphasize words or phrases), Pitch(the highness or lowness of the tone of voice) Nonverbal Communication: sends messages without/or in addition to wods. -Haptics (functions, perceptions and meaning of touch) - Proxemics (study of communicative effects of space or distance - Chronemics (study of how people perceive the use of time and how they structure it in their relationships 196. kinesics: technical term for the study of movement and gesture 197. Communication Styles: High Context Comm culture: refers to societies or groups where people have close connections over a long period of time. Many aspects of cultural behavior are not made clear because most members know what to do and what to think from years of interaction with each other; For example, in Japanese culture, preserving harmony within the group and avoiding humiliation/ embarrassment are critically important Low Context Comm culture: refers to societies where people tend to have many connections but of shorter duration or for some specific reason. In these societies, cultural behavior and beliefs may need to be spelled out explicitly so that those coming into the cultural environment know how to behave. stress lots of detail, facts, and statistics with little regard to how the message is delivered (North America/Europe-Amer. military) 198. 4. While on deployment, TSgt Johnson states, "It seems like our coalition partners are always late...why is that?" SMSgt Cruz responds, "Just be glad they show up at all...in this culture, it's OK to be late for a meeting...unlike it is in the Air Force. If you remember this and remind yourself to not be offended by it, we can meet our mission requirements despite the differences." SMSgt Cruz's comments BEST illustrate her understanding of and its impact on mission effectiveness. a. chronemics 91 / b. haptics c. kinesics d. proxemics: CORRECT. SMSgt Cruz's comments BEST illustrate her understand- 92 / ing of chronemics and its impact on effectiveness. Chronemics is the study of how people perceive the use of time and how they structure it in their relationships. SMSgt Cruz's comments best illustrate her understanding of kinesics by her words, "just be glad they show up at all...in this culture, it's OK to be late for a meeting." 199. 5. While teaching a 3C lesson, SMSgt Johnson says, "I learned that people in certain cultures pay more attention to the message's framework and the spoken and nonverbal cues than people from other cultures." SMSgt Johnson's comments BEST identify a/an style/ten- dency. a. low context b. high context c. collectivism d. individualism: CORRECT. SMSgt Johnson's comments BEST identify a high context style/tendency. When listening to someone speak, people in relatively high context cultures pay more attention to the message's context and the verbal and nonverbal cues than people in relatively low context cultures. This is evident in SMSgt Johnson's comments when she says, "people in certain cultures pay more attention to the message's framework and the spoken and nonverbal cues than people from other cultures." 200. 6. While in a deployed environment overseas, TSgt Wells sees two guys talking loudly and 'using their hands to talk'. TSgt Wells asks SMSgt Thomas, "Why do they have to do that?" SMSgt Thomas responds, "Remember we're not in the U.S. and using extravagant hand motions to get the point across might be perfectly acceptable to communicate in that manner here. If we remember this, we can be more effective in our communications." SMSgt Thomas' comments BEST illustrate her understanding of and its impact on mission effectiveness. a. chronemics b. haptics c. proxemics d. kinesics: CORRECT. SMSgt Thomas' comments BEST illustrate her understand- ing of kinesics and its impact on effectiveness. Kinesics is the technical term for the study of movement and gesture, and it comes from the Greek word "motion" 95 / •• Settle ("Let's just split the difference and call it a day") •• Cooperate ("Let's work together and come up with an even better idea") 203. The Who, Stakes, and Situation: ••Who: Who are you dealing with? (A super- visor...peer...subordinate?) •• Stakes: What do you stand to gain or lose? (Something important or vital?) •• Situation: What are the current and future circumstances? (Is it a critical situation?) For example, if you're dealing with a superior, you probably won't be able to use the Insist strategy. Or, if you stand to lose something extremely important, you might want to use the Cooperate strategy 204. TIPO Model: Trust (each other), Information (both willingly share), Power (shared), Options (multiple are generated/explored) is two fold 1. illustrates how trust influences your use of information and power, and how information and power influence the way you develop options to resolve a dispute, solve a problem, and find a solution. Second, understanding how trust, information, and power impact any negotiation session should motivate you to assess situations beforehand 205. Mediation: negotiation breaks down or reaches a roadblock, mediation is an option that attempts to meet the needs of all participants in order to help them get back to a point where they can reach an agreement or continue to negotiate. It's intended to be non-adversarial in nature, resulting in less stress for everyone involved. The mediation process promotes understanding, builds confidence and trust, and enables parties to move forward while maintaining (or re-establishing) positive relationships Mediator: Facilitates comm, promotes understanding, focuses nego. parties on their interests, seeks problem solving to reach agreement 206. Dispute Resolution: Any process in which an alternative means is used to resolve an issue in controversy. A neutral party (or someone able to maintain neutrality) is appointed/asked and specified parties participate 207. Caucus: optional stage; mediator holds private meeting with each party in dispute. usually occurs when communication breaks down or sensitive issues arise that shouldn't be discussed in front of the other 96 / party 208. Stakeholder: outside parties who have a vested or personal interest in the initiation, processing, and resolution of an existing dispute. Commanders, first sergeants, supervisors, subordinates, neighbors, and family members are all potential stakeholders of mediation 209. Emotional Control: ability to effectively control outwardly visible emotional re- actions is vital. A reaction can jeopardize your all- important neutrality and credibility 97 / 210. Impasse: parties are deadlocked...no longer progressing toward an agreement in negotiation or mediation. 211. Alternative Dispute Resolution: Spectrum provides array of options for dis- putes that occur as low as unit level to disputes that occur as high as Air Force level. Umbrella term that encompasses many different options to resolve. Avoidance, coaching, negotiation, facilitation, mediation, fact finding, review panel, arbitration, and litigation/adjudication. Depending on individual level of power (i.e. Flt chief dispute in section) 212. Styles of mediation: -Evaluative: SME acts as mediator; describes the issue, offers opinion on strengths/weakness of each party side/suggests options for reso- lution -Transformative: focuses on empowerment, enabling parties to define their own issues/seek solutions on their own. enables parties to see and understand (not agree with the other party's point of view. It's often used in interpersonal conflicts (family, neighbors, co-workers, etc.); -Narrative: both an approach and methodology, providing mediators with a way of incorporating stories into the very fabric of mediation. works to deconstruct how each party sees the conflict, uses open-ending questioning. -Facilitative: used when negotiation stalls due to a communication breakdown be- tween the parties. Works to increase and enhance communication by encouraging parties to discuss maters freely without judging or taking sides. 213. Mediation Preparation: 1. Gather sufficient information about the dispute 2.Assess a dispute to determine whether mediation is appropriate 3.Determine when to offer mediation 214. Assessing Mediation Appropriateness: Personality conflicts, failure to nego- tiation a dispute, demands of ind are unrealistic, Impasse, desires a prompt mutually acceptable resolution Inappropriate for mediation: Fraud-waste-abuse committed, Criminal misconduct, disputes involving military personnel quality force actions, evidence of harass- ment/intimidation 215. Stages of Mediation: 1. Mediator Opening Statement: Est structure, ensure parties understand process, gain commitment to the process and est. rapport; list credentials/est ground rules 2.Parties' Opening Statements: disputing parties have an opportunity to offer their opening statements; adequate time to