SNCO DLC (Self Awareness) Test | 120 Questions with 100% Correct Answers | Verified | Upda, Exams of Community Corrections

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SNCO DLC (Self Awareness) Test | 120 Questions with

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SMSgt John calls TSgt Crews into her office and says, "I notice you like to do things by the book...so I'm assigning you a significant tasker. You'll need to re-accomplish this operating instruction. It's going to require you to be very precise, so I'm going to provide you plenty of time." TSgt Crews' behavioral tendencies are MOSTLY aligned with the ___________ dimension. - ✔️✔️ d. conscientiousness The conscientiousness dimension emphasis is on working conscientiously within existing circumstances to ensure quality and accuracy. This includes adhering to key directives and standards (you like to do things by the book), delegating important tasks (so I'm assigning you a significant tasker), values of quality and accuracy (require you to be very precise), and giving them time to plan carefully (I'm going to provide you plenty of time). SMSgt Conley explains to his team, "MSgt Duke was put in the program manager position because he performs in a stable and reliable manner. Although he likes to socialize a lot, he has a lot of perseverance and dependability which will fit well with the job. Because SMSgt Conley __________ of PPS, his actions will MOST likely _________ the mission. - ✔️✔️ c. understands the steadiness dimension; enhance The steadiness dimension emphasis is on cooperating with others within existing circumstances to carry out the task. This includes being consistent (stable), predictable (reliable), patience (perseverance), and loyalty (dependability). Although the influence dimension includes contacting people (socializing a lot), there's more evidence of the steadiness dimension in the scenario and the position calls for steadiness. Understanding this will enhance the mission.

SMSgt Wilson calls TSgt Tilley into his office and says, "I have a tasker that requires you to communicate with every individual in the unit. We need to show the positive impact of these new procedures. You might have to tutor and advise some of our new folks on the new process and I know you like that kind of stuff, so I'm going to give you this one." TSgt Tilley's behavioral tendencies are MOSTLY aligned with the ___________ dimension. - ✔️✔️ b. influence The influence dimension emphasis is on shaping the environment by influencing or persuading others. This includes contacting people (communicate with every individual in the unit), making a favorable impression (show a positive impact), and coaching and counseling (tutor and advise). SMSgt Todd remembers her PPS lesson in the SNCOA distance learning course. She calls TSgt Smith into her office and says, "I noticed you are the type of person that likes to move fast on stuff at work. I have a project that requires you to take the lead and give me a hurried turnaround on it. It may also require you to manage some of the concerns of others. Smith replies, "I do like to be in charge of things...when can I start?" The next day, Todd notices Smith directing several aspects of the project without any supervision. SMSgt Todd's actions BEST illustrate her understanding that TSgt Smith is mostly in the______ dimension of PPS. - ✔️✔️ a. dominance The dominance dimension emphasis is on shaping the environment by overcoming opposition to accomplish results. This includes getting immediate results (move fast), authority (take the lead), quick decisions (hurried turnaround), and power (be in charge). Although there is one aspect of steadiness (manage some of the concerns of others), there's

more evidence of the dominance dimension in the scenario. SMSgt White explains to his team, "MSgt Foy was hired for the Superintendent, Inspector General, because of his keen focus on specifics. He has a knack for excellence and correctness which is what the position calls for. He likes making a favorable impression, so he's the logical choice." Because SMSgt White __________ of PPS, his actions will MOST likely _________ the mission. - ✔️✔️ a. understands the conscientiousness dimension; enhance The conscientiousness dimension emphasis is on working conscientiously within existing circumstances to ensure quality and accuracy. This includes concentrating on key details (keen focus on specifics), and values of quality and accuracy (knack for excellence and correctness). Since MSgt Foy's tendencies include more than one aspect of the conscientiousness dimension and is what the position calls for, his actions will most likely enhance the mission. Dominance - ✔️✔️ A dimension of PPS that focuses on shaping the environment by overcoming opposition to accomplish results. Influence - ✔️✔️ A dimension of PPS that focuses on shaping the environment by influencing or persuading others. Steadiness - ✔️✔️ A dimension of PPS that focuses on cooperating with others within existing circumstances to carry out the task. Conscientiousness - ✔️✔️ A dimension of PPS that focuses on working conscientiously within existing circumstances to ensure quality and accuracy. The Adaption-Innovation Theory, - ✔️✔️ developed by Dr. Michael J. Kirton,

is founded on the assumption that all people solve problems and are creative. His theory suggests that problem solving and creativity are both outcomes of the same brain function...think of creativity as a component of problem solving. Since thinking involves problem solving (which includes creativity), everyone has the ability to solve problems creatively...just not in the same way. Creativity - ✔️✔️ as it relates to AI Theory, involves problem solving, decisionmaking, and ideas for change. When accomplishing these actions, everyone 'creates' ideas/solutions; therefore, everyone is creative. Cognitive level (or 'level') - ✔️✔️ is a measure of your cognitive capacity. Or, put another way, it's a measurement (high/low) of how much knowledge you have about a particular topic. This 'level' of knowledge could be attained in many different ways...education/ training, experience gained in positions you've held (NCOIC, supervisor, etc.), or just plain natural talent. The key thing to remember about cognitive level is that it's about how much you know. Cognitive style preference (or 'style') - ✔️✔️ refers to your preferred manner of solving problems, making decisions, and bringing about change. It represents the approach you use to think...the way you perceive and process information. The key thing to remember about cognitive style is that it's about the way you think...the manner in which you exercise creativity. An adaptive style - ✔️✔️ represents a method/preference of problem solving that's more structured and methodical. Creativity is exercised 'inside the box'. Someone that prefers this style usually comes up with ideas by modifying the current organizational paradigm... not "throwing the baby out with the bath water".

An innovative style - ✔️✔️ represents a method/preference of problem solving that's less concerned with structure and details. Creativity is exercised 'outside the box'. Someone that prefers this style usually breaks (or goes against) the current organizational paradigm when coming up with ideas. Problem A - ✔️✔️ is the actual problem that a team has come together to solve. Problem B - ✔️✔️ encompasses issues (other than the actual problem itself) that arise as a result of human interactions and diversity. These issues, or 'team problems', can include team dynamics, interpersonal relationships, communication, etc. More Adaptive Style..."Seek To Do Things Better" - ✔️✔️ More adaptive individuals can be described as: •• Precise •• Reliable •• Efficient ••Disciplined ••Detail oriented •• Creative refiners ••Good at improving existing systems •• Inflexible and intolerant of ambiguity (as seen by innovators) More Innovative Style..."Seek To Do Things Differently" - ✔️✔️ More innovative individuals can be described as: ••Unconventional ••Mold-breakers •• Spontaneous

•• Accepting of transformational change •• Pioneering creators ••Good at changing existing systems •• Risky and abrasive (as seen by adaptors) SMSgt Johnson calls TSgt Hunt into her office and says, "I'm forming a team to solve a high visibility issue and I think you'd be a perfect fit. Due to the nature of the problem, your ability to analyze facts and work through them in a systematic fashion is exactly what the team needs. Even though I already have a few people that are experts on the issue, I think your way of looking at things can help keep us focused on the goal. I hope you'll agree to participate." SMSgt Johnson's comments BEST identify the ________________ of TSgt Hunt. - ✔️✔️ d. more adaptive tendencies more adaptive tendencies of TSgt Hunt. This is evident when SMSgt Johnson's comments, "...your ability to analyze facts (detail oriented) and work through them in a systematic fashion (methodical) is exactly what the team needs. Cognitive Gaps - ✔️✔️ There are two types of gaps you should be familiar with...task gaps and social interaction gaps: •• Task gaps represent the distance between an individual's preferred style and the behavior actually needed for the task (or problem A). •• Social interaction gaps represent the distance between the preferred styles of: ▪▪ Two people ▪▪ A person and a group ▪▪ Two groups

Bridging - ✔️✔️ is reaching out to people in the team and helping them to be part of it so that they may contribute even if their contribution is outside mainstream. Bridging is a social role that requires: ••Human relations skills (interpersonal, listening, etc.) •• Acceptance by those with the cognitive gaps (perceived as neutral) •• A willingness to fulfill the role (wants to bridge) While working on a team project, SMSgt White (a more adaptive individual) says, "At this point, we can't seem to agree on a solution. Some of you want to connect with peers to see if there's something other units have been using that's proven to be successful, while others want to use this as an opportunity to develop something new and transformational. However, I agree that we should see what the other units are doing and use what's already been working. I believe that will lead to a better solution." Some people are glad and ready to move forward...some are disappointed and feel like a team compromise could've been reached with a little more time and effort. Because SMSgt White __________, his comments will MOST likely _________ mission effectiveness. - ✔️✔️ a. misunderstands management of the cognitive gap; hinder SMSgt White's comments indicate that he does not understand management of the cognitive gap. According to the AI Theory chapter, optimal problem solving results from both adaptive...see if there's something other units have been using that's proven successful) and innovative (...use this as an opportunity to develop something transformational) people working on the problem together because it brings all sides (perspectives) of a problem to light. By agreeing with the more adaptive solution, SMSgt White is making a decision based on his own preference instead of considering the idea of others that don't share his preference. Therefore, he doesn't manage the cognitive gap that exists between the more adaptive and more

innovative team members. Because SMSgt White misunderstands management of the cognitive gap, his comments will MOST likely hinder mission effectiveness. SMSgt Wilson calls TSgt Lanier into his office and says, "I heard you're having an issue with two Airmen on your team. One wants to do things strictly by the book, while the other thinks the 'book' is too restrictive and should be thrown away. As the leader, you need to fill the gap between them so they can get past their individual perspectives. Maybe then, they'll focus on the team's problem. This might be a little difficult for you at first, since both Airmen are strong-minded. However, the more you practice this skill, the better you'll eventually get at it." SMSgt Wilson's comments BEST identify: - ✔️✔️ a. the role of the bridger. role of the bridger. A bridger is a social role that ideally has a cognitive preference (style) between those to be bridged. It is a learned skill that requires human relation skills. This is evident in SMSgt Wilson's comments when he says, "As the leader, you need to fill the gap between them so they can get past their individual perspectives....This might be a little difficult for you at first... However, the more you practice this skill, the better you'll eventually get at it." While working on a team project, TSgt White asks, "Why are we not making any progress on the project? We're all focused on the topic; however, it seems like we can't agree on the way forward. We might need someone to help us channel this gap." SMSgt Browning replies, "Sometimes it depends on the other team members' perspective which makes it hard to make progress." SMSgt Browning's comments BEST illustrate his understanding of _________ and its impact on mission effectiveness. - ✔️✔️ d. problem B Problem B is the automatically inherited problem of managing differences among team members. SMSgt Browning's comments best illustrate his understanding of problem B by his words,

"Sometimes it depends on the other team members' perspectives which makes it hard to make progress." One of the intelligence analysts, TSgt Webster, says, "I'm not sure I can handle the stress of doing this much longer. A lot of critical positions are at stake down range." SMSgt Smith responds, "I'm only going to ask you to do this for a little while longer...only while lives are at stake. Then we'll get back to a normal pace." Because SMSgt Smith __________, his comments will MOST likely _________ mission effectiveness. - ✔️✔️ c. understands coping behavior; enhance SMSgt Smith understands coping behavior, his comments will MOST likely enhance the mission. Effective leaders create environments where they only ask for minimum coping behavior most of the time and only have to ask for maximum coping behavior in times of crisis. It is evident that SMSgt Smith understands this by his comments "I'm only going to ask you to do this for a little while longer...only while lives are at stake. Then we'll get back to a normal pace." Understanding coping behavior will help you accomplish your mission." Trait-based Leadership: - ✔️✔️ The first studies of leadership focused on fixed personal characteristics and innate qualities one possessed, known as traits. Back then a person's leadership effectiveness was said to be influenced by their intelligence, self-confidence, determination, integrity, and sociability. Trait-based leadership poses a few problems: how does one develop a trait? Apparently, trait-based leadership theories favor the notion that leaders are born and not made. Psychodynamic Theory: - ✔️✔️ Leaders can have a key role in influencing how their followers think, feel, and act. Psychodynamic theory assumes that the world can be a hostile, unpredictable, and unforgiving

environment, and that followers look for leaders who can make sense of such turbulent conditions and crisis situations. This explanation supports the notion that leaders and followers are drawn to their roles by virtue of personality type. Skills Theory: - ✔️✔️ Skills theory focuses on leaders who can control their emotions and successfully solve problems. Since people tend to think and act with emotion, this theory advocates that skill and knowledge are involved when dealing with emotions and trying to manage them properly. Style Theory: - ✔️✔️ Style theory focuses on two types of leadership, task-oriented and people- oriented. Taskoriented leadership concentrates on initiating structures and paths for followers to perform effectively. People-oriented leadership considers fostering good relationships between the leader and followers. Situational Leadership: - ✔️✔️ Situational Leadership theory concentrates on two leader behaviors: directive and supportive. The four possible combinations of high/low directive behaviors and high/low supportive behaviors were used to establish four leadership styles: directing, coaching, supporting, and delegating. Authentic Leadership: - ✔️✔️ Authentic Leadership theory suggests that effective leaders are true to themselves and others, have positive psychological states, and adhere to strong morals and values. It sounds refreshing and idealistic, but the concept of authentic leadership is not new. Full Range Leadership is sometimes compared to this earlier leadership theory because they both

provide options for leader behaviors. - ✔️✔️ d. Situational Leadership concentrates on two leader behaviors: directive and supportive. The leader chooses his or her appropriate behavior after evaluating the task and determining a subordinate's development level. Laissez-faire - ✔️✔️ At the passive end of the spectrum is Laissez-faire; a French term which describes an attitude of letting things take their own course, without interference from others. Theorists believe there are certain leadership situations when this behavior is appropriate. For example, when a worker or team is highly skilled, dependable and reliable, and the leader has to focus on more pressing issues, the logic behind laissez-faire is to let them do their job without any interference. Transactional - ✔️✔️ In the middle of the spectrum, you will find Transactional behavior. This type of leadership behavior is based on connecting a transaction (or social exchange) to motivation; in other words, providing compensation in exchange for desired follower behavior, or a consequence for undesired behavior. The transaction can involve actual rewards or penalties, or be more interpersonal, like providing praise or criticism. Transformational - ✔️✔️ Empowering followers through transformational leadership requires much dedication and effort from a leader, but is most rewarding. The leader motivates followers by genuinely caring about their concerns and appropriately addressing those concerns through open channels of communication.

Management-by-Exception-Passive - ✔️✔️ most passive of the transactional behavior components. It's more active (and slightly more effective) than laissez-faire behavior, because the leader holds subordinates accountable if they fail to meet standards of performance or disregard policies and procedures. Management-by-Exception-Active - ✔️✔️ This leadership behavior is an effort to prevent problems from occurring by keeping people and processes in control; the leader monitors subordinates' activities by ensuring compliance with rules, regulations, and performance standards. Contingent Reward - ✔️✔️ CR depicts the most active transactional leadership behavior and is situated to the right of MBE-A. CR transactions are more like agreements where the leader establishes goals, identifies ways to reach these goals, and supports the follower in meeting these goals. Idealized Influence - ✔️✔️ means ensuring we are communicating the right kind of influence, just as Authentic Leadership theory advocates. As USAF Airmen, we exhibit II when we consistently represent the virtues which define our core value of Integrity First: Honesty is the hallmark of integrity...It drives us to advance our skills and credentials through our own effort. The service member's word must be unquestionable. Inspirational Motivation - ✔️✔️ behavior motivate and inspire their followers via the spoken word, although loud and positive words are not enough. The status quo is unacceptable to transformational leaders who present their vision as the "must achieve future." Intellectual Stimulation - ✔️✔️ The need for brainstorming ideas and finding creative solutions to problems has been essential in our enlisted culture for decades; Intellectual Stimulation (IS) is the part of transformational leadership that

encourages followers to be innovative. Individualized Consideration - ✔️✔️ AF culture is strengthened when leaders know their followers' goals, ambitions, concerns...Individualized Consideration supports this aim. SNCOs are expected to serve as mentors, which require supporting each person as an individual and providing guidance that is specific to their needs. The developmental nature of transformational leadership behavior is BEST illustrated through individualized consideration. - ✔️✔️ a. Individualized consideration relies upon leaders to treat others as individuals with different needs, abilities, and aspirations and not just as part of a group. b. By spending individual time with your subordinates, you attain a greater awareness of their preferences, which helps you to personalize their mentoring and development. c. Individualized consideration involves showing empathy and compassion; as a result of such attention, followers become more willing to improve. d. All of the above.(Correct) MSgt Stock tells SSgt Jones, "Since you've never instructed before, let's begin an intensive training process that challenges you to teach as many of the lessons as possible in this first class. I have set a goal for you to teach 21 of the 28 lessons." MSgt Stock actively checks with SSgt Jones' trainer on his progress and gives SSgt Jones advice for teaching the new lessons. At the end of the first class, MSgt Stock congratulates SSgt Jones on attaining the goals set for him and then says, "Let's discuss the remaining 6 lessons and winning Instructor of the Quarter." SSgt Jones says, "Okay." MSgt Stock's _____ will MOST likely _____ his and SSgt Jones' effectiveness. - ✔️✔️ c. effective use of Transactional Leadership behavior; enhance Transactional Leadership behavior. According to the FRL lesson, "CR transactions are

like agreements where the leader establishes goals, identifies ways to reach these goals, and supports the follower in meeting these goals. After a subordinate fulfills the leader's expectations, a reward is provided to reinforce the positive behavior." If MSgt Stock continues this behavior, he will enhance his own effectiveness as well as SSgt Jones' effectiveness. MSgt Earls sat down with SSgt Purdue to discuss the task she gave her to organize the section's training records, "I appreciate the phenomenal job you did organizing our records...you really got into it! From the look of the folders and labels, someone would think you've been doing this for a while." Purdue replied, "Thank you...I enjoyed the challenge, plus it gave me a break from our normal duties, which was nice." Earls suggested, "You seem like a natural organizer...could you come up with a process or checklist to help prevent this from happening again?" Purdue answered, "Sure, I'd be glad to." MSgt Earls' actions BEST illustrate her combined use of ______ and _______ behaviors and its impact on subordinate effectiveness. - ✔️✔️ d. Contingent Reward and Intellectual Stimulation Contingent Reward behavior; and when she suggested creating the'process/checklist', she was challenging SSgt Purdue with a supervisory task, therefore she demonstrated Intellectual Stimulation. Open-mindedness - ✔️✔️ This characteristic involves a willingness to investigate viewpoints that are different from your own. Being open-minded means you're 'open' to actively listening and thinking about an idea, solution, or criticism that, on the surface, you might not normally subscribe to...even if you believe your viewpoint is the right one! Healthy Skepticism - ✔️✔️ To be a healthy skeptic you should ask questions in order to ascertain what's truthful and what's not.

Healthy skepticism causes the critical thinker to ask questions instead of immediately 'jumping on the bandwagon' or simply accepting others opinions. Intellectual Humility - ✔️✔️ As Socrates noted, "Arrogance does not befit the critical thinker." Having Intellectual Humility means adhering tentatively to recently acquired opinions; being prepared to examine new evidence and arguments even if such examination leads you to discover flaws in your own cherished beliefs; to stop thinking that complex issues can be reduced to matters of 'right & wrong' or 'black & white', and to begin thinking in terms of 'degrees of certainty' or 'shades of grey'. Sometimes, 'I don't know', can be the wisest position to take on an issue. Free Thinking - ✔️✔️ A critical thinker must be a free thinker. In other words, you should have an independent mind. To think freely, you must restrain your desire to believe because of social pressures to conform. You must be willing to ask if conformity is motivating your belief or opinion, and if so, have the strength and courage to at least temporarily abandon your position until you can complete a more objective and thorough evaluation. High Motivation - ✔️✔️ Finally, as a critical thinker, you should have a natural curiosity to further your understanding and be highly motivated to put in the necessary work sufficient to evaluate the multiple sides of issues. You can overcome the lack of essential knowledge on a subject by doing the research needed to reach a sufficient level of understanding before making judgments. Open-mindedness - ✔️✔️ Listening and thinking about an idea with an unbiased perspective... even if it's considered 'outside the box'

High motivation - ✔️✔️ Putting in the necessary work (asking questions, doing research, etc.) in order to understand a subject better Healthy skepticism - ✔️✔️ Asking questions to determine what is true (or not) instead of simply accepting what others think Free thinking - ✔️✔️ Avoiding the pressure to conform to others opinions in order to think for yourself Intellectual humility - ✔️✔️ Examining new evidence even if it leads you to find flaws in your own beliefs Clarity - ✔️✔️ This means if a statement/problem lacks clarity, you can't determine whether it meets any of the other intellectual standards. •• Could you elaborate further on that point? •• Could you express that point in another way? •• Could you give me an illustration or example? Accuracy - ✔️✔️ Once you've determined a statement is clear (Clarity), you need to check to see if it's true. You could ask the following questions to determine Accuracy: •• Is that really true? ••How could we check that? ••How could we find out if that is true? Precision - ✔️✔️ A statement can be both clear and accurate, but not precise enough. There might be information you need, but isn't provided. In order to establish Precision, you can ask: •• Could you give me more details? •• Could you be more specific?

Relevance - ✔️✔️ A statement can be clear, accurate, and precise, but not relevant to the question or problem. When presented with a problem, you have to 'weed out' the information that doesn't have anything to do with it. To establish Relevance, you could ask the following questions: ••How is that connected to the question? ••How does that bear on the issue? Breadth - ✔️✔️ When using the standard of Breadth, you should consider if there's an argument/position that hasn't been heard yet. A problem might meet all the previous standards, but is only presented from one perspective. In order to determine Breadth, you can ask the following questions: ••Do I need to consider another point of view? •• Is there another way to look at this question/problem? ••What would this look like from a conservative standpoint? ••What would this look like from the point of view of my subordinates, peers, and/or commander? Logic - ✔️✔️ When you think, you bring a variety of thoughts together into some order. When the combination of thoughts is mutually supportive and makes sense, the thinking is "logical". ••Does this really make sense? ••Does that follow from what you said? ••How does that follow? •• Before you implied one thing, now you're saying something else. How can both be true? Fairness - ✔️✔️ Fairness implies the treating of all relevant viewpoints alike without reference to your own feelings or interests. •• Are you considering all relevant viewpoints in good faith? •• Are you distorting some information to maintain your biased perspective? •• Are you more concerned about your/superiors vested interests than the common good?

Depth - ✔️✔️ your ability to consider the complexities of an issue instead of just skimming the surface. ••How does your answer address the complexities in the question? ••How are you taking into account the problems in the question? •• Are you dealing with the most significant factors? MSgt Rowe's subordinate, A1C Sterling, seems to be causing trouble on his shift. A few airmen on the same shift told MSgt Rowe that A1C Sterling is displaying a bad attitude and is questioning the relevance of everything they have to do. They complained that his behavior is causing interpersonal problems in the work center and they asked MSgt Rowe for help. She initially thought of giving him a letter of counseling to correct his behavior, but decided it might be too early to jump to that solution. So, she decides to talk with a few more people, including the shift leader, to get a more complete picture of what the problem is. Even though MSgt Rowe knows A1C Sterling can be difficult to work with at times, she doesn't think it's right to base her decision solely on what the airmen have said and her opinion of him. MSgt Rowe's actions BEST illustrate the use of the ____________standard. - ✔️✔️ c. Fairness Fairness helps you to consider the viewpoints of others (talk with a few more people, including the shift leader) and avoid distorting information due to your own biased perspective (MSgt Rowe knows A1C Sterling can be difficult to work with at times). In this scenario, MSgt Rowe concludes it's not right to base her decision solely on the perspective of a few airmen and her own biased opinion. Think about your Purpose (goal or objective) - ✔️✔️ It's your goal, objective...what you're trying to accomplish. You can also use the term 'purpose' to include functions, motives, and intentions. •• Ensure you take the time to state your purpose clearly ••Distinguish your purpose from related purposes •• Check periodically to be sure you're still on target with your goal or objective

•• Choose significant and realistic purposes State the Question at Issue (problem to be solved) - ✔️✔️ Reasoning is an attempt to figure something out, to settle some question, to solve some problem... for example, figuring out how to meet new mission requirements or solving a morale problem in your unit. However, these problems are really broad and vague. •• State the question at issue clearly and precisely •• Express the question in several ways to clarify its meaning •• Break the question into sub-questions ••Distinguish questions that have definitive answers (yes/no) from those that are a matter of opinion or require multiple viewpoints Gather Information (data, facts, observations, experiences) - ✔️✔️ All reasoning is based on data, information, and evidence. When gathering information, you tend to use these items, along with your experiences to figure things out. •• Restrict your claims to those supported by the data you have •• Search for information that opposes your position as well as information that supports it •• Ensure all information you use is clear, accurate, and relevant •• Ensure you have gathered sufficient information to support your reasoning Watch your Inferences (interpretations, conclusions, and solutions) - ✔️✔️ inferences or interpretations you use to draw conclusions (Based on my interpretation of the report, I conclude "X" will happen if we don't...) and also to give meaning to data (I interpret his comments to mean...). •• Infer only what the evidence implies •• Check inferences for their consistency with each other •• Identify any assumptions underlying your inferences

Clarify your Concepts (theories, definitions, principles, laws, and models) - ✔️✔️ expressed through, and shaped by, concepts. Concepts are ideas, theories, laws, principles, or hypotheses you use in thinking to make sense of things. •• Identify key concepts and explain them clearly •• Consider alternative concepts or alternative definitions of concepts •• Ensure you are using concepts with precision Check your Assumptions - ✔️✔️ assumptions...beliefs you take for granted (like assuming you'll always get paid on the 1st and the 15th of each month...assuming every time you put your car key in the ignition, it'll start). •• Clearly identify your assumptions and determine whether they're justifiable by sound evidence •• Consider how your assumptions are shaping your point of view Think through the Implications (consequences) - ✔️✔️ It has implications and, when acted upon, has consequences. For example, if you make a promise, what are you implying? •• Trace the implications and consequences that follow from your reasoning •• Search for negative as well as positive implications •• Consider all possible consequences Understand Your Point of View (frame of reference, perspective, orientation) - ✔️✔️ It's literally "the place" from which you view something. It includes what you're looking at and the way you're seeing it. •• Identify your point of view •• Seek other points of view and identify their strengths as well as weaknesses

•• Strive to be fair-minded in evaluating all points of view SMSgt Alexander was tasked to figure out why his unit has experienced a high CDC failure rate over the past six months and to develop a solution to fix the problem. He conducted some fact finding and identified a solution. While briefing the commander about his idea, he explained he talked with airmen on the night shift that passed the test and was told they felt more comfortable with the material because they had time to study at work, since their shift isn't very busy. When he talked to those on day shift that failed, they said they didn't have much time to study at work because their shift is the busiest of the day. He also told the commander the day shift had the most CDC failures... the night shift only had one. So, because those on nights had time to study at work and those on days didn't, he suggested the commander provide study time for those on the day shift in order to help increase the amount of study time they have. This scenario BEST identifies SMSgt Alexander's use of the __________________ Reasoning Element. - ✔️✔️ b. Inferences Inferences reasoning element focuses on the conclusions and/or solutions that logically follow the evidence. In the scenario, SMSgt Alexander engaged in fact finding in order to gather his evidence. He found that those on days didn't have as much student time as those on nights. Therefore, he inferred that to decrease the number of CDC failures, his commander should provide time during the duty day for those on the day shift to study. Intellectual Courage - ✔️✔️ This trait involves the need to face and fairly address ideas, beliefs or viewpoints you may have strong negative emotions about or may not want to hear. Intellectual Empathy - ✔️✔️ This trait involves being able to put aside your own viewpoint, assumptions, and ideas in order to step into the shoes of others so you can genuinely understand them.

Intellectual Autonomy - ✔️✔️ Intellectual Autonomy involves having rational control of your beliefs, values, and inferences. The idea of critical thinking is for you to learn to think for yourself and to gain command over your thought processes. Intellectual Integrity - ✔️✔️ This trait involves recognizing the need to be true to your own thinking...to be consistent in the intellectual standards you apply. Intellectual Perseverance - ✔️✔️ This trait involves being aware of the need to use intellectual insights and truths in spite of difficulties, obstacles, and frustrations you may have or face. Confidence in Reason - ✔️✔️ This trait involves confidence that, in the long run, your own higher interests and those of humankind at large will be best served by allowing people the 'right' to reason and by encouraging people to come to their own conclusions via their own rational faculties. Fair-mindedness - ✔️✔️ when individuals say something is not fair, they're usually assessing a situation from their own point of view...using their own lens. During a flight production meeting, MSgt Marley stated his people are always the ones tasked for additional duties such as Honor Guard or Demand Reduction. They explained to him that every time they're tasked with an additional duty, someone else has to pick up the extra workload while they're out. MSgt Marley pointed out that while he does understand these duties have to be done, the first sergeant always comes to his section first. He finished by stating, this has to be worked out before my people are burned out! Before the other section leaders could chime in, Chief Twain, the

flight superintendent, says, "Have you ever considered why the first sergeant comes to you, MSgt Marley?" MSgt Marley didn't answer. Chief Twain then said, "Who has the largest section in the flight with the least impact on the daily mission?" MSgt Marley embarrassingly responded, "I do." The chief ended the conversation by saying, "Good SNCOs are able to look at the overall picture from multiple standpoints instead of just their own. Next time you have a similar concern, first try to consider the entire organizational perspective instead of focusing on your piece of the pie." Chief Twain's comments BEST illustrate the Essential Intellectual Trait of____________. - ✔️✔️ c. Fair- mindedness The intellectual trait of Fair-mindedness includes treating all viewpoints alike without referencing your own. It also includes engaging in thinking without considering the advantage of your group. In the scenario, MSgt Marley doesn't think it is right (fair) that his people are always tasked with unit additional duties. He's looking at the situation using his own lens...considering his own interests (his people's interests). However, Chief Twain asked him to consider others' viewpoints ("Why do you think the first sergeant comes to you", "...looking at the overall picture using multiple standpoints") and tells him to think without referencing his own vested interests ("...try to consider the entire organizational perspective instead of focusing on your own piece of the pie.) Confirmation Bias and Selective Thinking - ✔️✔️ This occurs when you tend to notice and look for information that confirms your beliefs, while ignoring the relevance of information that contradicts your beliefs. False Memories and Confabulation - ✔️✔️ This limitation is committed when you're not aware that your memories are often "manufactured" to fill gaps in your recollection, or that some memories of facts, over time, can be unconsciously replaced with fantasy....basically, your memory can mislead you if you're not careful.

Personal Biases and Prejudices - ✔️✔️ We each have personal biases and prejudices resulting from our own unique life experiences and worldview. Physical and Emotional Hindrance - ✔️✔️ Physical and emotional hindrances can severely affect your ability to think clearly and critically. Testimonial Evidence - ✔️✔️ This hindrance occurs when support for a particular position or standpoint is backed up by testimony from a respected figure that's not considered an 'expert' on the topic. You might see this fallacy occur when watching commercials on television or reading magazines. Ambiguity - ✔️✔️ This limitation involves a word or expression that can be understood in more than one way. Assuring Expressions - ✔️✔️ These are phrases that attempt to disarm you from questioning the validity of an argument. Expressions such as "As everyone knows..." and "Common sense tells us that..." are examples of assuring expressions. Meaningless Comparisons - ✔️✔️ These types of comparisons include language that implies something is superior but retreats from that view. Doublespeak Jargon - ✔️✔️ This limitation involves the 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 - ✔️✔️ Emotive content is the intentional use of words to arouse feelings about a subject to bias others' thinking...positively or negatively.

False Implications - ✔️✔️ This occurs when language used is clear and accurate but misleading because it implies something else is true or false when it isn't. Superstition - ✔️✔️ Superstition is the result of an erroneous perception of the connections between unrelated events. Argument from Ignorance - ✔️✔️ This occurs when you state your claim is true only because it hasn't been proven false (or vice versa). False Analogies - ✔️✔️ If you make a false analogy to support the validity of a particular claim, you've made in error in logic. Irrelevant Comparison - ✔️✔️ This error occurs when your claim is based on an attempt to compare two things that shouldn't be (or can't be) compared...like trying to compare apples and oranges. Pragmatic Fallacy - ✔️✔️ This occurs when arguing something is true because "it works," (meaning people are satisfied with it or they find it beneficial, meaningful, or significant) even though it hasn't been proven. Slippery Slope Fallacy - ✔️✔️ This is an argument that assumes one thing will lead to another...and then another, and before you know it, you're doing something you don't want to do; therefore, you shouldn't do the first thing. Ad Hominem Fallacy - ✔️✔️ This occurs when you criticize the person (character or reputation) making an argument, not the argument itself.