CHAPTER^ Flashcards
(92 cards)
1
Q
File
A
A single column of persons placed one behind the other
2
Q
Rank
A
A single line of person placed side by side
3
Q
Flank
A
The extreme right or left side of a formation in line or columne
4
Q
Center
A
The middle point of a formation. On an odd-numbered front, the center is the center person or element. On an even-numbered front, the center is the right center person or element.
5
Q
Guide
A
the airman designated to regulate the direction and rate of march
6
Q
base
A
the element on which a movement is planned, regulated or aligned
7
Q
dress
A
alignment of individuals side by side
8
Q
cover
A
alignment of individuals one behind the other
9
Q
interval
A
space between individuals placed side by side, normal interval is one arms length, close is approximately 4 inches
10
Q
distance
A
the space between individuals one behind the other. approximately 40 inches, measured from the chest of the trainee in the back to the back of the trainee in front
11
Q
formation
A
an arrangement of units in any prescribed manner
12
Q
unit
A
any portion of a given formation
13
Q
element
A
a basic unit of least three, but usually 8-12 people
14
Q
flight
A
two or more elements
15
Q
squadron
A
two or more flights
16
Q
group
A
two or more squadrons
17
Q
wing
A
two or more groups
18
Q
Column
A
arrangement of units placed side by side with the guide and element leaders at the head of the formation
19
Q
Inverted column
A
the arragnement of units placed side by side with the guide and element leaders at the rear of the formation
20
Q
line
A
arrangement of units one behind the other with the guide and element leaders to the extreme right flank of the formation
21
Q
inverted line
A
arrangement of units one behind the other with the guide and element leaders to the extreme left flank of the formation
22
Q
Side step
A
a step directly to the right or left, the heels remain on line throughout the movement, the step is a 12 inch measured from the inside of each heal
23
Q
half step
A
a step measruing 12 inches, measured from heel to heel
24
Q
pace
A
a step measruing 24 inches, this represents the length of a full step in quick time, measured from heel to heel
25
double time
a step measuring 30 inches
26
slow time
marching at a rate of 60 steps per min, used for funerals
27
quick time
marching at a rate of 100-120 steps per min, 12 or 24 inch steps
28
adjutants cadence
marching at 140 steps per min
29
double time
marching at a rate of 180 steps per min
30
perparatory
tells what the movement is
31
execution
tells when the movement is to be carried out
32
combined
when the preparatory and execution are given as one command (at ease, rest, fall in)
33
Supplementary
given when one unit of the formation must execute a movement different from the other units or the same movement at a different time
34
informational
have no preparatory command, no commad of execution and are not supplementary (WTN,BTN,)
35
Mass
for each ecercise and candence of drill, the instructor announces the movement to be executed and commands the element command, personnel then give the commands and execute them in unison.
36
The CDI team reported_______________
22 findings with 46 associated recommendations
37
The finding and recommendations were summerized in six reports
insufficient leadership oversight, deficient MTI selection and manning, insufficient MTI training and professional development process,barriers in reporting and climate, lack of enduring policy and guidance, and gender integration
38
Leadership
Squadron commander was the only officer assigned, Supervisors and commanded were insulated from, rather than engaged with their squadrons,Oversight contributed to incidents of misconduct development, Leaders were either to lenient or directly involved in misconduct.
39
Deficient MTI Selection and Manning
Flights commonely assigned one MTI, Manning stood at 86% w/ 25% of ineffective instructors, MTIs averaged 85-100 hours a week at work, MTIs were to familiar with trainees, reduced the ability to report peer wrongdoing, MTIs were to immature and inexperienced,
40
Training and Development
Commandars assigned has very little experience dealign with enlisted training, investigation recommend the establishment of training program tailored to unique aspects of commanding BMT squadrons, Power held over trainees allowed for unprofessional conduct, relied on fear, Disrespecting New MTIs no matter the rank
41
Reporting Detection and Climate
Reporting barriers and poor detection methods assisted in creating a culture where misconduct appeared to be tolerated by leadership, trainees fearful of reporting instances,
42
Policy and Guidance
found that punishment for policy and guidance infractions varied widely within BMT, punishment did not match the misconduct
43
Gender Integration
Four MTIs per two flights, one MTI must be a female instructor and increase female manning to 25%, provide role models for both genders
44
Swiss Cheese Model
Represents various factors and layers of defense that either mitigate or allow adverse outcomes or failures within the organization,
Oraganiztional Factors, Unsafe Supervision, Preconditions, Active Conditions
45
Behavioral Drift
High Power Differential, Gradual shift away from establish and expected behaviors
Seen in situations where there is ambiguous guidance, poor supervision, and a lack of proper/effetive training
46
Organizational Countermeasures
effort to improve the safety and effectiveness of BMT Environment, the organization responded by putting several robust resources in place and enhancing policies and safeguards
47
Additional Key Personnel
Operations officer, CMSgt Super, Senior First Shirt with at least 1 year of experience as a first shirt, flight commanders
48
Enhanced Critique System
Group CC apprised of every negative critique submitted, neutral independent investigation officers conduct inquires into negative critiques and provide recommendations to commanders
49
Changed MTI Demographics
Rank Restictions, MTI gender Compostition, female mtis would mirror the same percent of female trainees
50
Military Training Consult Service
Embedded psychologist and mental health techs to conduct MTI assessment and selection, education and training, and critical resiliency support
51
Increased MTI Manning and Quality of Life
2 MTIs per flight, limitations on dialy workload, better work-home balance
52
Major Policy changes
Enhanced avenues for reporting misconduct
Instituting wingman policy
All MTI office doors have windows
Installing cameras in the squadrons
Enhancing assessment and selection process of MTIs
Enhancing MTIs professional development through MTI DLD
Conducting BMT Leadership Orientation
Developing useful metrics to identify trends with the organization
53
First principle and strategy for minimizing risk
identify hazardous mindsets, such as a false sense of security that might lead us to lower our guard and making naive or unwise decisions
54
Second principle and strategy for minimizing risk
important to avoid the emphasis on perfection, and instead focus on growth and excellence, the standard is the standard
55
Third principle and strategy for minimizing risk
good to avoid the misunderstanding and misapplication of stress, provide basis training on the fundamental principles and standards for joining
56
Fourth principle and strategy for minimizing risk
maintan collective vigilance for behavior drift and the anesthetizing effects of power
57
Fifth principle and strategy for minimizing risk
continuously self asses your own behaviors, attitudes and biases to see if they are in line with the training objectives, helpful or counterproductive, accurate or distorted, facilitate the trainees feeling respected as individuals of worth, protected from maltreatment and abuse, and connect to the air force team
58
Stess- What is it
physiological response to either a percieved threat or perception that the trainees abilities are insufficient to meet the BMT demands, response that mimics the response that would occur under conditions of actual physical threat
59
Areas effected by stress
adrenaline release, increased heart rate, respiration, digestion, redirecting blood flow to large muscle groups
60
Learning and performance Zone
keep trainees in the learning zone, should be alert and ready to learn but not over stressed to the point they enter the panic zone
61
Impact of stress on learning and performance
as one increases acute stress, the ability to learn and perform goes down, important to increase stress only at the right time, and in the right situations
62
Stress and Focus
as ones stress level increases, the ability to focus and concentrate will typically go down
63
Stress and Memory
Ones ability to recall information will negatively affected by high levels of stress
64
Stress and Judgment/Decision Making
As stess levels increase, ones ability to make good decisions are impaired
65
Stress and Problem Solving
As ones stress level increases, out brains ability to be flexible, creative and innovative decrease
66
How do we shape behavior,
Two Primary methods: consequences and reinforcements
| consequences will decrease undesirable behavior and reinforcement increases or maintainsdesirable behavior
67
Consequences
pull a 341, provide derogatory comments, or give an unsat core value rating, take away desired privileges. reduce the frequency of undesirable behavior
68
Reinforcement
Two types of reinforcements: Positive occurs when we add a pleasant or desirable stimulus following desired behavior. Negative occurs when we remove an unpleasant stimulus
69
How many leadership styles
6
70
Coercive
Do what I say
71
Authoritative
Come with me
72
Affiliative
People Come First
73
Democratic
Giving coworkers a voice in decisions,build organizational flexibility and responsibility and generate fresh ideas
74
Pace Setting
high performance standards and exemplifies them himself which has a very positive impact on employees who are self motivated and highly competent
75
Coaching
focuses more on personal development
76
Generation Theory
explains that a generation is a group that experienced world events while at similar developmental stages, shapes beliefs, expectations, employee engagement and work values
77
Baby Boomers
Work, work, work, support familes main priority, stayed at one company
78
Gen X
hard working, wanted a more work-life balance, independent
79
Gen Y (millennials)
computer friendly and cell phones, work on something they are passionate about, demand work-life balance, uncomfortable with face to face interactions, parents were helicopter parents,
80
Gen Z
Wants work hours to fit their life, value peer to peer relationships and grew up with technology, boosted resurgence in technical and trade schools
81
Developmental Milestones
early adult hood milestone - developing an identity
positive self identity develops through life experiences, organized their experiences in the context of; who they are in the world, their relationship to others, and their purpose in life, builds confidence and feelings of capability
82
Positive Relationship Developement
forming significant and meaningful relationships, reinforcing identity, provide intimacy and love, and prevent feelings of isolation and loneliness,
Meeting these relationship milestones later in life creates challenges in a multi gernerational workspace
83
Challenges and integrating the workplace
learn to how to minimize the weakness and maximize the strengths in order to hit the sweet spot of working together as a team
84
Leaders vs Followers
leaders practice: integrity, define clear goals, and set good examples, clearly communicate a vision and decisions,supporting, encouraging, creativity, honesty,compassion and humility, remain calm and show compassion
85
Followership
trustworthy,honest,committed,innovative, self manage and dependable, good communicators, listener,team players, and collaborators
86
Coaching
coaching those we lead and looking to our leaders for mentorship
87
Expectations Management
must be clearly communicated, be clear with expectations, manage expectations with being realistic,, equipped airmen with the tools they need to be successful, support training to foster abilities, answer the whys
88
what do followers want from leaders
honesty, foward looking, inspiration, and competency
89
clear expectations create
cohesion, a culture of support, break down barriers and connect folks to a shared purpose
90
Negative vs Positive Stress
negative stress occures when a person feels they are incapable of dealing with, coping with, or performing in a situation
Stress that is tolerable can be positive when supported by outside relationships, it can energize you, challenge you and gets you moving, must have an end goal, allows for increased learning, growth and progress
91
Consulting
Seek feedback, accept feedback, repeat it back to the sender to ensure you are receiving the intended message, apply the feed back you receive, the key to professional growth is accepting responsibility, correcting the mistake and pressing on
be confident and instill confidence in those you lead, seek out feedback when developing ideas and plans impacting the team, incorporate the best ideas making for more effective and accepted plans
92
Connecting
those we lead feel connected to the mission, and to translate leadership vision into reality, let everyone know where they fit into and contribute to the mission, people feel connected to leaders who are honest, integrity, lead authentically and treat them with respect
