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COT CWT 1 > LS > Flashcards

LS Flashcards

1
Q

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Describe the benefits and potential problems of a diverse workforce<!--EndFragment-->

A

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Benefits

  • Creativity & Innovation
  • Broad range of skills
  • Better service to diverse customers
  • Ability to recruit best talent from entire labor pool

Problems

  • Over protection of women, minorities, & others
  • Different consequences for same actions
  • Failure to train & coach (mentors)
  • Language barriers

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2
Q

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Explain the purpose, application, and scope of Air Force Doctrine Volume II – Leadership

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A

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Foundational Doctrine Statements

  • Leadership is the art and science of motivating, influencing, and directing airment to understand and accomplish the AF mission in joint warfare.
  • Leadership =/= command. Commanders should be leaders.
  • Ability can be improved with edu, training, and experience.

Purpose: establish doctrinal guidance for leadership and force development

Application (total force):

  • Active duty
  • Air force reserve
  • Air National Guard
  • Civilians

Scope

  • Baseline for all AF leaders
  • Essential for mission success
  • Describes the proper use of air and space forces in military operations
  • Guide to exercise professional judgment rather than a set of inflexible rules

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3
Q

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Describe the fundamental elements of Air Force leadership

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A

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Mission: primary objective or task to be accomplished
Airmen: execute and accomplish the mission

  • Airmen are the heart of the organization
  • Leader must care for, support, and develop people

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4
Q

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Summarize the components of Air Force leadership

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A
  1. Institutional Competencies
  • Personal Leadership: face to face, interpersonal relations that directly influence human behavior and values.
    • embodies airman culture, communication
    • communication
  • People/ Team Leadership: interpersonal and team building relationships that create a healthy climate.
    • leading ppl, fostering collaborative relationships,
  • Organizational Leadership: Establishing structure, allocating resources, and articulating strategic vision.
    • Employing military capabilities
    • Enterprise perspective
    • Managing organizations and resources
    • Strategic thinking
  1. Leadership Actions – Decisive actions leaders use to influence and improve their units in order to accomplish their military mission
  • Influence
    • Communication
    • Motivation
    • Standards
    • Decisiveness
  • Improve Development and Learning
  • Accomplish - Enhanced by influence & improvement

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5
Q

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Summarize the objective of the Eight-Step Problem-Solving Process

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A

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Help Airmen focus on problem-solving skills that affect:

  • Mission
  • Workcenters
  • People

Approach aimed at:

  • Increasing combat capability
  • Making the AF more effective & efficient<!--EndFragment-->

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6
Q

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Explain the Eight-Step Problem-Solving Process

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A

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OODA Loop

Observe

  1. Clarify and validate the problem
  2. Breakdown problem / identify gaps

Orient

  1. Set Improvement Targets
  2. Determine the root cause

Decide

  1. Develop countermeasures (pick a solution)

Act

  1. See countermeasures through
  2. Confirm
  3. Standardize successful processes

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7
Q

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Assess a situation and decide whether a particular conflict management style is appropriate

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A

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How important is the disputed issue?
How important is the relationship?
How large is the power gap?
How quickly should the parties settle the dispute?

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8
Q

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Given a scenario, identify the concepts of conflict management used to successfully accomplish the mission.

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A
  1. Diagnosing the sources of conflict & circumstances
  2. Selecting the appropriate conflict management strategy
  3. Implementing the strategy
  4. Seeing a conflict through to successful outcome

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9
Q

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Describe the five personal conflict management styles

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A

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Forcing

  • Forcing is high assertiveness and low cooperation
  • “I am the law”
  • Appropriate for managing safety.

Accommodating

  • Low assertiveness and high cooperation
  • You care more about other person’s goals over your own.
  • A “yes man”. Now you are overloaded and overworked.
  • Appropriate when relationship is more important.

Avoiding

  • Low assertiveness and low cooperation
  • Low concern for self and low concern for others
  • Just turning the other way

Compromising

  • Right in the middle between assertiveness and cooperation
  • e.g. rotation shift.
  • Good compromise leaves no one happy. We can do better.

Collaborating

  • High assertiveness and high cooperation
  • We come up with the best solutions because we are assertive but cooperative

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10
Q

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Identify sources of conflict

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A

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  • Personal differences (morals)
  • Informational deficiencies (interpretation)
  • Role Incompatibility (goals)
  • Environmental stress (shortage of resources & uncertainty)

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11
Q

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Distinguish between the five needs in Maslow’s hierarchy

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A

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  • Survival: clothing, food, shelter
  • Safety: physical and psychological safety
  • Belonging: love, approval, acceptance, warmth
  • Ego: Esteem – Recognition, worth, status, self-respect
  • Self-Actualization: self-fulfillment, personal growth, realizing potential

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12
Q

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Distinguish between McGregor’s three motivational approaches<!--EndFragment-->

A

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Theory X

  • People don’t like to work, lack ambition, and must be coerced to work.
  • People prefer to be told what to do.
  • People resist change, are gullible, and not overly intelligent.

X Hard Approach: Coercion, tight controls over behavior

X Soft approach: Satisfying people’s demands, Achieving harmony

Theory Y

  • People may actively seek work, seek responsibility.
  • People prefer participative management and prefer setting their own goals.

X Hard v X Soft v Y Environmental approach

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13
Q

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Identify ways to motivate people using McGregor’s theory Y approach<!--EndFragment-->

A

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  • Start with a goal or mission
  • Make the task clear
  • Match the people with the task
  • Remove the roadblocks
  • Give positive feedback
  • Give more responsibility when appropriate
  • Let people work independently
  • Recognize achievements / contributions
  • Don’t make promises you can’t keep
  • Be a good role model

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14
Q

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Explain the concepts of efficiency and effectiveness as they relate to management

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A

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Effectiveness: accomplishing the mission
Efficiency: minimizing resource costs

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15
Q

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Identify the four basic management functions

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A

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  • Planning
  • Organizing
  • Leading
  • Controlling

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16
Q

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Differentiate between the three primary roles of managers

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A

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  • Interpersonal: figurehead, leader, liaison
  • Informational: monitor, disseminator, spokesperson
  • Decisional: entrepreneur, disturbance handler, resource allocator, negotiator

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17
Q

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Explain the universality of the manager’s job

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A

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  • Level in the organization
  • Profit vs. not-for-profit
  • Size of organization
  • Transferability across national borders
  • Making decisions & dealing with change

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18
Q

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Identify examples of general and specific managerial skills

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A

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General

  • Conceptual: Mental ability to coordinate interest/activities
  • Interpersonal: understand, mentor, motivate others
  • Technical: Use tools, procedures, techniques
  • Political: build power base & est. connections

Specific (behaviors of effectiveness)

  • Controlling organizational environment/resources
  • Organizing & coordinating
  • Handling information
  • Provide growth & development
  • Motivate & handle conflicts
  • Strategic problem solving

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19
Q

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Define Sexual Assault as defined by the Department of Defense<!--EndFragment-->

A

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  • Intentional sexual contact, characterized by use of force, threats, intimidation, abuse of auth or when the victim does not or cannot consent.
  • Includes rape, forcible sodomy (oral or anal sex), and other unwanted sexual conduct that is aggravated, abusive, or wrongful (to include unwanted, inappropriate sexual contact), or attempts to commit these acts.

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20
Q

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Distinguish between what constitutes sexual consent and what does not<!--EndFragment-->

A

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  • Defined: consent is defined as words or overt acts indicating a freely given agreement to the sexual conduct at issue by a competent person.
  • An expression of non-consent through words or conduct means there is no consent.

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21
Q

What is consent not?

A

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  • Previous relationship
  • Threats / violence,
  • Lack of mental or physical faculties
  • Unconscious or asleep
  • Incapacitated
  • Coercion by person in position of authority
  • Under age
  • Remember bodie’s responses: fight, flight, freeze

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22
Q

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Identify the Department of Defense policy on confidentiality.

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A

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  • Restricted reporting: Confidentiality can remain intact only if reported to the SARC or to a health care provider on the military installation
  • Unrestricted reporting: chain of command. Everyone gets involved.

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23
Q

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Explain the risks associated with alcohol use as related to perpetration and victimization.

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A

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  • Alcohol mars judgment
  • # 1 rape drug is alcohol
  • “0-0-1-3” recommends zero drinks if a person is underage, zero drinks if a person is driving, one drink per hour, and no more than three drinks per evening/social event.

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24
Q

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Describe the roles of perpetrator, facilitator, bystander, and victim.

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A

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Perpetrator: commits the assault
Facilitator: enables, encourages, or creates a situation or environment that allows a perpetrator to act.
Bystander: a witness
Victim: person assaulted

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25
Q

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Explain the significance of a Wingman as related to sexual assault prevention and response.<!--EndFragment-->

A

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Make a plan for getting home together and a back-up plan if something comes up. Tell your buddy where you’re going and when you expect to be back. Give each other feedback on how much you’ve been drinking to reduce the risk of being victimized.

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26
Q

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Describe the roles of the Sexual Assault Response Coordinator (SARC) and link this role to the Victim Advocate (VA).

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A

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  • Sexual Assault Response Coordinator: Considered the center of gravity when it comes to ensuring that victims of sexual assault receive appropriate and responsive care.
  • Victim Advocate: The victim advocates are volunteers who are specially trained to support victims of sexual assault. They are not counselors and are not part of legal or law enforcement agencies. Instead, their main purpose is to provide supportive services to the sexual assault victim. As a peer, the Victim Advocate is a critical factor in the victim’s healing process.

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27
Q

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State commander / supervisory responsibilities regarding sexual harassment

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A

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  • Must take steps to determine validity, else condone and punishable
  • Must take disciplinary action
  • Must prevent retaliation to complainant
  • Must make sure perp understand zero tolerance policy

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28
Q

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Explain various forms of sexual harassment

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A

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  • Verbal
  • Nonverbal (e.g. pictures)
  • Physical

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29
Q

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Summarize the effects of sexual harassment on mission accomplishment

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A

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  • Degrades leadership and interferes with command authority and mission effectiveness.
  • Create situations that negatively affect unit cohesiveness.
  • Positions of authority being weakened, peer group relationships being jeopardized, decreased job performance, loss of morale, or perceptions that certain individuals will receive favorable or preferential treatment over others.

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30
Q

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Identify informal and formal means of relief from sexual harassment

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A

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Informal

  • Immediately confront/communicate with harasser
  • Contact a supervisor or Equal Opportunity office (EO).

Formal

  • Chain of command, legal office, security forces, the chaplain, Equal Opportunity office, Inspector General (IG) system, Congressional channels, or the US Attorney General.
  • Complainants must submit formal complaints in writing to the EO office. Once submitted and accepted by the EO staff, the issue becomes an official concern of the Air Force
  • Inspector General (IG): File IG complaint as last resort

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31
Q

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Explain what penalties could be associated with sexual harassment

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A

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  • Oral or written reprimand
  • Court-martial
  • Lose rank, confinement

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32
Q

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Differentiate among the four stages of group growth<!--EndFragment-->

A

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Forming

  • Feelings:
    • Excitement
    • Anticipation
    • Optimism
    • Wariness
    • Uncertainty
    • guardedness
  • Behaviors:
    • deciding what is appropriate behavior, purpose and procedures
    • Establishing trust
    • No clear focus on task or problem
    • Answer questions or complaints

Norming

  • Feelings of:
    • Acceptance
    • Cooperativeness
    • Bonding
    • Conforming
    • Relief the group is headed in right direction
  • Behaviors:
    • Confiding in one another
    • Common goals
    • Realistic group parameters
    • Cohesion

Storming

  • Feelings:
    • Consensus turns to resistance
    • Individual team members
    • Members’ personalities
    • Chance for success
  • Behaviors
    • Arguing and competing
    • Bid for power and formation of cliques
    • Disagreement w/ leader’s approach
    • Testing boundaries

Performing

  • Feelings:
    • Insightfulness towards others
    • Satisfaction towards the group’s progress
  • Behaviors
    • Constructive self-change
    • Conflict management
    • Teamwork

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33
Q

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Describe the difference between teams and groups

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A

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Teams

  • Stronger sense of identification, common goals or tasks, member & task interdependence, differentiated and specialized roles

Groups

  • Not the above. A gathering of people.

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34
Q

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Identify the characteristics of effective teams

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A

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Defined mission, tasks, objective, or function
Cooperation & communication
Interdependence

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35
Q

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Identify the principles of effective teams

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A

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  • Trust & confidence
  • Delegation & empoowerment
  • Cooperation
  • Participation
  • Respect for individual
  • Clearly defined roles
  • Dedication & commitment
  • Loyalty
  • Communication
  • Clarity of team goals

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36
Q

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Describe the AF Equal Opportunity Program

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A

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  • The EO/HRE program is designed to ensure equal opportunity in support of mission readiness for all Air Force personnel.
  • Two elements essential to maintaining the highest degree of mission readiness are the <!--StartFragment-->development and use of our people in the most effective manner possible and the promotion of harmonious relations among them.<!--EndFragment-->

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37
Q

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Describe the AF and Air National Guard policies on Equal Opportunity

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A

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  • Zero tolerance for discrimination
  • Air National Guard EO program is for military members only; civilians go to state office
  • AF has Military EO (MEO) and civilian Equal Employment Opportunity (EEO) offices

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38
Q

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State the objective of the MEO Program

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A

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Improve mission effectiveness by providing an environment in which service members are ensured an opportunity to rise to the highest level of responsibility possible in the military profession, dependent only on merit, fitness and capability.

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39
Q

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Identify the five key services of the AF Equal Opportunity Program

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A

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  • MEO formal/informal complaint processing
  • Civilian EO informal complaint processing
  • Out and about assessments (process used to gather additional EO/human relations information that may impact installation personnel)
  • Human relations education (as specifically requested by commanders)
  • Quarterly statistical reporting

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40
Q

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State the difference between discrimination and prejudice

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A

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  • Prejudice: what we feel or believe. The law can’t change this.
  • Discrimination: behavior or action that unlawfully or unjustly results in unequal treatment

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41
Q

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Identify ways a supervisor can diminish the impact of prejudice and discrimination in the AF

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A

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  • Review your supervisory role
    • Promote an environment free from hostility and intimidation.
    • Encourage social interactions that don’t interfere with mission accomplishment.
    • Take preventive or corrective action when required, or implement directed corrective action.
    • Actively support and enforce the standards.
  • Examine your own behavior
  • Develop an awareness of cues in your environment
  • Identify behaviors which require preventative action

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42
Q

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Explain the concept of Full-Range Leadership

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A

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Leadership is dynamic
FRL involves a wide variety of behaviors
FRL helps resolve issues that arise in dynamic environments

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43
Q

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Identify elements of the Full-Range leadership Model

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A

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Laissez-faire
Transactional
Transformational

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44
Q

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Summarize the characteristics of laissez-faire, transactional, and transformational leadership

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A

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Laissez-faire

  • Hands-off leadership. Absence or abdication of command.
  • Creates a confusing / chaotic environment
  • Should be avoided.

Transactional

  • Focus on day-to-day work instead of inspiration
  • Two methods:
    • Management by exception: correcting deviation from standard. Passive or Active.
    • Contingent reward

Transformational

  • Focus becomes motivating / inspiring followers
  • Four types of transformational leadership
    • Individual Consideration (IC)
    • Intellectual Stimulation (IS)
    • Inspirational Motivation (IM)
    • Idealized Influence (II)

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45
Q

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Describe task and relationship behavior

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A

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Task

  • Clearly telling people what, how, where, when
  • Closely supervising performance
  • Task Behavior is the extent to which the leader defines the roles of a group, and says:
  • “Here’s what you’ll do, how I expect you to do it, where I expect you do it, who is to do it, and when.”
  • Under purely autocratic scenarios may base judgments more on perceived loyalty to the initial order

Relationship

  • Listening to people
  • Providing support & encouragement
  • Facilitating involvement in problem solving & decision making
  • Relationship Behavior is the extent to which the leader engages in two-way or
  • multi-directional communication….
    • listening to people
    • providing support and encouragement for their efforts
    • facilitating their involvement in problem-solving, and even giving them important decision making authority. The down side of a totally supportive style is the possible loss of control in certain situations, such as crisis management

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46
Q

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Describe each leadership style in the Situational Leadership Model

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A

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S1 Telling

  • High task, Low relationship
  • One-way communication
  • Solves problem & makes key decisions
  • Directs then guides follower

S2 Selling

  • High task, High relationship
  • Two-way communication
  • Hears suggestions, ideas, & opinions
  • Maintains decision making
  • Employs persuasion
  • Explains actions

S3 Participating

  • High relationship, Low task
  • Focus of control shifts to follower
  • Follower has ability & knowledge to complete task
  • Leader actively listens & builds confidence

S4 Delegating

  • Low task, Low relationship
  • Follower makes key decisions & implement

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  • Leader:
    • Gets updates
    • Offers resource support
    • Delegates tasks judiciously
    • Encourages risk-taking & independent thought

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​

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47
Q

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Explain how to assess followers’ performance readiness<!--EndFragment-->

A
  • Ability: knowledge skills, experience<!--EndFragment--><!--StartFragment-->
  • Willingness: confidence, commitment, motivation

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48
Q

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Describe each performance readiness level in the Situational Leadership Model.

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A

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R1: Unable and insecure, or unwilling
R2: Unable, but confident or willing
R3: Able, but insecure or unwilling
R4: Able, confident, & willing: Ready to achieve

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49
Q

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Identify the leadership style appropriate for each performance readiness level.

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A

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S1 = R1. Telling = unable and insecure
S2 = R2. Selling = unable but confident
S3 = R3. Participating = able but insecure
S4 = R4. Delegating = able and confident

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COT CWT 1 (3 decks)

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