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Course 15
Set A
| Question | Answer |
|---|---|
| Difficulty following written directions May not look speakers in the eye Discuss the material with someone else Participate in discussions, ask questions, and repeat given information | Audio Learner |
| Has difficulty with spoken directions Needs to see it to learn it Use multicolored highlighters to organize notes Write everything down; review often | Visual Learner |
| Has difficulty sitting still Learns better when involved Role play "be the ball" Take frequent breaks | Tactile Learner |
| Employing Military Capabilities | Operational and Strategic Art |
| Enterprise Perspective. | Global, Regional and Cultural Awareness |
| Managing Organizations and Resources. | Change Management |
| Strategic Thinking | Adaptability |
| Leading People | Diversity |
| Fostering Collaborative Relationships | Negotiating |
| Embodies Airman Culture | Ethical Leadership |
| Communicating | Active listening |
| Adaptive Thinking | Thinking one demonstrates when confronted by unanticipated circumstances during the execution of a planned activity (i.e. military operation |
| Analytical Thinking | Thinking that requires generative thinking (divergent thinking): the development of ideas |
| Creative Thinking | It is the cognitive ability to imagine and innovate |
| Critical Thinking | Thinking that is purposeful, reasoned and goal directed involved in solving problems, formulating inferences, calculating likelihoods, and making |
| Future Thinking | The practice of visionaries, those who skillfully see desired goals and outcomes through their mind's eye |
| Innovative Thinking | Thinking that results in efficiency, evolutionary, and revolutionary improvements and advancements |
| Synthesis | ability to combine or compile various pieces of information, ideas, concepts, conclusions, etc. in new and different ways |
| Reflective Thinking | Thinking that concentrates on what we know, what we need to know, and how we bridge that gap |
| four sub-skill sets of critical thinking | Investigate Create and Develop Communicate Evaluate |
| What does self-regulation mean? | monitoring cognitive activities, elements used by applying skills in analysis, and evaluating inferential judgments with a view toward questioning, confirming, validating or correcting reasoning's or results. |
| What is open-mindedness? | Willingness to investigate viewpoints different from your own and ability to recognize when to doubt claims that do not merit such investigation |
| How can you be open-minded and still maintain a healthy sense of skepticism? | Seek out facts, sources, and reasoning to support issues you intend to judge; Examine issues from as many sides as possible; Rationally look for the good and bad points of the various sides examined; Accept the fact that you may be in error |
| 5. What does intellectual humility mean? | Adhering tentatively to recent opinions; Examine info that leads to discovering flaws in beliefs; Looking at issues with a broad aspect not right and wrong and look at degrees of certainty or shades of gray; "I don't know" is sometimes the best answer. |
| What does it mean to be a free-thinker? | Having an independent mind and being able to restrain yourself from the desire to believe because of social pressures to conform |
| What does it mean to have a high motivation to become a critical thinker? | Having a natural curiosity to further your understanding ; Putting in the work to evaluate the multiple sides of an issue; Reaching a sufficient level of understanding before making judgments |
| What are the four categories of hindrances to critical thinking discussed in this chapter? | Basic Human Limitations, Use of Language, Faulty Logic or Perception, Psychological or Sociological Pitfalls |
| How might critical thinking skills impact your effectiveness as an NCO? | what to believe and what to do, Make consistent and well-reasoned decisions, Analyze and interpret to solve problems, Ask better questions so everyone can learn more, perspectives and approaches, study problems, Analyze critically and reach conclusions |
| Pride | A personal characteristic that causes one to force their preferred temperament on others |
| Humility | A personal quality where one can modify his or her behaviors to effectively interact with all temperaments. |
| Don’t Stereotype others | Simply because Greens are known to prefer their independence does not mean all who prefer this temperament wish to be alone |
| Matureity | This is the ability to remove your primary lens and see others, situation, and environment through another other lenses. |
| Keep your observations private | Do not label others as a Gold or Blue, even though you may have correctly identified their preferred temperament |
| Give good gifts | Treat others the way they want to be treated, not the way you prefer to treat them |
| Validate each colors strengths | successful organizations and leaders acknowledge the unique capabilities of each temperament. |
| Adaption-Innovation Theory | all people solve problems and are creative, outcomes of the same brain function ONLY concerned with STYLE |
| Level | potential capacity (intelligence or talent) and learned levels (such as management, supervisory and leadership Competency). |
| Style | 1: Adaption 2: Innovation (HOW WE THINK) Both are found at every level, with a distributed continuum from strong adaption to strong innovation |
| Problem A | ACTUAL PROBLEM: two or more individuals work together to solve |
| Problem B | Encompasses ALL the problems, dynamics, interpersonal skills, communication, collaboration, ect. HUMAN INTERACTIONS |
| Adaptors and Innovators are termed as | More Adaptive or More Innovative |
| Adaption-Innovation continuum importance on identifying | depends on perception and where each individual lies on the continuum with their position. |
| large gap in style offers a greater potential/ability to solve problems due to | Cognitive Diversity |
| Adaptors tendencies exhibiting Structure | Consensually agree and prefer a structured environment |
| Innovators tendencies exhibiting Structure | Tolerate and agree with but do not prefer structural environments |
| Innovators tendencies exhibiting the paradigm | Challenge the paradigm or break it to solve problems |
| Adaptors tendencies exhibiting the paradigm | Extend the paradigm or improve what already exist to solve the problem |
| Two types of Cognitive gap | 1: Distance between style and behavior needed in a situation (i.e. the distance between ones preferred style and his/her task). 2: Distance in social interaction, between styles, 1) two people 2) person and group 3) two groups |
| A-I Theory shows | larger the cognitive gap, the greater the potential for conflict and for productive problem solving |
| managing cognitive diversity results in | the best possible solutions |
| Organizations perish when this happens | Having only innovators or adaptors/ balance is key. |
| These individuals are used to effectively manage the cognitive gap | Bridgers |
| Who can be a bridger | those who reach out to people and help them be a part of the team even if their contribution is outside mainstream |
| reason to have coping behavior | A preferred style cannot always be used in every situation to solve problems. |
| How do effective leaders create environments using coping behavior to support situations | minimum coping most the time, but instills a maximum coping behavior during times of crisis |
| Situational Leadership Theory | use of the four styles of leadership to aid their development and ability to complete a task. |
| Trait Leadership Theory | Depends on the intellect, confidence, determination, integrity, and social skills to lead |
| Skills Leadership Theory | control, awareness, and intelligence of emotions are the focus to this traits theory and the leader's ability. |
| Contingency Leadership Theory | putting a leader in a specific situation because behavior cannot be adjusted so pairing situations to leaders is the most effective. |
| Leadership-Member Exchange Theory | Leaders develop specialized relationships with followers instead of treating them the same. |
| Psychodynamic Theory | followers and leaders are drawn to their roles/ types of personality |
| Path-Goal Theory | creating conditions for subordinate success. |
| Authentic Leadership Theory | true to themselves and others and adhere to strong morals and values |
| Full Range Leadership Development | active and passive leadership behaviors |
| Management by Exception-Passive | Human interactions resulting in problems |
| Management by Exception-Active | reduces uncertainties regarding a followers purpose and earns respect towards leaders |
| Laissez-Faire | absent from their duties, considered lazy, and have poor relationships |
| Transactional Leadership | Positive behavior is rewarded |
| Transformational Leadership | Coaching or mentoring a follower to promote positive behavior/ most active and effective form of leadership. |
| Elements of Warrior Ethos | Hardiness of Spirit, Courage (Moral & Physical), and Resiliency |
| AF Resilience and examples | ability to withstand, recover, and/or grow in the face of stressors and demands. Helps Airmen "BOUNCE BACK" from hardships associated with the military, deployments, PCS's, Promo test, workplace violence. |
| NCO effectiveness from resilency | Ability to bounce back from challenges faced with day to day. |
| Profession of Arms | Professional sub-culture, specialized knowledge, service to the community and nation, combining to defend freedom, pursue peace, and protect America and its interests. |
| FOSI | Form Over Speed and Intensity |
| Training the body as a whole is known as | Prehabilitation |
| Culture | Set of shared attitudes, values, and practices characterizing an organization |
| Heritage | transmission or acquiring something from a predecessor or property descending to an heir |
| Importance of AF heritage and culture | Heritage instills pride and a sense of belonging, by understanding the sacrifice and dedication by Airmen before us gives an understanding of responsibilities. to know our culture is to separate our profession from other Profession of Arms |
| AFMAN 36-2203 | reveille and retreat ceremonies |
| AFI 36-2903 | dress and appearance |
| purpose of drill and ceremony and importance for an NCO | drill teaches and develops teamwork, attention to detail, esprit de corps. Ceremony provides honors to individuals, displays proficiency in team work and pride. Provides NCO's the ability to work in a team while demonstrating the Core Value Excellence |
| Diversity | point of respect in which things differ; variety |
| Primary dimensions of diversity | Age, language, ethnicity, cultural background, disability, and sexual orientation |
| Secondary dimensions of diversity | differences that you acquire, discard, and/or modify throughout your life. differ in other respects such as educational level, job function, socio-economic status, personality profile, marital status, family responsibilities, religious beliefs ect. |
| Required for all Airmen to have developed understanding of emotions, cultural differences, values, and beliefs. | Social Sensitivity |
| Socio-Behavioral Tendencies in the workplace | Poor communication Animosity between one another Lack of discipline/morale No creativity or productivity Discrimination |
| 5 Characteristics of a diversity supportive environment | Being proactive/integrating everyday thinking - Act Proactively-Endorses and actively champions diversity- Leadership Driven-Values diversity and makes it work-Ownership of Initiatives-Valuing every member of the organization- Think Inclusively-Mainstream |
| FAIR Way | Feedback-giving & receiving information about expectations Assistance-have what they need to work to their fullest potential Inclusion-everyone has the opportunity to fully participate in the Workplace Respect-recognizing individual values & potential |
| Maximizes performance and allows Airmen to reach their highest poential | Diversity |
| Ethics | Guides decisions and actions based on duties derived from core values |
| Ethical Leadership | knowing your core values and having the courage to live by them in all parts of your life |
| Ethical codes used to maintain an ethical climate and reasons to commit and follow these codes | Core Values, AFI 36-2618, Amn Creed, PDG, Code of Conduct, DOD JSG 5260 PPG, LOAC, UCMJ, All of which are adhered to by all NCO's with an ethical manner in any situation |
| Inspiring confidence to follow decisions in an ethical climate shows a leader who models | Ethical Behavior |
| Three principles NCO's use to promote Ethical climate | No rewards Sanctions and forgiveness Correct action taken for dereliction of duty |
| Decisions based on personal values/beliefs | Ethical Relativism |
| Decisions based on a "win at all cost" attitiude | Driven for Success |
| Decisions based on respect and/or loyalty | Loyalty Sydrome |
| Decisions based on how it will effect one's reputation. | Worry over Image |
| elements that make up Warrior Ethos. | tenacity to push through, self-discipline, self-control, hardiness of spirit despite physical and mental hardships, moral, and physical courage. The elements include: Hardiness of Spirit, Courage (Moral & Physical), and Resiliency. |
| Air Force resilience and examples. | ability to withstand, recover, and/or grow in the face of stressors and changing demands. "BOUNCE BACK" frequent deployments, permanent change of station (PCS), family separation, promotion testing, and workplace violence |
| Effectiveness of resiliency as an NCO | overcome and “bounce back” from the physical and mental hardships faced every day. |
| Profession of Arms | a distinct, professional sub-culture with a body of theory and specialized knowledge, service to the community and nation |
| oath of enlistment/reenlistment. | AFDD1-1 refers to it as an ethical agreement or bond of one’s word. “It is with these oaths that you, as an Airman, first commit yourself to the basic core values, |
| macronutrients | whole grain bread, olive oil, egg, water |
| functional training | better on the job and at home, Increases quality of life less likely to be injured Decreases stress |
| Training the body as a whole | Pre-habilitation |
| high intensity exercise | Functional workouts, FOSI, tactical breathing |
| FOSI | Form Over Speed and Intensity |
| Micronutrients | vitamins and minerals |
| first female pilot allowed to wear the U.S. Army uniform? | Ruth Law |
| 24 May 1918, the War Department officially recognized two Army agencies, the Bureau of Aircraft Production and the Division of Military Aeronautics | Air Service of the U.S. ARMY |
| established the United States Air Force, headed by the Chief of Staff, USAF in 1947. | National Security Act of 1947 |
| success of Operation Desert Storm | Proved airpower decreased casualties and provided a decisive path to victory from thousands of miles away. |
| Operation Enduring Freedom | US attacked on its own soil, amount of lives lost, stop the spread of terrorism and harboring of terrorist, destroyed the Taliban government and terrorist training facilities. |
| accept and embrace upon taking the Oath of Enlistment | to work hard, train hard, and sacrifice regularly as they continue to master their profession, the profession of arms. |
| Assumptions | take the liberty of claiming something about a situation, item, or someone else that is not supported by fact |
| Stereotypes | generalization about all members of a particular group. |
| Prejudices | unreasonable opinion about a person or group without all the facts and usually based on deeply held beliefs. |
| Social Biases | favors or prefers a person, culture, group, or race to another |
| Perceptions | observe and experience becomes your reality until you are convinced or proven otherwise. |
| Perspectives | based on your position on particular subjects, issues, and matters that relate to you regarded as opinions and personal beliefs |
| Collusion | knowingly or unknowingly allowing behaviors that prevent others from fully entering into the workplace culture |
| Discrimination | making a distinction in favor of or against a person or thing based on the group, class, or category to which that person or thing belongs |
| Three O's | Owing- Your loyalty, honesty, compassion and openness Ordering - Making proper ethical decisions following AF ethical codes Ought- do the right thing and follow ALL AF ethical codes |
| Three P's | principle, purpose, people explain that NCOs must put principle (truth telling and honor) first; purpose (mission accomplishment and duty) second; and people (fellow citizens, Airmen, Soldiers, etc.) third. |
| Three R's | Rules-guidance for making decisions, taking actions, and modeling behaviors UCMJ, Core Values Results-following or not following the ethical codes and principles Realities-of adhering to the ethical codes/principles. |
| Three D's | Discern- from a given situation the truth from a lie Declare- state the truth once the truth is discerned Do- what is right based on discerning and declaring the truth |
| receive orders from the CJCS under the authority and direction of the SecDef. | Combat Commander |
| the principal assistant to the President in all matters related to the DOD | Secretary of Defense |
| Armed Forces serve under this control. | President |
| established when a mission has a specific limited objective and designated by the SecDef, a CCDR, a subordinate unified CDR, or an existing JTF CDR. | Joint Task Force |
| provide combatant commanders specialized support and operate in a supporting role. Executive authority of this position resides with the Secretary of Defense. | Combat Support Agency |
| under the chairmanship of the President, coordinates foreign policy, defense policy, and reconcile diplomatic and military commitments and requirements. | National Security Council |
| principal military advisor to the President, the NSC, and the SecDef. | Chairman of Joint Chiefs of Staff |
| National Security | encompassing both national defense and foreign relations of the United States. |
| Joint Chiefs of Staff organization | |
| single chain of command with two distinct branches | Operational Branch, Administrative Branch |
| Authorized by SecDef through the CJCS and are established as geographic or functional commands | Subordinate Unified Commands |
| three primary roles of the sister services | organizing, training, and equipping forces for assignment to Unified Combatant Commands |
| common functions of sister services | plan for the expansion of peacetime components to meet the needs of war. readiness mobile reserve forces, properly organized, trained, and equipped. intelligence and counterintelligence for the Military Departments organize, |
| purpose of a Joint Task Force | established when the mission has a specific limited objective. comprised of distinct branches of services by the SecDef, a CCDR, a subordinate unified CDR, or an existing JTF CDR. Dissolved when the purpose for which it was created is no longer required. |
| driving on an Army post during retreat? | stop your vehicle, get out, come to the position of attention, and render a hand salute. |
| approached on a military installation by a vehicle carrying a flag with one or more stars | stop, face the vehicle, come to the position of attention, and render a hand salute. You may drop your salute once the vehicle passes. |
| Army | Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, Personal Courage |
| Navy/Marines | Honor, Courage, and Commitment |
| Coast Guard | Honor, Respect, Devotion to Duty |
| Tasked with the coordination of people and transportation assets to allow the US to project and sustain forces, whenever, wherever, and for as long as they are needed. | USTRANSCOM |
| Responsible for US military relations with NATO and conducts military operations, international military partnering, and interagency partnering to enhance transatlantic security and defend the United States forward. | USEUCOM |
| Conducts several covert and clandestine missions, such as unconventional warfare, foreign internal defense, special reconnaissance, psychological operations, civil affairs, direct action, counter-terrorism and war on drugs operations. | USSOCOM |
| Plans, organizes and executes homeland defense and civil support missions. | USNORTHCOM |
| Charged with space operations, information operations, missile defense, global command and control, intelligence, surveillance, and reconnaissance. | USSTRATCOM |
| AOR includes Egypt. | USCENTCOM |
| Provides airlift and aerial refueling for all of America’s armed forces. | AMC |
| Organize, trains, equips, and maintains resources prepared to conduct a broad spectrum of air operations in the DoD’s largest area of responsibility. | PACAF |
| Executes the U. S. European Command mission with forward-based air power. | USAFE |
| Responsible for the readiness of Air Force special operations. | AFSOC |
| Organizes, trains, equips, and deploys ready forces to support combatant commands around the globe. | ACC |
| Recruit Airmen and provide all types and levels of education and training to Airmen. Provide professional military and degree-granting professional education. | AETC |
| Develops and provides combat-ready forces for nuclear deterrence and global strike operations | AFGSC |
| Delivers war-winning technology, acquisition support, sustainment and expeditionary capabilities to the warfighter. | AFMC |
| Conducts fixed-winged aerial spray missions. Fly hurricane hunter missions and administratively responsible for the AF individual mobilization augmentee program. | AFRC |
| Responsible for overseeing Air Force network operations to provide capabilities in, through and from cyberspace; manage a global network of satellites. | AFSPC |
| Military Theory | scientific, artistic, and philosophical idea or view relating to principles, methods, rules, and operations of war. |
| Principles of War | aspects of warfare that is universally true and relevant, unity of command, objective, offensive, mass, maneuver, economy of force, security, surprise, and simplicity |
| Air Force Doctrine | statement of officially sanctioned beliefs, war fighting principles, and terminology that describes and guides the proper use of air, space, and cyberspace power in military operations. |
| U.S. Strategy | art and science of developing and employing instruments of national power in a synchronized and integrated fashion |
| tactical | describes the proper employment of specific Air Force assets, individually or in concert with other assets, to accomplish detailed objectives. |
| operational | guides the proper organization and employment of forces in the context of distinct objective, force capabilities, and broad functional areas. |
| Deterring war, resolving conflict, promoting peace, irregular warfare, national disasters, and supporting civil authorities in response to domestic crisis | Crisis response and contingency operations |
| homeland defense | The protection of U.S. sovereignty, territory, domestic population, and critical defense infrastructure against external threats and aggression. |
| civil support | DOD support to U.S. civil authorities for domestic emergencies and for designated law enforcement and other activities. |
| adversarial crisis | An operation in which there is an enemy that our energies are being directed toward. |
| non-adversarial crisis | Term used to describe how operational Airmen accomplish missions that are not war but responses to a crisis or contingency. |
| Joint Interagency, Intergovernmental, Multinational environment | Joint |
| series of activities, operations, or organizations in which elements of two or more military departments participate to achieve strategic and operational objectives | Joint Campaign |
| traditional warfare | A confrontation between national states or coalitions/ alliances of nation-states. |
| irregular warfare | A violent struggle among state and non-state actors for legitimacy and influence over the relevant populations. |
| key operational Air Force capabilities | Strategic Attack, Counterair, Counterland, Air Interdiction, Countersea, Combat Support, Airlift, Air Refueling, and Special Operations. |
| fundamental concepts of traditional warfare | confrontation between nation-states, involves force-on-force military operations,conventional military capabilities against each other, defeat an adversary’s armed forces, destroy an adversary’s war-making capacity, or seize or retain territory |
| fundamental concepts of irregular warfare. | struggle among state and non-state actors for legitimacy and influence over the relevant populations. guerrilla or asymmetric warfare.test the resolve of a state and its strategic partners. |
| Air Force capabilities of air, space, and cyberspace relate to and complement other U.S. Air Force units or service capabilities | require some sort of collaboration between units or services requires all units/services to work together Without Air Force capabilities you would not have control of air, space, or cyberspace making it hard to accomplish any mission. |
| Twelve Domains of Culture | Family & Kinship/ Religion & Spirituality /Sex & Gender/ Political & Social Relations/ Economics & Resources/ Time & Space/ Language and Communication/ Technology & Material/ History & Myth Sustenance & Health/ Aesthetics & Recreation Learning & Knowledge |
| nuclear deterrence | The prevention from action by fear of consequences. Deterrence is a state of mind brought about by the existence of a credible threat of unacceptable counteraction. |
| role of nuclear weapons in deterrence | maintaining the US nuclear arsenal is to discourage an enemy from pursuing, procuring, and employing nuclear weapons or other weapons of mass destruction (WMD) for fear of reprisals. Maintaining this capability is an essential factor in deterrence |
| Nuclear proliferation | The rapid increase or spread of nuclear weapons and nuclear material, technology, and information to nations that aren’t recognized by NWS |
| Nuclear Non-Proliferation Treaty (NPT) | An effort by members to detect, secure, and dispose of Weapons of mass destruction |
| Nuclear Weapon State (NWS) | A nation that has nuclear weapons and the capability for their employment |
| Nuclear surety | Contribution to the security, safety, and reliability of nuclear weapons and to the assurance that there will be no nuclear weapon accidents, incidents, unauthorized weapon detonations, or degradation in performance at the target |
| key components of nuclear surety | Security, safety, and reliability |
| Individual reliability encompasses two processes | Personnel Reliability Program and the Two-person concept |
| purpose of creating the Air Force Global Strike Command (AFGSC) | Execute nuclear weapons with precision when called upon by our Nation Ensure oversight of the nuclear mission of the US Air Force Restore our country’s and our allies’ faith in our ability to safeguard nuclear assets |
| _Weapons Storage Areas (WSAs) | Heavily secured areas inside the perimeter of a base commonly referred to as igloos |
| Prime Nuclear Airlift Force (PNAF) | Peacetime support of logistical airlift; specially trained C-130 and C-17 aircrews and support personnel |
| Weapons Storage and Security System (WS3) | Includes electronic monitoring and controls and weapons storage vaults built into the floor of a Protective Aircraft Shelte |
| Launch Control Center (LCC) | Deep underground structure of reinforced concrete and steel in a blast and pressure protected hardened capsule |
| Missile silo | Underground, vertical cylindrical container; physically hardened and protected by a large "blast door" on top |
| Nuclear surety | Materiel, personnel, and procedures that contribute to the safety, security, reliability, and control of nuclear weapons |
| Key components of nuclear surety | . Safety, security, and reliability |
| Two-person concept | Two certified personnel knowledgeable in the task and are capable of detecting incorrect acts |
| Personnel Reliability Program (PRP) | Ensures only those persons whose behavior demonstrates integrity, reliability, trustworthiness, allegiance, and loyalty to the United States shall be allowed to perform duties associated with nuclear weapons |
| Deterrence | State of mind brought about by the existence of a credible threat of unacceptable counteraction |
| Factors of the deterrence equation | Capability, will, and perception |
| Nuclear proliferation | Activities by non-members of the Non-proliferation Treaty to secure, transport, and employ weapons of mass destruction |
| Nuclear non-proliferation | Acts by members of the NPT to detect, secure, and dispose of these weapons |
| Nuclear Weapons State (NWS) | Has manufactured and exploded a nuclear weapon or other nuclear explosive device prior to 1 January 1967 |
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(T)Sgt C
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