Term
What is the primary purpose of AFI 36-2618? |
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Definition
| To outline general responsibilities and authority of NCOs. |
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Term
| According to AFI 36-2618, into what 3 tiers is the enlisted structure divided? |
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Definition
| Airman tier, NCO tier, and senior NCO tier. |
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Term
| What responsibilities or roles are enlisted personnel expected to progress through during each tier? |
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Definition
| During the airman tier, the individual progresses from apprentice to appectice and worker and finally, to journeyman and supervisor. During the NCO tier, the individual is primarily a craftsman and supervisor. The senior NCO tiers transition the individual form crafsman/supervisor/manager to superintendent and manager. |
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Term
What are a few suggestions for staying qualified in your job? |
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Definition
| Get out of the office and out in the field. Keep up to date by reading technical references and stay "in the books." |
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Term
| To understand the principles of leadership and supervisory techniques, what are some examples of ways you can use supervisory techniques effectively. |
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Definition
| Ensure feedback takes place,use the EES system properly without inflating your ratings, counsel your subordinates, and reward and punish as necessary. |
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Term
| When are you a role model? |
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Definition
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Term
| What are potential consequences of Not correcting marginal or substandard behavior or performance? |
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Definition
| Poor morale, safety hazards, a loss of respect for your authority, and continued poor judgment or performance. |
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Term
| List 7 of the 17 mandatory requirements within the general responsibilites of an NCO mentioned in this lesson. |
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Definition
Secure and promote PME. Ensure safekeeping of AF property Execute all duties in a timely manner Conduct individual and group training. Actively participate in the AF health and safety programs. Educate personnel on their CFETP Correct substandard behavior performance.
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Term
| Why is it important for an individual to know his or her responsibilities as an NCO? |
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Definition
| It helps the NCO develop supervisory and leadership skills while projecting a positive military image. |
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Term
| Why is PME a major factor in determining NCO promotion and retention? |
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Definition
| Because NCOs learn and improve leadership and management skills through PME. |
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Term
| Though not all inclusive, what are some general NCO responsibilities? |
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Definition
| Completing PME, formal civilian education, demostrate exemplary attributes expected of an NCO both on and off duty, ensure that personnel and resources under their control are used effectively, utilize both supervisory and technical skills, detect adverse morale and initiate corrective action, maintain highest level of communication with subordinates, ensure people are treated fairly, and encourage involvement in unit activities. |
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Term
| Name the responsibilities of a technical sergeant. |
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Definition
| Holds 7 skill level, performs highly complex technical duties, and provides responsible supervision. |
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Term
| Name the responsibilities of a staff sergeant. |
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Definition
| Holds 5 skill level duties that differ from a TSgt only in scope and control. |
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Term
Why must the NCO set the example of leadership and maintain standards? |
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Definition
| NCOs must set the example and maintain standards before they can , with good conscience, hold anyone accountable. |
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Term
| Besides having the important job of mission accomplishment, what other constructive attributes must the NCO leader develop in subordinates and peers? |
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Definition
| The NCO leader must develop initiative, motivation, and positive attitudes in subordinates and peers. |
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Term
| NCOs must also be managers. Describe what resources must be used in an efficient manner to achieve mission accomplishment. |
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Definition
| They must use manpower, material,money, space and time in an efficient manner, while also ensuring that all valuable resouces are conserved in an effective fashion. |
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Term
| Describe the role of the NCO as a trainer and couselor. |
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Definition
| The NCO supervisor is the key element in planning, conductiong and evaluating training. The NCO's role as a counselor falls into 3 categories-performance counseling, career couseling,and personnel counseling. |
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Term
| NCOs have many responsibilities in their subordinates training program. List those responsibilities. |
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Definition
| Those roles include mentors, teachers, reord keepers, evaluators and couselors. |
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Term
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Definition
| Is widely trusted: is seen as a direct, truthful individual: can present the unvarnished truth in an appropriate and helpful manner; keeps confidences; does not blame others for his/her own mistakes or misrepresents him/herself for personal gain or protection. |
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Term
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Definition
| Creates strong morale and spirit in his/her team; shares wins and successes; fosters open dialogue; lets people finish and be responsible for thier work; lets subordinates present to senior management; acts as if realsuccess is the success of the whole team; crates a feeling of belonging in the team. |
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Term
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Definition
| Adheres to an appropriate and effective set of core values and beliefs during both good and tough times; acts in line with those values; rewards the right values and disapproves of others; practices wht he/she preaches. |
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Term
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Definition
| solves difficult problems with effective solutions; asks good questions and probes all fruitfull sources for answers; sees underlying or hidden problems and patters; is excellent at honest analysis; looks beyond the obvious and doesn't stop at the first answers. |
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Term
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Definition
| Manages all kinds and classes of people equitably; deals effectively with all races, nationalities, cultures, handicaps, ages and both sexes; hires variety and diversity without regard to class; supports equal and fair treatment and oportunity for all. |
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Term
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Definition
| Can marshal resources to get things done; can orchestrate multiple activities at once to accomplish a goal; uses resources effectively and efficiently. |
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Term
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Definition
| Makes tough decisions in a timely manner, sometimes with incomplete information, under tight deadlines, and pressure; has a bias for action. |
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Term
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Definition
| Provides challenging and stretching tasks and assignments; holds frequent development discussions; is aware of each subordinate's career goals; constructs compelling development plans and executes them; pushes subordinates to accept deelopmental moves; will take subordinates who need work; ; bring out the best in people; is a people builder. |
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Term
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Definition
| Will stand up and be counted; doesn't shrink from personal responsibility; can be counted on when times are tough; looks forward to taking charge of a problem or issue; is comfortable working alone on a tough assignment. |
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Term
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Definition
| Knows personal strengths, weaknesses, opportunities, and limits; seeks feedback; gains insights from mistakes; is open to criticism; is not defensive; is receptive to talking about shortcomings; looks forward to balanced performance reviews and career discussions. |
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Term
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Definition
| Spends his/her time and the time of others on what's important; quickly zeros in on the critical few and puts the trivial many aside; can quickly sense what will help or hinder accomplishing a goal: eliminates roadblocks; creates focus. |
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Term
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Definition
| Relates well to all kinds of people, up, down, and sideways, inside and outside the organization; builds appropriate rapport; listens; builds contructive and effective relationships; uses diplomacy and tact; truly values people; can diffuse even high tension stiuations comfortably. |
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Term
What are the objectives of the EES? |
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Definition
| To provide ratees with specific standards of performance and to provide an official record of performance. |
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Term
| How do the procedures for evaluating airmen and NCOs differ? |
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Definition
| The procedures are essentially the same; it is the process used to adjust for the various levels of responsibility among NCOs and airmen that differ. |
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Term
| What is the impact of failing to give performance feedback to subordinates? |
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Definition
| Subordinates may not know their performance needs improvement |
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Term
| Specifically, what valuable information does the EPR/EES provide to the ratee? |
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Definition
| It tells the ratee what is expected on the job, how well he/she is performing, and it generates a format record of that performance, including a promotion recommendation. |
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Term
| Whose responsibility is it to establish and communicate clear standards before observing performance? |
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Definition
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Term
| Who is in the best position to provide geedback to subordinates? |
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Definition
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Term
| During what step of the EES does a supervisor evaluate performance by weighing an individual's day-to-day performance against established standards? |
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Definition
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Term
| What is the key to any evaluation process? |
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Definition
| Determining and evaluating "typical" performance |
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Term
| What document is a periodic formal evaluation of an enlisted member's performance and also serves as an official record of performance? |
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Definition
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Term
| What is the impact of making accurate, fair, and honest evaluations? |
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Definition
| You are ensuring that the most deserving individuals have the best chances for promotion. |
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Term
| How does the Air Force use the EES as an effective management tool? |
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Definition
| The EES allows the AF to manage people and select them for positions of increased responsibility where they can best serve the needs of AF. |
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Term
| What is the purpose of the performance feedback system? |
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Definition
| A formal system where raters effectively communicate responsibilities, duty performance, and expectations to their subordinates. |
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Term
| When is performance feedback conducted? |
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Definition
| Initial feedback is completed within 60 days of the rater baing assigned, mid-period feedback is competed midway between the date supervision began and EPR close out date, and a follow-up feedback is given within 60 days after the closeout date of the EPR. |
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Term
| Which form does a rater use to conduct performance feedback on ratees in the grades of airmen basic through technical sergeant? |
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Definition
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Term
| What are some of the benefits of using performance feedback? |
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Definition
| It can provide a sense of direction and help develop motivation in ratees. |
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Term
| As a supervisor, when formulating your expectations of the ratee, what 3 questions should you ask yourself? |
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Definition
| Are my expectations realistic, attainable, and compatible with AF instructions. |
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Term
| What is the purpose of the mid-course performance feedback? |
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Definition
| Provide the ratee a performance progress report and the opportunity to improve that performance if necessary. |
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Term
Under what circumstances would you not perform a follow-up performance feedback? |
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Definition
| When the last EPR was prepared as a result of a change in rater. |
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Term
| What are some important things the rater must consider when scheduling the time and place of a feedback session? |
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Definition
| That the session is scheduled far enough in advance so both the rater and ratee have enough time to be adequately prepared for the feedback session. |
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Term
| What must the rater do before giving the feedback form to the ratee? |
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Definition
| Sign and date the PFW the day of the session |
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Term
| Who should develop a plan to achieve success during the feedback session? |
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Definition
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Term
| What is the most important thing to do when closing the feedback session? |
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Definition
| Schedule the next performance feedback session. |
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Term
What are the requirements of the rater in the final step of the EES process? |
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Definition
| Prepares comments, documents duty performance and makes a promotion reommendation |
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Term
| Why must the rater let the ratee know there are certain areas of his or her performance requiring improvement? |
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Definition
| It will help increse the productivity of the ratee and ensure the rater's credibility as a supervisor. |
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Term
| How does the AF benefit from supervisors making honest and accurate pormotion recommendations? |
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Definition
| The right people get promoted and personnel decisions are made easier. |
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Term
| Why is it important to describe the level and impact of performance in the comments section of the EPR? |
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Definition
| It provides material necessary to the support ratings in the EPR. |
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Term
| Who is responsible for knowing when a ratee's EPRs is due and when it must be submitted? |
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Definition
| Supervisor/reporting official |
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Term
| Why are there only two evaluators for AB through TSgt? |
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Definition
| To keep endorsment levels at the lowest possible level and reduce administrative burden. |
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Term
| Which section of the EPR contains the duty title and duty description of the ratee? |
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Definition
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Term
| What term is used to refer to an evaluator's non-concurrence with a rating on an EPR? |
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Definition
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Term
| What must the evaluator consider when making a promotion recommendation in section IV of the EPR? |
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Definition
| The ratee's performance and promotion potential compared with others in the same grade and AFSC. |
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Term
| Who must be the indorsing official on the AF form 910? |
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Definition
| The rater's rater, provided minimum grade requirements are met. |
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Term
| What would cause an EPR to become a referral report? |
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Definition
| When it contains one or more ratings in the far left block of any performance factor or a promotion recommendation of "1". |
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Term
| What is individual behavior? |
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Definition
| Every aspect of a person's functioning that is a result of that person's motives, values, and personality. |
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Term
| What are the five basic motives that make up individual behavior? |
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Definition
| Physiological motives, safety motives, social motives, self-esteem motives, and self-actualization motives. |
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Term
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Definition
| Values are our beliefs about what constitues worthwhile or not worthwhile goals and methods of reaching goals. |
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Term
| Where do our values tend to come from? |
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Definition
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Term
| What is the difference between values and personality? |
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Definition
| Our values tend to come from feelings we have inside. Our personality tends to be formed from patterns, habits, or conditioned responses to various stimuli |
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Term
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Definition
| A group is a number of persons or things classified together because of common characteristics or a community of interest, such as physical, moral, and economic, that operate in any field. |
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Term
| What is the definition of "dynamics"? |
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Definition
| The various forcs, such as physical, moral, and economic, that operate in any field. |
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Term
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Definition
| Group dynamics is an ongoing process involving the interaction of individuals formed to achieve an objective, where forces derived from individual needs or goals affect the interpersonal relationships between individuals |
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Term
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Definition
| Motives are the needs, wants, drives, or impulses fromwithin an individual that directs the person toward some goal which may be considered conscious or unconscious. |
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Term
| What are some examples of motives? |
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Definition
Wanting to belong to a group, the desire to be safe from harm, the desire to reach fullpotential, and the need for food or water. |
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Term
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Definition
| A goal can be something that will satisfy a motive, some end resulting from behavior that is driven by a need, or something that will satisfy your need. |
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Term
| List 2 examples of a goal. |
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Definition
| Attaining a degree, a promotion leading to more responsibility, or winning an award for Airman or NCo of the Quater. |
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Term
| Human behavior revolves around motives according to Maslow's Hierarchy. List these motives with an example of each motive. |
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Definition
Physiological motive-a person who becomes distracted until he/she can't do the job because of hunger; Security motive-a person who always volunteers for overtime because of wanting to get ahead; Social motive-a person who plays intramural sports, not because of enjoyment but for the company of other players recognition motive-a person who does special tasks only when there's something in it for him/her; Self actualization motive- a person who finds a way of practicing a talent or skill off duty to be the best he/she can be. |
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Term
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Definition
Values are beliefs about what does or does not constitute a worthwile goal. It also can be a belief about acceptable or unacceptable methods of reaching goals |
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Term
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Definition
| Values are formed whenever we accept an idea, perceive a relationship, or take a principle for granted. |
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Term
| What is the difference between values and opinions? |
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Definition
| Opinions are altered through education, awareness, peer pressure, etc. Generally values will not change unless some strong, life-changing, or significant personal event occurs |
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Term
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Definition
| How a persn consistently behaves and reacts to people and the enviroment. |
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Term
| What type of behavior might a predominately analytical personality exhibit? |
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Definition
| Characteristics of being slow and meticulous in decision making to be sure they have all the facts and have analyzed all the possibilities, as well as being a person who uses checklists to ensure they have not forgotten anything. |
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Term
| What type of behaviors might be exhibited by a person who is considered to have a compassionate personality? |
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Definition
Characteristics of someone who always takes the time to consider others' feelings and points of view and takes time out from work to help pthers with their work when the others appear to be struggling. |
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Term
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Definition
| The difference one person's behavior can have on other individual within the group. |
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Term
| What 3 characteristics impact group dynamics? |
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Definition
| Motives, values, personality |
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Term
| How do motives impact group effectiveness? |
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Definition
| Your motives are goal-directed. If individuals have different goals (motives) the effectiveness of a group could be impacted in ever a positive or negative way. |
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Term
| How could values impact group dynamics? |
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Definition
| If indivduals have differing values it is sometimes difficult to come to an agreement about how to solve an issue, how to achieve a goal, or even agree on what the goal should be. If individuals have very similar values the group may work very well together. |
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Term
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Definition
| A process in which one or both sides conciously interfere in the goal achievement efforts of the other. |
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Term
| What are four common causes of conflict among individuals in a group? |
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Definition
| Different motives, misunderstanding circumstances, conflicting priorities, and unrealistic goals. |
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Term
| When is conflic within a group a good thing? |
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Definition
| Conflict can be a + when it comes to group problem solving. As individuals seek to impress their opinions an dviews on the group, the rest of the group must interpret these views. This sharing of information can lead to more effective analysis of problems. Thoughts and ideas can be combiened to provide stronger solutions. |
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Term
| What is conflict resolution? |
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Definition
| An attempt to minimize or alleviate disputes between people. |
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Term
| What are some ways to resolve conflict? |
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Definition
| Through avoidance, accommodation, compromise, force, collaboration, or consensus. |
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Term
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Definition
A passive approach of dealing with conflict: rather than dealing with the situation, a person avoids the conflict all together. |
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Term
| When would avoidance be an appropriate approach to resolving conflict? |
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Definition
| When (1)the issue is trival, (2) there is no chance of stisfying your own concern, (3) others can solve the conflict more effectively, and (4) the damage of confronting outweights the benefis of resolution. |
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Term
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Definition
| Accomodation is to provide service or give in to another's will while sacrificing your own needs for the sake of others. |
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Term
| When would accomodation be an appropriate approach to resolving conflict? |
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Definition
the issue is more important to others than it is to you, yourelize you are wrong you want to build up social credits for later issues continued competition would damage the cause.
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Term
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Definition
| Is working towards partially stisfying all parties involved by attempting to establish some "middle ground". This occurs when both parties gain and lose something to come to an agreement. |
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Term
| Keeping in mid the difference between accommodation and compromise, when is compromise an appropriate approach to resolving conflict? |
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Definition
Goals are moderately important, but not worth effort or disruption it is necessary to arrive at solutions under time pressure you want to achieve temporary settlement to a complex issue.
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Term
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Definition
| Occurs when one or both sides use power, threats, or formal authority to satisfy needs, regardless of the impact or feelings of other group members. |
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Term
| When is forcing an appropriate approach to resolving conflict? |
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Definition
Quick, decisive action is needed unpopular actions are required issues are vital for mission acomplishment
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Term
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Definition
| An attempt, by all sides, to satisfy all parties involved through honest discussion of differences. With collaboration, both sides can be winners. This approach assumes both parties have legitimate goals and that creative thinking can transform conflict into an oportunity for all to achieve their goals. |
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Term
| When is collaboration an appropriate approach to resolving conflict? |
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Definition
both sets of concerns are too important to compromise commitment is necessry hard fellings that need to be dealt with have been interfering with interpersonal relationships.
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Term
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Definition
| Agreeing with others in a group, a win/win way of reaching closure on an issue, and a situation where all parties discuss an issue until the group arrives at a decision. |
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Term
| Why is consensus so valuable? |
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Definition
| Because decisions made via consensus get more support than other methods of decision making. There would be (1) a greater buy-in to the decision, (2) an increased chance of team commitment ot the decision and (3) stronger support of the decision by team members beacause of having had a personal stake in the decision making. |
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Term
| List helpful hints to keep in mind when trying to reach a group consensus. |
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Definition
| Avoid arguing for your own individual judgement. Approach the task on the bais of logic and avoid changing your mind only to reach agreement. Support only decisions with which you are able to agree even if only modertely, and view differences of opinion as helpful rather than as a hindrnce in making decisions. |
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Term
| Who feels the effects of group conflict? |
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Definition
| The individual is affected and so is the group's performance ability. |
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Term
| List 3 possible effects of group conflict |
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Definition
| Frustration, grater cooperation, or decisions may be forced or based on emothions. |
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Term
| How would conflict likely affect group dynamics? |
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Definition
| Individuals might lose sight of group goals while trying to satisfy their own goals, commitment to group goals would decrese, or commitment to group goals would increase bacause of a sense of shared commitment and understanding. |
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Term
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Definition
| A group of persons associated together in work or activity, each having a clearly defined roel, working towards a specific goal or objective over a specified period of time |
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Term
| What is the difference between a team and a group? |
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Definition
| The synergy of a team is usually greater than the synergy found in a group; teams have a clearly defined objetive as opposed to groups, which often have just similar interests or likes; a team's existence is normally defined by a predetermined period of time, whereas groups often exist indefinetely; membership is based on skills or experience rather than motives. |
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Term
| What is the purpose of a Tiger Team? |
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Definition
| normally formed by senior management to solve an urgent specific problem. |
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Term
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Definition
| Process Action TEams can be formed at nay organizational level to analyze and improve a targeted process. |
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Term
| What is a developmental team? |
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Definition
| A team in which members are not necessarily experts in the area, but are tasked to design new processes |
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Term
| How is a Natural Working Group different from the Tiger Team, PAT, or Developmental Team? |
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Definition
| The process to be improved is owned and operated by the members of the group. |
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Term
| What are the task needs of a team? |
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Definition
| Task needs deal with what it takes to get the job done(proposing tasks or goals, establishing procedures and identifying standards, determining specific roles and responsibilities, establishing a clarity of purpose, and providing relevant information). |
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Term
| Much of the interaction present within a team is caused by wich need of a team? |
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Definition
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Term
| What are maintenance needs? |
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Definition
| Behaviors neccessary to strengthen and maintain the team. |
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Term
| What are four stages of team development? |
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Definition
Forming, storming, norming, performing |
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Term
| What are some of the feelings associated with the forming stage? |
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Definition
| Anxiety and fear of the challenges to come; an initial, tentative attachment to the team; and excitement anticipation, and pride in being part of the team. |
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Term
| What behaviors would you expect to see during the forming stage? |
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Definition
| Team members asking alot of questions, expressing doubts about their ability to meet the challenges, trying to get to know other team members, expressing anxiosness to get on with it, and perhaps continuously expressing excitement about being a team member. |
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Term
| What needs will a team have during the forming stage? |
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Definition
| Individual needs, maintenance needs,and task needs. |
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Term
| What are a few issues that must be addressed during the forming stage? |
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Definition
| Members of the team need to get to know each other, the task at hand needs to be defined, and the team has to decide how the task will be accomplished. The team must also decide how to deal with any problems that may arise, a leader must be decided on if not formally selected, and the team will need to establish team members; roles, such as recorder, timekeeper, and so on. |
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Term
| what are some feelings associated with the storming stage? |
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Definition
| Anxiery, doubt and frustration |
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Term
| Based on the feelings commonly associated with the storming stage, what behaviors would you expect to see during this stage? |
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Definition
| At this point, team members may realize the task ahead is more complicated than they originally perceived; members may start to question leadership; some individuals may resist collaborating with the teamm and try to over zealously asset their own knowledge and opinions; and some team members may become impatient because of the lack of progress. |
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Term
| With rough behaviors becoming evident, wht might be a few important maintenance functions that must be addressed during the storming stage? |
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Definition
| Each member must decide how much influence they will have on the team an don who they will allow to influence them. |
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Term
| What benefits can a team gain from working through the storming stage? |
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Definition
| With clearly defined roles and responsibilities, team members begin to understand one another. This helps eliminates hidden agendas which may suface later. It is best to get all your cards on the table right up front in order to keep progress from being disrupted later. |
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Term
| What are some signs that might indicate a team has reached the norming stage? |
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Definition
| The team starts to make progress towards its goals ans accomplish something: compromise takes place;members begin to accept each other with their strengths, and weaknesses; an air of cooperation, teamwork and group cohesion becomes evident; fuctional relationships are developed among members; ther is recognition of others' contributions; and there is an establishment of team and individual norms. |
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Term
How does a team operate in the performing stage? |
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Definition
| Team members work together in constructive ways, offer assistance to others, and recognize the skills of others. At this stage the majority of the team's efforts are directed towards task completion, decision making is effective, there is maximum utilization of team member skills, and problem-solving efforts usually result in creaive, effective solutions. |
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Term
| Once a team has reached the perfoming stage, is the team development work complete? |
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Definition
| No; teams can slip back to any one of the previous stages for any number of reasons at any time. |
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Term
| What are some reasons a team might move from the performing stage back to one of the earlier stages of team development? |
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Definition
| The team may go back to the norming stage when a new memer is added to the team; if a new task is assigned, a team might slip back to the storming stage. |
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Term
| How do group dynamics affect the team during the forming stage? |
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Definition
| If persons know each other and are warm and friendly, the forming amy happen quickly. If persons are strangers, teh forming may be a long process. |
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Term
How do group dynamics impact the stoming stage of team development? |
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Definition
| If the group consists of persons that are strong-willed, the storming stage will probably be more difficult to ge through than it would be if the group consisted of more passive, agreeable type persons. |
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Term
| How do group dynamics impact the norming stage of team development? |
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Definition
| The norming stage is driven by what happened in the forming and storming two stages. If the persons involved received a clear understanding of each other in the earlier stages and fellings and emotions were honestly dealt with, the norming stage will move smoothly toward performing. If not, the group may go back to storming at the first encounter of difficulty in order to settle unresolved issues. |
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Term
| How do group dynamics impact the performing stage of team development? |
|
Definition
| The smoothness of the performing stage will depend on how well the different forces involved have fit together up to this point. If team members feel they are being used properly and have a good feeling about themselves and being a part of the team, the performing stage will probably go smoothly, with effective results. If the interaction of participants is strained then the performance will also be strained. |
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Term
| What does the process owner do for the team? |
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Definition
| The process owner selects the team leader as well as the team members, supports the team and its efforts toward completing its goal, and selects an advisor or facilitator for the team. The process owner is responsible for implementation and follow-up on proposed recommendations, ad approval or disapproval of the finished project. The process owner may request the recommendation be motified |
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|
Term
| What are the responsibilities of the team leader? |
|
Definition
| Is the peson who manages the team, gives direction and guidance, resolves internal group problems, encourages participation, and keeps the process owner up to date; is experienced in promoting team building, fulfilling administrative responsibilities, and providing logistics support for the team. |
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Term
| What might be some of the consequences of leader being under directive or over directive? |
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Definition
| With an under directive leader a lack of direction will cause team members to flounder, become frustrated and give up, and the leader will then lose trust and confidence of team member. If the team leader is over directive the team may become so dependent on the direction of the leader that they never learn to function on its own and team members may respond with anger if they fell the direction is not needed. |
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|
Term
| What is the purpose of a faciliator? |
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Definition
| Functions as a teacher, coach, and moderator for a group, team, or organization; focuses on the process while the team leader focuses on the content of the improvement; concentrates on the group dynamics going on within a team; focuses on how decisions are made; serves as an outside observer; and makes sure the team stays focused on the task, and encouratges constructive participation by all members of the team. |
|
|
Term
| What does a faciliator do? |
|
Definition
| Focuses the team's energy toward meeting its goals; provides guidance to teh team but does not provide direction; focuses on how decisions are made thin the team, not what decisions are made; tries to see that individual needs do not get in the way of task needs, while at the same time considering the self-esteem of all members |
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|
Term
| What are some characteristics of an effective team member? |
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Definition
| Possess characteristics such as the ability to think creatively, a willingness to contribute to group efforts, and ability to put the good of the team ahead of personal goals, a willingness to compromise when needed, the ability to adhere to group norms, and the ability to accept others for who they are and not criticize them fr who they are not. |
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|
Term
| What is the team member responsible for? |
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Definition
| provididng accurate informatin, working toward building an enviroment where members work together in harmony, an dbeing both assertive and creative. |
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|
Term
| Why is it so important that every team member understands his/her role? |
|
Definition
| so the team can effectively accomplish its mission |
|
|
Term
| WHat is the first step in our six step problem-solving model? |
|
Definition
Step 1 , recognize the problem |
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Term
| List at least 3 elements of a problem. |
|
Definition
| An individual, an obstacle, and a goal |
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|
Term
| How can you be sure you have correctly identified the problem and not the symptoms? |
|
Definition
| By first identifying the three elements of a problem |
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Term
|
Definition
|
|
Term
| What are the 3 types of data referred to in step 2? Briefly describe them. |
|
Definition
Facts are known truths and can fe proven. Assumption- is a statement that may or may not be true, but the avalible facts indicate that it is ture or will be true. Standards-define the limits the solution to the problem must meet to be acceptable. |
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Term
|
Definition
|
|
Term
| How do you generate possible solutions? |
|
Definition
| Crative thinking and brainstorming. |
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Term
| Where are 3 sources from which you can draw possible solution to a problem? |
|
Definition
| Your experiences, your ability to think logically and your ability to think creatively. |
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Term
| What are some principle barriers to creativity you must overcome? |
|
Definition
Habit, fear, inertia, prejudice. |
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|
Term
| What are four rules you should follow when brainstorming possible solutions to a problem? |
|
Definition
| Without judgement, encourage free wheeling ideas, aim for quantity,not quality, hitchhike ideas. |
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|
Term
| What is Step 4 within the systematic problem-solving approach. |
|
Definition
| Step 4. Test posible solutions |
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Term
| How can we test our possible solutions? |
|
Definition
| once we have alot of solutions available, we must then test them by anticipating the consequences of each solution. We do that by applying our criteria and standards to each possible solution. |
|
|
Term
| What 3 criteria should be use for selecting the best possible solution? |
|
Definition
| Feasibility, suitability, acceptability |
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|
Term
| What are you looking for under the criteria of feasibiity? |
|
Definition
| Are the resources, tangible and intangible, needed to implement the solution available or will you be albe to get them in time? do you hae the authority to implement the solution? |
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|
Term
| What are you looking for under the criteria of suitability? |
|
Definition
| Will the solution sole the problem? the solution must not only allow you to achieve the goal, but it must also meet the standards you developed in Step 2 |
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|
Term
| What are you looking for under the criteria of acceptability? |
|
Definition
| How much is the solution going to cost in terms of time, money, or people? Is the solution in line with AF regulations and istructions? |
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Term
|
Definition
| Select the best solution. |
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|
Term
| What happens during Step 5-select the best solution? |
|
Definition
|
|
Term
| What is meant by "crippling attitudes"? |
|
Definition
| One crippling attitude is choosing the solution your boss wants. The other crippling attiture deals with selecting a solution just because it's always been done that way |
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Term
|
Definition
|
|
Term
| What happens during Step 6? |
|
Definition
|
|
Term
| Why is it important to follow a systematic approach to problem solving? |
|
Definition
|
|
Term
| Define the principles of organization in a bureaucracy. |
|
Definition
Hierarchy of authority Unity of command Task specialization
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|
|
Term
| What is organizational structure of the AF designed to do? |
|
Definition
| To exploit aerospace power, versatility and flexibility to ensure that aerospace forces remain responsive, survivable and sustainable. |
|
|
Term
|
Definition
| The extent to which authority is passed down to lower levels in an organization. |
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|
Term
| What cultural element of the AF will enable the AF to evolve from an air force to an air and space force on its path toward space. |
|
Definition
|
|
Term
| As a leader, what can result from your treating people with dignity and fairness? |
|
Definition
Retention and recruitment |
|
|
Term
| What is the definition of leadership as it applies to you as a leader in the AF? |
|
Definition
| The art of influencig and directing people to accomplish the mission |
|
|
Term
| To become an effective leader, what two fundamental conceps must you always consider? |
|
Definition
| The mission and the people |
|
|
Term
|
Definition
| The capacity to follow a leader or one in the service of another; one that follows the opinions or teachings of another; one that imitates another.Also willingness to serve and accept the authority of another |
|
|
Term
| List the key attributes of followership |
|
Definition
| Willingness, service, and acceptance of authority |
|
|
Term
| What are the sources of a leaders positional influence? |
|
Definition
| Duty title, rank, and job |
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|
Term
| What is an example of a leader appropriately using his/her influence? |
|
Definition
| Acknowledges a job well done with verbal praise, and LOA or a medal |
|
|
Term
| Name one way to increse the amount of influence you have as a follower. |
|
Definition
| Know yourself and your supervisor |
|
|
Term
| Explain how the effective use of followership traits promotes mission accomplishment. |
|
Definition
| Promotes mission accomplishment because it ensures greater cooperation between boss and subordinate. It builds greater trust and respect between boss and subordinate. IT fosters teamwork in the work center and allows input to improve work center processes |
|
|
Term
| Describe the relationship between leadership and follwership? |
|
Definition
Leaders and followers are dependent upon one another. Leadership is the art of influencing and directing OTHER people to accoplish the mission. That means it is dependent on follower! Followership is the willigness to serve and accept the authority of another- the "another" being the leader. Working in harmony these elements create an atmosphere of teamwork and trust. |
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|
Term
| Which leadership style, according to the leadership continumm, provides most of the authority to group members instead of the leader? |
|
Definition
|
|
Term
| What type of supervisor delegates responsibility to followers and empowers them to perform tasks? |
|
Definition
|
|
Term
| Describe Situational Leadership. |
|
Definition
| The leader's behavior must be based on a diagnosis of the developmental level of subordinates and other situational factors in existence. |
|
|
Term
| List and define 5 management skills tht an effective supervisor can use to get the job done. |
|
Definition
Technical skill-understanding of and proficiency in a specific activity that involves methods, processes, procedures or techniques Interpersonal skill-The ability to work effectively with in a team conceptual skill-ability to see the organization as a whole(the big picture) diagnostic skill-ability to investigate problems political skillsupplement to job competence and other basic skills
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|
Term
| What management skill should be regarded as a supplement to job competence and the other basic skills? |
|
Definition
|
|
Term
| What management skill involves an understanding of and a proficiency in a specific activity that involves methods, processes, procedures, and techniques? |
|
Definition
|
|
Term
| Based on your readings, what term is normally associated with a leader. |
|
Definition
|
|
Term
| What follower behavior best illustraes a combination of confidence and motivation? |
|
Definition
|
|
Term
Name the skills combination upon which a follower's development level is based. |
|
Definition
| Competence and commintment |
|
|
Term
| List and define the 4 leadership behaviors effective supervisors use in follower development. |
|
Definition
1.Instructing-the extent to which a supervisor engages in one way communication. 2.Coaching-a leadership style in which the supervisor still porvides a great deal of direction and instruction 3.Supporting- The extent, to which a supervisor engages in two way communication, listens, facilitates intraction, and involves the follower in the decision making. 4.Delegating-Followers are given the responsibility to carry out decisions both the supervisor and the follower have agreen on. |
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|
Term
| In what style of leadership are problem solving and decision making done solely by the supervisor? |
|
Definition
|
|
Term
| In what style of leadership are followers given the responsibility to carry out decisions both the supervisor and follower have agreed on. |
|
Definition
|
|
Term
| What is the primary behavior of the supervisors when they are using the supporting or delagating styles of leadership? |
|
Definition
|
|
Term
| Which situational variable requires constant observation and is ofter very structured in an effort to ensure mission accomplishmen? |
|
Definition
|
|
Term
| Amn Smith has been assigned to your section directly from basic training. He has no knowledge of his assigned tasks, but es eager to lear. Which leadership style is appropriate to use at this level of Amn Smith's development. |
|
Definition
|
|
Term
| What is the Air Force policy on Military Equal Opportunity? |
|
Definition
The AF will conduct its affairs free from unlawful discrimination and secual harassment. It provides wqual opportunity and treatment for all members irrespective of their race, color, religion, national origin, sex, age, or, in the case of civilian employees, handicapping conditions, exept as prescribed by statute or policy. |
|
|
Term
| Name two forms of unlawful discrimination and define their use? |
|
Definition
Individual discrimination-occurs when an action is taken by an individual to deprive a person or group of a right because of color, race, sex, etc. This can occur openly, covertly, intentionally, or unintentionally. organizational discrimination-may be an action by an institution, through its policies and procedures, depriving a person or group of a right because sex,race,color, etc. This can occur openly, covertly, intentionally, or unintentionally. |
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|
Term
| What is the Air Force definition of Sexual harassment? |
|
Definition
| A Form of sex descrimination that involves unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when submission of such conduct is made either explicitly or implicitly a term or condition of a person's job, pay, or career. |
|
|
Term
| What is AF policy on sexual harassment? |
|
Definition
There is no tolerance for unlawful discrimination or harassment of any sort within the AF. |
|
|
Term
| What AFI discusses dissident and protest activities? |
|
Definition
|
|
Term
| AF members who engage in the effort to deprive individuals of their civil rights are punishable under which article of the UMCJ? |
|
Definition
|
|
Term
| What can you do to help prevent Military Equal Oportunity (MEO) problems? |
|
Definition
| Establish the proper atmosphere in your duty section; establish clear policies; support and attend special observances and allow your subordinates to do the same; help sensitize subordinates to MEO issues and problems that can occur; communicate and let the people working for you know the policies and standards; refer problems up the chainof command or to social actions. |
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|
Term
| What is the supervisor's role in Military Equal Opportunity? |
|
Definition
| The supervisor's role in MEO activities which impact the professional enviroment includes preventing MEO problems, indentifying MEO problems, and correcting those problems identified. |
|
|
Term
| What are some measures a supervisor can take to correct inappropriate Military Equal Opportunity problems? |
|
Definition
If you observe or are approached about discrimination or sexual harassment, take action. If the offended person civilian, advise the person of the right to seek help through the EEO process. Advise the offensive person to stop immediately. If the offender is your supervisor, report it to the next level or encourage teh recipient to do the same. Act promply and take corrective action if you supervise the offending individual. Warn all parties immediately against behavior, which may look like direct or indirect reprisal. Inform the chain of command. |
|
|
Term
|
Definition
| The use of any illicit drug or the misuse of any prescribed medication of the abuse of alcohol. Abuse refers to any pattern of unconventional misuse of any substance for non-medical purposes that produces a known helath risk or constitutes a danger to self or others. |
|
|
Term
|
Definition
| Any substandard behavior of performance in which the consumption of alcohol is primary contributing factor. This definition should not be confused with the diagnosis of Alcohol abuse as outlined in the Diagnostic Statistical Manual (DSM) |
|
|
Term
|
Definition
| The illegal, wrongful, or improper use, possesion, sale, transfer, or introducing onto a military installation of any drug defined in this (AFI 44-121) instruction. The AF does not tolerate the illegar or improper use of drugs by AF personnel. |
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|
Term
| How does substance abuse impact the individual? |
|
Definition
| Legal problems, marital problems, health problems, poor job performance, and accidents. Substance abuse can cause problems in worker productivity by lowering the quality of work, by a lack of productivity, and by causing conflicts with other workers. |
|
|
Term
| How does substance abuse impact the unit? |
|
Definition
| Impact on the unit is seen by a decrease in morale/discipline. It degrades unit productivity. It could possibly increase safety hazards or impair the unit mission. You may have heard horror stories about drug bust and how substance abuse can affect unit resources. |
|
|
Term
| What are the objectives of the ADAPT program? |
|
Definition
1.Promote readiness and health and wellness through the prevention and treatment of SA. 2.Minimize the negative consequences of SA on the individual and family members 3.Provide comprehensive education and treatment to individuals who experience problems attributed to SA. 4.Return identified substance abusers to unrestricted duty status or to assist them in their transition to civilian life. |
|
|
Term
| What is the supervisor's role in preventing substance abuse? |
|
Definition
| Help your subordinates adjust to the enviroment and observing, counseling, and correcting subordinates on substandard duty performance. |
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|
Term
| What are some actions that you can take once you suspect substance abuse? |
|
Definition
| Document the behaviors. Confront the individual and discuss the observed behaviors. Counseling will help you and the subordinate understand and deal with the problem. It will also help clarify the reasons for unacceptable performance/behavior. |
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|
Term
| What is the primary responsibility of the supervisor during subordinate rehabilitation? |
|
Definition
| To monitor the progress of the individual, help reduce the stigma associated with substance abuse. and coordinate all efforts with the Life Skills office. |
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|
Term
| What are some questions a supervisor can ask himself or herself whn establishing standards? |
|
Definition
| Do I have the authority to establish this standard? Does the standard address quantity, quality, and timelines? Can the individual meet the standards? Is the standard measurable? |
|
|
Term
| Name some sources from which supervisors get standards of conduct. |
|
Definition
| AFI 36-2009,Professional Relationships; DODD 5500-7, Standards of conduct; AFI 36-3010, Member Martial Status and Activities; AFI 40-502, Air Force Weight Program; AFI 36-2906, Financial Responsibility; AFI 36-2908, Family Care Plans; United States Air Force Core Values Handbook |
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|
Term
| What is the supervisor's main role in maintaining standards through discipline? |
|
Definition
| To help develop subordinate self-control to do what is right all the time-every time and which in turn wil give you a means to measure progress and correct violations if required. |
|
|
Term
| What 2 methods of discipline are placed at the supervisor's disposal to ensure proper discipline and standards? |
|
Definition
| Prevention and Correction |
|
|
Term
| According to AFI 36-2618, The Enlisted Force Structure, what are some supervisory responsibilities in maintaining discipline? |
|
Definition
NCO's carry out orders of those appointed over them by virtue of the authority vested in their rank. This is done by effectively employing personnel, material , equipment, and other resources under their control. Personal integrity, loyalty, leadership, dedication, and devotion to duty must remain above reproach.Observe counsel, and correct individuals on both on and off duty behavior,job performance, professional relationships and personal appearance. |
|
|
Term
| What measures can a supervisor use to maintain good discipline? |
|
Definition
| Preventive, corrective and punitive measures |
|
|
Term
| What 2 ways can a supervisor accomplish corrective counseling? |
|
Definition
|
|
Term
| What is non-judicial punishment and who is authorized to impose it? |
|
Definition
| One of the commander's most valuable tools for maintaining morale, discipline, and efficiency. It provides commanders with an essential and prompt means of maintaining good order and discipline. All commanders have the authority to impose non-judicial punishment for minor offenses on member of their command. |
|
|
Term
| Wht are the five types of DCA's? |
|
Definition
| Counseling, admonition, reprimand, unfavorable informatin file, and control roster. |
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|
Term
| What types of information can be placed in an Unfavorable Information File? |
|
Definition
Mandatory items such as records of non-judicial punishment; a record of conviction by a civilian court;records of court-martioal convictions; control roster actions. Optional items such as record of punishment Article 15 |
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|
Term
| When a requirement for a record or letter of counseling or letter of admonishment or reprimand has been established, wht items should be included? |
|
Definition
| What the member did or failed to do, citing specific incidents and their dates. |
|
|
Term
| What steps need to be accomplished if the service member refuses to sign a letter of admonishment or reprimand? |
|
Definition
| Annotate the letter "member refused to acknowledge," sign and date. To ensure there is no problem in this regard. LOA/LOR should be served in the prsence of a witness. If the member refuses to sign the document the witness should sign the document in addition to whoever serves LOA/LOR. |
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|
Term
| The authority to establish UIF's and control rosters rests solely with whom? |
|
Definition
|
|
Term
|
Definition
| The member who has a UIF; individuals listed in paragraph 1.2 of AFI 36-2907; first sergeants reviewing UIF's on enlisted members assigned or attached to their units; rating officials;the senior AF officer or commander of an AF element in a joint command; |
|
|
Term
| Define the AF policy on professional relationships. |
|
Definition
| Professional relationships are those that contribute to the effective operation of the AF. |
|
|
Term
| How do unprofessional relationships affect the work enviroment? |
|
Definition
| Unprofessional relationships negatively impact morale and discipline |
|
|
Term
| Which member in the personal relationship bears the primary ressponsibility for maintaining the professionalism of that relationship? |
|
Definition
|
|
Term
How can supervisors best balance supervisor/subodinate relationships? |
|
Definition
|
|
Term
|
Definition
| Mentoring is a relationship in which a person of greater experience and wisdom helps guide the professional development of a more junior person. The foal of mentoring is to help people reach their full potential. |
|
|
Term
| Name some qualities of a good mentor the supports subordinate development. |
|
Definition
| Sociability, dominance, openness, communicator and counselor. |
|
|
Term
|
Definition
| Tension- the kind you feel when faced with a new, unpleasant, or threatening situation. |
|
|
Term
What are some symptoms or signs of stress? |
|
Definition
Psychological signs-confusion, depression, mood changes. Physical signs-abnormal eating, pounding heart, inability to slow down and relax. Additional signs include nervouseness, dizziness, trouble breathing. Threat of suicide. |
|
|
Term
| Give some examples of positive and negative stress. |
|
Definition
Examples of positive-testing for promotion; the birth of a child; a move to a vetter apartment Examples of negative- death of a close family member; being stationed at a base you don't like; haveing a special need child and realizing this is a continuing issue you didn't planned for. |
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|
Term
| What are three areas in which the supervisor has a role in stress management? |
|
Definition
| Education, assistance and counseling, and referral |
|
|
Term
| What supervisory role in stres management allows the supervisor to intervine prior to a discipline problem? |
|
Definition
| Assistance and counseling |
|
|
Term
|
Definition
| Management experts give various meanings for time management, usually focusing on the idea tht time management is self management- using time wisely and effectively, setting clear priorities, adn making sure you achieve them. |
|
|
Term
| What are the critical attributes of time management? |
|
Definition
|
|
Term
| Work assignments that are highly time-sensitive but required for goal accomplishment should be placed in which time management prioritization category? |
|
Definition
|
|
Term
| Describe how effective time management relates to mission accomplishment. |
|
Definition
| Getting the mission done efficiently is important to many people; including taxpayers. As first line supervisors you need to ensure that Af members use good time management techniques on the job to promote mission accomplishment. Knowledge of and the ability to apply time management tools can help you become a better supervisor and leader. |
|
|
Term
|
Definition
| Webster's dictionary defines diversity as " the fact or quality of being diverse; difference." "differences in people" |
|
|
Term
| Name some factors that create diversity. |
|
Definition
| Languages, age, races, gender, cultural backgroun, physical abilities, behaviors, likes/dislikes, attitudes, level of education, traditions, disability, belief system, value systems, personalities, assertiveness level. |
|
|
Term
| What barriers prevent the process of diversity from happening? |
|
Definition
| Prejudice, stereotyping, unlawful discrimination and collusion. |
|
|
Term
| Which barrier entails cooperating with others, knowingly or unknowingly, to renforce sterotypical attitudes, prevailing behavior, and norms? |
|
Definition
|
|
Term
| Why is diversity in the workplace important? |
|
Definition
Promotes a healthy work enviroment |
|
|
Term
| Give some examples of how diversity can positively impact the workplace? |
|
Definition
| different viewpoints; different perspectives; collective efforts versus induvidual efforts; broadened knowledge; effective teamwork is maximized; increased awarness of new ideas; the opportunity for harmony |
|
|
Term
|
Definition
| A goverment by and answerable to the people |
|
|
Term
| What are some principles of our democracy? |
|
Definition
People elect representatives to voice their concerns to goverment. Our form of democracy believes in the equality of all people and not just a select few. |
|
|
Term
| What are the duties and responsibilities of the military citizen within our democracy? |
|
Definition
| Stay informed of political issues and how they affect the AF. |
|
|
Term
| By placing limitations on military member's participation in political event, what is the miitary attempting to accomplish? |
|
Definition
| To avoid the perception that the military supports a specific candidate running for political office. |
|
|
Term
| What specific action is not allowed by a military member? |
|
Definition
| Participation in a strike |
|
|
Term
| As military citizens, what is the best way to impact the democratic process? |
|
Definition
| Use the power of the vote. |
|
|
Term
| How often can you, as an evaluator, evaluate and report on workers? |
|
Definition
| Evaluations and reporting are conducted on personnel continously |
|
|
Term
| When might you need to evaluate workers that you do not formally supervise? |
|
Definition
| During day-to-day operations, perhaps as a trainer, a team leader, a task certifier, or as a quality assurance evaluator. |
|
|
Term
| Define effective evaluations. |
|
Definition
| The accurate assessment of individual performance. |
|
|
Term
| What are some instances when you might need to perform evaluations on subordinates or workers? |
|
Definition
| For awards and decorations, to determine if they should be retained or separated, and to select individuals for special positions. |
|
|
Term
| Why is it important that evaluation begins with communication? |
|
Definition
| Workers need to kow exactly what is expected of them, and standards should be clearly understood. By doing so, workers have the opportunity to meet expectations. |
|
|
Term
| What is the best measurement of a worker's performance? |
|
Definition
| Results of work. If work results meet standards, then the worker is doing what's expected. |
|
|
Term
| What do you do if a worker is not meeting the standards? |
|
Definition
| If the worker is doing his/her best and is still unable to meet the standard, it could be an ability or willingness problem. If it's an ability problem, you might provide more training or modify the standard. If it is a willingness problem, now might be the time for corrective counseling. |
|
|
Term
| Why is it not enough for you to observe someone's performance only once a week or so? |
|
Definition
| You can't observe performance for only a day or a week and know what an individual's typical performance is. Everyone has good and bad days; over time, these even out, and the result is typical performance. Observing performance takes place daily over a long period of time. Eventually, you will have to make an assessment of that performance. Comparing your observations with the standards you established initially with the worker does this. |
|
|
Term
| In simple terms, how do you assess a worker's performance? |
|
Definition
| Compare your observations of the worker with the standards that you initially establishe with the worker. |
|
|
Term
| What is the difference between subjectivity and objectively? |
|
Definition
Subjectivity involves personal bias or opinion. Objectivity involves only the facts. |
|
|
Term
As an evaluator, should your observations be subjective or objective? Why or why not? |
|
Definition
| Objective, but sometimes subjectivity is necessary. Make sure you know the difference and ensure your evaluations are fair and honest. Don't allow personal feelings to influence your observations. |
|
|
Term
|
Definition
Can be unofficial, informal, and everyday. Actions taken to report on a subordiante's performance either in writing or verbally |
|
|
Term
| What is the purpose of reporting? |
|
Definition
| Provides feedback to the worker on behavior or the results of efforts. |
|
|
Term
| Why is evaluation and reporting so important? |
|
Definition
| It helps those who work with us to improve themselves and be more successful. If increases the likelihood of an effective work center. |
|
|
Term
| For an evaluation to be effective, what 3 principles must you follow? |
|
Definition
| Establish clear standards, observe, and measure. |
|
|
Term
| What makes a good, clear standard? |
|
Definition
| First, you must have the authority to establish the standard. After that, the standard must address quality, quantity, and/or timelines. Finally, the standard must be attainable. |
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Term
| What is the second principle of evaluation and what does it involve? |
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Definition
| Observation. Purposeful observation must form the basis of evaluations and include direct observation of individual's behavior or performance of teh standard. |
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Term
| List the 3 ways observation can be done. |
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Definition
| Direct observation, other's observation, or looking at completed work. |
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Term
| If you are unable to personally observe the performance of your workers, what are your options to fulfill the requirement for observation? |
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Definition
| You can depend on the observations of trusted peers. Another option is to observe a completed product or service. You could talk to customers who wer provided the service or product. |
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Term
| As the evaluator, what are you doing during the measurement principle of evaluation? |
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Definition
| This is where you take the observations and measure them against the standards. You want to compare performance with standards to determine whethe the standards were met, not met, or exceeded. |
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Term
| How are evaluations used? |
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Definition
| To identify when a worker is meeting or exceeding a standard or if a worker is not meeting the standard. Evaluations can also be used to keep track of typical performance. Also, on-going evaluations provide evaluators with concrete information to make work assignments. |
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Term
| List possible pitfalls evaluators need to avoid. |
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Definition
| Resistance to evaluations, one-way communication, closed-mindedness, and the avoidance of self-evaluations. |
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Term
| Why do some people resist being an evaluator or evaluating other people? |
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Definition
| Because they may not clearly understand wht needs to be done or know what is expected. |
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Term
| What 3 things can you do to avoid being close-minded when conducting evaluations? |
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Definition
| Compare the performance against the standard, ensure you evaluate each factor separately, and make sure you evaluate using current and relevant information. |
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Term
| What are the 2 principles of reporting? |
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Definition
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Term
What is informal reporting? |
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Definition
| Letting workers know how well they did in relation to the standard. This informal reporting can be done through an nformal feedback session or perhaps just a pat on the back. |
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Term
What is the purpose of formal reporting? |
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Definition
| To let workers know how the met the standard. |
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Term
| List ways reports can be useful? |
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Definition
| Reports let workers know where they stand, and reporting either formally r informally provides a record of performance. Reports also provide a concrete basis for both subordinat and supervisor decisions. When workers are meeting or exceeding standards, reports can motivate; when workers are not meeting standards, reports can call attention to the need for adjustment. |
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Term
| List four pitfalls to avoid when reporting. |
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Definition
| Positive or negative anticipation, one-way communication, abstract reports, and reports without data. |
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Term
| List reasons why evaluating and reporting are important. |
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Definition
| To have well- developed workers and to increase teh effectiveness of your work center. |
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Term
| What are the two main objectives of the PMP? |
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Definition
| To provide appropriate performance feedback to subordinates and to provide a long-term record of subordinate performance. |
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Term
Why is it important to know your subordinates? |
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Definition
| It is the basis, consciously or unconsciously, upon which you base the decisions you make, the procedures you institute,and the evaluations you perform. |
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Term
| List at least 3 reasons why you should take the time to become acquainted with those who work for you. |
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Definition
| To match personal interests with jobs, to predict subordinate responses toplanned changes, to increase the flow of subordinate suggestions. |
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Term
| What types of information may be helpful in getting to know your subordinates? |
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Definition
| Biographical information, employment history, interest, self-image, needs and values, expectations, standards, goals, perceptions. |
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Term
| While it is very important to get to know your people and to establish a relationship where ideas and suggestions can be expressed freely, what must you always remember? |
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Definition
| Be professional. Getting to know your people never takes away from the fact that you are still the suervisor. Maintain your professionalism at all times. |
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Term
| In what ways can the principles of PMP be used by you as a supervisor? |
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Definition
| With the EES, decisions such as who is nominated for awards and/or decorations, who is given additional responsibilities, who will or willnot be recommended for reenlistment, and who will or will not be given compensatory time off are all applicable to PMP. |
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Term
| What is step 1 of the PMP? |
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Definition
| Develop performance expectations. |
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Term
| What is the purpose behind the development of performance expectations? |
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Definition
| Provide both the supervisor and te subordinate with a complete description of the subordinate's specific duties and explain what duties are to be performed and to what standard thy will be performed |
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Term
| When developing performance expectations, why would it be helpful to use the job description and specific standards? |
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Definition
| Job descriptions provide a word picture describing specific duties to be performed in a given job/duty position. Performance standard statements provide information not found in job descriptions. They describe what constitutes satisfactory performance. For this reason, performance standard statements must be specific, observable, and measurable. |
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Term
| One limitation of the job description is that it is activities-oriented rather thatn results-oriented. What does this mean? |
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Definition
| That the job description typically details what an employee does rather than the results to be achieved. |
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Term
| Besides being activities-oriented rather than results-oriented, what can be another disadvantage of the job description? |
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Definition
| Some workers see the job descriptin as defining the limits of their jobs and refuse to do anything not specifically listed in the duties and responsibilities section. |
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Term
| What are the attributes of a good, clear performance standard? |
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Definition
| A good, clear performance standard will address quality, quantity, and/or timelines, will be attainable and will be measurable. |
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Term
| Describe step 2 of the performance management process. |
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Definition
| Monitoring performance progress. Monitoring performance progress is purposeful observation over a period of time long enough to ensure a thorough look at typical performance. |
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Term
| When monitoring performance progress describe the 3 areas you should pay close attention to. |
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Definition
| Results, methods and procedures, and work habits/behaviors. Results concern such things as quantity, quality, and timeliness of work accomplished. Observation of methods and procedures should focus on whether or not work is being accomplishe in accordance with set or agreed upon procedures. Work habits and behaviors concern such things as communication, housekeeping, organizing, and punctuality. |
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Term
| List 3 things you can do when monitoring performance that will help you to be more effective. |
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Definition
| Make notes about behaviors and the impact of thosse behaviors. Collect examples of work. Make notes frequently over a period of time so you have a reprsentatie sample of behavior. Monitor performace on a regular basis. |
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Term
| Explain step 3 of performance management process. |
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Definition
| Evaluate individual performace. Evaluation is the act of measuring observed behavior/performance against standard. |
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Term
What are some pitfalls to avoid when evaluating an individual's performance? |
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Definition
| Ratability, relevance, variability, personal bias/general impressions, logic. |
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Term
| Briefly discuss ratability as a pitfall when evaluating an individual's performance. |
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Definition
Ratability can become a pitfall when a evaluator attempts to evaluate factors that are essentially not ratable. |
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Term
| How does relevance affect an individual's performance. |
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Definition
When essential elements of the job are omitted form consideraton (deficiency), when undue weight is given to a particular incident(distortion), or when factors are included that don't contribute to performance(contamination). |
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Term
| Describe how variability is a pitfall when evaluating an individual's performance. |
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Definition
| When evaluations of a group of individuals do not show appropriate differences in individual performance. |
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Term
| What is meant by the term evaluator leniency? |
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Definition
| When evaluator's tend to give high ratings and are reluctant to give low ratings |
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Term
| What is meant by the term evaluator strictness? |
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Definition
| Whe evaluators standards are unreasonably high |
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Term
| What is meant by the term central tendency? |
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Definition
| Whe evaluators rate everyone as average. |
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Term
| What is meant by the term halo effect? |
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Definition
When one factor or characteristic of subordinate influences the evaluation of other factors. |
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Term
| Briefly discuss personal bias/general imprssions as a pitfall when evaluating an individual's performance. |
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Definition
| Where an evaluator allows his/her personal likes and dislikes or general impressions of the individual being rted to influence teh evaluation. |
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Term
| Why is recency as a pitfall when evaluating an individual's performance |
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Definition
| This can occur when the evaluation is disproportionately affected by recent performance or events. For instance, when a supervisor places more weight on poor performance during past 2 weeks than on the good performance during the preceding 6 months. |
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Term
| Briefly discuss logic as a pitfall when evaluating an individual's performance |
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Definition
| This occurs if and when and evaluator gives similar ratings to traits that do not necessarily go together. For example, when a supervisor thinks that someone who is industrious is also efficient. |
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Term
| What is the main focus of Step 4? |
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Definition
| Providing relevant and credible feedback to subordinates after conducting performance evaluations. |
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Term
How can you ensure you conduct a valid and objective evaluation of your subordinates? |
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Definition
| Always compare prformance against a predetermined performance standard. |
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Term
| What is the purpose of feedback? |
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Definition
| To provide informatin to a subordinate for the purpose of maintaing or improving performance, both on and off duty. |
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Term
| To be succesful feedback, must meet what 3 criteria? |
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Definition
The receiver must be able to understand the feedback, the receiver must accept the feedback, an the receiver must be able to do something with e feedback. |
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Term
| What is the difference between formal and informal feedback? |
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Definition
| Formal feedback is provided as part of a formalized system or program. Within the AF, the mandatory feedback given as a part of the Enlisted Evaluation System is an example of formal feedback. Informal feedback is provided at times other than those required by a formalized system. |
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Term
| What are a few strategies you can employ to help improve the subordinate? |
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Definition
| Build on the employees' strengths, accentuate their likes, and attempt to relate to their personal goals |
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Term
What are 3 things that may help improve subordinate performance overall? |
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Definition
| Improve teh employee, improve the job, and improve the situation. |
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Term
| What are the 2 purposes of counseling? |
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Definition
| To promote a change in behavior an to reinforce existing behavior |
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Term
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Definition
| Active communication process where the supervisor responds to the follower to either promote a change in behavior or reinforce present behavior. |
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Term
| What four aspects of the communication process are involved during counseling? |
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Definition
| Sender, message, receiver, and feedback |
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Term
| Is counseling considered a bad thing? explain your answer |
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Definition
| No. Counseling can be used as a preventive measure by setting and communicating standards. Counseling can also be used as a corrective measure by enforcing the standards once they are set. |
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Term
| In what ways can counseling help the follower? |
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Definition
| Benefits for the follower include the improve ability to cope with problems, increased ability to make decisions, improved relationship with the leader, and personal growth and development. |
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Term
| Why is honesty so important in the helping relationship? |
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Definition
| Because it creates and reiforces trust, and builds credibilty. |
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Term
| Why is mutual respect important in the counseling process? |
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Definition
| If the counselee does not respect, the couselee probably wll not seek the help of a counselor when confronted with a problem. Ther mught be alack in trust with regard to the counselle solving problems on his or her own. |
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Term
| What four factors are critical to the success of a helping relationship or the counseling process? |
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Definition
| Trust, honesty, mutual respect, and openness to feedback. |
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Term
| What can you do to help maintain consistency with your followers? |
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Definition
| By being involved in their daily activities. |
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Term
| Effective receiver skills include what four attributes? |
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Definition
| Attending, observing, listening, and responding |
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Term
| What are attending skills? |
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Definition
| Skills that involve paying attention and focusing your full attention on the counselee. |
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Term
| What is meant by observing as an effective receiver skill? |
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Definition
| Observing means watching the counselee, paying attention to both the verbal and nonverbal messages. |
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Term
| What part of listening focuses on what's being said and how it is said? |
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Definition
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Term
| What is meant by acceptance? |
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Definition
| Remaining objective as you listen to what the counselee is telling you. To remain objective, you must convey a sincere desire to help by whitholding personal jugdement or biases. |
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Term
| What are four things you ca do to help develop your responding skills? |
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Definition
1. Use open-ended questions 2.Reflect or repeat back to the counselee what he/she said and the motion you think you heard in the voice. 3. Summarize to ensure you adn the counselee understand what has transpired in the counseling session. 4.Allow silence. |
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Term
| The activities associated with a counseling session can be grouped into wht 3 stages? |
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Definition
| Pre-counseling, conducting the counseling session, and concluding the session. |
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Term
| What is the first step in preparing for the counseling situation? |
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Definition
| To determine the technique you'll use: counselor-centered, counselee-centered, or combined. |
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Term
What is the main purpose for the counselor-centered technique? |
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Definition
| To let the conselee know what they need to do. |
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Term
| Who is resposible for the success of the solution when using the couselor-centered technique? |
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Definition
You as teh supervisor/counselor. |
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Term
| You, as the supervisor, have determined a problem exists. You decided to use the counselor-centered technique. What should you do next? |
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Definition
| Determine the best solution for the problem and how the conselee will implement the solution |
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Term
| What is your role as the supervisor/counselor during a conselee-centered counseling session? |
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Definition
| The primary role of the counselor in this situation is to serve as a "listening post" or a "sounding board" so the conselee can hear his or her ideas. |
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Term
| When using the counselee-centered approach, who is responsible for successfully solving the problem? |
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Definition
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Term
| How does the counselee-centered approach begin? |
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Definition
| the conselee has determined a problem exist and has probably developed asome potential solutions to the problem |
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Term
| What is the primary role of the counselor when using the combined technique? |
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Definition
| To help the conselee by providing the information he or she needs to make an informed choice. |
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Term
When using the combined approach, who is responsible for successfully solving the problem? |
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Definition
| The counselor and the counselee share the responsibility for the session's success. |
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Term
| What should you do in preparation for a counseling session? |
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Definition
| When planning for a counseling session, determine the purpose and objective. Analyze the audience. Organize your ideas and goals and have a plan for achieving them. Finally, gather support. |
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Term
| What two steps are involved in preparing the counseling enviroment? |
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Definition
| Being physically prepared and mentally prepare. |
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Term
| When opening your counseling session what 2 things can you do to help the session be productive? |
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Definition
| Establish rapport and identify the objective of your time together. |
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Term
| what are a few things you can do to help establish rapport with the counselee the objective of the counseling session? |
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Definition
| When the counselee meets with you, greet him/her by name, shake hands, and offer some refreshment. Open the converstion by asking non-threatening, neutral questions and replace feelings of fear and tension with trust and warmth. Do what you can to put the conselee at aese without undermining your purpose for meeting. |
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Term
| If the counselee initiated the counseling session how might you encourage the conselee to state the objective of the couseling session? |
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Definition
| You could ask the counselle "What did you need to see me about?" |
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Term
| List 2 tips to keep in mind during the counseling session. |
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Definition
Speak in terms the counselee will understand. Use your responding skills to help the counselee explore the problem/decision situatiol. |
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Term
| What are you trying to do in the counseling session? |
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Definition
| The goal of the counselor in this stage of the session is to develop a plan of action or to reach a decision about the problem. Once the goal has been achieve or when the session becomes unproductive, it's time to close it out. |
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Term
| Closing the session involves what 2 actions? |
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Definition
| Reviewing(summarizing) the session and scheduling the next step if the issue was not resolved. |
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Term
| What is the purpose of reviewing or summarizing the counseling session for the counselee? |
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Definition
| Summaries help ensure your counselee leaves the session with positive feelings and a belief they learned something obout their problem and are now more able to resolve it. |
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Term
| What very important step takes place after the counseling session is finished and the conselee has left? |
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Definition
| You must document the session. |
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Term
| When should you document a counseling session? |
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Definition
| While you shouldn't jot down notes or document during the session, you should write up the counseling session as soon as possible while the information is fresh in your mind. Use a local form or a letter of counseling to document your information. |
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Term
| How do you determine whether your counseling sessions have been effective? |
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Definition
| By taking follow-up actions which involve a thorough investigaton to find out if your conselees are progressing toward resolving their problems. |
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Term
| What are some of the things that can limit your effectiveness as a counselor? |
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Definition
| Time, enviroment, privacy, personality conflict with teh conselee, lack of a helping relationship, poor counseling ability, and poor communication skills. |
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Term
| How can a lack of confidentiality affect the counseling process? |
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Definition
| A lack of confidentiality can affect the counseling process by lessening the interaction since floowers will feel they have no right to privacy. |
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Term
| What is the importance of referral agencies? |
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Definition
You can't always help everyone solve every possible problem. Referral agencies ensure the person gets the help you can't give. They can provide professional counseling when the problem is beyond your capabilities. |
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Term
| What are some common base level referral agencies you can use? |
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Definition
| Legal office, Area Defense Counsel, Hospita, Chaplain, MPF or the Human Resouces Advisor, Finance, Family Support Center, American Red Cross, Child Development Services, Education Center, Inspector General, MEO, Senior Enliste Advisor. |
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Term
| If you initiated the counseling session how might you tell the conselee the objective of the counseling session? |
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Definition
| You could start with "I've asked to speak with you about..." |
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