Term
| CML (Contemporary Military Leadership) |
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Definition
| interactive relationship between leader and follower that requires a flexible leadership approach to effectively meet mission objectives |
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| 4 areas of assessment you should consider when determining subordinate's effectiveness |
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| subordinate effectiveness |
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| (I1)incapable and disinclined-cant and unmotivated |
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| aptitude and conditioning relation |
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| subordinates tend to gain job skills (conditioning) by how quickly theyre able to learn new info (aptitude) |
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| Identify task circumstances |
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| 4 leadership approaches to address subordinates involvement stage |
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| subordinate is incapable and disinclined |
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| subordinate is incapable but inclined |
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| subordiante is capable but disinclined |
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| subordinate capable and inclined |
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| acquired skills individual currently possesses |
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| attitude an individual has towards something |
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| ability to learn, and acquire new skills |
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Term
| CPI (continuous process improvement) |
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Definition
| ongoing effort to maximize weapon system readiness while minimizing materiel flows |
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Definition
| maximize value and minimize waste in our operations |
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| Desired effects of AFSO21 and a CPI environment |
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Definition
| increase productivity of our airmen |
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| habit-reluctance to change from the old and accepted way of doing things |
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Term
| 8 Step problem solving cycle |
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Definition
| clarify & validate the problem |
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| objective of 8 step process |
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Definition
| help airmen focus their problem solving skills on big issues that affect our mission, workcenter and subordinates |
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| when supervisors would use the 8 step approach |
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Definition
| when resolving open issues that have no simple solutions |
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| by using the 8 step approach |
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Definition
| youll be able to achieve max performance from subordinates to ensure the mission is effectively accomplished |
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| Tools that help determine which problems should be tackled first |
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| good problem statement should include |
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| 3 tools used to understand problem data |
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Definition
| key performance indicators and metrics |
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| KPI/M (Key performance indicators and metrics) |
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Definition
| assist in understanding what objective data is needed and what it means |
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| improve productivity, quality by recognizing resources that dont have real value towards the objective |
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| 8 types of waste (DOWNTIME) |
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| defects-errors, missing parts |
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| difference between the current performance and desired performance |
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| 2 types of metrics regarding KPI/M |
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| Leading (outcome based) predict problems so they can be prevented |
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| view into the future that describes how an organization will strategically perform or conduct business. |
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| define the performance levels requires to make the goal a reality |
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| tools to assist with detirmining true root cause of a problem |
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| preventing reoccurrence of the problem |
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| quality of solution x acceptance |
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| to ensure countermeasures are workable they must meet the following criteria |
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| achieving visual order, organization,cleanliness and standardization. |
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| Six "s" areas responsible for improving profitability efficience and service |
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| include bulletin boards, graphics to ensure that everyone knows the current priorities and upcoming events |
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| Improvement tools that helo to standardize successful processes |
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| To ensure consistency and standardization in work processes you can |
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Definition
| involve airmen from all shifts |
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| 6 principles of recognition efforts |
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| Process improvements and lessons learned should be communicated by |
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| relationship conflict-personality conflict |
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| when supervisors should intervene in a conflict |
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| when conflict has become counterproductive |
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| Conflict intervention techniques |
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| be self aware- aware of your emotions before intervening |
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| yielding or giving in to another party |
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| accomodating is inappropriate when |
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Definition
| -you know the other person is wrong |
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| accomodating is appropriate when |
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Definition
| -the issue is more important to others than it is to you |
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| partial satisfaction of all parties in order to reach an agreement |
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| compromising is inappropriate when |
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Definition
| -important values and long-term objectives may be jeopardized in the process |
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| compromising is appropriate when |
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| -goals are moderately important but not worth effort/disruption |
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| involves using power, formal authority, or threats in order to resolve conflict |
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| competing/forcing is inappropriate when |
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Definition
| -it could lead to more intense conflict |
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| competing/forcing is appropriate when |
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| -quick action is needed in an emergency situation |
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| approach that involves attempting to satisfy all parties |
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| collaborating is inappropriate when |
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| collaborating is appropriate when |
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| -theres a high level of trust |
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| taking neutral position during conflict (passive) |
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| avoiding is inappropriate when |
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| -important decisions must be made |
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| avoiding is appropriate when |
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| any number of members considered as a unit |
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| group of people working together to a common purpose |
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| process improvement teams |
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| task needs-what it takes to get the job done |
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| members usually belong to various groups which are assigned to activities for the same project |
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| theres a sense of team loyalty, members are accepting of each others strengths and weaknesses |
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| composed of a selected group of people that is challenged to improve a selected process within an organization |
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| theres a developing sense of team cohesion and common spirit |
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| the team begins to break up and individual members move on to other activities |
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| member who minimizes their personal participation and steps in only when appropriate to refocus team |
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| composed of a group of people who are responsible for implementing a specific improvement goal |
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| team members want to know the goals and objectives and rush into accomplishing them. Most difficult stage |
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| group of people whose responsibilities are the daily work requirements production and focus on the mission |
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| transition from individual to member status |
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| people responsible for initiating change within an organization |
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| responsible for implementation of the change in an organization |
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| individuals who actually undergo change |
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| 4 levels of change present in people |
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| denial-nothing major is occuring |
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| implemented by an authority figure (commander.supervisor) |
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| implemented when new knowledge is made available to the group |
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| unfreezing( get ready for change) |
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| ongoing process involving the interaction of individuals formed to achieve an objective |
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| individual wants, needs or impulses |
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| beliefs about what a person constitutes worthwhile or important |
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| slow and meticulous in decision making |
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| compassionate personality |
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| takes time to consider other feelings and points of view |
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| strong-willed personality |
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| challange others to see their point and fail to consider other's point of view |
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| exhibits behavior he/she is comfortable with or thinks others will accept |
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| create a felt need for change-explain why |
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| All bullet statements must be |
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| Accomplishment Impact Bullets Variations |
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| Action verb(developed) accomplishment, impact |
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| Writing Accomplishment Impact Bullets |
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| Editing bullets, evaluate for correct |
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| formal(no participation by audience)/informal(interaction) lectures (inform about a given subject) |
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| inform, persuade, entertain |
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| effective transitions consist of |
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| restate, relate, introduce |
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| quality-overall impression voice makes on others |
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| effective body movement is |
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| dynamic, physical behavior that catches the eye of the listener |
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| overall impression your voice makes on others |
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| rate, volume, force, pitch and emphasis in your voice |
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| important non-verbal way to communicate with audience |
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| used to clarify or emphasize an idea |
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| how well the listener can understand your words through articulation, pronounciation, and correct grammar |
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| communication of a positive image of the Air Force |
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| Elements of a Bullet statement (AIM High) |
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| 3 Phases to Achieve communication |
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| Diagnose Communication Needs |
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| send correspondance to proper location |
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| AFMAN 33-326 abd AFH 33-337(Tounge & Quill) |
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| basic standards for writing AF correspondance |
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| Two attributes of effective paragraphs |
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| having a single clear controlling idea and all sentences in the paragraph support that one idea |
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| ideas are organized, make logical sense and stick together |
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| An effective paragraph contains _______sentences |
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| check relevance and completeness, compare intro and conclusion |
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| check for paragraph unity and support sentences |
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| check punctuation and plain language |
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| Interpersonal communication |
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| a face to face, multi directional exchange of verbal messages and nonverbal signals between two or more people for the purpose of gaining a shared meaning |
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| continuous sending and receiving of messages |
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| multi-directional exchange |
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| all parties have both permission and freedom to openly express themselves about the issue being discussed |
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| factors influencing interpersonal communication |
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| sender, receiver, message, setting |
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| messages being sent back and forth contain |
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Definition
| spoken words, paralanguage(the way we say things), nonverbal behavior |
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| types of nonverbal behavior |
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| gestures, facial expressions, eye contact, body language |
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| characterized by honesty, mutual respect, openness and commitment |
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| Pre session responsibilities |
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| use when disciplining subordinate and corrective action is clear |
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| subordiante determines a problem exists, and wants to ask supervisor before trying solution |
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| supervisor and subordinate work together to determine problem and find solution |
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| Performance Feedback Worksheet |
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| Record of Individual Counseling |
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| skills used during interpersonal sessions |
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| opening, attending, responding, resolving, and closing |
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| 6 common barriers to effective interpersonal communication |
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| Steps to overcome barriers |
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| subordinates are lazy , avoid making decisions |
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| human relationships are more important than organizational objectives |
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| allows individual needs and organizational goals to coexist |
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| Supervisory Communication Skills |
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| 4 Elements of Basic Communication Process |
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| Upward (through the chain of command) |
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| Phases to effective communication |
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| Diagnose Communication Needs |
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| Diagnose Communication Needs |
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| pass on info describing actions you expect to be carried out by audience |
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| Informative communication |
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| pass on info to the audience (LOC, memo,CC call) |
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| try to sell the audience on a new idea, policy, product |
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| i.e.:inspire audience with profound insight on someones career |
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| defines desired result on the target audience(help you stay focused and allow you to determine if communication was effective |
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| General purpose objective |
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| what the communication intends to do:direct, inform, persuade, inspire |
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| Parameters that affect communication |
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| quantity (amount of product to complete) |
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| Prepare the Communication |
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| provide examples and additional descriptive detalis and emphasize ideas |
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| Substeps to organizing communication |
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| select a suitable pattern |
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| shows connections between ideas |
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| restate(your main idea), relate(describe its relationship to the next main point), introduce(next main point) |
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| Stage setting remarks-Capture audience's attention |
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| 1st readthru- arrangement and flow |
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| Best way to narrow the topic is to |
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| List all major aspects of the broad idea |
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| Most important steps toward effectively reaching your specific objective is |
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| Organizing communication to follow logical sequence |
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| Barriers to Effective Communication |
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| when supervisors dont listen and dont have a receptive attitude towards their subordinates about suggestions/new info |
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| creates an environment of uncertainty |
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| challanges you to develop how you put your thoughts on paper |
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| style of management in which supervisors dont listen and arent receptive |
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| requires preparation, outline and practice |
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| Includes diagnosing and preparing communication |
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