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| are the people responsible for initiating change within an organization. |
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| The Core Values, AFI 36-2618, AFDD 1-1, CJCS 1805.01A |
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| Operational Airman, Military Professional, Unit Manager, and Managerial Communicator |
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| “Prepare technical sergeants to be professional, warfighting Airmen who can lead and manage Air Force units in employment of air, space, and cyberspace power.” |
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| identify the specific skills that will be developed at all officer and enlisted PME schools |
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| The Enlisted Force Structure |
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| Enlisted Professional Military Education |
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| Tactile/kinesthetic learners have the need to touch and feel things. |
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| Visual learners need to see the big picture. |
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| Auditory learners primarily use hearing to process information. |
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| as the process that changes the way people think, feel, or behave. |
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| involves the manner in which one deals with things emotionally. It is the impact of one’s attitude, or ability to value, appreciate, and motivate. |
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| Affective Domain Receiving |
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Definition
| Receiving is the affective domain’s first level of learning. At this level, learners pay attention and actively receive. |
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| Affective Domain Responding |
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Definition
| Responding is the affective domain’s second level of learning. For deeper levels of learning to occur, simply receiving a message is not enough. |
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| Valuing is the affective domain’s third level of learning. This ranges from simple acceptance to the more complex state of commitment. |
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| involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. |
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| Knowledge is the cognitive domain’s first level of learning and is very basic. It only requires you to keep, remember, recall, label, recognize, and repeat information you have read. |
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| is the cognitive domain’s second level of learning. There are three levels of leaning within this domain: Translation, Interpretation, Extrapolation |
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| Application is the cognitive domain’s third level of learning. |
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| These statements explain cognitive learning outcomes and almost always begin with either know, comprehend, or apply. |
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| Cognitive Samples of Behavior |
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| These statements explain the knowledge, skill, or attitude students are expected to demonstrate at the end of a chapter. |
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| Asynchronous teaching is a non-facilitated, self-paced, student-centered teaching method that uses online learning resources to facilitate information sharing outside the normal constraints of time and location to effectively deliver course content. |
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| means suitable for a particular person, place or condition. |
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| As the first step of the IDDP Structured Thinking Process, this step allows you to demonstrate your ability to identify concepts or principles associated with specific chapters. |
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| Differentiate (IDDP Process) |
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| This second step allows you to demonstrate your ability to distinguish whether actions, decisions, or behaviors described in the scenario are appropriate/inappropriate, effective/ineffective, or most effective according to lesson concepts and principles. |
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| When actions, decisions, or behaviors described in a scenario are inappropriate or ineffective, this third step allows you to demonstrate your ability to determine an appropriate and/or effective course of action based on your understanding of lesson concepts and principles. |
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| This final step allows you to demonstrate your ability to answer the question |
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| The art of analyzing and evaluating thinking with a view to improve it; critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities, as well as a commitment to overcome our native egocentrism and sociocentrism. |
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| To break up a whole into its parts and examine in detail, so as to determine the nature of, or look more deeply into an issue or situation. |
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| To judge or determine the worth or quality of. |
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| To create, by having or showing imagination and artistic or intellectual inventiveness (creative writing), and/or to stimulate the imagination and inventive powers. |
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| makes it easier to understand, to be free from confusion or ambiguity, to remove obscurities. |
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| is being free from errors, mistakes, or distortion. |
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| is the quality of being accurate, definite, and exact. |
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| is the bearing upon or relating to the matter at hand. |
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| is the intellectual complexity or difficulty of thought. |
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| is the range of knowledge and understanding of a particular subject. |
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| is correct reasoning, or the study of correct reasoning and its foundations. |
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| is the quality of having importance or being regarded as having great meaning. |
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| is treating both or all sides alike without reference to one's own feelings or interests. |
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| Operational and Strategic Art |
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Definition
| This sub-competency requires an understanding of operational and strategic art in conventional, peacekeeping, and homeland defense operations, along with an understanding of doctrine and an understanding of the use of innovation and technology in the employment of lethal and non-lethal force. |
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| Unit, Air Force, Joint, and Coalition Capabilities |
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Definition
| This sub-competency requires an understanding of the capabilities of the Air Force across air, space, and cyberspace and how Air Force capabilities relate to and complement other service capabilities. It also requires an understanding of interdependencies and interoperability across services, agencies, departments, and coalition partners. |
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| Non-adversarial Crisis Response |
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Definition
| This sub-competency requires knowledge of the national security implications of peacekeeping operations, humanitarian relief operations, and support to civil authorities, both foreign and domestic |
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| Enterprise Structure and Relationships |
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Definition
| This sub-competency requires an understanding of the organizational structure and relationships between the Air Force, the Department of Defense, Joint Staff, the joint commands, the defense agencies, and other elements of the defense structure. |
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| Government Organization and Processes |
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Definition
| This sub-competency requires an understanding of the essential operating features and functions of the Air Force, DOD, the national security structure, other related executive branch functions, and Congress, to include: leadership and organization; roles of members/committees/staffs; authorization, appropriation and budget processes; acquisition policy and procedures; and interdependencies and relationships. |
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| Global, Regional, and Cultural Awareness |
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Definition
| This sub-competency requires an awareness of regional and other factors influencing defense, domestic, and foreign policy. |
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| This sub-competency requires the ability to inform and appropriately influence key audiences by synchronizing and integrating communication efforts to deliver truthful, timely, accurate, and credible information. |
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| This sub-competency requires the ability to identify, acquire, administer, and conserve financial, informational, technological, material, warfare, and human resources needed to accomplish the mission. |
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| This sub-competency requires the ability to embrace, support, and lead change by understanding the change management process, including critical success factors, common problems, and costs. |
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| This sub-competency requires the ability to originate action to improve existing conditions and processes by using appropriate methods to identify opportunities, implement solutions, and measure impact. |
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| This sub-competency requires the ability to take a long-term view and build a shared vision that clearly defines and expresses a future state. |
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| This sub-competency requires the ability to identify, evaluate, and assimilate data and information from multiple streams and then differentiate information according to its utility. |
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| This sub-competency requires the ability to maintain effectiveness when experiencing major changes in work tasks or environment. It also requires the ability to adjust to change within new work structures, processes, requirements, and cultures, while also responding quickly and proactively to ambiguous and emerging conditions, opportunities, and risks. |
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| Develops and Inspires Others |
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Definition
| This sub-competency requires the ability to help and motivate others to improve their skills and enhance their performance through feedback, coaching, mentoring, and delegating. |
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Definition
| This sub-competency requires the ability to put people first by attending to the physical, mental, and ethical well-being of fellow airmen and their families, by creating an environment where Airmen take care of Airmen 24/7, 365 days a year, including leaders, peers, and subordinates. |
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| This sub-competency requires the ability to leverage the value of differences in perspectives, approaches, preferences, race, gender, background, religion, experience, generation, thought, and other factors. |
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| Builds Teams and Coalitions |
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Definition
| This sub-competency requires the ability to build effective teams for goal and mission accomplishment and improved team performance. |
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| This sub-competency requires an understanding of the underlying principles and concepts applied before, during, and after a negotiation in order to attain desired mission outcomes while maintaining positive, long-term relationships with key individuals/groups. |
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| This sub-competency requires the ability to promote Air Force Core Values through goals, actions, and referent behaviors and to develop trust and commitment through words and actions. |
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| This sub-competency requires a comprehension of the essential role of followership in mission accomplishment, while providing unbiased advice. |
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| This sub-competency requires the ability to demonstrate a hardiness of spirit despite physical and mental hardships – moral and physical courage, continuously hones skills to support the employment of military capabilities, display of military/executive bearing, self-discipline, and self-control. |
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| This sub-competency requires the ability to assess one’s self in order to identify personal strengths and developmental needs. |
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| This sub-competency requires the ability to articulate ideas and intent in a clear, concise, and convincing manner through both verbal and written communication. |
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| This sub-competency requires the ability to foster the free exchange of ideas in an atmosphere of open exchange, while actively attempting to understand others' points of view and to clarify information as needed. |
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| which learners demonstrate when they complete the IDENTIFY step of IDDP. |
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| which learners demonstrate when they complete the entire IDDP Structured Thinking Process. |
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| It is the willingness to do what is right even when no one is looking. It is the “moral compass” |
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| refers to the ability to take a long-term view and build a shared vision that clearly defines and expresses a future state. It requires the ability to demonstrate innovative and creative insights/solutions for guiding and directing organizations. |
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| focuses on identifying new ideas for improving what already exists. |
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| focuses on identifying ideas that represent something “distinctly new and improved.” |
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| focuses on radically new and better ideas that may dismantle the existing structure of the organization. |
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| refers to the cognitive behavior one demonstrates when confronted by unanticipated circumstances during the execution of a planned activity (i.e. military operation). |
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| a higher order of thinking that pertains to critical thinking and the ability to combine various pieces of information, ideas, concepts, conclusions, etc. |
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| involves identifying the real problem(s), gathering pertinent data, asking appropriate questions, analyzing and judging the value of available information, constructively challenging ideas, and questioning assumptions. |
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| is assessing “the credibility of statements or other representations which are accounts or descriptions of a person’s perception, experience, situation, judgment, belief, or opinion; and to assess the logical strength of the actual or intended inferential relationships among statements, descriptions, questions or other forms of representation.”21 |
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| Too much skepticism will lead you to doubt everything and commit yourself to nothing, whereas too little will lead one to gullibility and credulousness. |
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| means adhering tentatively to recently acquired opinions and belief and being prepared to examine all new evidence and arguments even if such efforts leads you to discover flaws in your own cherished opinions and beliefs. |
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| Is inherently relevant to critical thinking. The choice of words themselves can conceal the truth, mislead, confuse, or deceive. |
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| Faulty Logic or Perception |
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Definition
| This leads to misconceptions, which are the basis of false or mistaken ideas. |
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| Psychological or Sociological Pitfalls |
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Definition
| Perceptions can be misinterpreted due to psychological and sociological influences, and reasoning can be twisted to gain influence and power. |
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| Physical and Emotional Hindrances |
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Definition
| Stress, fatigue, drugs, and related hindrances can severely affect your ability to think clearly and critically. |
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| Confirmation Bias and Selective Thinking |
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Definition
| The process whereby you tend to notice and look for what confirms your beliefs, and to ignore, not look for, or undervalue the relevance of what contradicts your beliefs. |
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| Relying on the testimonies and vivid anecdotes of others to substantiate your own beliefs, even though testimonies are inherently subjective, inaccurate, unreliable, biased, and occasionally fraudulent. |
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| Personal Biases and Prejudices |
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Definition
| Everyone has personal biases and prejudices resulting from their own unique life experiences and worldview that make it difficult to remain objective and think critically. |
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| False Memories and Confabulation |
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Definition
| Being unaware that your memories are often “manufactured” to fill in the gaps in your recollection, or that some memories or facts, over time, can be unconsciously replaced with fantasy. |
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| The use of technical language to make the simple seem complex, the trivial seem profound, or the insignificant seem important, all done intentionally to impress others. |
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| Language that implies that something is superior but retreats from that view. |
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| Using expressions that disarm you from questioning the validity of an argument. |
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| A word or expression that can be understood in more than one way. |
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| Language that is clear and accurate but misleading because it suggests something false. |
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| Intentionally using words to arouse feelings about a subject to bias others positively or negatively in order to gain influence or power. |
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| Arguing something is true because “it works,” even though the causality between this something and the outcome are not demonstrated. |
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| An argument that assumes as adverse chain of events will occur but offers no proof. |
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| Making a comparison that is irrelevant or inappropriate. |
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| A logical fallacy claiming something is true because it has not been proven false. |
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| Apophenia* and Superstition |
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Definition
| Erroneous perception of the connections between unrelated events. |
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Definition
| Making illogical analogies to support the validity of a particular claim. |
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| Evading the Issue, Red Herring |
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Definition
| If one has been accused of wrongdoing, diverting attention to an issue irrelevant to the one at hand. |
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| Creating a prejudicial atmosphere against the opposition, making it difficult for the opponent to be received fairly. |
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| Criticizing the person making an argument, not the argument itself. |
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| Fallacy of False Dilemma, Either/Or Fallacy |
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| Intentionally restricting the number of alternatives, thereby omitting relevant alternatives from consideration. |
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| Ad populum, Bandwagon Fallacy |
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Definition
| An appeal to the popularity of the claim as a reason for accepting the claim. |
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| Making irrelevant emotional appeals to accept a claim, since emotion often influences people more effectively than logical reasoning. |
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| The degree to which the leaders is trusted and liked by members of the group and their willingness to follow the leader. |
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| The authority the leader has to reward or punish based on his or her organizational position. The power of the leader is based on the position held within the organizational position and authority |
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| This refers to how well a group’s task(s) have been described. Highly structured means the tasks are clearly understood and easy to understand. Unstructured means the tasks are difficult to understand and are complex or difficult to execute. |
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| A leader is someone who influences others to achieve a goal. |
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| follower is someone who chooses to follow a leader because of the leader’s character, abilities, and vision. |
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| a situation describes the relative circumstances, position, or context that surrounds the leaders and followers. |
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| Those who exercise laissez-faire leadership view the development of their subordinates as someone else’s problem and demonstrate laziness. |
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| Management by Exception-Passive (MBE-P) |
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Definition
| MBE-P is the “if it isn’t broke, don’t fix it” leadership approach. MBE-P is where one elects to sit back and wait for things to go wrong before taking action and intervenes only if standards are not being met based on in-place control measures and standards. |
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| occurs when group members put less effort in their collective work than when they work alone. |
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Definition
| this can occur when group members pick up the lazy leader’s slack. |
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| Management by Exception-Active (MBE-A) |
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Definition
| This leadership behavior keeps people and processes in control, monitoring and controlling followers through forced compliance with rules, regulations, and expectations for meeting performance standards and behavioral norms. |
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Definition
| Transactional Leadership and Contingent Reward involve the constructive transaction between the leader and the follower. These transactions formulate a sort of “contract” where the leader sets goals, identifies ways for the subordinate to reach these goals, and supports the follower in meeting these expectations. The follower is required to perform assigned tasks to a specified performance level. When the follower fulfills the leader’s expectations, a reward is provided to reinforce the demonstrated positive behavior. |
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| Four Leadership Behaviors |
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Definition
| Setting Goals For and With Followers, Suggest Pathways to Meet Performance Expectations, Actively Monitor Followers’ Progress and Provide Supportive Feedback, Provide Rewards when Goals are Attained |
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| Individualized Consideration (Caring) |
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Definition
| A transformational leader’s ultimate aim is to develop followers into leaders themselves. |
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| Intellectual Stimulation (Thinking) |
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Definition
| This is the degree a leader values their subordinates’ rationality and intellect, seeking different perspectives and considering opposing points of view. |
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| Inspirational Motivation (Charming) |
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Definition
| This leader behavior involves developing and articulating visions that paint an optimistic and enthusiastic picture of the future that is appealing and inspiring to followers. |
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| Idealized Influence (Influencing) |
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Definition
| Otherwise known as charisma, transformational leaders often display high levels of moral behavior, virtues, and character strengths, as well as a strong work ethic. |
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