Mod2_Study_Guide_Week1.docx

**[USAF and USSF Core Values]** - Explain how the virtues relate to the USAF and USSF Core Values - Describe the USAF and USSF Core Values and their related virtues - Discuss the importance of the USAF and USSF Core Values to Airmen and Guardians 1. Virtues are desired behaviors and c...

**[USAF and USSF Core Values]** - Explain how the virtues relate to the USAF and USSF Core Values - Describe the USAF and USSF Core Values and their related virtues - Discuss the importance of the USAF and USSF Core Values to Airmen and Guardians 1. Virtues are desired behaviors and characteristics we must practice and demonstrate. The demonstrate that one truly values Integrity, Service, and Excellence. 2. USAF a. Integrity First (Single most important part of character; foundation of trust) i. Honesty ii. Courage iii. Accountability iv. Humility b. Service Before Self (servant mindset; call to live to a higher standard) v. Duty vi. Loyalty vii. Respect c. Excellence in all we do (continually advance craft) viii. Mission ix. Discipline x. Teamwork 3. USSF d. Character (defend constitution, high moral character) xi. **Act with** integrity, honesty, candor, transparency, and dedication xii. **Be accountable** to team for decisions/actions xiii. **Uphold** the highest standards and live the USSF values e. Connections (common purpose, seek diversity, stronger together) xiv. Engage everyone with respect, honesty, authenticity xv. Foster environment encouraging expression xvi. Encourage teammates to share thoughts/talents xvii. Give help when asked and seek assistance when needed f. Commitment (pursuit of mastery, leverage diverse strengths of teammates) xviii. Work to achieve audacious goals xix. Learn from experience xx. Seek and offer candid feedback xxi. Facilitate growth and improvement xxii. Embrace challenges xxiii. Work to be better tomorrow than today g. Courage (Do what needs to be done, hold convictions) xxiv. Be steadfast and stand up for what is right xxv. Seek opportunities to innovate xxvi. Share thoughts and ideas xxvii. Take smart risks 4. Core values are the bedrock of leadership in USAF/USSF. They are the institutional values and principles of conduct, moral framework for military activities, and are fundamental/enduring. **[Problem Solving]** - Define problem-solving - Compare the 8-step Practical Problem-Solving Method to the OODA Loop Model - Understand the steps for the 8-Step Practical Problem-Solving Method. 1. Problem solving: purposeful act of observing a problem then deciding to solve it, after considering solutions and deciding upon one. 2. OODA (useful when quick action is needed by single player with limited time) a. Observe: Current situation/Facts/Known/Unknown b. Orient: Understand your situation/set goals c. Decide: Select a course of action d. Act: Put your plan into action 3. 8-Step PPSM (for long term problem solving; further breaks down OODA loop) e. Clarify and validate the problem i. Will resolving the problem directly contribute to org strategic goals? ii. Is there a performance gap preventing org from moving forward? iii. Clearly define problem (specific, objective, and measurable) f. Break down the problem and ID performance gap iv. Gather data about problem area v. Should a performance gap analysis be conducted? vi. Does any data point to specific areas of root cause? g. Set improvement targets vii. On two levels: strategic (visions) and tactical (define performance) viii. Balanced, Smart, Measurable, Attainable, Results Focused, Timely h. Determine root cause ix. Most vital step x. Brainstorming techniques and Five Whys i. Develop countermeasures xi. Focused on selecting the best solution xii. Analyze Effectiveness, Feasibility, and Impact j. See countermeasures through xiii. Collect data according to the action plan xiv. Implement contingency plans xv. Provide required training k. Confirm results and process xvi. Closely mirrors data-collection portion of Step 2. xvii. Evaluate if problem has been solved l. Standardize successful processes **[Followership]** - Summarize the five basic styles of followership. - Distinguish between the characteristics of an effective follower. - Explain the correlation between followership and leadership. 1. Sheep a. Passive participant & uncritical thinker b. Simply complies; lacks initiative 2. Yes People c. Active participant & uncritical thinker d. Dependent on leadership direction e. Dangerous if orders contradict standards of behavior 3. Survivors f. Display qualities of each type of follower g. Rarely committed; does just enough to get by h. Seeks to minimize interpersonal/intellectual risk 4. Alienated i. Passive participant & critical thinker j. Independent, capable of high performance k. Focus/actions based on past negative experience l. Criticizes but rarely offers constructive input 5. Effective m. Active participant & critical thinker n. Independent/proactive/works well with others o. Characteristics (10 rules): i. Support, don't undermine ii. Disagree privately iii. display initiative iv. accept responsibility v. Tell the truth vi. Anticipate boss's questions vii. Know limitations and strengths viii. Keep boss informed ix. Selfless in service x. Don't forget their families **[Military Justice]** - Identify the functions of the Uniform Code of Military Justice (UCMJ) and Manual for Courts-Martial (MCM). - Recognize the need for a military justice system. - List service members' rights within the military justice system. - Identify the methods and associated tools available within the UCMJ to maintain discipline. - Recall the functions of the Staff Judge Advocate, Area Defense Counsel, and the Special Victims Counsel. 1. UCMJ primary function: modify and consolidate the Army Articles of War, Articles for the Government of the Navy, and Disciplinary Laws of the Coast Guard. 2. MCM primary function: address the field of military justice as thoroughly as possible under the restrictions of a working manual. The MCM contains a wide range of materials including the full texts of the US Constitution, UCMJ, and authority, composition, and procedures of courts-martials 3. Need: There are crimes that are unique to the military (AWOL, dereliction of duty). Additionally, due to the mobile nature of the military it brings military justice worldwide. 4. Service member's rights: Right to remain silent and consult with a lawyer. a. When interrogated must be read rights in Article 31. b. Compulsory self-incrimination prohibited c. Right to counsel 5. Methods within UCMJ: d. Preventative preferred; action taken to encourage members to follow standards. Communicates standards to personnel e. Administrative Discipline members for rule infractions. Educational and corrective i. Unfavorable Information File official record of unfavorable information concerning member's personal conduct/duty performance. ii. Control Roster sets up observation period for individuals whose performance is substandard. While on list member cannot reenlist, promote, or PCS iii. Letter of Counseling, Admonitions, and Reprimands f. Nonjudicial punishment Article 15; commander punishes minor offenses g. Judicial punishment court-martials iv. Summary minor offense. One officer as judge; only used for enlisted v. Special intermediate offense. Military judge and 3-4 jury. "Bench special"= Only military judge w/6 month max punishment vi. General serious offense. Military judge and 8 jury. Accused my request judge alone as long as it's not a capital case. 6. Functions of Staff Judge Advocate: Should be consulted before a search, seizure, or inspection is authorized. Commander's legal staff and represents Air Force in all legal matters: h. Military Justice court-martials i. Claims settle small claims; i.e. government vehicle involved in accident j. Civil Law notary service, wills and powers of attorneys 7. Area Defense Counsel: Represent USAF/USSF personnel accused of wrongdoing. Separate chain of command from SJA 8. Special Victims Counsel: Advises victims of alleged sexual assault on rights and represents them in certain matters during courts-martial. Also assists victim with providing information to the court on sentencing if accused is convicted **[Professional and Unprofessional Relationships]** - Describe professional and unprofessional relationships. - Summarize the policy on professional and unprofessional relationships. - Summarize the general and specific prohibitions relating to unprofessional relationships for officers. - Summarize the effects of unprofessional relationships on unit cohesiveness. 1. Professional preserve proper respect for authority and focus on mission 2. Unprofessional on or off duty; detract from authority of superiors 3. Policy Underlying standard is Airmen and Guardians are expected to avoid those relationships which negatively affect morale, good order and discipline, respect for authority, and unit cohesion 4. General Prohibitions: a. Command/supervisory b. Members of different grades/position c. Contractor personnel d. Dating/close friendships especially sexual relationships i. Even if not in same chain of command, unit, or service e. Shared activities (living accommodations, vacations, transportation) f. Recruiters, trainers, instructors restrictions with trainees begin on first contact and extend six months after completion of accession and initial skills training. They cannot conduct personal, intimate, or sexual relationships with recruits. Includes drinking alcohol, attending social gatherings on a personal social basis, or allowing entry into their vehicles g. Do not solicit sales to junior members h. Maintain professional standards even on social media i. Family members must still respect customs and courtesies 5. Specific Prohibitions j. No gambling w/enlisted k. Do not lend/borrow money from enlisted l. Do not share living accommodations w/enlisted m. Do not engage in business enterprises from enlisted n. No sexual relations/dating enlisted o. **[Critical Thinking I]** - Discuss methods for evaluating information. - Explain the nine intellectual standards used in assessing one's thinking. 1. Methods for evaluating: a. Absorption ('sponging') i. Allows you to take large amounts on info for wide variety of topics ii. Requires little effort/critical thought iii. No eval of data; easy to become inundated w/useless info b. Sifting iv. Allows choice of info to retain; enhances critical thinking skills v. Can be strenuous on mind; takes longer; task intensive 2. 9 Intellectual Standards c. Clarity gateway standard; relevant to all others. d. Accuracy address validity. Is it factually true? e. Precision Refine information. Add details f. Relevance Reduces information overload and distills complexity g. Depth Addresses issue complexity h. Breadth Addresses various interpretations; other points of views i. Logic Is the combination of thoughts mutually supporting/make sense j. Significance Identify most important parts of argument/issue k. Fairness "gut check"; Is thinking fair without personal bias **[Establishing Expectations]** - Describe the importance of establishing expectations. - Summarize the guidelines for establishing expectations. 1. Importance of establishing expectations: a. Identify objectives/goals b. Provide a road map for achieving objectives/goals c. Provide the linkage to standards and unit mission d. You must understand established expectations is important before you can clearly communicate your own 2. Guidelines: e. Understand importance of expectations f. Know when/where needed i. Continuous process: 1) Establish expectations 2) Observe & ID Performance Gaps 3) Recalibrate & set new expectations 4) Let subordinates get back to work, step back and observe g. Must be clearly communicated and understood h. Help subordinates make connection i. Seek buy-in j. Plan to track activities within each task **[Wingman Intervention]** - Describe personal, relationship, and organizational barriers to Wingman and Leader intervention. - Discuss the 3 Ds for Wingman and Leader intervention options. - Explain how the 3Ds can be applied to prevent sexual assault and interpersonal violence. 1. Barriers: a. Personal Member may be introverted, fearful, or embarrassed b. Relationship Might upset family/friends, breaks unspoken code, pressured to go along c. Organizational career impact for self/others, rank/power, retaliation 2. 3Ds for intervention options d. Direct Directly interact with the people involved e. Delegate Pull someone else in to help f. Distract Create a distraction to defuse/divert attention 3. Explain how it can be applied: g. Direct Correct offending member on behavior or you can approach member in distress and ask them if they need help/would like to leave with you h. Delegate Call the police, ask a manager for help, etc i. Distract pull a fire alarm, have a fake fight nearby to get offenders attention away from potential victim