ALS Distance Learning Set B Volume 1, Volume 2

Interview Don'ts

If the interviewer is hostile, don't mirror his or her attitude. Don't get angry or lose your temper. Control the interview: the audience will only see your angry answer, not the question that instigated it. Don't answer with just a simple "yes" or "no." Don't be curt. There is no such thing as a dumb question; treat every question as a chance to state the Air Force position or message. Don't pretend to be perfect. Admitting mistakes from time to time demonstrates candor and the integrity of our organization. Don't use acronyms, technical terms or jargon. Speak conversationally as you would to a non-military high school friend. Don't begin with gratuitous phrases, such as, "I'm glad you asked that question," or "That's a good question." It wastes time,

Accuracy

"For anything to be "accurate" it must be "correct." People who have the most trouble with accuracy are those who try to stretch the truth. Mild exaggeration or embellishment of the facts is poison and is only a half-step away from outright lying and falsifying the facts."

Norming

- Attitudes change - Team 'norms' are accepted - Relationships become more cooperative - Members reconcile disputes - Work out differences - Help others stay 'afloat' - Reconcile competing loyalties/responsibilities - Productivity is high - Encourage more collaboration - Maintain an environment conducive for production

Forming

- Everyone is on their best behavior - Cautiously explore boundaries of acceptable group behavior - Conflict is usually absent - Avoid controversy - Get acquainted - Transition from individual to member status - Individuals are attempting to identify with the group - Progress on work or team goals is delayed or slow - Incorporate introductions and socials ("ice breakers") - Introduce team objectives

Preforming

- High sense of morale/loyalty/trust - Creativity is high - Members accept individual strengths and weaknesses - Team is effective, cohesive unit - Diagnose and solve problems - Choose/implement changes - Brainstorm - Make steady progress towards goals - Productivity level remains high - Maintain 'status quo'

Storming

- Members become testy and anxious - Individuals are impatient about lack of progress - Arguments start/increase - Cliques begin to form - Highest level of conflict - Identify group goals and objectives - Figure out a way to get along - Individuals are trying to see where they can contribute, how they fit in, and how they can be productive and valuable - There is some productivity as the team slowly progresses toward a unified direction - Clearly define team goals and objectives - Define roles of team members

Adjourning/ Transforming

- Team breaks up or moves to another objective - Individual members move on to other activities or refocus on new mission - Team has reached its goal - Provide lessons learned information back to team leader N/A - Focus team on new mission - Reward members - Plan adjournment process - Keep members informed - Reassign roles - Explain reason for new mission

Barriers to effective communication are divided into two basic types

1) organizational barriers 2) psychological barriers

SSgt Granger tells his students, "Whenever you deliver your message, you must ensure your communication is effective. You do this by determining the purpose of communication, preparing the communication, and lastly, deliver the message. SSgt Granger's comments BEST explain the _____________. a. communication process b. phases of effective communication c. barriers to communication

1. CORRECT ANSWER: b RATIONALES: a. INCORRECT: Although the scenario talks about a message, there is no evidence of the communication process, which according to the Communication Skills chapter includes four elements: sender , message, receiver, and feedback. b. CORRECT: This scenario best illustrates the phases of effective communication, According to the Communication Skills chapter there are three broad phases which are diagnose the communication(determine the general purpose), prepare the communication, and lastly deliver the message.. c. INCORRECT: This scenario does not illustrate barriers to communication. According to the Communication Skills Chapter, barriers to communication include two basic types: organizational barriers and psychological barriers.

1. During A1C Hall's initial feedback, SSgt Irvin says, "When working the customer service desk, answer all phone calls before the third ring, politely identify yourself and this unit, and offer assistance to each caller. Furthermore, because our nation and other countries consider us professionals, we must strive for excellence in everything we do. Finally, if you fail to meet my expectations or to comply with all directives, you can expect a swift response from me." SSgt Irvin's actions BEST illustrate _____________. a. standards and discipline b. the Air Force Core Values c. use of earned authority

1. CORRECT ANSWERS: a RATIONALES: a. CORRECT: SSgt Cooper's actions best illustrate standards and discipline, which according to the Standards and Discipline chapter, includes preventive and corrective discipline. Preventive discipline stops a problem from happening before it starts. Examples of preventive discipline are initial feedbacks, safety briefings, etc. Standards form the foundation for expectations and discipline and they must be achievable/ attainable (answer phone calls), specific (before the third ring), observable (before third ring...), and measurable: quality (politely). b. INCORRECT: According to the Airmanship chapter, Core Values are those institutional values and principles of conduct that provide the moral framework within which military activities take place. Although SSgt Cooper's comment, "we must strive for excellence in everything we do" hints at Core Values, SSgt Cooper's actions do not illustrate use of this concept. See rationale for the correct response for additional information. c. INCORRECT: According to the Standards and Discipline chapter, earned authority encourages Airmen to trust you and want to follow you, based on your referent power. SSgt Cooper's actions do not illustrate use of this concept. See rationale for the correct response for additional information.

Phases of Effective Communication

1. Diagnosing. This is discovering/determining the general purpose for the communication. It involves selecting and/or narrowing down the topic, or specific objective, by analyzing the audience, and defining the parameters. 2. Preparing and 3. Delivering the Communication. When preparing the communication and delivering the message, all good communication includes three main components: introduction, body, and conclusion.

Use of social media guidelines

1. Don't Give Classified Info 2. Stay In Your Lane 3. Replace Error with Fact 4. Differentiate Between Opinion and Official Information 5. Use Your Best Judgment 6. Be Aware of the Image you Present 7. Avoid The Offensive 8. Don't Violate Copyright 9. Don't Violate Privacy 10. Trademarks 11. No Endorsements 12. No Impersonations 13. Link 14. Don't Be Afraid To Take Calculated Risks 15. The Enemy Is Engaged 16. Use Common Sense

It's Saturday afternoon, around 1400 hours, and SSgt Elsey's cell phone rings. It's her unit first sergeant, MSgt Bloom, who tells Elsey that security forces detained one of her subordinates, AB Moss, for stealing groceries from the commissary. Bloom tells Elsey that he drove over to the law enforcement (LE) desk to take care of the paperwork involved and release Moss, who is now at home in his on-base housing unit. Elsey immediately calls Moss and sets up a meeting for 0800 Monday morning. During the meeting, Moss says he understands stealing is wrong. However, he said he did it because payday isn't for another five days and his family is out of milk, bread, eggs, and baby formula. He can't ask his parents for help because they told him going in the military was a mistake and he was "on his own." He says he didn't ask you for money because he didn't want you to think he was irresponsible.

1. If you were SSgt Elsey, what would you say to AB Moss and why? - I would express my concern about his financial issues - I would refer him to Airman Family Readiness Center/budgeting classes - I would let him know his behavior is unacceptable and stealing is not an option, even when he's struggling financially 2. What actions (administrative or otherwise) would you take and why? - I would do a letter of reprimand because Moss needs to understand his actions are unacceptable and are extreme in the PDP - I would recommend Article 15, because he broke the law and needs to be punished - I would write an LOR and recommend starting a UIF, just to keep him on the straight and narrow 3. What is the expected outcome of your actions? - Moss may trust his leadership less at first after the discipline - Moss will recognize he doesn't have to break the law to take care of his family

MSgt Adams tells SrA Blanco, "Congratulations on completing Airman Leadership School. Effective immediately, you are the supervisor for A1C Pelkey, AB Halbisen, and A1C Swift." Blanco immediately conducts an initial feedback session with each airman. Over the next four months, Blanco gets to know his subordinates. About a month ago, he noticed Swift coming in late so he reminded Swift of his duty hours and re-emphasized the importance of being on time. During the conversation, Swift said, "I understand the standard; it won't happen again." Two days ago, when Swift came in late, Blanco called him into his office and said, "You are late again, and I've noticed a significant decline in the quantity and timeliness of your work. What is going on?" Swift responded, "I haven't been sleeping well and I've been experiencing some family problems."

1. If you were SrA Blanco, what would you say to A1C Swift and why? - I would express my concern about his family issues - I would refer him to Airman Family Readiness Center - I would let him know his behavior is unacceptable 2. What actions (administrative or otherwise) would you take and why? - I would issue a letter of counseling because it's the next step in the PDP. Swift's behavior needs correction and he was already verbally counseled last month for being late - I would do a verbal admonishment because Swift needs to be returned to standards (being on time and work completion) and he's a repeat offender with added failure to meet standards (work completion) - I would issue a letter of admonishment because Swift has already been late and was verbally counseled a month ago; Blanco needs to get Swift's attention for being on time and work completion 3. What is the expected outcome of your actions? - Swift will report to work on time in the future - Swift will improve his quantity and timeliness of work - Swift may "act out" and be late more often/do less or worse work - The work center will improve because of the discipline - Some members of the work center may start gossiping; will need squelched

Communication Process

1. The sender is the originator of the communication process. 2. The message is the idea, feeling, or information that the sender transfers to his or her audience. 3. The receiver is the target for the sender's message.

10. During a mid-term performance feedback session, TSgt Finn reminds SSgt Rafferty, "As I've said in the past, faithfulness to peers, subordinates, and to me is important. So is your enthusiasm and motivation for taking the initiative. I appreciate your willingness to make decisions, act on them, and accept responsibility for your decisions. Your actions seem to prompt your subordinates to always support the unit's mission with passion." This scenario BEST illustrates _____________ and their impact on unit effectiveness. a. leadership traits b. followership traits c. leadership powers

10. CORRECT ANSWER: a RATIONALES: a.CORRECT: This scenario is about leadership traits, which according to the Leader Influence chapter, include among others: loyalty (faithfulness to peers, subordinates, and to me), energy (enthusiasm and motivation for taking the initiative), and decisiveness (willingness to make decisions, etc.) b.INCORRECT: This scenario is not about followership traits, which according to the Leader Influence chapterinclude competence, integrity, loyalty, and initiative. Although the scenario hints at followership traits with the phrase, "enthusiasm, and motivation for taking the initiative," this is actually a description of energy under leadership traits. See rationale for correct response for additional information. c.INCORRECT: This scenario is not about powers, which according to the Leader Influence chapterinclude personal power (referent, expert, information) and positional power (legitimate, connection, coercive, and reward). See rationale for correct response for additional information.

10. SSgt Bolden plans to hold a meeting with his work section about the low morale that has been bringing down the mission lately. Up until last month, everyone enjoyed coming to work and doing his or her best on the job. Bolden thinks about it and realizes the change in everyone's demeanor must be from the new commander. Bolden realizes he must do something soon before the morale takes a deeper plummet, so he decides to hold the meeting to let his people know he is always concerned about them and their welfare. SSgt Bolden's _____________ will MOST likely ______________ his effectiveness. a. inappropriate use of resolving; decrease b. appropriate use of resolving; increase c. appropriate use of diagnosing; increase d. inappropriate use of diagnosing; decrease

10. CORRECT ANSWER: c RATIONALES: a. INCORRECT: Although the scenario indicates SSgt Bolden is going to handle the problem, he has not yet held the meeting; therefore, SSgt Bolden is not using resolving skills, which according to the Interpersonal Communication chapter, include documenting and follow up. See rationale for correct response for additional information. b. INCORRECT: Although the scenario indicates SSgt Bolden is going to handle the problem, he has not yet held the meeting; therefore, SSgt Bolden is not using resolving skills, which according to the Interpersonal Communication chapter, include documenting and follow up. See rationale for correct response for additional information. c. CORRECT: SSgt Bolden appropriately used diagnosing, as evidenced by "...thinks about it and realizes the change in everyone's demeanor." According to the Interpersonal Communication chapter, diagnosing is "knowing why you're conducting the session." d. INCORRECT: SSgt Bolden appropriately used diagnosing, as evidenced by "...thinks about it and realizes the change in everyone's demeanor." See rationale for correct response for additional information.

11. SSgt Cordell tells his team, "I know the task before you is going to take a lot of overtime. It will require personal sacrifice on your part; however, I believe you are up to the challenge so expect a one-day pass when it's all finished." SSgt Cordell's use of ______ power will MOST likely__________ unit effectiveness. a. personal; hinder b. personal; enhance c. position; hinder d. position; enhance

11. CORRECT ANSWER: d RATIONALES: a. INCORRECT: There is no indication the SSgt Cordell used personal power in this scenario, which according to the Leader Influence chapter, is referent, information, and expert. See rationale for correct response for additional information. b. INCORRECT: There is no indication the SSgt Cordell used personal power in this scenario, which according to the Leader Influence chapter, is referent, information, and expert. See rationale for correct response for additional information. c. INCORRECT: SSgt Cordell's use of position power will most likely enhance (not hinder) unit effectiveness. See rationale for correct response for additional information. d. CORRECT: According to the Leader Influence chapter, position power includes legitimate, reward, coercive, and connection and is derived from the position within the organization. In this situation, SSgt Cordell uses his position as team leader to promise a reward (one-day pass). The promise of a reward (effective use of position power) will most likely increase subordinate commitment levels, which in turn will enhance unit effectiveness.

12. TSgt West contacts the Vehicle Distribution Flight and says, "I would like to request a large truck to haul away some old office equipment." The dispatcher on duty, SSgt Freeman replies, "I have one truck available, but you would need to return it by noon today so I can support another high-priority request." West says, "That won't work. I'll need it for at least two days." After some thought Freeman says, "Could you wait until tomorrow? That way I could use the vehicle to support this other requirement and you can use it for the rest of the week." West tells Freeman, "I understand the position you're in and will gladly stop by in the morning to sign out the truck." This scenario BEST illustrates the use of the _____________ strategy for negotiating and its impact of NCO effectiveness. a. settle b. comply c. cooperate

12. CORRECT ANSWER: a RATIONALES: a. INCORRECT: The Settle Strategy for Negotiating, according to the Introduction to Negotiating chapter, "you may minimally satisfy both side's task interests through the process of compromising on whatever difference separating you from the opposite; usually in the form of splitting the difference "...somewhere down the middle". Each party "gets something," but usually not what you really need or what fully satisfies you. In the scenario, TSgt West and SSgt Freeman come to an agreement that satisfies both of them. See the rationale for the correct response for additional information. b. INCORRECT: According to the Introduction to Negotiating chapter, the Comply Strategy for Negotiating is preferred when preserving the relationship between you and the other party is the paramount concern even if it is at the expense of the task. The result of this strategy is that the more assertive party gets what they want and you, as the compliant side, gives up whatever is at stake or gives in to the opposite. In the scenario, neither Freeman nor West gives in to the other. See the rationale for the correct response for additional information. c. CORRECT: TSgt West and SSgt Freeman cooperate which, according to the Introduction to Negotiating chapter, is useful when a party desires to achieve a mutually satisfying outcome while simultaneously managing the relationship. SSgt Freeman attempts to achieve a mutually satisfying outcome as evidence by the statements, "Could you wait until tomorrow? That way I could use the vehicle to support this other requirement (Freeman's need) and allows you to use it for the rest of the week (West's need)." West, in-turn, acknowledges the challenge Freeman is facing (supporting West and a high-priority request) and agrees to his offer, which supports not only the tasks at hand but the relationship as well.

13. After failing their Operational Readiness Inspection (ORI), SSgt Shire must prepare her work center for the re-inspection. After taking into account the experience of the Airmen she has available to help, she calls a team meeting and opens it by saying, "We only have a few weeks left before the re-inspection and a passing score is absolutely necessary. Therefore, I have created a plan to review every item on the ORI checklist. To accomplish this, I have assigned you to teams to work specific sections of the checklist." Shire closed the meeting, answered a few questions, and reconciled a heated debate among the Airmen. Shortly after, she overhears a few Senior Airmen complaining about their assigned tasks. SSgt Shire's ____________, will MOST likely ___________ her effectiveness. a. consideration of the who, stakes, and situation; enhance b. disregard for the who, stakes, and situation; hinder c. use of all her personal and position powers; enhance d. misuse of all her personal and position powers; hinder

13. CORRECT ANSWER: a RATIONALES: a. CORRECT: SSgt Shire's consideration of the Who, the Stakes, and the Situation will most likely enhance her effectiveness. According to the Introduction to Negotiating chapter, the 'Who' refers to people you are you dealing with. The 'Stakes' are what you stand to gain or lose...important/trivial. The 'Situation' refers to the criticality of the situation (time-sensitive, life threatening, etc.) SSgt Shire considered the 'Who' as indicated by the statement, "After taking into account the experience of the Airmen she has available to help..." She considered the 'Stakes' as indicated by the statement, "...a passing score is absolutely necessary." She considered the 'Situation' as indicated by the statement, "We only have a few weeks left before the re-inspection..." b. INCORRECT: SSgt Shire did consider the 'Who', 'Stakes', and 'Situation', which will most likely enhance, not hinder her effectiveness. See rationale for correct response for additional information. c. INCORRECT: The scenario does not clearly indicate that SSgt Shire used all of her Personal Powers that, according to the Introduction to Negotiating chapter, include Referent, Information, and Expert. Though she did demonstrate a level of expertise as a planner (Expert power), there is nothing that indicates she is charismatic (Referent power) or has knowledge to share (Information power). The Position Powers include Coercive, Connection, Reward, and Legitimate. Although she did exercise her Legitimate power as indicated by the statement, "...she schedules a team meeting and opens it by saying..." there is no evidence that she used her Coercive, Connection, or Reward powers. See rationale for correct response for additional information. d. INCORRECT: Nothing in the scenario indicates that SSgt Shire used all of her Personal and Position Powers. See rationales for 'c' and correct response for additional information.

14. Due to an upcoming mission change, the chief tells TSgt Abel to reclassify the skill level and security clearance of several positions. After a quick check with the manpower office, Abel submits the proper document to request the chief's changes. Several months later, new personnel with the right skills begin arriving just in time to help the squadron begin its new mission. TSgt Abel's submission BEST illustrate use of the __________ and its impact on mission effectiveness. a. Unit Personnel Management Roster b. Authorization Change Request c. Unit Manpower Document

14. CORRECT ANSWER: b RATIONALES: a. INCORRECT: TSgt Abel did not use the Unit Personnel Management Roster (UPMR), which, according to the Resource Stewardship lesson, is for 'faces' in 'spaces'." Nothing in this scenario indicates TSgt Abbott's submission has anything to do with 'faces'. See the rationale for the correct response for additional information. b. CORRECT: TSgt Abel used the Authorization Change Request (ACR), which according to the Resource Stewardship lesson, "is a document used to change (reclassify) attributes of positions listed on the Unit Manpower Document when there is a change in mission." c. INCORRECT: According to the Resource Stewardship lesson, the Unit Manpower Document (UMD) details the organizational structure, position numbers for each authorization, attributes associated with each position, and other pertinent data units need to manage manpower resources. Although TSgt Abbott references the UMD, the document submitted is an Authorization Change Request (ACR). See the rationale for the correct response for additional information.

15. SSgt Bose, the new NCOIC of Pharmacy Services, grows tired of her Airmen complaining about their section's outdated equipment. Realizing she has several unknown, unfunded requirements, she submits a request for funds to the unit's resource advisor (RA) in October. Since Bose's request is so thorough, the RA makes one minor change, and then submits the request to the wing's Budget Execution Review committee in January. The resource advisor's ____________ will MOST likely ____________mission effectiveness. a. appropriate use of the execution plan; enhance b. inappropriate use of the execution plan; hinder c. understanding of the budget cycle; enhance d. misunderstanding of the budget cycle; hinder

15. CORRECT ANSWER: c RATIONALES: a. INCORRECT: Nothing in this scenario indicates use of the EP. According to the Resource Stewardship lesson, EPs are usually submitted and finalized in the 2nd Quarter of the Budget Cycle (typically January). The EP is used by all levels of an organization to identify and prioritize key requirements to current year spending and for developing next year's budget. It includes known and funded requirements, as well as known and unfunded requirements. In this scenario, the RA is clearly dealing with and "unknown, unfunded requirement," which requires use of the BER process. See the rationale for correct response for additional information. b. INCORRECT: Nothing in this scenario indicates use of the EP. See rationales for 'a' and correct response for additional information. c. CORRECT: According to the Resource Stewardship lesson, the first Budget Execution Review (BER) occurs during the 2nd Quarter (typically January) of the Budget Cycle. The resource advisor (RA) clearly understands the budget cycle as evidenced by her waiting until the 2nd Quarter of the Budget Cycle to submit SSgt Bose's request for funds. According to the Budget Cycle, Cost Centers begin working the 1st BER (aka unknown, unfunded requests) in October for submission by the RA in January. Therefore, the RA's actions will most likely result in the pharmacy receiving the funds necessary to purchase new equipment. d. INCORRECT: The resource advisor (RA) clearly understands the budget cycle as evidenced by her waiting until the 2nd Quarter of the Budget Cycle to submit SSgt Bose's request for funds. See the rationale for correct response for additional information.

16. TSgt Rivera, the NCOIC of Air Freight Management asks SSgt Graves, "Do you know why it takes so long to get our expedited cargo inspected?" SSgt Graves replies, "Apparently, the inspection team doesn't like their new government vehicle and would rather walk to each aircraft on the flightline." Frustrated Rivera says, "That's ridiculous! So instead of recognizing the need for a vehicle, they would rather walk around the flightline, causing our freight and aircraft to wait." TSgt Rivera immediately contacts the inspection team and instructs them to use their assigned vehicle. The inspection team's actions BEST illustrate _______ impact on mission effectiveness. a. a category of waste and its b. the phases of change management and their c. the PDCA Cycle for problem solving and its

16. CORRECT ANSWER: a RATIONALES: a.CORRECT: According to the Continuous Improvement chapter, there are eight types of waste. Waiting is one type of waste, which is whenever goods are not moving, or being processed. The inspection team's actions best illustrate this concept as evidenced by the expedited cargo waiting for inspection and inspectors are waiting on a vehicle to conduct their inspection. b.INCORRECT: Although the scenario hints at the phases of Unfreezing, (recognizing the need for using a vehicle ...) and Changing (...using a vehicle), which, according to the Continuous Improvement chapter, are the first two steps in unfreezing, the scenario does not address the final phase (refreezing) which is locking in and reinforcing the new procedure. See rationale for the correct response for additional information. c.INCORRECT: The Plan-Do-Check-Act (PDCA) Cycle (also referred to as the Deming cycle) is a four-step model for solving problems and carrying out change. The PDCA cycle can be used when starting a new improvement project, when developing a new or improved design of a process, product, or service. It can also be used when defining a repetitive work process, when implementing change and finally when planning data collection and analysis in order to verify and prioritize problems or root causes. Although the scenario hints at the first step, Plan (So instead of recognizing the need for using a vehicle...) and Act (TSgt Rivera immediately contacts the commander regarding the matter who instructs the inspectors to use their assigned vehicle) this scenario does not fully illustrate all four steps. See rationale for the correct response for additional information.

SMSgt Lannen, squadron superintendent of civil engineering, forwarded the commander's Physical Training Policy Memorandum to all flight chiefs in the shop. In the email he stated, "Brief the new policy to your subordinates as soon as possible. In addition, make sure that the personnel on leave or TDY are briefed as soon as they return. SMSgt Lannen's action's BEST illustrate ___________. a. Upward Communication b. Downward Communication c. Lateral Communication

2. CORRECT ANSWER: b RATIONALES: a. INCORRECT: Nothing in the scenario indicates upward communication which according to the Communication Skills Chapter is the flow of communication from the lowest organizational position to the highest.. See rationale for correct response for additional information. b. CORRECT: This scenario best illustrates downward communication which according to the Communication Skills Chapter normally begins with the organization's upper level of management and filters down through the chain of command(SMSgt Lannen, squadron superintendent of civil engineering, forwarded the commander's Physical Training Policy Memorandum to all flight chiefs in the shop). c. INCORRECT: Nothing in this scenario indicated lateral communication which according to the Communication Skills Chapter flows neither downward nor upward; instead, it flows across organizational channels. See rationale for correct response for additional information.

2. SSgt Tolley is writing a performance report on SrA Folk, one of his customer service representatives. Tolley received information from Folk's shift leader, reviewed Folk's training records, and even spoke to some of his customers. Finally, he looked at Folk's quality assurance inspection results. Using all this information, he proceeded to compose the performance report. SSgt Tolley's actions BEST illustrate ________ and their impact on NCO effectiveness. a. Direct and Indirect Observation b. Direct Observation and Checking Completed Products c. Indirect Observation and Checking Completed Products

2. CORRECT ANSWER: c RATIONALES: a. INCORRECT: SSgt Tolley's actions do not illustrate direct observation, which according to the Performance Evaluation lesson, is a method of collecting information by which you gather information that you witness such as interactions, processes, or behaviors of your subordinates as they occur. See rationale for correct response for additional information. b. INCORRECT: Although SSgt Tolley's actions illustrate observing a completed product, they do not illustrate direct observation. See rationales for 'a' and correct response for additional information. c. CORRECT: SSgt Tolley uses both indirect observation and checking a completed product. According to the Performance Evaluation lesson, indirect observation involves relying on someone else to provide you with information about how your subordinate is performing (received information from Folk's shift leader). Checking a completed product involves reviewing products or services and talking to customers who received the product or service. It also includes staff assistance visits and assessments (QA inspection results).

2. SSgt Vera is concerned about her subordinate, A1C Jackson. When he first arrived to the unit, he was an eager self-starter and had plenty of questions during his initial feedback to make sure he understood his supervisor's line of acceptability. However, last week Jackson failed to complete his assignments by the deadline, causing production to fall. Vera waits and hopes he will self-correct. Today, Jackson missed another important deadline. Fed up, Vera issues Jackson a letter of admonishment. SSgt Vera's _____________ will MOST likely ______________ her effectiveness. a. inappropriate use of punishment; decrease b. appropriate use of punishment; increase c. inappropriate use of PDP; decrease d. appropriate use of PDP; increase

2. CORRECT ANSWER: c RATIONALES: a. INCORRECT: SSgt Vera did not use punishment because according to the Standards and Discipline chapter, enlisted members are not authorized to punish. See rationale for correct response for additional information. b. INCORRECT: SSgt Vera did not use punishment because according to the Standards and Discipline chapter, enlisted members are not authorized to punish. See rationale for correct response for additional information. c. CORRECT: According to the Standards and Discipline chapter, counseling is the first step of the PDP. SSgt Vera should have started with either a verbal counseling or an LOC the first time Jackson failed to meet standards (failed to complete assignments). Although supervisors have flexibility for what level of PDP a supervisor can start with, counseling should still be the first step in situations that are not exceptionally severe. A1C Jackson will probably become distrusting of his supervisor and the mission will likely suffer due to the deteriorated relationship.

3. TSgt Smith is writing performance reports on two Airmen. Although he cannot actually observe the Airmen working because they work on another shift, he reviews their completed work and occasionally asks their shift supervisor for feedback on their performance. In the final report, he leaves out factors that do not contribute to performance, ignores nonessential elements of the job, and is careful not to give undue weight to isolated incidents. TSgt Smith's __________ will MOST likely __________ his effectiveness. a. inappropriate use of evaluation principles; hinder b. appropriate use of evaluation principles; enhance c. inappropriate use of performance feedback; hinder d. appropriate use of performance feedback; enhance

3. CORRECT ANSWER: b RATIONALES: a. INCORRECT: All of TSgt Smith's actions are appropriate and will therefore enhance, not hinder his effectiveness. See rationale for correct response for additional information. b. CORRECT: According to the Performance Evaluation lesson, Evaluation Principles include Methods of Monitoring (Direct, Indirect, Observing a Completed Product/Service) and Common Pitfalls (relevancy errors: factors that do not contribute to performance, nonessential elements of the job, and undue weight elements). TSgt Smith monitors his Airmen's performance as evidence by the statements "...reviews their completed work" and "discusses their performance with their shift supervisor." Smith also writes EPRs that do not include factors that do not contribute to performance and nonessential elements of the job nor give undue weight to isolated incidents. All of these actions are appropriate and will MOST likely enhance, not hinder Smith's effectiveness. c. INCORRECT: Nothing in the scenario indicates TSgt Smith using the performance feedback system which, according to the Performance Evaluation lesson, is a formal system where supervisors communicate standards, and expectations, etc. through initial, mid-term, and follow-up feedback. See rationale for correct response for additional information. d. INCORRECT: Nothing in the scenario indicates TSgt Smith using the performance feedback system. See rationales for 'c' and correct response for additional information.

MSgt Ottmo noticed that some of his crew members were relying on their memorization of procedures instead of following technical orders. Despite engine runs and planes launching, he holds a meeting on the flight line to address the problem. After the meeting several people expressed frustration because they barely heard anything MSgt Ottmo said." MSgt Ottmo's ____________ will MOST likely _________ mission effectiveness. a. understanding of organizational barriers; enhance b. misunderstanding of organizational barriers; hinder c. understanding of psychological barriers; enhance d. misunderstanding of psychological barriers; hinder

3. CORRECT ANSWER: b RATIONALES: a. INCORRECT: Nothing in the scenario indicates MSgt Ottmo's understanding of organizational barriers... See rationale for correct response for additional information. b. CORRECT: This scenario best illustrate MSgt Ottmos's misunderstanding of organizational barriers. According to the communicator skills chapter organizational barriers are: duty schedules, floor layouts, jet engine noise (...Despite engine runs and planes launching, he holds a meeting on the flight line to address the problem..... several people expressed frustration because they barely heard), operations tempo, and improper management. c. INCORRECT: Nothing in this scenario indicates understanding of psychological barriers which according to the communicator skills chapter is related to the way people think, reason and feel. See rationale for correct response for additional information. d. INCORRECT: Nothing in the scenario indicates MSgt Ottmo's misunderstanding of psychological barriers. See rationale for correct response for additional information.

4. During a feedback session with SrA Wiley, MSgt Campbell says, "Your coworkers and I have fielded too many calls from your creditors complaining about missed payments. You and I discussed personal financial responsibility during your initial feedback. Your actions have impacted this work center; therefore, to prevent further disruption, I expect you to take care of this situation. Let's discuss your options." After working through an action plan together, Campbell tells Wiley, "I think you have the potential, but this matter needs to be handled." MSgt Campbell's _________ will MOST likely _________ SrA Wiley's effectiveness. a. appropriate use of rehabilitative feedback; enhance b. inappropriate use of rehabilitative feedback; hinder c. appropriate use of preventative feedback; enhance d. inappropriate use of preventative feedback; hinder

4. CORRECT ANSWER: a RATIONALES: a. CORRECT: According to the Performance Evaluation lesson, it is appropriate to use rehabilitative feedback when subordinates violate a standard or fall below the line of acceptability. In this scenario, SrA Wiley is having financial problems (several vendors have called complaining about your missed payments) that are impacting his duty performance (productivity decreases and you are rude to your teammates). MSgt Campbell should use rehabilitative feedback to bring Wiley's behavior back within acceptable boundaries and enhance Wiley's effectiveness. b. INCORRECT: MSgt Campbell's actions were appropriate. See rationale for correct response for additional information. c. INCORRECT: Nothing in the scenario indicates MSgt Campbell using preventative feedback, which according to the Performance Evaluation lesson, is the type of feedback done before a subordinate violates a standard or falls below the supervisory line of acceptability. See rationale for the correct response for additional information. d. INCORRECT: MSgt Campbell is clearly using rehabilitative feedback. See rationale for 'c' and the correct response for additional information.

4. After another local village is mistakenly attacked, a reporter approaches SSgt Tubble with questions regarding the faulty targeting systems used on today's rocket systems. Tubble responds, "Although I may not work directly with munitions, I am confident in our weapons system technologies; further, I support all efforts that provide our enemies a miserable death." Within days the paper releases comments; Twitter, Facebook, and similar sites explode with hate mail toward the USAF and temporarily interrupt the mission. SSgt Tubble's comments BEST illustrate ineffective ______ and its impact on mission effectiveness. a. media engagement b. use of social media guidelines c. strategic communication

4. CORRECT ANSWER: a RATIONALES: a. CORRECT: This is ineffective media engagement because, according to the Culture of Engagement portion of the Supervisory Communication lesson, SSgt Tubble's statement violates two of the "do's" which include discussing only matters of which you have direct knowledge of and avoid repeating or using "color words" that may have a negative connotation such as "massacre", "scandal", "deaths", "corruption", etc. These induce overly strong, emotional reactions and may be counterproductive to your objectives. b. INCORRECT: According to the Culture of Engagement portion of the Supervisory Communication lesson, deals with blogs, micro blogs, and social networking sites. Although the scenario mention's social media, SSgt Tubble did not use social media. See rationale for the correct response for additional information. c. INCORRECT: According to the Culture of Engagement portion of the Supervisory Communication lesson, strategic communication is knowing a wing's mission and priorities in order to effectively relate their assigned duties and responsibilities to these wing initiatives and communicating to influence a particular audience. Although SSgt Tubble's mentions "my mission," he is not attempting to influence any particular audience nor is he describing the wing's priorities. See rationale for the correct response for additional information.

5. While on her favorite blog site, SrA Allen, a former model, uploads a picture taken during a recent interview. In the photograph, she is wearing a tight "I Love NY" t-shirt with her ABU pants. Within days, she receives hundreds of positive responses to her post. SrA Allen' actions _____ and will MOST likely have a ________ impact on public perception. a. comply with social media guidelines; positive b. violate social media guidelines; negative c. comply with interview do's and don'ts; positive d. violate interview do's and don'ts; negative

5. CORRECT ANSWER: b RATIONALES: a. INCORRECT: SrA Allen violated social media guidelines which, according to the Culture of Engagement portion of the Supervisory Communication lesson, include being aware of the image you present. Allen failed to consider how her individual appearance might impact the public's perception of the entire Air Force; this is most likely going to be a negative, not positive impact. See rationale for the correct response for additional information. b. CORRECT: SrA Allen violated social media guidelines, which according to the Culture of Engagement portion of the Supervisory Communication lesson, prohibit posting photos showing improper wear of the uniform. Because military members are on duty 24/7, 365 days a year, this violation of good order and discipline could negatively impact the public's perception of the military's professionalism. c. INCORRECT: According to the Supervisory Communication lesson, Interview Do's and Don'ts are guidelines that generate credibility and create a good working relationship. The interview mentioned in the scenario is only there to explain how Allen obtained the photo she inappropriately uploaded to a blog site. There is no mention of whether or not Allen complied with interview do's and don'ts. See rationale for the correct response for additional information. d. INCORRECT: According to the Supervisory Communication lesson, Interview Do's and Don'ts are guidelines that generate credibility and create a good working relationship. See rationale for the correct response and 'c' for additional information.

5. While reading his newcomer's orientation package, SSgt Rooney sees the statement, "In order to become the best public affairs office in the military, we need to advance public understanding of the military, share information with the public, and represent the interests of military journalists by instilling tradition, knowledge, and leadership in our journalists." This statement BEST illustrates a _____________. a. team mission statement and team roles and responsibilities b. team vision statement and team dynamics c. team mission and vision statement

5. CORRECT ANSWER: c RATIONALES: a.INCORRECT: Although the statement addresses a mission statement, there is no evidence of team roles and responsibilities, which according to the Team Leader chapter, are Team Leader and Team Member. Team responsibilities include Communication, Human Relation, and Participation Skills. See rationale for correct response for additional information. b.INCORRECT: Although the statement addresses a vision statement, there is no evidence of team dynamics, which according to the Team Leader chapter include Communication, Human Relation, and Participation Skills. See rationale for correct response for additional information. c.CORRECT: The statement illustrates a team mission and vision statement. According to the Team Leader chapter, a mission statement defines the "where and what" work centers, units, wings, etc. accomplish on a daily basis. A vision statement considers what the organization wants to be (a preferred end state). It can provide the "how well" when it comes to accomplishing one's mission.

6. A1C Ivey asks SSgt Johnson, "What is the best way to write a talking paper. SSgt Johnson replies "Make sure you use bullet statements that are concise with one concept that serves a purpose. This will help keep you on track while you're writing." SSgt Johnson's comments BEST explain the ____________. a. single idea bullet statement b. specific achievement bullet statement c. accomplishment impact bullet statement

6. CORRECT ANSWER: a RATIONALES: d.CORRECT: This scenario best illustrates the single idea bullet. According to the Supervisory Writing chapter, the single idea bullet is aconcise written statement of a single idea or concept that is typically used for Talking Papers, Point Papers, and Bullet Background Papers. e.INCORRECT: There is no evidence of the specific achievement bullet statement in this scenario, which according to the Supervisory Writing is a variation of the accomplishment impact bullet, the accomplishment element may begin with a noun, verb, or modifier. See rationale for correct response for additional information. f. INCORRECT: This scenario does not illustrate the accomplishment impact bullet, which according to the Supervisory Writing chapter is a concise written statement of a person's single accomplishment and its impact of the units mission, organization, etc. See rationale for correct response for additional information.

6. As his team considers potential solutions for solving a long-term problem SSgt Clive hears SrA Staple say to A1C Lew, "Initially, I acted like your scheduling idea was too simplistic, but the truth is I was jealous because I didn't think of it. It's actually a great idea and I think we should try it right away." Lew responds, "Thanks, I appreciate your honesty and I am glad we're able work out our differences." SSgt Clive chimes in with, "I think your cooperation will keep all of us from working 12-hour shifts and by continuing to develop your relationship, you are setting a good example for our new team members." If this team remains in the ____stage, then its productivity will MOST likely ________. a. storming; slowly increase b. storming; remain low c. norming; remain high d. norming; slowly decrease

6. CORRECT ANSWER: c RATIONALES: a. INCORRECT: Nothing in the scenario indicates the team is in the Storming stage during which, according to the Team Leader chapter, members become testy and anxious, individuals are impatient about lack of progress, arguments start/increase, cliques begin to form, and the team experiences its highest level of conflict. See rationale for correct response for additional information. b. INCORRECT: Nothing in the scenario indicates the team is in the Storming stage during which, according to the Team Leader chapter, members become testy and anxious, individuals are impatient about lack of progress, arguments start/increase, cliques begin to form, and the team experiences its highest level of conflict. See rationale for correct response for additional information. c. CORRECT: The team is in the Norming Stage during which, according to the Team Leader chapter, is the stage when attitudes change (...idea was too simplistic...actually a great idea team) 'norms' are accepted, relationships become more cooperative (...your cooperation will keep all of us) and members reconcile disputes (...able work out our differences). During this stage, productivity is high. d. INCORRECT: The team is in the Norming Stage, and as long as it remains in this stage, productivity should remain high or increase, not decrease. See rationale for correct response for additional information.

7. SSgt Burnham tells his coworker, "I wish I was still deployed. At least the leadership of that joint unit understood the differences in personalities and the strengths and weaknesses of members from our sister services. No matter how difficult the mission, they were aware of our emotions and feelings and despite the cultural differences, they always found a way to respect individual characteristics and to tap into what each person brought to the mission. Their approach not only ensured mission success, it improved our appreciation for one another and enhanced my understanding of others' values and beliefs." SSgt Burnham's joint unit BEST illustrates ___________ impact on mission effectiveness. a. all four elements of the FAIR Way and their b. Social Sensitivity and its c. Socio-Behavioral Tendencies and their

7. CORRECT ANSWER: b RATIONALES: a. INCORRECT: Although the scenario contains hints about Inclusion and Respect, it does not illustrate all of the FAIR Way, which according to the Diversity chapter, includes Feedback, Assistance, Inclusion, and Respect. See rationale for correct response for additional information. b.CORRECT: The scenario best illustrates Social Sensitivity, which, according to the Diversity chapter, is genuinely internalizing the essence of diversity and seeking ways to incorporate diversity in behaviors, daily routines, and operations. It includes developing a keen awareness and understanding of others' emotions, feelings, personality, temperaments, strengths, cultural differences, values, and beliefs in order to better understand the individual characteristics of who we work with, what each person brings to the mission, and to improve our appreciation and respect for one another. c. INCORRECT: The scenario does not illustrate Socio-Behavioral Tendencies, which, according to the Diversity chapter, include assumptions, stereotypes, social biases, perceptions, perspectives, collusion, prejudices, and discrimination. Socio-Behavioral Tendencies are the thought processes we employ to help us make sense of the world we live in. Influenced by our beliefs and values, they define who we are, how we act, respond to situations, and treat others. See rationale for correct response for additional information.

7. Before submitting an Enlisted Performance Report for review, MSgt Wilson makes sure the information he uses is correct and truthful. He is careful not to exaggerate the truth or embellish the facts because he believes that falsifying the truth hurts his subordinates, and damages his credibility as a supervisor. MSgt Wilson's actions BEST illustrate ______________ and its impact on his effectiveness. a. Brevity b. Accuracy c. Specificity

7. CORRECT ANSWER: b RATIONALES: a. INCORRECT: Nothing in the scenario indicates Brevity, which according to the Supervisory Writing chapter is selecting words (replacing as necessary) that are the shortest, clearest, yet most descriptive to the readers. It also means you need to reduce the number of unnecessary words. See rationale for correct response for additional information. b. CORRECT: This scenario best illustrates accuracy. According to the Supervisory Writing chapter, "For anything to be "accurate" it must be "correct." People who have the most trouble with accuracy are those who try to stretch the truth. Mild exaggeration or embellishment of the facts is poison and is only a half-step away from outright lying and falsifying the facts." c. INCORRECT: This scenario does not indicate specificity. According to the Supervisory Writing chapter, "specific bullet statements contain detailed facts. To write them, you'll need to be familiar with the people and systems involved. Fight the urge to estimate or generalize." See rationale for correct response for additional information.

8. SSgt Maramba decided to reward one of his subordinates so he requested a Décor 6. He reviewed past performance reports for information to complete the decoration citation. Once the Décor 6 and the citation were completed, he forwarded them to CSS for review. After making several corrections to the document, the CSS forwarded it to the commander who promptly approved the decoration. SSgt Maramba's _____________ will MOST likely ______________ his subordinate's effectiveness. a. effective use of types of narrative writing; enhance b. ineffective use of types of narrative writing; hinder c. effective use of bullet statements; enhance d. ineffective use of bullet statements; hinder

8. CORRECT ANSWER: a RATIONALES: a. CORRECT: This scenario best illustrates SSgt Maramba's effective use of types of narrative writing. According to the Supervisory Writing chapter, types of narrative writing include awards and recognitions. People or units who receive awards and decorations under this program must clearly demonstrate sustained and superior performance. To initiate the recommendation submission process, it is your responsibility as the supervisor to request, fill out, and submit a Recommendation for Decoration Printout (RDP- DÉCOR-6). In addition to accomplishing the Décor 6, you must then compose a decoration citation. (.... "He reviewed past performance reports for information to complete the decoration citation. Once the Décor 6 and the citation are completed, he forwarded them to CSS for review"). b. INCORRECT: Nothing in the scenario indicates MSgt Ottmo's ineffective use of types of narrative writing. See rationale for 'a' and correct response for additional information. c. INCORRECT: Nothing in this scenario the effective use of bullet statements, which according to the Supervisory Writing chapter are used in performance reports and award nominations because they present the performance and/or accomplishment. See rationale for correct response for additional information. d. INCORRECT: Nothing in the scenario indicates SSgt Maramba's ineffective use of bullet statements. See rationale for correct response for additional information

8. As the new NCOIC, TSgt Milton reviews customer surveys and immediately calls a work center meeting. "This morning I will share my expectations for this team and discuss how we can assist one another," says Milton. "I also need to know what you need and expect from me that will help you accomplish your responsibilities more effectively. For example, do you need equipment, additional training, or help with a personal matter?" Cautiously SrA Brady asks, "I get the impression that you think our section is in need of drastic improvement. Is this true?" Milton replies, "Not exactly. I simply believe that there is a lot of untapped potential within this team." TSgt Milton's ________ will MOST likely ________ unit effectiveness. a. appropriate use of Socio-Behavioral Tendencies; enhance b. inappropriate use of Socio-Behavioral Tendencies; hinder c. effective use of the FAIR Way; enhance d. ineffective use of the FAIR Way; hinder

8. CORRECT ANSWER: c RATIONALES: a. INCORRECT: Nothing in the scenario clearly indicates TSgt Milton is using Socio-Behavioral Tendencies, which according to the Diversity chapterinclude assumptions, stereotypes, social biases, perceptions, perspectives, collusion, prejudices, and discrimination. See rationale for correct response for additional information. b. INCORRECT: Nothing in the scenario indicates TSgt Milton is using Socio-Behavioral Tendencies, which according to the Diversity chapter include assumptions, stereotypes, social biases, perceptions, perspectives, collusion, prejudices, and discrimination. See rationale for correct response for additional information. c. CORRECT: TSgt Milton's effective use of the FAIR Way will MOST likely enhance unit effectiveness. According to the Diversity chapter, the FAIR Way includes Feedback (giving/receiving) about expectations, how to meet them, and discovering what subordinates need (equipment/training/resources). Assistance is making sure workers have what they need and its encouraging workers to assist one another. Inclusion is making sure everyone has the opportunity to participate fully in the workplace. Respect is recognizing each person's unique value, contributions, and potential to the organization. d. INCORRECT: TSgt Milton's effective use of the FAIR Way will likely enhance not hinder unit effectiveness. See rationale for correct response for additional information.

9. After noticing an unusual change in SrA Dent's behavior, SSgt Wilson decides to meet with him to discuss his observations. Hoping to keep the session centered on Dent and to eliminate distractions, he reserves a small conference room for two hours with permission to use it longer if needed. He then jots down a few questions to help him open the session and establish rapport with Dent. The scenario BEST illustrates an NCO accomplishing ________________. a. pre-session activities only b. pre-session and session activities c. pre-session, session, and post-session activities

9. CORRECT ANSWER: a RATIONALES: a. CORRECT: According to the Interpersonal Communication chapter, pre-session activities include Diagnose (know why you are conducting this session) and Prepare (determine approach and prepare the environment). SSgt Wilson diagnosed as evidenced by the statement, "noticing an unusual change in Dent's behavior." He determined his approach as evidenced by the statement, "hoping to keep the session centered on Dent" and he prepared the environment as evidenced by the statement, "eliminate distractions, he reserves a small conference room for two hours with permission to use it longer" b. INCORRECT: Although SSgt Wilson's actions include pre-session activities, they do not include session activities, which according to the Interpersonal Communication chapter, include attending, responding, resolving, and closing. Although Wilson's actions hint at opening skills (jots down a few questions to help him open the session and establish rapport) he is not actually performing those tasks. See rationale for correct response for additional information. c. INCORRECT: Although SSgt Wilson's actions include pre-session activities, they do not include session or post-session activities. According to the Interpersonal Communication chapter, post-session activities include documenting the session and follow-up actions. See rationales 'b' and correct response for additional information.

9. During an initial EPR feedback session, MSgt Aldo tells SSgt Alexander, "I expect you to know what your job is, how to do it, and to perform it to the best of your ability. Furthermore, I will accept nothing less than ethical behavior at all times and I expect NCOs to accept full responsibility for their actions. Finally, faithfulness, obedience, respectfulness, and initiative are important to me." MSgt Aldo's comments BEST explain _____________. a. powers b. leadership traits c. followership traits

9. CORRECT ANSWER: c RATIONALES: a. INCORRECT: MSgt Aldo's comments do not explain powers, which according to the Leader Influence chapter; include personal (referent, expert, information) and positional power (legitimate, connection, coercive, and reward). See rationale for correct response for additional information. b. INCORRECT: MSgt Aldo's comments do not explain leadership traits, which according to the Leader Influence chapter; include selflessness, loyalty, integrity, commitment, energy, and decisiveness. See rationale for correct response for additional information. c. CORRECT: MSgt Aldo's comments best explain followership traits which, according to the Leader Influence chapter, include competence (know what your job is, how to do it, and to perform it), integrity (ethical behavior...accept full responsibility for their actions), loyalty (faithfulness, obedience, and respectfulness), and initiative.

participative change

A participative change cycle is implemented when new knowledge is made available to the individual or group. The eventual success of the change is dependent upon the group's positive attitude and commitment in the direction of the desired change. While it is understood that this type of change is not frequently used in a military environment, it is widely held that acceptance of the change by the group is significantly increased if they are allowed to participate (when feasible) in the decision-making process. Relies on personal power, takes longer to implement. Most effective on innovators and early adopters.

Checking completed products

A third way to observe Airman performance is by checking completed work, products or services, and by talking to customers who received the product or service. There is great value in looking at program reviews, customer service forms, letters of appreciation, inspection reports or staff assistance visits to check completed work. Monitoring performance gives you information necessary to prepare for informal and formal feedback sessions, evaluate their performance on the Enlisted Performance Reports, and to make administrative recommendations (nominations for awards via AF FM 1206, decorations, letters of counseling, etc.) Monitoring is a continuous process as long as you are supervising Airmen. It takes place before, during and long after the EPR is finalized.

Evaluation principles

According to the Performance Evaluation lesson, Evaluation Principles include Methods of Monitoring (Direct, Indirect, Observing a Completed Product/Service) and Common Pitfalls (relevancy errors: factors that do not contribute to performance, nonessential elements of the job, and undue weight elements). Evaluation should begin with communication. You have to follow the previous two main points of establishing and explaining performance expectations.

Accomplishment impact bullet statement

An Accomplishment-Impact bullet is a concise written statement of a person's single accomplishment and it impact on the unit's mission, organization, etc..

Brevity

Brevity simply means the bullet is short but clear and concise...no fluff! The Air Force currently uses brief (one-line) bullets for both EPRs and 1206s. Brevity is important because it saves the reader time and gives the bottom line of your Airman's performance. Keeping bullet statement elements brief will also give you additional space to quantify the accomplishment (action), impact and/or result.

Phases of Change Management

Change management is a structured approach to change in individuals, teams, organizations and societies that enables the transition from a current state to a desired future state. Organizational change management includes processes and tools for managing the people side of change. Change management involves aligning an agency's organizational culture with new ways of doing business. An organization's culture can be a difficult thing to get a handle on. Defined as "the underlying assumptions, beliefs, values, attitudes and expectations shared by the members of an organization," organizational culture is comprised of the current human and political dynamics, as well as the organization's history. Stages of Change (Janssen's Model of Change) Comfort, Denial, Confusion, and Renewal.

Followership Traits

Competence Competence to accomplish assigned tasks is a must for a good follower. A competent follower knows what the job is, knows how to do the job, and does the job to the best of his or her ability and according to the supervisor's expectations and established standards. Integrity Integrity for a follower means basically the same as it does for a leader. It's being honest, especially to the leader, practicing ethical behavior, and accepting responsibility for your actions. It means doing the right thing, even when it's not easy to do. Loyalty Loyalty supports and enhances the effectiveness of leaders. Without loyal followers, leaders can't create an environment of trust, teamwork, and continuous improvement. Loyalty includes being faithful, obedient, and respectful. Look at each component separately. Faithfulness Followers demonstrate loyalty by faithfully supporting leaders' decisions and actions. This involves refraining from complaining to others about your leader. In fact, one of the best ways followers can demonstrate loyalty to their leaders is by recognizing their leader's weak areas and compensating for them whenever possible. Obedience This is one of the most important aspects of loyalty, yet often the most difficult to understand. A willingness to submit to those in positions of authority is especially critical for military followers because of the nature of our mission. Effective leadership is not possible unless followers realize this. Followers aren't expected to follow blindly, but they must adopt an attitude that allows them to accept obedience. Respectfulness Followers must adopt an attitude of respect for those in authority and behave in accordance with that attitude. This means putting aside your personal likes and dislikes out of respect to your leader. Effective followership, and hence, effective leadership, will be extremely limited in the absence of respectfulness from followers. Initiative Initiative can be described as motivation, determination, perseverance, and risk-taking. Being a good follower requires more than just meeting the standards. Effective followers strive to excel at everything they do. A good follower should also abide by certain actions that enhance their roles and positions. The following ten guidelines, while not all inclusive, provide additional direction to effective

Core Values

Core Values are those institutional values and principles of conduct that provide the moral framework within which military activities take place.

Types of Waste

DEFECTS - Defects that cause rework or scrap are a tremendous cost to organizations and have a direct impact on the bottom line. OVERPRODUCTION - Producing an item before it is actually required. WAITING - Whenever goods are not moving or being processed, the waste of waiting occurs. NON-STANDARD OVER PROCESSING - Often termed as "using a bazooka to swat flies," many organizations use expensive high precision equipment where simpler tools would be sufficient. TRANSPORTATION - Moving product(s) between processes is a cost that adds no value to the product. INTELLECT - Not recognizing skill sets people bring to the job. Any failure to fully utilize the time and talents of people. MOTION -unnecessary movement of data, files, tools, or equipment. Excessive motion to get the job done i.e. (bending, walking, lifting, reaching, etc.) EXCESS INVENTORY - Having more files than can be processed during a specified period of time

Pre-Session Activities

Diagnose, Before you can conduct an interpersonal session, you must first know why you are conducting this session. Prepare, Prior to the session, you will first need to determine the approach you will use. To determine which approach to use, ask yourself questions like, "Who'll develop the final solution for the problem?" and "Is one. Directive, The directive approach is supervisor-centered. Typically, this approach uses one-way communication and the supervisor is responsible for determining the nature of the problem, the best solution, and how to implement the solution. It is normally used when the issue/problem is time sensitive, or when correcting/disciplining subordinates who fall below standards. Nondirective, The nondirective approach is subordinate-centered and uses two-way communication. In this approach, the subordinate has determined a problem exists and developed potential solutions. The supervisor's role consists of using effective questioning techniques to clarify the situation and help the subordinate understand the problem. Combined, The combined approach consists of components of both the directive and nondirective approaches. Setting, Another factor to consider about interpersonal communication is the setting. The three most critical factors to consider in selecting and preparing the setting are location, space, and time.

Use of diagnosing

Diagnosing This is discovering/determining the general purpose for the communication. It involves selecting and/or narrowing down the topic, or specific objective, by analyzing the audience, and defining the parameters. Most Air Force writing or speaking falls under one of the following purposes: to direct, inform, persuade or inspire (see figure 10). Your task is to think about the message you want to send (the "what") and make some sort of determination what your purpose is (the "why"). Once you decide the purpose, you will know where to place the emphasis and what the tone of your communication should be.

Standards and discipline

Discipline is necessary to guarantee fairness, accountability and mission success. Standards "Acceptance of prevailing standards often means we have no standards of our own"

Post-session activities

Documenting the Session, Proper documentation is crucial for follow-up and future interpersonal sessions. You should begin documenting the session immediately after it ends and the subordinate departs. Follow-Up Actions, Depending on the content of the session, a follow-up may be necessary. Your follow-up actions need to focus on finding out if your subordinate is progressing towards resolving his/her problem, and whether or not the problem has resurfaced.

Downward Communication

Downward communication normally begins with the organization's upper level of management and filters down through the chain of command. There are many different ways (memos, letters, meetings, phone calls, etc.) we communicate information down the chain

Execution plan

Execution Plan (EP) The EP ensures an equitable distribution of the President's Budget (PB) for the next fiscal year (budget year) consistent with accomplishing Air Force program objectives and is the main vehicle for distributing anticipated funding (direct & reimbursable) in an equitable manner.

FAIR

F- Feedback is giving and receiving information about expectations as well as how to meet those expectations. A- Assistance is making sure workers have what they need to work to their fullest potential. I- Inclusion is making sure everyone has the opportunity to fully participate in the Workplace. R- Respect is recognizing each person's unique value, contributions, and potential to the organization.

Unit Personnel Management Roster

Faces and shapes

Punishment

If discipline (counseling, admonishment, and reprimand) has failed to correct an individual, or the behavior is severe enough to warrant increased actions, four additional options are available to the airman's commander. Only the last two options of the PDP are considered punishment, so enlisted personnel may not administer them; they are reserved for commissioned officer/commander use only. However, as a supervisor, the first sergeant and commander will usually ask you to meet with them when they are considering punishment actions. This is because your voice as the first-line supervisor carries significant weight, and assists the commander with his or her decision when administering punishment.

Indirect Observation

If you have several workers, or if they're on different shifts or in different locations, you may want to use indirect observation with the help of trusted peers. This type of monitoring involves relying on someone else to provide you with information about how your subordinate is performing. In other words, you may have to work closely with other shift supervisors who work closely with your subordinates. Of course, this will require you to explain what your standards and expectations are of your subordinates to ensure you're on the same page as the shift supervisor you're relying on for performance information. You will also need to be aware of the standards of supervisor providing input as well as the attitude of the supervisor and if they have any bias towards your subordinate.

Direct Observation

It involves observing your Airman's performance with your own eyes. To get a true impression of day-to-day performance it is a good idea to stop by your Airman's office, flight, section, etc. The more you interact with your Airman on the job, the more comfortable they will be with you observing their performance. Refrain from being a micromanager because this can cause organizational stress for Airmen. Observe frequently enough to see your Airman's typical performance. Pay attention to their off-duty performance and behavior as well. Additionally, some supervisors have one or two Airmen, so direct observation is easy; however, those with many Airmen may not be able to use direct observation all the time.

Lateral Communication

Lateral communication flows across organizational channels. In the Air Force, each organization depends on another to carry out its respective mission.

Interview Do's

Make short, simple, and specific statements. If your quotes don't stand on their own, then you failed -not the reporter. Respond to a question then stop. Don't feel you have to keep talking. Make the interviewer keep the interview going. Discuss only matters of which you have direct knowledge. Avoid hypothetical situations. Remember, there is no such thing as a personal opinion when you are speaking for the Air Force You aren't obligated to tell everything you know. If you can't answer the question, give a reason why. There's nothing wrong with "I don't know" or "I can't answer that for security reasons." Be sure to follow-up with a pre-planned message or promise to get the information immediately following the

team mission and vision statement

Mission Statement: the fundamental purpose of an organization or an enterprise and succinctly describe why it exists and what it does to achieve its vision. Vision Statement: A statement of what an organization, workcenter, or team would like to achieve and/or look like in the future.

Mission statement, roles and responsibilities

Mission Statement: the fundamental purpose of an organization or an enterprise and succinctly describe why it exists and what it does to achieve its vision. Great teams achieve success for a number of reasons. At the top of the list is the effective fulfillment of roles and responsibilities. When these roles and responsibilities are understood and then applied, the team usually achieves, and oftentimes exceeds, the goals set forth in its path. There are many roles played out on a team but there are two major ones, the Team Leader and the Team Member. Let's look at these roles and their corresponding responsibilities.

Narrative Writing

Narrative Writing: relates a clear sequence of events that occurs over time. Both what happens and the order in which the events occur are communicated to the reader. Effective narration requires a writer to give a clear sequence of events (fictional or non-fictional) and to provide elaboration. Narrative Writing focuses on telling a story. This may mean telling a fictional story — one that is made up — or it may mean telling a real-life story. Narrative writing can also take the form of an essay, in which the author will use a personal story to prove a point or state an argument. Also, it helps the author connect with an audience to prove a point, state an argument, or address an important issue.

Session activities

Open, You will need to greet the subordinate properly. Then you will need to state clearly the purpose/objective for the session. Show them that you are willing to help them. Attending, Attending means being an active participant and focusing your full attention of the subordinate as he/she speaks. It is a combination of watching for nonverbal cues and listening to words. You will need to make a conscious effort to maintain eye contact with the subordinate so you can observe his/her gestures, body posture, and other nonverbal cues. Responding, Responding skills refer to what you say, how you say it, and how you behave in response to the subordinate's verbal and nonverbal messages. Resolving Resolving skills refer to the ability of a supervisor to prompt their subordinate to generate solutions to their problems and reach goals. It is important that subordinates generate the solutions because it shows that they are taking ownership and are willing to fix the problem/situation. Closing Closing out an interpersonal session is the last opportunity you'll have to make sure the session is successful. When you summarize the session, restate the main points of discussion, proposed goals or solutions, task assignments, and any timelines or milestones that were established.

Organizational Barriers

Organizational barriers relate specifically to work situations or to the working environment. Examples of organizational barriers are duty schedules, floor layouts, jet engine noise, operations tempo, and improper management. The three most common organizational barriers are 1) environmental noise, 2) weak communication policies/norms, and 3) autocratic management.

Plan-Do-Check-Act (PDCA) Cycle

Plan - Recognize an opportunity and plan a change Do - Test the change by carrying out a small-scale study Check - Review the test, analyze the results and identify what you've learned Act - Take action based on what you learned in the check step. If the change did not work, go through the cycle again with a different plan. If you were successful, incorporate what you learned from the test into wider changes.

Powers

Position power is derived from your position within the organization and is given or delegated to you by your superiors. When you become a supervisor, you'll have positional power over your subordinates. This means that you're given authority and expected to use that authority appropriately. Personal power is derived from the confidence and trust that other people, normally the followers, have in the leader. Because it's not a result of rank or position, this type of influence is earned by being the type of leader people follow because they want to, not because they have to. There are three factors that affect the amount of personal influence a leader has: a leader's personality, how well the leader knows his/her job, and a leader's access to useful information. When you think of individuals

Preventative feedback

Preventative feedback is the type of feedback done before a subordinate violates a standard or falls below your supervisory line of acceptability. The initial feedback you perform with your ratee is considered a type of preventative feedback. By letting people know up front what the standards are as well as what's expected of them, you set them up for success and possibly prevent them from violating a standard because they didn't know. Very few people perform poorly intentionally; lack of awareness is often the cause.

Psychological Barriers

Psychological Barriers are related to the way people think, reason, or feel. You must recognize that those who carry out the organization's mission are human and they come complete with their own unique personalities, values, and learned use of the English language.

directive change

Quite simply, this is change imposed by some external force, such as a commander, superintendent, or supervisor. It begins with change imposed upon the group or organization. As the group is forced to comply, individual behavior is affected through compliance within the group. The directive change cycle (Figure 16) consists of position power used to change group behavior, then individual behavior, which causes an increase in knowledge, and ultimately a change in attitude. Effective short term, lose effectiveness as time progresses. Loses effect if changes in sponsor's power position.

Rehabilitative feedback

Rehabilitative feedback is the type of feedback done after a subordinate violates a standard or falls below your supervisory line of acceptability. Rehabilitative feedback allows supervisors an opportunity to discuss subordinate weaknesses before they become an official part of the subordinate's record. This gives your subordinates an opportunity to improve. Although finding fault in someone is usually easy, it's not so easy to tell him or her about it. How you present performance feedback on those areas needing improvement goes a long way towards determining the responsiveness of your subordinates.

Use of Resolving

Resolving skills refer to the ability of a supervisor to prompt their subordinate to generate solutions to their problems and reach goals. It is important that subordinates generate the solutions because it shows that they are taking ownership and are willing to fix the problem/situation. These solutions should be jointly agreed upon by both parties, and must be workable and within the subordinate's ability to accomplish. Solutions should also be appropriate to the situation, feasible with respect to money, time, ability, and comprehensive enough to address all key issues related to the problem. You can use the following six steps to help in resolving a problem or reaching a goal. 1. Identify the problem (be sure it is the root cause and not a symptom of the problem) 2. Make sure subordinates accept responsibility for the problem/actions and for solving the problem 3. Define goals (what must to be done to solve the problem) 4. Determine steps needed to reach the goals 5. Establish timelines and milestones for accomplishing each step and for achieving the overall goal. 6. Follow up to ensure the subordinate followed through on all agreed upon actions

Socio-Behavioral Tendencies

SBTs are the thought processes we employ to help us make sense of the world we live in. Influenced by our beliefs and values, they define who we are, how we act, respond to situations, and treat others. Though there are advantages to each of these behaviors, these SBTs can negatively affect diversity. Many of the ways we think about things, people, and situations are formed by our beliefs and values. It is these beliefs and values that define who we are, how we act, and how we treat others. Many times, rather than take the time to figure things out—we just assume...and we all know how dangerous that can be.

Scenario 1 SSgt Butler is the NCOIC of the Logistics Readiness Squadron Vehicle maintenance section. During her annual inspection in January, she noticed that many of the tools in the toolboxes are worn out or broken, and maintainers have to share toolboxes. As a result, this has decreased their efficiency dramatically. SSgt Butler needs to replace them, but is lacking the necessary funding

Scenario 1: BER process: January is the month of the first BER and it is the quickest way to receive the funds she needs.

Scenario 2 Due to a recent reduction in civilian positions, TSgt Holmes, the pharmacy NCOIC, needs to make some changes to his manning. First, he needs to change a GS-5 authorization to a SrA position for AFSC 2A753. This new SrA slot would need a secret clearance but will not be a Personnel Reliability Program (PRP) requirement. The squadron superintendent agrees to move SrA Hill from her current section to the Pharmacy lab.

Scenario 2: The documents TSgt Holmes needs to use are: UMPR to move Hill Submit ACR for to make changes to UMD such as: AFSC change, grade, security clearance, PRP, etc.

Leadership Traits

Selflessness is sacrificing personal wants and needs for a greater cause. This also includes the courage to face and overcome difficulties. The selfless leader is always thinking about how to make the unit, the Air Force, and the country a better place. Loyalty Loyalty is faithfulness to superiors, subordinates, and peers. According to Webster's dictionary, faithfulness is "keeping faith; maintaining allegiance; marked by or showing a strong sense of duty or responsibility."40 Integrity Integrity is total commitment to the highest personal and professional standards. The leader with integrity is honest, sincere, ethical, and fair. It also means knowing right from wrong and having the courage to act on that knowledge. Commitment Commitment is complete devotion to duty; total dedication to the United States, the Air Force, the unit, and our comrades. Commitment requires us to do our best, under any condition, while performing our tasks and duties assigned. Energy Energy is the enthusiasm and motivation to take the initiative. Leading people takes a lot of hard work and effort on the part of the leader—this is where you need energy. A leader who enthusiastically approaches difficult tasks sets a good example for others—an example that is not hard to follow. Decisiveness Decisiveness is a willingness to make decisions, act on them, and accept responsibility for those decisions. Part of this trait includes effectively communicating those decisions to others.

Social Sensitivity

Social sensitivity allows us to better understand the individual characteristics of who we work with, what each person brings to the mission, and improves our appreciation and respect for one another. Sensitivity leads to more appropriate conduct reducing those barriers and conflicts that "socially exhaust" and deteriorate work centers.

Specificity

Specificity when you are checking your bullets for specificity, ensure first that they are accurate. Sometimes a bullet can be accurate (truthful) but lacking specific details. Find out the specifics about your Airman's accomplishment and its coordinating impact. Specifics such as who, what, when, where, how much, and how many, etc. Every accomplishment (action) in a bullet statement and impact must be specific. Quantify using numbers, grade, or other measured outcome whenever possible. Look at the below bullet, what specifics are missing? Write these down and be prepared to discuss specificity during class.

Strategic communication

Strategic communication is a focused United States Government effort to understand and engage key audiences to create, strengthen, or preserve conditions favorable for the advancement of United States Government interests, policies, and objectives through the use of coordinated programs, plans, themes, messages, and products synchronized with the actions of all instruments of national power.

Comply

The Comply strategy tends to delegate the responsibility to the other person or party. This (along with the Evade strategy) is a passive approach to negotiations. This strategy is preferred when preserving the relationship between you and the other party is the paramount concern even if it is at the expense of the task. The result of this strategy is that the more assertive party gets what they want and you, as the compliant side, give up whatever is at stake or gives in to the opposite.

Cooperate

The Cooperative Negotiation Strategy (CNS) reflects high interests in both people and task orientations. CNS seeks to create new value within available resources. This style is useful when a party desires to achieve a mutually satisfying outcome while simultaneously managing the relationship. For this to occur, trust must exist with both parties willing to share information and power. They must also suspend judgment in order to work together to develop options.

Evade

The Evade strategy is a passive, unassertive strategy where you do not have any motivation to work your expectations or meet their expectations. When might you choose to evade or kick the can down the road? Evade works if the issue at hand is totally unimportant to you, if you have higher priorities, or you lack the energy and drive to tackle the problem. Often the status quo is actually preferred to any envisioned solution. Also, you may use the Evade strategy if you are faced with an overwhelmingly competitive opponent that you have no power over.

Insist

The Insist strategy is useful when you believe that obtaining your objective is paramount, regardless of the cost to the opposite's interests or the relationship. The Insist strategy is usually associated with a position and declared with a demand that leaves little room for movement and /or compromise. Information is usually hoarded and withheld. Relationships are usually put at risk and any long-term negotiating relationships are difficult to maintain. This style is preferred when a "winner takes all" requirement is sought. Usually the Insist strategy is used when there is a single issue (like price or security) and the possibility of future interaction between the parties is unlikely or winner's residual power after the negotiations will allow for more use of the Insist strategy.

PDP, Progressive Discipline Process

The PDP is a foundational tool to use with wisdom and discretion. When an airman's performance falls below the standard/line of acceptability (LOA) you must apply the PDP (see Figure 6) to ensure compliance and maintain discipline. Progressive discipline is the goal; however, there may be times when an Airman's behavior indicates the need for more severe action. For example, an alcohol related incident, assault, DUI, etc. may lead directly to an Article 15, UIF or a punishment (loss of rank, pay, etc.)

Settle

The Settle strategy may be an option when you seek resolution to a situation, but see little chance for you to really get it "your way" (e.g. the Insist Strategy) or you don't want to "give in" (e.g. the Comply Strategy) to the opposite. By using the Settle strategy, you may minimally satisfy both side's task interests through the process of compromising on whatever difference separates you from the opposite; usually in the form of splitting the difference "...somewhere down the middle". The Settle strategy usually opens not with a demand (a hard position with no wiggle room), but a softer "offer" (a position leaving some room for you or the opposite to maneuver the other to a solution). Each party "gets something", but usually not what you really need or what fully satisfies you.

Media engagement

The goal of engagement is to fulfill our obligation to provide truthful, timely, and accurate information about military activities and personnel, consistent with security guidelines, which enhances public trust and support for our AF.

Single idea bullet statement

The single idea bullet statement is a concise written statement of a single idea or concept.

Authorization Change Request

This competency centers on the ACR which is a multi-purpose instrument used to propose adjustments to a UMD. ACRs are commonly used to request increases, decreases, or realignments of manpower requirements and/or to change attributes on the UMD. When your organizational mission changes, it may prompt an adjustment to one, some, or many of the positions listed on the UMD. Some other examples of when you might use an ACR to change attributes authorized on the UMD include: Changes Air Force Specialty Codes (AFSC) Adjustment pay grade or skill levels Change Security clearance (Special Access Requirement or "SAR") Personnel Reliability Program (PRP) codes

Upward Communication

Upward communication is the flow of communication through the chain of command from the lowest organizational position to the highest. Upward communication is important to the survival of any organization. It provides feedback on the effectiveness of downward communication. It's also the avenue for lower levels to communicate facts, opinions, and ideas to higher levels in the organization.

Vision statement , team dynamics

Vision Statement: A statement of what an organization, workcenter, or team would like to achieve and/or look like in the future. Team Dynamics is an ongoing process involving interaction of individuals within a team to achieve the desired objective.

Earned authority

While legal authority holds airmen accountable when they fail to meet standards, earned authority encourages airmen to trust you and want to follow you, based on your referent power. Some of your earned authority will come as you progress through the ranks; some of it will come when you build a solid reputation with your subordinates. While this type of authority takes time to build, you will find its benefits outweigh the amount of dedication, integrity, excellence, and sincerity you must display to earn it.

TSgt Richardson is the NCOIC of the Dental Clinic. Next month, the Medical Group will be undergoing its annual inspection. In preparation for the big day, Richardson wants to make sure all programs are updated and ready. So today (Friday), he tells everyone to complete their self-inspection checklists on all the additional duty programs NLT next Friday. After Richardson finishes speaking, SrA Smith, the work center Safety Program POC, tells Richardson that he might not be able to meet the deadline because he needs to take 5 days of leave. Richardson thinks to himself that if it were an emergency, he would let him take 2 days...but definitely no more than 4 days. He could also ask the alternate (A1C Green) to do the Safety Program checklist, but Green is fairly new to the program.

Your answers should have centered on: • Position - Wants the self-inspection checklists completed as soon as possible on all additional duty programs, including the safety program • Interest - checklist that is completed as thoroughly and accurately as possible (it doesn't matter who does it, it just needs to get done) • Aspiration Point - Smith can take 2 days of leave • Reservation Point - Richardson can't let Smith go for more than 4 days • • BATNA (what Richardson can do if he can't get what he wants in the negotiation) - Have the alternate POC complete the self-inspection checklist for the Safety Program Review the graphic below (Figure 9) and you will see the relationship between Richardson's aspiration/reservation points and Smith's aspiration/reservation Points and their Zone of Possible Agreement, or ZOPA.

SrA Smith works in the Dental Clinic and is in charge of the work center Safety Program. He needs to request approval for 5 days of leave. He's a single parent and his babysitter has to go out of town for an unexpected emergency. The babysitter is going to be gone from Monday to Wednesday (3 days), but Smith wants a little extra time just in case the babysitter can't make it back by Wednesday. Smith has decided that if he doesn't get to take leave, he will have to initiate his AF Form 357 for emergency care for his child. Today, the NCOIC, TSgt Richardson told everyone they needed to run a self-inspection checklist on all their additional duty programs. SrA Smith thinks, "What am I going to do? I don't have time for that!"

Your answers should have centered on: • Position - wants to take leave • Interest - he needs childcare since babysitter will be out of town • Aspiration Point - 5 days of leave • Reservation Point - 3 days of leave • BATNA (what Smith can do if he can't get what he wants in the negotiation) - initiate AF Form 357, Family Care Plan or another child care option

Specific achievement bullet statement

a variation of the accomplishment impact bullet, the accomplishment element may begin with a noun, verb, or modifier.

Unit Manning Document, UMD

a. UMD: This computer product details the organization structure, (the number, skills, and grade and security requirements of manpower authorizations), the position number for each authorization and other pertinent data commanders and managers need to manage manpower resources. Any change to the UMD requires a formal Authorization Change Request (ACR - see below), signed by the appropriate commander. Note: The UMD does not reflect personnel assigned (faces). See the Unit Personnel Management Roster (UPMR) for that. b. Funded Requirement: Authorized and funded positions needed to accomplish the assigned workload. Funded manpower positions are allocated by category (officer, enlisted, and civilian). Given the fact that requirements typically exceed available funding, commanders first prioritize requirements and then allocate funding to the highest priority. c. Unfunded Requirement: Authorized, but unfunded positions needed to accomplish the assigned workload.

budget cycle

quarterly budget, knowing when to hit 25% 50% 75% and 100% of your budget. First quarter, October, Funds allocated downward. actual funds or Continuing Resolution Authority (CRA) Create FY spend plan. November, Cost Center begin work 1sbudget Execution Review BER AKA unfunded requests. December, 25% of budget obligated and or spent Second Quarter January, Resource Advisor submits 1st BER. Cost Centers submit inputs for next FY's Financial Execution Plan FEP February, March, 50% of budget obligated and or spent Third Quarter, April, May, Cost Centers updated revised BER second BER occurs June, 75% of budget obligated and or spent Fourth Quarter, July, End of FY Close out begins and runs until midnight 30 SEP August, September, FY ends 30 Sep 100% of budget spent and new FY begins 1 Oct.

Performance feedback

using the performance feedback system which, according to the Performance Evaluation lesson, is a formal system where supervisors communicate standards, and expectations, etc. through initial, mid-term, and follow-up feedback. Pre-Session - Diagnose - Prepare Session - Opening skills - Attending skills - Responding skills - Resolving skills -Closing skills Post-Session - Follow up Actions