SNCOA Module 1 Lesson 1: Successful Learning

There are 24 sub competencies in the AF Institutional Competencies. What are they?

(Personal-Embodies Airman Culture) 1. Ethical Leadership 2. Followership 3. Warrior Ethos 4. Develops Self (Personal-Communicating) 5. Speaking and Writing 6. Active Listening (People/Team-Leading People) 7. Develops and Inspires Others 8. Takes care of people 9. Diversity (People/Team-Foster Collaborative Relationships) 10. Builds Teams and Coalitions 11. Negotiating (Organizational-Employing Military Capabilities) 12. Operational and Strategic Art 13. Unit, Air Force, Joint, and Coalition Capabilities 14. Non-adversarial Crisis Response (Organizational-Enterprise Perspective) 15. Enterprise Structure and Relationships 16. Government Organization and Processes 17. Global, Regional, and Cultural Awareness 18. Strategic Communication (Organizational-Managing Organizations and Resources) 19. Resource Stewardship 20. Change Management 21. Continuous Improvement (Organizational- Strategic Thinking) 22. Vision 23. Decision-making 24. Adaptability

Key to successful learning: Take Notes

- Be prepared to take notes when starting a lesson. - Look at the overview/outline and include main ideas and enough supporting details to make the main ideal clear. - Watch for transitions to signal new main point. - Bulletize lists and/or steps. - Highlight keywords. - Construct your own outline of the significant points.

What are the eight competencies of the AF Institutional Competencies?

1. Embodies Airman Culture Personal Category 2. Communicating (Personal Category) 3. Leading People (People/Team Category) 4. Fostering Collaborative Relationships (People/Team Category) 5. Employing Military Capabilities (Organizational Category) 6. Enterprise Perspective (Organizational Category) 7. Managing Organizations and Resources (Organizational Category) 8. Strategic Thinking (Organizational Category)

Key to successful learning: Study

Be systematic in your studying - Check your notes for accuracy. - Build a realistic study schedule and stick to it. Use your time wisely. - Take study breaks; two 30- to 45- minute study sessions are more productive than a crammed marathon study session. - Instead of memorizing, seek to understand. - Briefly review material from previous chapter to reinforce what you already know. Concentrate on studying and eliminate distractions. Have a system/schedule and stick to it.

Name the competency to this Sub-Competency: Leading People

Diversity

Name the competency to this Sub-Competency: Embodies Airman Culture

Ethical Leadership

What is the Sub-Competency of this Competency: Enterprise Perspective

Global/Regional Cultural Awareness

Student Learning Outcome

These statements explain the behavior students are expected to demonstrate after each lesson. Please note that these statements outline student expectations not instructor performance.

Cognitive domain

This is the type of learning required to become a critical thinker.

As the saying goes, "those who fail to plan, plan to fail"; so here are a few tips from recent graduates to help you manage your time more effectively:

1. Prioritize—make a list of everything you must accomplish and prioritize the list based on the schedule and your work/study habits; 2. Get organized— establish a routine for homework, studying, and playing and then stick to it; 3. Budget your time—don't spend so much time working on one assignment that you neglect the rest of your work; 4. Avoid burnout—don't be afraid to build "no studying" time into your schedule. Constant study leads to stress and fatigue, and can actually lower performance; and 5. Don't procrastinate!

What are the affective levels of learning?

1. Receiving 2. Responding 3. Valuing

Eight Time Management techniques in Successful Learning:

1. Scheduling 2. Self-Discipline 3. Dealing with Distraction 4. Prioritize 5. Get organized 6. Budget your time 7. Avoid Burnout 8. Don't Procrastinate

Self-Reflection

A time to stop and think for a period of time about a recent experience, action, or information.

What is learning?

Acquire of knowledge or skills Experience that changes one's behavior Knowledge though experience, study, or being taught

Name the competency to this Sub-Competency: Communicating

Active Listening

What is the Sub-Competency of this Competency: Strategic Thinking

Adaptability

Progress Checks

An opportunity to check and reinforce your understanding of lesson material by answering multiple types of questions.

Auditory Learners

Auditory learners use hearing to process information. When given a choice, strong auditory learners will sit where they can easily hear the speaker and where outside sounds will not interfere. Some auditory learners will sit to one side, on the side of their strongest ear. Many times, these are the people who can find it easier to understand the words from songs on the radio and announcements on public address systems.

Non-facilitated, self-paced, student-centered teaching that uses online learning resources to facilitate information sharing outside the normal constraints of time and location to effectively deliver course content.

Asynchronous Teaching

Comprehension

At this level of cognitive learning domain you see relationships, concepts, and abstracts beyond the simple remembering of material.

What two teaching methods present common problems in a simulated, but realistic situation?

Case Studies and scenarios

The presentation of a simulated but realistic situation which reinforces an educational objective.

Case study Scenario

What is the Sub-Competency of this Competency: Managing Organizations and Resources

Change Management

Visual Learners

Characteristics - Needs to see it to learn it—must have mental picture - Has strong sense of color - Has artistic ability - Has difficulty with spoken directions - Overreacts to sounds - Has trouble following lectures - May misinterpret words

Tactile Learners

Characteristics - Prefers hands-on learning/training - Can put a bicycle together without the directions - Has difficulty sitting still - Learns better when involved - May be coordinated and have athletic ability

Auditory Learners

Characteristics - Prefers to hear information - Has difficulty following written directions - Has difficulty with reading and writing - May not look speakers in the eye, instead may turn eyes away in order to focus more on listening

1. Knowledge 2. Comprehension 3. Application

Cognitive Levels of Learning include 3 levels. What are they?

What are the three categories of AF Institutional Competencies?

Personal People/Team Organizational

What is IDDP?

Identify, Differentiate, Determine, Predict

What is EPME's structured thinking process called?

Identify, Differentiate, Determine, Predict (IDDP)

Dealing With Distraction

In the same realm as self discipline is the ability to deal with distractions. Most of the work is probably going to be completed at your home computer, which is a wonderful convenience. However, home can also be a source of distraction. Whether it is children, a spouse, household projects and chores, or the television, make sure that when working on a task that you are focused on that and nothing else.

This module includes lessons on policy, strategy and doctrine, cross-cultural competence, and joint organization and planning.

Joint warfighter

Key to successful learning: Test

Know what is being tested and how it is tested. Later in this lesson you will learn about learning objectives and samples of behaviors. These two concepts indicate what should be studied and understood. Exercise care when taking the test - Be prepared. - Think positive. - Concentrate. - Use your time wisely. - Read carefully. - Be cautious about changing answers. Have a system and stick to it.

This module focuses on helping NCOs solve problems, drive change, and execute missions.

Leadership & Management Module

Name the competency to this Sub-Competency: Fostering Collaborative Relationships

Negotiating

Asynchronous Teaching

Non-facilitated, self-paced, student-centered teaching that uses online learning resources to facilitate information sharing outside the normal constraints of time and location to effectively deliver course content.

Scheduling

One of the great things about distance learning is the fact that you can study when it is convenient. However, this freedom also means that you'll have to be adept at managing time wisely. The first and foremost prerequisite to success in the course is your ability to manage your time wisely. One way to use time wisely and promote successful learning is by setting and scheduling goals for yourself. To do this, become familiar with everything that is expected for you to complete the course. Next, come up with a realistic amount of time necessary to complete each task. Then, create a schedule of goals, breaking them down into weekly or daily tasks as necessary.

What is the Sub-Competency of this Competency: Employing Military Capabilities

Operational & Strategic Art

Institutional Competency: Employing Military Capabilities What is the category?

Organizational

Institutional Competency: Enterprise Perspective What is the category?

Organizational

Institutional Competency: Managing Organizations and Resources What is the category?

Organizational

Institutional Competency: Strategic Thinking What is the category?

Organizational

Leadership & Management includes lessons that focus on _________________ and __________________.

Organizational Management Functions Human Resource Management

Institutional Competency: Fostering Collaborative Relationships What is the category?

People/Team

Institutional Competency: Leading People What is the category?

People/Team

Institutional Competency: Communicating What is the category?

Personal

Institutional Competency: Embodies Airman Culture What is the category?

Personal

Don't Procrastinate!

Procrastination results from any number of attitudes or situations. It may be a symptom of fear and confusion, or it could be caused by lack of proper analysis, planning, prioritizing, and control of the situation. If procrastination is a shortcoming, work to modify your behavior or success will be difficult! Successful learning will not happen if things are put off. If you delay things for fear of failure, consider that achievements will be delayed as well. Anxiety causes procrastination as well. Try to determine the sources of anxiety. Anxiety due to a lack of preparation is normal and considered a rational response. However, if you are prepared for lessons and exercises but still panicking, the response may be irrational.

Military Professional is made up of what four bodies

Profession of Arms Physical Intellectual Moral

An opportunity to check and reinforce your understanding of lesson material by answering multiple types of questions

Progress checks

Joint Warfighter focuses on ____________, ______________________________, and _____________________________ require NCOs to fully understand the joint environment and to be prepared to help leadership make informed decisions.

Promoting the notion that the responsibilities of protecting our nation, preventing future conflicts, and prevailing against adversaries.

Key to successful learning: Read for Comprehension

Read for comprehension - Be physically and mentally prepared to read/listen. - Assume responsibility for comprehending. - Listen/Read to understand, rather than to agree or disagree. - Do not permit emotional barriers between yourself and the information. - Listen/Read for main ideas; do not become too involved in specific details or individual supporting points. - Concentrate on listening/reading to learn. The alert/listener has ample time to mentally repeat, summarize, and paraphrase information.

Teaching Methods include: ____________ and _____________________, asynchronous teaching, self-reflection, progress checks.

Scenario and Case Study Analysis

To stop and think for a period of time about a recent experience, action, or information.

Self-Reflection

Tactile Learners

Tactile/kinesthetic learners have the need to touch and feel things. That is they want to feel or experience the lesson themselves. Given a choice, strong kinesthetic learners will be right in the middle of the action. These are the people who tear things apart to see how they work and then put them back together without the directions. Tactile learners are the ones who immediately adjust the seat, mirror, radio, and temperature in the car.

The methods by which instruction is provided

Teaching Methods

cognitive domain

The ______________ ___________is the thinking or reasoning component of learning

Case Study Analysis

The presentation of a simulated but realistic situation which reinforces an educational objective.

Learning Defined

The process that changes the way people think, feel, or behave.

Key to successful learning: Lifelong Learning

The sub-competency of Develops Self, which falls under the ICL competency of Embodies Airman Culture, among other things, requires Airmen to continually increase their breadth and depth of knowledge and skills, and to develop life-long learning habits. Therefore, your primary concern should not be test scores, but rather how to become the most effective leader possible. Become a more effective leader by mastering the concepts and principles learned. Immediately apply what you learn to real life. After the course, continue your experiences as a leader, manager, and SNCO.

Personal>>Communicating>>Active Listening

The sub-competency requires the ability to foster the free exchange of ideas in an atmosphere of open exchange while actively attempting to understand others' points of view and to clarify information as needed. Also required is the ability to solicit feedback to insure that others understand messages as they were intended.

1. Translation: Putting things in your own words. 2. Interpretation: What was the main idea...; can you distinguish between...; what is the relationship between... 3. Extrapolation: What do you think could have happened next...; what can you predict...

There are three levels of leaning within the comprehension level of cognitive domain. Name them and give a description MOFO

Personal>>Embodies Airman Culture>>Followership

This sub-competency requires a comprehension of the essential role of followership in mission accomplishment while providing unbiased advice. It also requires the ability to align priorities and actions toward chain of command guidance for mission accomplishment. Finally, it requires the ability to exercise flexibility and to adapt quickly to alternating role as leader/follower.

Organizational>>Enterprise Perspective>>Global, regional and cultural awareness

This sub-competency requires an awareness of regional and other factors influencing defense, domestic, and foreign policy. It also requires an understanding of foreign cultural, religious, political, organizational, and societal norms and customs.

Organizational>>Employing Military Capabilities>>Operational and Strategic Art

This sub-competency requires an understanding of operational and strategic art in conventional, peacekeeping, and homeland defense operations along with an understanding of doctrine and an understanding of the use of innovation and technology in the employment of lethal and non-lethal force.

Organizational>>Enterprise Perspective>>Government Organization and Processes

This sub-competency requires an understanding of the essential operating features and functions of the Air Force, DoD, the national security structure, other related executive branch functions, and Congress, to include: leadership and organization; roles of the members/committees/staffs; authorization, appropriation and budget processes; acquisition policy and procedures; and interdependencies and relationships.

Organizational>>Enterprise Perspective>>Enterprise Structure and Relationships

This sub-competency requires an understanding of the organization structure and relationships between the Air Force, the Department of Defense, Joint Staff, the Joint commands, the defense agencies, and other elements of the defense structure. It also requires an understanding of how one's function or unit fits into its parent organization and how one's parent organization relates to its external environment, e.g. supporting and supported organizations, the public, congress, etc.

People/Team>>Fostering Collaborative Relationships>>Negotiating

This sub-competency requires an understanding of the underlying principles and concepts applied before, during and after a negotiation in order to attain desired mission outcomes while maintain positive, long-term relationships with key individuals/groups. It also requires the ability to use appropriate interpersonal styles and methods to reduce tension or conflict between two or more people, to anticipate and addresses conflict constructively, to anticipate and to prevent counter-productive confrontations. Finally, this sub-competency requires the ability to persuade and influence others while building consensus, gaining cooperation and effective collaboration.

Personal>>Communicating>>Speaking and Writing

This sub-competency requires the ability to articulate ideas and intent in a clear, concise, and convincing manner through both verbal and written communication. It also requires the ability to adjust one's communication approach to unique operational environments and audience needs. Finally, this sub-competency requires the ability to effectively create communication bridges between units, organizations, and institutions.

Personal>>Embodies Airman Culture>>Develops Self

This sub-competency requires the ability to assess one's self in order to identify personal strengths and developmental needs. It also requires the abilities of seeking and incorporation feedback on one's performance; of being fully aware of one's personal impact on others, continually increasing breadth and depth of knowledge and skills, and of developing life-long learning habits.

People/Team>>Fostering Collaborative Relationships>>Builds Teams and Coalitions

This sub-competency requires the ability to build effective teams for goal and mission accomplishment and improve team performance. It also requires the ability to contribute to group identity while fostering cohesiveness, confidence, and cooperation. Finally, this sub-competency requires the ability to attend to the interests, goals, and values of other individuals and institutions while also developing networks and alliances that span organization, service, department, agency, and national boundaries.

Personal>>Embodies Airman Culture>>Warrior Ethos

This sub-competency requires the ability to demonstrate a hardiness of spirit despite physical and metal hardships -- moral and physical courage, continuously hones their skills to support the employment of military capabilities, displays military executive bearing, self-discipline and self control.

Organizational>>managing organizations and resources>>resource stewardship

This sub-competency requires the ability to identify, acquire, administer, and conserve financial, informational, technological, material, warfare, and human resources needed to accomplish the mission. It also requires the ability to implement "best practice" management techniques throughout an organization.

People/Team>>Leading People>>Diversity

This sub-competency requires the ability to leverage the value of differences in perspectives, approaches, preferences, race, gender, background, religion, experience, generation, thought, and other factors. It also requires the ability to leverage diversity for mission accomplishment, to foster a tolerant environment, to show respect for others regardless of the situation and to treat people in an equitable manner.

Organizational>>Strategic Thinking>>Adaptability

This sub-competency requires the ability to maintain effectiveness when experiencing major changes in work tasks or environment. It also requires the ability to adjust to change within new work structures, processes, requirements and cultures, while also responding quickly and proactively to ambiguous and emerging conditions, opportunities, and risks.

Organizational>>managing organizations and resources>>Continuous Improvement

This sub-competency requires the ability to originate action to improve existing conditions and processes by using appropriate methods to identify opportunities, implement solutions, and measure impact. It also requires the ability to sustain a commitment to improve processes, products, services, and people while anticipating and meeting the needs of both internal and external stakeholders.

Personal>>Embodies Airman Culture>>Ethical Leadership

This sub-competency requires the ability to promote Air Force Core Values through goals, actions, and referent behaviors and to develop trust and commitment through words and actions. It also requires the ability to hold others accountable for areas of responsibility and personal actions while maintain checks and balances on self and others.

Organizational>>Strategic Thinking>>Vision

This sub-competency requires the ability to take a long term view and build a shared vision that clearly defines and expresses a future state. It requires the ability to demonstrate innovative and creative insights/solutions for guiding and directing organizations to institutional needs; for formulating effective plans and strategies for consistently achieving goals and maximizing mission accomplishment, and for anticipating potential threats, barriers and opportunities while encouraging risk-taking.

Organizational>>Employing Military Capabilities>>Unit, Air Force Joint and Coalition capabilities

This subcompetency requires an understanding of the capabilities of the Air Force across air, space, and cyberspace and how Air Force capabilities. It also requires an understanding of interdependencies and interoperability across services, agencies, departments, and coalition partners.

Organizational>>Employing Military Capabilities>>Non-adversarial crisis response

This subcompetency requires knowledge of the national security implications of peacekeeping operations, humanitarian relief operations, and support to civil authorities, both foreign and domestic. It also requires an understanding of the need for engagement before and after war fighting and crisis response, along with the need for integrated involvement and interagency and multinational partners and the need for multipurpose capabilities that can be applied across the range of military operations.

Organizational>>managing organizations and resources>>Change Management

This subcompetency requires the ability to embrace support, and lead change by understanding the change management process, including critical success factors, common problems, and costs. It also requires the ability to perceive opportunities and risks before or as they emerge.

People/Team>>Leading People>>Develops and Inspires Others

This subcompetency requires the ability to help and motivate others to improve their skills and enhance their performance through feedback, coaching, mentoring, and delegating. It also rquires the ability to empower others and guide them in the direction of their goals and mission accomplishment while also inspiring them to transcend their own self-interests and embrace personal sacrifice and risk for the good of the organization.

Organizational>>Strategic Thinking>>Decision-Making

This subcompetency requires the ability to identify, evaluate, and assimilate data and information from multiple streams and then differentiate information according to its utility. It also requires the ability to use information to influence actions and decisions, to use analytic methods of solving problems and developing alternatives, to make sound, well-informed and timely decisions despite conditions of ambiguity, risk and uncertainty. Finally, this sub-competency requires the ability to analyze situations critically to anticipate second and third order effects of proposed policies or actions and then establish metrics to evaluate results and to adapt/implement feedback.

Organizational>>Enterprise Perspective>>Strategic Communication

This subcompetency requires the ability to inform and appropriately influence key audiences by synchronizing and integrating communication efforts to deliver truthful, timely, accurate, and credible information. It also requires the ability to formulate institutional messages to tell the Air Force Story.

People/Team>>Leading People>>Takes Care of People

This subcompetency requires the ability to put people first by attending to the physical, mental, and ethical well-being of fellow airmen and their families, by creating an environment where airmen take care of Airmen 24/7, 365 days a year, including leaders, peers and subordinates. It also requires the ability to integrate wellness into mission accomplishment and to establish work-life balance through time management and by setting clear expectations/priorities.

Self-Discipline

To complete a course successfully, you will need to draw upon your power of self-discipline. The independence you have with distance learning means there are no face-to-face meetings with an instructor or fellow classmates and therefore, no constant reminders of assignments or deadlines. This means that you will need to have the self-discipline to complete required course readings, exercises, and examinations.

Application

To demonstrate this level of learning, you must identify lesson concepts from among other lesson concepts in simulated situations.

Visual Learners

Visual learners need to see the big picture. They may choose a seat where they can see the whole stage or the whole screen. They may like the back seat so everything is out in front, and they can see it all. These are the people who survey the scene, who like to sightsee and who do see the forest despite the trees.

Application

______________ is the cognitive domain's third level of learning.

Knowledge

__________is the cognitive domain's first level of learning and is very basic.

Avoid burnout

don't be afraid to build "no studying" time into your schedule. Constant study leads to stress and fatigue, and can actually lower performance;

Budget your time

don't spend so much time working on one assignment that you neglect the rest of your work;

Get organized

establish a routine for homework, studying, and playing and then stick to it;

Receiving

is the affective domain's first level of learning. At this level, learners pay attention and actively listen to presentations. Learners may employ selective attending by making an effort to filter out other messages or distractions that threaten to interrupt their reception of lesson material. At this level, learners do not assign value to the material

Responding

is the affective domain's second level of learning. For deeper levels of learning to occur, listening to, or simply receiving a message is not enough. After receiving the intended message, you must do something with it. Therefore, responding involves some sort of action or response, such as complying with an Air Force directive or performing some voluntary action and obtaining satisfaction from it. Responding behaviors, at the highest level, reflect interests and activities that bring personal satisfaction. At this level, although learners may take satisfaction in how they answer a question or perform an action, they still have not assigned value to the material.

Valuing

is the affective domain's third level of learning. A person at the valuing level responds to messages or actions by assigning some worth or value to them. For example, at first you accept, later prefer, and finally commit yourself to something because of its perceived worth or value. When you value something, you have a deep appreciation for it. Commonly used terms associated with valuing are attitudes and appreciation.

Prioritize

make a list of everything you must accomplish and prioritize the list based on the schedule and your work/study habits;