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NCO DLC - Course Foundation Latest
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Progress Check ✔✔Provides an opportunity to interact with information you recently
encountered at the knowledge level and higher levels of learning.
Formative Exercises ✔✔Exercises in learning and passing them is NOT a requirement for
graduation; however you should prepare the same way you prepare for summative evaluations.
Summative Evaluation ✔✔This evaluation is conducted at an educational testing facility. A
multiple-choice test directly tied to the material you are studying, used to determine pass or fail for your course. Assesses your comprehension of the material.
AFMAN 36- 2647 ✔✔Institutional Competencies Development and Management, contains
expectations in relation to the institutional competencies and serves as a foundational document for all EPME curricula.
Keys to Successful Learning ✔✔Read for Comprehension, Take Notes, Study, Test, & Lifelong
Learning.
Time Management ✔✔Scheduling, Self-Discipline, Dealing with Distractions, &
Procrastination.
Affective Domain ✔✔"The manner in which one deals with things emotionally. It is the impact
of one's attitude, or ability to value, appreciate, and motivate. The feeling or internalization component of learning and includes five levels. This course only focuses on three: receiving, responding, and valuing. "
Receiving ✔✔The affective domain's first level of learning. At this level, you have to be willing
to "attend" your course - pay attention to the material you're reading and actively listen to and watch any presentations associated with the reading material. You get you study materials ready and your prepare yourself to learn. At this level, you don't assign value to the material.
Responding ✔✔"This is the affective domain's second level of learning. For deeper levels of
learning to occur, listening to, or simply receiving a message isn't enough. After receiving the intended message, you must do something with it. For example, reading the material according to your schedule/plan. You also access the associated instructional media and maybe even find some of the references to learn more. During learning opportunities you may think about how you can improve your effectiveness by transforming the material you learned into actionable behaviors. At this level, you still haven't assigned value to the material."
appropriate/inappropriate, effective/ineffective, and positive/ negative. There are three sub-levels of learning within this domain: translation, interpretation, and extrapolation."
Terminal Cognitive Objective ✔✔COMPREHEND - These statements explain cognitive learning outcomes and will begin with either knowledge or comprehension.
Terminal Cognitive Samples of Behavior ✔✔Explain the knowledge, skill, or attitude you're
expected to demonstrate during and at the end of a chapter. They'll always begin with Identify (Put in your own words), Illustrate (How to apply in other instances), or Predict (Determine possible future state); you can easily determine the depth of learning expected.
Affective Objectives ✔✔VALUE - These statements inform you about the highest level of
internalization you're accountable for: Valuing. You're responsible for accepting, preferring, or committing to all of the material in this course.
Affective Samples of Behavior ✔✔These statements inform you of the minimum possible
attitudes expected as an NCO in relation to the chapter material. They'll always begin with some type of positive adjective or action verb. Enthusiasm (dedicating yourself to the material), Voluntarily (complete all coursework), Accept (realize material is a benefit), Prefer (reflection of past experience vs after EPME),
IDDP Structured Thinking Process ✔✔A four step method (Identify, Differentiate, Determine,
and Predict) designed to help students think through course material in a structured manner. Using this method can enable a deeper understanding of lesson concepts and principles and thus enables a more effective leader.
Identify ✔✔The purpose is to allow you to demonstrate your ability to recognize or pick out, in a
situation or scenario, concepts or principles associated with the content in the specific chapters.
Differentiate ✔✔Allows you to demonstrate your ability to distinguish whether actions,
decisions, or behaviors described in the scenario are appropriate or inappropriate, or effective or ineffective according to the chapter concepts and principles. Remember, there's no degree of appropriate or inappropriate; something is either right or wrong.
Determine ✔✔Allows you to demonstrate your ability to Determine an appropriate and/or
effective course of action based on your understanding of chapter concepts and principles. Recommended course or courses of action must adhere to chapter concepts and principles.
physical and mental hardships, with moral and physical courage. Has three components Hardiness of Spirit, Courage, & Resiliency.
Warrior Spirit ✔✔The embodiment of Warrior Ethos. You exhibit warrior spirit by maintaining military bearing, placing the welfare of peers or subordinates ahead of your personal needs or comfort and maintaining yourself physically, emotionally, spiritually and socially.
Hardiness of Spirit ✔✔The stout internal force that can be used to get through challenging times
mentally or physically. Allows you to keep your composure when challenged, mentally or physically.
Courage ✔✔"mental or moral strength to venture, persevere, and withstand danger, fear, or
difficulty." There are two types: moral and physical.
Moral Courage ✔✔The power and determination to follow what you believe to be right,
regardless of cost to yourself. It's the willingness to stand up and to speak up for what is right, even when everyone is against you.
Physical Courage ✔✔The observable actions one takes when faced with fear, pain, uncertainty
or danger.
Resiliency ✔✔An Airmen's ability to withstand, recover, and/ or grow in the face of stressors
and changing demands by orchestrating the use of base resources, support activities, peers and leadership. Helps you to overcome and "bounce back" from the physical and mental hardships faced every day.
Profession of Arms ✔✔"A vocation comprised of experts in the design, generation, support and
application of global vigilance, global reach and global power serving under civilian authority, entrusted to defend the Constitution and accountable to the American people."
Respect ✔✔"At the root of the Profession of Arms and bonds every Airman who voluntarily
serves. It is the feeling of esteem or deference for yourself or other entity, but in the Air Force it takes on a greater meaning and importance. It is the lifeblood of your profession. It strengthens your team and eliminates seams that reveal a weakness in the force. It means accepting others for who they are, embracing a heightened personal sense of humility and fostering an environment of inclusiveness in which every Airman is able and eager to offer their skills, abilities and ideas. It means treating the equipment and resources in your possession with care, understanding and embracing the power of diversity and holding those who mistreat others accountable. "
Progressive Professionalism (P2) ✔✔"Refers to continuous personal and professional
development which includes education, training, and experience. All of which helps Airmen
Excellence in All We Do ✔✔This value directs us to continuously advance our craft and
increase our knowledge as Airmen. Mission, Discipline, & Teamwork. This value demands all Airmen to continuously strive to perform at their best.
Characteristics of a Critical Thinker ✔✔Open-mindedness, Healthy Skepticism, Intellectual Humility, Free Thinking, & High Motivation.
Open-mindedness ✔✔This characteristic involves a willingness to investigate viewpoints
different from your own. You're 'open' to actively listening and thinking about an idea, solution, or criticism that, on the surface, you might not normally subscribe to...even if you believe your viewpoint is the right one!
Healthy Skepticism ✔✔Causes the critical thinker to ask questions instead of immediately
'jumping on the bandwagon' or simply accepting others opinions. This characteristic also includes a bit of investigation to ensure you're fully informed before making decisions.
Intellectual Humility ✔✔Adhering tentatively to recently acquired opinions; being prepared to
examine new evidence and arguments even if such examination leads you to discover flaws in your own cherished beliefs; to stop thinking that complex issues can be reduced to matters of
'right & wrong' or 'black & white', and to begin thinking in terms of 'degrees of certainty' or 'shades of grey'.
Free Thinking ✔✔An independent mind, you must restrain your desire to believe because of social pressures to conform. You must be willing to ask if conformity is motivating your belief or opinion, and if so, have the strength and courage to at least temporarily abandon your position until you can complete a more objective and thorough evaluation.
High Motivation ✔✔To put in the necessary work sufficient to evaluate multiple sides of issues.
Components of Critical Thinking ✔✔Universal Intellectual Standards, Reasoning Elements, and the Essential Intellectual Traits.
Universal Intellectual Standards ✔✔Standards which should be applied to thinking to help
ensure its quality. The ultimate goal is for these standards to become infused in your thinking, forming part of your inner voice, guiding you to reason better.
Clarity ✔✔The state of being "clear" and clear of ambiguity. It's the gateway standard.
Reasoning Elements ✔✔Think about your purpose, State the Question, Gather Information,
Watch your Inferences, Clarify your Concepts, Check your Assumptions, Think through the Implications, & Understand your Point of View
Essential Intellectual Traits ✔✔Are traits of mind and character necessary for right action and thinking. They are dispositions of mind and character essential for fair-minded rationality; or said another way, the virtues that distinguish the close-minded, self-serving critical thinker from the open-minded, truthseeking critical thinker.
Intellectual Courage ✔✔This trait involves the need to face and fairly address ideas, beliefs or
viewpoints you may have strong negative emotions about or may not want to hear. It is connected with the ability to consider that ideas seen as absurd or different (based on our beliefs/viewpoints) are sometimes rationally justified (in whole or in part). Additionally, by displaying this trait, you're willing to acknowledge that conclusions or beliefs you (or your social group) may have can sometimes be false or misleading.
Intellectual Empathy ✔✔This trait involves being able to put aside your own viewpoint,
assumptions, and ideas in order to step into the shoes of others so you can genuinely understand them. It is displayed in your ability to accurately reconstruct the viewpoints and reasoning of others and to reason from premises, assumptions, and ideas other than your own.
Intellectual Autonomy ✔✔Involves having rational control of your beliefs, values, and
inferences. The idea of critical thinking is for you to learn to think for yourself and to gain command over your thought processes. It entails a commitment to analyzing and evaluating beliefs on the basis of reason and evidence, to question when it's rational to question, to believe when it's rational to believe, and to conform when it's rational to conform.
Intellectual Integrity ✔✔This trait involves recognizing the need to be true to your own
thinking...to be consistent in the intellectual standards you apply. It includes holding yourself to the same rigorous standards of evidence and proof to which you would hold someone else...practicing what you advocate for others. Additionally, it means you can honestly admit discrepancies and inconsistencies in your own thought and action.
Intellectual Perseverance ✔✔"This trait involves being aware of the need to use intellectual
insights and truths in spite of difficulties, obstacles, and frustrations you may have or face. It requires a firm adherence to rational principles despite the irrational opposition of others."
Confidence in Reason ✔✔"This trait involves confidence that, in the long run, your own higher
interests and those of humankind at large will be best served by allowing people the 'right' to reason and by encouraging people to come to their own conclusions via their own rational faculties. It also includes faith that, with proper encouragement and cultivation, people can learn to think for themselves...to form rational viewpoints, draw reasonable conclusions, think
Bridger ✔✔A person willing to help other's understand the cognitive approach between those
being bridged through interpersonal skills, active listening, and effective questioning techniques. Bridgers accomplish this through the roles of counselor, mediator, and negotiator.
Level ✔✔Refers to potential capacity (intelligence or talent) and learned levels (such as management, supervisory and leadership competency). It is important to remember that both styles (adaptive and innovative) are found at every level from highest to lowest.
Style ✔✔Refers to "how we think," our preferred cognitive approach to problem solving and
decision making. These style differences, which are normally distributed along a continuum, range from strong adaption to strong innovation.
Cognitive Gap ✔✔(The first form) The distance between one's preferred style and the behavior
actually needed in a particular situation. It is also described as the distance in a social interaction, between the preferred styles of two people, a person and a group or between two groups.
Coping Behavior ✔✔The effort required to do something that is outside one's preferred style.
Problem A ✔✔This is an "actual problem" that two or more individuals come together to solve
Problem B ✔✔This emcompasses all of the problems (team dynamics, interpersonal skills,
communication, collaboration, etc.) that stem from "human interactions." Problem B's steal time and energy from efforts needed to solve Problem A.
Motive ✔✔An emtional, desire, or physiological need that causes one to take action.
Opportunity ✔✔An appropriate or favorable time, occasion, or situation favorable for attainment
of goal.
A-I Theory Key Points ✔✔Problem Solving Limits, Learning Capability, & Managing A-I
Diversity
Problem Solving Limits ✔✔"Effective leaders and team members share many things in common,
but one of the most notable may be the fact that they are good at solving problems! However, when we problem solve, we all have our limitations. For example, in our intelligence, no one has an endless capacity of knowledge. Simply put, even someone whom some would consider to be the smartest in the world would be limited when problem solving alone."
Large Gaps ✔✔The advantage here is that different perspectives lead to better solutions when
dealing with Problem A. The disadvantage is that individuals must expend time and energy coping and managing Problem B. Individuals may find they must consciously manage relationships due to minor, but very noticeable conflicts caused by their difference in styles.
Significant Gaps ✔✔The advantage of this cognitive gap is a wider range of thinking that can
lead to outstanding solutions for Problem A. The disadvantage is that when the cognitive gap at the extreme ends of the ranges for the groups, these individuals (or groups) experience a great deal of conflict and need increasing amounts of coping behavior to manage / maintain the relationship. Individuals usually end up expending more energy and time coping and trying to fix Problem B than they expend on solving Problem A. In many cases, without help, these individuals or groups may never even get around to solving Problem A.
Potential for Problem Solving ✔✔Optimal problem solving results from both adaptors and
innovators working on the problem together which also requires effective management of the cognitive gaps that may exist. An effective method for managing cognitive gaps is through the use of Bridgers.
The Cost of Coping Behavior ✔✔Psychologically expensive: anxiety, Irritability, Fatigue,
Procrastination, Headaches, Change in eating habits, Lack of focus, Job dissatisfaction. Can cope
for long periods when behavior is within reason but harder when it deviates too much. Switch career-fields, no-notice retirements, separation from service, divorce, suicide.
"Turn off" Coping ✔✔When motive is switched off, coping behavior is also switched off! There are at least four conditions where we simply "turn off" our coping behavior.
Condition 1 ✔✔When operating in an environment where we can use our preferred style (i.e.
little to no Cognitive Gap exists)
Condition 2 ✔✔When operating in an environment where we cannot use our preferred style
because of a large Cognitive Gap (e.g. Mild Adaptor working with/for Strong Innovator)
Condition 3 ✔✔When the opportunity requiring you to cope no longer exists (new position,
duties, assignment, boss, etc.)
Condition 4 ✔✔When the motive for coping no longer exists or is no longer important (unable to
get promoted, recognized, or rewarded or some changing event has occurred)
