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AFI 36-2903 para. 1.1.2. What is the importance of dress and appearance? - ✔✔Pride in personal appearance greatly enhances esprit de corps essential to an effective military force. It is important to maintain a high standard because it instills public confidence that all Airman live by this common standard. What are the 5 elements to the Dress and Appearance standard? - ✔✔Neatness, cleanliness, safety, uniformity, and military image. The first four are objective, Military image is subjective, but necessary to allow the public to draw conclusions on military effectiveness based on the image Airmen present What is the supervisor's role in Dress and Appearance? - ✔✔Supervisors should be knowledgeable in uniform and personal grooming standards and set the example of acceptable standards. Supervisors may perform random inspections to ensure subordinate Airmen are in compliance with these standards, and must ensure that Airmen take appropriate corrective actions when the do not meet the standard. SNCO responsibilities AFI 36 - 2618 Chap 5: Supervisor? - ✔✔Jr. Enlisted Airmen and NCOs who are considered first-line supervisors. Airmen will not hold the title of supervisor unless the are at least SRA and have graduated ALS, and supervise the work of others SNCO responsibilities AFI 36 - 2618 Chap 5: NCOIC? - ✔✔Non Commissioned Officer in Charge. Used only for NCOs and SNCOs in charge of a work center or element. Typically have subordinate supervisors. SNCO responsibilities AFI 36 - 2618 Chap 5: Section Chief? - ✔✔Used for NCOs and SNCOs in charge of a section with at least two subordinate work centers or elements. Typically held by SNCOs but the rank will vary depending on the size of the section SNCO responsibilities AFI 36 - 2618 Chap 5:
Flight Chief? - ✔✔Used for NCOs and SNCOs who are the enlisted leaders of a flight. Typically held by SNCOs and the rank will vary depending upon the size of the flight. SNCO responsibilities AFI 36 - 2618 Chap 5: Superintendent? - ✔✔Used for SNCOs in charge of squadron or wing level functions. Typically CMSGT and occasionally held by SMSGT or MSGT at the squadron level and below. ONLY SNCOS CAN BE A SUPERINTENDENT SNCO responsibilities AFI 36 - 2618 Chap 5: Manager? - ✔✔This title is used for special SNCO of the Air Force Career Field Manager and Major Command Functional Manager. Title is used for those who are program, project, or policy mangers at the Numbered AF, MajCom, Direct Reporting Unit, Field Ops Agency, Joint Staff, and Air Staff Levels SNCO responsibilities AFI 36 - 2618 Chap 5: Chief? - ✔✔this title is for CMSGTs who are program, project, or policy managers at the Numbered AF, Majcom, Direct Reporting Unit, Field Ops Agency, Joint Staff, and Air Staff levels AF Handbook 1 (AFH1) Chap 9, Sec. 9B, para 9.5.3-9.5.3. Senior NCO tier, Ranks and Roles Master Sergeants Role? - ✔✔MSGTs are technical experts. The are transitioning from first-line supervisors to leaders of operational competence. This comes with increased responsibilities and requires a broad perspective and greater leadership and management skills. MSGTs accomplish the mission through employment of teams by merging subordinates talents, skills, and resources with other teams' functions. MSGT continue to grow their expertise through professional development (PME) and must complete CCAF and SNCOA to be promotable to SMSGT AF Handbook 1 (AFH1) Chap 9, Sec. 9B, para 9.5.3-9.5.3. Senior NCO tier, Ranks and Roles Senior Master Sergeants Role? - ✔✔SMSGTs are KEY, experienced, operational leaders skilled at merging teams' talents, skills, and resources with other organizations. They continue to develop their leadership and management skills and earn their 9 skill level. They continue development through professional
Managing Organizational Change (AFH 1) chap 21 Sec 21C What does success depend on during the unfreezing process? - ✔✔Success depends on managing and reducing resistance. this is where the change agent becomes vitally important. Managing Organizational Change (AFH 1) chap 21 Sec 21C What are the five proven methods leaders can employ to reduce and manage resistance to change? - ✔✔Education and Communication: Educate people about the need for and expected results of a change. Open communication is necessary throughout the process. Participation and Involvement: Leaders reduce resistance by actively involving those affected in the implementation of change. This helps commit them to the new process. Facilitation and Support: Introduce the change gradually. Provide additional training if needed. reinforce and encourage people. Negotiation and Agreement: Offer incentives to those who continue to resist change. These agreements can help remind everyone of changes agreed upon should resistance return. Coercion: This technique requires using force to get people to accept change. This is a last resort as it can negatively effect attitudes and has long term negative consequences. Managing Organizational Change (AFH 1) chap 21 Sec 21C What is involved in the Changing Process? - ✔✔This stage involves modifying technology, tasks, structure, or distribution of people. Movement from old "norms" to new "norms". In this stage, the change agent's role is to monitor the change and pay close attention to the people affected by it. Provide support and ensure the plan unfolds as intended. If things are not going as planned, go back to the unfreezing stage. Managing Organizational Change (AFH 1) chap 21 Sec 21C
What is involved in the Refreezing process? - ✔✔Lock in the desired outcomes or new "norms". Don't let people fall back into old habits or ways of doing things. Provide positive reinforcement for desired outcomes. Evaluate the desired results and ensure that the results comply with new policies and procedures, as well as the Commanders intent. Mentorship (AFH 1) Chap 10, Sec. 10F What is the mnemonic that demonstrates concepts of effective mentoring? (hint: its an acronym for m-e- n-t-o-r-I-n-g) - ✔✔Model: Lead by example. Be a role model. Spend a significant amount of time with a protégé. Empathize: Show genuine compassion for a protégé. Remember what it was like when you were inexperienced. Empathy helps develop strong bonds. Nurture: This emphasizes a caring attitude. think of your protégé as a crop. You are the farmer, and without patience, time, and hard work, your "crop" will never grow. Teach: Take time to teach proteges. Organize material, correct errors, review previously covered material, include practical exercises, and evaluate their comprehension. Organize: Mentors must first be organized themselves before helping others with organization. Time and effort in organizing mentorship opportunities greatly increases a good outcome. Respond: Mentoring is a two-way communication process. Remain alert and lean to recognize non- verbal behaviors of a protégé to increase your ability to mentor. Don't sit back, anticipate needs problems and concerns of a protégé. Inspire: More than just being a good role model, inspire a protégé and encourage them to transform into a more improved being. Network: Introduce or "connect" a protégé to others that an provide guidance, support, resources, and opportunities.
Suicide Preventions (AFH 1) Chap 18, Section 21 C What are the protective factors? - ✔✔Sense of belonging Support from family, friends, and fellow Airmen Effective coping strategies Belief that an individual is in control over their own life or actions. Willingness to seek help early Focus on the Future Believe things will get better Lack of means to hurt oneself Spiritual or Religious beliefs that discourage suicide. Suicide Preventions (AFH 1) Chap 18, Section 21 C What is the ACE model? - ✔✔ASK: Ask the person if they are suicidal. If they are, ask if they have a plan in place already. Don't promise to keep their thoughts a secret. CARE: Showing care and concern for those at risk is important. taking the time to show that you care can help. Don't make statements that are judgmental like "you wouldn't do something so stupid". Remove anything that may be used to harm the individual. ESCORT: Escort the individual to command, or a professional support agency that can provide assistance. Don't leave them alone. Chaplains and mental health personnel are available and on call though command post. Treat this as a life or death situation and get the individual immediate help. Sexual Assault Prevention and Response Program AFI 90 - 6001, Chap 3, para 3.1-3.1.3.1 and 3.3.1. What are the reporting options for sexual assault? - ✔✔Restricted and Un-restricted Sexual Assault Prevention and Response Program AFI 90 - 6001, Chap 3, para 3.1-3.1.3.1 and 3.3.1.
What is an unrestricted report? - ✔✔Activates victims services and accountability responses that are essential to eliminating the crime. Basically, the victims command, and AF law enforcement will be made aware of the incident. However, medical information is still kept private. Sexual Assault Prevention and Response Program AFI 90 - 6001, Chap 3, para 3.1-3.1.3.1 and 3.3.1. Command and leadership should be made aware of what concerns with regard to unrestricted reports? - ✔✔Lack of privacy and confidentiality Stigma and shame basked on the nature of the crime The victims fear of being reduced in the eyes of the commander or colleagues Fear of disciplinary actions Fear of Re-victimization Fear of operational impacts on training status, security clearance, and deployment Fear of adverse effects on the unit or mission Fear of harassment or reprisal from commanders or colleagues Sexual Assault Prevention and Response Program AFI 90 - 6001, Chap 3, para 3.1-3.1.3.1 and 3.3.1. What is a restricted report? - ✔✔Removes barriers to medical and support while giving the victim additional time and increased control over the release of and management of personal information. Sexual Assault Prevention and Response Program AFI 90 - 6001, Chap 3, para 3.1-3.1.3.1 and 3.3.1. What is the negative impact of a restrictive report? - ✔✔Impacts investigations and the ability of the offender's commander to hold the alleged offender accountable. Sexual Assault Prevention and Response Program AFI 90 - 6001, Chap 3, para 3.1-3.1.3.1 and 3.3.1. If the victim of sexual assault tells someone what has occurred, does it require the individual receiving this knowledge to report the incident? - ✔✔Yes and No
What is the Commanders intent on fitness? - ✔✔It is every Airmans responsibility to maintain standards set forth 365 days a year. Being physically fit allows one to properly support the AF mission. The goal is to motivate members to participate in year-round physical conditioning programs that emphasize in total fitness to include muscular fitness, aerobic activity, and healthy eating. Air Force Fitness Program. AFI 36 - 2905, Chap 1, 1.1; Chap 2, 2.31.2.3; Chap 10 para 10.1.5-10.1.5. USAF Surgeon Generals role in the program? - ✔✔Directs intervention and training programs related to medical aspects of the fitness program Programs and resources the medical aspects required to support the fitness program Air Force Fitness Program. AFI 36 - 2905, Chap 1, 1.1; Chap 2, 2.31.2.3; Chap 10 para 10.1.5-10.1.5. What happens after 4 fails in a 24 month period? - ✔✔Unit Commanders must make a discharge or retention recommendation to the separation authority. Air Force Fitness Program. AFI 36 - 2905, Chap 1, 1.1; Chap 2, 2.31.2.3; Chap 10 para 10.1.5-10.1.5. If a commander recommends retention but the discharge authority for ANG members disagrees, what can happen? - ✔✔A discharge action can still be initiated. Air Force Fitness Program. AFI 36 - 2905, Chap 1, 1.1; Chap 2, 2.31.2.3; Chap 10 para 10.1.5-10.1.5. If an Airman is retained, and fails a subsequent fitness assessment, what happens? - ✔✔It re-establishes a basis for discharge and requires on Unit commander to initiate another medical record review and submit another discharge or retention recommendation. Enlisted Force Development AFH 1 Chapter 9 Sec 9E, para 9.20-9.20.3; Sec 9F, para 9.22; Section 9f para
What are the institutional competencies? - ✔✔Personal Competencies
People/team competencies Organizational Competencies Enlisted Force Development AFH 1 Chapter 9 Sec 9E, para 9.20-9.20.3; Sec 9F, para 9.22; Section 9f para
What are personal competencies? - ✔✔those competencies leaders need in face-to-face and interpersonal relationships that directly affect human behavior and values. They are learned at the tactical level and will continue to play a role as leaders move to the operational competence and strategic vision levels. Ethical leadership followership warrior ethos self developement speaking and writing skills active listening skills Enlisted Force Development AFH 1 Chapter 9 Sec 9E, para 9.20-9.20.3; Sec 9F, para 9.22; Section 9f para
What are people/team competencies? - ✔✔Involve interpersonal and team relationships. combined with personal competencies gives a leader the ability to lead larger groups Develops and inspiring others taking care of people leveraging differences in people; diversity building teams and coalitions negotiation skills
Enlisted Force Structure AFH 1 chap 9 section 9b para 9.10.3 and 9.11. Role of the Group Superintendent? - ✔✔A CMSGT that provides leadership, management, and general supervision of the organizations enlisted force. Provides guidance in organizing, equipping and training, and mobilizing the group to meet home station and expeditionary requirements. They work in concert with other leaders in the organization, to include the First sergeant, to ensure the readiness of assigned personnel. they form a crucial piece of the Leadership Triad: Commander, First Sergeant, Group Superintendent Enlisted Force Structure AFH 1 chap 9 section 9b para 9.10.3 and 9.11. What is the role of the First Sergeant - ✔✔Another crucial piece of the leadership triad. They are dedicated focal points for all rediness, health, morale, welfare, and quality of life issues within their organization. They derive this authority from the unit commander. They work closely with the Command Chief to ensure organizations are prepared to execute assigned tasks. Military Ethics What are the three O's - ✔✔Owing, ordering, oughting. We know who and why we OWE and are able to recognize the obligation, responsibility, and duty which give rise to moral thinking and ethical reasoning. Ordering is what is called moral structuring and ethical priorities. In other words, are you putting your priorities in the right ORDER Understanding what Airmen ought to do is OUGHTING. Our core values guide us to what we ought to do. INTEGRITY FIRST
