Afi 36 2301

Identify the specific skills that will be developed at all officer and enlisted Professional Military Education (PME) schools. According to Air Force Instruction (AFI) 36-2301, Developmental Education, PME is that portion of military education that: 1. Provides the nation with personnel skilled in the employment of air, space, and cyberspace power in the conduct of war and small-scale contingencies (peacekeeping, humanitarian assistance, crisis response, and so forth). 2. Provides Air Force personnel with the skills and knowledge to make strategic decisions in progressively more demanding leadership positions within the national security environment. 3. Develops strategic thinkers, planners, and warfighters. 4. Strengthens the ability and skill of Air Force personnel to lead, manage, and supervise. These objectives promote the development of officer and enlisted leaders who are proficient in their jobs; who understand air, space, and cyberspace power and Air Force doctrine; and who can apply critical thinking skills to solve complex problems.

1. The United States Air Force Core Values: Integrity, Service, Excellence 2. Air Force Instruction (AFI) 36-2618; entails responsibilities of all enlisted Airmen and what is expected from them at each rank. 3. Air Force Doctrine Document (AFDD) 1-1, Force Development; This document is the Air Force's premier statement of warfighting principles and beliefs. It is the senior doctrine publication from which all other Air Force doctrine flows. 4. Chairman of the Joint Chiefs of Staff (CJCS) 1805.01A, Enlisted Professional Military Education (EPME); This document defines CJCS objectives and policies regarding the educational and training institutions that comprise the EPME and Enlisted Joint Professional Military Education (EJPME) programs.

(List and Enlisted Professional Military Education (EPME) foundational document that drives all EPME curricula specifically taught among ranks/respected levels) ORGANIZATIONAL 1. Employing Military Capabilities - a. Operational and Strategic Art - b. Unit, Air Force, Joint and Coalition Capabilities - c. Non-Adversarial Crisis Response 2. Enterprise Perspective - a. Enterprise Structure and Relationships - b. Government Organization and Processes - c. Global, Regional and Cultural Awareness - d. Strategic Communication 3. Managing Organizations and Resources - a. Resource Stewardship - b. Change Management - c. Continuous Improvement 4. Strategic Thinking - a. Vision - b. Decision-making - c. Adaptability PEOPLE / TEAM 5. Leading People - a. Develops and Inspires Others - b. Takes Care of People - c. Diversity 6. Fostering Collaborative Relationships - a. Builds Teams and Coalitions - b. Negotiating PERSONAL 7. Embodies Airman Culture - a. Ethical Leadership - b. Followership - c. Warrior Ethos - d. Develops Self 8. Communicating - a. Speaking and Writing - b. Active Listening

The feeling or internalization component of learning.

The affective domain's first level of learning. - At this level learners pay attention and actively receive.

The affective domain's second level of learning. - Involves some sort of action or response.

The affective domain's third level of learning. - Ranges from simple acceptance to the more complex state of commitment.

The thinking or reasoning component of learning.

The cognitive domain's first level of learning. - It only requires you to keep, remember, recall, label, recognize, and repeat information you have read.

The cognitive domain's second level of learning. At this level you see relationships, concepts, and abstracts beyond the simple remembering of material. The three levels included within are: 1. Translation 2. Interpretation 3. Extrapolation

The cognitive domain's third level of learning. - After identifying concepts you must apply your knowledge and comprehension of those concepts to solve the problem or deal with the issue appropriately and effectively.

Defined as the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by observation, experience, reflection, reasoning, or communication as a guide to belief and action. The use of those cognitive skills or strategies that increase the probability of a desirable outcome. - Also described as purposeful, reasoned, and goal directed. - It is used when solving problems, formulating inferences, calculating likelihoods, and making decisions by using skills that are thoughtful and effective for the particular context and type of task.

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

(Keys to Successful Learning) Take Notes, Study, Practice, Formative Exercise, Test Taking (Summative Evaluation), Lifelong Learning

(Learning Styles) 1. Auditory 2. Visual 3. Tactile / Kinesthetic

Scheduling, Self Discipline, Dealing with Distractions, Overcoming Procrastination

Reduced anxiety, gained time, reduced avoidance, improved opportunities for reviews, and eliminated cramming.

(Structured Thinking Process) Stands for Identify, Differentiate, Determine, & Predict (Justify).

1. Open-mindedness and healthy skepticism 2. Intellectual Humility 3. Free Thinker 4. Highly Motivated

Information that is believable, from a trustworthy source.

Information that is fair, impartial rather than prejudiced.

Information that is free from error, a correct or truthful representation of something.

Reactive Thinking (System - 1) Reflective Thinking (System - 2)

(The First of Two Types of Thinking) Judgments made as a result of automatic thought. Thinking that is often intuitive. Fast actions in sports or in the heat of battle that are born of expertise, training, and practice. Often involves deciding first, and then later trying to make sense out of it.

(The Second of Two Types of Thinking) This is a broad and informed problem-solving and deliberate decision making. It is useful for judgments in unfamiliar situations, for processing abstract concepts, and for deliberating.

- Basic Human Limitations - The Use of Language - Faulty Logic or Perception - Psychological & Sociological Pitfalls

- Confirmation Bias and Selective Thinking - False Memories and Confabulation - Personal Biases and Prejudices - Physical and Emotional Hindrances - Testimonial Evidence

- Ambiguity - Assuring Expression (words meant to disarm you from questioning the validity of an argument) - Meaningless Comparisons - Doublespeak Jargon (technical language used to make the simple seem complex) - Emotive Content (words used to arouse feelings) - False Implications

- Apophenia and Superstition - Argument from Ignorance - False Analogies - Irrelevant Comparison - Pragmatic Fallacy - Slippery Slope Fallacy

- Ad Hominem fallacy (argument directed at an individual instead of the message) - Ad Populem (means that "If many believe so, it is so.") - Emotional Appeal - Evading the Issue (Red Herring) - Fallacy of False Dilemma - Poisoning the Well

- Purpose - Questions - Information - Inferences/Conclusions - Concepts - Assumptions - Implications/Consequences - Point of View

- Clarity - Accuracy - Precision - Relevance - Depth - Breadth - Logic - Significance - Fairness

Requires you only to consider four evaluative definitions: 1. Strong 2. Acceptable 3. Unacceptable 4. Weak

Stands for Full Range Leadership Development.

Leadership theory that focuses on fixed personal characteristics and innate qualities. Referred to as "The Great Man (or Woman) Theory", one's leadership effectiveness was said to be influenced by their intelligence (intellect), self-confidence, determination, integrity, and sociability (social skills).

Leadership theory that focuses on leaders who are emotionally intelligent and can successfully solve problems and make logical decisions. EMOTIONAL INTELLIGENCE centers on emotional AWARENESS and the CONTROL people have of their emotions and how this affects their leadership effectiveness.

Leadership theory that focuses on a follower's competence and commitment, or development level (DL) in completing a specific task and the use of four different leadership styles to influence the follower's development: directive, coaching, supporting, or delegating. The crux of this theory is that it is task specific.

Part of situational leadership theory. If the leader determines that the follower has LITTLE competence and commitment to accomplish a task (DL1), then the leader will use this style which includes providing the follower with DETAILED instructions and a MANDATORY deadline.

Part of situational leadership theory. If the leader determines that the follower has a LOW LEVEL of competence but SOME commitment to accomplish a task (DL2), then the leader should use this style which includes PRESENTING ideas to the follower and ASKING for input.

Part of situational leadership theory. If the leader determines that the follower is HIGHLY competent but LACKS commitment to accomplish a task (DL3), then the leader will use this style by SOLICITING solutions from the follower and ENCOURAGING the follower in his or her efforts.

Part of situational leadership theory. If the leader determines that the follower demonstrates HIGH levels of competence and commitment (DL4), then the leader will use this style by EMPOWERING the follower to make and implement decisions within limits set by the leader.

Leadership theory that suggests leaders simply cannot change their behaviors. Therefore, they are moved into and out of various situations based on three critical situational factors: Leader-Member Relations, Leader's Position Power, and The Task Structure.

(Part of Contingency Theory) (Leadership Theory) The degree to which the leader is trusted and liked by members of the group and the group's willingness to follow the leader.

(Part of Contingency Theory) (Leadership Theory) The authority the leader has to reward or punish. The leader's power and authority comes from the position held within the organization.

(Part of Contingency Theory) (Leadership Theory) This refers to how well a group's task(s) have been described. Highly structured means the tasks are clearly understood and easy to understand. Unstructured means the tasks are difficult to understand and are complex or difficult to execute.

The people responsible for initiating change within an organization.

States that professionals can't indulge themselves in self-pity, discouragement, anger, frustration, or defeatism.

- Don't Depend on Messages Left - No More Telephone Tag

Prepare Senior Airmen to be professional, war-fighting Airmen who can supervise and lead Air Force work teams to support the employment of air, space, and cyberspace power.

(Course Foundation) Expeditionary Airman Professional Airman Supervisor of Airmen Supervisory Communicator

(Regarding case studies and scenarios) Means suitable for a particular person, place, or condition.

(Regarding case studies and scenarios) A sliding scale accurately describes degrees of effectiveness. That is, actions, decisions, and behaviors can be ineffective, least effective, mostly effective, and most effective.

Initiates from inside an individual. Examples for this include: (self-satisfaction from) effort put in, (drive) reaching desired goals, (desire to learn) interested in mastering a topic.

Initiates from outside an individual. Examples for this are rewards for success or lack of punishment, vs almost certain threat of punishment following misbehavior.

(Motivational Theory) Internal thoughts and motivations could not be validated to explain a person's behavior. Rather, only external (extrinsic), observable influences lead to one's behavior. Operant conditioning associates a specific behavior and a consequence for that behavior. "Operant" refers to any "active behavior that operates upon the environment to generate consequences" (1953). Uses a positive/negative reinforcement and a positive/negative punishment model.

(Motivational Theory) Argues that for a reward to be appropriate, accepted, and effective, it must fulfill a member's needs. The three primary needs a person must satisfy to be motivated include: the need for achievement, a high need for affiliation, and a need for power.

(Motivational Theory) Categorizes a member's commitment to the organization into three levels: - Membership (external motivators/system level rewards) - Performance (external motivators/supervisory rewards) - Involvement (internal motivators/personal rewards)

Uses Laissez-Faire or Management by Exception - Passive (MBE-P) approach.

(Passive Leadership) Leadership missing the leader.

(Passive Leadership) A leader who uses this is reactive rather than proactive and waits for things to go wrong. If it isn't broke, don't fix it.

Centers on the transaction between the leader and the follower. It can be corrective or constructive.

(Transactional Leadership) The corrective transaction between the leader and the follower. Exists in structured systems with detailed instructions, careful observation, and active supervision.

(Transactional Leadership) A contract or goal is established between the leader and the follower.

When leadership enables one or more followers to transform into their best possible selves. 1. Offers followers a vision and inspires them to complete their mission 2. Inspires followers to exceed their goals 3. Promotes positive and meaningful changes 4. Uses the "4 Is" to influence and "transform" others

(Transformational Leadership / part of the 4 Is) Treat others as individuals, nurture followers, empathizes with and supports followers.

(Transformational Leadership / part of the 4 Is) Value learning, stimulate and encourage creativity in followers, advocate rational thinking and use systematic analysis, not afraid to take risks and solicit ideas from followers, encourage followers to be independent thinkers.

(Transformational Leadership / part of the 4 Is) Present vision as a shared vision inspiring followers to put forth extra effort; help followers develop a strong sense of purpose; express confidence in followers; present vision in understandable, precise, powerful, and engaging manner using expert communication skills; require followers to work together as a team.

(Transformational Leadership / part of the 4 Is) Charismatic and act as positive role models that "walk the walk." Display high levels of moral behavior, virtues, and character strengths, as well as a strong work ethic; Represent the organizational values, beliefs, purpose, in words and actions, and encourage the same in their followers; champion trusting one another; set aside their self-interests.

Practical theory that identifies the four distinct personality temperament types that exist within each of us and throughout society. It is intended to assist us in recognizing the temperament we prefer to operate from the most as well as the preferred temperaments of others so that we may, regardless of existing personality differences, interact more effectively. It is a product of the research conducted by Swiss psychologist, Dr. Carl Jung.

(Four Lenses) Competence, Curiosity, Independent, Learning, Analysis, Education

(Four Lenses) Emotion, Family, Listens, Belonging, Relationship, Passion, Love, Empathetic, Creativity, People

(Four Lenses) Organization, Security, Discipline, Stability, Tradition, Goals, Success, Leadership

(Four Lenses) Action, Fun, Variety, Money, Hands-on, Freedom, Bold, Work hard/play hard, Win, Competition

A pattern of quadrants used to determine a person's four areas, or panes, of self-awareness to include how others see or perceive that person. Developed by Joseph Luft and Harry Ingham.

(Johari Window Model) When regarding areas revealed to be known to self, known to others, not known to self, not known to others, open, blind, hidden, or unknown; "Blind" refers to aspects about us that we are not aware of, but others are.

(Four Lenses) Be civil, composed, emotionally balanced, concise, and factual. Give them time to process information. Do not take confrontation personally. Support your points with proof, studies, or research. Do not expect immediate results.

(Four Lenses) Do not attack them personally. Encourage them to express their point of view, and give them time to reflect on their feelings. Validate the helpful parts of what they say before critiquing the rest. Expect emotional reactions. Respond and conclude with a positive gesture.

(Four Lenses) Be courteous and polite. Clearly define the issue at hand and the goals to be accomplished. Be factual, set goals, and benchmark time frames. Put the final resolution in writing and stick to it unless you meet again to revise your plan.

(Four Lenses) Lighten the mood with some humor. Do something active like walking or moving around the area to release some physical tension. Expect to be challenged or debated. Be flexible and adaptable. Do not back them into a corner. Stress the importance of a collaborative solution that can work well for both of you.

(Four Lenses) The ability to express one's own strengths, feelings, and beliefs in a manner that is considerate toward the abilities, thoughts, values, and feelings of others. In reference to "The Four Lenses" it is the ability to remove your primary lens (temperament) and instead, see others and the world through someone else's lens (color). Four Lenses Maturity development ranges from low (pride) to high (humility) maturity.