Preface - AFJROTC FL-20081 - TCHSAFJROTC FL-20081
TABLE OF CONTENTS
Preface…………………………………………………………………………………iii
UNIT 1 Learning, Communication, and Personal Development
Chapter 1: Learning and Communication
|Lesson 1 Learning to Communicate………………………………….. |1 |
|Lesson 2 Learning to Listen………………………………………….. |7 |
|Lesson 3 Learning to Think Critically………………………………... |13 |
Chapter 2: Communicating Effectively
|Lesson 1 The Basic Checklist……….………………………………... |20 |
|Lesson 2 Writing Effectively ………………………………...………. |26 |
|Lesson 3 Speaking Effectively ...…………………………………….. |32 |
UNIT 2 Building Personal Awareness
Chapter 3: Understanding Your Attitude
|Lesson 1 Interpreting Events and Experiences……………………….. |38 |
|Lesson 2 Building a Positive Attitude ……………………………….. |44 |
|Lesson 3 Overcoming Challenging Experiences……………………... |50 |
Chapter 4: Understanding Your Action
|Lesson 1 Integrity and Character …………………………………….. |56 |
|Lesson 2 Personality, Style, and Interactions………………………… |62 |
|Lesson 3 Consequences and Responsibilities………………………… |68 |
UNIT 3 Understanding Groups and Teams
Chapter 5: Developing Vision and Teams
|Lesson 1 Group and Team Dynamics………………………………… |74 |
|Lesson 2 Building Mutual Respect…………………………………… |80 |
|Lesson 3 Establishing a Common Vision ….………………………… |86 |
Chapter 6: Solving Conflicts and Problems
|Lesson 1 Identifying Levels of Conflict…………………………….. |92 |
|Lesson 2 Steps for Problem Solving………………………………… |98 |
|Lesson 3 Building Consensus ….…………………………………… |104 |
UNIT 4 Preparing for Leadership
Chapter 7: A Leadership Model
|Lesson 1 Leadership Factors………………………………………... |110 |
|Lesson 2 Leadership Traits …………………………………………. |116 |
|Lesson 3 Leadership Principles….………………………………….. |122 |
Chapter 8: Adaptive Leadership
|Lesson 1 Leadership Style and Mission Demands………………….. |128 |
|Lesson 2 Situations and Team Capabilities…………………………. |134 |
|Lesson 3 Leadership Preparation ….………………………………... |140 |
Preface
Introduction
This student workbook is a supplement for you to use along with your textbook, Leadership Education II: Communication, Awareness, and Leadership. The text provides an excellent introduction to the fundamentals of communication, self-knowledge, and leadership, including such topics as the basic communication process; writing, speaking, listening, and critical-thinking skills; interpreting events and experiences and building a positive attitude; integrity and character; personality preferences and your personal style; team-building and group dynamics; resolving conflicts; a leadership model; and the theory of adaptive leadership.
This workbook closely follows the course text and gives you a useful tool for accomplishing the course’s objectives. With honest effort, you’ll learn important personal and leadership skills that will serve you well in whatever path your life follows.
Student Strategy
The text covers a broad range of material. We recommend that you read the assigned material for each class, focusing on the Learn About topics listed at the front of each lesson. Study and learn the highlighted Vocabulary words and make sure you know the answers to the Checkpoints items listed at the end of each lesson. Then quiz yourself with the items in this workbook. By reviewing the material several times in this way, you’ll find it easier to master.
Workbook Layout
Each lesson in the text has a corresponding lesson in this student workbook. You can easily find the proper lesson in the student workbook by referring to the Table of Contents. The following is an alphabetical list of the sections that may appear in a workbook lesson.
Crossword Puzzle: This section asks you to complete the puzzle. It provides a fun way to test your knowledge of the key terms and concepts in the text. Some clues may require two-word answers.
Define, Describe, or Identify: This section has the Vocabulary words from the text with spaces for your written definitions. You may search for the definitions in the text or refer to the Glossary at the end of the text. Either way, you should be able to easily find the appropriate definitions in a short period of time.
Fill in the Blanks: This section asks you to fill in the blanks with answers from the lesson text. Occasionally, you will find that an item could have more than one answer. In such cases, choose the best, or most appropriate answer based on the text. Some answers will require several words.
List or Describe: The items in this section are meant to make you think and apply the text material. You can discuss your ideas with your instructor and classmates.
Matching: In this section, you will match the definition in the first column with its word in the second column. You may use each letter only once, but you will not use all the letters.
Multiple Choice: For this section, circle the letter of the answer choice that correctly completes the statement. Each question has only one correct answer. All the questions are based on the lessons in the text.
Short Answer (Things to Think About): In these sections, each question is followed by space for your answer.
True/False: To complete this section, decide whether the statement is true or false and place a T or F in the blank. Referring to the text will help you decide.
Word Find: This puzzle instructs you to unscramble the words in each item and write them in the blanks. Then find and circle the words in the puzzle.
Using this student workbook along with the text will help you better absorb the lessons. We hope you will truly enjoy this course.
We welcome your comments or suggestions concerning this student workbook. Please forward them to HQ AFOATS/CRJ, 551 East Maxwell Blvd., Maxwell AFB, AL 36112-6106.
Lesson 1: Learning to Communicate
A. Define, Describe, or Identify:
1. Communication
2. Noise
3. Feedback
4. Decoding
5. Sender
6. Audience demographics
7. Internal noise
8. Nonverbal communication
9. Receiver
10. Channeling
B. Matching:
Match the definition in Column A with the word in Column B. You may use each word only once.
|Column A | |Column B |
| | | |
|_____ 1. The receiver’s key characteristics—age, race, gender, education | |a. sender |
|level, status or role in the community. | |b. receiver |
| | |c. audience demographics |
|_____ 2. Putting an encoded message into a medium of delivery. | |d. internal noise |
| | |e. external noise |
|_____ 3. Signals that a person sends out in addition to the message that may| |f. noise |
|affect how the receiver interprets the meaning. | |g. cues |
| | |h. encoding |
|_____ 4. Noise that happens outside a person’s own head. | |i. nonverbal communication |
| | |k. channeling |
|_____ 5. Turning a message into symbols that will have meaning for the | | |
|receiver. | | |
| | | |
|_____ 6. The person who originates and sends a message. | | |
| | | |
|_____ 7. The unconscious ways in which people communicate their true | | |
|intentions and meaning. | | |
| | | |
|_____ 8. Anything that interferes with communication. | | |
| | | |
|_____ 9. Daydreaming, worrying, hunger, and strong emotions are examples of | | |
|this. | | |
| | | |
|_____ 10. The person who receives a message. | | |
C. True/False:
Put a T in the blank if the sentence is true and an F if it is false.
_____ 1. Information messages simply tell the receiver something.
_____ 2. Using complicated words is helpful in communicating.
_____ 3. If your listener doesn’t give you feedback, don’t ask for it.
_____ 4. Communication is the creation and sending of information, thoughts, and
feelings from one person to another.
_____ 5. When you are communicating, it’s better if you don’t know too much about
your audience.
_____ 6. When seeking feedback, you should ask questions that your receiver can answer
Yes or No.
_____ 7. A truck backfiring, a television program, and a baby crying are all examples of
external noise.
_____ 8. Analogies and comparisons are ways to penetrate barriers to good
communication.
_____ 9. Hearing is automatic; listening is an active effort to receive, understand, and
react to a message.
_____10. Action-and-information messages give the receiver information, but don’t ask
the receiver to do anything.
D. Crossword Puzzle:
(Note: Leave a blank square between words in a two-word answer.)
Across
3. Unconscious ways in which people communicate their true intentions.
6. Putting an encoded message into a medium of delivery.
10. There is internal noise and this.
11. Always seek this when trying to communicate.
12. If your receiver doesn’t understand your message, you must do this to it.
14. This and listening are not the same thing.
Down
1. See is to examine as this is to hear.
2. Anything that interferes with communication.
4. Signals a person sends—in addition to the message—that affect the receiver.
5. Don’t use complicated words; use this kind
6. The opposite of vague.
7. Noise is either external or this.
8. To do this to your message, you must plan before you speak and think about what you want to say.
9. The person to whom a message is sent.
13. The person who originates the message.
[pic]
E. Multiple Choice:
Circle the letter that provides the best answer.
1. Which is not a way to break through the noise that interferes with communication?
a. Know the purpose of your message.
b. Channel your message.
c. Use feedback to adjust your message.
d. Use simple, concrete words.
2. Which of the answers below is one of the ways to improve communication?
a. Focus your message.
b. Listen actively.
c. Both (a) and (b).
d. None of the above.
3. Which of the sentences below is not vague?
a. It’s kind of cold out tonight.
b. He drives an old car.
c. Our teacher was in the Air Force for a while.
d. It was so cold that icicles formed in the man’s beard as he walked down the street.
4. Which of the following is not an example of external noise?
a. Worrying.
b. A siren.
c. A ringing telephone.
d. A barking dog.
5. Which of the following questions is not a good one to ask if you’re looking for feedback?
a. When do I want you to pick me up?
b. What do I want you to do on the way home from school?
c. Do you understand?
d. Which car did I say I’d be driving?
6. Which of the following best communicates the sender’s thought?
a. I’m most appreciative of your efforts on my behalf.
b. My gratitude for your support is unbounded.
c. I shall be eternally grateful for your assistance.
d. Thanks for your help.
Lesson 2: Learning to Listen
A. Define, Describe, or Identify:
1. Reflective listening
2. Summarizing
3. Framing
4. Active listening
5. Clarifying
6. Competitive listening
7. Note taking
8. Restating, paraphrasing, or mirroring
9. Passive listening
10. Acknowledging
B. Multiple Choice:
Circle the letter that provides the best answer.
1. Positive nonverbal clues include:
a. Leaning back.
b. Leaning forward.
c. Folding the arms.
d. Yawning.
2. The average person spends how many minutes each hour listening?
a. 15.
b. 10.
c. 50.
d. 25.
3. Which is not one of the four types of listening?
a. Aggressive listening.
b. Passive listening.
c. Active listening.
d. Competitive listening.
4. Negative nonverbal clues include:
a. Smiling.
b. Nodding in agreement.
c. Glancing at the clock.
d. Making eye contact with the speaker.
5. Which is not a myth about listening?
a. Good readers are good listeners.
b. Listening skills are hard to learn.
c. Listening is different from hearing.
d. Listening and hearing are the same.
6. Which is not an effective listening technique?
a. Summarizing.
b. Mirroring.
c. Clarifying.
d. Interrupting.
C. True/False:
Put a T in the blank if the sentence is true and an F if it is false.
_____ 1. Few people have had any formal training in listening.
_____ 2. Competitive listening takes place when the receiver is listening closely.
_____ 3. It’s the sender’s job, not the receiver’s to ensure the receiver understands the
message correctly.
_____ 4. The advantage of speaking over writing is that you get immediate feedback.
_____ 5. Listening and hearing are the same thing.
_____ 6. You automatically become a better listener as you grow older.
_____ 7. It’s a myth that smart people are better listeners.
_____ 8. In clarifying, you ask specific questions to ensure you have understood the
message.
_____ 9. When you take notes, don’t try to write down every word the speaker says.
_____ 10. It someone is yawning, glancing around the room, looking at the clock, and
folding their arms while you’re talking, it means they’re listening carefully to
what you are saying.
D. Word Find:
Unscramble the words below and write them in the blanks. Then find and circle the words in the puzzle.
_______________ 1. MUMSARGINIZ
_______________ 2. GRAFNIM
_______________ 3. NEGISTILN
_______________ 4. VIRETECLEF
_______________ 5. RICYNFALIG
_______________ 6. SHARGPINHARP
_______________ 7. EVACIT
_______________ 8. VISAPES
_______________ 9. PICTOEMTEVI
_______________10. GNOGENDILWACK
_______________11. RIRNIGMOR
_______________12. STRAITGEN
G Z E Q W V P A S T I V F A M X
E S V E Z M M A C H S N G I C E
E F A T E I C C S I N G Q U L G
V S T I C T A K G S S E N G A N
I H I C I K N O W L I P D G R I
T S T V E L H W C I D V E M I Z
C B E N J W Y L E A C T E V F I
E N P I Z E A E I M I R P G Y R
L Q M A K N O D G S U M M Y I A
F L O D N G C G T I T O M X N M
E Y C F R A M I N G H E M R G M
R E S T A T I N G G A S N Y M U
E R T A S I N G R R O R M I U S
F L G N I S A R H P A R A P N E
E R I D T S U M I R R O R I N G
E. List or Describe:
1. List how much time each waking hour people spend a) reading and writing; b) talking;
and c) listening.
2. Describe the proper way to take notes.
3. Describe some positive and some negative nonverbal cues.
4. Describe some of the ways men and women communicate differently.
Lesson 3: Learning to Think Critically
A. Describe, Define, or Identify:
1. Decision making
2. Logic
3. Reflection
4. Bias
5. Intuition
6. Premise
7. Critical thinking
8. Analysis
9. Problem solving
10. Critical reading
B. Fill in the Blanks:
1. Because thinking and reflection take time, it’s usually best to do it in places where there are few _________________.
2. When you develop a pattern of making thoughtful decisions, you are living a _______________ life. Decisions that are not based on thinking are _______________.
3. Critical thinking involves _______________.
4. Good decision-making and problem-solving skills are a direct result of ________________ _______________.
5. When you take time to consider all the information, sights, sounds, and smells coming to you from the world, you are engaging in _______________.
6. Thinking is also more than the feeling that many people call _______________.
7. Thinking is one of the brain’s three major functions. The two other functions are _______________ and _______________.
8. Socrates was a famous _______________ philosopher.
9. _______________ __________, _______________, and strong _______________ can be barriers to good thinking.
10. The word criticism comes from a Greek root meaning “to ___________.”
C. Multiple Choice:
Circle the letter that provides the best answer:
1. Which is not one of the three broad categories do most questions fall into?
a. Questions of fact.
b. Questions of detail.
c. Questions of judgment.
d. Questions of preference.
2. Questions of preference produce which kind of responses?
a. Subjective
b. Objective
c. Reflective
d. Reflexive
3. Which are three standards of thinking?
a. Clarity, accuracy, and decision
b. Relevance, depth, and width
c. Logic, significance, and acceptance
d. Accuracy, depth, and fairness
4. Which is an example of a “dead” question?
a. What is a “dead” question?
b. Are multiple choice exercises useful?
c. Do I have to answer this?
d. What makes for a good question?
5. Which is not a good question to ask about your performance in a course?
a. Do I like the teacher?
b. Do I raise important issues in class?
c. Can I identify key concepts?
d. Do I recognize and analyze different points of view?
6. Which is a good question to ask yourself in evaluating your own learning?
a. Can I identify key concepts?
b. Do I recognize the subject matter’s key assumptions?
c. Both (a) and (b).
d. None of the above.
D. Crossword Puzzle:
(Note: Leave a blank square between words in a two-word answer.)
Across
4. Clear language has this quality.
5. An idea based on fact.
9. A logical conclusion stands on this.
12. Sufficient specificity.
13. Thinking that seeks to form solid connections and support.
14. Sense No. 6.
15. Questions of ______ require evidence and reasoning.
17. Thinking carefully about what you find in a book.
18. Thinking should point you towards this.
Down
1. Putting thinking to work.
2. The opposite of shallow thinking.
3. Selecting options.
6. Making sense by thinking.
7. An example of these: “Will this be on the quiz?”
8. True statements reflect this.
10. Foundations of thinking.
11. Breaking down an issue.
16. Thinking based on emotion, not facts.
[pic]
E. Short Answer (Things to Think About)
Write a short answer to each question.
1. What is wrong with the following reasoning?
Premise A: All Americans are rich.
Premise B: Patrick is an American.
Conclusion: Patrick is rich.
2. Why is the following flawed logic?
Premise A: Lots of good basketball players are tall.
Premise B: Simon Brown is tall.
Conclusion: Simon must be a good basketball player.
3. Is the following good logic or poor logic? Why?
Premise A: Most men are physically stronger than most women.
Premise B: Bill is a man; Janet is a woman.
Conclusion: It is likely that Bill is physically stronger than Janet.
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Lesson 1: The Basic Checklist
A. Define, Describe, or Identify:
1. The basic checklist
2. Purpose statement
3. Audience
4. Topic sentence
5. Feedback
6. Editing
7. Drafting
8. Tone
9. Statistics
10. Research
B. Matching:
Match the definition in Column A with the word in Column B. You may use each word only once.
|Column A | |Column B |
| | | |
|_____ 1. The precise meaning or significance of a word or phrase. | |analysis |
| | |description |
| | |statistics |
|_____ 2. Comments of authorities used to support a claim. | |outline |
| | |definition |
| | |argument |
|_____ 3. A series of statements intended to persuade others. | |testimony |
| | |feedback |
| | |explanation |
|__ ___ 4. Makes a point plain or creates a relationship between cause and effect. | |thesis statement |
| | |audience |
| | |editing |
|____ _ 5. The separation of a whole into smaller pieces for further study. | | |
| | | |
| | | |
|_____ 6. Provides details or paints a picture with words. | | |
| | | |
| | | |
|_____ 7. Provides a summary of data in numerical format. | | |
| | | |
| | | |
|_____ 8. A special form of purpose statement used in academic or persuasive writing.| | |
| | | |
| | | |
|_____ 9. Contains your main points and supporting ideas, arranged in logical order. | | |
| | | |
| | | |
|_____ 10. The people to whom you are writing. | | |
C. True/False:
Put a T in the blank if the sentence is true and an F if it is false.
____ 1. Grammar and style are always important in writing, even in a first draft.
____ 2. With the Internet so easily available, it’s seldom necessary to consult a librarian anymore.
____ 3. Once you’ve done your research and selected the evidence that you want to present, it’s time to deliver your message.
____ 4. Outlining a paper may take some time, but in the end it’s likely to save time.
____ 5. An argument isn’t always a disagreement or a fight.
____ 6. You may adapt, or even stray from, the six steps of the basic checklist, but that’s OK.
____ 7. It’s OK to update your purpose statement once you’ve researched your topic.
____ 8. Because written messages are always so clear, in black and white, you don’t have to worry about your tone when you write the same way you do when you talk face to face.
__ _ 9. Since it’s so hard to check out online sources of information, you’re better off not using them at all.
____ 10. It may be useful to know your audience, but it doesn’t really matter, because a good piece of writing should make sense to anyone.
D. Multiple Choice:
1. Which is not a pattern of persuasive writing?
a. Problem/Solution Pattern.
b. Chronological Pattern.
c. Cause/Effect.
d. Reasoning/Logic Pattern.
2. Which is not a good source of information on a politician’s position on an issue?
a. The politician’s own website.
b. The local public library.
c. A political opponent’s website.
d. The online archive of the local newspaper.
3. Which pattern of informative writing would be best to explain how to get to a location in your community?
a. Topical pattern.
b. Chronological pattern.
c. Random observations pattern.
d. Spatial/geographic pattern.
4. Which of these would be the least reliable source for a paper for school?
a. A paper by a student at another school in town, which you found online.
b. Encyclopedias in the school library.
c. Virtual libraries accessed from your home computer.
d. Specialized collections of books and papers at your public library.
5. Why is it important to ask for feedback even when it isn’t offered?
a. No one can judge his or her own work fairly.
b. Some reviewers may be afraid of hurting your feelings.
c. Some people you show your work to may disagree with the main thrust of your argument piece but be reluctant to get into a big discussion with you.
d. All of the above.
6. Which of the following is not a good way to ask for feedback?
a. I’ve worked so hard on this already; I hope you think it’s OK.
b. I really want your ideas. Don’t be afraid to tell me if I’ve got it wrong.
c. I’ve focused on this for so long that I may not realize what I’m leaving out.
d. I’ve still got some time on this, so I can fix it if you think it doesn’t work.
E. Crossword Puzzle:
(Note: Leave a blank square between words in a two-word answer.)
Across
2. It paints a picture with words.
4. A kind of writing used to “sell” to an audience.
5. Captures the main idea of a paragraph.
6. Makes a point understandable, or creates a cause and effect relationship.
11. The meaning of a word.
13. Data in the form of persuasive numbers.
14. What makes your case.
15. A quick first writing of a paper.
Down
1. Response from someone else to your writing.
3. A specific instance to represent a larger fact.
7. Not what you say but how you say it.
8. Contains main points and supporting ideas in a logical order.
9. Slow, careful examination of a piece of writing
10. Digging up information.
12. Comments of authorities used to support a claim.
[pic]
Lesson 2: Writing Effectively
A. Define, Describe, or Identify:
1. Style
2. Synonym
3. Clarity
4. Jargon
5. Transitions
6. Voice
7. Agreement
8. Pronoun
9. Antecedent
10. Protocol
B. Multiple Choice:
Circle the letter that provides the best answer.
1. The following is a run-on sentence: “Carl can’t go to the game he doesn’t have any money.” Which is not a way to correct it?
a. Carl can’t go to the game because he doesn’t have any money.
b. Carl can’t go to the game, he doesn’t have any money.
c. Carl can’t go to the game; he doesn’t have any money.
d. Carl can’t go to the game. He doesn’t have any money.
2. Which of these is the best example of appropriate use of the passive voice?
a. Sally was bitten by the neighbors’ dog, Buster.
b. The house across the street hasn’t been painted for years.
c. The meeting will be conducted by Joe in Charlie’s absence.
d. Alice is being taught to sing.
3. Spot the sentence with a subject-verb agreement problem.
a. Neither Jane nor her parents are in town this week.
b. Tom, as well as Dick and Harry, are on their way to the lake.
c. Fish and chips is Uncle Harry’s favorite dish.
d. Our town’s big problem is too many rowdy young people without enough to do on the weekends.
4. Which response from a reader is not a sign of effective writing?
a. Laughter.
b. A yawn.
c. Tears.
d. A letter to the editor of the publication in which the writing appeared.
5. Spot the sentence that has no misused words.
a. His house is not ensured against hurricane damage.
b. The children couldn’t walk any farther down the road.
c. His aunt works in a stationary store.
d. His grandparents emigrated from Italy around 1915.
6. Spot the sentence with the misused word.
a. He’s hoping the coach can advise him on how to improve his game.
b. He’s faced hardships in his life, but he hasn’t let them effect him.
c. Are you implying you think she’s not good enough for the team?
d. The children are all ready to leave for soccer practice.
C. True/False:
Put a T in the blank if the sentence is true and an F if it is false.
____ 1. All specialized professional groups have jargon, but it’s never a good idea for them to use it.
____ 2. Most conventional sentences have a subject and a predicate (verb).
____ 3. “There is” or “there are” can be a good way to start a sentence, because if you do, you don’t have to follow the same rules about subject-verb agreement.
____ 4. With e-mail and instant messaging so easy to use, it’s no longer necessary to worry about writing according to the rules our parents learned in school.
____ 5. E-mail is like regular mail in many ways, but e-mail isn’t as private.
____ 6. A writer’s use of specialized technical vocabulary will impress readers, even if they don’t understand the language.
____ 7. Writers who stop as soon as they’ve finished discussing their last main idea miss a good opportunity to communicate more fully with their readers.
____ 8. To be an effective writer, you need to adapt your writing style to specific circumstances.
____ 9. Even though readers read the introduction first, you don’t have to write it first.
____ 10. Students may make a lot of mistakes in their writing, but professional writers
seldom do.
D. List or Describe:
1. List some ways the written word can control the “tone of voice” and the deeper level of meaning you can get across when you speak face to face with someone.
2. List three purposes that paragraphs serve to develop ideas in your writing.
3. Describe the three-part structure a good draft should have.
4. Name the three big advantages of e-mail.
5. List some of the disadvantages of e-mail.
6. List the Six Rules of E-Mail Protocol.
E. Word Find:
Unscramble the words below and write them in the blanks. Then find and circle the words in the puzzle.
_________ 1. NARTNIOTIS
__________ 2. MYSONNY
3. NOGRAJ
4. URUSSETHA
5. PHAPARRAG
6. UNICONTITY
7. NARFGEMT
8. NUTAPNITIOC
9. NOOLCESIM
10. EVASSIP
11. NORPOUN
12. NEOT
|P |U |N |
D. List or Describe:
1. List and describe some defense mechanisms that can affect your relationships.
2. List three states of mind that can block your ability to learn.
3. Respect is the esteem, regard, and consideration that you pay others and that you earn. List some basic ways to show respect for others.
E. Word Find:
Unscramble the words below and write them in the blanks. Then find and circle the words in the puzzle.
1. GRYNTEITI
2. RADNELAC
3. DERICTILIBY
4. ROTMEN
5. KOLCHELAB
6. ERPID
7. ERFA
8. LIZONTIRANAITIO
9. SPECTRE
10. ALDIEN
11. CAPTIEEN
12. NIRFINDEEFEC
|A |F |H |
D. List or Describe:
1. List some characteristics of a person of integrity.
2. List some characteristic actions of someone who is a worthy role model.
E. Crossword Puzzle:
(Note: Leave a blank square between words in a two-word answer.)
Across
3. Believed “excellence in action” was the most important indication of character.
5. _______ speak louder than words.
6. The appointed president.
9. Because of heroic actions by its passengers, ________ Flight 93 missed its target.
13. Immigrants’ son became secretary of state.
14. A distinguishing feature of your character.
15. _____ ________ are usually too busy doing whatever it is people admire about them to notice that people want to be like them.
Down
1. Your moral and ethical standards.
2. Allegiance or faithfulness.
4. Answerable for the outcomes of their words and actions.
7. You can _____ a person with integrity because you know where he or she stands.
8. The inner strength you show through your actions.
10. The dedicated focus on an idea, cause, issue, plan, or task to the exclusion of any interruption, distraction, or compromise.
11. Another name for character.
12. A Spanish priest who ministered to slaves.
[pic]
Lesson 2: Personality, Style, and Interactions
A. Describe, Define, or Identify:
1. Personality
2. Preference
3. Personality type
4. Interaction
5. Extraverted
6. Introverted
7. Sensing
8. Intuition
9. Thinking
10. Feeling
11. Judgment
12. Perception
B. List or Describe:
1. List the four “dimensions” of the Myers-Briggs test and give the two options under each.
2. List some typical behaviors of different types.
C. Multiple Choice:
Circle the letter that provides the best answer.
1. Which would not be typical behavior of an extravert?
a. Feels bored when alone.
b. Draws motivation from people and things.
c. Thrives on “quiet time” and being alone.
d. Has many different kinds of friends.
2. Which is not typical of an introvert?
a. Prefers one-on-one communication and relationships to group situations.
b. Thrives on “quiet time” and being alone.
c. Gets motivation from ideas and feelings.
d. Acts first and thinks later.
3. Which behaviors suggest a preference for “sensing” rather than “intuition”?
a. Pays more attention to the present than to the past or future.
b. Decides things based on experience.
c. Prefers clear, concrete information.
d. All of the above.
4. Which of these examples suggest a preference for “feeling” over “thinking”?
a. Accepts conflict as a natural part of life.
b. Relies on personal feelings rather than on rules.
c. Notices tasks and work to be accomplished.
d. Finds it easy to analyze things objectively.
5. Which suggests a “perceiver” rather than “judger”?
a. Makes plans on the spur of the moment.
b. Plans as many details as possible before acting.
c. Uses calendars and routines.
d. Completes one part of a project before moving on to the next.
D. True/False:
Put a T in the blank if the sentence is true and an F if it is false.
____ 1. Katherine Cook Briggs and Isabel Briggs Myers were the mother-daughter team who developed the Myers-Briggs Type Indicator®, or MBTI® in the 1950s.
____ 2. Carl Jung was the Swiss psychologist on whose work Myers and Briggs based the MBTI.
____ 3. Knowing your personality type is like having a crystal ball, since it can help you predict how your life will turn out.
____ 4. Personality typing can help you make career decisions.
____ 5. An extravert gets motivation from people and things.
____ 6. An introvert is likely to want lots of other people around so that they will do all the talking.
____ 7. Thinking a lot about the future is a sign that someone has a preference for the “N” or “intuitive” option of the Sensing/Intuition dimension.
____ 8. Those who make their decisions on the basis of Feeling rather than Thinking tend to avoid conflict and seek consensus.
____ 9. Those who work best on deadline are often at the Perceiving end of the Judging/Perceiving dimension.
____ 10. So are multitaskers—people who do many things at once, at work and at play.
E. Word Find:
Unscramble the words below and write them in the blanks. Then find and circle the words in the puzzle.
1. TRAVERTEX
2. TREVORTIN
3. GINNESS
4. TUNINTOIT
5. VIPERGNICE
6. JINDUGG
7. KINTINGH
8. LEEGINF
9. STYLINOPERA
10. CANTERINITO
11. CREEFENERP
12. SINDEMINO
|E |X |T |
D. Multiple Choice:
Circle the letter that provides the best answer.
1. Which is not characteristic of the “storming” stage of team development?
a. The team may find it hard to focus on the task because individuals are still putting their own needs first.
b. During this phase, communication may be unproductive, or even damaging.
c. Some members may be unwilling to accept group rules or norms.
d. At this stage, team members defer decisions to their leader.
2. Which of these is characteristic of the “norming” stage of team development?
a. Members have limited commitment to the team.
b. Teams in this stage can sometimes meet their goals, but performance will not be up to par.
c. Team members begin to see the advantages of teamwork.
d. Members are concerned about what’s going to happen in the future..
3. Which of these statements is characteristic of the “performing” stage of team development?
a. The goal at this point is simply, “Let’s get through this project.”
b. A team spirit begins to emerge.
c. Team members begin to feel secure.
d. Good things are happening, but the team continues to fine-tune its methods for working together.
4. What probably does not belong on a meeting agenda?
a. Time for someone to go round up tardy participants.
b. Introduction and call to order.
c. Approval of minutes of the previous meetings.
d. Time for participants to bring up new business not on the agenda.
5. Which is not a good option for recording what’s discussed and decided at a meeting?
a. A whiteboard.
b. An easel with a big pad of pad.
c. A designated note taker.
d. None of the above; everyone attending should take responsibility for following the conversation and having a good way to keep track of what’s said.
E. Crossword Puzzle:
(Note: Leave a blank square between words in a two-word answer.)
Across
1. Interactions, often complex.
4. At a meeting you need to plan how to __________ information.
5. Something a goal should be.
8. This must be balanced on a team.
11. A specific job within a group.
12. Level of willingness and intensity members bring to team goals.
14. Guideline.
15. When the Americans beat the Soviets in Olympic hockey, they called it a _______ on ice.
Down
2. Another characteristic of a well-thought-out goal.
3. A good way to express a goal.
6. What a team strives to reach.
7. Members of a team often think about who has the most of this; a team leader or coach has this.
9. You send this out to participants before a meeting.
10. Collection of individuals who are identified as a group and work towards a common goal.
13. Sometimes replaceable with an e-mail.
[pic]
Lesson 2: Building Mutual Respect
A. Describe, Define, or Identify:
1. Respect
2. Mutual respect
3. Personal dignity
4. Tolerance
5. Prejudice
6. Discrimination
7. Stereotype
8. Diversity
9. Religious respect
10. Gender stereotypes
11. Justice
B. List or Describe:
1. List some ways of showing respect by using simple good manners.
2. List some other actions indicating personal respect.
3. List some other ways to show respect on a professional as well as personal basis.
4. List some ways to avoid stereotyping people by their gender,
5. List some ways to foster group effectiveness.
C. True/False:
Put a T in the blank if the sentence is true and an F if it is false.
____ 1. People aren’t born with prejudice any more than they are born with the ability to read.
____ 2. A leader must earn the respect of members of the group.
____ 3. If someone compliments you on your new winter coat and says you have “discriminating taste,” that’s a good thing.
____ 4. When Benjamin O. Davis, Jr., graduated from high school in Cleveland, Ohio, his father was one of three black combat officers in the Army at that time.
____ 5. Davis had no roommate at West Point, and no one would share his tent when he was in the field.
____ 6. A major reason for President Truman’s integration of the US armed forces, historians report, was the record of General Davis and his Tuskegee Airmen.
____ 7. After retiring from the armed forces in 1970, Davis left public life altogether.
____ 8. Prejudices can lead you to make blanket assumptions about an entire group of people rather than looking at them as individuals.
____ 9. Because of the social and legal progress of the 1950s and 1960s, Americans today find it easier to exercise their right to vote and to have equal access to education and jobs.
____10. Because of this progress, gender stereotypes are pretty much confined to the observable physical differences between males and females.
____11. Gender equality is a complex issue that’s evolving. The nation’s highest courts are still hearing cases involving gender rights.
D. Fill in the Blanks:
1. Respect means accepting _____ —tolerating and valuing other people and their customs, culture, attitudes, and beliefs.
2. Americans believe that every human being has basic, inherent value and rights that they don’t need to “______.”
3. Prejudice shuts down ______ __ _ _. It causes you to assume you have a person or a situation figured out in advance—before you even talk to the person or see the situation for yourself.
4. When people of different cultures and languages come together, all kinds of misunderstandings can erupt. An innocent gesture or word in one culture can be an ___________ in another.
5. People and groups often remember the___________ done to them far better than they remember the _____ ___ they’ve done to others.
6. Some overweight people, for example, claim to be victims of ____ _______. Left-handers say they experience ______ _______ in a right-handed world.
7. Just because you avoid stereotypes does not mean that you cannot have your own ___________ about gender issues. But in the spirit of mutual respect, you need to be ______-_ ______.
8. There’s a simple test to find out if you are showing tolerance and understanding toward others. Ask yourself: Am I treating them the way I ____ ____ _ _______
_ ___ __________ ____?
9. If you bring two positive or two negative poles of two magnets together, the magnets ___________ each other. If you put a negative and a positive pole close to each other, the magnets ___________ each other.
10. To come up with the best solutions, members of a diverse group must trust and listen to each other. They must not only accept but also value their differences. They must see diversity as __ __ _______.
E. Crossword Puzzle:
(Note: Leave a blank square between words in a two-word answer.)
Across
3. Proper regard for people and their rights.
4. Having a north and a south, like a magnet.
6. Rectitude; impartiality or fairness.
7. Variation or difference.
9. Unfair treatment based on prejudice.
10. Respecting people’s values and differences.
11. An idea based on an oversimplified concept.
13. Loss of this can cause serious breakdowns.
14. Alma mater where Davis was shunned.
Down
1. To avoid stereotyping people by their gender, don’t fall victim to this; what you call it when friends push you into something you shouldn’t do.
2. Prejudice is __________, not innate.
5. A source of prejudice.
8. Where some ancient prejudices are rooted.
12. Judgment made ahead of time, without facts.
[pic]
Lesson 3: Establishing a Common Vision
A. Describe, Define, or Identify:
1. Vision
2. Team charter
3. Vision statement
4. Team goal
5. Brainstorming
6. Mutual assistance
7. Team assignment
8. Timeline
9. Deadline
10. Excellence
B. Fill in the Blanks:
1. A vision sets out the shared _____ ___ of the team.
2. While a parent, teacher, coach, or boss might have a role in determining a team’s vision at the beginning, it’s up to ____ _____ themselves to fine-tune the vision.
3. Every team should express its _____ ____ in a team charter.
4. A team charter helps members see the big __________ _ and where they fit into it.
5. The ______ __ _ of the charter can vary: It can be written in a few ____ _____ or expressed as a table or a flowchart.
6. If the team is part of a larger organization, it may ______ __ the team charter to that of the organization.
7. No one ______ ___ anyone else’s ideas during a brainstorming session.
8. A team goal should focus on a ___ _____ issue.
9. When goals are __ _______, you can monitor your progress in reaching them.
10. Team goals must ____ ______ the vision statement.
C. Multiple Choice:
Circle the letter that provides the best answer.
1. Which is not an element of a team charter?
a. A vision statement.
b. Team goals.
c. A timeline.
d. A hidden agenda.
2. Which is not a characteristic of a well-written team vision statement?
a. It is brief.
b. It is broadly stated.
c. It explains why the team exists.
d. It explains all the what, why, and how of the team’s activities.
3. Which is not a characteristic of an effective team goal?
a. It is tied to the vision statement.
b. It tries to address several issues at once, to help get more people involved.
c. It defines the vision statement.
d. It guides the team’s accomplishments.
4. How did Walt Disney spend his teen years?
a. He had an artistic temperament and did a lot of painting and drawing he never showed anyone.
b. He attended the Chicago Institute of Art, worked at the family business, and drew sketches for the school paper.
c. He thought about being an insurance agent when he grew up.
d. He knew he was interested in art but couldn’t find any way to pursue his interest.
5. How did Michelle Kwan explain her decision to bow out of the 2006 Winter Olympics?
a. “The gold medal is the only one that really counts, and I know I won’t win it.”
b. “I knew that with this injury, I risked embarrassing the team and not skating the best that I could.”
c. “I’ve said all along that if I couldn’t skate to the level that I expected from myself, I’d withdraw from the team.”
d. “I just woke up this morning and decided I don’t want to do this anymore.”
D. True/False:
Put a T in the blank if the sentence is true and an F if it is false.
____ 1. The team charter, to be most useful, should provide as detailed an account of the team’s activities as possible.
____ 2. Team goals should grow out of the vision statement.
____ 3. Each goal must be related to that statement.
____ 4. When Walt Disney launched his own company, Laugh-O-Gram Films, he was successful from the start.
____ 5. After he had started that first company, Disney went to Hollywood and persuaded his brother, Roy, to join him. Both brothers shared the responsibility for both the creative and the financial sides of the business.
____ 6. By the mid-1930s, Disney had a staff of some 300 artists. Together, they created Snow White, the first feature-length animated film.
____ 7. When, in the early 1950s, Walt Disney took off in a new direction—the launching of Disneyland—he was convinced the new park would be successful, and so was brother Roy.
____ 8. Disney Imagineers developed the first daily operating monorail system, the first computer-controlled thrill ride, and an advanced 3-D motion picture photography system.
____ 9. In 2005, a crew of six Airmen based in southwest Asia climbed aboard a C-130 Hercules to transport 151 Marines and their equipment into combat. It was the first time an all-female C-130 crew flew such a combat mission, and after the women completed the mission successfully, they said it would be good to continue to have all-female teams.
____ 10. While the all-female crew passed a unique milestone, the members pointed out
that each crew member achieved her individual goals to get there.
E. Word Find:
Unscramble the words below and write them in the blanks. Then find and circle the words in the puzzle.
1. NIOSIV
2. ETRARCH
3. LOAG
4. MINGRINABSTOR
5. GNISSAMTEN
6. LUMAUT
7. MATE
8. CANSITASSE
9. MELITINE
10. LEANEDID
11. LENCEXECEL
12. SESSAS
13. NIGAL
14. ZINOGREEC
15. LANCHEGEL
|E |N |I |
E. Crossword Puzzle:
(Note: Leave a blank square between words in a two-word answer.)
Across
4. These people often have influence and knowledge but can quickly dominate the team, leaving others feeling left out.
8. Team members that feel unsure of themselves are this.
9. A difficulty that a group experiences in pursuing its goals.
11. ___________ problems often arise from conflicts in practice.
12. This type of team member often turns the group into an arena, disrupting the entire team.
14. A clash among people.
15. Problems with ___________ often arise from differences among team members.
Down
1. Teams stuck in this mode stray from the subject and lose track of their purpose.
2. Teams stuck in this mode make false starts and have pointless discussions.
3. Responding to conflict by blocking or moving away from it.
5. The best way to face problems: confronting them head-on until they are solved.
6. Responding to conflict by moving around it.
7. Using defense mechanisms to avoid facing conflict.
10. People with this personality type like to hear themselves talk.
13. Conflicts in purpose often give rise to problems of ___________.
[pic]
Lesson 2: Steps for Problem Solving
A. Describe, Define, or Identify:
1. Anticipating
2. Root cause
3. Troubleshooting
4. Prioritizing
5. Specifying
6. Monitoring
7. Adjusting
8. Ownership trap
B. List or Describe:
1. List and describe the five common types of groups or teams that seem to attract problems most often.
2. List some common signs of troubled relationships among team members.
3. List six steps to solving problems.
C. Multiple Choice:
Circle the letter that provides the best answer.
1. In recognizing a problem, you must do what?
a. Gather data.
b. List possible solutions
c. Find the root cause.
d. Prioritize.
2. Which of these is not a proper step in problem solving?
a. Gather data.
b. Consider options for avoiding the problem.
c. List possible solutions.
d. Test possible solutions.
3. Which of these are possible results of low morale on a team?
a. Members perform poorly and don’t have positive feelings about the team.
b. They may stop attending meetings, or refuse to contribute if present.
c. They may give up altogether.
d. All of the above.
4. TSgt Jamie Dana’s experience with her dog Rex led Congress to change the law:
a. To provide better body armor for working dogs.
b. To allow handlers to adopt and take home military working dogs following a traumatic event.
c. To eliminate use of working dogs in combat situations.
d. To require bomb-sniffing dogs to work in pairs.
5. On their “Corps of Discovery” trip to the uncharted West, Lewis and Clark needed to determine which of two forks was the Missouri River. What happened?
a. After scouting and studying, they decided the southwestern branch was the right one, and despite disagreement from their men, were proven right.
b. They finally listened to a young Indian scout who gave them the guidance they needed.
c. Wanting to give all team members a voice in the process, they followed the consensus of the Corps and ended up in Florida.
D. Fill in the Blanks:
1. Root causes are often ______ ___ and ___ ________ to figure out.
2. ________________ is an effective technique to use at this stage of the group problem-solving process.
3. Members will feel a part of the solution to a problem if they help ____ _____ it.
4. Involving team members in finding a solution is often more effective than having the leader simply ____ _____ members to ___ _________ _ _ __.
5. The key here—and the key to all group problems—is ____________ ____.
6. In brainstorming possible solutions to a problem, get at least one __ __________ from every person. If you do this, every member of the team will feel he or she has _______ __ to the solution.
7. Once you’ve listed the ideas in order of ______ ___ and expressed them as specifically as possible, you can select the most promising solutions and begin to ___ _____ them.
8. Implementing some solutions requires sensitive, one-on-one ____________with individual group members about their behaviors and actions. Arranging these is the _________ __ responsibility.
9. Both monitoring and adjusting require ________ ___. A leader needs to recognize that not every solution will work exactly as tested.
10. When putting a solution into practice, a leader must avoid the __ _____ ____ .
E. Word Find:
Unscramble the words below and write them in the blanks. Then find and circle the words in the puzzle.
1. NIMBARGINSTOR
2. CANTITAGINPI
3. TORO AUSEC
4. LOOROUTEBISHGNT
5. ZINGRIOTIRIP
6. RINGTIMONI
7. STADJUING
8. SNOWERPHI PART
9. DEISMATCHM
10. GRINKEBIC
11. NUMIMOCATEC
12. TEMPLEMIN
13. CYSGINIFEP
14. SADERELELS
K |E |R |P |A |R |T |P |I |H |S |R |E |N |W |O | |T |A |Q |I |L |L |O |P |A |E |R |T |Y |N |U |M | |C |A |R |E |F |U |G |N |I |R |E |K |C |I |B |A | |A |B |E |R |T |A |N |O |T |R |E |Y |E |N |R |O | |E |T |E |G |N |I |T |A |P |I |C |I |T |N |A |R | |A |R |R |N |L |O |D |E |H |C |T |A |M |S |I |M | |C |E |R |I |L |I |F |E |C |S |N |O |L |A |N |T | |V |S |U |T |F |E |L |E |A |D |E |R |L |E |S |S | |T |U |U |S |W |E |G |D |I |R |B |W |A |R |T |E | |B |A |R |U |T |E |T |A |C |I |N |U |M |M |O |C | |E |C |A |J |G |N |I |Z |I |T |I |R |O |I |R |P | |E |T |O |D |E |G |N |I |R |O |T |I |N |O |M |R | |T |O |R |A |A |I |T |N |E |M |E |L |P |M |I |R | |P |O |J |F |R |U |S |P |E |C |I |F |Y |I |N |G | |T |R |O |U |B |L |E |S |H |O |O |T |I |N |G |O | |
Lesson 3: Building Consensus
A. Describe, Define, or Identify:
1. Consensus
2. Unilateral decision
3. Negotiation
4. Arbitrator
5. Compromise
.
B. List or Describe:
1. List some benefits of consensus as a way of reaching decisions.
2. List four methods of building consensus aside from brainstorming.
3. What are some important active-listening skills?
4. List some techniques that lead to productive negotiations.
C. Fill in the Blanks:
1. To be a good consensus builder, you must sharpen your ______ - _ _____ skills. You pay full attention to what people say and _____ _____ if you don’t understand.
2. To be a consensus builder, a leader must be able to ask good questions and persuade team members to _____ ____ their opinions honestly.
3. In the case study, Mr. Gunderson tells Jasper, “You need to convince them to stop acting like a _______ _ ___ and start acting like _____ ___ __.”
4. Active listening actually requires active ___ ____. As you’ve learned, sometimes people talk even when they’re not saying anything. You have to be patient and “___ ___” people—their motions, their faces, their eyes, and their body language.
5. Bryan doesn’t say much during the group meetings, but Jasper finds he can learn a lot just by ______ ___ him.
6. Active listening produces ____ ______ between listener and speaker.
7. An agreement reached through brainstorming and consensus may not satisfy each participant’s interests ____ ___. It may not receive the ___ ___ level of support from all participants.
8. “Negotiation” comes from a Latin word that means, “___ ______.” Productive negotiations are an _______ because leaders must oversee them with skill and sensitivity.
9. Most teams do not need an arbitrator, but all teams need _____ _ ______.
10. The Constitutional Convention stalemated until Roger Sherman of Connecticut proposed the Great Compromise: Congress would consist of two _ __ .
D. Multiple Choice:
Circle the letter that provides the best answer.
1. Which is a benefit of solving problems and reaching decisions by consensus?
a. It lightens the burden on the team leader.
b. It leads to more creative solutions to problems.
c. It increases group member buy-in.
d. All of the above.
2. Which is not a good tactic for productive negotiations?
a. Making people who disagree sit on opposite sides of the table so they can confront each other directly.
b. Letting both sides talk through their needs, positions, and offers fully.
c. Holding off discussing specific terms—numbers or amounts—right away.
d. Remaining flexible.
3. Which is an element of effective active listening?
a. Reading a magazine while the other person is talking.
b. Listening for both facts and feelings.
c. Thinking about how you’re going to reply to what the other person is saying.
d. Avoiding eye contact to give the other person psychological space.
4. In the Henley High case study, which behavior by a team member was not a cause for concern on the part of Jason, the leader?
a. Connie and Frank’s bickering.
b. Bryan’s withdrawal.
c. George’s efforts to dominate the group.
d. Alessandra’s cooperation.
5. Which technique by a leader will probably not help a group reach consensus?
a. Active listening.
b. Willingness to brainstorm at length.
c. Making a unilateral decision.
d. Asking good questions.
E. Crossword Puzzle:
(Note: Leave a blank square between words in a two-word answer.)
Across
2. From a Latin word meaning “to carry on business.”
8. Henry Clay was famous for his ability to do this.
11. While actively listening, you must also be doing this with your eyes.
12. Active listening produces this between listener and speaker.
13. Unilateral decisions have a devastating effect on this.
14. Avoid this when actively listening, it gets you off track.
15. A one-way decision made by a leader.
Down
1. What the leader must get team members to actively do in meetings.
3. To reach consensus, teams need a common one of these.
4. A mutually acceptable agreement.
5. Person chosen by both sides who settles a dispute.
6. These kinds of negotiations are an art.
7. A good listener always asks lots of these.
9. To be a good consensus builder you must practice this actively.
10. Open to suggestions or offers from both sides.
[pic]
Lesson 1: Leadership Factors
A. Describe, Define, or Identify:
1. Leadership
2. Integrity first
3. Service before self
4. Excellence in all we do
B. List or Describe:
Write a short answer for each question.
1. List and describe six moral traits associated with integrity and indispensable to national service.
2. List some specific areas in which leaders are expected to exercise self-control.
3. List four reasons to recognize the Air Force Core Values.
4. Describe the two kinds of operations excellence.
C. Fill in the Blanks:
1. A leader directs others toward __ _______ _ . And although some leaders have been __________ for their roles, leadership can also be informal.
2. The Air Force’s concept of leadership has two elements: ___ ____ _ and _ _ ___ _ ____ _ .
3. No matter how well you apply the art of leadership, no matter how strong your unit or how high the morale of your men, if your leadership is not directed completely toward _ __ __________, your leadership has failed.
4. The Air Force Core Values form the foundation of an organization that runs on trust. They are: _____ ___ _ ___, _____ __ ___ _, and ___ _________ _ .
5. Thomas Jefferson had a concept of _______ _ __—the idea that we build and strengthen our character through the daily exercise of words, actions, and decisions.
6. Integrity first is the “_______ _ __”—the inner voice; the voice of self-control; the basis for the trust imperative in today’s military.
7. Leaders, professionals, and especially commanders, must not take it upon themselves to _________ or by force ___ _____ the religious views of subordinates.
8. Basing your conduct on the Core Values will help make you a ______ __ leader. It will also increase your effectiveness as a dynamic __________.
9. Leaders have a fundamental moral obligation to the people they lead to strike a tone of _______ __ and ______ ___- _ .
10. To lose faith in the system is to adopt the view that you __ ___ _ ___ than those above you in the chain of command what should or should not be done.
D. True/False:
Put a T in the blank if the sentence is true and an F if it is false.
____ 1. It is possible to become an effective leader yourself by learning from the examples of famous leaders and by learning and practicing their skills.
____ 2. The big-ticket scandals the Air Force has seen over the past several years grew out of a climate of ethical corrosion.
____ 3. After Commerce Secretary Ron Brown and 34 others were killed on 3 April 1996 when an Air Force CT-43 from Ramstein AFB crashed into a mountainside in Croatia, an investigation board blamed the crash on the pilot’s carelessness.
____ 4. After a B-52 bomber crashed during an air show rehearsal on 24 June 1994 at Fairchild AFB, killing all four crew members, the investigation found that the pilot had frequently violated safety regulations and performed unsafe maneuvers.
____ 5. After two Air Force F-15s shot down two US Army Black Hawk helicopters over Iraq in 1994, killing 26 people, the Air Force secretary insisted that the event was a “complete fluke that shouldn’t give anyone reason to doubt the soundness of Air Force procedures as a whole.”
____ 6. Gen Carl “Tooey” Spaatz was known as a “doer” and a problem solver whose success was owed in part to the fact that he and General Eisenhower thought so much alike on military issues.
____ 7. Eisenhower said that Spaatz and Jimmy Doolittle were the two officers who made the biggest contribution to winning victory in Europe during World War II.
____ 8. Leadership is a group function—one to which all members contribute.
____ 9. Professionals of integrity encourage a free flow of information within the organization, but they also know that some aspects of the way they do business need privacy and can’t really be exposed to scrutiny by inexperienced subordinates.
____ 10. Good leaders understand that rules have a reason for being, and those rules must
be followed unless there is a clear operational reason for refusing to do so.
E. Word Find:
Unscramble the words below and write them in the blanks. Then find and circle the words in the puzzle.
1. DARSHELPIE
2. YGRINTEIT
3. NECELELEX
4. SCLEMUS
5. MISTIPOM
6. DIFNOCEEN
7. SIMNIOS
8. ELEPOP
9. PONSIBERILYTIS
10. NEPOSENE
11. ERAGUCO
12. SHONYTE
13. IBALOCUTATYNIC
14. TICESUJ
15. HYTIMULI
A |L |E |A |D |E |R |S |H |I |P |A |B |E |D |O | |Y |O |L |C |C |L |I |K |T |O |F |C |F |G |H |L | |T |O |P |C |O |U |R |A |G |E |O |O |O |L |P |O | |I |K |O |O |P |E |N |N |E |S |S |A |I |L |S |N | |L |L |E |U |E |X |C |E |L |L |E |N |C |E |P |O | |I |E |P |N |W |A |D |A |E |A |L |L |O |I |B |A | |B |N |Y |T |S |E |N |O |H |I |C |O |E |N |O |E | |I |K |E |A |N |D |E |R |N |I |S |O |N |T |M |A | |S |L |E |B |O |R |E |A |O |P |U |M |E |E |S |J | |N |E |C |I |T |S |U |J |I |E |M |A |E |G |I |I | |O |A |E |L |A |E |L |K |S |A |R |T |I |R |M |G | |P |P |T |I |S |E |E |O |S |T |S |E |A |I |I |O | |S |E |T |T |L |E |D |D |I |N |O |T |K |T |T |O | |E |S |A |Y |T |I |L |I |M |U |H |M |A |Y |P |O | |R |I |A |E |A |E |E |C |N |E |D |I |F |N |O |C | |
Lesson 2: Leadership Traits
A. Describe, Define, or Identify:
1. Energy
2. Decisiveness
3. Selflessness
4. Competence
5. Technical competence
6. Relational competence
7. Enthusiasm
8. Empathy
B. Multiple Choice:
Circle the letter that provides the best answer.
1. Which is an example of integrity in action on the part of a leader in dealing with a rowdy team member?
a. The leader decides to use his authority to shuffle the schedule to give the uncooperative team member an unpleasant assignment to teach him a lesson.
b. The leader sticks to the schedule and decides to counsel the offender privately.
c. The leader decides to pursue transferring him to another unit without saying anything about his attitude.
d. The leader decides to do nothing because he has a lot on his plate at the moment.
2. How does a high-energy team leader respond to a snowstorm hitting on a day when an outdoor training exercise has been scheduled?
a. He or she cancels the outdoor exercise and substitutes some computer training, which can be done indoors, instead.
b. He or she insists on holding the exercise because it’s essential to readiness and points out the opportunity to show solidarity in adversity.
c. He or she gives the unit a snow day so the Airmen can be with their children on a day when school is canceled.
d. He or she turns the exercise into a half-day session so that no one has to get too cold.
3. A team leader known for decisive action must decide which three of five team members receive a particular training opportunity. He or she decides on the basis of an individual assessment. What happens next?
a. Confident in their leader’s judgment, all five accept his decision.
b. The three who get the training are pleased, but the other two try to go over the leader’s head to seek redress.
c. All five confront the leader and insist they get two more training slots.
d. One of the men excluded from training seeks a transfer to another unit.
4. What did “Hap” Arnold do after he was banished to Fort Riley after testifying on behalf of Billy Mitchell?
a. He saw his military career was at an end and so became president of Pan Am.
b. He retired and became an embittered person and critic of the armed forces.
c. He stayed in the service and ended up commanding the Army Air Forces.
d. He got involved in Navy aviation instead and had a satisfying career there.
C. True/False:
Put a T in the blank if the sentence is true and an F if it is false.
____ 1. For you, as a future leader, six traits are essential. They are integrity, loyalty, commitment, energy, decisiveness, and selflessness.
____ 2. Relational competence comes from living—you learn how to get along well with others as you mature, and that’s a process that can’t be hurried. So relational competence isn’t really something you can study.
____ 3. Gen Charles A. Gabriel, former Air Force chief of staff, said, “Integrity is the fundamental premise of military service in a free society. Without integrity, the moral pillars of our military strength—public trust and self-respect—are lost.”
____ 4. Leaders put accomplishing their mission and caring for their people before their own welfare or desires, but as officers, they often get special perks to compensate, so this isn’t a big deal.
____ 5. Gen George S. Patton, Jr. said, “No nation can safely trust its martial honor to leaders who do not maintain the universal code which distinguishes those things that are right and those things that are wrong.”
____ 6. Leaders must seek out opportunities to study and learn, as well as to demonstrate, new knowledge and skills.
____ 7. People who show empathy are usually able to interact more successfully with others because they can see beneath the surface to the root causes of problems.
____ 8. Good leaders empathize with their team members. Empathy inspires trust.
____ 9. Try as you might, it’s hard to find a successful unenthusiastic leader.
.
____ 10. People who have watched Condoleezza Rice’s career say that her belief in
education and self-improvement has been key to her rise to leadership.
D. Fill in the Blanks:
1. “In all operations, a moment arrives when ________ _________ ___ have to be made if an enterprise is to be carried through.”
2. Gen George S. Patton Jr. said, “There is a great deal of talk about loyalty from the bottom to the top. Loyalty _ ____ _ __ _ __ __ is even more necessary and much less prevalent.”
3. Confronting a tough situation head-on, rather than avoiding it by passing the buck to someone else, requires _________ _ and ___ ___ _ _ _ ___.
4. Competence is the capacity—either ________or gained through ____ _______
—to think, plan, do, evaluate, and adjust to do better.
5. To inspire others to be competent, a leader must first __ _ ___ __ _ __ _
_ himself or herself.
6. ___________ competence involves interacting with people, and people can be even more ____________ than a turbine blade, a steer, or a largemouth bass.
7. Good leaders study techniques of ___________ people.
8. Talk to most leaders, and they’ll tell you one thing: They love what they do. They have a _________ for their work; they ________ in it.
9. Those are two good signs of ___________, and probably nothing is as important in a leader as __________ to the job.
10. Leaders have another kind of energy—the energy of ________. Leaders are typically serious about their individuality. They are not comfortable following the herd. They have the imagination to see what the team can accomplish with good direction, patience, and hard work.
E. Crossword Puzzle:
(Note: Leave a blank square between words in a two-word answer.)
Across
4. Total commitment to the highest personal and professional standards.
6. The capacity to feel what others feel.
7. The ability to do your work well is this kind of competence.
10. This sets an example for team members.
11. Human beings are these kind of creatures.
12. Ben Franklin said this and energy conquer all.
14. Sacrificing personal needs and wants for a greater cause.
15. Leaders help team members become competent and this.
Down
1. People and largemouth bass can both be this.
2. Allegiance.
3. The other kind of competence as distinguished from 7 Across.
5. Willingness to act.
8. Great excitement for and interest in a subject or cause.
9. Ability and being well qualified.
13. Drive, enthusiasm.
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Lesson 3: Leadership Principles
A. Describe, Define, or Identify:
1. Leadership principle
2. Cohesion
3. Cooperation
B. List or Describe:
1. List the Air Force Leadership Principles.
2. Describe two kinds of training Air Force personnel receive.
3. List some of the cultural traits and practices identified during the investigation of the space shuttle Columbia disaster.
4. List some of the things Lt Gen “Pete” Quesada did when he set up the air-ground force during World War II.
5. List some of the things Confederate Gen Robert E. Lee, in a famous example of caring, was able to negotiate for his men for the surrender at Appomattox Courthouse at the end of the Civil War.
C. Fill in the Blanks:
1. As a leader, you must understand your own _______. You must also understand how your team contributes to the overall _______ of the organization.
2. The ability to generate _________ _ ___ may be the single most important factor in leadership.
3. _____________ is one of the most powerful motivational forces.
4. The most powerful form of motivation is _ __-_____ _________.
5. If you are not willing to accept responsibility for _________, you will lose your credibility and respect.
6. Investigators looking into the 2003 Columbia space shuttle accident found that NASA leaders failed to take responsibility for ________—with disastrous results.
7. The Columbia Accident Investigation Board studied the accident and concluded that a large piece of _________ _ fell off one of the fuel tanks and struck Columbia’s wing during liftoff.
8. Lt Gen Elwood R. “Pete” Quesada, along with then-Maj Carl Spaatz and then-Capt Ira Eaker, developed the crucial maneuver of _ ___-__ - __ refueling. Quesada’s greatest contribution, however, was helping develop the concept of “________ _____ __________,” in which aircraft provide support for ground forces.
9. In the years following World Wars I and II, many businesses adopted a “top-down” management structure. It looked like a ___________.
10. The Air Force defines ___ ______ as “the art of influencing and directing people to accomplish the __________.
D. True/False:
Put a T in the blank if the sentence is true and an F if it is false.
____ 1. In the years after World War II, many businesses used a top-down style of management adopted from the military, but during the 1950s, this began to change.
____ 2. This led to a “flatter” management style, with leadership a shared responsibility. Traditional ideas of “leader” and “follower” were reexamined.
____ 3. Senior Airman Polly-Jan Bobseine, a security forces journeyman with the 823rd Security Forces Squadron in Iraq, named the Air Combat Command’s Airman of the Year for 2005, was so focused on her Community College of the Air Force coursework and work to become airborne-qualified that she felt she needed to withdraw from her humanitarian work.
____ 4. As a leader, it’s your job to keep all communication channels open, but the more senior leaders become, the less important it becomes for them to keep their ears to the ground .
____ 5. Army Gen Douglas MacArthur said, “In no other profession are the penalties for employing untrained personnel so appalling or so irrevocable as in the military.”
____ 6. General MacArthur also said, “Leadership is the art of getting someone else to do something you want done because he wants to do it.”
____ 7. Army Gen Dwight Eisenhower, when asked to provide a one-word definition of leadership, replied, “If I had to come up with one word to define leadership, I would say responsibility.”
____ 8. Accountability requires discipline. Just as a leader should reward a job well done, he or she must discipline those who fail to meet their responsibilities or standards.
____ 9. Gen George Washington said, “Discipline is the soul of an Army. It makes small numbers formidable; procures success to the weak, and esteem to all.”
____ 10. Lt Gen Elwood Quesada spent some time in his career playing baseball for the St. Louis
Cardinals.
E. Word Find:
Unscramble the words below and write them in the blanks. Then find and circle the words in the puzzle.
_______ 1. LIPIRPENC
_______ 2. PEDEARLHIS
_______ 3. SHIOCENO
_______ 4. TONOCAPIREO
_______ 5. DYRAMIP
_______ 6. SHERIOTE
_______ 7. LYSTES
_______ 8. LURTSES
_______ 9. VAMOTINIOT
_______ 10. ZECORGNIE
_______ 11. GNESHTSRT
_______ 12. KASSEWENES
A |V |T |U |E |R |G |U |K |O |L |E |D |G |H |I | |V |A |V |L |P |L |I |D |E |A |F |F |E |D |I |N | |A |E |R |T |L |I |O |P |E |F |E |A |R |C |O |D | |O |Y |R |E |P |O |N |L |O |K |G |E |J |O |R |P | |W |E |R |T |N |E |A |R |C |U |B |B |Y |H |A |L | |A |E |R |A |P |I |H |S |R |E |D |E |A |E |L |L | |O |R |S |E |L |Y |T |S |C |R |E |A |S |S |O |D | |T |E |T |A |G |O |L |Y |R |E |D |A |E |I |F |F | |H |C |R |E |S |U |L |T |S |I |R |D |O |O |O |P | |E |O |E |C |O |O |P |E |R |A |T |I |O |N |A |R | |O |G |N |O |I |T |A |V |I |T |O |M |E |A |N |Y | |R |N |G |Z |A |D |E |R |O |U |N |A |T |E |A |N | |I |I |T |E |E |L |P |I |C |N |I |R |P |N |R |O | |E |Z |H |I |T |D |E |A |V |A |T |Y |O |U |R |R | |S |E |S |S |E |N |K |A |E |W |O |P |E |A |S |E | |
Lesson 1: Leadership Style and Mission Demands
A. Describe, Define, or Identify:
1. Management
2. Readiness
3. Situational leadership
4. Relationship behavior
5. Task behavior
6. Telling leadership style
7. Leading by selling
8. Leading by participating
9. Delegating
B. List or Describe:
1. List some typical behaviors of the “telling” style of leadership.
2. List some typical “selling” behaviors.
3. List some “participating” behaviors.
4. Delegating behaviors include:
5. List some elements of leadership etiquette.
C. Fill in the Blanks:
1. “Leadership is of the spirit, compounded of personality and vision—its practice is an art. Management is of the mind, more a matter of accurate calculation, statistics, methods, timetables, and routine—its practice is a science. Managers are _________; leaders are ____ _______.”
2. Leadership is the art of ______________ people to accomplish the mission.
3. Management is supervising ____ ____ ___ _ _ to achieve team objectives.
4. In essence, you lead _______ ___, and you manage ___________.
5. Leaders should approach each leadership situation by considering four factors: ____ _____ __ ___, ____ ___ _______, ____ __ ____ ____ ,
.
6. The telling leader has a ___ __ _ ___ orientation and a ____ __ ______ orientation.
7. The selling leader has a ___ __ ______ orientation and a _____ ____ _ orientation.
8. Participating leaders have a ______ ____ _____ orientation but a ____ _______ orientation.
9. Delegating leaders have both a _ ___ __ ___ orientation and a ____ __ ________ orientation.
10. Successful leaders adapt their leadership style to meet the mission demands and to reflect the _____ ____ _ _ _ of their people. But in choosing a leadership style, good leaders also take into account their own ______________ _ __ .
11. One way to prepare for the unexpected is to begin by carefully considering _____ ________ __. Good leaders do this constantly.
D. Multiple Choice:
Circle the letter that provides the best answer.
1. In which style of leadership does the leader share ideas and responsibility for decision making with the team members?
a. Telling.
b. Selling.
c. Participating.
d. Delegating.
2. Which is not an element of successful leaders’ “etiquette”?
a. They make decisions that will enhance the entire organization.
b. They serve as examples of fair play, integrity, and dependability.
c. They never forget to keep looking out for “Number 1.”
d. They roll up their sleeves and help others when the going gets tough.
3. Which is an example of relationship behavior on the part of a leader?
a. Listening.
b. Counseling.
c. Both (a) and (b).
d. Neither (a) nor (b).
4. Which is not an activity the textbook says Jacqueline Cochran was involved in?
a. Establishment of the Women’s Airforce Service Pilots.
b. Experiments in hot-air balloons.
c. Breaking the sound barrier.
d. Flying and testing the first turbo-supercharger ever installed on an aircraft engine.
5. Which is not a quotation from Senior Master Sgt. Rocky Hart?
a. “I want to make sure training is going on and we’re not cutting corners.”
b. “It’s good enough for government work.”
c. “It’s amazing how much [the troops] will tell you personally and professionally when you care about them.”
d. “I don’t like being in my office at all.”
E. Crossword Puzzle:
(Note: Leave a blank square between words in a two-word answer.)
Across
2. The leadership style in which the leader asks team members for ideas.
4. Its practice is an art.
6. In this style, the leader directs others what to do.
7. The style in which the leader turns over responsibility to team members.
8. Toward task or toward people.
11. Of the mind rather than of the spirit.
12. This behavior refers to people.
Down
1. Good leaders must accommodate changes in this.
3. A follower’s ability and willingness to accomplish a task.
5. Leadership that is based on the abilities and skills of the team; how people respond to working in groups.
9. This behavior refers to the work itself; the duties and responsibilities.
10. A leadership approach that involves closely supervising, following up, and explaining the relationship between tasks and goals.
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Lesson 2: Situations and Team Capabilities
A. Describe, Define, or Identify:
1. Followership
2. Ability
3. Willingness
4. Confidence
5. Proactive
B. List or Describe:
1. List three factors that determine a follower’s readiness.
2. List and describe the four levels of readiness.
3. List some additional actions one can take to be an effective follower.
C. Fill in the Blanks:
1. Followers—“worker bees” or whatever you call them—are the ____ ___ ____ _ of a team.
2. People often think that a good leader-follower relationship is a matter of ______. Many followers say they have a “good” leader or a “bad” leader, and assume they _ ____ ____ ________ ___ ____ _ ___ .
3. Followers also need to help their leaders ______________.
4. It’s the follower’s responsibility to ______________ to the leader’s ___________, not vice versa.
5. A group of business leaders was asked to list traits they looked for in leaders and followers. The traits they chose in both cases were _______________.
6. Followership and leadership are sometimes so closely connected that a person may not even realize when he or she is ______________ ___ ___.
7. To the degree that the team needs your knowledge and skills, you as a follower can ______ __ team behavior and exert considerable _____________.
8. If your leader gives you a task, you may like the task or you may think it’s boring or even useless. As far as the team’s welfare goes, that’s not important. No matter how you feel about a task, approach it with a ____________ ______ ____.
9. Your enthusiasm will have a _________ _ ____ on the group’s or the leader’s feelings concerning the task. Be upbeat and energetic when performing and promoting tasks. Success rests with the followers’ ___________________ as well as the leader’s.
10. Just as a leader can help followers attain their personal goals, a follower can help a leader in that pursuit. Knowing his or her leaders’ values, preferences, and personality can help a follower understand the leader’s _____ ____ ____ _____ __ ___.
11. Remember that the differences between a leader and a follower are quite _____________. This is because good leaders and good followers share a goal—to be part ___ ___ ______ ___ _ __.
D. Multiple Choice:
Circle the letter that provides the best answer.
1. Which answer describes Readiness Level 2?
a. Unable and unwilling.
b. Able but unwilling.
c. Unable but willing.
d. Able and willing.
2. Which answer describes Readiness Level 3?
a. Able but unwilling.
b. Unable and unwilling.
c. Unable but willing.
d. Able and willing.
3. Which answer describes Readiness Level 1?
a. Able and willing.
b. Unable but willing.
c. Able but unwilling.
d. Unable and unwilling.
4. Which answer describes Readiness Level 4?
a. Able but unwilling.
b. Unable and unwilling.
c. Able and willing.
d. Unable but willing.
5. Which is not a way to build an effective relationship with a leader?
a. Understand the leader’s world.
b. Educate the leader about the team’s operations.
c. Adapt to the leader’s style.
d. Don’t bother the leader with bad news.
E. Word Find:
Unscramble the words below and write them in the blanks. Then find and circle the words in the puzzle.
____ __ 1. VORPTACIE
____ __ 2.TYLABILI
____ __ 3. SERLAVITE
____ __ 4. BLEFIXEL
____ __ 5. FROLLOSHWEIP
____ __ 6. DENCONIFEC
____ __ 7. POMECTENT
____ __ 8. DERASSINE
____ __ 9. IVATMONIOT
____ __ 10. TIMTEMNOCM
____ __ 11. KERROW SEEB
F |O |L |L |O |W |E |R |S |H |I |P |O |L |E |R | |L |N |O |I |T |A |V |I |T |O |M |A |L |O |A |M | |E |D |R |R |I |F |I |C |E |R |H |O |L |A |E |A | |X |E |R |I |S |E |S |A |N |D |A |L |O |N |A |N | |I |R |D |I |S |C |E |I |R |E |N |O |L |L |A |U | |B |E |R |T |I |E |E |V |I |T |C |A |O |R |P |F | |L |O |L |Y |A |R |B |R |E |N |G |A |N |O |P |I | |E |L |I |T |A |S |R |E |V |A |N |E |R |O |L |L | |S |T |E |I |L |E |E |C |N |E |D |I |F |N |O |C | |A |E |C |L |E |R |K |A |N |D |A |N |M |A |E |R | |E |R |D |I |T |H |R |E |A |D |I |N |E |S |S |A | |C |A |R |B |A |C |O |M |P |E |T |E |N |T |O |N | |W |E |R |A |L |O |W |O |L |L |O |A |R |T |Y |B | |F |E |D |R |E |C |O |M |M |I |T |M |E |N |T |E | |A |C |D |G |U |L |K |I |D |E |R |T |O |R |K |Y | |
Lesson 3: Leadership Preparation
A. Describe, Define, or Identify:
1. Coaching
2. Mentoring
3. Mentor
4. Protégé
B. List or Describe:
1. List some ways in which a mentor should act.
2. List some things that a mentor should not do.
3. Identify four steps for preparing yourself to lead.
4. List some techniques to help evaluate whether you are leading effectively.
C. Fill in the Blanks:
1. Both mentors and coaches often lead ___ __ _____. They help build a person’s __ __-___ ____ and _____ -______ ______.
2. The key to an effective mentor-protégé relationship is creating __ _____ between the two people.
3. A leader must bear in mind one key thing: The leader’s purpose is to help the group ________ ___ _ __.
4. Study team members, and determine what makes each ________.
5. Give weight to the fact that people carry out __ ____ ____ best.
6. Use every opportunity to build up in team members a sense of the _____________
.
7. Don’t let __ _______ complaining upset you.
8. Let your people know where they _____ ___.
9. Make your wishes known by ___ ___ or _____ ____.
10. Criticize or correct ______ _ __. Criticize or correct in _ ______. Praise in ______ _.
D. True/False:
Put a T in the blank if the sentence is true and an F if it is false.
____ 1. Mentors frequently recommend very specific courses of action to their protégés, since they often know more about scholarships, job openings, and the like than the younger person’s other trusted advisers, such as parents, a guardian, or a spiritual counselor.
____ 2. The mentor’s relationship with the protégé will be confidential.
____ 3. Most experts say that knowing one’s team members is the main tool of leadership.
____ 4. When people have had a say in a decision, they are much more likely to go along with it enthusiastically. Even if they don’t agree, they will go along, since they had a part in it. They know the leader considered their views.
____ 5. If a leader shows confidence in his or her team members and expects high standards of efficiency and production, that is usually what will happen.
____ 6. Many experts in leadership believe that group dynamics is the major determiner of success or failure of all leadership activity. You are on the right track if you consider the group to be the most powerful single factor in influencing human behavior.
____ 7. Historian Stephen Ambrose reports that less than 30 seconds after Eisenhower issued the order to begin the assault on the beaches of France, he bolted out of the meeting room to swing into action.
____ 8. George Washington originally wanted to go away to sea, but his mother discouraged that ambition and he became a surveyor instead.
____ 9. Later, as commander in chief of the Continental Army, Washington had to cope with an uncooperative Congress as he struggled to get the British to evacuate Boston.
____ 10. When he stepped down after two terms as president, Washington was only
doing what other leaders did in that day and age.
E. Crossword Puzzle:
(Note: Leave a blank square between words in a two-word answer.)
Across
1. Seek input and this from others to learn how you are doing as a leader.
4. The coach’s reward.
6. The person a mentor mentors.
7. One who helps people grow and improve.
8. Mentors realize this takes time to build.
10. A good way to learn to lead is by ___________ good leaders in action.
11. The mentor gives out no personal information about the protégé. Their relationship is __________________.
12. An important way a mentor builds trust.
Down
2. As you gain experience in leadership, you’ll become more comfortable in leading by ____________________.
3. The leadership ___________ are based on the experience of scores of successful business executives and military leaders.
4. “The study of _________ lies at the foundation of all sound military conclusions and practice.”
5. A mentor provides this for decision making and problem solving.
6. Whenever you get the chance, ___________ leading.
9. Besides observing, studying, and practicing, a fourth way to prepare to lead.
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