C3v1sav1 PDF

A
AIRMAN 1
LLEADERSHIP
EADERSHIP
D
DISTANCE
ISTANCE
LLEARNING
EARNING
CCOURSE
OURSE
Chapter One: Student Orientation

IRMAN
COURSE FOUNDATION
Thomas N. Barnes Center for

Enlisted Education
Maxwell-Gunter AFB, Alabama
Air University
"Learning how to learn is life's most important skill."
- Anonymous
Course 00003, Version 01, Edition 2
TABLE OF CONTENTS
Chapter One: Student Orientation ................ 6
Managing Your Course ............................... 8
Shipping List .......... Error! Bookmark not
defined.
Changes ..................................................... 8
Course Examinations................................. 8
Course Time Limit .................................... 9
AFRES and ANG ...................................... 9
College Credit ........................................... 9
Records ...................................................... 9
Mandatory/Voluntary Enrollees ................ 9
Course Organization and Content ............. 9
Course Breakout ........................................ 9
Learning Aids .......................................... 10
Formative Exercises ................................ 12
References ............................................... 12
Student Responsibilities .......................... 12
Course Completion Criteria ..................... 13
Elements of Force Development ............. 13
EPME Pillars ........................................... 14
PME Objectives....................................... 16
ALS Mission Statement .......................... 16
ALDLC Curriculum Graduate Attributes
..................................................................... 17
Expeditionary Airman ............................. 17
Professional Airman ................................ 18
Supervisor of Airmen .............................. 19
Supervisory Communicator..................... 21
Chapter Two: Successful Learning ............. 24
Concepts of Successful Learning .............. 26
Time Managements Role in Successful
Learning .................................................. 26
Keys to Successful Learning ................... 30
Levels of Learning .................................. 44
Teaching Methods ................................... 49
Air Force Institutional Competencies...... 56
Airman Leadership Distance Learning
Course Modules....................................... 61
Student Learning Outcomes, Objectives,
and Samples of Behavior ........................... 65
Student Learning Outcome...................... 65
Objectives and Samples of Behavior....... 65
Activity Statements ................................. 67
IDDP Structured Thinking Process ......... 67
Using the IDDP Structured Thinking
Process..................................................... 68
Leadership Profile Measure Assessment . 78
Chapter Three: Critical Thinking ............... 87
The Critical Thinker ................................. 89
Characteristics That Embody A Proficient

Critical Thinker ....................................... 90
Approaches for Evaluating Information . 93
System Thinking Approaches to Decision
Making .................................................... 93
Hindrances To Critical Thinking............. 95
Basic Human Limitations ....................... 95
The Use of Language .............................. 96
Faulty Logic or Perception...................... 98
Psychological and Sociological Pitfalls .. 99
Questions Critical Thinkers Ask ............ 102
Questions Using Elements of Thought . 102
Questions Focused on Intellectual
Standards ............................................... 103
Faciones Scoring Rubic With Exercise 106
Faciones Scoring Rubric ...................... 106
Chapter Four: Full Range Leadership
Development ................................................. 117
The Evolution of Leadership Theory..... 120
Trait Theory .......................................... 120
Skills Theory ......................................... 120
Situational Leadership Theory .............. 120
Contingency Theory.............................. 121
Motivational Theories ............................. 124
Skinners Operant Conditioning Theory
.............................................................. 127
McClellands Need Theory ................... 128
Contemporary Motivation ..................... 129
Supervisors Responsibilities for Rewards
.............................................................. 131
Full Range Leadership Model ................ 133
Passive Leadership ................................ 135
Transactional Leadership ...................... 136
Transformational Leadership ................ 137
Transactional vs. Transformational
Leadership................................................ 141
Leadership Profile Measure SelfAssessment ............................................... 142
Chapter Five: Four Lenses ........................ 149
Introduction: The Four Lenses ............. 151
The Four Temperaments ........................ 152
Green ..................................................... 152
Blue ....................................................... 154
Gold ...................................................... 156
Orange ................................................... 157
Blind Spots ............................................... 160
Communicating Through the Lenses 163
Maturity ................................................... 169
Real-life Guidelines and Strategies of

Colors ........................................................ 170
This Page Intentionally Left Blank

Inside this chapter:
- MANAGING YOUR COURSE
-- Shipping List
-- Changes
-- Course Examination
-- Course Time Limit
-- AFRES and ANG
-- College Credit
-- Records
-- Course Organization and Content
-- Course Breakout
-- Learning Aids
Figure 1
--- Definition Boxes

--- Reference Boxes
--- Self-Reflection Opportunities
If your commander told you that she was

going to promote you today, would you be
ready? Do you have all the knowledge you
need to lead your subordinates in todays
expeditionary environment? If you
answered no to either of these questions,
dont worry. Youre about to embark on a
profound educational experience that will
help you develop the skills you need to be
an effective supervisor and leader.
--- Emphasis Box

--- Knowledge Checks
--- Scenarios
-- Formative Exercises
-- References
-- Student Responsibilities
-- Course Completion Criteria
- Elements of Force Development
-- EPME Pillars
-- PME Objectives
-- ALS Mission Statement
- ALDLC Curriculum Graduate
Attributes
Learning is like rowing upstream: not to advance is to drop

back
- Chinese Proverb
Henry Ford
-- Expeditionary Airman
-- Professional Airman
-- Supervisor of Airmen
-- Supervisory Communicator
Upon completion of this chapter learners

should be able to:
Activity Statement:
Read and become familiar with all aspects of
the ALDLC.
Figure 2
On behalf of the Thomas N. Barnes Center for

Enlisted Education, welcome to your first level
of enlisted Professional Military Education!
You have proven that youre ready for
increased responsibility confirmed by your
leaders selecting you to complete this course.
Youre about to begin an intense and rigorous
journey. Not only will you be challenged to
complete the reading assignments and
activities, youll also be challenged to take
time to think about how this course relates to
you and your future subordinates. Knowing
what to expect and whats expected of you will
be good starting points to being successful in
the Airman Leadership Distance Learning
Course (ALDLC).
This chapter begins with tools to help you
manage this course such as course time limits
and information about the course
examinations. Youll also get a brief
orientation on the course organization so
youre better prepared to navigate through
each volume. Then, youll move on to cover
your responsibilities as they relate to
completing this course. Upon completion of
this chapter, you should know the expectations
of completing the Airman Leadership Distance
Learning Course.
Learning without thought is labor lost.
- Confucius
Managing Your Course

Before you get started in this course, its vital that you understand some important items first.
The following information will help you manage your educational experience better.
If youre taking the online version, all the volumes of this course are available to you at any
time. However, you must follow the predetermined order of the volumes! When you access this
course, the material available to you will be the most up to date material. Theres no need to
worry about making changes.
Changes
If you received supplements and change pages, insert them in the appropriate places before
beginning your studies.
Course Examinations
To receive credit for your course, youll be required to pass two course exams. The first exam
covers the Course Foundation, Professional Airmen and Expeditionary Airman volumes. After
you successfully complete the course exam for this set, youll start the second set, Supervisory
Communicator and Supervisor of Airmen, and then take your second course exam. You must
successfully pass both course exams before you receive credit for the entire course.
You have two tries to complete each examination, but you must pass the first examination before
taking the second examination. Please note that you MUST pass both course examinations
before your enrollment time in the course has expired. This applies to both mandatory and
voluntary enrollees. Here are a few test-taking tips to help you on the day of your course
examinations:
Dont forget to schedule each exam with your Test Control Facility
Bring your ID card with you
Arrive early on the day you test
Course Time Limit

You will be given 12 months to complete this course; however, you may request a 4-month
initial extension prior to your projected course expiration date. You must make this request
BEFORE the course expiration date.
AFR and ANG

You must pass both course examinations to receive retirement point credit. HQ Air Reserve
Personnel Center (ARPC) is notified of the point credit when you complete the entire volume. If
you have any questions on standards or credits awarded, contact ARPC.
College Credit
To determine whether credit can be awarded, have your college of choice review your Air
University transcript and consult the Guide to the Evaluation of Educational Experiences in the
Armed Services (http://militaryguides.acenet.edu/).
Records
You may request a transcript of courses you have completed from the Community College of the
Air Force (CCAF) Registrars Office.
Mandatory/Voluntary Enrollees
If you need assistance, contact your supervisor who will work with the military personnel flight
(MPFOJT section). If youre a voluntary enrollee, contact your ESO.
For voluntary enrollees, contact your ESO.
Course Organization and Content

This course, where possible, mirrors the in-resident Airman Leadership School course.
Course Breakout
The Airman Leadership Distance Learning Course is divided into two sets, consisting of five
volumes total. See Table 1 for the Volumes for each set.
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SET A
SET B
Volume 1 - Course Foundation
Volume 1 - Supervisor of Airmen
Volume 2 Expeditionary Airman
Volume 2 - Supervisory Communicator
Volume 3 - Professional Airman

Table 1
As stated previously, youll take a course examination after the first set before you can move on
to the second set.
Learning Aids
Since this is a challenging course, the ALPT has incorporated learning aids in each chapter to
help you better understand the material. The learning aids consist of the following:
Definition Boxes (see figure 3)
Change sponsors are the people
responsible for initiating change within
an organization.
These boxes contain key terms and definitions. It is

important that you review these terms since they arent
defined in the content. You must have an understanding of
these terms in order to grasp the concepts and principles.
Figure 3, Sample Definition Box
Reference Boxes (see figure 4)

These boxes contain additional information from
core documents such as: AFI 36-2618, Enlisted
Force Structure, AF Core Values Booklet, and
AFDD1-1, Leadership and Force Development.
Other AFIs and regulations are also included that are
pertinent to the specific chapter material. They are
also used to compare/contrast. Reference boxes
located throughout the chapters and are a vital step
to understanding and valuing the chapter concepts
and principles.
Figure 4, Sample Reference Box
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Self-Reflection Opportunities (see figure 5)

These boxes will provide you with an opportunity to stop and think about how the chapter
material directly impacts you and your Airmen. When you see one of these boxes, take the time
to pause and take an honest look at yourself. The goal of this course is to help you become a
better Airman, supervisor, and leader. Reading the material and answering questions isnt
enough. You must internalize the information.
Self-Reflection Opportunity: Have you ever had to implement a change you didnt agree with?
How did you handle it? Did you support it with a positive attitude? If not, what would you do
differently?
Figure 5, Example of a self-reflection opportunity
Emphasis Box (see figure 6)

Emphasis boxes focus your attention on important
information located throughout the chapters. These
boxes contain additional information on the topic. They
serve to summarize information through bulleted lists or
highlight pertinent passages of supplemental information.
Consider the Following Tips

Dont Depend on Messages Left
No More Telephone Tag
Figure 6, Sample Emphasis Box
Knowledge Checks
As you progress through the chapters, youll find knowledge checks along the way. Take these
opportunities to evaluate how well you understand the chapter material. They are located at the
end of each major section throughout the course. The answers for the knowledge checks are
located at the end of each chapter; however, in order to make this learning experience as
valuable as possible, try to answer the questions before looking up the answers!
Scenarios (see figure 7)
Scenario boxes may be used at the beginning of a chapter and serve as the attention/motivation.
Throughout the course, youll be presented with mini real-world scenarios to help you practice
making effective decisions based on the chapter content. In most cases, there will be a few
questions following the scenarios youll have to answer based on what youve learned. The
scenario box may also be used for key notes.
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TSgt Elm, the NCOIC of a maintenance workcenter, has identified a more

efficient maintenance procedure. After informing everyone of the new
procedure, he asked SSgt Pine to implement it throughout the shop.
All technicians, including SSgt Pine, have to train on and perform the new
procedure.
Figure 7, Sample scenario box
Formative Exercises
As you progress through each chapter, you might ask yourself, How can I possibly know what
the course examination is going to be like? The formative exercise at the end of each chapter
can help you! Theyre written in the same format as the course examinations and will allow you
to practice the critical thinking skills youll need to be successful on the course examination.
The only difference is the answers to the formative exercises are included at the end of each
chapter. In order to give yourself an accurate assessment of how well you know the material,
dont check the answers in the back until youve read the chapter and completed all activities
associated with that chapter (including the formative exercises).
If you check the answers to the formative exercises and find that youve missed one or two, go
back to the reading and try to find the section associated with the question(s) that you missed.
Review it again and see if you can figure out the mistake you made.
References
At the end of each chapter, youll find a reference section. In most cases, this is a list of the
material the ALPT used in order to design the chapter. It also contains additional references that
may augment what youve already read. If you require additional information about the
concepts and principles covered in each chapter, you should be able to find these references at
your local library or the internet.
Student Responsibilities
You will have responsibilities while completing this course and your readiness to accept these
responsibilities will not only help you to be successful, but will also help you grow as a
supervisor and a leader.
Adhere to all enrollment guidelines
Establish a schedule to finish the course on time
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Engage in the learning process complete all progress checks, reflective opportunities,
scenarios, case studies, and formative exercises.
Ensure you understand the lesson and course objectives.
Gain deeper understanding by discussing lesson concepts and principles with peers,
supervisors and others in your chain of command.
Adhere to the highest standards of academic integrity. Do NOT engaging in plagiarism,

cheating, misrepresentation, or any other act constituting a lack of academic or military
integrity. Violating this directive subjects you to adverse administrative and/or punitive
actions.
Stay attuned to current and future issues by familiarizing yourself with readings from
senior Air Force leaders that outline their goals, visions, and directions. This not only
helps you with this course, it also helps you fulfill your responsibilities according to AFI
36-2618, The Enlisted Force Structure. Access reading materials at:
www.af.mil/information/viewpoints/
Secretary of the Air Force
Chief of Staff of the Air Force
Chief Master Sergeant of the Air Force
Course Completion Criteria

You must achieve at least 70% on both course examinations to demonstrate an acceptable level
of mastery of course material.
Elements of Force Development

In May 2010, USAF Chief of Staff General Schwartz stated at the Senior Enlisted Leader
Summit:
The bottom line is, deliberate development must occur from basic training through the
full term of rich and rewarding career experiences for the Airman, their families, and the
Air Force; and, it must be relevant from all perspectivestechnological, operational,
and cultural.1
The NCOADLC curriculum supports deliberate development via the EPME pillars.
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EPME Pillars
Figure 8, EPME Pillars
The Thomas N. Barnes Center for Enlisted Education is responsible for developing enlisted
education programs for the Airman Leadership School (ALS), Noncommissioned Officer
Academy (NCOA), Senior Noncommissioned Officer Academy (SNCOA), and Chief Master
Sergeant Leadership Course (CLC). The following source documents, also called the EPME
pillars, contain standards of acceptable and unacceptable behaviors for Airmen as well as
desirable levels of expertise in different areas of the Profession of Arms (POA).
The Unitied States Air Force Core Values
The core values booklet explains the ethical and moral obligations of Air Force employees,
provides the foundation for professional character, and guides Airmens personal and
professional conduct. You can use the core values to evaluate your own behavior and actions of
those around you. There will be many opportunities during this course to cover the core values.
Available for viewing/download at: http://www.e-publishing.af.mil/
AFI 36-2618, The Enlisted Force Structure
This document details the responsibilities of all enlisted Airmen. It provides great insight into
both the standards and methods used to accomplish individual duties. The purpose of this pillar
is to ensure that all enlisted Airmen understand what the Air Force expects from them at each
rank.
Available for viewing/download at:
http://www.e-publishing.af.mil/shared/media/epubs/AFI36-2618.pdf
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CJCS 1805.01A, Enlisted Professional Military Education

This document defines Chairman of the Joint Chiefs of Staff (CJCS) objectives and policies
regarding the educational and training institutions that comprise the Enlisted Professional
Military Education (EPME) and Enlisted Joint Professional Military Education (EJPME)
programs. The Enlisted Professional Military Education Program (EPMEP) provides guidance
to military education and training institutions regarding Joint Learning Areas (JLAs) and Joint
Learning Objectives (JLOs) that should be included into EPME curricula in order to achieve the
goal of expanding jointness to all appropriate levels of the U.S. Armed Forces.
Available for viewing/download at: www.dtic.mil/cjcs_directives/cdata/unlimit/1805_01.pdf
The four EPME pillars form the foundation of the course; however, there are addition influences
on the curriculum:
Air Force Learning Council
Headquarters Air Force
Air Force Instructions
Chief of Staff of the Air Force
Chief master Sergeant of the Air Force
Air Force Learning Council
The Air Force Learning Council (AFLC) meets twice a year to discuss emerging leadership
issues and to decide which issues should be covered in EPME.
Headquarters Air Force
At times, headquarters will insert a priority leadership issues into PME. Two recent examples
are resiliency and sexual assault prevention and response.
Air Force Instructions
Various AFIs direct EPME to cover specific subjects. Current topics include the Alcohol
Prevention Program, Suicide and Violence Prevention, Sexual Assault Prevention and Response
Program, OPSEC, and Military Equal Opportunity for Military and Civilian.
Now that you have a basic understanding for what drives the curriculum, its time to look at the
PME objectives.
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PME Objectives
The PME objectives identify the specific skills that will be developed at all officer and enlisted
PME schools. According to AFI 36-2301, Developmental Education, Professional military
education (PME) is that portion of military education that:
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).
Provides Air Force personnel with the skills and knowledge to make strategic decisions
in progressively more demanding leadership positions within the national security
environment.
Develops strategic thinkers, planners, and warfighters.
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.
ALS Mission Statement

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.
In support of this mission, the ALS curriculum, in-resident and distance learning, is developed to
address challenges NCOs face as expeditionary Airmen and to present knowledge that helps
NCOs perform as effectively as possible as a leader at the tactical level.
Now, it is time to explore the graduate attributes.
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ALDLC Curriculum Graduate Attributes

Expeditionary Airman
The objective of the Expeditionary Airman attribute is to develop Expeditionary Airmen and
combat leaders who:
are highly skilled technicians and critical

thinkers who understand and are committed to
the profession of arms.
are trained, organized, and motivated to lead

and accomplish mission objectives and are
ready to answer our Nations call, whenever,
wherever.
understand military strategies, joint military

structures, military missions, and doctrines.
Figure 9
are warriors with expeditionary mindsets

prepared to deploy and employ by attaining the skills necessary to survive, fight, and lead
in dynamic situations across the spectrum of conflict.
embody the warrior ethos, understand the global environment, and are ready to support a
combatant commander.
drive performance through sharing visions, adhering to core values, and promoting
teamwork.
take war fighting to the highest possible level of success in support of our national
security objectives.
The Expeditionary Airman volume contains the following chapters:

1. Introduction to CultureThe Air Force discovered that although the enlisted force
always gets the job done, NCOs find it very challenging and frustrating when it involves
cross-cultural situations. This chapter begins with cross-cultural competence and the Air
Forces 3C model. It then covers culture and behavior, beliefs, and values. From there
the chapter covers building a cultural perspective and wraps-up with cross cultural
communication.
2. Joint OrganizationAs a leader, you need to understand the joint environment and be
able to explain how it is organized to accomplish missions. This chapter focuses on the
roles, relationships, functions, and areas of responsibility of the national military
command structure. It also examines how combatant commands are organized, the roles
and functions of sister services, and the fundamentals of Joint Task Force organizations.
18
3. Joint WarfighterAs an expeditionary Airman, you are deploying more and more and
engaging in a host of conflicts and contingencies worldwide. In this chapter, you will
learn about military theory and shift to the principles of war. It examines doctrine and
how air, space, and cyberspace are used to meet National Security objectives. Finally, it
addresses the many strategies employed by the United States and concludes with a look
at the range of military operations (ROMO) to include those related to non-conflict crisis
response.
4. Nuclear EnterpriseAirmen play an extremely important part in todays nuclear
enterprise. The purpose of this chapter is to expand your knowledge, awareness,
understanding, and appreciation of the nuclear enterprise and its role in U.S. national
security strategy. It also stresses the importance of personal responsibility,
accountability, compliance, and discipline regardless of rank when engaged or indirectly
supporting the U.S. nuclear weapons program.
Professional Airman
The objective of the Professional Airman Graduate Attribute is
to develop Military Professionals who:
inspire trust by epitomizing character, discipline,

integrity, courage, and selflessness.
are fit, ready, and able to perform and lead under

pressure to accomplish the mission.
are critical-thinking warriors who understand the high

expectations, commitment, and heritage required with
membership in the profession of arms.
continue to refine their understanding of leadership

principles and military standards and uphold traditional
customs and courtesies.
Figure 10
lead courageously as they mold themselves and develop subordinates to carry on the
distinct culture of the USAF and model USAF Core Values that bond Airmen together.
The Professional Airman volume contains the following chapters:

1. Airmanshipit requires a unique and courageous mentality and spirit to accept and fulfill
all the responsibilities associated with membership into this demanding profession. This
chapter focuses on the American Airman, aspects of the Air Force culture, and Warrior
Ethos, and you will examine the Airman Nation Oration to see how you and your
subordinates contribute to the global military mission.
19
2. Customs and CourtesiesThe Customs and Courtesies chapter focuses on the military
professional. The overall objective of this lesson is to strengthen the students
commitment to the profession of arms through a better understanding of and appreciation
for Air Force Customs and Courtesies. Students discuss the value of the Airmans Creed,
the AF Symbol, AF Customs and Courtesies, and dress and appearance.
3. Ethical LeadershipThe purpose of this chapter is to help you understand why ethical
leadership is important for all military professionals, and how ethics can influence the
military professional. You will examine the issue of ethics and the military professional.
4. Emergent Leadership IssuesThis chapter contains Air Force high interest items and
covers many of the NCO responsibilities as prescribed in AFI 36-2618. Topics covered
include the Wingman Concept/Philosophy including the four dimensions of wellness,
substance abuse intervention, stress management, post-traumatic stress disorder (PTSD),
equal opportunity/human relations, sexual assault response and prevention, workplace
violence intervention and prevention, and suicide awareness and prevention.
Supervisor of Airmen
The objective of the Supervisor of Airmen attribute is to develop supervisors of Airmen who:
are professionals who understand and effectively apply leadership and management
concepts to train and develop their people.
manage human resources by

providing ethical guidance and
assisting to resolve personal and
professional issues.
adhere to the United States Air

Force Core Values and apply an
understanding of human behavior
to mold their people into a
cohesive team capable of meeting
any challenge.
oversee various programs,

Figure 11
ensuring their sections or
workcenters can adapt to an ever-changing global environment.
possess strong interpersonal skills to lead their people, manage change, promote
transformation, and execute directions.
are committed to the profession of arms, inspire a willingness to do whats right, and
manage processes that will ensure the Air Force remains the worlds premier air, space,
and cyberspace force.
20
The Supervisor of Airmen volume contains the following chapters:

1. Standards & DisciplineAs a supervisor, you must ensure that not only the job is being
accomplished, but that the people are adhering to specific guidance governing
performance and behavior. This chapter defines how creating standards and maintaining
discipline impact workcenter performance.
2. Perfomance EvaluationEvaluating performance is an integral part of being a
supervisor. This chapter is designed to teach you the logical process of effective
performance evaluations. The goal here is for you to understand how big of an impact
youll have on your subordinates when it comes to their development.
3. Team Leader This chapter examines the difference between a team and a group, team
mission and vision including a mission statement writing exercise. You will learn team
roles and responsibilities, team dynamics, and the stages of team development.
4. DiversityThe intent of this chapter is to expand your existing knowledge of diversity
and consider other less-obvious elements that contribute to overall organizational
performance. Youll learn to identify how similarities and differences help define you as
an individual and you as a valuable member of the Air Force team. Then youll learn
about the six Socio-Behavioral Tendencies (SBTs) and the FAIR way strategy
(Feedback, Assistance, Inclusion, and Respect).
5. Leader InfluenceThe chapter helps students understand their influence as leaders.
Directly or indirectly, you have some influence on Airmen in your unit or organization.
In this chapter, you will learn about the leaders skills of diagnose, adapt, and
communicate (DAC). You will explore the traits and guidelines of effective leadership
and followership and the two types of power leaders possess, position and personal, and
its connection to influence. You will come to understand that followers also have power
as well and can influence their leaders. From here, the chapter shifts to Developing
Others, focusing on deliberate development.
6. Introduction to NegotiatingWhether for personal reasons or organizational goals, you
negotiate all the time. Granted, some are better at it than others. There is no denying it;
negotiating is a part of everyday life. This chapter covers key terms associated with
negotiating, examines the fundamentals of the negotiation environment and negotiation
preferences and styles chart.
7. Resource StewardshipWhat can you do to assist your leadership make sure the people,
materials, and funds are available to keep the Air Force mission moving forward? In this
chapter, you will learn the definition of Resource Stewardship and then examine some of
the key elements of the Air Force financial management program. This chapter may be
your first introduction to organizational budget activities. Topics concentrate on the
budget process, budget cycle, Budget Execution Review (BER), the Financial Execution
Plan (FEP), and the Anti-Deficiency Act (ADA). The importance the NCO has on
effective Resource Stewardship is emphasized throughout the discussion. This chapter
also covers the four competencies associated with manpower.
21
8. Continuous ImprovementThe purpose of this chapter is to expand your existing

knowledge of continuous improvement concepts and to embrace the AFSO21 mindset
for continuous process improvement. You will learn about the intent of AFSO21 and
continuous improvement in the workcenter. This is followed by the responsibilities,
roles, stages, cycles and phases of the change management process.
Supervisory Communicator
The objective of the Supervisory Communicator is to develop supervisory communicators who:
develop and display effective written, spoken, and interpersonal communication skills
that influence and direct people in order to facilitate mission accomplishment.
are committed to the profession of arms and understand the critical role communication
plays in accomplishing the
assigned mission.
continuously seek opportunities to

improve their communication
skills.
draw upon their communication

knowledge and experience and
focus it downward to their
personnel.
communicators support and explain

policies, decisions, and direction,
and motivate and inspire others to
achieve common goals.
Figure 12
encourage a free flow of information up, down, across, and within an organization and
provide counseling and feedback to improve individual and organizational effectiveness
and efficiency.
have a professional obligation to the persons they lead and follow to convey a tone of
confidence and optimism.
are also strategic communicators.
The Supervisory Communicator volume contains the following chapters:

1. Communicator SkillsAs an NCO, you must have excellent communication skills in
order to successfully accomplish your units mission. During this chapter, you will learn
the communication process, the proper flow of communication, barriers to
communication, and the phase of effective communication.
22
2. Culture of EngagementYou must remember that you have a responsibility to be a

worldwide ambassador for the Air Force and particularly the American public by actively
engaging in communication. During this chapter, you will come to understand culture of
engagement and its impact. You will learn what strategic communication is and what
your role is in it. This chapter also covers media engagement and the new media.
3. Supervisory WritingDuring this chapter, you will learn the use, types, and
characteristics of bullet statements. You will also learn how to write accomplishmentimpact bullet statements. You will learn the types of narrative writing and various
formats you may use.
4. Interpersonal CommunicationIn this chapter, you will begin by defining the concept of
interpersonal communication. With that definition in mind, you will learn how to
develop interpersonal skills and explore how to apply them when they counsel their
subordinates. This chapter also covers feedback, counseling, and the various types of
counseling sessions.
This chapter covered information about how to manage the course and the expectations of you as
a student.
As you can see, you have a long road ahead of you. If you feel overwhelmed right now, dont
panic. The course is designed to present you this information in a logical manner, and your
supervisors are here to guide you through the entire process. Although youll be evaluated on
your comprehension of the material, keep in mind that your willingness to engage in this
learning process will help you retain and apply everything presented during the course.
Chapter Two: Successful Learning
23
Summarize and Reflect

You covered a great deal of information in this chapter. You learned how to manage your
course, the elements of force development, and the ALDLC curriculum graduate attributes.
This course will give you the foundation to reach beyond your current capability in order to
better serve this nation, the Air Force, and those who serve with you. Understanding the
why of the material in this course will help you reach a deeper understanding of the material
and, hopefully, an appreciation of it.
As a professional Airman, you play key roles in taking the fight to the enemy. This course is
an important piece of the puzzle in your professional development. It will be intense. Stay
focused so you can broaden your arsenal of leadership tools as you continue to face new
challenges. FlyFightWin! The Air Force expects nothing less of you
Key Terms
ALS mission statement, 15
EPME pillars, 13
Graduate Attributes, 16
PME objectives, 15
24

- CONCEPTS OF SUCCESSFUL
LEARNING
-- Time Managements Role in
Successful Learning
-- Keys to Successful Learning
-- Learning Strategies
-- Levels of Learning
-- Teaching Methods
-- Air Force Institutional
Competencies
-- ALDLC Modules
Figure 1
- STUDENT LEARNING
OUTCOMES, OBJECTIVES, AND
SAMPLES OF BEHAVIOR
-- Student Learning Outcome
It's a month before your end of course

examination, and you feel awful. You're tense
and worried. While wondering if you will pass
the test, you start to sweat. Of course, since
you don't know how to prepare, you are
concerned, and with good reason. You've
barely touched your course materials since
they arrived five months ago.
What can you do? How can you make the most
of the time you have left and successfully
complete the course?
-- Objectives and Samples of

Behavior
- IDDP STRUCTURED THINKING
PROCESS
- LEADERSHIP PROFILE
MEASURE ASSESSMENT
Learning is not attained by chance. It must be sought for with

ardor and attended to with diligence.
- Abigail Adams (1744-1818), First Lady of the United States
Upon completion of this chapter learners should

be able to:
Terminal Cognitive Objective:
Comprehend Successful Learning.

Terminal Cognitive Samples of Behavior:
1.
2.
Define Successful Learning.

Explain Successful Learning and/or its
impact on student effectiveness.
3. Give examples of Successful Learning
and/or its impact on student effectiveness.
4. Predict the impact of Successful Learning
on student effectiveness.
Enabling Samples of Behavior:
Explain:
a. Ones own Adult Learning Style
b. Time Managements Role in
Successful Learning
c. Keys to Successful Learning
d. Level of Learning
e. Objectives and Samples of
Behavior
f. Teaching Methods
g. IDDP structured thinking process
Affective Objective: Value Successful Learning.
Affective Samples of Behavior:
1.
2.
3.
4.
5.
Read about Successful Learning

concepts with an open mind and
remember new information
(receiving).
Complete all activities (progress
checks, adult learning profile, IDDP
exercises, and self-reflection), and
question concepts, models, etc. in
order to fully understand them
(responding).
Accept the idea that effective use of
Successful Learning concepts
positively impacts individual, unit,
and mission effectiveness (value).
Willingly develop a preference for
using Successful Learning concepts to
enhance individual, unit, and mission
effectiveness (value).
Commit to using Successful Learning
concepts to enhance individual, unit,
and mission effectiveness (value).
25
Why should you want to improve your mental

ability to learn or remember? Why should you
try to learn something you think you will never
use again? Why? Because no one has a crystal
ball to see what future challenges may arise or a
magic wand to use when faced with those
challenges. If you want to be successful when
facing unknown challenges, you must be able to
understand and apply facts, concepts, and ideas
that increase your effectiveness in this course.
One of ALDLCs most important
responsibilities is to deliver course material in a
manner that facilitates learning. One of your
most important responsibilities is to learn all
you can in order to become an effective leader.
While attending an Enlisted Professional
Military Education (EPME) course, your
success depends on the effort you put forth.
Therefore, what follows is information designed
to help you have a positive and rewarding
learning experience.
This Successful Learning chapter explains the
educational process used to achieve desired
levels of learning. Begin by reading about
Concepts of Successful Learning. Take the
Adult Learning Style Profile to see what type of
learner you are. Then read about the learning
outcomes, objectives, samples of behavior, and
test questions. You will be introduced to the
EPME structured thinking process called IDDP,
which stands for Identify, Differentiate,
Determine, and Predict. You will then cover
the institutional competencies the Air Force
uses to develop EPME lesson plans. Finally,
you will be given instructions for future online
assignments.
26
STUDENT LEARNING OUTCOME: Students who complete the Successful Learning

chapter are better prepared to accomplish all cognitive assignments during their Airman
Leadership Distance Learning Course as evidenced by their comprehending the concepts of
Successful Learning.
Concepts of Successful Learning

Time Managements Role in Successful Learning
In this topic, you will see how time management impacts the
learning process. As a student, your focus should be on
understanding the demands of time during this course and your
ability to apply proper time management techniques in an academic
environment. Most students find the course emotionally and
mentally rigorous, quickly discovering that time is their most
precious resource. The pace is very demanding due to the myriad of
exercises and required reading. Students can experience moderate
to severe stress throughout the course and they say that it takes good
time management to cope with the stress.
Figure 2
Use Your Time Wisely

As the saying goes, those who fail to plan, plan to fail so in order to be successful at learning
you need to prepare to manage your time. Keys to successfully managing your time include:
Scheduling
Probably the first and foremost prerequisite to successful learning is your ability to manage your
time properly. One of the great things about distance learning is the fact that you can study when
it is convenient for you.
However, this freedom also means that youll have to be adept at managing your time if you
want to successfully complete your course work. One way you can use your time wisely and
promote successful learning is by setting and scheduling goals for yourself.
To do this, youll need to familiarize yourself with everything that is expected of you to
complete the course and come up with a realistic amount of time necessary to complete each
task. Then you can create a schedule of goals, breaking them down into weekly or daily tasks as
necessary.
27
Figure 3
Self Discipline
To complete a course successfully, youll need to draw upon your power of self discipline. The
independence you have with distance learning means that youll not have face-to-face meetings
with an instructor or fellow classmates and therefore no constant reminders of assignments or
deadlines. This means that youll need to have the self discipline to complete required course
readings, exercises, and examinations.
In reading the lives of great men, I found that the first victory they won was over
themselves...self-discipline with all of them came first.
- Harry S Truman
Dealing with Distractions

In the same realm as self discipline is the ability to deal with distractions. Youll probably be
doing most of the work at your home computer, which is a wonderful convenience. However,
your home can also be a source of distraction. Whether it be your children, spouse, household
projects and chores, or the television, make sure that when you are working on the task at hand
you are focused on that and nothing else.
By prevailing over all obstacles and distractions, one may unfailingly arrive at his
chosen goal or destination.
- Christopher Columbus
28
Overcoming Procrastination
Procrastination results from any number of
attitudes or situations. It may be a symptom of
fear and confusion, or it could be caused by lack
of proper analysis, planning, prioritizing, and
control of the situation. Some procrastinate when
they are fatigued, depressed, or uncertain of their
capabilities. If you tend to procrastinate, you
must modify your behavior, or you will never be
successful! Successful learning won't happen if
you keep putting things off. If you delay things
for fear of failure, you have to consider that
your achievements will be delayed as well.
Figure 4
The secret of getting ahead is getting started. The secret of getting started is breaking
your complex overwhelming tasks into small manageable tasks, and then starting on the
first one."
- Mark Twain
You also have to deal with any anxiety that may be causing your procrastination. Try to
determine the source of your anxiety. If it stems from a lack of preparation on your part, your
anxiety is considered a rational response. However, if you believe that you are prepared for the
lesson and exercises, but are still panicking, this may be an irrational response.
Regardless of source, it can be very helpful to know the many ways to address procrastination.
Some are easy to do, while others require intense concentration and commitment. If you suffer
from this problem, youve got to settle it now.
29
Benefits of Time Management

Some of the advantages of time management include reduced anxiety, gained time, reduced
avoidance, improved opportunities for reviews and eliminated cramming. Managing time also
helps you to stay motivated while avoiding procrastination. The secret to successful time
management is acknowledging, setting up,
and prioritizing goals that work by doing
so, youll find that you can get a measure
of control over your life. Even if you are
an extremely organized person, it is
inevitable for some unscheduled events to
pop up. Once you start practicing proper
time management skills, youll know how
to better prioritize and plan your day so
that even these unexpected issues get dealt
with.
When you don't know how to manage your
time properly, your tasks seldom get done.
When you utilize proper time management
skills, you learn how to write down all
Figure 5
your tasks at hand, attach time lines to
each, and stay within these time lines.
This enables you to always be finishing at least some projects, instead of drowning in an evergrowing sea of unfinished ones.
There are certain tasks that need to be completed in order to achieve goals. If you want to be
able to get to any of those tasks done, you must effectively manage your time. Reaching your
goals and time management are closely connected, so if you master time management then
youll be able to master goal attainment. Time management benefits are powerful and extend
beyond successful learning, reaching far into various parts of your life. Now that you know the
potential to affect your life, you can start working on developing some effective time
management techniques, and building the life you've always wanted.
30
Keys to Successful Learning

Though the academic world has many definitions of
learning, EPME defines learning as the process that changes
the way people think, feel, or behave.
You know learning has occurred when students miss
questions on pretests but correctly answer similar questions
on final exams.
So, you know when learning occurs, but how does it happen?
The answer depends on what type of learner you are. You
receive information through sensory channels or pathways
called learning modalities. The modalities, or senses,
described below include visual, auditory, and
tactile/kinesthetic.
Figure 6
Elements of the EPME Learning Process

Chapters of the NCOADLC comprise of reading assignments intended to prepare you to
understand the questions and formulate answers. The following study tips will prepare you as
you proceed through the chapters.
Take Notes
Given the amount of material covered, and the fact that no one can memorize several hundred
complex leadership, management, and communication concepts, it is paramount that you
develop a solid method for taking notes as you read through the chapters. A good, solid method
for taking notes follows:
Be prepared to take notes.
Look at the overview/outline and include main ideas and enough supporting details to
make the main idea clear.
Watch for transitions to signal new main pointsidentify topic sentences
Identify points in introduction and conclusion
Write bulleted lists and/or steps
Highlight keywords
Make an outline of significant points
31
Study
Keep in mind that effective reading and note taking are keys, but to learn effectively, you will
have to study your reading assignments and notes. Your reading assignments are designed to
give you knowledge-level background material on the course subjects. The reading assignment
is a building block. The progress checks, self-reflection opportunities, scenarios, and case study
analysis will expand above and beyond the reading assignment. Completion of all reading
assignments is a must! Failure to complete them will limit your knowledge base and could
prove detrimental to satisfactory performance on evaluations.
Listed below are some proven study tips:
Be systematic in your studying.

o Check your notes for accuracy. (You cannot study bad notes and expect to do well.)
o Build a realistic study schedule and stick to it.
Use your time wisely.

o Take study breaks. (Two 30- to 45-minute study sessions are more productive than
a marathon study session.)
o Instead of memorizing, seek to understand.
o Briefly review material from previous chapter to reinforce what you already know.
Concentrate on studying, and eliminate distractions.
Use the case study while studying. Look for how the lesson principles you have just
learned are used in the case study. Read the case study again after each chapter for the
same study exercise. This will reinforce the principles learned; familiarize you with the
case studys content.
The bottom line on studying: Have a system, and stick to it; make studying a habit.
Practice
Practice, practice, and more practice will be your recipe for success. Practice reinforces
knowledge, helps measure learning outcomes, and builds self-confidence, so be sure to take
advantage of and accomplish all exercises presented throughout this course of instruction.
Practice will also prove to be important as you work on improving your managerial interpersonal
skills. Through application, you will learn to identify counseling skills. You will learn to adapt
your mentoring skills as you practice applying mentoring techniques in different situations.
Practice will also prove to be important as you work on improving your managerial interpersonal
skills. Through application, you will learn to identify counseling skills. You will learn to adapt
your mentoring skills as you practice applying mentoring techniques in different situations.
Practice will also benefit you in improving your application of profession of arms skills.
32
Formative Exercise
The formative exercise is part of the learning process and is not part of the evaluation process.
The formative exercise is designed to provide feedback to you on your strengths and
weaknesses. It is given under the exact conditions as the summative evaluation and provides an
opportunity to prepare for the summative evaluation. Thus, formative exercises are
considered exercises in learning, and passing them is NOT a requirement for graduation;
however, you should prepare for formative exercises the same way you prepare for summative
evaluations, i.e., give them the same weight or seriousness when studying, reviewing, etc. That
way, the formative exercises will serve their purpose, which is to give you a clear indication of
where you stand for the summative evaluations. The summative evaluations determine whether
you possess the requisite knowledge, skills, and abilities to perform as a military professional in
the US Air Force. They will be the measuring stick to determine whether you have met the
learning objectives of the ALDLC.
Test Taking (Summative Evaluation)
The summative evaluation is the measuring stick to determine whether you have met the
learning objectives of the ALDLC curriculum. All test questions come from the learning
objectives and samples of behavior which you will learn about later in this reading. The scores
you receive on your summative evaluations are FINAL. The effective preparation you do at the
beginning of the learning process will lead to success on the summative evaluation.
Lifelong Learning
Youve probably had a teacher tell you Learning is a lifelong process. at one point in your life.
Focus on becoming a more effective leader and supervisor by doing your best to comprehend
lesson concepts and principles. Test scores are important; however, they are secondary to the
expectation your leaders have of you. Your leaders expect you to apply what you learned at
ALDLC when you begin to supervise Airmen back at your duty section.
Do not make your primary concern a test score, but rather focus on becoming a more effective
leader by doing your best to comprehend lesson concepts and principles. With this in mind,
analyze your test results and use the information to improve. Your true goal should be to apply
the information after graduation. Graduation should not mark the end of your learning, but
rather the continuation of your experience as a supervisor, leader, and professional Airman.
Students use of one or more of these elements enhances their effectiveness. However, use of all
of them combined with an understanding of what kind of a learner you are will greatly improve
your chances of successfully completing this course.
33
The Learning Style Profile

Auditory Learners
Auditory learners primarily use hearing to process information. When given a choice, strong
auditory learners will sit where they can easily hear the speaker and where outside sounds will
not interfere.
Some auditory learners will sit to one side, on the side
of their strongest ear. Many times, these are the people
who can find it easier to understand the words from
songs on the radio and announcements on public
address systems.
Characteristics
Prefers to hear information
Has difficulty following written directions
Has difficulty with reading and writing
May not look speakers in the eye, instead may turn eyes away in order to focus more on
listening
Figure 7
Learning Tips
Use audio cassettes or CDs for reading and lectures (when available)
Participate in discussions, ask questions, and repeat given information
Summarize or paraphrase written material and record the information
Talk to yourselfreview the material
Discuss the material with someone else
Visual Learners
Visual learners need to see the big picture. They may choose a seat where they can see the
whole stage or the whole screen. They may like the back seat so everything is out in front, and
they can see it all. These are the people who survey the scene, who like to sightsee, and who see
the forest despite the trees.
34
Characteristics
Needs to see it to learn itmust have mental picture
Has strong sense of color
Has artistic ability
Has difficulty with spoken directions
Overreacts to sounds
Has trouble following lectures
May misinterpret words
Figure 8
Learning Tips
Use visuals (graphics, films, slides, illustrations, charts, etc.) to reinforce learning
Use multicolored highlighters to organize notes
Write directions down
Visualize words, phrases, sentences to be memorized
Write everything down; review often
Tactile Learners/Kinesthetic
Tactile/kinesthetic learners have the need to touch and feel things. That is, they want to feel or
experience the lesson themselves. Given a choice, strong kinesthetic learners will be right in the
middle of the action. These are the people who tear things apart to see how they work and then
put them back together without the directions. Tactile learners are the ones who immediately
adjust the seat, mirror, radio, and temperature in the car.
Characteristics
Prefers hands-on learning/training
Can put a bicycle together without the directions
Has difficulty sitting still
Learns better when involved
May be coordinated and have athletic ability
35
Learning tips
Figure 9
Make a model, do lab work, role play, be the ball
Take frequent breaks
Copy letters and words to learn how to spell and remember facts
Use a computer
Write facts and figures over and over
Read and walk, talk and walk, repeat
The Adult learning style profile is an instrument used to indicate the type of learner you are:
visual, auditory, tactile/kinesthetic, or any combination of the three. No one modality is better or
worse than the other, but it is important that you discover what works best for you and then do it.
So, see what type of learner you are.
36
ADULT LEARNING STYLE PROFILE INSTRUMENT

(Adapted from Learning Style Form, developed by Dr. Ray Barsch)
Directions: Read each statement and then circle the number in the appropriate box to indicate
your feelings. Work quicklydo not sit and ponder. THERE IS NO RIGHT OR WRONG
ANSWER. When finished, follow the instructions for scoring (Figure 10). Answers to each
statement helps determine your learning style (visual, auditory, or tactile/kinesthetic). There is
no one best learning style; however, each style does have its advantages and disadvantages.
COMMENTS
Often
1. I remember things better when people tell them to me rather than when I read them.
2. I follow written directions better than oral directions.
3. I like to write things down or take notes for visual review.
4. I bear down extremely hard with pen or pencil when writing.
5. I require oral explanations of diagrams, graphs, or visual directions.
6. I enjoy working with tools (cooking, woodworking, mechanical).
7. I am skillful and enjoy developing and making graphs and charts.
8. I like to learn something new by talking rather than reading about it.
9. I remember best by writing things down several times.
10. I can understand and follow directions using maps.
11. I do better at academic subjects by listening to lectures and tapes.
12. I handle objects (coins, keys, pencils) while studying, reading, and conversing.
13. I learn to spell better by repeating the letters aloud, not by writing them.
14. I understand a news article better by reading it than by listening to the radio.
15. I chew gum, smoke, eat, or drink while studying/working.
16. I remember something best by picturing it in my head.
17. I like to make, build, or create things as I learn.
18. I would rather listen to a good lecture or speech than read about the subject.
19. I am good at working and solving jigsaw puzzles and mazes.
20. I prefer listening to news on the radio or TV rather than reading about it.
21. I like to learn most by building, making, or doing things.
22. I enjoy researching an interesting subject by reading relevant material.
23. I feel comfortable touching others, hugging, handshaking, etc.
24. I follow oral directions better than written directions.
25. I enjoy learning by going places and seeing things.
26. I like to draw, color, sketch, and paint things.
27. I doodle during meetings, lectures, or while listening on the phone.
28. I enjoy listening to music.
29. I like to shape or make things with my hands (clay, ceramics, dough, etc.).
30. I read aloud (or whisper) to myself when trying to understand new written material.
5
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Figure 10, Learning Style Profile
SomeSeldom
times
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37
SCORING PROCEDURES
Adult Learning Style Profile
1. Place the point value on the line next to its corresponding item number:
OFTEN = 5 Points
SOMETIMES = 3 Points
SELDOM = 1 Point
AUDITORY
VISUAL
TACTILE
Question #
Points
Question #
Points
Question #
12
11
15
13
10
17
18
14
21
20
16
23
24
19
25
28
22
27
30
26
29
Profile Score
Total
Profile Score
Total
Points
Profile Score
Total
2. Total each column to arrive at your profile score total under each heading.
3. Write your profile scores (highest, middle, and lowest) on the appropriate lines below.
Highest Score:_______
Middle Score: ________
Lowest Score:__________
Figure 11, Scoring Procedures
If your score reads something like: Auditory = 30 Visual = 27 Tactile = 20, it indicates you
are an auditory learner first, a visual learner second, and a tactile learner last. Put another way,
you learn best by hearing and/or verbalizing what it is you are trying to learn. When you cannot
hear and verbalize what you hear, your BEST mode of learning is being denied you, but you can
still learn through the VISUAL and TACTILE modes.
38
If your score reads something like: Visual = 33 Auditory = 24 Tactile = 19, it indicates you
are a visual learner first, an auditory learner second, and a tactile learner last. Put another way,
you learn best by seeing whats going on. When you cannot see whats going on, your BEST
mode of learning is being denied you, but you can still learn through the AUDITORY and
TACTILE modes.
If your score reads something like this: Tactile = 34 Visual = 27 Auditory = 27, it indicates
you are a tactile learner first, a visual learner second, and an auditory learner last. Put another
way, you learn best by doing. You take notes during class, but rarely have to look at them
afterwards. It helps you to recall information when you are moving around or have something in
your hand.
Scores
Indication
Learn best by:
auditory learner first, a visual learner

second, and a tactile learner last
hearing and/or verbalizing
visual learner first, an auditory learner

second, and a tactile learner last
seeing whats going on
tactile learner first, a visual learner

second, and an auditory learner last
by doing
Auditory = 30
Visual = 27
Tactile = 20
Visual = 33
Auditory = 24
Tactile = 19
Tactile = 34
Visual = 27
Auditory = 27
Figure 12
I hear and I forget. I see and I remember. I do and I understand.

- Confucius
Learning Strategies
Chapters of the ALDLC comprise reading assignments intended to prepare you to understand the
questions and formulate answers. The following study tips will prepare you as you proceed
through the chapters.
39
Read for Comprehension

In a broad sense, reading for comprehension is interpretation, understanding, and recollection of
written concepts. In other words, how you read affects how you learn. There are techniques that
will help improve your reading comprehension, and they include:
Inference Strategy is a set of procedures readers use to comprehend written passages and
answer inferential questions (questions that are not answered directly in the text).
Paraphrasing Strategy is designed to help students focus on the most important
information in a passage. Students read short passages of materials, identify the main
idea and details, and rephrase the content in their own words.
Self-Questioning Strategy helps students create their own motivation for reading.
Students create questions in their minds or in writing, predict the answers to those
questions, search for the answers to those questions as they read, and paraphrase the
answers to themselves.
Visual Imagery Strategy is a reading comprehension strategy for creating mental movies
of narrative passages. Students visualize the scenery, characters, and action and describe
the scenes to themselves.
Word Identification Strategy provides a functional and efficient strategy to help
challenged readers successfully decode and identify unknown words in their reading
materials. The strategy is based on the premise that most words in the English language
can be pronounced by identifying prefixes, suffixes, and stems and by following short
syllabication (dividing words into syllables) rules.
Strategies Related to Storing and Remembering Information
FIRST-Letter Mnemonic Strategy is a strategy for independently studying large bodies
of information that must be mastered. Specifically, students identify lists of information
that are important to learn, generate an appropriate title or label for each set of
information, select a mnemonic device for each set of information, create study cards,
and use the study cards to learn the information.
LINCS Vocabulary Strategy helps students learn a meaning of new vocabulary words
using powerful memory enhancement techniques. Strategy steps cue students to use
visual imagery, associations with prior knowledge, and key-word mnemonic devices to
create study cards and to study the cards to enhance comprehension and recall the
concept. See Figure 13 for the strategy steps.
40
Figure 13, LINCS Vocabulary Strategy
41
Paired Associates Strategy is designed to help students learn pairs of informational

items, such as names and events, places and events, or names and accomplishments.
Students identify pairs of items, create mnemonic devices, create study cards, and use the
study cards to learn the information.
Word Mapping involves breaking words into their structural parts (any of the minimal
grammatical units of a language, each constituting a word or meaningful part of a word,
that cannot be divided into smaller independent grammatical parts such as the prefix,
suffix or root); attaching meaning to each word part; making a prediction about the
meaning of the unknown word based upon the meaning of each part; and checking the
dictionary for the definition (see Figure 14).
Figure 14, Word Mapping
42
Test-Taking Strategy
The true test of learning, note taking, and studying comes after you graduate; however, one
indicator of how well you have learned is evident on test day.
The Test-Taking Strategy is designed to be used while taking classroom tests. Students allocate
time and priority to each section/question on the test, they carefully read and focus on important
elements in the test instructions, recall information by accessing mnemonic devices,
systematically and quickly progress through the test, make well informed guesses, check their
work, and take control of the testing situation. EPME tests are purposely designed to test your
comprehension of course material in a way that clearly separates students who know and
comprehend the material from students who do not know the material. Test design also
eliminates the usefulness of many non-value Test-Taking Strategies that students, who do not
know the material, depend on to pass exams.
Two examples of these strategies are:
Word Association: This strategy involves matching words, statements, and phrases
from the scenario/problem statement with one of the alternatives. Students who rely on
this strategy will usually select the wrong answer because EPME tests use wordassociation to describe the right answer and to distract. Therefore, only students who
truly comprehend the concept will be able to differentiate between the correct answer and
the plausible distracters.
Grammar/Spelling: This strategy involves looking for grammar and/or spelling errors.
Here is an example:
SrA Sheldons actions BEST describe an:
a. Initial feedback
b. Performance feedback
c. Corrective feedback
Did you catch the mistake? Proper grammar requires use of an before words that begin with a
vowel and the use of a before words that begin with a consonant. Given this rule, and
assuming the institution demands proper grammar, the only possible answer to this question is
alternative a.
Sample Test Questions
All test questions in the ALDLC are patterned after the following test questions. For practice,
answer the following sample questions. The answers and rationale will be covered later in the
chapter.
43
1. SrA Shelby listens as the ALS instructor says, The course is rigorous so youll want to
manage your time wisely because your achievements depend entirely on the effort you put
forth. Invest time in reviewing lesson objectives and samples of behavior because they help
you prepare for exams. Although we use various teaching methods to appeal to all learning
styles, most students find it takes effective study habits, critical thinking, and effective use of
EPMEs structured thinking process to make it through the course.
The instructors comments BEST explain ________ concepts and how they contribute to
individual success.
a. time management
b. successful learning
c. teaching methods and effective study habits
2. The day before graduating, SrA Hill is showing her dad, a military retiree, around the
campus when he asks, What was the hardest part of the course? Hill replies, The
schedule was hard at first because I was juggling reading, writing, and homework
assignments plus marathon study sessions with my flight. I finally settled into a routine that
helped me pay attention in class, take good notes, and actively participate in classroom
discussions. However, I would have to say the hardest part for me was the public speaking.
Thank goodness, my flight came together to practice all the time.
SrA Hills actions BEST illustrate __________ and its impact on her effectiveness.
a. time managements concepts
b. study and practice habits
c. elements of the learning process
3. While talking with another instructor, TSgt Bright says, Im concerned about SrA Tall, one
of my students. She completes all assignments and I know she takes notes because she
shares them with the flight, but she barely passed her briefing evaluations, which I believe is
due to the flight helping her practice so much. Although I have seen her study with the
flight, most of the time she studies alone. This morning she failed the formative exercise, by
one question, and failed to meet the academic standard. I counseled her about additional
study but Im not sure she can pass the summative.
SrA Talls use of ____________ will MOST LIKELY earn her _______________.
a. effective use of the elements of the Learning Process; enhance
b. ineffective use of the elements of the Learning Process; hinder
c. effective use of the IDDP Structured Thinking Process; enhance
d. ineffective use of the IDDP Structured Thinking Process; enhance
44
Levels of Learning
All Professional Military Education (PME) courses include cognitive and affective objectives
and both types target three levels of learning.
Affective Domain Levels of Learning
The affective domain includes the manner in which you deal with things emotionally, such as
feelings, values, appreciation, enthusiasms, motivations, and attitudes. There are five major
categories, but for the purpose of this course, only three will be covered (receiving, responding,
and valuing).
The affective domain is the feeling or internalization component of learning. This means
learners assign personal value to the content of the chapter. Knowing the various levels of
affective learning and the affective learning objectives in the ALDLC curriculum will help you
understand what the Air Force expects of professional Airmen that complete the course.
Receiving
Receiving is the affective domains first level of learning. At this level, learners pay attention
and actively receive. They display awareness and willingness to receive. Learners may employ
selective attending by making an effort to filter out other messages or distractions that threaten
to interrupt their reception of chapter material. The receiving of stimuli in these chapters are not
simply through the reading of the words. There are various forms of visual stimuli that aid in
solidifying the concepts and principles that are presented.
Responding
Responding is the affective domains second level of learning. For deeper levels of learning to
occur, simply receiving a message is not enough. After receiving the intended message, you
must do something with it. Learning outcomes may emphasize compliance in responding,
willingness to act/respond, or satisfaction in responding (motivation). Therefore, responding
involves some sort of action or response, such as complying with an Air Force directive or
performing some voluntary action and obtaining satisfaction from it. Responding behaviors, at
the highest level, reflect interests and activities that bring personal satisfaction.
Valuing
Valuing is the affective domains third level of learning. This ranges from simple acceptance to
the more complex state of commitment. Valuing is based on the internalization of a set of
specified values, while clues to these values are expressed in the learner's overt behavior and are
often identifiable. A person at the valuing level responds to a message or action by assigning
some worth or value to them. For example, at first you accept, later prefer, and finally commit
yourself to something because of its perceived worth or value. When you value something, you
have a deep appreciation for it. Commonly used terms associated with valuing are attitudes and
appreciation.
45
Figure 15
Nearly all lessons in the ALDLC curriculum have an affective (attitude) component at the
VALUING level. Achieving the affective learning objectives requires a great deal of
involvement on your part. Just acquiring the comprehension and application levels of learning is
tough, but you may need to privately confront your own perceptions and feelings about ideals
the Air Force expects you to value to reach the third level.
Ultimately, you need to be willing to confront your reservations or reluctance as well as your
acceptance and promotion of Air Force policies, both before and after graduation. Failure to do
so will hold you back from working through critical issues that are foundational to becoming an
effective leader. This aspect of internal transformation and development as a leader is expected.
46
Affective Levels of Learning

Level
Receiving
Description
Example
Awareness, willingness to Listen to others with

hear, selected attention
respect
Listen for and remember

the name of newly
introduced people
Responding Active participation on
the part of the learners
Attends and reacts to a
particular event
Learning outcomes may
emphasize willingness to
respond (motivation)
Participates in class
discussions
Gives a presentation
Questions new ideals,
concepts, models, etc., in
order to fully understand
them
Key Words
asks, chooses, describes,
follows, gives, holds,
identifies, locates, names,
points to, selects, sits,
replies, uses
answers, assists, aids,

complies, conforms,
discusses, greets, helps,
labels, performs,
practices, presents, reads,
recites, reports, selects,
tells, writes
Know the safety rules and

practices them
Valuing
Demonstrates belief in the

The worth or value
democratic process
attached to a specific
object, event, or behavior Is sensitive towards
individual and cultural
Ranges from simple
differences (value
acceptance to the more
diversity)
complex state of
Shows the ability to solve
commitment
problems
Based on internalizing a
Proposes a plan to social
set of specified values
improvement and follows
while clues to these
through with commitment
values are often
Informs management on
identifiable
matters that one feels
strongly about
Table 1
completes, demonstrates,
differentiates, explains,
follows, forms, initiates,
invites, joins, justifies,
proposes, reads, reports,
selects, shares, studies,
works
47
Cognitive Domain Levels of Learning

The cognitive domain is the thinking or reasoning
component of learning. In this type of learning, students
acquire knowledge by using their mental faculties. This is
the type of learning required to become a critical thinker.
Understanding the levels of cognitive learning and the
cognitive learning objectives used in the ALDLC
curriculum will help you understand what the Air Force
expects of all graduates. The ALDLC only deals with the
first three levels of cognitive development.
Figure 16
Knowledge
Knowledge is the cognitive domains first level of learning and is very basic. It only requires
you to keep, remember, recall, label, recognize, and repeat information you have read. Although
you already possess much knowledge about the subjects covered, your reading assignments
provide further information to bolster your knowledge level.
Comprehension
Comprehension is the cognitive domains second level of learning. There are three levels of
leaning within this domain:
1. Translation: Putting things in your own words.
2. Interpretation: Answers the questions what was the main idea? can you distinguish
between? and what is the relationship between?
3. Extrapolation: Answers the questions what do you think could have happened next...?
and what can you predict?
At this level, you see relationships, concepts, and abstracts beyond the simple remembering of
material. It requires you to demonstrate an understanding of facts and ideas by organizing,
comparing, translating, interpreting, describing, and summarizing in order to draw conclusions
and solve problems using those facts and ideas. To demonstrate the comprehension-level of
learning, students are usually required to describe a relationship between two related concepts.
The combining of two or more concepts results in what is referred to as a lesson principle. One
example of demonstrating comprehension is being able to explain in your own words the steps
for performing a complex task.
48
Application
Application is the cognitive domains third level of learning. To demonstrate this level of
learning, you must identify lesson concepts from among other lesson concepts in simulated
situations. After identifying the concepts, you must then apply your knowledge and
comprehension of those concepts to solve the problem or deal with the issue appropriately and
effectively.
The levels of learning build upon each other. You must know a subject before you can
comprehend it. You must know and comprehend lesson concepts before you can apply them.
ALL ALDLC chapters follow this same basic pattern: the student develops foundational
knowledge by reading the content and accomplishing the formative exercises. The reading
generally provides definitions and examples of concepts so you are better prepared to
comprehend lesson principles. Comprehension of lesson principles allows you to apply them in
simulated situations and in your duty capacity. See Table 2 for additional information on the
cognitive levels of learning.
Cognitive Levels of Learning
Level
Knowledge
Description
Recall data or
information
Example
Recite a policy
Quote prices from
memory to a customer
Knows the safety rules
Comprehension
Application
Understand the meaning, Rewrites the principles

of test writing
translation, interpolation,
and interpretation of
Explain in one's own
instructions and problems
words the steps for
performing a complex
State a problem in one's
task
own words
Translates an equation
into a computer
spreadsheet
Use a concept in a new
situation or use an
abstraction without
prompt
Applies what was learned
in the classroom into
novel situations in the
work place
Use a manual to
calculate an employee's
vacation time
Apply laws of statistics
to evaluate the
reliability of a written
test
Table 2
Key Words
defines, describes, identifies,
knows, labels, lists, matches,
names, outlines, recalls,
recognizes, reproduces,
selects, states
comprehends, converts,
defends, distinguishes,
estimates, explains, extends,
generalizes, gives an
example, infers, interprets,
paraphrases, predicts,
rewrites, summarizes,
translates
applies, changes, computes,

constructs, demonstrates,
discovers, manipulates,
modifies, operates, predicts,
prepares, produces, relates,
shows, solves, uses
49
Teaching Methods
Asynchronous
The ALDLC uses an asynchronous teaching methodology. Asynchronous teaching is a nonfacilitated, self-paced, student-centered teaching method that uses online learning resources to
facilitate information sharing outside the normal constraints of time and location to effectively
deliver course content. This approach uses self-study to promote distance learning.
Asynchronous learning gives you the freedom to access the course and its instructional material
at any time, from any location - allowing accessibility for diverse student populations.
Knowledge Checks/Self-Reflection Opportunities
You will interact with data, as necessary to reinforce, and gauge your grasp of the lesson
principles presented. An important aspect of your progress is feedback intended to identify areas
that need improvement.
Scenarios and Case Study Analysis
Case studies help bridge the gap between course theory and practice. They provide
opportunities to apply previously learned concepts and principles to simulated situations. In the
case study, students analyze a simulated, but realistic, situation to achieve an educational
objective.
Case studies and scenarios contain common problems encountered by military members. Its
greatest value is that it presents opportunities for students to apply previously learned concepts
and principles to first identify the problem and then solve it. However, gaining the most value
from a case study or scenario requires careful reading, full attention to the content of the case
study, and a high degree of maturity on your part.
Case studies and scenarios also help develop critical thinking skills. Diane Halpern, professor of
psychology and author of Thought and Knowledge: An Introduction to Critical Thinking says
that critical thinking is the use of those cognitive skills or strategies that increase the probability
of a desirable outcome.2 Critical thinking is described as thinking that is purposeful, reasoned,
and goal directed. It is the kind of thinking involved in solving problems, formulating inferences,
calculating likelihoods, and making decisions by using skills that are thoughtful and effective for
the particular context and type of thinking task.
Critical thinking also involves evaluating the thinking processthe reasoning that went into a
conclusion and the kinds of factors considered in making a decision. Critical thinking is
valuable to the learning process, and is also a characteristic of effective leadership.
50
Appropriate vs. Effective and Most Effective

While processing case studies and scenarios, you should ask yourself the following three
questions:
1. Are the characters actions, decisions, or behaviors appropriate or inappropriate?
2. Are the characters actions, decisions, or behaviors effective or ineffective?
3. Are the characters actions, decisions, or behaviors most effective?
Many people use appropriate and effective
interchangeably. However, when dealing with leadership
and management principles, the words mean two very
different things.
Appropriate means suitable for a particular

person, place or condition.
Appropriate and inappropriate equate to right and wrong, or if you prefer, correct and incorrect.
The main thing to remember is there is no degree of right or wrong; no sliding scale. Depending
on the lesson principle being presented, actions, decisions, and behaviors are either appropriate
(right) or inappropriate (wrong).
On the other hand, a sliding scale accurately describes degrees of effectiveness. That is, actions,
decisions, and behaviors can be ineffective, least effective, mostly effective, and most effective.
For example, you observe an Airman in uniform outdoors who is not wearing a hat. According
to the lesson principles (enforcing discipline), you must correct the Airman. Choosing to correct
the Airman is the appropriate (correct) decision. This also makes choosing not to correct the
Airman an inappropriate decision. There is no degree of right or wrong. In other words, you
cannot be more right or more wrong in making the decision to correct or not correct the Airman.
However, in the above scenario, when actually correcting the Airman (corrective counseling),
your behavior can range from least effective (a very public verbal reprimand) to most effective
(correcting the Airman in private). Note that both behaviors are effective. That is, the Airman
puts his hat on. However, in most cases, public verbal reprimands are less effective than private
corrections. Thus, you see a sliding scale of effectiveness.
You can also be ineffective. For example, when conducting corrective counseling, you should
ensure the counselee completely understands what is expected. Suppose you reprimand the
Airman for not wearing his hat, but never actually state you expect him to immediately get his
hat and wear it. The Airman could walk away without realizing you want him to get his hat and
put it on, thus the counseling is ineffective. How many times have you been in a counseling
session where the expected behavior is never actually stated?
Guide to Chapter/Lessons
The Student Orientation chapter covered the different learning aids found in the ALDLC. Please
refer to it for any questions you may have.
51
Formative Exercise and Summative Exercises

Although this information was previously covered, it bears repeating. The ALDLC course
employs a formative exercise and summative evaluation system. The formative exercise is part
of the learning process and is not part of the evaluation process. The formative exercise is
designed to provide feedback to you on your strengths and weaknesses. It is given under the
exact conditions as the summative evaluation and provides an opportunity to prepare for the
summative evaluation. Thus, formative exercises are considered exercises in learning, and
passing them is NOT a requirement for graduation; however, you should prepare for
formative exercises the same way you prepare for summative evaluations, i.e., give them the
same weight or seriousness when studying, reviewing, etc. That way, the formative exercises
will serve their purpose, which is to give you a clear indication of where you stand for the
summative evaluations. The summative evaluations determine whether you possess the requisite
knowledge, skills, and abilities to perform as a military professional in the US Air Force. They
will be the measuring stick to determine whether you have met the learning objectives of the
ALDLC course.
Remember the sample test questions you answered earlier? Lets go over them now.
All questions on the formative and summative examinations are assessed at the comprehension
level. For example:
1. SrA Shelby listens as the ALS instructor says, The course is rigorous so youll want to
manage your time wisely because your achievements depend entirely on the effort you put
forth. Invest time in reviewing lesson objectives and samples of behavior because they help
you prepare for in class sessions as well as exams. Although we use various teaching
methods to appeal to all learning styles, most students find it takes effective study habits,
critical thinking, and effective use of EPMEs structured thinking process to make it
through the course.
The instructors comments BEST explain ________ concepts and how they contribute to
individual success.
a. time management
b. successful learning
c. teaching methods and effective study habits
With few exceptions, all questions will have a four to seven line scenario, one line problem
statement/question; three alternatives for explain and illustrate questions and four alternatives for
predict questions. Every word in the scenario is there for a reason. Do Not let the length of the
scenario fool you. Length does not equate to how easy or hard the question is.
52
Expect scenarios to include key terms and definitions associated with the concept of the correct
answer, along with terms and definitions associated with the concepts used in the plausible
distracters. To be successful on a test at ALS, students must be able to differentiate between the
correct answer and the plausible distracters. ALS tests clearly separate those who know the
material from those who do not.
Lets break down the first test question example. The following lines in the scenario are the key
terms associated with successful learning: manage your time wisely, reviewing lesson objectives
and samples of behavior, various teaching methods to appeal to all learning styles, effective
study habits, critical thinking, and effective use of EPMEs structured thinking process.
At first glance, it looks like a and c are correct answers because of the phrases manage your
time wisely and various teaching methods, and effective study habits. However, the
instructor in this scenario is not explaining the concepts of time management, teaching methods,
or study habits. The instructor is explaining the key concepts of successful learning.
Time Management: To explain this concept according to the lesson, the instructor would have to
say things such as dont be caught off guard, seek clarification early, know and follow the
schedule, prioritize, and/or get organized, budget your time, and dont procrastinate.
Teaching Methods : The instructor would have to say things such as informal lecture, guided
discussion, individual projects, and case study analysis for teaching methods to be correct.
Effective Study Habits: Then the instructor would have to say things such as eliminate
distractions, take advantage of study groups, study the capstone case study regularly, and take
good notes for this concept to be correct.
Students who know the concepts will immediately recognize the key terms in the scenario as
successful learning concepts and will be able to eliminate the two plausible distracters as
possible answers. These plausible distracters may be partially correct according to lesson
conceptshowever, plausible distracters are not the BEST or MOST likely answer. The
challenge is to know the lesson concepts well enough to identify the answer that is BEST or
MOST likely correct.
An explain question is just above the knowledge level of learning and test developers use the
SOBs to write test questions. To get these questions correct, you need to properly recognize key
terms, phrases, and words (including synonyms).
53
2. The day before graduating, SrA Hill is showing her dad, a military retiree, around the
campus when he asks, What was the hardest part of the course? Hill replies, The
schedule was hard at first because I was juggling reading, writing, and homework
assignments plus marathon study sessions with my flight. I finally settled into a routine that
helped me pay attention in class, take good notes, and actively participate in classroom
discussions. However, I would have to say the hardest part for me was the public speaking.
Thank goodness, my flight came together to practice all the time.
SrA Hills actions BEST illustrate __________ and its impact on her effectiveness.
a. time management concepts
b. study and practice habits
c. elements of the learning process
Question two is more difficult for three reasons:
First, it is more than just a simple explanation of a concept because, although the scenario still
contains key words, terms and phrases, students must be able to recognize how the concept is
used (i.e. interpret).
Second, questions that include the phrase BEST illustrates are written using the Give Example
SOBs in the student guides. Unlike most K-12 and college tests, they only contain some
elements or steps of a concept. This scenario contains only three of the eight steps of the
learning process. This is why simply memorizing steps is not enough; students must understand
the supporting information for each concept. Additionally, you must know whether the actions,
decisions, or behaviors portrayed are appropriate/inappropriate and/or effective/ineffective.
Third, understanding the supporting information for concepts is also important because these test
questions use supporting information in the scenario. The words and phrases used in the
scenarios are usually written differently than in the student guides, i.e. Study and Practice is
said as marathon study sessions and practice all the time.
The third question is a Predict level question. These types of questions use the words MOST
likely in the question. Test developers write these questions using the predict SOBs in the
student guides.
54
3. While talking with another instructor, TSgt Bright says, Im concerned about SrA Tall, one
of my students. She completes all assignments and I know she takes notes because she
shares them with the flight, but she barely passed her briefing evaluations, which I believe is
due to the flight helping her practice so much. Although I have seen her study with the
flight, most of the time she studies alone. This morning she failed the formative exercise,
by one question, and failed to meet the academic standard. I counseled her about additional
study but Im not sure she can pass the summative.
SrA Talls ____________ will MOST likely _______________ her effectiveness.
a. effective use of the elements of the Learning Process; enhance
b. ineffective use of the elements of the Learning Process; hinder
c. effective use of the IDDP Structured Thinking Process; enhance
d. ineffective use of the IDDP Structured Thinking Process; enhance
Question three is more difficult than question two. To get question three correct, students must
know all eight elements of the Learning Process, along with key words, phrases and supporting
information for the concepts. Only then can students identify the concept that SrA Tall is using.
Finally, students must determine if SrA Talls actions would hinder/enhance her effectiveness.
Hinder/enhance are one combination of words that students could see on a test question. Others
include, but are not limited to, appropriate/inappropriate or effective/ineffective.
To separate students who know the material/concepts from those who do nottest developers
write Predict questions by incorporating either a positive or a negative connotation. For
example, SrA Shelbys instructor indicates concern throughout the scenario along with personal
values, while at the same time describing SrA Shelbys use of the elements of the Learning
Process. Students must differentiate between the instructors personal values (which could lead
them to a negative prediction) and SrA Talls use of the Learning Process. If you step through
each of the bold, italicized areas in the scenario above, you can see that:
(1) She completes all assignments.
(2) Takes notes.
(3) The flight helps her practice. The wording that she barely passed and practice so
much are more of the instructors values and are intentional distractors; the fact is
she did pass and she did practice.
(4) She studies with the flight. Again, the wording the instructor uses is intentionally
written with a personal value attached Although I have seen her study with the
flight
(5) She failed the formative exercise. Taking a formative exercise (not passing it) is the
step here.
(6) Additional study.
55
NOTE: Although SrA Tall may not have used all of elements of the Learning Process in
the scenario, you can extrapolate (i.e. predict) that her use of these elements are effective
and will most likely enhance her effectiveness.
1. All test questions are patterned after these sample test questions.
2. All questions on the formative, summative, and retest assess you at the knowledge and
comprehension level. For example:
a. Question 1 assesses the lowest level of comprehension as evidenced by the word
BEST explains in the problem statement. Because these types of questions are
slightly above the knowledge level (memorization), we use exact words, synonyms,
or both to explain concepts. If you study and learn the terms and definitions
associated with major concepts well enough, the concept should jump off the page for
explain type questions. Remember, Explain is one of the words used in the
terminal samples of behavior.
b. Question 2 assesses the second level of comprehension as evidenced by the word
BEST illustrates in the problem statement. These questions are harder because
they usually involve a scenario that does not directly describe the concept but offers
an example of the concept in use. Therefore, just knowing terms and definitions is
not enough. You must know all of key elements of a concept well enough to identify
its use. These questions typically include the impact or result in the scenario, but
sometimes impact is implied.
c. Question 3 assesses the highest level of comprehension as evidenced by the use of
the phrase MOST likely or similar phrases. These questions not only require you
to know all of key elements of a concept well enough to identify it and to know
whether its use is appropriate/inappropriate or effective/ineffective, you must be able
to predict the outcome of the actions, decisions, or behaviors described in the
scenario.
By now, you have probably figured out that predict level questions are the most difficult, give
example questions are slightly difficult, and explain questions are moderately easy. The
ALDLC course tests include a mix of all three types of questions.
You may have gotten through K-12 and maybe even many college courses by memorizing terms
and definitions. That method will not work here. Memorization will only get you past the
knowledge and low-level comprehension questions. To be truly successful, you must learn all of
the elements of all of the concepts, know how they are supposed to be used and why, and know
what happens when concepts are and are not applied appropriately and/or effectively.
Remember, to show mastery of the terminal cognitive objective, you must successfully
demonstrate comprehension of concepts associated with the terminal samples of behavior.
56
Air Force Institutional Competencies

Several years ago, SNCOs, NCOs, officers, and civilians from around the Air Force met in
Washington DC for the purpose of developing a set of competencies that apply to Airmen at all
levels. This think tank invested thousands of hours in developing the Institutional Competency
List (ICL) by drawing from various documents such as AFI 36-2618, Enlisted Force Structure,
Air Force Doctrine Document 1-1, the Air Force Core Values, and the CJCSI 1805.01. This
effort resulted in the ICL. This list identifies three broad categories (organizational,
people/team, and personal) and includes eight specific competencies and 24 sub competencies
(see Table 3 below).
ORGANIZATIONAL
1. Employing Military Capabilities
PEOPLE/TEAM
5. Leading People
PERSONAL
7. Embodies Airman Culture
a. Operational and Strategic Art
a. Develops and Inspires Others
a. Ethical Leadership
b. Unit, Air Force Joint and Coalition

Capabilities
b. Takes Care of People
b. Followership
c. Diversity
c. Warrior Ethos
c. Non-adversarial Crisis Response

d. Develops Self
2. Enterprise Perspective
a. Enterprise Structure and
Relationships
6. Fostering Collaborative Relationships
8. Communicating
a. Builds Teams and Coalitions
a. Speaking and Writing
b. Negotiating
b. Active listening
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
Table 3, Institutional Competencies
57
Institutional Competencies A Detailed Examination

Given the fact that the institutional competency list is the EPME foundational document that
drives all EPME curricula, lets take a closer look at each competency and its corresponding subcompetencies. Keep in mind the descriptions provided are very broad and designed to include
all ranks from SrA to General. Put another way, ALS, NCOA and AFSNCOA teach only those
knowledge, skills, and attitudes required at their respective levels.
Organizational (broad category)
1. Employing Military Capabilities (competency)
a. Operational and Strategic Art: This sub-competency requires an understanding of
operational and strategic art in conventional, peacekeeping, and homeland defense
operations along with an understanding of doctrine and an understanding of the use of
innovation and technology in the employment of lethal and non-lethal force.
b. Unit, Air Force, Joint and Coalition Capabilities: This sub-competency requires an
understanding of the capabilities of the Air Force across air, space, and cyberspace and
how Air Force capabilities relate to and complement other service capabilities. It also
requires an understanding of interdependencies and interoperability across services,
agencies, departments, and coalition partners.
c. Non-adversarial Crisis Response: This sub-competency requires knowledge of the
national security implications of peacekeeping operations, humanitarian relief operations,
and support to civil authorities, both foreign and domestic. It also requires an
understanding of the need for engagement before and after warfighting and crisis
response, along with the need for integrated involvement with interagency and
multinational partners and the need for multipurpose capabilities that can be applied
across the range of military operations.
2. Enterprise Perspective (competency)
a. Enterprise Structure and Relationships: This sub-competency requires an understanding
of the organizational structure and relationships between the Air Force, the Department
of Defense, Joint Staff, the joint commands, the defense agencies, and other elements of
the defense structure. It also requires an understanding of how ones function or unit fits
into its parent organization and how ones parent organization relates to its external
environment, e.g. supporting and supported organizations, the public, Congress, etc.
b. Government Organization and Processes: This sub-competency requires an
understanding of the essential operating features and functions of the Air Force, DoD, the
national security structure, other related executive branch functions, and Congress, to
include: leadership and organization; roles of members/committees/staffs; authorization,
appropriation and budget processes; acquisition policy and procedures; and
interdependencies and relationships.
58
c. Global, Regional and Cultural Awareness: This sub-competency requires an awareness

of regional and other factors influencing defense, domestic, and foreign policy. It also
requires an understanding of foreign cultural, religious, political, organizational, and
societal norms and customs.
d. Strategic Communication: This sub-competency requires the ability to inform and
appropriately influence key audiences by synchronizing and integrating communication
efforts to deliver truthful, timely, accurate, and credible information. It also requires the
ability to formulate institutional messages to tell the Air Force story.
3. Managing Organizations and Resources (competency)
a. Resource Stewardship: This sub-competency requires the ability to identify, acquire,
administer, and conserve financial, informational, technological, material, warfare, and
human resources needed to accomplish the mission. It also requires the ability to
implement best practice management techniques throughout an organization.
b. Change Management: This sub-competency requires the ability to embrace, support, and
lead change by understanding the change management process, including critical success
factors, common problems, and costs. It also requires the ability to perceive
opportunities and risks before or as they emerge.
c. Continuous Improvement: This sub-competency requires the ability to originate action
to improve existing conditions and processes by using appropriate methods to identify
opportunities, implement solutions, and measure impact. It also requires the ability to
sustain a commitment to improve processes, products, services, and people while
anticipating and meeting the needs of both internal and external stakeholders.
4. Strategic Thinking (competency)
a. Vision: This sub-competency requires the ability to take a long-term view and build a
shared vision that clearly defines and expresses a future state. It requires the ability to
demonstrate innovative and creative insights/solutions for guiding and directing
organizations to institutional needs, for formulating effective plans and strategies for
consistently achieving goals and maximizing mission accomplishment, and for
anticipating potential threats, barriers and opportunities while encouraging risk-taking.
b. Decision-making: This sub-competency requires the ability to identify, evaluate, and
assimilate data and information from multiple streams and then differentiate information
according to its utility. It also requires the ability to use information to influence actions
and decisions, to use analytic methods in solving problems and developing alternatives,
to make sound, well-informed and timely decisions despite conditions of ambiguity, risk
and uncertainty. Finally, this sub-competency requires the ability to analyze situations
critically to anticipate 2nd and 3rd order effects of proposed policies or actions and then
establish metrics to evaluate results and to adapt/implement feedback.
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c. Adaptability: This sub-competency requires the ability to maintain effectiveness when

experiencing major changes in work tasks or environment. It also requires the ability to
adjust to change within new work structures, processes, requirements and cultures, while
also responding quickly and proactively to ambiguous and emerging conditions,
opportunities, and risks.
People & Teams (broad category)
5. Leading People (competency)
a. Develops and Inspires Others: This sub-competency requires the ability to help and
motivate others to improve their skills and enhance their performance through feedback,
coaching, mentoring, and delegating. It also requires the ability to empower others and
guide them in the direction of their goals and mission accomplishment while also
inspiring them to transcend their own self-interests and embrace personal sacrifice and
risk for the good of the organization and mission.
b. Takes Care of People: This sub-competency requires the ability to put people first by
attending to the physical, mental, and ethical well-being of fellow airmen and their
families, by creating an environment where Airmen take care of Airmen 24/7, 365 days a
year, including leaders, peers and subordinates. It also requires the ability to integrate
wellness into mission accomplishment and to establish work-life balance through time
management and by setting clear expectations/priorities.
c. Diversity: This sub-competency requires the ability to leverage the value of differences
in perspectives, approaches, preferences, race, gender, background, religion, experience,
generation, thought, and other factors. It also requires the ability to leverage diversity for
mission accomplishment, to foster a tolerant environment, to show respect for others
regardless of the situation and to treat people in an equitable manner.
6. Fostering Collaborative Relationships (competency)
a. Builds Teams and Coalitions: This sub-competency requires the ability to build effective
teams for goal and mission accomplishment and improved team performance. It also
requires the ability to contribute to group identity while fostering cohesiveness,
confidence, and cooperation. Finally, this sub-competency requires the ability to attend
to the interests, goals, and values of other individuals and institutions while also
developing networks and alliances that span organizational, service, department, agency,
and national boundaries.
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b. Negotiating: This sub-competency requires an understanding of the underlying

principles and concepts applied before, during and after a negotiation in order to attain
desired mission outcomes while maintaining positive, long-term relationships with key
individuals/groups. It also requires the ability to use appropriate interpersonal styles and
methods to reduce tension or conflict between two or more people, to anticipate and
addresses conflict constructively, to anticipate and to prevent counter-productive
confrontations. Finally, this sub-competency requires the ability to persuade and
influence others while building consensus, gaining cooperation and effective
collaboration.
Personal (broad category)
7. Embodies Airman Culture (competency)
a. Ethical Leadership: This sub-competency requires the ability to promote Air Force Core
Values through goals, actions, and referent behaviors and to develop trust and
commitment through words and actions. It also requires the ability to hold others
accountable for areas of responsibility and personal actions while maintaining checks and
balances on self and others.
b. Followership: This sub-competency requires a comprehension of the essential role of
followership in mission accomplishment while providing unbiased advice. It also
requires the ability to align priorities and actions toward chain of command guidance for
mission accomplishment. Finally, it requires the ability to exercise flexibility and to
adapt quickly to the alternating role of leader/follower.
c. Warrior Ethos: This sub-competency requires the ability to demonstrate a hardiness of
spirit despite physical and mental hardships moral and physical courage, continuously
hones their skills to support the employment of military capabilities, displays
military/executive bearing, self-discipline and self-control.
d. Develops Self: This sub-competency requires the ability to assess ones self in order to
identify personal strengths and developmental needs. It also requires the abilities of
seeking and incorporating feedback on ones performance, of being fully aware of ones
personal impact on others, of continually increasing breadth and depth of knowledge and
skills, and of developing life-long learning habits.
8. Communicating (competency)
a. Speaking and Writing: This sub-competency requires the ability to articulate ideas and
intent in a clear, concise, and convincing manner through both verbal and written
communication. It also requires the ability to adjust ones communication approach to
unique operational environments and audience needs. Finally, this sub-competency
requires the ability to effectively create communication bridges between units,
organizations, and institutions.
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b. Active listening: This sub-competency requires the ability to foster the free exchange of
ideas in an atmosphere of open exchange while actively attempting to understand others'
points of view and to clarify information as needed. Also required is the ability to solicit
feedback to insure that others understand messages as they were intended.
Airman Leadership Distance Learning Course Modules

All EPME courses consist of a certain number of hours that target specific learning outcomes.
All EPME courses have the following modules based on learning outcomes published by Air
University. (Note: Some levels of EPME use different names. For example, the ALS level uses
Expeditionary Airmen in place of Joint Warfighter used at the AF SNCO Academy.)
Course Foundation
Course Foundation chapter familiarizes you with the educational processes used to achieve
desired levels of learning. Students take charge of their own learning by reading the student
guide, completing self-awareness instruments, completing homework assignments and applying
the information to gain as much as possible from the course.
Profession of Arms
Profession of Arms is woven throughout the course, includes. In the ALDLC, the Professional
Airmen lessons address this module.
Leadership and Management
Leadership and Management includes chapters that focus on organizational management
functions and human resource management issues that all Airmen face at home station and in
deployed and joint environments. In the ALDLC, the Supervisor of Airmen lessons address this
module. This module focuses on helping NCOs solve problems, drive change, and execute
missions using effective leadership and management tools.
Joint Warfighter
Joint Warfighter includes chapters on policy, strategy and doctrine, cross-cultural competence,
and joint organization and planning. In the ALDLC, the Expeditionary Airmen volume
addresses this module. This module focuses on promoting the notion that the responsibilities of
protecting our nation, preventing future conflicts, and prevailing against adversaries require
NCOs to fully understand the joint environment and to be prepared to help leadership make
informed decisions.
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Communication
Communication includes writing and speaking assignments that focus on expressing ideas
clearly, concisely and with impact. NCOs must be able to help leaders make informed decisions
on a wide range of topics including morale, discipline, mentoring, well-being, recognition, and
the professional development of enlisted members. There are four chapters in the Supervisory
Communicator volume in set 2 to address this module. This module focuses on helping NCOs
articulate policies, decisions, and directions that motivate and inspire others to achieve a
common goal while ensuring a free flow of information up, down, and across organizations by
encouraging open expression of ideas and opinions.
Self Reflection Opportunity: How do you plan to manage your time while taking the ALDLC?
Knowledge Check
1. What are some things you can do to avoid burnout?
2. What are some of the benefits of good time management?
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3. Place the letter A, V, or T to identify the Auditory, Visual, or Tactile Learner Characteristics.
Difficulty following written directions
May not look speakers in the eye
Needs to see it to learn it
Role play, be the ball
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4. Match the description from the right column with the corresponding key to successful
learning in the left column. All answers used only once.
___ Definition of Learning
A. instead of memorizing, seek to understand
___ Take Notes
B. include main ideas and supporting details
___ Study
C. changes the way a person thinks, feels, or behaves
___ Practice
D. one indicator of how well you have learned
___ Formative Exercises
E. apply information after graduation and continue learning
___ Testing
F.
___ Summative Evaluation
G. reinforces knowledge, builds self-confidence
___ Lifelong Learning
H. indicate preparedness for summative evaluation
determine if you have met learning objectives
5. Match the sub-competency description from the right column with the corresponding
competency in the left column. All answers used only once.
___ Employing Military Capabilities
A. Adaptability
___ Enterprise Perspective
B. Negotiating
___ Managing Organizations and

Resources
C. Global, Regional and Cultural Awareness
___ Strategic Thinking
D. Diversity
___ Leading People
E. Active listening
___ Fostering Collaborative

Relationships
F.
___ Embodies Airman Culture
G. Ethical Leadership
___ Communicating
H. Change Management
Operational and Strategic Art
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Student Learning Outcomes, Objectives, and Samples of Behavior

Student Learning Outcome
Every chapter in the ALDLC starts with the expected student learning outcomes. These
statements explain the behavior students are expected to demonstrate after each lesson. Please
note that these statements outline student expectations not instructor performance. Are we
putting these in?
Objectives and Samples of Behavior

Affective Objectives/Samples of Behavior
Many EPME lessons have an affective (attitude) component. For example, you are expected to
know the Air Force Core Values, but as an Airman, you must accept and adopt them as part of
your own value system.
The curriculum utilizes Affective objectives throughout, usually at the Valuing level of learning.
Some lessons have Responding objectives and one or two utilize the Receiving level. Reaching
these affective learning objectives requires a great deal of involvement on your part. At times,
you may need to confront your own perceptions and feelings about issues.
Samples of behavior are the standards used to determine whether you have reached a particular
level of learning. Since the affective domain is internal, we can only measure learning based on
your behavior, response to questions, classroom discussion, participation and so forth. See the
example below for an Affective Objective and Samples of Behavior.
Affective Objective: Value (lesson) concepts and their impact on subordinate, NCO, unit, and
mission effectiveness.
Affective Cognitive Samples of Behavior:
1.
Read about Successful Learning concepts with an open mind and remember new
information (receiving).
2.
Complete all activities (progress checks, adult learning profile, IDDP exercises, and selfreflection), and question concepts, models, etc. in order to fully understand them
(responding).
3.
Accept the idea that effective use of Successful Learning concepts positively impacts
individual, unit, and mission effectiveness (value).
4.
Willingly develop a preference for using Successful Learning concepts to enhance

individual, unit, and mission effectiveness (value).
5.
Commit to using Successful Learning concepts to enhance individual, unit, and mission
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Terminal Cognitive Objectives

To figure out what you must learn from each lesson cognitively, you must first understand the
cognitive objective. These statements explain cognitive learning outcomes and usually begin
with either know, comprehend, or apply.
For example:
Terminal Cognitive Objective: Comprehend Airmanship concepts and their impact on NCO,
unit, and mission effectiveness.
Terminal Cognitive Samples of Behavior
Terminal cognitive samples of behavior are the standards used to evaluate student learning and
performance and describe actions that demonstrate the desired level of learning. Most lessons
contain terminal cognitive samples of behavior that require students to explain, give examples,
and predict.
When formulating your study plan, concentrate on the samples of behavior. You should use
them to assess your mastery of the material in each lesson. To master a lesson, you must
respond appropriately and thoroughly for all samples of behavior in the lesson. Many EPME
chapters require you to demonstrate comprehension by explaining the relationship between two
or more concepts. To do this, you must first understand both concepts and then you can explain
how Concept A impacts Concept B. Students with a solid grasp of the material can explain
how Concept A impacts Concept B positively, negatively, both, or not at all. They can also
explain why the impact is sometimes exclusively positive.
The Terminal Cognitive Samples of Behavior for the Airmanship lesson are:
1. Explain Airmanship concepts and their impact on NCO, unit, and mission effectiveness.
2. Give examples of Airmanship concepts and their impact on NCO, unit, and mission
effectiveness.
3. Predict the impact of Airmanship concepts on NCO, unit, and mission effectiveness.
Finally, some samples of behavior require you to demonstrate application of lesson concepts.
This means you must be able to identify which lesson concept(s) are in play and then use your
knowledge to solve a simulated problem. You will know you are dealing with application level
of learning whenever you see a sample of behavior statement containing the phrase apply
lesson concepts/principles to simulated situations.
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Activity Statements
One other type of cognitive objective used in the ALDLC is the activity statement. The Student
Orientation chapter contains an excellent example of an activity statement. The activity
statement says, Read and become familiar with all aspects of the ALDLC. You will notice
there is not a level of learning defined within the activity statement like there is in normal
cognitive objectives. Therefore, the requirement is simple; participate in some way.
IDDP Structured Thinking Process

NCOs spend the majority of their time solving problems, but most of us never give much
thought to how we go about it. If we stop and think about it, we solve almost every problem
using the same process repeatedly. First, we identify what is going on, and then we decide
whether what we see is right or wrong and/or effective or ineffective. If we decide what we see
is effective, we usually move on to other things. On the other hand, if we decide that what we
see is inappropriate or ineffective, we determine a course of action to correct the situation and
then take said action. We take particular actions because we believe the outcome will be
positive.
Now, if you had to describe the above steps using just four words, what four words would you
choose? Dr. Hunter, Dean of EPME in the late 90s, chose the words Identify, Differentiate,
Determine, and Justify and designed curriculum around these four words, or to be more accurate,
these four steps. Later, the word Predict was added and the word Justify removed as a standalone step and added as a sub-step to each primary step (see figure 17).
Dr. Hunter and his team, and deans that followed Dr. Hunter have consistently used the four
steps when designing scenarios and case studies. Over the years, it has proven to be a simple
method for helping students thinks through course material in a structured manner. Students
who use the process correctly report a much deeper understanding of lesson concepts and
principles.
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Figure 17, IDDP
Using the IDDP Structured Thinking Process

Identify
Purpose: As the first step of the IDDP Structured Thinking Process, this step allows you to
demonstrate your ability to identify concepts or principles associated with specific lessons.
This step is crucial toward solving problems correctly. Skipping this step or giving it a fleeting
look often results in wasted time and effort because either we try to solve a nonexistent problem
or we take actions that create more problems than they solve.
Once you have identified the problem, you must justify your answer based on lesson concepts
and principles taught rather than on personal opinion or outside experience. This also allows
you to assess your level of understanding of the concept or principle under discussion and, when
necessary, go back over any areas that are still confusing to you.
Remember, completing only this step demonstrates a basic understanding of course content.
69
Differentiate
Purpose: This second step allows you to demonstrate your ability to distinguish whether actions,
decisions, or behaviors described in the scenario are appropriate/inappropriate,
effective/ineffective, or most effective according to lesson concepts and principles.
Your successful completion of this step demonstrates a thorough understanding of the concept(s)
and principles associated with the actions, decisions, or behaviors described in the simulated
situation. There is no degree of appropriate/inappropriate; something is either right or wrong.
Choosing not to correct an infraction is inappropriate (wrong).
In contrast, there are degrees of effectiveness; something can be ineffective, somewhat effective,
effective, highly effective, or most effective. These degrees of effectiveness are most obvious
when applying leadership and management models. For example, using some of the steps of
performance counseling usually results in a somewhat effective counseling session whereas
using most of the steps would result in an effective or even highly effective session.
As always, justify your answers based on lesson concepts and principles taught rather than on
personal opinion or experience. This also allows you to assess your level of understanding of
the concept or principle under discussion and, when necessary, go back over any areas that are
still confusing to you.
It is important to note that if you differentiate actions, decisions, or behaviors described in the
scenario as appropriate, effective, or most effective then skip the determine step and go straight
to the predict step.
Determine
Purpose: When actions, decisions, or behaviors described in a scenario are inappropriate or
ineffective, this third step allows you to demonstrate your ability to determine an appropriate
and/or effective course of action based on your understanding of lesson concepts and principles.
Recommended course(s) of action must adhere to lesson concepts and principles taught rather
than ones opinion or experience. Remember, you are solving problems that have single or best
answers.
A recommended course of action may include both appropriate and effective decisions, actions,
and behaviors. For example, when subordinates fall below standards it is appropriate for
supervisors to choose to provide corrective counseling and, its effective when supervisors use
most/all of the performance counseling steps.
70
As before, you must justify your answer based on lesson concepts and principles taught rather
than on personal opinion or outside experience. This also allows you to assess your level of
understanding of the concept or principle under discussion and, when necessary, go back over
any areas that are still confusing to you.
Predict
Purpose: This final step allows you to demonstrate your ability to answer the question, "What
would happen if? That is to make predictions or extensions of consequences or trends based on
the information in the scenario rather than on information brought from other experiences.
Additionally, it provides an opportunity for you to practice high-order thinking.
Your predictions must address the lesson principle (how one concept relates to or impacts
another concept). Questions you must answer at this stage normally include either of the
following:
What can you predict will happen if the individual continues using an appropriate/effective
course of action?
What can you predict will happen if the individual continues using an inappropriate/ineffective
course of action?
As before, you must justify your answer based on lesson concepts and principles taught rather
than on personal opinion or outside experience.
During the next section of the chapter, you will walk through the IDDP Structured Thinking
Process answering questions associated with each step of the process. The scenario below is a
simple training scenario that covers the entire IDDP process. You may refer back to figure 17 as
necessary.
1
SMSgt Williams, Supply Superintendent, calls SrA Whites supervisor, SSgt Browning who
tells him she has noticed changes in Whites behavior since his recent move to the Demand
Processing Unit. For example, instead of taking a break for lunch, White eats junk food at
his desk while taking customer calls at the same time. White works late, but never seems to
catch up with his paperwork. He also criticizes the unit and did not attend the last two unit
picnics. SSgt Browning arranges to meet with Williams to talk more about White.
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In the IDENTIFY step, first, you should attempt to answer the five ws of who, what, where,
when, and why, doing so will provide a brief synopsis explaining whats going on in this
scenario. Be sure to name the main character(s) and briefly explain what you know about them.
Finally, youll be asked to identify which traits under the core values are evident in the scenario.
Here is an example of the IDDP process in action based on the scenario above.
Question
Whats going on in this storyline?
Your Answer
SrA Whites behavior has changed. He seems
overworked, talks bad about the unit, and avoids
unit functions.
Who are the main characters and what do SrA White is new to the Demand Processing Unit
(DPU) of Base Supply.
we know about them?
SSgt Browning is SSgt Whites supervisor.
SMSgt Williams is the Superintendent of Supply.
What lesson principles are evident in this Organizational Stress (Identify answer)
storyline? (Identify question)
Where do you see organizational stress?
(Continuation of the Identify step)
Line 2 Changes in Whites behavior New

Line 3Instead of taking a break for lunch, he
eats junk food at his desk while taking customer
calls
Line 4Works late, he never seems to catch up
Line 5Criticizes the unit and he never attends
unit functions
Why is that organizational stress? (Justify Because SrA White does not take breaks, eats at
his desk while still taking calls and, although he
question)
works late, he never catches up with his
paperwork. (Justify answer)
Table 4
At this point, you might think you did a good job of justifying your answer, but, upon closer
examination, you can see that you only repeated text from the narrative.
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The question, Why is that organizational stress? is asking you why/how the statements that
you identified relates to organizational stress. In this example, you failed to justify your answer
because you did not tie the statements to concepts associated with stress. Justification helps you
to assess your level of understanding of the concept or principle under discussion. It provides an
opportunity for you to practice critical thinking.
So, pick up at the question, Why is that organizational stress? However, this time try to justify
your answers based on lesson concepts and principles.
Question
Why is that organizational stress? (Justify
question
Your Answer
In the stress management chapter, I learned about
psychological, physiological, and behavioral
symptoms associated with stress. I also learned
about overload and role ambiguity.
In this scenario, SrA White is eating junk food and
taking calls at his desk, which are behavioral
symptoms.
Because SrA White never seems to catch up his
paperwork, he could be experiencing work
overload, which may be caused by unrealistic
deadlines, insufficient training, emotional fatigue,
etc. At this point in the case study, I cant say for
certain whats causing SrA White to not complete
his work.
Finally, I know SrA White recently moved to the
DPU, and he may not have enough information to
perform all duties satisfactorily, which is an
indicator of role ambiguity.
Much better! You have properly justified your answer based on lesson concepts and principles.
In some scenarios you would be finished at the end of the IDENTIFY step, but because this
scenario includes actions, decisions, and behaviors, you are required to continue through the
entire IDDP process.
What do you think about SSgt Brownings
actions concerning SrA White?
(Differentiate step question
Her actions are ineffective. (Differentiate step

answer)
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Why do you say ineffective? (Continuation Because in the stress management chapter, I
learned the first thing supervisors must do is
of Differentiate step question )
recognize the symptoms of stress and then take
action to reduce it or mitigate its effects.
In this scenario, we know SSgt Browning notices
SrA Whites change in behavior and all of the
other symptoms because she tells SMSgt Williams
about them. However, she took no action to help
him. It took a phone call from someone else to
prompt her to discuss the issue, and to make
matters worse, she wants to discuss Whites
behavior with Williams rather than discuss the
issue with White directly. (Justify step answers)
What should MSgt Browning do? (Determine step question)
What should SSgt Browning do? (Determine In the stress management chapter, organizational
step question)
stress management methods such as job redesign,
subordinate involvement, personnel job
placement, and improving the work environment
were outlined. SSgt Browning should speak with
SrA White, which is subordinate involvement, to
first determine whats causing his stress, and then
use the appropriate methods to reduce his stress.
For example, she may be able to reduce Whites
workload. (Justify step answer)
In the DETERMINE/Justify step, you were required to establish a proper course of action based
on lesson principles.
Lets assume SSgt Browning follows your
advice. What can you Predict will be the
impact on SrA White and the DPU? (Predict
step question positive impact)
According to stress management lesson principles,

if she takes action to reduce the organizational
stressors, SrA Whites personal situation will
improve, which will have a positive impact on his
health and morale, which, in turn, will improve
the quality and quantity of his work. Additionally,
his improved performance and morale will have a
positive impact on the DPUs overall production
and workforce. (Predict step answer positive
impact)
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Now, lets assume SSgt Browning, who up to According to stress management chapter
this point has done nothing to help SrA
principles, if she does not take action to reduce the
White, decides to ignore your advice, what stressors causing SrA Whites stress, his personal
can you Predict will be the impact on SrA
situation will get worse and, as his situation
White and the DPU? (Predict step question deteriorates, so will his performance, which will
negative impact)
also negatively impact the overall production of
the DPU.
For example, unless SrA White gets some relief
from his stress, quality and quantity of work will
continue to suffer. He may experience headaches
or backaches and, he could lose sleep, experience
family problems, become depressed, end up with
high blood pressure, and even experience a heart
attack. (Predict step question answer negative
impact
In the PREDICT/Justify step, you were expected to predict the likely outcomes of the selected
course of action. This is where the rubber met the road. NCOs who grasp the concepts taught in
ALDLC are very effective at solving problems. They are not only able to identify the true
problem; they are able to select the most effective course of action because they also fully
understand the impact (future outcome) of their decisions.
In the above example, you were required to justify every answer based on lesson principles
rather than simply repeating whats in the scenario text. This example should give you a good
indication of whats expected when using the IDDP Structured Thinking Process.
In order to fully understand how to use the IDDP process, you must understand its relationship
to lesson principles. A typical principle statement calls for a relationship between two or more
concepts stated in terms of a conclusion. Here an example of a principle statement:
Comprehend team buildings impact on mission accomplishment.
Did you notice the stated conclusion? The word impact implies a relationship exists between
team building and mission accomplishment. However, the statement does not say whether that
impact is positive or negative. This is done on purpose to encourage you to examine both sides
of an issue. By the way, the following concepts are used throughout the course to build principle
statements:
1. NCO Effectiveness
2. Mission Accomplishment
3. Unit Effectiveness
4. Subordinate Performance/Conduct
5. Team Effectiveness/Performance
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Since lesson principles describe the learning outcome, expect to see the above concepts show up
in various lessons as part of the lessons principle statements. For example, you just
encountered an example of the IDDP process in action using the stress management principle
statement. You were asked to Comprehend the relationship between stress management and
subordinate performance/conduct.
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IDDP Exercise
Answer the following questions for each scenario to demonstrate your understanding of the
IDDP structured thinking process. This simulated situation (scenario) does not include actions,
decisions, or behaviors. It contains only the information needed to identify the core value of
Integrity First. Refer to Attachment 1 for an excerpt of text from The Little Blue Book to help
you answer these questions.
Scenario #1
1
While looking over the special duty job advertisement, TSgt Sperrow reads, Persons performing
this duty do what is right even if the personal cost is high. They promote a free flow of
information while consistently seeking feedback from all directions. They never act in ways that
would discredit the organization and they willingly invite examination of how they do business.
In short, they acknowledge their duties and act accordingly without fail. If you are sobered by
the awesome task of defending the Constitution of the United States of America and you want to
be part of something much bigger than yourself, apply today.

QUESTIONS
YOUR RESPONSES
Whats going on in this scenario?

What core values are evident in this scenario?
(Hint: The attributes of courage, honesty,
accountability, responsibility are indicative of
which core value?)
Why do you say Integrity First?
Which moral traits do you see?
Now, take it to the next level and run through the entire IDDP process.
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Scenario #2
1
While reading the special duty advertisement, TSgt Sperrow notices SSgt Ware standing in his
doorway and asks, What do you want? SSgt Ware replies, Boss, do you have a few minutes
to discuss an issue? TSgt Sperrow says, I have a few minutes, come on in. After several
minutes of heated discussion, TSgt Sperrow reluctantly consents to SSgt Ware submitting his
subordinate SrA Brown for the upcoming quarterly awards. Later that month, SSgt Ware sees
the quarterly award winners announced via email and is pleasantly surprised to see SrA Browns
name on the list of winners. He decides to congratulate her in person right away. As he walks
up to SrA Browns office he sees TSgt Sperrow shaking hands with SrA Brown and then hears,
Im truly surprised. I had no idea SSgt Ware was considering me. TSgt Sperrow replies,
10
Well, he didnt want to be bothered but with a little arm twisting, but I finally convinced him to
11
submit you. Since TSgt Sperrow and SrA Brown had not seen him yet, SSgt Ware turns and
12
silently walks away.

QUESTIONS
Are TSgt Sperrows actions appropriate or
inappropriate?
Why do you say inappropriate?
What should TSgt Sperrow have done?
What can you predict will be the impact of TSgt
Sperrows inappropriate actions?
YOUR RESPONSES
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Leadership Profile Measure Assessment

The Thomas N. Barnes Center for Enlisted Education, Academic Affairs is presently developing
a Leadership Profile Measure to be used in the Airman Leadership School programs. Date of
release for the Leadership Profile Measure assessment is early CY 2014.
79

First, the chapter covered time managements role in Successful Learning and how it will help
you during the course. Then it explained the keys to successful learning, and you saw how they
will help you as you continue through these chapters. Next, you looked at affective learning and
explored those levels of learning and objectives. Then, you looked at cognitive learning and
discussed levels of learning, objectives, samples of behavior, criterion objectives, and activity
statements. You then examined teaching methods and learned how they link to your learner
behaviors. Next, you learned about the institutional competencies that drive all EPME
curriculums. Finally, you were introduced to the IDDP structured thinking process and
completed two case studies. Next, you learned about the institutional competencies that drive all
EPME curriculums.
Learning is obviously an essential element of the ALDLC experience. But, Successful Learning
doesnt just happen. For some students, learning is easier than others. Whether you are a
student who finds learning easy or one who finds it difficult by using the concept and techniques
presented in this chapter, you have the opportunity to gain as much knowledge as possible to
help you prepare to become the best reporting official, leader, communicator, warrior, and
military professional possible. The degrees to which you learn will directly affect not only your
test scores, but also more importantly, help you be a better supervisor and Air Force NCO.
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Key Terms
Affective Domain, 43
Cognitive Domain, 46
Critical Thinking, 48
Institutional Competencies, 55
Learning, 29
Time Management, 25
References
Air Force Manual (AFMAN) 36-2236. Guidebook for Air Force Instructors, 12 November
2003.
Bloom, Benjamin S., Max D. Englehart, Edward J. Furst, Walker H. Hill, and David R.
Krathwohl. The Taxonomy of Educational Objectives, The Classification of Educational
Goals, Handbook I: Cognitive Domain. New York: McKay, 1956.
Halpern, Diane F. Thought and Knowledge: An Introduction to Critical Thinking. New Jersey:
Lawrence Erlbaum Associates, 1996.
Hopson, Barrie, and Mike Scally. Time Management: Conquering the Clock. California:
Pfeiffer & Company, 1993.
Krathwohl, David R., Benjamin S. Bloom, and Bertram B. Masia. Taxonomy of Educational
Objectives, The Classification of Educational Goals, Handbook II: Affective Domain. New
York: McKay, 1964.
Mayer, Jeffrey J. If You Havent Got The Time To Do It Right, When Will You Find The Time
To Do It Over? New York: Fireside/Simon & Schuster, 1990.
Mayer, Jeffrey J. Time Management for Dummies. California: IDG Books, 1995.
McGee-Cooper, Ann and Duane Trammel. Time Management for Unmanageable People. New
York: Bantam Books, 1994.
Kansas University. Stategic Instruction Model: Learning Strategies, April 2009
University of Northwestern Ohio, Virtual College. Learning Styles Evaluation, 14
December 2000.
Knowledge Check Answers

1. Dont be caught off guard
Follow a set schedule
Get organized (prioritize tasks/assignments)
Dont procrastinate
Budget time for work and play (avoid burnout)
2. Allows me to focus on important items first
Allows time to read, study, and practice
Prevents/avoids procrastination
Prevents having to rush at the last minute to complete an assignment
Reduces / eliminates stress associated with falling behind
Allows free time to relax more
3.
Difficulty following written directions
May not look speakers in the eye
Needs to see it to learn it
Role play, be the ball
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4.
A Definition of Learning
A. instead of memorizing, seek to understand
B Take Notes
B. include main ideas and supporting details
A Study
C. changes the way a person thinks, feels, or

behaves
G Practice
D. one indicator of how well you have learned
H Formative Exercises
E. apply information after graduation and

continue learning
D Testing
F. determine if you have met learning objectives
F Summative Evaluation
G. reinforces knowledge, builds self-confidence
E Lifelong Learning
H. indicate preparedness for summative

evaluation
5.
F Employing Military Capabilities
A. Adaptability
C Enterprise Perspective
B. Negotiating
H Managing Organizations and Resources C. Global, Regional and Cultural Awareness

A Strategic Thinking
D. Diversity
D Leading People
E. Active listening
B Fostering Collaborative Relationships
F. Operational and Strategic Art
G Embodies Airman Culture
G. Ethical Leadership
E Communicating
H. Change Management
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IDDP Exercise Answers

Training Scenario #1 (Identify Only)
As stated before, this simulated situation (scenario) does not include actions, decisions, or
behaviors. It contains only the information needed to identify the core value of Integrity First.
Even though the words Integrity First are not in the text, the inclusion of critical attributes
such as courage, honesty, accountability, responsibility, and so forth help you recognize the
concept of Integrity First.
QUESTIONS
SAMPLE RESPONSES
Your answer should center on:
TSgt Sperrow is reading a special duty job
advertisement.
Your answer should be:

Integrity First

In the Core Values (Little Blue Book) I read about
Integrity First and this text uses words and phrases
that describe the moral traits under Integrity First.
Which moral traits do you see?

Courage: Line 2: do what is right even if the
personal cost is high
Openness: Line 3: free flow of information and
seeking feedback from all directions and Line
4/5: willingly invite examination of how they do
business
Self Respect: Line 4: never act in ways that would
discredit the organization
Responsibility: Line 5/6: acknowledge their duties
and acting accordingly
Humility: Line 6: sobered by the awesome task of
defending the Constitution
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Training Scenario #2 (Entire IDDP process)

QUESTIONS
What is going on in this scenario?
SAMPLE RESPONSES
SSgt Ware submits his subordinate for the
quarterly awards and the subordinate wins, but
when SSgt Ware goes to congratulate SrA Brown,
he hears TSgt Sperrow lie to SrA Brown.
What core values are evident in this scenario? Integrity First


In the Core Values (Little Blue Book) we read
about Integrity First and this text uses words and
phrases that describe the moral traits under
Integrity First.
Honesty: Line 10/11: he didnt want to be
bothered but with a little arm twisting, I finally
convinced him to submit you.
Accountability: Line 10/11: I finally
convinced him to submit you.
Are TSgt Sperrows actions appropriate or

inappropriate?
Inappropriate
Why do you say inappropriate?

From the Core Values (Little Blue Book) we
know that honesty is the hallmark of the military
professionalwe never lie, and we do not tolerate
those who do. TSgt Sperrow lied about
convincing SSgt Ware to submit the awards
package.
We learned that Accountability means never
shifting the blame to others or taking credit for the
work of others. In lying about the issue, TSgt
Sperrow is also taking credit for SSgt Wares
initiative to submit SrA Brown.
What should TSgt Sperrow have done?
What can you predict will be the impact of

TSgt Sperrows inappropriate actions?
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Rather than lie about the submission issues and
take credit for it, she should adhere to the core
value of Integrity First and demonstrate
commitment to the core values by being honest
with SrA Brown.
Confidence in and respect for TSgt Sperrow will
decline; subordinates may no longer be willing
followers.
Her actions contribute to a breakdown of the Core
Values Continuumwhen others see her act
without integrity they may soon follow suit thus
ethical erosion occurs and the ripple effect can be
devastating!
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Attachment 1
Use this excerpt from the Little Blue Book to complete the IDDP Exercise.
(1) INTEGRITY FIRST
Integrity is a character trait. It is the willingness to do what is right even when no one is looking.
It is the moral compassthe inner voice; the voice of selfcontrol; the basis for the trust
imperative in todays military.
Integrity is the ability to hold together and properly regulate all of the elements of a
personality. A person of integrity, for example, is capable of acting on conviction. A person of
integrity can control impulses and appetites.
But integrity also covers several other moral traits indispensable to national service.
Courage. A person of integrity possesses moral courage and does what is right even if
the personal cost is high.
Honesty. Honesty is the hallmark of the military professional because in the military,
our word must be our bond. We dont pencil-whip reports, we dont cover up tech data
violations, we dont falsify documents, and we dont write misleading operational
readiness messages. The bottom line is we dont lie, and we cant justify any deviation.
Responsibility. No person of integrity is irresponsible; a person of true integrity
acknowledges his or her duties and acts accordingly.
Accountability. No person of integrity tries to shift the blame to others or take credit for
the work of others; the buck stops here says it best.
Justice. A person of integrity practices justice. Those who do similar things must get
similar rewards or similar punishments.
Openness. Professionals of integrity encourage a free flow of information within the
organization. They seek feedback from all directions to ensure they are fulfilling key
responsibilities, and they are never afraid to allow anyone at any time to examine how
they do business.
Self-respect. To have integrity also is to respect oneself as a professional and a human
being. A person of integrity does not behave in ways that would bring discredit upon
himself or the organization to which he belongs.
Humility. A person of integrity grasps and sobered by the awesome task of defending
the Constitution of the United States of America.
Chapter Three: Critical Thinking

- THE CRITICAL THINKER
-- Characteristics that Embody a
Proficient Critical Thinker
-- Approaches for Evaluating
Information
-- Systems Thinking Approaches to
Decision Making
- HINDRANCES TO CRITICAL
THINKING
-- Basic Human Limitations
Figure 1
-- The Use of Language

-- Faulty Logic or Perception
-- Psychological and Sociological
Pitfalls
Imagine yourself as the NCOIC in the midst of

preparing the work center for an inspection. You
have been working there for a while and feel very
comfortable with the way business is being
conducted. One day in the preparation meeting
with the key players, a new member to the unit
questions the way the shop has been operating. He
suggests a better way of doing business that has
been proven at his previous assignment. Will you
be able to have an open mind and listen to the new
ideas? Will you be able to objectively evaluate the
idea and apply it if it is better?
- QUESTIONS CRITICAL
THINKERS ASK
-- Questions Using Elements of
Thought
-- Questions Focused on
Intellectual Standards
- FACIONES SCORING RUBRIC
WITH EXERCISE
-- Faciones Scoring Rubric
-- Scenario
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Upon completion of this chapter learners

should be able to:
Comprehend Critical Thinking concepts and their
impact on subordinate, NCO, unit, and mission
effectiveness.
Your critical thinking ability is a vital

component of your success. Consider the
following:
SUCCESS = Talent +Determination + Effort
+ Critical Thinking
Terminal Cognitive Samples of Behavior:

1. Explain Critical Thinking concepts and their
effectiveness.
2. Give examples of Critical Thinking concepts
and their impact on subordinate, NCO, unit, and
3. Predict the impact of Critical Thinking concepts
on subordinate, NCO, unit, and mission
effectiveness.
1. Define critical thinking.
2. Explain:
a. characteristics that embody a proficient
critical thinker.
b. four categories of hindrance to critical
thinking.
c. definitions of selected hindrance within each
category.
d. approaches for evaluating information.
e. system one and system two thinking.
f. questions using elements of thought.
g. questions focused on intellectual standards.
3. Give examples of critical thinking
concepts/principles and their impact on NCO,
Affective Objective: Value Critical Thinking
concepts and their impact on subordinate, NCO,
In this equation, your talent is the natural

strengths you have, determination is the size of
your dreams and imagination, effort is how
much work you are willing to do, and critical
thinking is seeing what you need to do to see to
do your best work.
Just because you have a sharp wit or belong to
Mensa (an intellectual society that requires a
high IG to be a member) does not mean you can
claim to be a great critical thinker. There are
geniuses that have been known to have the most
irrational beliefs or the most unreasonable
opinions; for example, Dr. Ted Kaczynski, also
known as the Unabomber, was an intellectual
child prodigy.
Critical thinking is about how ones use
intelligence and knowledge to reach objective
and rational viewpoints. Critical thinkers are
usually better equipped to make decision and
solved problems compared to those who lack
this ability.

1. Read about Critical Thinking concepts with an
open mind and remember new information
(receiving).
2. Complete all activities (progress checks, adult
learning profile, IDDP exercises, and selfreflection), and question concepts, models, etc.
in order to fully understand them (responding).
3. Accept the idea that effective use of Critical
Thinking concepts positively impact individual,
unit, and mission effectiveness (value).
4. Willingly develop a preference for using Critical
Thinking concepts to enhance individual, unit,
and mission effectiveness (value.)
5. Commit to using Critical Thinking concepts to
Figure 2
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Critical thinking requires you to combine your rational logic, creativity, common sense and
intuition into structured expressions of clear solutions and ideas that are useful and relevant to
the task. How many times in your career have you had to come up with new ideas or to pick
from ideas to determine the best one to accomplish the mission? Critical thinking not only helps
you become more effective in mission-related decisions; it is also useful when it comes to
reflection and life choices.
You will begin this lesson by reading about the characteristics of proficient critical thinkers, and
then you will move on to approaches for evaluating information and system approaches to
thinking and decision-making. Next, you will take a brief look at hindrances to critical
thinkingfrom basic human limitations to perceptions. You will then examine the questions
that critical thinkers must ask themselves internally and externally whenever he/she must process
information or make decisions. Finally you will complete Dr. Peter Faciones rubric and discuss
how critical thinking impacts NCO, unit and mission effectiveness. Before beginning, complete
the penny exercise.
Mind-Bender Exercise
Take out 10 pennies and see if you can place 10 coins into 5 rows with each row containing 4
coins, without placing any coin on top of another coin. Answer to this exercise is located in the
back of the chapter.
STUDENT LEARNING OUTCOME: Students who graduate from the Airman Leadership
Distance Learning Course will possess an improved knowledge and understanding of critical
thinking concepts.
The Critical Thinker

What does it mean to be a critical thinker? Why should the Air Force be concerned with
developing critical thinkers? Developing critical thinkers is essential to the success of our Air
Force. Critical thinking is important because of rapid and frequent changes, regular
deployments, and sometimes even dangerous operations. Critical thinking is also important in
our daily duties as supervisors and leaders.
Critical thinking is 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.3
A well cultivated critical thinker:
- raises vital questions and problems, formulating them clearly and precisely
- gathers and assesses relevant information, using abstract ideas to interpret it effectively
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- comes to well-reasoned conclusions and solutions, testing them against relevant criteria
and standards
- thinks open-mindedly within alternative systems of thought, recognizing and assessing, as
need be, their assumptions, implications, and practical consequences
- communicates effectively with others in figuring out solutions to complex problems.4
Critical thinking is more than thinking logically or analytically. It also means thinking rationally
or objectively. There is an important distinction. Logic and analysis are essentially
philosophical and mathematical concepts, whereas thinking rationally and objectively are
broader concepts that also embody the fields of psychology and sociology.
Characteristics That Embody A Proficient Critical Thinker

The first step to becoming a proficient critical thinker is to develop the proper attitude.
Specifically an attitude that embodies the following characteristics: open-mindedness, healthy
skepticism, intellectual humility, free thinking, and high motivation.
Open-mindedness and healthy skepticism
The first two characteristics may appear
contradictory, but they are not. Critical thinkers
must be willing to investigate viewpoints different
from their own view, but at the same time recognize
when to doubt claims that do not merit such
investigation. A critical thinker must be neither rigid
nor gullible. Being both open-minded and skeptical
means seeking out the facts, information sources,
and reasoning to support issues we intend to judge;
examining issues from as many sides as possible;
rationally looking for the good and bad points of the
various sides examined; accepting the fact that we
may be in error ourselves; and maintaining the goal
of getting at the truth (or close to the truth (or as
close to the truth as possible), rather than trying to
please others or find fault with their views. Too
much skepticism will lead one to doubt everything
and commit oneself to nothing, while too little will
lead one to gullibility.
Figure 3
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Intellectual humility
Having intellectual humility means adhering tentatively to recently acquired
opinions; being prepared to examine new evidence and argument even if such
examination leads one to discover flaws in ones own cherished beliefs; to
stop thinking that complex issues can be reduced to matter of right & wrong
or black & white, and to begin thinking in terms of degrees of certainty or
shades of grey. Sometimes I dont know can be the wisest position to take
on an issue. As Socrates noted: Arrogance does not benefit the critical
thinker.
Figure 4
Free thinker
A critical thinker must also have and independent mind,
i.e., is a free thinker. To think freely, one must restrain
ones desire to believe because of social pressures to
conform. This can be quite difficult or even impossible for
some. One must be willing to ask if conformity is
motivating ones belief or opinion, and if so, have the
strength and courage to at least temporarily abandon ones
position until he or she can complete a more objective and
thorough evaluation.
Figure 5
Highly motivated
Finally, a critical thinker must have a natural curiosity to further ones understanding and be
highly motivated to put in the necessary work sufficient to evaluate the multiples sides of
issues. The only way one can overcome the lack of essential knowledge on a subject is to do the
necessary studying to reach a sufficient level of understanding before making judgments. This
may require the critical thinker to ask many questions, which can be unsettling to those asked to
respond. A critical thinker cannot be lazy. On another note, critical thinking cannot take place
without first receiving information.
Self-Reflection Opportunity: Think of the times you had to use critical thinking in your job.
Why do you think it's important to have critical thinkers in your organization?
Critical thinking leaves no room for egotism in thought. To think critically, you must be careful
not to resort to a drone mentality or being set on remote control where we fall into a pattern of
ignoring the world around us. If youre not careful, things can easily sneak up on you. Try the
exercise below to see if you have a drone mentality. Then, look at the approaches for evaluating
information.
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Drone Mentality Exercise

Do not look in your pockets or purses for the answer; just go from what you remember.
Figure 6
Critical thinkers must remain careful not to fall into a drone mentality or relying on remote
control. To be critical thinkers, we must remain aware and pay attention to the world around
us!
Self Reflection Opportunity: How many times have you heard the saying, This is how weve
always done it? How can having a critical thinking mindset increase your ability and affect the
unit and mission effectiveness?
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Approaches for Evaluating Information

Three effective approaches for evaluating information are to ensure information is credible,
unbiased, and accurate.
Credible Information that is believable, from a trustworthy source (experts in a
particular field, subject matter experts, Air Force leadership, etc.).
Unbiased Information that is fair, impartial rather than prejudiced.
Accurate Information that is free from error, a correct or truthful representation of
something.
Remember to consider the source qualification, integrity, and reputation. Does the source have
a motive for being inaccurate or overly biased? Actively seek out trusted sources for
information.
System Thinking Approaches to Decision Making

If you look back to the days when you were a new airman just learning your job, more than
likely you had to focus carefully on the tasks that you were doing. Now through repetition, tasks
you once thought of as complex are nothing more than routine actions, decisions and/or
behavior. Tasks become routine after many hours of analysis, inference, and effective judgment
(decision making). As long as you can do things the same way every time, decisions seem to
come easy. However, what happens when things change? When we move to something new or
different we have to think about new ways of doing things the old way or system of thinking
is reactive, instinctive, quick and holistic and the new way or system is deliberative, analytical
and procedural. The two types of thinking are Reactive Thinking (System 1) and Reflective
Thinking (System 2).
Reactive Thinking (System 1)
Many of the judgments that you make every day are automatic or reactive, rather than reflective.
When you wake up in the morning and go to work, chances are that unless something dramatic
happens, you are on auto pilot until you get to work. You probably do not spend a whole lot
of time thinking about how to brush your teeth, how to eat breakfast or how to drive to work.
Many freeway accidents are often avoided because drivers are able to see and react to dangerous
situation quickly. Good decisions emerging from system -1 thinking often feel intuitive.
Decisions good drivers make in those moments of crisis, just like the decisions practiced athletes
make in the flow of the game or the decision an NCO makes in the heart of battle, are born of
expertise, training, and practice. Often the process of reactive thinking involves deciding first,
reacting, and then trying to make sense out of all of it! Many times if you make a decision based
entirely from reactive thinking you may look back and ask yourself, What was I thinking?
The answer probably not a whole lot!
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Reflective Thinking (System 2)

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 when
there is time for planning and more comprehensive consideration. Argument making is often
part of the deliberation process when making system-2 decision. Critical thinking is considered
system-2 thinking because it is often focused on resolving the problem at hand and at the same
time monitoring and self-correcting the process of the situation or problem. The reflection part
of this process begins with a state of doubt, hesitation or perplexity and moves through the act of
searching for information that will resolve, clarify or address a situation or problem.
As you think about these two approaches to thinking, do not make the mistake the process as a
head versus heart or a right brain versus left brain approach. Human decision-making is not
this superficial or simplistic. Now that you know about the two-system approach to decisionmaking, move on to hindrances to critical thinking once you complete the knowledge check.
Knowledge Check
1. What is open-mindedness?
2. What does intellectual humility mean?
3. What does it mean to be a free thinker?
4. What does it mean to have a high motivation to become a critical thinker?
5. What is system 1 and system 2 thinking?
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Hindrances To Critical Thinking

Each day there are things that hinder our ability to think
clearly, accurately, and fairly. Some of these hindrances
result from unintentional and natural limitations, while
others are clearly calculated and manipulative. Some
are obvious, but most are subtle or insidious. These
hindrances can be divided into four categories, Basic
Human Limitations, Use of Language, Faulty Logic or
Perception and Psychological or Sociological Pitfalls.
Begin by looking at the first category.
Figure 7
Basic Human Limitations

This applies to everyone, including the most proficient critical thinkers. These limitations
remind us that we are not perfect and that our understanding of facts, perceptions, memories,
built-in biases, etc., precludes us from ever seeing or understanding the world with total
objectivity and clarity. Basic Human Limitations include:
Confirmation Bias and Selective Thinking
This is the process whereby one tends to notice and look for what confirms ones beliefs, and to
ignore, not look for, or undervalue what contradicts ones beliefs. An example would be
someone making the statement, Air traffic controllers often have difficulty making good
judgment after long hours on duty. A critical thinking tip to help with this hindrance would be
to obtain and objectively evaluate all relevant information and sides of an issue before passing
judgment.
False Memories and Confabulation
This is being unaware that your memories are often manufactured to fill in the gaps in our
recollection, or that some memories of facts, over time, can be unconsciously replaced with
fantasy. Dramatic stories of Bigfoot sightings do not prove the existence of Bigfoot. To combat
this, rely more on proven facts than memory recollection or testimonies from others.
Personal Biases and Prejudices
These result from our own unique life experiences and worldview, which makes it difficult to
remain objective and think critically. For example, if one believes that more murders occur
during a full moon, then one will tend to take notice of murders that occur during a full moon
and tend not to take notice or murders that occur at other times. Resist your own biases by
focusing on the facts, their sources, and the reasoning in support of arguments.
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Physical and Emotional Hindrances

This can severely affect our ability to think clearly and critically. These include stress, fatigue,
drugs, and related hindrances. Police officers should not show a photo of a possible assailant to
a witness prior to a police lineup, or the actual memory of the witness may be unconsciously
replaced. We should restrain from making decisions when extremely exhausted or stressed.
Testimonial Evidence
This type of evidence can also be a hindrance to critical thinking. We should not rely on the
testimonies and vivid stories of others to substantiate ones own beliefs, even though testimonies
are inherently subjective, inaccurate, unreliable, biased, and occasional fraudulent. Some people
are biased against claims made by scientist because their worldview appears too cold and
impersonal. So we should resist making judgments based on testimonies alone. Extraordinary
claims general require extraordinary evidence.
The Use of Language

This is highly relevant to critical thinking. The choice of words themselves can conceal the
truth, mislead, confuse, or deceive us. From ads, which guarantee easy weight loss to politicians
assuring prosperity for everyone, a critical thinker must learn to recognize when words used in
an attempt to control thought and behavior. Use of Language includes:
Figure 8
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Ambiguity
A word or expression that can be understood in more than one way. For example, the word
light could mean not very heavy or not very dark. Another example is the military using the
phrase neutralizing the opposition (less negative) rather than killing the opposition
(negative). If the intended meaning of an ambiguous word or expression cannot be determined,
avoid making judgments.
Assuring Expression
These expressions are those that disarm you from questioning the validity of an argument. An
ad claims a battery lasts up to 30% longer, but does not say it will last 30% longer, and if it
did, longer than what. Ignore assuring expressions and focus on facts and reasoning that support
arguments.
Meaningless Comparisons
These comparisons include language that implies something is superior but retreats from that
view. The dairy industry is very good at this. They cleverly express fat content as a percentage
of weight, not of calories. Therefore, 2% low fat milk really has 31% fat when fat is measured
as a percentage of calories. Avoid making judgments if it is not exactly clear what is being
compared.
Doublespeak Jargon
This is the use of technical language to make the simple seem complex, the trivial seem
profound, or the insignificant seem important, all done intentionally to impress others. An
example of this would be referring to a family as a bounded plurality of role-playing
individuals or a homeless person as a non-goal oriented member of society. Try to recognize
the cognitive (factual) content of jargon words and expressions to be a better critical thinker.
Emotive Content
The intentional use of words to arouse feelings about a subject to bias others positively or
negatively, in order to gain influence or power. Expressions such as As everyone knowsand
Common sense tells us that are examples of expressions laden with emotive content. Learn
to recognize and distinguish the emotive (emotional) content of language. Try to focus on
reasoning and the cognitive (factual) content of language when evaluating arguments.
False Implications
This is the use of language that is clear and accurate but misleading because it suggests
something false. From the statement Lying experts testified at trialis the expert a liar or is
the person an expert on telling when someone is lying? To alleviate false implications, try to
understand not only the facts, but also their relevance and context.
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Faulty Logic or Perception

Faulty logic or perception leads to misconceptions, which are the basis of false or mistaken
ideas. This hindrance includes:
Apophenia and Superstition
It is the erroneous perception of the connections between unrelated events. An example would
be someone who irrationally believes wearing their hat while watching a football game can
influence the score. We must recognize the difference between cause and effect versus unrelated
coincidence.
Argument from Ignorance
This is a type of logical fallacy claiming something is true because it has not been proven false.
Making a claim that Printer A makes better copies than Printer B, while ignoring the important
fact that only Printer B can also fax, copy, and scan. Do not believe a proposition simply
because it cannot be proven false.
False Analogies
False analogies is making illogical analogies to support the validity of a particular claim.
Arguing that two children sharing the same bedroom is wrong because double-celling of
criminals in a penitentiary can lead to bad behavior. Learn to recognize the faulty assumptions
behind false analogies.
Irrelevant Comparison
This is when you are making a comparison that is irrelevant or inappropriate. Because
regulators have controlled smoking in public places, their ultimate goal is to control everything
else in our lives. Be sure to compare apples with apples.
Pragmatic Fallacy
This is arguing something is true because it works, even though the cause of this something
and the outcome are not demonstrated. After using a magnetic belt for a while, a woman notices
her back has decreased, even though there may be a dozen other reasons for the reduced back
pain. Try to identify known or possible casual mechanisms for observed effects, starting with
those that are more likely, not more emotionally appealing.
Slippery Slope Fallacy
This fallacy is an argument that assumes an adverse chain of events will occur, but offers no
proof. Believing that there must be life on Mars because no one has proved that there is not life
on Mars. Evaluate the logic supporting an alleged adverse chain of events.
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Psychological and Sociological Pitfalls

Perceptions can be misinterpreted due to psychological and sociological pitfalls. Reasoning can
be twisted to gain influence and power.
Figure 9
Psychological and sociological pitfalls include:

Ad Hominem Fallacy
This type of fallacy is when one is criticizing the person making an argument, not the argument
itself. An example would be someone making the statement, Anyone who supports removing
troops from Iraq is a traitor! You should focus on reasons and facts that support an argument,
not the person making the argument. Independently verify supporting facts if the source is in
question.
Ad Populum
This bandwagon fallacy is an appeal to the popularity of the claims as a reason for accepting the
claim. An example would be making jokes about ones own character in order to disarm critics
and evade having to defend policy. A valid claim should be based on sound arguments, not
popularity.
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Emotional Appeal
An emotional appeal is making irrelevant emotional appeals to a claim (since emotion often
influences people more effectively than logical reasoning). Advertisements that appeal to ones
vanity, pity, guilt, fear, or desire for pleasure, while providing no logical reasons to support their
product being better than a competitor. If an argument requires a logical reason to support its
claim, do not accept emotional appeals as sufficient to support it.
Evading the Issue, Red Herring
This could happen when one has been accused of wrongdoing by diverting attention to an issue
irrelevant to the one at hand. An example would be You should not believe a word my
opponent says because he is just bitter because I am ahead in the polls. Learn to recognize
evasion, which implies a direct attempt to avoid facing an issue.
Fallacy of False Dilemma
Either/or Fallacy is intentionally restricting the number of alternatives, thereby omitting relevant
alternatives from consideration. An example would be someone making the statement, You are
either with us, or with the terrorist! Seek opposing arguments on the subject, which may reveal
the existence of other viable alternatives.
Poisoning the Well
This is when one is creating a prejudicial atmosphere against the opposition, making it difficult
for the opponent to be received fairly. Thousands of years ago the average person believed that
the world was flat simply because most people believed so. When evaluating an argument,
focus on the argument, not prejudicial remarks.
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Knowledge Check
6. Instructions: Match the four categories of hindrances to critical thinking to the correct
subcategory to the right. The categories can be used more than once for this exercise.
A. Basic Human Limitations
B. The Use of Language
C. Faulty Logic or Perception
D. Psychological and Sociological Pitfalls
___ is arguing something is true because it

works, even though the cause of something
and the outcome are not demonstrated.
___ is criticizing the person making an
argument, not the argument itself.
___ is being unaware that our memories are
often manufactured to fill in the gaps in our
recollection.
___is making a comparison that is irrelevant or
inappropriate.
___ is a word or expression that can be
understood in more than one way.
___can severely affect our ability to think
clearly and critically.
___is making irrelevant emotional appeals to
accept a claim.
___is the intentional use of words to arouse
feelings about a subject to bias others positively
or negatively.
___is making illogical analogies to support the
validity of a particular claim.
___is the process whereby one tends to notice
and look for what confirms ones beliefs, and to
ignore what contradicts ones beliefs.
102
Questions Critical Thinkers Ask

Asking questions is one of the most important
things we can do on our journey to becoming
good critical thinkers. Critical thinkers ask why
and they are inquisitive. There are eight elements
of thought (Purpose, Questions, Information,
Inferences/Conclusions, Concepts, Assumptions,
Implications/Consequences, and Points of View)
that critical thinkers must use. Each of these
elements of thought have specific questions you
can use to evaluate your information before you
complete an assignment, paper, activity or any
other type of intellectual activity.5 Practice asking
yourself these questions internally before doing
anything that requires critical thinking.
Figure 10
Questions Using Elements of Thought

Asking questions is one of the most important things you can do on your journey to becoming a
good critical thinker. Isadore Rabbi, a Nobel-prize winning physicist, tells a story of his
childhood in the Jewish ghetto of New York.
When the children came home from school, their mothers would ask them, What did
you learn in school today? But Isadore's mother would ask him, What good questions
did you ask today? Dr. Rabbi suggests he became a physicist and won the Nobel Prize
because he was valued more for the questions he was asking than the answers he was
giving (Barell, 1988).
Now you will examine questions using elements of thought.
Purpose What am I trying to accomplish? What is my central aim/purpose?
Questions What question am I raising? What question am I addressing? Am I considering the
complexities in the question?
Information What information am I using in coming to that conclusion? What experience
have I had to support this claim? What information do I need to settle the question?
Inferences/Conclusions How did I reach this conclusion? Is there another way to interpret the
information?
Concepts What is the main idea here? Can I explain this idea?
103
Assumptions What am I taking for granted? What assumption has led me to that conclusion?
Implications/Consequences If someone accepted my position, what would be the implications?
What am I implying?
Point of View From what point of view am I looking at this issue? Is there another point of
view I should consider?
Slowing down your thought process and asking yourself questions using elements of thought
will assist you in becoming a more proficient critical thinker. However, it doesnt end there.
You must get into the practice of asking questions based on certain intellectual standards.
Questions Focused on Intellectual Standards

There are several intellectual standards associated with critical thinking. Intellectual standards
should be applied to thinking its quality.6 Lets take a look at the intellectual standards (clarity,
accuracy, precision, relevance, depth, breadth, logic, significance, and fairness) and the
questions that can be used to apply them. These questions are often times questions you will ask
yourself before tackling a topic, issue, etc. that requires critical thinking. Now lets address
intellectual standards beginning with clarity.
Clarity is a gateway standard. If a statement is unclear, you cannot determine whether it is
accurate or relevant. You should ask the following questions for clarity: Could you elaborate
further? Could you give me an example? Could you illustrate what you mean?
Accuracy means checking to see if something is accurate or true. Questions should sound like:
How could you check on that? How could you find out if that is true? How could you verify or
test that?
Precision means asking for more details or specifics. Questions should be phrased like: Could
you be more specific? Could you give me more details? Could you be more exact?
Relevance is the quality of being directly connected with and important to something else. How
does that relate to the problem? How does that bear on the question? How does that help us
with the issue?
Depth encompasses finding out how your answer addresses the complexities in the question.
What factors make this a difficult problem? What are some of the complexities of this question?
What are some of the difficulties you need to deal with?
Breadth is having an open and tolerant view of things, other viewpoints, etc. Do you need to
look at this from another perspective? Do you need to consider another point of view? Do you
need to look at this in other ways?
104
Logic is when the combination of thoughts is mutually supporting and makes sense. The
thinking is then considered logical. Does all this make sense together? Does your first
paragraph fit in with your last? Does what you say follow from the evidence?
Significance is the quality of having importance or being regarded as having great meaning.
Questions like: Is this the most important problem to consider? Is this the central idea to focus
on? Which of these facts are most important?
Fairness implies the treating of all relevant viewpoints alike without reference to ones own
feeling or interest. Do I have a vested interest in this issue? Am I sympathetically representing
the viewpoints of others?
The more you practice using these questions during guided discussions, activities, or when
discussing lesson concepts with classmatesthe easier it will be to apply critical thinking as a
supervisor and leader.
Self-Reflection Opportunity: Critical thinkers are inquisitive. What does it mean to be a critical
thinker? Why should the Air Force be concerned with developing critical thinkers? As a
supervisor and a leader how will you use critical thinking in your daily duties?
105
Knowledge Check
7. Match the eight elements of thought on the left to the correct response on the right. The
categories can only be used once.
A. Purpose
____How did I reach this conclusion? Is there

another way to interpret the information?
B. Questions
C. Information
D. Inferences/Conclusions
E. Concepts
F. Assumptions
G. Implications/Consequences
H. Points of View
___What information am I using in coming to

that conclusion? What experience have I had to
support this claim? What information do I need
to settle the question?
___What question am I raising? What question
am I addressing? Am I considering the
complexities in the question?
___What am I trying to accomplish? What is
my central aim/purpose?
___From what point of view am I looking at this
issue? Is there another point of view I should
consider?
___What is the main idea here? Can I explain
this idea?
___If someone accepted my position, what
would be the implications? What am I
implying?
___What am I taking for granted? What
assumption has led me to that conclusion?
106
Faciones Scoring Rubic With Exercise

Faciones Scoring Rubric
Dr. Peter Facione is one of the leading international experts in developing critical thinking. He
is the author of the Military and Defense Critical Thinking inventory, one of the leading
assessments in the application of critical thinking in national defense. He and his wife, Dr.
Noreen Facione, have developed a critical thinking rubric to help you develop critical thinking
in the military. This tool is formally known as the Holistic Critical Thinking Scoring Rubric
(HCTSR), it can aid you in evaluating real-life examples of critical thinking because it requires
you only to consider four evaluative definitions strong, acceptable, unacceptable, and
weak. This simple tool is sufficient to get you started evaluating critical thinking.
Naturally, as you learn more about critical thinking, you will become better at applying the
rubric. You will use the rubric (see figure 11) on the next page to evaluate the four students
comments that follow the information in the scenario, concerning the Edward M. Kennedy
Service Act.
107
Holistic Critical Thinking Scoring Rubric (HCTSR)5

4 (Strong): Consistently does all or almost all of the following:
- Accurately interprets evidence, statements, graphics, questions, etc.
- Identifies the salient arguments (reasons and claims) pro and con.
- Thoughtfully analyzes and evaluates major alternative points of view.
- Draws warranted judicious, non-fallacious conclusions.
- Justifies key results and procedures, explains assumptions and reasons.
- Fair-mindedly follows where evidence and reasons lead.
3 (Acceptable): Does most or many of the following:
- Accurately interprets evidence, statements, graphics, questions, etc.
- Identifies relevant arguments (reasons and claims) pro and con.
- Offers analyses and evaluations of obvious alternative points of view.
- Draws warranted non-fallacious conclusions.
- Justifies some results or procedures, explains reasons.
- Fair-mindedly follows where evidence and reasons lead.
2 (Unacceptable): Does most or many of the following:
- Misinterprets evidence, statements, graphics, questions, etc.
- Fails to identify strong, relevant counter-arguments.
- Ignores or superficially evaluates obvious alternative points of view.
- Draws unwarranted or fallacious conclusions.
- Justifies few results or procedures, seldom explains reasons.
- Regardless of the evidence or reasons, maintains or defends views based on selfinterest or preconceptions.
1 (Weak): Consistently does all or almost all of the following:
- Offers biased interpretations of evidence, statements, graphics, questions, information
or the points of views of others.
- Fails to identify or hastily dismisses strong, relevant counter-arguments.
- Ignores or superficially evaluates obvious alternative points of view.
- Argues using fallacious or irrelevant reasons, and unwarranted claims.
- Does not justify results or procedures, nor explain reasons.
- Regardless of the evidence or reasons, maintains or defends views based on self-interest
or preconceptions.
- Exhibits close-mindedness or hostility to reason.
Figure 11
108
Edward M. Kennedy Exercise

INSTRUCTIONS
Read the scenario below and the four student responses that follow. Evaluate each students
statement using Faciones scoring rubric. Base your evaluation on what the statements reveal
about the quality of reasoning, not whether you agree or disagree with the conclusion. Again,
using Dr. Faciones scoring rubric, place a label of 1 (weak), 2 (unacceptable), 3 (acceptable),
or 4 (strong), next to each students statement. The results are located at the end of the
chapter.
Imagine a professor has assigned a group of four students to comment on the Edward M.
Kennedy Serve America Act. Among other things, the bill, signed into law on April 21, 2009,
designates September 11th as a national day of service. The group of four students has access
to the information outlined below.7
Edward M. Kennedy Serve America Act
The bill encourages voluntary service. The legislation provides for gradually increasing the
size of the Clinton-era AmeriCorps to 250,000 enrollees from its current 75,000. It outlines
five broad categories where people can direct their service: 1) helping the poor, 2) improving
education, 3) encouraging energy efficiency, 4) strengthening access to health care, and 5)
assisting veterans.8
AmeriCorps offers a range of volunteer opportunities including 1) housing construction, 2)
youth outreach, 3) disaster response and 4) caring for the elderly. Most receive an annual
stipend of slightly less than $12,000 for working 10 months to up to one year
The bill also ties volunteer work to money for college. People 55 and older can earn up to
$1000 education awards by getting involved in public service. Those awards can be
transferred to a child, grand-child, or even someone they mentored
Students from sixth grade through senior year of high school could earn $500 education
awards for helping in their neighborhoods during a new summer program.9
Group Of Four Students Statements

Student #1: My take on it is that this bill requires national service. Its likea churchyservice-sorta-thing. But, you know, like run by the government and all. We all have to sign
up and do our bit before we can go to college. Thats a great idea. Think about it, how
could anyone be against this legislation? I mean, unless they are either lazy or selfish. What
excuse could a person possibly have not to serve our country? The president is right, we
need to bring back the draft so that our Army has enough soldiers, and we need to fix health
care and Social Security. I dont want to pay into a system all my working life only to find
out that theres no money left when its my time to retire.
Student #2: Well I think this bill is a stupid idea. Whos going to agree to work for a
lousy $12,000 a year? Thats nuts. I can earn more working at Target or by enlisting in the
Navy. This legislation is just more foolish liberal nonsense that takes our nation one step
closer to socialism. Socialism is when the government tries to control too many things.
And now the president is trying to control volunteer service. Maybe you want to build
houses for poor people or clean up after hurricanes, but I dont see how any of that is going
to help me pass physics or get me a better job after college.
Student #3: I think there are problems with the legislation, too. But youre wrong about
people not wanting to volunteer. The number of hits on the AmeriCorps Web site keeps
going up and up each month. Retired people, students, and people who just want to make a
difference go there and to Serve.gov to see what opportunities might exist near where they
live. On the other hand, I do have issues with the government being the organizing force in
this. Volunteerism was alive and well in America before Big Brother got involved. I dont
see why we need to spend 5.7 billion dollars getting people to do what they were already
going to do anyway. We shouldnt pay people to be volunteers.
Student #4: Thats the point, some of them wanted to do volunteer service but they need a
small incentive. Nobody is going to get rich on the stipends the government is offering. I
think that people who want to keep government at arms length are going to have problems
with this bill. They are right that it is another way that government is worming itself into
every facet of our lives. But a lot of people feel that way about religion, too; thats why
they do not want to volunteer in programs sponsored by religious groups, because they
dont want to be seen as agreeing with all the beliefs of that group. The real question for me
is the effect that this legislation might have on the future politics of our nation. All these
volunteers could become, in effect, people the Administration can call on in the next
election. Organizing tens of thousands Americans who basically agree with the idea of
public service at public expense is like lining up the Democratic voters who will want to be
sure these policies are not reversed by the Republicans. Im not talking about a vague idea
like socialism, Im talking about clever politics, positioning the Democratic Party for
success in 2012. On balance, thats OK with me. But we need to understand that this
legislation will result in more than just a lot of wonderful work by a large number of
generous Americans who are willing to give of their time to help others.10
109
Label
110
Chapter Wrap-Up Exercise

Now that you have learned about Critical Thinking, answer the following question.
How might critical thinking skills impact NCO, unit and mission effectiveness?

You began the chapter by learning about the attributes of a proficient critical thinker, such as
open-mindedness, healthy skepticism, intellectual humility, free thinking and high motivation.
You continued with the approaches for evaluating information and system thinking. Next, you
examined various hindrances to critical thinking from basic human limitations to the use of
language. Then, finally you discussed the different questions critical thinkers musk ask.
Critical thinking requires you to combine your rationally logic, creativity, common sense, and
intuition into structured expressions of clear solutions and ideas that are useful and relevant to
the task. How many times have you had to come up with ideas or to pick from ideas to
determine the best one to accomplish the mission? Critical thinking not only helps you to
become more effective in mission-related decisions; it is also useful when it comes to reflection
and life choices.
Remember the equation you started with in this chapter, Success = Talent + determination+
effort+ critical thinking. In this equation, your talent is the natural strengths you have;
determination is the size of your dreams and imagination; effort is how much you are willing to
do, and, critical thinking is seeing what you need to see to do your work. How successful will
you be?
111
Formative Exercise
1. Speaking to his boss, SSgt Binder says, Ive always been taught to spend all the funds in our
account. Otherwise, we lose that for good. Should we spend the funds left in our account on
things we do not really need? Binders boss responds, you are the expert on resourceswhat
do you think? Binder replies, I dont know. After Binder asks questions to find the facts and
examines the issue from different viewpoints, he decides not to spend the funds. The following
year, Binders budget is cut by the amount he did not spend.
SSgt Binders final actions BEST illustrate __________ impact on mission effectiveness.
a. proficient critical thinking and its
b. critical thinking hindrance and their
c. System 1 approach to decision making and its
2. Observing how worried his subordinates looked while waiting to hear about the
organizational restructure, SSgt Steven says, Its a commonly known fact that a restructure is
mostly for the leadership of the organization, so I wouldnt worry too much. We all know that
the enlisted folks are the people that do most of the work around here and they wouldnt want to
change that! Afterwards, his subordinates started joking about it.
Because of ______, SSgt Stevens comments will MOST likely _____his effectiveness.
a. critical thinking hindrances; not change
b. critical thinking hindrances; decrease
c. characteristics of a critical thinker; increase
d. characteristics of a critical thinker; not change
112
Key Terms
Critical thinking, 91
Critical thinker, 91
Free thinker, 93
Healthy skepticism, 92
Highly motivated, 93
Intellectual humility, 93
Open-minded, 92
References
Barell, J. 1988, cited (p. 59) in Costa & O'Leary, Co-cognition: The cooperative
development of the intellect. In Davidson, J. and Worsham, T (Ed.) Enhancing
Thinking through Cooperative Learning. (Ed.) (1988, April). Cogitare: A Newsletter of
the ASCD Network on Teaching Thinking, 3(1).
Blass, F., Levy, D., and Parco, J., (2010). The 52nd Floor, Thinking Deeply About
Leadership, second edition. Available from info@ensobooks.com
Facione, P., Think Critically. Prentice Hall, 1 Lake Street, Upper Saddle River, NJ (2011)
Haskins, G. R. (2006). A Practical Guide to Critical Thinking available from:
http://www.au.af.mil/au/awc/awcgate/awc-thkg.htm#critical
Paul, Richard Dr. and Elder, Linda Dr., (2009). A Glossary of Critical Thinking Terms and
Concepts. (pp 42) Foundation for Critical Thinking Press. Available from:
www.criticalthinking.org
Paul, Richard Dr. and Elder, Linda Dr., (2008). The thinkers guide to the nature and functions
of critical & creative thinking. (pp 20) Foundation for Critical Thinking Press. Available
from: www.criticalthinking.org
Paul, Richard Dr. and Elder, Linda Dr., (2008). The miniature guide to critical thinking:
concepts and tools, Fifth edition, Foundation for Critical Thinking Press. Available from:
www.criticalthinking.org
Resolving Ill-Defined Problems: Critical Thinking and Innovative Problem Solving, Muir
S. Fairchild Research Information Center, http://www.au.af.mil/au/aul/bibs/ridp.htm
Air Force Manual 36-2236, (2003) Guidebook for Air Force instructors
Roediger, H.L., McDermotol, K.B. (1995). Creating false memories: Remembering words
not presented in list. Journal of Experimental Psychology: Learning, Memory, and
Cognition, 21, 803-814.
The Little Brown Book, 8th ed, 2001, H. Ramsey Fowler & Jane E. Aaron, Chapter 5
Taking a Critical Perspective, Chapter 6 Reading Arguments Critically, Chapter 7 Writing an Argument
Mind-Bender Exercise Answer
Figure 12, Solution to Mind-Bender
Drone Mentality Exercise Answer

Number 8 is the real Penny.
Edward M. Kennedy Exercise Answers

Student statement #4 is a good example of top level, strong.
Student statement #3 is acceptable.
Student statement #2 is unacceptable because it displays the problems listed in the
Scoring Rubric in category 2.
Student statement #1 is so far off base that is qualifies as weak.
Chapter Wrap-Up Exercise Answers

Your responses should center on:
-
NCO
-- Analyze situations critically
-- Helps me to remain open-minded and fair-minded
Unit
-- Allows my unit to enhance productivity and increase problem solving skills
Successful missions, task completions, etc.
113
114

1. Willingness to investigate viewpoints different from your own and ability to recognize when
to doubt claims that do not merit such investigation.
2. Adhering tentatively to recently acquired opinions; Being prepared to examine new evidence
and arguments even if such examination leads you to discover flaws in your own cherished
beliefs; Stop thinking that complex issues can be reduced to right and wrong or black and
white and look at degrees of certainty or shades of gray; Recognizing that I dont know
can sometimes be the wisest position to take on an issue.
3. Having an independent mind and being able to restrain yourself from the desire to believe
because of social pressures to conform.
4. Having a natural curiosity to further your understanding; Putting in the work to evaluate the
multiple sides of an issue; reaching a sufficient level of understanding.
5. Reactive thinking involves deciding first, reacting, and then trying to make sense of it all.
Automatic (reactive) decisions that are made based on instinct, intuition based upon
expertise, training, and practice. Reflective thinking begins with a state of doubt, hesitation,
or perplexity and moves through the act of searching for information that will resolve,
clarify, or address the situation/problem.
6. C, D, A, C, B, A, D, B, C, A.
7. D, C, B, A, H, E, G, F.
115
Formative Exercises Answers

1. CORRECT ANSWER: a
RATIONALES:
a. CORRECT: SSgt Binders comments best illustrate proficient critical thinking, which
according to the Critical Thinking chapter, includes the characteristics of 1) openmindedness, 2) healthy skepticism, and 3) intellectual humility. Binder shows openmindedness and healthy skepticism when he asks questions to find the facts and examine
issues from different sides. He shows intellectual humility by saying, I dont know.
Because of Binders decision, his budget is now aligned with mission requirements and the
extra money can be used for other mission priorities.
b. INCORRECT: SSgt Binders actions do not illustrate any hindrances, which according to
the Critical Thinking chapter, can be divided into four categories: 1) Basic Human
Limitations, 2) Use Of Language, 3) Faulty Logic or Perception, and 4) Psychological or
Sociological Pitfalls. See rationale for correct response for additional information.
c. INCORRECT: According to the Critical Thinking chapter, the System 1 approach to
decision making is a reactive approach involves deciding first, reacting, and then trying to
make sense out of all of it! Many times if you make a decision based entirely from reactive
thinking you may look back and ask yourself what was I thinking? Here, SSgt Binder is
taking the time to find the facts and examine the issue which is more of a System 2
approach. However, his final actions best illustrate proficient critical thinking. See rationale
for correct response for additional information.
2. CORRECT ANSWER: b
RATIONALES:
a. INCORRECT: SSgt Stevens statements have created a false sense of security for his
subordinates. As a result, his effectiveness will decrease. See rationale for correct response
for additional information.
b. CORRECT: SSgt Stevens effectiveness will most likely decrease because of Critical
Thinking Hindrances which, according to the Critical Thinking chapter, include 1) Basic
Human Limitations: Confirmation Bias & Selective Thinking and 2) Use of Language:
Emotive Content. SSgt Steven demonstrates both of these hindrances with his statements,
We all know that the enlisted folks are the people that do most of the work around here
and Its a commonly known fact His statements have created a false sense of
security for his subordinates. If the reorganization ultimately affects his subordinates, he has
set them up for additional and unwarranted stress.
c. INCORRECT: SSgt Stevens comments do not demonstrate any of the characteristics of a
critical thinker, which according to the Critical Thinking chapter, include adopting the
attitude of a critical thinker is the first step to becoming a proficient critical thinker which
requires us to embody five characteristics: 1) open-mindedness, 2) healthy skepticism, 3)
intellectual humility, 4) free thinking, and 5) high motivation. See rationale for correct
response for additional information.
d. INCORRECT: SSgt Stevens comments do not demonstrate any of the characteristics of a

critical thinker. See rationales for c and correct response for additional information.
This Page Intentionally Left Blank.
Chapter Four: Full Range Leadership Development

- THE EVOLUTION OF
LEADERSHIP THEORY
-- Trait Theory
-- Skills Theory
-- Situational Leadership Theory
-- Contingency Theory
- MOTIVATIONAL THEORIES
-- Intrinsic Motivation
Figure 1, Transformation is Change
-- Extrinsic Motivation
-- Skinners Operant Conditioning
Theory
-- McClellands Need Theory
-- Contemporary Motivation
- Full Range Leadership Model
The task of leadership is not to put greatness

into people, but elicit it, for the greatness is
already there.
- John Buchan
-- Passive Leadership
-- Transactional Leadership
-- Transformational Leadership
- Transactional vs. Transformational
Leadership
- Leadership Profile Measure SelfAssessment
118
Upon completion of this chapter, learners

should be able to:
Comprehend Full Range Leadership
Development (FRLD) concepts and their
impact on NCO, subordinate, unit, and
Terminal Cognitive Samples of
Behavior:
1. Explain FRLD and its impact on NCO,
subordinate, unit, and mission
effectiveness.
2. Give examples of FRLD and their
impact on NCO, subordinate, unit, and
3. Predict the impact of FRLD on NCO,
subordinate, unit, and mission
effectiveness.
1. Describe the five FRLD leadership
behaviors
2. Explain:
a. How various historical leadership
theories contribute to the evolution
of the FRLD model.
b. The FRLD model.
c. McClellands Need Theory.
d. Skinners Operant Conditioning
Theory.
e. Intrinsic and Extrinsic Motivation.
f. Contemporary Motivation.
3. Give examples of:
a. how the leaders behavior impacts
subordinate performance.
b. how the work center environment
impacts subordinate performance.
c. effective and ineffective uses of
FRLD leadership behaviors.
4. Summarize the importance of selfassessment as it relates to a leaders
behavior.
5. Given simulated situations:
a. Identify FRLD leadership behaviors.
b. Differentiate if the leadership
behaviors were effective/ineffective.
c. Determine what leader should do (if
ineffective).
d. Predict the outcome of leader actions
on NCO, unit, and mission
effectiveness.
Affective Objective: Value FRLD

concepts and their impact on
subordinate, NCO, unit, and mission
effectiveness.
1. Read about FRLD concepts with
an open mind and remember new
information (receiving).
2. Complete all activities (progress
checks, adult learning profile,
IDDP exercises, and selfreflection), and question concepts,
models, etc. in order to fully
understand them (responding).
3. Accept the idea that effective use
of FRLD concepts positively
impacts individual, unit, and
mission effectiveness (value).
4. Willingly develop a preference for
using FRLD concepts to enhance
individual, unit, and mission
5. Commit to using FRLD concepts
to enhance individual, unit, and
mission effectiveness (value).
Figure 2, FRLD Source book
Chapter One: Full Range Leadership Development
119
STUDENT LEARNING OUTCOME: Students who graduate from the Airman Leadership
Distance Learning Course should be able to understand that:
1. Effective leaders influence subordinates to bring about a change in behavior
2. Leaders work at being able to provide subordinates what they need in order to motivate
them to perform
3. Effective leaders adjust their behaviors to motivate their subordinates to perform
Recognizing and developing the leadership potential of our people has become a strategic
initiative in many of todays most successful organizations to include the U.S. military. The Air
Force uses sociocultural concepts like training and mentoring to develop leaders for today and
tomorrows air and space force. As NCOs, we remain committed to discovering, nurturing, and
developing greatness in our Airmen. This chapter begins with background information
pertaining to the development and evolution of leadership theory, focusing on four theories that
attempted to capture the essence of effective leadership throughout history. Next, it explains
various motivational theories and the methods we use to individually motivate others. This
chapter then focuses on Full Range Leadership Development or FRLD for short, and a model
that identifies various passive and active leadership styles. Lastly, this reading compares two
formidable leadership styles (Transactional and Transformational)
Self-Reflection Opportunity: Before you begin, how would you answer the following
questions?
Do you have a workable plan to cultivate the greatness of the people in your
organization?
How will you help them realize their potential to excel?
Are you able to carefully scrutinize and evaluate their actions?
Are you able to set goals for them and use rewards and discipline (even punishment) to
move them closer to their goals?
Can you (do you) role model in your own behavior what you expect from them?
Do you inspire them to cooperate with your organizations internal and external
stakeholders?
Are you capable (and willing to) of challenging them to rethink their basic assumptions
and rework their ways of doing things?
Are you patient enough to coach them in a way that develops their strengths to their full
potential, while recognizing and addressing their weaknesses?
120
The Evolution of Leadership Theory

When was the concept of leadership first discovered? Why have we not mastered the art and
science of leadership? What is our fascination with leadership? What is it that enables some
members of society to rise up through the ranks to leadership positions while others fail? One
could easily argue that leadership theory is as old as humanity itself. The earliest attempts to
discover the essence of leadership began with theories that were based on the actions, behaviors,
and results of historical figures who we deemed leaders. Scientific and philosophic works by
various scholars, psychologists, and sociologists not only attempted to define leadership, they
developed methods and techniques to hone the skills necessary in becoming great leaders. The
following is a list of some of the most prominent examples of leadership theory.
Trait Theory
The first studies of leadership focused on fixed personal characteristics and innate qualities one
possessed known as traits. Referred to as The Great Man (or Woman) Theory, ones
leadership effectiveness was said to be influenced by their intelligence, self-confidence,
determination, integrity, and sociability.
Skills Theory
This theory 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.
Situational Leadership Theory
Figure 3, Hersey and Blanchard
Introduced in the 1980s, management expert, Mr. Ken Blanchard

along with professor, Dr. Paul Hersey created the acclaimed
Situational Leadership Model (see Fig. 4). This theory focused on a
followers competence and commitment, or development level (DL)
in completing a specific task and the use of four different leadership
styles to influence the followers development. These styles are
directive, coaching, supporting, or delegating. For example,
suppose the task is to make a decision. If the leader determines the
follower has little competence and commitment to accomplish this
task (DL1), the leader will use a directive style, which may include
providing the follower detailed instructions and a mandatory
deadline.
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Figure 4, Situational Leadership Model
If it is determined that the follower has a low level of competence but some commitment (DL2),
the leader should use a coaching style, presenting ideas to the follower and asking for input.
However, if the leader believes the follower is highly competent but lacks commitment (a DL3),
he or she will use a supportive style of leadership by soliciting solutions from the follower and
encouraging the follower in his or her efforts. Finally, when the follower demonstrates high
levels of competence and commitment (DL4), the leader will use a delegating style, empowering
the follower to make and implement decisions within limits set by the leader.11 The crux of the
Situational Leadership theory is that it is task specific. For instance, a follower may be at DL 4
in one task and at DL2 for another. The arc in Figure 4 with three arrows represent how a leader
should move among leadership styles by appropriately matching his or her leadership style with
the followers development level based on the task to effectively lead the follower.
Contingency Theory
Another popular approach to understanding leadership is Contingency Theory. To achieve the
most success, a leader is paired to a particular situation based on his or her strengths and skill
sets. Unlike Situational Leadership, Contingency Theory suggests that 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. The degree to which the leader is trusted and liked by
members of the group and the groups willingness to follow the leader.
Leaders Position Power. The authority the leader has to reward or punish. The leaders
power and authority comes from the position held within the organization.
The Task Structure. This refers to how well a groups 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.12
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FRLD is not just another theory that was pulled from a hat. Theory and research on FRLD is
connected to and built upon a long and interesting history. For centuries, man has considered the
concept of leadership. But it was not until the 20th century that the disciplines of political
science, psychology, sociology, history, anthropology, and management converged to make
major contributions toward our understanding of leadership. So how does FRLD relate to the
historical leadership theories that weve just reviewed. We should consider a historical theory to
be a useful tool that explains how and why things happen, rather than an abstract and useless
idea. Each of these historical theories had distinct advantages and disadvantages which provided
the foundation on which the FRLD model evolved (i.e. each of them may be a useful tool at the
appropriate time). Now take a look at how each one of them relate to the FRLD.
The trait theory (innate qualities and personality characteristics are found in great leaders):
traits and personality are not considered in the FRLD model but research indicates that positive,
adaptive, active, and developmental leader traits support the social influence process for most
effective leaders.
The skills theory (emotional awareness and control are essential to leadership effectiveness):
emotional connection and social comfort between leader and follower are key to leadership
effectiveness. Rationality and intellectual curiosity are required on the part of leaders and
followers.
The situational leadership theory (followers competence and confidence determines
appropriate leader behavior): most effective FRLD behaviors universal across many situations
and culturesmost effective leaders can be either directive or participative.
The contingency theory (match leaders to the appropriate situation depending upon
task/relationship orientation, relations with followers, task structure, and position power): Most
effective FRLD behaviors are universal across many situations and cultures. Some situations
may require more task-focused and less developmental behaviors.
Effective leaders vary in the extent to which they display a repertoire of leadership behaviors,
ranging from active and more effective leadership to passive and less effective leadership. To
fully develop the potential of subordinates who can achieve extraordinary levels of success
requires an understanding of a full range of leadership behaviors suitable for todays complex
worldthus FRLD was born.
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Knowledge Check
1. The _________________Leadership Theory considers ones ability to complete a specific
task and the use of four leadership styles to aid in his or her development.
2. The _________________ Leadership Theory states that a persons ability to lead depends
on his or her intellect, self-confidence, determination, integrity, and social skills.
3. The _________________ Leadership Theory focuses on the argument that a persons ability
to lead depends on his or her emotional intelligence, awareness, and control.
4. The _________________ Leadership Theory believes that pairing a leader to a specific
situation is the most effective method because leaders cannot adjust their behaviors.
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Motivational Theories
Motivation is a word used to refer to the reason or reasons for engaging in a particular behavior,
especially human behavior. These reasons may include basic needs such as food or a desired
object, hobbies, goal, state of being, or ideal. The motivation for a behavior may also be
attributed to less-apparent reasons such as altruism or morality. According to Geen,13 motivation
refers to the initiation, direction, intensity and persistence of human behavior.
Motivation refers to the reason(s) for engaging in a particular behavior, especially human
behavior influenced by culture, attitudes, emotions, values, etc. These reasons may include
things we need (food, job, etc.) and/or things we want (new car, hobbies, etc.). They may also
be more complex reasons such as morality, concern for others, or our own state of being.
According to Geen, motivation refers to the [level of] initiation, direction, intensity, and/or
persistence by which we engage in human behavior.
There are many motivational theories:
- Drive Reduction Theories (Hull)
- Two-factor theory (Herzberg)
- Cognitive dissonance theory (Festinger)
- Existence, Relatedness & Growth (ERG) theory
- Need Achievement Theory (McClelland)

- Interests Theory (Holland)
- Need Hierarchy Theory (Maslow)
(Alderfers)
- Self-determination theory (Deci and Ryan)

- Goal-setting theory (Locke)
- Unconscious motivation (Freud)
Some of these theories use the term intrinsic motivation, others use the term extrinsic
motivation, and some use both terms. (Some of these theories label motivation in two
categories: Intrinsic and Extrinsic.
Extrinsic motivation refers to the performance of an activity in order to attain an
outcome. It initiates from outside of the individual. Common extrinsic motivations are
rewards (for example money or grades) for showing the desired behavior, and the threat
of punishment following misbehavior. Competition is in an extrinsic motivator because
it encourages the performer to win and to beat others. A cheering crowd and the desire to
win a trophy are also extrinsic motivators.
Educational psychologists have studied intrinsic motivation (motivation that initiates from inside
an individual) since the 1970s, but there is currently no universal theory to explain the origin or
elements of intrinsic motivation. Though it is thought that people are more likely to be
intrinsically motivated if they:
- Attribute their results (work, family, education, etc.) to internal factors that they can
control (e.g. the amount of effort they put in),
- Believe they can be effective agents in reaching desired goals (i.e. the results are not
determined by luck or chance),
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- Are interested in mastering a topic, rather than just memorizing it in order to achieve
good grades or get recognition.
According to Steven Reiss (2009), emeritus professor of psychology and psychiatry at the Ohio
State University, human individuality may be too diverse to be described adequately in terms of
categories such as intrinsic and extrinsic motivation. Reiss also states that theories supporting
intrinsic-extrinsic motivation cannot be validly defined because human motives do not divide
into just two kinds so easily (para. 3). Current research on intrinsic motivation describes it as
being more multifaceted (i.e. made up of 16 basic desires - see Table 1). Dr. Reiss14 calls this
the Theory of 16 Basic Desires or Sensitivity Theory (p. 7).
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Motive Name
Motive
1.
Animal Behavior
Intrinsic Feeling
Desire to influence
Dominant animal eats more food
(including leadership;
related to mastery)
Efficacy
2.
Desire for knowledge Animal learns to find food more

efficiently and learns to avoid prey
Wonder
Independence
3.
Desire to be
autonomous
Motivates animal to leave nest,

searching for food over larger area
Freedom
Status
4.
Desire for social

standing (including
desire for attention)
Attention in nest leads to better

feedings
Curiosity
Social contact
5.
6.
Vengeance
Idealism
Desire for peer

Safety in numbers for animals in wild
companionship (desire
to play)
Desire to get even
(including desire to
compete, to win)
Self-importance
Fun
Animal fights when threatened

Vindication
7.
Desire to obey a
Animal runs back to herd when
traditional moral code stared at by prey
8.
Desire to improve
society (including
altruism, justice)
Unclear: Do animals show true

altruism?
Desire to exercise
muscles
Strong animals eat more and are less

vulnerable to prey
Loyalty
Compassion
Physical Exercise
9.
Romance
10. Desire for sex

(including courting)
Reproduction essential for species

survival
Lust
11. Desire to raise own

children
Protection of young facilitates

survival
Love
12. Desire to organize

(including desire for
ritual)
Cleanliness rituals promote health
13. Desire to eat
Nutrition essential for survival
Acceptance
14. Desire for approval
Unclear: animal self-concept?
Tranquility
15. Desire to avoid

anxiety, fear
Animal runs away from danger
Saving
16. Desire to collect, value Animal hoards food and other

of frugality
materials
Family
Vitality
Stability
Table 1, 16 Basic Desires
Satiation (avoidance
of hunger)
Self-confidence
Safe, relaxed
Ownership
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Dr. Reiss goes on to say:

All 16 basic motives have been validated against criterion behavior outside laboratories
and experiments (see Havercamp & Reiss, 2003). Concurrent validity and social
desirability studies also support the multifaceted model. The sensitivity model holds that
16 genetically distinct desires combine to determine many psychologically significant
motives. The model supports numerous predictions about behavior and provides
standardized measures (such as the Reiss Profile self-report version) needed to test the
validity of the predictions (p. 191).
As a leader, it is important know about intrinsic and extrinsic motivation and to know that at
least 10 theories try explain both concepts. However, it is more important to recognize that
motivation is more complicated than simply categorizing it as intrinsic or extrinsic. It should
be obvious from looking at Table 1, that many things play a role in determining motivation and
that, as Dr. Reiss points out, Even though external factors have influence, the motivation for
our actions, decisions, and behaviors comes from within us. Understanding this concept is the
key to your ability to apply Full Range Leadership most effectively.
The next few paragraphs expand on a few of the motivational theories referenced earlier.
Skinners Operant Conditioning Theory
Figure 7, B.F. Skinners Operant Conditioning Model
Renowned behaviorist, B.F. Skinner, believed that ones internal thoughts and motivations could
not be validated to explain their behavior. Rather, he suggested that only external (extrinsic),
observable influences lead to ones behavior. Therefore, Skinner developed a theory that
considers a method of learning that occurs through rewards and punishments for behavior.
Operant conditioning associates a specific behavior and a consequence for that behavior.
Skinner coined the term operant that refers to any "active behavior that operates upon the
environment to generate consequences" (1953).15
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Reinforcement
Reinforcement rewards a specific behavior and increases the likelihood the behavior will
continue. There are two types of reinforcement:
Positive Reinforcement involves favorable actions, results, or outcomes that a leader
presents to a follower after the follower demonstrates a desired behavior. In other words,
adding something the follower thinks is good in order to reinforce a desired behavior.
Examples of positive reinforcement include public recognition, praise, or awards.
Negative Reinforcement includes the removal of unpleasant, unfavorable actions or
events the follower is currently experiencing that occurs after they have displayed a
desirable behavior, or taking something away that the follower thinks is bad in order to
reinforce a behavior. Examples of this include removing members unfavorable
information file (UIF) and removing restrictions placed on a member.
Punishment
Punishment is where the leader presents an adverse event or outcome that causes a decrease in
undesirable behavior. There are two kinds of punishment:
Positive punishment occurs when the leader applies or presents an unfavorable action or
result to a follower who has demonstrated an undesirable behavioradding something to
stop a behavior from occurring. Examples of positive punishment include applying
restrictions to a member, issuing a UIF, and implementing additional duties.
Negative punishment occurs when a leader removes something valued by the follower
after they have demonstrated an undesirable or unacceptable behavior...taking something
away to stop a behavior from occurring. Examples of this include taking or withholding
a members freedoms and liberties, revoking a promotion, and taking away ones
position and/or responsibilities.
McClellands Need Theory

This theory argues that for a reward to be appropriate, accepted, and effective; it must fulfill a
members needs. David McClelland, a well-known psychologist, has been studying the
relationship between needs and behavior since the late 1940s. Based on his theory, there are
three primary needs a person must satisfy to be motivated:
The need for achievement is a desire where one accomplishes something difficult or
masters particular objects, ideas, or tasks independently or with little help. The Army
considered this need with their slogan Be All You Can Be.
People with a high need for affiliation prefer to spend more time maintaining social
relationships and wanting to be accepted and cared for. Being part of a prominent or
successful organization is another example of the need for affiliation. This need is the
focal point for various organizations like the Marine Corps The Few, The Proud, the
Marines.
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The need for power reflects an individuals desire to influence, coach, teach, or
encourage others to achieve. People with this need prefer to work and consider
discipline and self-respect as priorities.16 People who are motivated by power prefer
positions where they can influence outcomes. For instance, corporate leaders pursue
upper-echelon positions within their organizations to control the direction in which their
business is going.
Contemporary Motivation
Figure 8, Contemporary Motivation Model
Contemporary motivation categorizes a members commitment to the organization into three

levels. These levels are membership (lowest level), performance (moderate level), and
involvement (highest level) of commitment. Peoples motivation and productivity indicate their
level of commitment. Intrinsic (internal) and extrinsic (external) motivation play a key role in
ones commitment level. The more committed a member is to the organization; the more
involved they are in accomplishing the mission. Most people tend to start at the membership
level and, with the right rewards, move up to the performance level. In time, providing the right
environment exists, some people will reach the highest level of commitment, the involvement
level.
Membership Level
Individuals at the membership level only give the required time and effort to the organization.
Since they depend on the organization for an income, they merely meet the set standards and
nothing more. For instance, a subordinate is required to work eight hours a day, five days a
week and nothing more. Individuals at this level avoid getting too involved in their jobs and
often complain about their work but never take action to improve the situation (extrinsic
motivation).
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Performance Level
Individuals at this level understand and appreciate the rewards and benefits of doing more than
those at the membership level. Here, their basic needs are still being satisfied; however, they
tend to be more involved in the work center and contribute as long as leadership recognizes their
contributions. They bring their complaints and problems to leaderships attention and may offer
solutions. They also demonstrate initiative and actually solve problem so long as their efforts
are recognized and rewarded by leadership (extrinsic motivation).
Involvement Level
Individuals at this level are personally satisfied with their work and feel their personal needs and
desires are being met. Their motivation comes from within which enables them to produce highquality products and services. They truly enjoy what they do and believe that their job is worth
doing and doing well. People operating at this level identify problems, offer solutions, and
usually take action to correct problems. They strive for personal and organizational success
(intrinsic motivation).
Effective leaders know their Airmens temperaments and strengths and create an environment in
which their Airmen can use both. Creating such a work environment allows people to reach
their maximum potential and when they do, they reward themselves for jobs well done.
Knowing your people is a big part of contemporary motivation. Each Airman has an internal
switch that triggers his or her motivation. When leaders create the right environment, as
described above, individuals switch on their own motivation and begin operating at the
involvement level of commitment. Just imagine how effective your work center would be if
every member operated at the involvement level (see Figure 8). Below are three types of
rewards that are an integral part of contemporary motivation.
System Level Rewards - We receive system level rewards just for being a member of
the organization. System level rewards are things the organization provides such as pay,
training, annual leave, medical and dental benefits, etc., whether operating at the
membership, performance, or involvement level of commitment, everyone receives these
rewards.
Supervisory Rewards - Given to those who go beyond the standard, they include such
things as praise, public recognition, time-off, bonus pay, promotions, special
assignments, greater roles and responsibilities, etc. People who depend on these rewards
generally operate at the performance level of commitment.
Personal Rewards - These rewards come from within us. When we fully enjoy our
work, we strive to exceed every standard and reward ourselves for a job well done.
Because we are personally satisfied with our own work, we do not need or rely on
anyone else to reward our efforts. People capable of this type of reward operate at the
involvement level of commitment.
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Supervisors Responsibilities for Rewards

A supervisors ultimate goal is to create an environment where workers can thrive. One method
used to motivate and move our people from the membership level of commitment to the
performance level is with rewards. Everyone is entitled to receive system level rewards (see
Figure 8). However, it is a supervisors responsibility to ensure their subordinates meet all
standards and receive all system level rewards. Supervisors must strive to move their people
from the membership level of commitment to the performance level by appropriately rewarding
those who perform above the standard. However, supervisors cannot motivate people to move to
the involvement level since this commitment comes from within, intrinsically. However, what
supervisors can do (and should do) is create an environment where people can thrive. An
environment where they thoroughly enjoy what they do and realize the importance of their
efforts.
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Knowledge Check
Figure 9, Motivational Theory Crossword Puzzle
5. Down: This theory categorizes ones commitment level into three categories. The answer
key appears to be answers to Joharis Window?
6. Across: In this type of motivation, people their results to factors they can control.
7. Across: ______________ theory posits that people are motivated by how well they
perform, what social group(s) they are associated with, and the position and authority they
hold.
8. Across: This type of motivation comes from recognition, pay raises, and other tangible
rewards.
9. Up: ____________ theory is based on the belief that one is motivated by favorable and
unfavorable results.
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Full Range Leadership Model
Figure 10, Full Range Leadership Model
The many dramatic changes and challenges we face today such as shifting demographics,
workforce diversity, international relations, geographic political power, innovations in
technology, threats to the environment, economic (global and national), and collaborative
business practices calls for a more proactive leader who motivates subordinates to perform
beyond expectations. The Full Range Leadership Model is a leadership training system that
suggests leaders perform throughout a gamut of leadership behaviors ranging from active and
effective behavior to a more passive and less effective behavior. Having the ability to use a full
range of leadership behaviors is essential in todays complex world.
FRLD is unique in that it requires us to view leadership as a system. Its success relies on not
only the leaders actions but also the follower and the situation. Together, these three elements
working in concert with one another, like gears in a mechanical system, creating the core of the
leadership system (see Figure 11). These three elements affect each other differently and in
different ways. Whats more, this core is surrounded by less-obvious components like resources,
peers and associates, evaluations, rewards and punishments, developmental relationships,
opportunities, and challenges, which affect the three elements of the core. Holistically,
everything (the core elements and the other components) are susceptible to change over time and
are limited by existing boundaries and constraints.17
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Figure 11, The Leadership System
Leader
A leader is someone who influences others to achieve a goal. They are typical men and women
who, though not perfect, strive to display ethical behavior, virtues, and character strengths in
their actions as they battle their own vices and idiosyncrasies. They possess certain personality
traits like confidence as well as a personal set of values, beliefs, and ideas regarding how things
are and how they should be.18
Follower
A follower is someone who chooses to follow a leader because of the leaders character,
abilities, and vision. Like leaders, followers are not perfect and are usually not selected by the
leaders, but are inherited based on the situation. Great followers possess a love of learning and a
passion to apply what they have learned. They are motivated, creative, and possess a high level
of commitment to each other, the leader, and the organization.
Situation
There are many ways to describe a situation. Merriam-Webster describes situation as a relative
position or combination of circumstances at a certain moment or a critical, trying, or unusual
state of affairs.19 According to FRLD principles, a situation describes the relative
circumstances, position, or context that surrounds the leader and followers.
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FRLD, like other complex systems, is comprised of several parts that are interdependent of one
another. Throughout this system, energy (effort and motivation), resources, and information
flows exist between the components. The amounts of these flows depend on the leader
behaviors, follower actions, and the situation, which can either contribute or detract from the
systems performance. FRLD requires todays leaders to consider all the components of the
leadership system and be willing to work with all the other components like:
Developing relationships with leadership, peers, and subordinates;
Taking advantage of opportunities as they come available;
Efficiently using available resources;
Properly evaluating situations and the performance of followers;
Rewarding appropriately (and disciplining accordingly); and
Identifying areas for improvement (self, followers, and work place).
The FRLD model consists of a range of leadership behaviors that describe different styles of
leadership. According to the model (see Fig. 10), leaders display behaviors of leadership styles
that range from passive in nature, to more active. The more active the behavior, the more
effective the leader becomes. Below is a breakout of the full range of behaviors, beginning with
the most passive and ineffective.
Passive Leadership
Laissez-Faire (the non-leadership)
Those who exercise laissez-faire leadership:
View the development of their subordinates as someone elses problem;
Abandon or pass on their responsibilities to others;
Fail to respond urgently to critical situations;
Remain indifferent toward important issues; and
Are hesitant to make decisions or deal with chronic problems.
Since these leaders are usually absent from their duties and place of work, relationships with
subordinates suffers. Subordinates are less likely to consider those who use this laissez-faire
behavior as their leader. You could say that this behavior of leadership is missing something:
the leadership.
Management by Exception-Passive (MBE-P)
Considered slightly effective, MBE-P is the if it isnt broke, dont fix it leadership approach.
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An MBE-P leader:
Elects to sit back and wait for things to go wrong before taking action;
Intervenes only if standards are not being met based on in-place control measures; and
Will hold subordinates accountable if they fail to meet standards.
Due to these behaviors, followers will pay close attention to what is important to the leader.
However, followers tend to not trust those who do not take a more active leadership approach
and will demonstrate little commitment and motivation to this person and the organization. The
passive leadership behavior produces passive subordinate compliance.
Transactional Leadership
Transactional Leadership centers on the transaction between the leader and the follower. If can
be corrective (If you dont adhere to the standards, you will get a LOC!) or constructive (If
we get an Excellent rating on the inspection, you will get a day off!). Both of these statements
highlight a typical transaction and, depending on the type of Airman, should result in the
behavior the leader expects to see.
There are two types of Transactional Leadership behaviors: the corrective Management By
Exception-Active and the constructive Contingent Reward.
Management by Exception-Active (MBE-A)
MBE-A is the corrective transaction between the leader and the follower. It exists in structured
systems with detailed instructions, careful observation, and active supervision.
The MBE-A leader:
Controls followers through forced compliance with rules, regulations, and expectations;
Is more concerned with identifying problems and correcting them than trends in
performance;
Closely monitors performance for errors;
Focuses attention on errors or deviations from the standards; and
Wants to know if and when problems occur.
MBE-A can be effective if used appropriately in the right situation (high stakes or critical). It
reduces organizational uncertainties, avoids unnecessary risks, and ensures important goals are
being achieved. It also reduces the temptation for subordinates to shirk their duties or act
unethically and aids members in meeting defined performance objectives. Followers appreciate
the MBE-A leadership behavior as it reduces followers uncertainties regarding their purpose.
This leadership style is inappropriate for all situations and becomes very ineffective if it is they
only style used. Followers may have a hard time identifying with and trusting a leader that
constantly focuses on the negative or micromanages every aspect of the job.
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Contingent Rewards
Contingent Rewards involves the constructive transaction between the leader and the follower.
This transaction becomes a contract or goal between the leader and the follower.
A leader using Contingent Rewards:
Sets goals, clarifies roles, and explains expectations;
Uses extrinsic motivation to get followers to achieve goals. When the follower fulfills
the leaders expectations, a reward is provided to reinforce the demonstrated positive
behavior;20 and
Actively monitors progress and provides supportive feedback.
The leader tends to establish a constructive transaction with followers by:
1. Setting Goals For and With Followers. Setting goals directs your followers attention
to what needs to be achieved. Goals motivate followers by increasing their persistence
and persuades them to strategize ways to best achieve the objective or develop action
plans to meet their target.21
2. Suggest Pathways to Meet Performance Expectations. Aside from setting goals,
followers often need ideas on how to attain these goals. Here the leader can assist by
clarifying expectations and suggesting ways to accomplish the task(s). By offering ways
to achieve their goals and providing the necessary resources to do so, leaders are able to
provide a well-defined pathway allowing followers to reach desired performance
expectations.
3. Actively Monitor Followers Progress and Provide Supportive Feedback. Like
parenting, leaders must proactively monitor each followers progress and provide
resources that empower them physically, psychologically, and intellectually. Supporting
your followers is imperative to their success.
4. Provide Rewards when Goals are Attained. Successes need to be rewarded which
become stepping stones to a stronger self-image and greater achievements. Providing
extrinsic rewards and recognition for meeting performance expectations and achieving
goals is the hallmark of contingent reward leadership.22
Transformational Leadership
Have you ever had a person in your life that changed you for the better? One who helped you
recognize the greatness that existed within you and encouraged you to become the person you
are today? It is leaders like this that enable us, that help transform us into our best possible
selves.
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The transformational leader:

Offers followers a vision and inspires them to complete their mission;
Inspires followers to exceed their goals;
Promote positive and meaningful changes; and
Uses the 4 Is to influence and transform others.
There are four components of transformational leadership, the 4 Is:
Individualized Consideration (Nurturing)
A transformational leaders ultimate aim is to develop followers into leaders themselves. Using
Individualized Consideration, leaders:
Treat others as individuals with different needs, abilities, and aspirations and not just a
part of a group of subordinates;23
Nurture followers by acting as mentors or coaches, listening to their concerns; and
Empathizes with and supports each follower and keeps channels of communication open.
Intellectual Stimulation(Thinking)
This is the degree to which leaders value their subordinates rationality and intellect, seeking
different perspectives and considering opposing points of view. Using Intellectual Stimulations,
leaders:
Value learning and use unexpected situations as opportunities to learn and grow;
Stimulate and encourage creativity in their followers;
Advocate rational thinking and use systematic analysis as a means to creatively solve
problems;
Are not afraid to takes risks and solicit ideas from their followers; and
Encourage followers to be independent thinkers.
Inspirational Motivation (Charming)
This leader behavior involves developing and articulating visions that paint an optimistic and
enthusiastic picture of the future that is appealing and inspiring to followers. Using Inspirational
Motivation, leaders:
Present their vision as a shared visionthe must achieve future. These visions elevate
performance expectations and inspire followers to put forth extra effort to achieve the
leaders vision;
Help followers develop a strong sense of purpose. This purpose provides the energy that
drives a person, team, and/or organization forward;
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Express confidence in their followers;

Presents the vision in an understandable, precise, powerful, and engaging manner using
expert communication skills; and
Require followers to work together as a team in order to achieve the vision.
Idealized Influence (Influencing)
Transformational leaders are charismatic and act as positive role models that walk the walk.
In other words, they hold themselves to the highest standards, personally and professionally;
thus followers tend to trust and respect the leader and will emulate the leaders behavior. Using
Idealized Influence, leaders:
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; and
Set aside their self-interests for the good of the group.
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Knowledge Check
Match the descriptions from the left column to their respective concepts in the right column.
Responses may be used once, more than once, or not at all.
Description
Concept
10. _____This leadership is missing somethingthe

leader.
a. Management by ExceptionActive
11. _____With this behavior, a contract is

established between the leader and the follower.
b. Management by ExceptionPassive
12. _____This leader is reactive rather than proactive

and waits for things to go wrong.
c. Idealized Influence
13. _____Followers trust and respect leaders who

demonstrate this behavior because they walks
the walk.
d. Contingent Rewards
14. _____This behavior can be very effective if used

appropriately and counterproductive if used
excessively.
e. Intellectual Stimulation
15. _____This attribute refers to a leaders ability to

visualize an achievable future and assist followers
in developing a sense of purpose.
f. Laissez-Faire
16. _____Leaders demonstrate this by treating their

followers as individuals and supporting each
ones specific, developmental needs.
g. Individualized Consideration
17. _____This is what transformational leaders use to

stimulate and encourage creativity and critical
thought.
h. Inspirational Motivation
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Transactional vs. Transformational Leadership

According to AFI 36-2618, NCOs must take an active leadership and supervisory role by
staying involved with subordinates on a daily basis. As a supervisor and leader, you will
guide and instruct subordinates to ensure they are prepared to accept increased levels of
authority and responsibility while assisting them in reaching their full potential. The FRLD
model helps NCOs meet these responsibilities by providing a set of tools to use in developing
more effective Airmen: Transactional and Transformational Leadership--is one better than the
other?
Transactional vs. Transformational Leadership
Characteristic
Transactional Leadership
Transformational Leadership
Leaders source of power is: Rank, position, authority
Character, credibility,
competence
Follower reaction is mostly: Compliance
Commitment
Duration of results:
Short-term
Long-term
Rewards are typically:
Extrinsic (i.e. pay, promotion) Intrinsic (i.e. pride, self-esteem)
Leaders focus is on:
Performance evaluation
Personal development
Effects are on the:
Followers behavior
Followers attitude
This style targets the:
Followers actions
Followers heart
Table 2. Comparison of Transactional and Transformational Leadership 24
When thinking about Transactional and Transformational Leadership, you may be asking
yourself, Which one is best? Well, the answer is simply, It depends Each has its
advantages and its limitations (see Table 2). In choosing the appropriate style for a given
situation, you must consider the time you have to accomplish your task, your abilities, and those
of your followers, and the nature of the situation. Transactional leadership tends to have a here
and now, task related focus. Transformational leadership runs deeper and focuses on a
fundamental change in your followers professional character. However, transactional and
transformational leadership are not opposing approaches to getting things done. Rather, think of
transformational leadership as growing from the foundation of transactional leadership. It
produces levels of effort and performance on your subordinates part that go beyond what you
can help them achieve using the transactional approach. The two styles can even complement
each otherand frequently do. For example, when using the MBE-A style, the result might be
enhanced by using Inspirational Motivation in order to motivate your subordinates to perform
better. Alternatively, when using Contingent Reward, you could also use Intellectual
Stimulation to get subordinates more involved in processes. This could evolve into less of a
reliance on external rewards and more of a personal commitment to the organization.
142
Leadership Profile Measure Self-Assessment

The Thomas N. Barnes Center for Enlisted Education, Academic Affairs is presently developing
a Leadership Profile Measure to be used in the Airman Leadership School programs. Date of
release for the Leadership Profile Measure assessment is early CY 2014.
Self-Reflection Opportunity: Considering the material provided in this chapter about Full
Range Leadership Development, how will you use this information to enhance your
effectiveness as a leader?
143

Now that you have learned about Full Range Leadership Development concepts, answer the
following questions.
1. How might your understanding of FRLD impact your interaction with subordinates,
peers, and/or supervisors?
2. How might your understanding of FRLD impact mission effectiveness?

This chapter began by examining the evolution of leadership study and the many theories
developed to answer the million-dollar question: What is leadership? The reading continued
with a study of several motivational concepts and theories that able us to motivate others. All
this led to the creation of Full Range Leadership Development (FRLD) and why it is so
important for todays leaders to operate from a full range of leadership styles instead of just one
and the four components that make up FRLD.
As noncommissioned officers and enlisted leaders, we are responsible for providing our Airmen
the leadership and encouragement they need to successfully meet and complete the mission.
Full Range Leadership Development is the latest in leadership theory that explains various active
and passive leader behaviors that, depending on the leader, follower, and situation; can help
change, or transform, each Airman into becoming their best possible self.
144
Formative Exercise
1. During the staff meeting, MSgt Long says, We are facing an extremely important and
challenging mission. Since the recent budget cuts, our unit has been tasked to find more
efficient ways to operate. To accomplish this, we must set aside our individual differences and
approach this task with optimism and enthusiasm. I am confident that with a team effort, we
will exceed the unacceptable status quo and find new and innovative ways to operate with this
reduced budget. Immediately after the meeting, several subordinates approach MSgt Long with
their ideas and concerns.
MSgt Longs actions BEST illustrate _________ and its impact on NCO effectiveness.
a. Individualized Consideration
b. Inspirational Motivation
c. Intellectual Stimulation
2. SSgt Cox tells SrA Green, his newest instructor, Since youve never instructed before, lets
begin an intensive training program. Your goal is to teach 18 of the 30 lessons during this next
class. I will help you prepare to teach each lesson, as well as monitor your performance
throughout the course to ensure compliance with standards. After graduation, Cox says to
Green, Congratulations on meeting your goal! During the next class, you will be required to
teach all 30 lessons. In the meantime, lets work together on a plan for you to win Instructor of
the Quarter. Feeling a bit overwhelmed but excited about the opportunity, Green replies,
Okay.
SSgt Coxs _______ will MOST likely ________ his and SrA Greens effectiveness.
a. use of Transformational Leadership; enhance
b. misuse of Transformational Leadership; hinder
c. use of Transactional Leadership; enhance
d. misuse of Transactional Leadership; hinder
145
Key Terms
Contemporary Motivation, 131
Contingent Rewards, 139
Contingency Theory, 123
Extrinsic Motivation, 126
Full Range Leadership Model, 135
Idealized Influence, 141
Individualized Consideration, 140
Inspirational Motivation, 141
Intellectual Stimulation, 141
Intrinsic Motivation, 126
Involvement Level, 132
Laissez-Faire, 137
Management by Exception-Active, 137
Management by Exception-Passive, 138
Membership Level, 131
Need Theory, 130

Negative Punishment, 130
Negative Reinforcement, 130
Operant Conditioning Theory, 129
Performance Level, 132
Personal Rewards, 132
Positive Punishment, 130
Positive Reinforcement, 130
Situational Leadership Theory, 122
Skills Theory, 122
System Level Rewards, 132
Supervisory Rewards, 132
Trait Theory, 122
Transactional Leadership, 138
Transformational Leadership, 139
References
BusinessDictionary.com website. Management by Exception (MBE)
http://www.businessdictionary.com/definition/management-by-exception-MBE.html (accessed
17 Jun 11).
Cherry, Kendra. Psychology: Introduction to Operant Conditioning.
http://psychology.about.com/od/behavioralpsychology/a/introopcond.htm (accessed 23 Jun
11).
Jung, Don I. and Sosik, John J. The Full Range Leadership Development: Pathways for People,
Profit, and Planet. Taylor & Francis Group, New York and London (2010).
Kinicki-Kreitner. Organizational Behavior: Key Concepts, Skills, and Best Practices, Fourth
Edition. The McGraw-Hill Companies (2009).
Management Study Guide website. Fiedlers Contingency Model.
http://www.managementstudyguide.com/fiedlers-contingency-model.htm (accessed 29 Jun
11).
Merriam-Webster website. Situation. http://www.merriamwebster.com/dictionary/situation?show=0&t=1308773258 (accessed 22 Jun 11).
Stafford, Mathew C., The Full Range Leadership Model: A Brief Primer (Air University, 2010).
Tornado Chaser website. Where is Tornado Alley? http://www.tornadochaser.net/tornado.html
(accessed 29 Jun 11).
Wright State University website. Motivating Others Through Goals and Rewards.
http://www.wright.edu/~scott.williams/LeaderLetter/motivating.htm (accessed 17 Jun
146

1. Your responses should have centered on:
- I can use this newfound understanding of FRLD and the various leadership
behaviors I can choose from to effectively interact with others
- I can choose the appropriate motivational theory to effectively encourage others
accomplish their part of the mission
- With this understanding, I can be more effective as a NCO for my Airmen, peers,
and supervision
2. Your responses should have centered on:
- Realizing each individual prefers to be led and motivated differently will enable me
to communicate better with everyone
- By effectively leading and motivating others, I will be able to meet mission
requirements in a timely manner, while conserving resources
- Understanding each leadership behavior of FRLD will allow me to match the
appropriate behavior with the individual and situation

1. The Situational Leadership Theory considers a ones ability to complete a specific task
and the use of four leadership styles to aid in his or her development.
2. The Trait Leadership Theory states that a persons ability to lead depends on their
intellect, self-confidence, determination, integrity, and social skills.
3. The Skills Leadership Theory focuses on the argument that a persons ability to lead
depends on their emotional intelligence, awareness, and control.
4. The Contingency Leadership Theory believes that pairing a leader to a specific situation
is the most effective method because leaders cannot adjust their behaviors.
5. Down: Contemporary
6. Across: Intrinsic
7. Across: McClellands
8. Across: Extrinsic
9. Up: Skinners
147
Figure 12, Motivational Theory Crossword Puzzle Answer Key
Match the descriptions from the left column to their respective concepts in the right column.
Responses may be used once, more than once, or not at all.
Description
Concept
10. f. This leadership is missing somethingthe

leader.
a. Management by ExceptionActive
11. _d. With this behavior, a contract is

established between the leader and the follower.
b. Management by ExceptionPassive
12. _b._This leader is reactive rather than proactive

and waits for things to go wrong.
c. Idealized Influence
13. _c._Followers trust and respect leaders who

demonstrate this behavior because they walks
the walk.
14. _a._This behavior can be very effective if used
appropriately and counterproductive if used
excessively.
15. _h._This attribute refers to a leaders ability to
visualize an achievable future and assist followers
in developing a sense of purpose.
16. _g._Leaders demonstrate this by treating their
followers as individuals and supporting each
ones specific, developmental needs.
17. _e._This is what transformational leaders use to
stimulate and encourage creativity and critical
thought.
d. Contingent Rewards
e. Intellectual Stimulation
f. Laissez-Faire
g. Individualized Consideration
h. Inspirational Motivation
148

1.
CORRECT ANSWER: b
RATIONALES:
a. INCORRECT: Nothing in MSgt Longs comments or actions address Individualized Consideration
which, according to the FRLD chapter, includes the elements of treating others as individuals with
different needs, abilities, and aspirations and not just a part of a group of subordinates; mentor or
coach followers; listen to follower concerns; empathizes and support each follower; and keep channels
of communication open. See rationale for correct response for additional information.
b. CORRECT: The statements that MSgt Long makes to his team represent Inspirational Motivation,
which according to the FRLD chapter, involves developing and articulating visions that paint an
optimistic and enthusiastic picture of the future that is appealing and inspiring to followers. The
transformational leader presents their vision as a shared visionthe must achieve future. Helps
followers develop a strong sense of purpose; expresses confidence in their followers; presents the
vision in an understandable, precise, powerful, and engaging manner; requires followers to work
together as a team.
c. INCORRECT: Nothing in this scenario addresses Intellectual Stimulation, which, according to the
2.
FRLD chapter, is seeking different perspectives and considering opposing points of view. Here,
leaders consider learning a value and unexpected situations as opportunities to learn and grow,
stimulate and encourage creativity in their followers, advocate rational thinking and uses systematic
analysis as a means to creatively solve problems and innovation, are not afraid to takes risks and
solicit ideas from their followers, and encourage followers to be independent thinkers. See rationale
for correct response for additional information.
CORRECT ANSWER: c
RATIONALES:
a. INCORRECT: Although some of Coxs actions hint at one part of Transformational Leadership,
Individualized Consideration, none of his actions are the actual use of Individualized Consideration,
where leaders treat others as individuals with different needs/abilities/aspirations and not just part of a
group. They keep channels of communication open. See rationale for correct response for additional
information.
b. INCORRECT: None of Coxs actions show the actual use of Individualized Consideration. See
rationales for a and correct response for additional information.
c. CORRECT: According to the Full Range Leadership Development chapter, SSgt Cox uses
Transactional Leadership [MBE-A] to train SrA Green by keeping him and the processes in control,
monitoring and controlling Greens compliance with performance standards. MBE-A exists in
structured system with detailed instructions, careful observation, and active supervision. SSgt Cox
also implements contingent rewards (transactional behaviors that involve the constructive transaction
between the leader and the follower. These transactions formulate a sort of contract where the
leader sets goals, identifies ways for the subordinate to reach these goals, and supports the follower in
meeting these expectations. The follower is required to perform assigned tasks to a specified
performance level. When the follower fulfills the leaders expectations, a reward is provided to
reinforce the demonstrated positive behavior) by congratulating Green on meeting his goal and
prepares to nominate him for Instructor of the Quarter. If he continues this behavior, SSgt Cox will
most likely enhance his own effectiveness as well as SrA Greens.
d. INCORRECT: SSgt Cox used transactional leadership correctly, which will enhance (not hinder) his
and Greens effectiveness. See rationale for correct response.
Chapter Five: Four Lenses

- INTRODUCTION:
THE FOUR LENSES
- THE FOUR TEMPERMENTS
-- Green
-- Blue
-- Gold
-- Orange
Figure 1, Perspective
- BLIND SPOTS
- COMMUNICATING THROUGH
THE LENSES
- MATURITY
- REAL-LIFE GUIDELINES AND
STRATEGIES OF COLORS
All of us think we see the world as it is: when in

reality we see it as we are.
- Stephen Covey
150
Upon completion of this chapter, learners should

be able to:

Comprehend Four Lenses concepts and their
effectiveness.
Terminal Cognitive Samples of

Behavior:
1. Explain Four Lenses concepts and/or their
impact on subordinate NCO, unit, and
2. Give examples of Four Lenses concepts
and/or their impact on subordinate, NCO,
3. Predict the impact of Four Lenses concepts
on subordinate, NCO, unit, and mission
effectiveness.

1. Explain:
a. traits/characteristics associated with each
of the four temperaments.
b. importance of adjusting ones
communication style when dealing with
temperaments different from ones own.
c. maturity as it relates to the Four Lenses.
2.
Summarize the four basic personality
temperaments.
3.
Give examples of adjusting ones
communication style when dealing with
temperaments different from ones own.
4.
Describe how Four Lenses concepts can
impact leading others and teams.
Affective Objective: Value Four Lenses.

1. Read about Four Lenses concepts with an
open mind and remember new information
(receiving).
2. Complete all activities (progress checks,
adult learning profile, IDDP exercises, and
self-reflection), and question concepts,
models, etc. in order to fully understand
them (responding).
3. Accept the idea that effective use of Four
Lenses concepts positively impacts
individual, unit, and mission effectiveness
(value).
4. Willingly develop a preference for using
Four Lenses concepts to enhance
individual, unit, and mission effectiveness
(value).
5. Commit to using Four Lenses concepts to
This chapter marks the beginning of your

journey into self-awareness. As you already
know, we all have our own preferences,
mannerisms, and methods as to how we
approach life, its challenges, and one another.
These variances make life creative, innovative,
and intriguing. However, they can also be the
root cause of conflict, misunderstandings, and
heartache. Therefore, the more we learn about
our own personality and temperaments, the
more effective we will be when interacting with
one another.
It is no secret that our individual happiness and
success often depends on our ability to
positively interact with others. After all,
practically everything we need, want, and
expect from life is usually provided through the
aid and assistance of others. For instance, we
constantly rely on the support of our parents,
teachers, siblings, neighbors, co-workers,
subordinates, mentors, customer service
employees, resource advisors, etc. to either
reach personal, mutual, and organizational
goals. With the clashes of differing views and
personalities, you may wonder, How did we
ever survive? Taking the steps toward a higher
understanding of others and ourselves enables
us to better interact with one another, thus
improving our effectiveness and ultimately,
success.
This chapter begins by introducing a
revolutionary theory that identifies four specific
personality temperaments known as the Four
Lenses. Next, it offers an in-depth explanation
of each temperament and another element of our
social construct known as blind spots. It
continues by explaining how we can
communicate through the Lenses to achieve
desired results and examines the role maturity
plays in social interaction. Finally, it provides
some strategies to assist you in effectively
putting the Four Lenses into practice.
151
STUDENT LEARNING OUTCOME: Students who graduate from Airman Leadership

Distance Learning Course will possess an improved knowledge and understanding of Four
Lenses concepts.
Introduction: The Four Lenses

The Four Lenses is a 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.
The Four Lenses is a product of the research conducted by Swiss
psychologist, Dr. Carl Jung who believed that observation of the
habitual exercise of individual choice, consistent with certain shared
preferences, could be used to help identify fundamental differences in
people. According to Jung, each person is
born with a specific predisposition toward
a particular preference. In the 1940s,
Isabel Myers and Katherine Briggs
combined the works of Jung with their own
findings to create an instrument we know
Figure 2, Dr. Carl Jung
as the Myers-Briggs Type Indicator
(MBTI).25 Today, it is one of the most widely used personality
surveys in the world. Dr. David Keirsey, a renowned clinical
psychologist also used some of Jungs research to develop the
Figure 3, Dr. David Keirsey
Keirsey Temperament Theory.26 Both of these instruments are
foundational to the Four Lenses assessment.
Special Note:
As you examine the Four Lenses theory, keep in mind that the terms preferences, colors, and
temperaments are synonymous. Every person you meet or interact with is a unique individual,
each with his or her own personality traits, characteristics, and mannerisms, all expressed in
different ways.
What one likes and dislikes, where and how they were raised, what their beliefs and values are,
and their unique life experiences all contribute to making each of us different.
152
As you learn about the Four Lenses, remember that even

though we all have a preferred temperament that we
behave from and view the world through the most, each
of us is a compilation of all four temperaments.
Figure 4, Temperament percentages
The Four Lenses identifies four rather different approaches to life, known as temperaments. In
the Four Lenses, these temperament styles are categorized using and easy-to-remember color
code of Gold, Green, Blue, and Orange. It is easy for people who share the same temperament
style to relate, communicate, and get along because they see each other through the same lens.
However, by learning about each temperament, we are better able to understand everyone rather
than only those who are most like us. According to research conducted by the experts at Shipley
Communications, todays society is a compilation of the four temperaments with 44 percent of
the population preferring Gold, followed closely by the Orange (40 percent), Green (10 percent),
and lastly the Blue temperament (only 6 percent)27.
The Four Temperaments

As previously noted, there are four different temperament styles represented by colors: Gold,
Green, Blue, and Orange. It is important to remember that each of us is a compilation of all four
temperaments. However, we choose to view and approach life through a most preferred lens
or temperament.
Green
Logical thought and analytical evaluation are at the core of the
Green. One who prefers this temperament values competence in
themselves and others and can quickly develop contempt for
individuals they consider incompetent. Greens often like to work in
solitude and have a hard time with rules and routine. They are
reasonable and inquisitive, always inclined to ask endless why
questions. Because of their never-ending search for better or
improved ways to accomplish things, they require sufficient time to
complete tasks. For the Green temperament, all assignments need
Figure 5, Green Temperament
to be meaningful and are most valued when they realize that the
experience will enhance their competence, knowledge, and credibility as an intellectual.
153
Greens are most interested in expanding their own knowledge and abilities rather than tending to
the needs of others. It is not usually important for those who prefer this temperament to feel like
they fit in. In fact, many of them relish the fact that they are different and may go to great
lengths to ensure they do not follow the societal herd. Often they will follow a belief that
takes the moral or intellectual high ground, even if it causes disharmony with others. They are
usually not afraid to engage in heated debate, as long the discussion focuses on ideas and
concepts and not feelings or emotions. Greens feel the need to challenge the status quo in
pursuit of innovation for the betterment of the process rather than the people. You could say
their motto is, If it isnt broke, there is still a better way. The Green temperament does not
require ample amounts of social and emotional support, but they do desire support and
encouragement when it comes to their ideas and cognitive abilities.28
Below are some tips for motivating Greens:
Be competent
Avoid defending black-and-white positions that rely on feelings or conjecture
Value them as individuals
Value intelligence, facts, and research
Create assignments that are thought-provoking and meaningful
Recognize them for their ability to think and work with new ideas
Explore and entertain the what-if questions as well as theories
Allow them to work in their area of interest and expertise
Provide multiple and continuous access to resources
Help them to understand the significance and impact of their assignments
Provide opportunities for them to share what their knowledge
Provide opportunities for them to develop alternative approaches
Be personally inquisitive and reward their inquisitive nature
Let them experiment
Be flexible and reasonable
Focus on facts, theories, and proper analysis of data, information, and knowledge
Allow them to work with like-minded people
People with Green as their preferred temperament include Aristotle, President Abraham Lincoln,
Albert Einstein, Thomas Edison, Steven Spielberg, Steven Hawking, and Steve Jobs.
154
Figure 6, Examples of the Green Temperament
Blue
Feelings and people are at the crux of the Blue temperament.
When these individuals receive emotional support and
understanding from others, there is no limit to what they can
accomplish. Interpersonal interaction and relationships are
essential components of this temperament. Blues strive to please
others, offer encouragement, and will oftentimes go out of their
way to help everyone fit in to the group. Harmony and peace are
very important to those who prefer the Blue temperament and will
sacrifice their wants just to maintain group cohesion.
Figure 7, Blue Temperament
Blues want to be a positive and productive part of the group and respond well to diplomatic team
settings. To increase and maintain their personal energy levels, they desire considerable
amounts of emotional support and constructive feedback from their peers. For example,
compliments are more effective when correcting substandard performance than criticism.
Therefore, a good rule of thumb when working with a Blue is offering five compliments to one
criticism. The five compliments will somewhat cushion the blow before and/or after giving the
constructive criticism. They must believe that your criticism is given out of genuine concern for
their well being. As mentioned, those of the Blue
temperament follow through on their assignments if for no
other reason to avoid disappointing others. However, they
have to choose between meeting a deadline and tending to
the needs of another, the person will almost always become
the Blues top priority. A good rule of thumb for
understanding the Blue temperament is that people and
Figure 7, Blues are Caring
cohesion is the absolute and not the exception.29
Below are some tips for motivating Blues:
Make sure they know you care about them personally
Focus on feeling, not just on facts
Create a pleasant, inviting, and harmonious environment
Create ways for them to use their creative abilities
155
Reward them with small personal interactions such as notes, smiles, approving looks, etc.
Utilize principles, not facts
Engage them in group projects or activities
Be enthusiastic, happy, and upbeat
Smile and laugh a lot
Draw on their values and interests
Be whimsical and allow them to do the same
Show concern for their needs
Downplay competition
Focus on subjects at the feeling level as well as the intellectual level
Use open-ended questions
Make sure people come before any other consideration
Examples of famous people who prefer the Blue temperament include Oprah Winfrey, Eleanor
Roosevelt, Martin Luther King Jr., President Jimmy Carter, Mahatma Gandhi, and Dranafile
Bojaxhiu (you may know her as Mother Theresa).
Figure 8, Examples of the Blue Temperament
156
Gold
Structure, security, and order are at the core of the Gold temperament.
Golds thrive well in environments that are deliberate and well
organized. Confusion, chaos, and disorder are very unsettling and
frustrating to those who prefer the Gold temperament. They are
typically obedient, law-abiding, and respectful of rules and authority.
Golds pride themselves on hard work and dedication and appreciate
detailed instruction with well-defined details. Once they know precisely
what is expected of them, Golds are goal oriented, ready to complete any
task requiring little prompting or encouragement. You can usually
Figure 9, Gold Temperament
rely on those who prefer the Gold temperament to do the right thing
because they truly believe that rule following and law-abiding is the best and only way to be.
They have a strong sense of loyalty and duty, and they excel in positions of leadership and
authority. Golds often expect all things to be fair, morally right, and just and work best in
environments where everyone pulls their own weight and respond well to verbal praise and
acknowledgement of their efforts. A good rule of thumb for when understanding this
temperament is that a Golds real happiness is achieving established goals on time while keeping
everything in order and in its proper and rightful place.30
Below are some tips for motivating the Gold temperament:
Treat them professionally
Focus on traditional approaches
Make sure all expectations are clearly explained and outlined
Reward them in tangible ways
Lay out things in a step-by-step fashion
Be highly organized and establish a predictable routine
Follow and enforce the rules
Be fair
Clearly explain acceptable behaviors and expect them to do the right thing
Maintain an orderly work environment
Develop assignments focused and organized with specific goals and objectives
Create clearly identifiable tasks and responsibilities
Help them see there is more than one right way to do something
Provide opportunities to fix mistakes
Be prompt in providing feedback
Give them enough time to do an assignment well
Let them work in leadership or service positions
157
Examples of the Gold temperament include Julius Caesar, President Harry S. Truman, John D.
Rockefeller, Sandra Day OConnor, and retired U.S. Army General, former Chairman of the
Joint Chiefs of Staff and Secretary of State, Colin Powell.
Figure 10, Examples of the Gold Temperament
Orange
Fun and excitement are staples of the Orange temperament.
They thrive on competition and the adrenaline rush from doing
things others are typically afraid to try. Oranges prefer to
surround themselves with people who are willing to laugh,
explore, play hard, take risks, and work hard. At times, they
may be viewed as renegades and free spirits, challenging
authority and the status quo when in reality Oranges believe that
there respect is something that is earned, not expected and that
taking chances leads to innovation and improvement.
Figure 11, Orange Temperament
Though many people mistake their tireless optimism and

happy-go-lucky spirit as something less than a serious
approach to life, those who prefer the Orange
temperament are upbeat, fun, inspiring to be around and
are relentless when they are involved in pursuits that are
valuable to them. They possess a tireless ability and
stamina and work as hard as they play. Oranges are
proud of their competitive drive, which makes them
highly ambitious and successful. Although Oranges
may appear unorganized and unprepared, they have their
own sense of order and an impressive ability to think
under pressure. They desire the ability to accomplish
tasks and issues in a very practical way.
Figure 12, Orange Temperament
158
If they cannot see the immediate reason for doing something, they will often dismiss it as stupid
or boring. Oranges typically allow their gut instincts to determine their actions without fully
considering the possible consequences. A good rule of thumb for understanding an Orange is
they love fun, excitement, and being in the center of the action.31
Below are some tips for motivating Oranges:
Keep life engaging, fun, and exciting by using non-traditional approaches
Make sure all expectations are clearly explained and understood
Help them find some joy in doing thing Gold things
Be flexible
Be willing to negotiate
Be willing to overlook certain behaviors
Make sure to remind them continually concerning due dates and assignments
Use humor
Establish a non-obtrusive routine
Make things more hands-on
Help them stay on task
Provide opportunities for alternative assignments
Utilize their boundless energy
Allow them to learn by doing
Develop the use of healthy competition
Provide immediate and tangible rewards
Figure 13, Examples of the Orange Temperament
Examples of the Orange temperament include Johnny Carson, General George S. Patton, Laila
Ali, Donald Trump, and Olympic gold medalist and snowboarder, Shaun White.
159
Knowledge Check
1. The __________ temperament values Interpersonal interaction and close relationships.
2. The _______________ temperament values competitiveness, hands on work, and people
who prefer this temperament work as hard as they play.
3. The ______________ temperament values competence in themselves and others and can
quickly develop contempt for individuals they consider incompetent.
4. People who prefer the _______________ temperament are goal oriented, ready to complete
any task requiring little prompting or encouragement.
Self Reflection Opportunity: How can understanding the preferred temperaments of yourself
and others help you understand the motives of other people, improve lines of communication,
and reduce personal misunderstandings?
160
Blind Spots
A well-known model that illustrates ones self-awareness is the Johari Window Model (see
Figure 14). Developed by Joseph Luft and Harry Ingham (hence its name, Johari), the model is
essentially a pattern of four quadrants used to determine a persons four areas or panes of selfawareness to include how others see or perceive that person.
Figure 14, The Johari Window
Counter-clockwise and beginning in the upper left-hand corner of the model, the Open
windowpane refers to characteristics and traits that you and others know about yourself. For
example, you and others may realize that you do not care for sitting through long meetings,
eating chocolate, or that you have a habit for playing with your hair when you are nervous. The
next windowpane, Hidden, (or faade) regards aspects about yourself that you refuse to share
with others. Sometimes referred to as the skeletons within our closet, these may include fears,
traumatic past experiences, etc. However, sharing information about these characteristics moves
this awareness from the hidden to the open pane. The next windowpane, Unknown, refers to
aspects about ourselves that no one knows, to include ourselves. For instance, you will never
know if you like or despise broccoli unless you try it. Neither you nor anyone else knows for
sure whether you like (or despise) broccoli. On the other hand, once you try broccoli and share
your opinion of it with others, your love, (or hatred) for broccoli moves from the Unknown to the
Open pane.
161
The last pane in Joharis Window, known as the Blind windowpane, refers to aspects about us
that we are not aware of, but others are. For example, others may notice that you avoid eye
contact when talking with them; something you did not know about yourself. It is through
receiving feedback from others about your lack of eye contact that you will reduce this blind
spot. The more others identify and share what they notice about us, the more we will know
about ourselves, thus increasing self-awareness.32
Consider the following example that relates the Johari Window to the Four Lenses.
Suppose you meet a person whose primary temperament is Gold but possesses a very low
level of Blue (remember, we are all a composition of all four temperaments). As we
know, the Gold temperament is task-oriented and prefers structure, discipline,
organization, schedules, timelines, and deadlines. They have difficulty expressing
emotions or being sensitive to others and they may not realize that they appear cold,
insensitive, or heartless to those whose preferred temperament is Blue. This
temperamental blindness could have a devastating effect on Golds relationships at
work and at home! Blind spots like this can lead to misunderstandings, unhealthy
relationships, conflict, which can create unhealthy communication and hostile
environments.
The first step to reducing temperament-related blind spot(s) is simply being aware of them.
Once you realize and accept that they exist, you can explore ways to remedy and reduce them.
Some ways to minimize blind spots include:
requesting feedback from others about yourself, your personality, and mannerisms;
becoming more familiar and comfortable with the other temperaments by learning about
and interacting with them; and
balancing your blind spot shortfalls by capitalizing on the strengths of the other
temperaments.
Self reflection Opportunity: Why is it important to become aware of our blind spots? How
might you go about reducing your own blind spots? How can you help others reduce their blind
spots?
162
Knowledge Check
Complete the crossword puzzle using concepts associated with the Johari Window Model.
5. Down: These are aspects about ourselves that we are unaware of, but those around us are.
6. Across: This windowpane refers to those aspects about ourselves that we wish to keep
private.
7. Across: These are the characteristics about ourselves that everyone is aware of.
8. Down: This windowpane refers to information about ourselves that no one is aware of, not
even ourselves.
Figure 15, Crossword Puzzle
163
Communicating Through the Lenses

Do not expect people to change the way they interact with you just because they recognize your
preferred temperament. Instead, try adjusting the way you interpret, interact, and respond to
others by keeping the Four Lenses concepts in mind, especially the traits associated with each
temperament.
For example, if your preferred temperament is Blue and a coworkers preferred temperament is
Green, communication with this person may be short and bland. In fact, you may even label
your coworker as rude, quiet, condescending, and uncaring because she does not seem interested
in what you have to say. However, with your newfound knowledge of the Four Lenses, and a
comprehension of the Green temperament, you now know that your coworker may actually care
about you very much, but seldom shows you because, as a critical thinker who values
competence, she is almost always concentrating on the task at hand rather than feelings or
emotions.
Anti-Tobacco Poster Activity

Look at the following anti-tobacco posters (Figures 16 19) and then decide which temperament
finds which poster most appealing. Next, determine what the poster designers got right, what
they might have missed, and what they could have done better.
164
Figure 16, Anti-Smoking Ad33
Did you think this poster in Figure 16 appealed to the Green temperment? The poster designers
used facts rather than abstract ideas to attract the fact-finding reader. Remember, Green
temperments are analytical and like facts and substantiated data. To make this more appealling,
designers could have incorporated a graph or timeline and a website link that captures the results
of the conducted health studies. Try this next advertisement:
Tell it
165
Like it is
We like our men dip and smoke free!

Figure 17, Anti-Dip and Smoking Ad34
Did you think this advertisement (Figure 17) appeals to males whose preferred temperament is
Orange? This poster is full of life, happiness, and colors. The playful and fun image appeals to
the wild nature of Orange temperments. To make this more appealling to the Orange
temperment, the designers may have used more colors, placed the women in a party setting, or
added wild font to make the image more exciting and fun.
166
Did you think the image in Figure 18 appeals to the Gold temperament? The poster is simple
and straightforward without any excitement and emotional appeals. However, this image is of a
national military cemetery that represents organization, heritage, and dedication to duty, all of
which are valued by the Gold temperament.
167
Did you think this image (Figure 19) appeals to the Blue, Orange, and Gold temperments? Here,
the designers used words that center on words that represent what we value. Family, kids, and
friends all appeal to the Blue temperaments need for close and meaningful relationships.
Health, readiness, and strength may target the Orange temperament who is more physically
active and competitive, whereas budget, unit, and country may lean more toward the Gold
temperamant who values (financial) security and remains loyal and dedicated to what upholds
and defends our rights and freedoms as a free nation. To make this poster more appealing to all
readers, the the desingers could have incorporated some facts that represent the impact smoking
has on all these subjects (for the Green temperament) and more colors and exciting imaging (to
attract the Orange temperament).
Keep the following tips in mind when interacting with the four temperaments.
168
When communicating with those of the:
Green temperament; 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.
Blue temperament 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.
Gold temperament, 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.
Orange temperament 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.
169
Maturity
Maturity
humility
D
e
v
e
l
o
p
m
e
n
t
The spine/backbone
pride
Figure 20, Maturity Model
Maturity is the ability to express ones 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 elses lens (color). Ones maturity can be viewed as a continuum of
low maturity to high maturity (see Figure 20).
A person with a high level of maturity is often considered humble, modest, and discreet. It can
be very difficult to determine the preferred temperament of a mature person because they
function from the nexus (or center) of the four lenses. A person with a high level of maturity can
be compared to a temperamental chameleon, meaning he or she is able to adapt to the colors of
those they are interacting with. A person with a high level of maturity will not force their
temperament on others. Instead, they apply what they know of the other temperaments and
modify their own behaviors accordingly in order to effectively communicate with others.
Maturity is a product, and the proverbial face of, our overall character and it develops as
character develops. A low level of maturity doesnt necessarily mean a person is immature or
juvenile; it simply means the person requires development in their maturity and character. To
develop maturity, one should expand his knowledge of the four temperaments, recognize the
differences of each, and seek enrichment opportunities to experience each temperament firsthand to complement the learning (maturation) process.
170
One should also be willing to make personal behavioral changes to better empathize, relate, and
communicate with those with different temperament preferences. As maturity develops, your
ability to operate in all your non-primary colors improves. The result is a person who, regardless
of primary temperament, is capable of genuinely connecting with each person they interact with
so naturally that their primary color is difficult to determine. Others often view a person with a
high-level of maturity as an influential member of society. As a person develops her maturity,
she may start out with a low-level, firmly believing that her way (or color) is the best or most
appropriate one. She may even force her preference on others. However, as she matures, she
gains knowledge and experience (such as learning about the Four Lenses) and realizes that each
temperament is different. As maturing continues, she discovers that change is not the goal, it is
ones behavior. For example, an Orange would never become a Blue, but perhaps could learn to
act more like a Blue when with those of the Blue temperament. As she moves along the
continuum toward higher maturity, she gradually increases her ability to operate in her nonprimary color. Eventually, she would reach a high-level of maturity, with the ability to do the
attributes and mannerisms of the other temperaments with little effort, selecting the most
appropriate behaviors for the people and situation. She could accomplish this without
advertising it and with humility.37
Self Reflection Opportunity: What kind of behaviors would you expect to see in people with a
low maturity as it relates to Four Lenses? Why should we strive to reach a high level of
maturity?
Real-life Guidelines and Strategies of Colors

With all of the information you have learned about yourself and others in this lesson, you now
have enough information to be dangerous to yourself and others. Inappropriate use of this
information (whether out of good intentions or not) can potentially damage relationships and
jeopardize healthy communication. To help you avoid this, the creators of the Four Lenses have
developed a list of real-life guidelines and strategies for you to follow.
1. Dont stereotype others Everyone is their own unique blend of the four temperaments.
Something that is true for a person of a certain color may not be true for another person of
the same color.
2. Dont try to change people When we look at others, we are using our own preferred lens to
view them and eventually try to compare others to ourselves. You might have a tendency to
believe that because someone is different from you, that person is flawed and you may want
to try to help them to become more like you. This is counterproductive and virtually
impossible.
3. Dont negate the values of others Refrain from judging color characteristics as right or
wrong. Each temperament has its own set of values and standards that differ (often greatly)
from the others.
171
4. Dont let strengths become liabilities Sometimes, when people are down and/or stressed,
they tend to minimize or maximize certain traits to the point that the traits that were once
strengths become liabilities. For example, a Gold being so obsessed with cleanliness to the
point that he or she frustrates and drives others away.
5. Dont use colors as an excuse Our preferred temperament does not completely reflect our
capabilities and limitations. It is counterproductive to blame characteristics of your

personality for behaviors.
6. Keep your observations private People tend to react negatively to being figured out or
diagnosed by others. Even if you recognize someone as having a Gold preference, refrain
from pointing it out. Instead, use this information to improve your communication and
relationship with that person.
7. Give good gifts Give people what they value, not what you value. This applies to
communication as well. Instead of addressing or relating to someone in a way that you

prefer, you should consider doing it in a way they would prefer.
8. Carry all the color lenses with you Try adopting another perspective if one is not working
for you. If communicating in one style fails, try a different colored lens.
9. Validate the strengths of each color Each temperament has a unique set of strengths that
the others dont have. Recognizing, accepting, and validating them is important to the
success of any organization. It also encourages growth and development in others.
10. Learn from others By becoming familiar with the skills and strengths that other
temperaments possess, you are able to potentially develop new skills or possibly compensate
for ones you are unable to develop. By surrounding yourself with friends or coworkers of
other temperaments, allows you to successfully adapt to various challenges that life brings.38
Self Reflection Opportunity: How can you use the information you have learned to be a more
effective NCO?
172
Knowledge Check
Match the descriptions from the left column with the concepts from the right column. All
concepts are used only once.
Description
Concept
9. ___A personal characteristic where one imposes their

preferred temperament on others.
a. Maturity
10. ___A personal quality where one can modify his or

her behaviors to effectively interact with all
temperaments.
b. Humility
11. ___Simply because Greens are known to prefer their

independence does not mean all who prefer this
temperament wish to be alone.
c. Pride
12. ___This is the ability to see others, situation, and

environment through the other lenses.
d. Validate each colors strengths
13. ___Do not label others as a Gold or Blue, even though e. Give good gifts
you may have correctly identified their preferred
temperament.
14. ___Treat others the way they want to be treated, not
the way you prefer to treat them.
f. Keep your observations private
15. ___Validate each colors strengths: successful

organizations and leaders acknowledge the unique
capabilities of each temperament.
g. Dont stereotype others

Given what you have learned about the Four Lenses, how will you use the information to
enhance your effectiveness?
173
174

The Four Lenses chapter marks the beginning of your journey into self-awareness. You learned
basic information about The Four Lenses as well as the characteristics of each of the four
temperaments. You also learned about how to motivate each temperament as well as how
recognizing your blind spots can improve your self-awareness and interactions with others. You
then examined the ways we can adjust our behaviors to better interact and communicate with
others who prefer temperaments that differ from our own preferred style. The last part of the
lesson concentrated on the concept of maturity and how it relates to not only the Four Lenses,
but also how maturity and the Four Lenses apply to youthe noncommissioned officer.
This chapter was specifically designed to teach you about yourself and others in a way that
improves your ability to effectively interact with others, regardless of their preferred
temperament. The knowledge you gained from this experience, if used appropriately, will
improve your communication and relationships with others in a way that fosters mutual
understanding and acceptance, thus enhancing your effectiveness as a NCO. Opportunities to
apply the concepts of the Four Lenses will be evident throughout your Air Force experience and
lifeyoull see!
175
Formative Exercise
1. During her mid-term feedback with SrA Duck, TSgt Wilson says, I am very impressed
with how you completed that last big project. It was extremely demanding both physically and
mentally and you completed it with a bold and fearless attitude. Embarrassed Duck admits,
Ive never thought of myself as bold and fearless. I just like to be challenged. TSgt Wilson
replies, In that case, I have another assignment that requires someone with your competitive
spirit. Interested? Duck responds, Absolutely!
TSgt Wilsons comments BEST illustrate her understanding of ____________ impact on
NCO effectiveness.
a. temperaments and their
b. blind spots and their
c. maturity and its
2. SrA Staples is frustrated because his supervisor, TSgt Stevenson, never gives him or any of
his coworkers any positive feedback, even when they put in extra effort. Trying to open a line of
communication, Staples asks Stevenson for a moment of his time. He says, Sir, sometimes
wed like to hear that were doing a good job or at least get a thank you. Stevenson replies, I
dont see how that matters, but I do appreciate how hard all of you work, especially considering
how well everyone follows procedures and adheres to the rules around here.
TSgt Stevensons _______ will MOST likely ________his effectiveness.
a. acknowledgment of his Blue temperament; increase
b. failure to acknowledge his Orange temperament; decrease
c. acceptance of feedback about his blind spot; increase
d. failure to acknowledge feedback about his blind spot; decrease
176
Key Terms
Blind Spots,162
Joharis Window Model, 162
Maturity, 171
The Four Lenses Theory, 153
References
Bryce, Nathan K. Four Lenses Unfolded. North Orem, UT: Insight Learning Foundation, 2002.
Covey, Stephen R., The 7 Habits of Highly Effective People, Simon & Schuster, 1989.
Four Lenses Facilitators Guide, Shipley Communication, 2005.
Four Lenses, 4-Temperament Discovery: The Kit, Shipley Communication, 2009.
Fraser, George C., Ten Truths for Building Extraordinary Relationships, The McGraw-Hill
Companies, 2007.
Keirsey, David, and Marilyn Bates. Please Understand Me: Character and Temperament Types,
Del Mar, CA: Gnosology Books, Ltd., 1984.
Luft, J. and Ingham, H. The Johari Window, A Graphic Model of Interpersonal Awareness,
Proceedings of the Western Training Laboratory in Group Development, Los Angeles:
UCLA, 1955.
Shipley Communication official website: http://www.shipleycommunication.com /assessments/
(accessed 13 February 2013).
Wellness Proposals website: http://wellnessproposals.com/wellness-library/tobaccocessation/tobacco-cessation-posters/ (accessed 13 February 2013).
177

Your responses should center on how understanding and using the Four Lenses will improve
their performance fulfilling NCO responsibilities IAW AFI 36-2618.
- Increases understanding of my temperament and how my behavior could affect others
- Helps anticipate how different temperaments interact so I can adapt my management style
while leading diverse teams
- Match airmen to tasks that are compatible with their personality and strengths
- Helps supervisors understand subordinates needs, joys, strengths, and values based on their
temperament
- Helps supervisors adjust motivation techniques (e.g. rewards) based on temperament
- Improves communication techniques, which enhances personal and professional
relationships

1. The Blue temperament values Interpersonal interaction and close relationships.
2. The Orange temperament values competitiveness, hands on work, and people who prefer
this temperament work as hard as they play.
3. The Green temperament values competence in themselves and others and can quickly
develop contempt for individuals they consider incompetent.
4. People who prefer the Gold temperament are goal oriented, ready to complete any task
requiring little prompting or encouragement.
178
5. Down: Blind
6. Across: Hidden
7. Across: Open
8. Down: Unknown
Figure 21, Crossword Puzzle Answer Key (Fig. 15)
Match the descriptions from the left column with the concepts from the right column. All
concepts are used only once.
Description
9.
c A personal characteristic where one imposes their

preferred temperament on others.
Concept
a. Maturity
10. b A personal quality where one can modify his or

her behaviors to effectively interact with all
temperaments.
b. Humility
11. _g_Simply because Greens are known to prefer their

independence does not mean all who prefer this
temperament wish to be alone.
c. Pride
12. _a_This is the ability to see others, situation, and

environment through the other lenses.
d. Validate each colors strengths
13. _f_Do not label others as a Gold or Blue, even though

you may have correctly identified their preferred
temperament.
e. Give good gifts
14. _e_Treat others the way they want to be treated, not

the way you prefer to treat them.
f. Keep your observations private
15. _d_Validate each colors strengths: successful

organizations and leaders acknowledge the unique
capabilities of each temperament.
g. Dont stereotype others
179

1.
2.
CORRECT ANSWER: a
RATIONALES:
a. CORRECT: The scenario shows that TSgt Wilson understands SrA Ducks need for work that is
exciting and physically challenging, which are attributes of an Orange temperament. According to the
Four Lenses chapter, the orange represents those that prefer excitement.
b. INCORRECT: According to the Four Lenses chapter, blind spot refers to an aspect of our personality
that is not known to self, but is apparent to others. There is no indication of blind spots in the scenario.
Therefore, there is not enough information to determine whether she understands blind spots. See
rationale for correct response for additional information.
c. INCORRECT: According to the Four Lenses chapter, maturity is the ability to express ones own
strengths, feelings, and beliefs in a manner that is considerate to the abilities, thoughts, and feelings of
others. With the Four Lenses, it is the ability to take off your primary lens (or color) and put on
someone elses. There is no indication in the scenario of TSgt Wilson is showing any attributes of
maturity; therefore, there is not enough information to determine whether she understands maturity. See
rationale for correct response for additional information.
CORRECT ANSWER: d
RATIONALES:
a. INCORRECT: There is no evidence in the scenario to demonstrate that TSgt Stevenson has a Blue
Temperament, which according to the Four Lenses Chapter, feelings and people are at the crux of the
Blue temperament.. Stevensons comment (everyone adheres to the processes weve always had
around here) alludes to a Gold preference. Stevenson is failing to see the point Staples is trying to make
with him. Staples is asking for positive feedback, something Stevenson fails to provide to his workers
(blind spot). Furthermore, Stevensons comments to Staples are definitely not going to increase his
effectiveness. See rationale for correct response for additional information.
b. INCORRECT: There is no evidence in the scenario to demonstrate that TSgt Stevenson has an Orange
Temperament, which according the Four Lenses chapter, fun and excitement are staples of the Orange
temperament. His comment (everyone adheres to the processes weve always had around here)
alludes to a Gold preference. Stevenson is failing to see the point Staples is trying to make with him.
Staples is asking for positive feedback, something Stevenson fails to provide to his workers (blind spot).
See rationale for correct response for additional information.
c. INCORRECT: TSgt Stevensons effectiveness will most likely decrease because he failed to accept the
feedback on his blind spot. See rationale for correct response for additional information.
d. CORRECT: TSgt Stevensons effectiveness will most likely decrease because he failed to accept the
feedback on his blind spot. According to the Four Lenses chapter, the blind spot refers to an aspect of
our personality that is not known to self, but is apparent to others. It is only through the process of
receiving feedback that the blind spot can be addressed. Staples informs Stevenson of the blind spot
(wed like to hear that were doing a good job or at least get a thank you.) However, Stevenson doesnt
accept it (I dont see how that matters, but I do appreciate how hard all of you work, especially
considering how well everyone follows procedures and adheres to the rules around here).
180

NOTES
General Swartz, Chief of Staff of the Air Force (address, Senior Enlisted Leader Summit 2010, Maxwell AFB, AL,
August 2011). http://www.af.mil/news/story.asp?id=123203113
2
Halpern, Diane F. Thought and Knowledge: An Introduction to Critical Thinking. New Jersey: Lawrence
Erlbaum Associates, 1996.
3
www.criticalthinking.org accessed 15 Nov 12.
4
Ibid.
5
Paul, Richard Dr., and Elder, Linda Dr., The Miniature Guide to Critical Thinking, Concepts and Tools, 2008
Foundation for Critical Thinking Press.
6
Ibid.
7
Facione, Peter A. Think Critically, 2011, Pearson Education, Inc., Saddle River, NJ.
8
Ibid
9
Ibid
10
Ibid
11
Ibid. Ch. 1 p 26-27.
12
Stafford, Mathew C., The Full Range Leadership Model: A Brief Primer.
13
Geen, R. (1994). Human motivation: A psychological approach. Wadsworth Publishing.
14
Reiss, S. (2004). Multifaceted Nature of Intrinsic Motivation: The Theory of 16 Basic Desires. Review Of General
Psychology, 8(3), 179-193. doi:10.1037/1089-2680.8.3.179
15
Cherry, Kendra. About.com website. Psychology: Introduction to Operant Conditioning.
16
Kinicki-Kreitner, Organizational Behavior: Key Concepts, Skills, and Best Practices, Fourth Edition. Ch. 6, p
146-147.
17
Ibid. Ch. 2, p 47-49.
18
Ibid. Ch. 2, p 50.
19
Merriam-Webster website. Situation.
20
Ibid. Ch. 7, p 230.
21
Jung, Don I. and Sosik, John J. The Full Range Leadership Development: Pathways for People, Profit, and
Planet. Ch 7, p 234.
22
Ibid. Ch 7, p 236.
23
Ibid. Ch 1, p 18.
24
United States Army. Transformational Leadership, p.31
25
Four Lenses, 4-Temperament Discovery: The Kit, Shipley Communication, 24-25
26
Keirsey, David, and Marilyn Bates. Please Understand Me: Character and Temperament Types, 1-6
27
Four Lenses, 4-Temperament Discovery: The Kit, Shipley Communication, 25
28
Bryce, Nathan K. Four Lenses Unfolded, 39-48
29
Ibid, 23-30
30
Ibid, 30-39
31
Ibid, 48-56
32
Luft, J. and Ingham, H. The Johari Window, A Graphic Model of Interpersonal Awareness
33
http://wellnessproposals.com/wellness-library/tobacco-cessation/tobacco-cessation-posters/
34
Ibid
35
Ibid
36
Ibid
http://www.shipleycommunication.com/assessments/
38
Bryce, Nathan K. Four Lenses Unfolded, 373-375
37
181

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