Beruflich Dokumente
Kultur Dokumente
I. Critical Thinking
II. Supervisory Communication
III. Airmanship
IV. Four Lenses
V. Full Range Leadership Development
VI. Standards and Discipline
VII. Performance Evaluation
VIII. Team Leader
IX. Ethical Leadership
X. Diversity
XI. Intro to Culture
XII. Emergent Leadership Issues
XIII. Leader Influence
XIV. Joint Organization
XV. Resource Stewardship
XVI. Intro to Negotiating
XVII. Continuous Improvement
Review Successful Learning MP 5 to
review the IDDP Process. Make
sure you fully understand how this
IDDP: Identify concept works!
Predict Differentiate
JUSTIFY
I
Determine
I
Critical Thinking
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.
II
Supervisory Communication
Communication Skills
The Communication Process
The Sender is the originator of the communication process.
The message is the idea, feeling, or information that the sender transfers to his or her audience, and is a critical
factor when communicating, since not all terms and phrases mean the same thing to all people.
The Receiver is the target for the sender's message.
Feedback is a reaction to the received message.
Flow of Communication
Upward communication is the flow of communication through the chain of command from the lowest
organizational position to the highest.
Downward communication normally begins with the organization's upper level of management and filters down
through the chain of command.
Lateral communication flows neither downward nor upward; instead, it flows across organizational channels
Interpersonal Communication
Interpersonal communication is the process of exchanging ideas or meaning between people
“Interpersonal communication is a face-to face, one-way, or multi-directional exchange of verbal messages and
nonverbal signals between two or more people for the purpose of gaining a shared meaning.”
DEVELOPING INTERPERSONAL COMMUNICATION SKILLS
Diagnose
Pre-Session
Prepare
-------------------------------------------------------------------------------------------------------------------------------
Opening Skills
Attending Skills
Session
Responding Skills
Resolving Skills
Closing Skills
Documenting Skills
-------------------------------------------------------------------------------------------------------------------------------
Post Session
III
Airmanship
Air Force Doctrine Document (AFDD) – Oath of enlistment
Oath of
Enlistment
Profession of
Core Values
Arms
Airmanship
Progressive Professionalism
Self-Development
Core Values
Resiliency
Warrior Ethos
IV
Four Lenses
The Basics
Under the Four Lenses theory the terms ‘preferences‘, ‘colors‘, and ‘temperaments‘ are interchangeable. Every
person you meet or interact with is a unique individual. Each has their own preferences, expressed in different
styles, mannerisms, and ways of approaching life‘s challenges. What they like, where and how they were raised,
and their distinctive life experiences make them different from any other person who has ever lived on this earth.
This diversity is what makes life so interesting, and is also the cause of much heartache and misunderstanding.
These four colors can help you determine your preferences and the preferences of others. They are broken
into: green, blue, gold, and orange.
The green represents those that prefer competence and logic.
The blue is opposite the green and represents those that prefer relationships over other preferences.
The gold represents those that prefer organization.
The orange is opposite the gold and represents those that prefer excitement over other preferences.
Blind Spots
One of the most commonly used models used to illustrate your self-awareness and what others are aware of is The
Johari Window. This framework, developed by Joseph Luft and Harry Ingham, is essentially a matrix with four
quadrants used to determine how you typically operate as levels of self-awareness and others ‘awareness of you
change.
Known to
OPEN BLIND
Others
V
Full Range Leadership Development
Motivational Theories: Mc
Intrinsic motivation--occurs when one experiences the positive feelings a task, activity, and the effort of
doing their best generates within him or her. The rewards one receives are internal and personal like self-
fulfillment (achievement), personal gratification (enjoyment) and happiness.
Extrinsic motivation--drives people to do things in order to attain a specific outcome (external). These
people are fueled by their desire to achieve (or avoid) some external result or reward for his or her
behavior.
Skinner’s Operant Conditioning Theory
+ Give -Take away
Verbal Recognition Paper work
Time off Late Hours
Lunch Break UIF
Award/Decoration Additional Duty
Squadron PT
Follower: Follower:
High Competence Has Low Competence
Lacks Commitment Has Some Commitment
Is able but unwilling and/ or insecure Is unable but willing and/or confident
Leader: Leader:
Uses a Supportive Style Uses a Coaching Style
Sup
por
tive
Lea Follower: Follower:
der Has High Competence Has low competence
Has High Commitment Has Low Commitment
Is able and willing and/or confident Is unable and unwilling and/or insecure
Leader: Leader:
Uses a delegating Style Uses a Directive Style
Behavior
Elements of FLR
Passive Leadership:
Laissez Faire (Non-Leadership)
Absent Leader/subordinates someone else’s problem
Management by Exception-Passive (MBE-P)
A little more effective/if it isn’t broke don’t fix it
Transactional Leadership: Corrective and Constructive
Management by Exception-Active (MBE-A)
Micromanager
Contingent Reward
Sets goals/supportive feedback/rewards when goals are attained
Transformational Leadership: Changes you for the future “4 I’s”
Individualized Consideration: Nurturing, Nurture’ followers by acting as mentors or coaches, listening to their
concerns
Intellectual Stimulation: Thinking, This is the degree a leader values their subordinates’ rationality and intellect,
seeking different perspectives and considering opposing points of view.
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
Idealized Influence: Influencing, Display high levels of moral behavior, virtues, and character strengths, as well as
a strong work ethic.
Effective
The Four I’s
Contingent Rewards
Transformational
Management by Exception
Active
Passive
Active
Passive
Full R
Passive
Laissez-Faire
VI
Standards and Discipline
NCO Authority NCO Authority is defined as “the right to act and command.”2F3 One of the two legal sources of
your NCO Authority is Article 91 of the UCMJ, “Insubordinate conduct toward a warrant officer, noncommissioned
officer, or petty officer.” This article ensures others obey NCOs’ orders and protects NCOs from assault, insult, or
disrespect. For example, if you are the NCOIC of a section, and an airman is rude, vulgar, or makes inappropriate
comments to you or about you, he or she may have violated Article 91.
The second source of your legal authority from the UCMJ is Article 92 is entitled, “Failure to obey an order or
regulation.” This article covers anyone who 1) has a duty to obey an order; 2) has knowledge of the order and 3)
violates or fails to obey the lawful order or regulation. Before flexing this “muscle” of the UCMJ, consider that if
the accused attempted the task, but was unable to complete it due to lack of training or ability, you should not pursue
disciplinary or punitive actions. Also, if the order was unlawful (Go make me a sandwich) the airman is not guilty
of Article 92. Remember that your spoken directions are orders, even if you don’t say “This is a direct order.”
One more article that will provide you legal authority as an NCO is Article 7, “Apprehension.” As an NCO, the
UCMJ authorizes you to apprehend individuals in certain situations.
Preventive discipline stops a problem from happening before it starts. Examples of preventive discipline are:
safety briefings before three-day weekends, rewards, and training/education.
Corrective (or rehabilitative) discipline restores discipline and/or improves performance. These are the measures
you take once someone falls below standards and you must return him or her to the level of acceptability (the
standard.)
When you establish standards, keep the following four attributes in mind:
achievable/attainable (yet possible to exceed)
specific (clearly defined, expressed without vagueness, unambiguous)
observable (behavior and results of the behavior can be seen)
measurable (using elements of timeliness, quality, quantity- TQ2)
Two-Way Communication-Discipline
Verbal Counseling
Written Counseling
Verbal Admonishment
One-Way Communication-
Discipline
Written Admonishment
Verbal Reprimand
Written Reprimand
Commander Actions-
Includes Punishment
UIF
Control Roster
VII
Performance Evaluation
2. To provide a reliable, long-term, cumulative record of performance and potential based on that
performance.
3. To provide senior NCO evaluation boards, the Weighted Airman Promotion System (WAPS) and other
personnel managers’ sound information to assist in identifying the best-qualified officers and enlisted
personnel as well as other personnel management decisions.
Impact
1) Promotions: EPRs are an important factor in determining the future of an enlisted member’s career.
2) Productivity: As a supervisor, you are responsible for helping your Airmen achieve their full potential.
3) Decorations: According to AFI 36-2803, Air Force Military Awards and Decorations Program, “Copies of
performance reports
4) Developmental Special Duties (DSD): Evaluations (EPRs) are an important part of the developmental
special duty process
5) Force Management: The Air Force uses Force Management programs to balance the force
Monitoring Performance
What to monitor….their behavior, their work, additional duties, and attitudes.
Direct observation is probably the most popular way of monitoring performance. It involves observing your
Airman’s performance with your own eyes.
If you have several Airmen, your Airmen are on different shifts or they work in different locations you may have to
use indirect observation as a method of monitoring. Seek indirect observations from trusted peers or leaders so you
receive unbiased and honest observations.
A third way to observe Airman performance is by checking completed work, products or services, and by talking to
customers who received the product or service.
Performance Feedbacks-
Initial Feedback is done 60 days of your assignment as a supervisor.
Midterm feedback is conducted 180 days after the initial performance feedback.
Step 2: Encourage the ratee to appraise their own performance—Listen to them and avoid dominating the
discussion. Use open-ended questions, not “yes/no” questions. (ATTENDING, RESPONDING & RESOLVING)
Step 3: Initial Feedback: Explain the expected performance standards and discuss the word pictures on the ACA
with your Airman. (ATTENDING, RESPONDING & RESOLVING)
Step 3: Midterm Feedback: Present the results of your evaluation of their performance between the intial feedback
session and the midterm session—Be honest, constructive and up-front with them. Start on a positive note (with a
strength) and work your way through the session. (ATTENDING, RESPONDING & RESOLVING)
Step 4: Ask your Airman for comments throughout the session—Actively listen when your Airman presents his/her
comments. (ATTENDING, RESPONDING & RESOLVING)
Step 5: Negotiate a performance agreement: Ask your Airman how they would like to improve. (RESOLVING)
Step 6: Set future goals: set specific goals that are clear and can be measured against the standards you set.
(RESOLVING)
Step 7: Close the session by reflecting on what was discussed and end the session on a positive note. (CLOSING)
Step 8: Schedule a follow-up (Post-Session) with them on any specific items you discussed during the feedback
which require additional information, resources, assistance, etc.
VIII
Team Leader
Vision Statements
Vision Statements As a mission defines the purpose of an organization; a Vision defines that purpose in connection
with the organizations values. Vision also considers what the organization wants to be (a preferred end state or how
the organization should operate in the future or ideally). It is a long-term view and concentrates on the future and
can provide the “how well” when it comes to accomplishing one’s mission.
Team Leader
An effective leader must learn to control the urge to over-direct the team. There must be a middle ground between
providing no direction and being over-directive.
Team Members
Team members, for obvious reasons, make up the bulk of the team. They are usually functional experts in their
respective areas and bring a wealth of ideas to the team.
Stages of Development
Forming Stage- When a team is forming, members cautiously explore the boundaries of
acceptable group behavior.
Storming Stage- This is where team members want to know the goals and objectives.
Norming Stage- During this stage, members reconcile competing loyalties and responsibilities;
there is an attitude change. They accept the team, team ground rules.
Performing Stage- By this stage, the team has settled its individual relationships and expectations.
There is a sense of high morale, team loyalty and trust.
IX
Ethical Leadership
Fundamentals of Ethics
Ethics
Values
Morals
Ethical Dilemma
Military Ethics
Ethical Principles
There are three qualities individuals must possess to make ethical decisions. The first is the ability to recognize
ethical issues and to reason through the ethical consequences of decisions, while being able to see second and third
order effects. The second is the ability to look at alternative points of view, deciding what is right in a particular set
of circumstances. The third is the ability to deal with ambiguity and uncertainty; making a decision on the best
information available
Ethical Traps: confusion or uncertainly as to what actions or behaviors to take because of conflicting
opinions/values. Ethical traps include:
- Ethical Relativism – making decisions based on personal values/beliefs rather than on military rules, regulations,
and codes of conduct
- Loyalty Syndrome – making decisions based on respect and/or loyalty to an individual, unit, or organization etc.
rather than on military rules, regulations, and codes of conduct
- Worry Over Image – making decisions based on how they impact one’s reputation/standing among peers,
subordinates, supervisors, community etc. rather than on military rules, regulations, and codes of conduct.
- Drive for Success – making decisions based on a “win at all cost” attitude rather than on military rules,
regulations, and codes of conduct.
X
Diversity
The primary dimensions of diversity is the one we are all most familiar with and includes characteristics that are
relevant to who we are and that cannot be voluntarily altered (usually).
Gender
Age
Race
Sexual affiliation/orientation
Mental and Physical abilities/qualities
Ethnicity/Culture
On the other hand, the secondary dimension consists of characteristics that can be changed.
Work ethic
Income
Marital status
Stereotypes
Perspectives
Prejudices
Assumptions
Discrimination Collusion
XI
Intro to Culture
CULTURE: BEHAVIOR, BELIEFS, AND VALUES
Culture is a shared set of traditions, belief systems, and behaviors and is shaped by many factors, including history,
religion, politics, and resources (financial, informational, technological, material, energy, warfare, and human).
Macro-Culture: Macro-cultures are the most powerful or the most widely practiced cultures in a particular society,
whether the society is a region or an entire country. For instance, in the United States the "American" macro-culture
would be described as predominantly Euro-American, Christian, since those are both the most prevalent groups in
the American society. The “New York culture” can be called a micro culture of the American culture, and is a
macro-culture itself, comprised of various micro-cultures.
Micro-Culture: Micro-cultures are also called “subcultures.” They are described as a group of people living within
a larger society who share values, beliefs, behaviors, status, or interests that are different from the macro-culture or
the rest of society.
Concepts:
Culture- Shared set of traditions, belief systems, and behaviors; shaped by many factors, including history, religion,
politics, resources, and economic environment
Cultural Schema- A complex mental framework used to categorize the perceptions we associate to a particular
culture.
Culture-specific- An approach that emphasizes specific aspects of particular cultures, affording individuals much of
the knowledge and/or skills necessary to interact more competently with individuals of other cultural backgrounds
OODA Loop:
Observe Step- Gather information about the landscape, the people, and the activities and reviewing any
consequences you experienced from previous actions taken.
Orient Step- Attempt to make sense of what we see by organizing it in a practical way we find useful
Decide Step- Consider courses of action, options, and interpretations; select one to use
Act Step- Review the decisions made, actions taken, and results achieved
Ethnocentrism- Tendency to view one’s own culture as superior to other cultures
Stereotypes- Predetermined generalization about all members of a particular group.
Low-context communication style- Depends on the sender and their words to properly convey the message
Prejudices- Adverse or unreasonable opinion about a person or group without all the facts and usually based on
deeply held beliefs
Discrimination- Treatment or consideration of, making a distinction in favor of or against, a person or thing based
on the group, class, or category
Cross-Cultural Competence- Ability to effectively comprehend and act in a culturally complex environment to
achieve desired results
Culture-General Knowledge- Understanding basic concepts like culture, relativism, ethnocentrism, and holism
Motivation- Perhaps the most essential element of cross cultural competence. Having a positive attitude toward
cultural differences
Holism- The idea that all aspects of a culture are related to each other
Communicate, Negotiate, Relate- These are the cultural skills an Airman must have to “operationalize” and
influence their environment
High-context communication style- Places burden of understanding the message on the receiver
Relativism- Viewing a situation through the local cultural schema
Communication competence- Understanding how to properly communicate in another language or culture
Cultural perspective taking- A cognitive process by which an individual is able to identify the thoughts and/or
feelings of another culture
XII
Emergent Leadership Issues
A good wingman is alert, gets involved, and takes action because they believe getting help is a
sign of strength-NOT weakness!
In addition to these indicators, the Wingman Concept incorporates the skills of Ask, Care, and
Escort
(ACE)
- Ask your Wingman: Have the courage to ask the question, “Are you thinking of killing
yourself?” while remaining calm.
- Care for your Wingman: Calmly control the situation: do not use force; be safe while actively
listening to show understanding and to produce relief. Remove all means of self-injury.
- Escort your Wingman: Never leave your friend alone. Escort to your chain of command,
Chaplain, Mental Health professional, or primary care provider, or call the national Suicide
Prevention Lifeline. ***Only a commander can direct a military member to mental health***
Wingman Philosophy
Wingmen operate as a pair…watching each other’s back. As part of our unique Air Force flying
culture, we take responsibility for each other, we seek help from our Wingman when needed, and
we are always alert to other Airmen in distress. When an Airman needs help…we act. When
our Airmen are in crisis, we stay with them until we can ensure a safe hand-off to a supervisor or
other competent individual.
The Wingman philosophy impacts a wide range of Air Force issues including effective:
- Suicide awareness and prevention
- Sexual assault response and prevention
- Domestic violence intervention and prevention
- Workplace violence intervention and prevention
- Substance abuse intervention and prevention
- Financial management
- Responsible decision-making and behavior in all phases of our lives
4 Domains of Wellness
Physical Health
Emotional Health
Spiritual Health
Social Health
XIII
Leader Influence
Leadership
Given the authority, any Airman can command, but leadership is more than simply giving orders and expecting
results. Leadership requires the application of emotional intelligence and a willingness to understand your
Airmen.
Followership
Great followers commit to the plan of the organization; requiring them to understand the mission and concurring
with its goals.
Followership Traits
Leadership Traits
Competencies of Leadership
Diagnosing
As noted by Hershey, diagnosing is understanding what the situation is now and knowing what you can
reasonably expect it to be in the future.
Adapting
Hersey continues by explaining that adapting is a behavioral competency. It involves adapting your behaviors
and other resources in a way that helps to close the gap between the current situation and what you want to
achieve.
Communicating
According to Hersey, communication is a process competency. This process of diagnosing, adapting, and using
the resources available to you depends on a leader’s ability to communicate effectively. The tools you learn in
Supervisory Communication, when practiced, will help you become a more effective communicator.
Position Power
Position Power is derived from your rank and position within the organization and gives you a specific level of
authority the capacity to influence others who are in a state of dependence.
Connection Power is developed by networking and growing relationships with people who can connect you to
resources, opportunities, growth and development.
Legitimate Power is the power you derive from your formal position held within the hierarchy of the
organization.
Coercive Power is dependent on fear, suppression of free will, and/or the use of punishment or threat.
Personal Power
Referent Power is personal charisma or likeability characteristics that a person displays. This type of power lies
in the relationships you develop with your subordinates.
Information Power occurs when a leader possesses knowledge that others want or need.
Once you have determined the developmental needs of your Airmen, you should create a deliberate development
plan with each individual. Before moving on, look at the definitions of deliberate, develop, and plan according
to Webster’s Dictionary:
Deliberate - To think about or discuss issues and decisions carefully.
Develop - To create or produce especially by deliberate effort over time; to expand by a process of growth.
Plan - A method of achieving an end; a detailed program.
XIV
Joint Organization
How Defense Organizations Fit Into the Overall Structure
The DoD is responsible for the military component of the NSS. The DoD is a cabinet level organization
Operational Branch: used to employ forces and begins with the President, through the SecDef, and onto the combatant
commanders (CCDRs)
Administrative Branch: Used to recruit, organize, train, and equip forces. It also begins with the President, through the
SecDef, but proceeds to the Secretaries of the military departments
Joint Force Commanders
Joint Force Commander (JFC) is a general term applied to a CCDR, subunified commander, or Joint Task Force
(JTF) commander authorized to exercise combatant command (command authority) or operational control over a
joint force
Personnel: Considered our “most valuable resource,” the appropriate amount (and mix) of skilled and
qualified individuals provides the workforce necessary for organizations to meet ongoing and future
mission requirements. Training and development plans, institutional programs and processes, along with
support organizations are integrated to assist in effectively managing personnel.
Financial: This is the resource that is required in order to procure the material, information and technology,
and warfare resources we need to accomplish our missions. Understanding how the financial systems and
processes work is critical to the NCOs ability to ensure their Airmen have what they need to successfully
complete their missions both at home station and deployed locations.
Information and Technology: Information and Technology resources include things such as cyber
operations submissions (including Defense Business Systems), national security systems (NSS), Command
and Control (C2), Communications and related programs, Combat Identification, Cyberspace Operations,
Information Assurance (including Information Systems Security), Offensive Cyber Operations, Defense
Cyber Operations, Operational Preparation of the Environment, Threat Detection and Analysis,
meteorological and navigations systems/programs as well as budgeting for contributions to
intergovernmental e-gov initiatives.4
Warfare: Warfare resources are those resources such as aircraft, missiles, armor/armaments, specialized
ground handling equipment, etc. that support contingencies and warfare.
Energy: Any usable power, including but not limited to coal, petroleum products, steam, electricity, natural
gas, propane, military operational fuels and propellants, alternative fuels and renewable energy. Renewable
energy includes things like synthetic and biomass-derived fuels, solar, wind, geothermal, and nuclear, but
excludes nuclear energy used in ship propulsion.
Material: Material resources are the physical goods that are required by our personnel to complete their
assigned duties.
Budget cycle example here if you need to just to get an understanding on how Planning, Programming, Budgeting,
and Execution (PPBE) works.
XVI
Intro to Negotiating
KEY TERMS
Before you get into the basics of negotiating, you must first be familiar with a few key terms.
Opposite: The person or group with whom you are engaged in negotiations. Sometimes called the negotiation
partner, the opposite recognizes the idea that you lack agreement and must negotiate to solve a problem or reach an
agreement. As an NCO, your ‘opposite’ might be your subordinate, supervisor/chain of command, peer, etc.
Position: In negotiations, a position is what you want, not necessarily what you need. It is your vision of your best
possible outcome. A negotiating position is not based on haphazard thought. It should be based on carefully
developed interests and desired outcomes.
Interest: An interest is what you need. It is the underlying reason behind your position.
Aspiration point: The best each party hopes to get out of a negotiated agreement.
Reservation point: Your ‘bottom line’ in negotiation. It is the point you will absolutely not got over…your limit.
Zone of Possible Agreement (ZOPA): The area between each party’s aspiration point and reservation point. It is
also called the ‘bargaining range.’
Best Alternative To a Negotiated Agreement (BATNA): An alternative to negotiation that you can execute
independent of your ‘opposite’. It is a solution you are prepared to execute even if you don’t get what you want in
the negotiation. To formulate a practical BATNA, you must have both the capability (resources) and the will to
execute this alternative on your own without any assistance.
TIPO Model
The more you trust the opposite’s actions and interactions, the more trusting you are of
the opposite’s actions and intentions
The level of trust directly influences the amount of information that is shared between
you and the opposite. Information is so critical to developing options it is actually one
of your personal power bases
As mentioned in the Leader Influence lesson, we possess an assortment of leadership powers that
enable us to accomplish various actions, to include negotiating. These powers are referred to as
personal and position powers.
The final part of the TIPO model uses the foundation of trust and the elements of
information and power to develop options. Options are just different ways to
potentially solve a problem or come to a mutual agreement and are often referred to as
solutions, choices, and alternatives.
People Orientation
The first variable, people orientation, are those relationships that exist between us and others. In some
situations, these relationships are more important to develop and maintain than the tasks at hand. A
trusting relationship means you are willing to consider the opposite’s needs and desires during
negotiations as well as sharing information with the expectation of receiving these actions of trust in
return.
Task Orientation
The second variable is task orientation. In the NPSC, task orientation refers to the importance of
resolving the problem to meet your needs. In the military context, it is getting the mission done. A
positive task orientation means that you are very motivated to resolve a problem or respond to a critical
situation.
“We can’t solve problems by using the same kind of thinking we used when we created them.” ~Einstein
Continuous Improvement (CI) is the strategic, never-ending, incremental refinement of the way we perform our
duties and responsibilities.
In 2014 The Air Force suspended the guidance for the IDEA program and provided implementation guidance and
procedures for the new idea/suggestion program, renamed Airman Powered by Innovation Program.
The Define, Measure, Analyze, Improve, Control (DMAIC) methodology, is a disciplined 5-step problem solving
approach used in the Six Sigma strategy to deliver high performance, reliability, and value to the end customer.
Define: First define the improvement opportunity, develop an improvement project plan, define the
process and evaluate the process. This can include conducting a Failure Modes and Effects Analysis
(FMEA), and identifying critical parameters.
Measure: Measure the existing process and identify the process capability requirement.
Analyze: Process is analyzed to determine its capability. Data is analyzed to identify opportunities for
improvement and to develop plans for improving the process. The steps in this phase include root cause
analysis, updating the FMEA, developing an improvement plan, and determining the path forward.
Improve: The plan that was developed in the analyze phase is implemented. The results of the change are
evaluated and conclusions are drawn as to its effectiveness. This can lead to documenting changes and
updating new instructions and procedures.
Control: Control plans are developed to ensure the process is institutionalized and are developed to ensure
the new process continues to be measured and evaluated. This can include implementing process audit
plans, data collection plans and plans of action for out of control conditions, if they occur.
Six “S” Six ―S‖ is often used during step 6, See countermeasures through of the 8-step problem solving model.
Six ―S‖ is also a systematic approach to productivity, quality, and safety improvement that you can use in your
immediate work center. It focuses on achieving visual order, organization, cleanliness, and standardization.
The following Six ―S‖ areas can help improve profitability, efficiency and service:
1. Sort – clean, organize and keep only what is necessary
2. Straighten – identify, organize, and arrange a place for everything
3. Shine – regular (usually daily) cleaning and maintenance
4. Standardize – simplify and standardize; make it easy to maintain
5. Sustain – continue to train and maintain the standards
6. Safety – make safety a priority in all improvement areas
Individual Roles
Change Sponsors: They initiate change because they have the power and authority to determine why, when,
and how changes will occur.
Change Agents: NCOs in this role are responsible for determining the best way to implement a change and
then actually implementing it.
Change Targets: This refers to all individuals or groups affected by the change. Because change targets often
help implement the change itself, they usually include the Change Sponsor and Change Agent as well.
Reactions to change:
1. Innovators are a small percentage of the population—those who immediately embrace new ideas.
2. Early adopters are usually social and opinion leaders who are often popular, educated, and able to see a
competitive advantage in adopting new ideas early
3. The early majority makes up one of the largest groups of people, providing an important link in the
change process because they tend to represent mainstream thinking.
4. The late majority is the other large group in the middle of the curve. Most people in this category are
hampered by feelings of insecurity and skepticism, which prevent them from taking risks.
5. Laggards are the last people to embrace new ideas, and they influence no one! They are usually less
educated and uninformed, which tends to make them close-minded and afraid of change.
Levels of Change
According to Elton Mayo, noted for his work on the Hawthorne studies, there are four levels of change present in
people. Understanding these levels of change is extremely important for unit managers working through the change
process.
Knowledge: This is generally the easiest change to bring about. It can occur as a result of reading a book or article,
or hearing something new from a person with information. For instance, reading the newest AFI on dress and
appearance alerts Air Force members to the latest changes in uniform standards.
Attitude: Attitudes are more difficult to change because they are emotionally charged (positive or negative). For
example, reading and understanding the latest uniform changes does not necessarily mean we agree with the
changes.
Individual Behavior: Changes in individual behavior seem to be significantly more difficult and time-consuming
than the previous levels. We can have the knowledge and the attitude, but now we have to put our knowledge and
attitude into action through behavior. Often, habits stand in the way of achieving this level. Habits are often deeply
rooted, thus changing them may be a lengthy and difficult
Group Behavior: Finally, changing individual behavior is not easy, but it‘s certainly easier than changing an entire
group of people. You may be attempting to change many customs and traditions that have developed over many
years. The old saying, ―We‘ve always done it this way!‖ may be deeply ingrained.
Unfreezing: The first step in deciding to create a change is to recognize the need for change. This is often the
most neglected, yet essential, element of any organizational change. To perceive a need to change, you must first
understand it. Become the expert on what you’re changing, inform your people about the change, and tell them how
it will improve or simplify their ability to accomplish their job.
Changing: Changing involves actually modifying technology, tasks, structure, or people. It’s the movement from
the old way of doing things to the new way of doing business.
Create a felt need for the change: As a Change Agent, your mission is to sell the importance of the change
and explain its effects on your people and their jobs. If you can get the majority of your Airmen to
understand and accept the need for change, the process will work much smoother, with less pain and
frustration.
Deal with resistance to change: Many people fear the unknown. Developing a plan to calm those fears will
increase the likelihood of a successful change; you must listen to them for constructive feedback. They
may have legitimate concerns that you didn’t think of that might help the process move smoother. Some
Refreezing: Just because the change was implemented and appears to be going well, doesn’t mean your job is
complete. You must lock in (or refreeze) the new procedures to become a permanent part of daily operations.