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138 Cards in this Set
- Front
- Back
Definition of Learning |
changes the way a person thinks, feels, or behaves |
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Take Notes |
include main ideas and supporting details |
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Study |
instead of memorizing, seek to understand |
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Practice |
reinforces knowledge, builds self-confidence |
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Formative Exercises |
indicate preparedness for summative evaluation |
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Testing |
one indicator of how well you have learned |
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Summative Evaluation |
determine if you have met learning objectives |
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Lifelong Learning |
apply information after graduation and continue learning |
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Employing Military Capabilities |
Operational and Strategic Art |
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Enterprise Perspective |
Global, Regional and Cultural Awareness |
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Managing Organizations and Resources |
Change Management |
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Strategic Thinking |
Adaptability |
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Leading People |
Diversity |
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Fostering Collaborative Relationships |
Negotiating |
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Embodies Airman Culture |
Ethical Leadership |
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Communicating |
Active listening |
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Physical and Emotional Hindrances |
Stress, fatigue, drugs, and related hindrances can severely affect your ability to think clearly and critically. |
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Confirmation Bias and Selective Thinking |
The process whereby you tend to notice and look for what confirms your beliefs, and to ignore, not look for, or undervalue the relevance of what contradicts your beliefs. |
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Testimonial Evidence |
Relying on the testimonies and vivid anecdotes of others to substantiate your own beliefs, even though testimonies are inherently subjective, inaccurate, unreliable, biased, and occasionally fraudulent. |
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Personal Biases and Prejudices |
Everyone has personal biases and prejudices resulting from their own unique life experiences and worldview that make it difficult to remain objective and think critically. |
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False Memories and Confabulation |
Being unaware that your memories are often “manufactured” to fill in the gaps in your recollection, or that some memories or facts, over time, can be unconsciously replaced with fantasy. |
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Doublespeak Jargon |
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 |
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Meaningless Comparisons |
Language that implies that something is superior but retreats from that view. |
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Assuring Expressions |
Using expressions that disarm you from questioning the validity of an argument. |
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Ambiguity |
A word or expression that can be understood in more than one way. |
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False Implications |
Language that is clear and accurate but misleading because it suggests something false. |
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Emotive Content |
Intentionally using words to arouse feelings about a subject to bias others positively or negatively in order to gain influence or power. |
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Pragmatic Fallacy |
Arguing something is true because “it works,” even though the causality between this something and the outcome are not demonstrated. |
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Slippery Slope Fallacy |
An argument that assumes as adverse chain of events will occur but offers no proof. |
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Irrelevant Comparisons |
Making a comparison that is irrelevant or inappropriate. |
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Argument from Ignorance |
A logical fallacy claiming something is true because it has not been proven false. |
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Apophenia* and Superstition |
Erroneous perception of the connections between unrelated events. |
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False Analogies |
Making illogical analogies to support the validity of a particular claim. |
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Evading the Issue, Red Herring |
If one has been accused of wrongdoing, diverting attention to an issue irrelevant to the one at hand. |
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Poisoning the Well |
Creating a prejudicial atmosphere against the opposition, making it difficult for the opponent to be received fairly |
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Ad hominem Fallacy |
Criticizing the person making an argument, not the argument itself. |
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Fallacy of False Dilemma, Either/Or Fallacy |
Intentionally restricting the number of alternatives, thereby omitting relevant alternatives from consideration. |
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Ad populum, Bandwagon Fallacy |
An appeal to the popularity of the claim as a reason for accepting the claim. |
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Emotional Appeals |
Making irrelevant emotional appeals to accept a claim, since emotion often influences people more effectively than logical reasoning. |
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Adaptive Thinking |
Thinking one demonstrates when confronted by unanticipated circumstances during the execution of a planned activity (i.e. military operation |
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Analytical Thinking |
Thinking that requires generative thinking (divergent thinking): the development of ideas |
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Creative Thinking |
It is the cognitive ability to imagine and innovate |
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Critical Thinking |
Thinking that is purposeful, reasoned and goal directed involved in solving problems, formulating inferences, calculating likelihoods, and making |
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Future Thinking |
The practice of visionaries, those who skillfully see desired goals and outcomes through their mind’s eye |
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Innovative Thinking |
Thinking that results in efficiency, evolutionary, and revolutionary improvements and advancements |
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Synthesis |
Ability to combine or compile various pieces of information, ideas, concepts, conclusions, etc. in new and different ways |
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Reflective Thinking |
Thinking that concentrates on what we know, what we need to know, and how we bridge that gap |
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What are the four sub-skill sets of critical thinking? |
Investigate, Create and Develop, Communicate, Evaluate |
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What does self-regulation mean? |
Self-consciously monitoring one’s cognitive activities, the elements used in those activities by applying skills in analysis, and evaluation to one’s own inferential judgments with a view toward questioning, confirming, validating, or correcting either one’s reasoning or one’s results. |
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What is open-mindedness? |
Willingness to investigate viewpoints different from your own and ability to recognize when to doubt claims that do not merit such investigation. |
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How can you be open-minded and still maintain a healthy sense of skepticism? |
Seek out facts, information sources, and reasoning to support issues you intend to judge; Examine issues from as many sides as possible; Rationally look for the good and bad points of the various sides examined; Accept the fact that you may be in error yourself; Maintain the goal of getting at the truth or as close to the truth as possible |
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What does intellectual humility mean? |
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 don’t know” can sometimes be the wisest position to take on an issue. |
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What does it mean to be a free-thinker? |
Having an independent mind and being able to restrain yourself from the desire to believe because of social pressures to conform |
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What does it mean to have a high motivation to become a critical thinker? |
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 before making judgments |
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What are the four categories of hindrances to critical thinking discussed in this chapter? |
Basic Human Limitations, Use of Language, Faulty Logic or Perception, Psychological or Sociological Pitfalls |
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As a critical thinker, what are some questions you should ask yourself about any source of information? |
A critical thinker should ask: Is the source credible, unbiased, and accurate? Does the source have a motive for being inaccurate or overly biased? |
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What is the Holistic Critical Thinking Scoring Rubric (HCTSR) and how is it useful to critical thinkers? |
This tool relies on the ordinary meanings of common terms used to talk about thinking. It can aid you in evaluating real-life examples of critical thinking because it only requires you to consider four evaluative definitions: “strong,” “acceptable,” “unacceptable,” and “weak.” This simple tool is sufficient to get you started evaluating critical thinking. |
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How might critical thinking skills impact your effectiveness as an NCO? |
Make well-reasoned judgments about what to believe and what to do Make consistent and well-reasoned decisions Remain open-minded and fair-minded Analyze and interpret better in order to and solve a myriad of problems Ask better questions so that you (and your subordinates) learn better, learn more Better regulate your actions, decisions, and behaviors Consider multiple perspectives and approaches and study complex problems without bias Analyze situations critically and reach conclusions that may not follow the conventional wisdom but could be the key to success Understand that, in many situations, there is no right answer |
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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. |
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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. |
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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. |
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Orange temperaments: |
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. |
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The _____ temperament values Interpersonal interaction and close relationships |
Blue |
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The _____ temperament values competitiveness, hands on work, and people who prefer this temperament work as hard as they play |
Orange |
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The_____temperament values competence in themselves and others and can quickly develop contempt for individuals they consider incompetent. |
Green |
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People who prefer the _____ temperament are goal oriented, ready to complete any task requiring little prompting or encouragement. |
Gold |
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Blind |
These are aspects about ourselves that we are unaware of, but those around us are. |
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Hidden |
This windowpane refers to those aspects about ourselves that we wish to keep private. |
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Open |
These are the characteristics about ourselves that everyone is aware of. |
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Unknown |
This windowpane refers to information about ourselves that no one is aware of, not even ourselves. |
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A personal characteristic that causes one to force their preferred temperament on others. |
Pride |
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A personal quality where one can modify his or her behaviors to effectively interact with all temperaments. |
Humility |
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Simply because Greens are known to prefer their independence does not mean all who prefer this temperament wish to be alone. |
Don’t stereotype others |
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This is the ability to remove your primary lens and see others, situation, and environment through another other lenses. |
Maturity |
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Do not label others as a Gold or Blue, even though you may have correctly identified their preferred temperament. |
Keep your observations private |
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Treat others the way they want to be treated, not the way you prefer to treat them. |
Give good gifts |
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Validate each colors strengths: successful organizations and leaders acknowledge the unique capabilities of each temperament. |
Validate each colors strengths |
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What is the difference between style and level? |
Level refers to potential capacity (intelligence or talent) and learned levels (such as management, supervisory and leadership competency). Style: refers to “how we think,” our preferred cognitive approach to problem solving, and decision making. |
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What is a more precise term for adaptors? |
More adaptive |
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What is a more precise term for innovators? |
More innovative |
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Why is it important to know where you fall on the Adaption-Innovation continuum? |
How others perceive you and how you perceive them depends on where you are on the continuum in relation to their position. |
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Why does a large gap in style offer greater potential/ability to solve problems? |
Because of the cognitive diversity |
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What are some of the tendencies adaptors exhibit concerning “structure”? |
Prefer more structure and more of it consensually agreed |
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What are some of the tendencies innovators exhibit concerning “structure”? |
Prefer less structure and can tolerate less of it consensually agreed |
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What are some of the tendencies adaptors exhibit concerning “the paradigm”? |
Improve or extend the paradigm in order to solve problems |
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What are some of the tendencies innovators exhibit concerning “the paradigm”? |
Challenge or break the paradigm in order to solve problems |
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What are the two forms of cognitive gap? |
The first form is the distance between one’s preferred style and the behavior actually needed in a particular situation (i.e. the distance between ones preferred style and his/her task). The second form is, the distance in a social interaction, between the preferred styles of 1) two people, 2) a person and a group, or 3) two groups (refer back to figure 2). |
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According to A-I Theory, the larger the cognitive gap, the greater the potential for conflict and for __________ |
productive problem solving. |
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Leaders who manage __________ ________ effectively end up with the best possible solutions |
cognitive diversity |
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Organizations with only adaptors or innovators quickly________ |
perish. |
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An effective method for managing cognitive gap is through the use of______ |
bridgers. |
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What is bridging? |
Bridging is reaching out to people in the team and helping them to be part of it so that they may contribute even if their contribution is outside mainstream. |
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Why do we need coping behavior? |
Because we cannot always solve problems using our preferred style. |
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Effective leaders create environments where they only ask for ________ coping behavior most of the time and only have to ask for______coping behavior in times of crisis. |
minimum, maximum |
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problem that two of more individuals come together to solve. |
Problem A |
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potential capacity: intelligence or talent |
Level |
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Effort required to do something that is not one’s preference |
Coping Behavior |
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Precise terms use to describe the A-I Continuum |
More Adaptive or Innovative |
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Preferred approach to problem solving, and decision making. |
Style |
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Problems that stem from human interactions |
Problem B |
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Distance between one’s preferred style and the behavior actually needed in a situation |
Cognitive Gap #1 |
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An appropriate or favorable time, occasion, or situation favorable for attainment of a goal |
Opportunity |
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Social role requiring human relation skills, and an intermediate score (ideally) |
Bridger |
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Distance in a social interaction between preferred styles |
Cognitive Gap #2 |
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Emotion, desire, physiological need that causes one to take action |
Motive |
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All of us are intelligent and creative, at different levels and with different styles |
Basic Principle of A-I Theory |
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The _______ Theory considers a one’s ability to complete a specific task and the use of four leadership styles to aid in his or her development |
Situational Leadership |
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The ___________ Theory states that a person’s ability to lead depends on their intellect, self-confidence, determination, integrity, and social skills. |
Trait Leadership |
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The ________ Theory focuses on the argument that a person’s ability to lead depends on their emotional intelligence, awareness, and control. |
Skills Leadership |
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The ________Theory believes that pairing a leader to a specific situation is the most effective method because leaders cannot adjust their behaviors. |
Contingency Leadership |
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The_____________theory emphasizes that leaders must develop specialized relationships with each of their followers instead of treating all their followers the same way. |
Leadership-Member Exchange |
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Leadership-Member Exchange Theory |
It emphasized that leaders must develop specialized, individual relationships with their followers. |
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Authentic Leadership Theory |
States effective leaders are true to themselves and others and adhere to strong morals and values. |
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Full Range Leadership Development |
Leadership training system that suggests leaders perform throughout a gamut of active and passive leadership behaviors. |
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Laissez-Faire |
Leaders who are usually absent from their duties, considered lazy, and have poor relationships with their subordinates. |
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Management by Exception-Passive |
Behavior where leaders hold followers accountable when standards are not met or when things go wrong. |
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Management by Exception-Active |
Followers appreciate this behavior as it reduces uncertainties regarding their purpose. |
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Transactional Leadership |
Leadership behavior where a reward is provided for positive behavior. |
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Skinner’s Operant Conditioning Theory |
Theory that considers a method of learning that occurs through rewards and punishments for behavior. |
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McClelland’s Needs Theory |
Theory that identifies three essential requirements a person must satisfy to be motivated. |
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Transformational Leadership |
Where leaders promote positive and meaningful changes in followers by acting as a coach and a mentor. OR This is the most active and effective form or leadership behavior. |
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Intrinsic Motivation |
Refers to results (work, family, education, etc.) to internal factors that they can control (e.g. the amount of effort they put in) |
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Extrinsic Motivation |
Refers to the performance of an activity in order to attain an outcome. |
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Transformational Leadership |
Where leaders promote positive and meaningful changes in followers by acting as a coach and a mentor. OR This is the most active and effective form or leadership behavior. |
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Path-Goal Theory |
This theory views leaders as trailblazers, creating conditions for subordinate success. |
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Contingency Theory |
States that leaders are moved into and out of various situations based on the leader-follower relationship, the leader’s position power, and the task structure. |
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Situational Leadership Theory |
Identifies four styles a leader uses that are based on the subordinate’s development level and the situation (task) at hand. |
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Style Theory |
This concentrates on two types of leadership: task- or production and people- or relationship-oriented leadership. |
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Skills Theory |
Focuses on leaders who are emotionally intelligent and can solve problems successfully. |
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Psychodynamic Theory |
This argues that followers and leaders are drawn to their roles, and achieve success in those roles by virtue of personality types. |
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Trait Theory |
States one’s leadership effectiveness is based on their intelligence, self-confidence, and integrity. |
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Your ______ flows from the constitution, the congress, and powers vested in you by the President, as Commander-in-Chief. |
authority |
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________ obligate themselves to a higher purpose for the privilege of leading others; whereas, _________ are imposed, varied, sometimes onerous, often routine, but never optional. |
Leaders, requirements |
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__________ is the current state of your ability, what you are able to do; competency is what is demanded of you by a position, duty, or situation. |
Competence |
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________, to a large extent, is determined by the decisions, choices you make, and action you take. |
Character |
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_________is a leader’s delivery system; it is the filter through which all talent, qualities, and skills must pass in order to be delivered. |
Personality |
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__________ occurs when all the elements of the RLAM are brought to bear in a manner that is appropriate to the organization, environment, and people |
Relevance |
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__________ is both a byproduct of leadership and an enabler for leadership. |
Trust |