NCO DLC Test #1 Latest Update

team mission and team dynamics to contribute to team success. - ANSWER Builds Teams and Coalitions This sub-competency requires NCOs to develop others' and own ideas engaging in mutual problem solving, identifying alternative positions or approaches and evaluating them openly and fairly. Persuades and influences others, builds consensus, gains cooperation, and effectively collaborates. Attains desired mission outcomes. - ANSWER Negotiating What are the four sub-categories of Embody Airmen Culture? - ANSWER Warrior Ethos Followership Develops Self Ethical Leadership This sub-competency requires NCOs to exemplify and model the warrior spirit. To exhibit moral and physical courage and a hardiness of spirit despite physical and mental hardships. - ANSWER Warrior Ethos This sub-competency requires NCOs to provide effective feedback and advice to leaders about goals and mission accomplishment, advocates for leader's point of view when a decision is established, and commits to the action plan of the organization and mission. Establish own job performance standards in coordination with supervisor focused on effective performance rather than meeting standards, mentors followers, and develops subordinates as followers and leaders. Understand goals of leader. - ANSWER Followership This sub-competency requires NCOs to proactively seek feedback from others. Demonstrate a willingness to seriously consider feedback received and its implications for behavior. - ANSWER Develops Self This sub-competency requires NCOs to recognize, promote, and assess ethical leadership behaviors that reinforce USAF Core Values. - ANSWER Ethical Leadership What are the two sub-categories of communicating? - ANSWER Speaking and Writing Active Listening This sub-competency requires NCOs to interpret receiver's level of understanding by seeking input and validating understanding of written and verbal communications. - ANSWER Speaking and Writing This sub-competency requires NCOs to correctly interpret and synthesize messages from others and respond appropriately. - ANSWER Active Listening Read for Comprehension Take Notes Study Test Life Long Learning - ANSWER What are the keys to successful learning? TSgt Browning just passed her final NCO DLC summative evaluation. She decides to review her test results and thinks about how she is going to use this to improve herself. She also thinks about how she can use the information she learned in her work center. TSgt Browning's actions BEST illustrates ___________________. - ANSWER Life Long Learning While preparing for his first NCO DLC summative evaluation TSgt Henderson set up his goals in order of importance. When it was time to study, he didn't put it off to a later time or day. Throughout his preparation he maintained his drive to pass the evaluation. After testing, he was informed that he passed with a 90%. The scenario above BEST illustrates _________________ and their impact on NCO effectiveness. - ANSWER Benefits of Time Management Scheduling Procrastination Benefits of Time Management Self Discipline Dealing with distractions - ANSWER To manage your time wisely what five things should you master? Advantages of time management include reduced anxiety, gained time, reduced avoidance, improved opportunities for reviews, and eliminated cramming. Managing time also helps to maintain motivation while avoiding procrastination. - ANSWER Benefits of Time Management Involves the manner in which one deals with things emotionally. It is the impact of one's attitude, or ability to value, appreciate, and motivate. - ANSWER Affective Domain Receiving Responding Valuing - ANSWER What are three levels of Affective Domain? This is the affective domain's first level of learning. At this level, you have to be willing to "attend" your course—pay attention to the material you're reading and actively listen to and watch any presentations associated with the reading material. You get your study materials ready and you prepare yourself to learn. At this level, you don't assign value to the material. - ANSWER Receiving This is the affective domain's second level of learning. For deeper levels of learning to occur, listening to, or simply receiving a message isn't enough. After receiving the intended message, you must do something with it. For example, reading the material according to your schedule/plan. At this level, you don't assign value to the material. - ANSWER Responding This is the affective domain's third level of learning. At the valuing level, as you respond to messages or actions, you're also assigning some worth or value to them. You've internalized and feel that the mate- rial has some worth and that you can benefit from it because it will enhance you and your abilities. - ANSWER Valuing The cognitive domain (Bloom, 1956) involves knowledge and the devel- opment of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the develop- meant of intellectual abilities and skills. "Thinking or Reasoning" - ANSWER Cognitive Domain Knowledge Comprehension - ANSWER What are the first two levels of cognitive domain? This is the cognitive domain's first level of learning and is very basic. It only requires you to keep, remember, recall, label, recognize, and repeat information you've either heard or read. - ANSWER Knowledge This is the cognitive domain's second level of learning. At this level, you go beyond simple recall or recognition of the material and attempt to attach meaning to it and establish relationships between pieces of information, concepts, and principles. When determining relationships between the material, you'll relate your thinking to outcomes such as appropriate/inappropriate, effective/ineffective, and positive/ negative - ANSWER Comprehension translation Interpretation Extrapolation - ANSWER What are the three sub-levels of comprehension? at this first sub-level, your focus should be on restating or paraphrasing the concept, principle, generalization, or theory into your own words. - ANSWER Translation at this next higher sub-level, your focus should be on re-ordering, rearranging, or formulating a new view of the material and seeing relationships between various aspects of the material - ANSWER Interpretation To be able to go beyond the material presented and make predictions or extensions of consequences or trends. However, it's very important that you base the predictions or extensions using the material provided in the chapters, not on your prior experiences. - ANSWER Extrapolation While preparing to promotion test, TSgt Miller puts the material into his own words. He thinks about the best way for him to understand and retain the information. The scenario above BEST identifies _________________. - ANSWER Translation These statements explain cognitive learning outcomes and will begin with either knowledge or compre- hension. This is how you'll know what's expected of you by the end of the chapter. - ANSWER Terminal Cognitive Objectives Explain the knowledge, skill, or atti- tude you're expected to demonstrate during and at the end of a chapter. They'll always begin with Identify, Illustrate, or Predict; you can easily determine the depth of learning expected. - ANSWER Terminal Cognitive Samples of Behavior These statements inform you about the highest level of internalization you're accountable for: Valuing. - ANSWER Affective Objective These statements inform you of the minimum possible atti- tudes expected as an NCO in relation to the chapter material. - ANSWER Affective Samples of Behavior As the first step of the IDDP Structured Thinking Process, the purpose of Identify is to allow you to demonstrate your ability to recognize or pick out, in a situation or scenario, concepts or principles associated with the content in the specific chapters. This step is crucial toward solving problems correctly. - ANSWER Identify This step allows you to demonstrate your ability to distinguish whether actions, decisions, or behaviors described in the scenario are appropriate or inappropriate, or effective or ineffective according to the chapter concepts and principles. Remember, there's no degree of appropriate or inappropriate; something is either right or wrong. Choosing not to correct an infraction is inappropriate or wrong. - ANSWER Differentiate 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 chapter concepts and principles. Recommended course or courses of action must adhere to chapter concepts and principles learned rather than your opinion or past experience. Remember, you're solving problems that have a single or best answers. - ANSWER Determine This final step allows you to demonstrate your ability to answer the question, "What would happen if?" ...meaning you can make predictions on what the outcome of