Leader Guide - AF

Exportable Enhancing Human Capital

November 2017

Leader Guide

Reproduction and/or distribution in whole or part in electronic, paper, or other forms without consent of the Profession of Arms Center of Excellence (PACE) permission is prohibited.

Table of Contents

Overview Purpose .................................................................................................................................................. i

Target Audience ...................................................................................................................................... i

Objective ................................................................................................................................................. i

Strategic Roadmap: USAF Profession of Arms Alignment ..................................................................... i

Leader’s Role Delivery ..................................................................................................................................... ii

Increasing Participant Engagement ..................................................................................................... iv

How to Use This Guide .......................................................................................................................... v

Getting Started

Welcome .............................................................................................................................................. vii

Course Overview .................................................................................................................................. vii

Objective .............................................................................................................................................. vii

Time Management ............................................................................................................................... vii

Locator Guide .......................................................................................................................................vii

Opening Activity ................................................................................................................................... vii

Modules/Lessons Connecting Values to Mission

Heritage Today Video Series - Excellence ........................................................................................ 1

Institutional Health ........................................................................................................................... 2

Professionalism

Commitment, Loyalty, and Trust ...................................................................................................... 4

The Art of Leading Oneself Video Series – TSgt Hayes ..................................................................... 5

Thinking About Thinking

Bridging the Thinking Paradox ......................................................................................................... 6

Systematic Thinking .......................................................................................................................... 7

Human Behavior

Human Behavior ............................................................................................................................... 8

In-Group Behavioral Psychology ...................................................................................................... 9

Consequence of Power................................................................................................................... 10

Communication

Communication Environments ....................................................................................................... 11

Entrenched Thinking ...................................................................................................................... 14

Personal Bias

Blind Spots ...................................................................................................................................... 15

Personal Bias and Relationships ..................................................................................................... 17

Misperceptions ............................................................................................................................... 19

Gutting Up

Institutional Optimism ................................................................................................................... 20

Heritage Today Video Series - Commitment .................................................................................. 21

Conclusion ............................................................................................................................................ 22


i

OVERVIEW

Purpose

The USAF requires a clear and deliberate path for the professional development of its future leaders. Given the complexities of the global environment, the challenges of both asymmetric and conventional war, and growing economic concerns, the United States Air Force requires men and women capable of world-class leadership. At the heart of this leadership requirement is the need for improved critical thinkers and effective communicators.

Understanding why humans make decisions and how perceptions drive decision is a vital requirement for leaders. Understanding the human phenomenon is fundamentally important to the development of effective leaders who must not only understand how and why humans do what they do but also how to establish environments of trust. Trust allows leaders to influence, and influence can shape perceptions.

Effective communication is not just about how to present a brief; it must be a deliberate and intentional effort. The way information is presented will determine our perception; how we communicate information to others can affect how the message is received and understood. Communication as taught in this presentation is about building effective relationships.

Target Audience

Leaders at all levels

Objective

Strive to be a better version of yourself by

becoming a better critical thinker and decision maker,

understanding how people can be influenced, and

practice infusing Air Force core values into everything you do.

Strategic Roadmap: United States Air Force Profession of Arms Alignment

Primary: 2.1.2; Airmen integrate Air Force Core Values with individual performance.

Secondary: 3.1.1; Leaders create opportunities for professional interaction and development


ii

The Profession of Arms Center of Excellence (PACE) has developed this exportable version of Enhancing Human Capital to guide leaders in the delivery of leadership and professionalism training. This guide is intended to assist the leader in planning for and executing a successful learning event.

To be effective, Leaders have to be neutral to the discussion, not partial to any members, and acceptable to everyone involved. As the Leader, it is imperative that you are familiar with the content. Adequate preparation is key to a successful lesson. It is your responsibility to watch the videos and go over all Leader notes prior to presenting the content; you must master the content for maximum benefit of your participants

Additionally, as the Leader, it is your responsibility to:

• arrange the furniture in a “U” to emphasize equality among all participants, • ensure that you are in a relaxed frame of mind, • establish an atmosphere conducive for learning and change, • use effective communication and presentation skills, • inspire meaningful guided discussions, • ensure concepts are understood, and • follow the course as it is intended by following this guide.

Delivery

One person can present the course in its entirety, or two or more people may choose to present an area that they are more versed in for a more effective lesson. Regardless of the number of leaders, they should all have strong knowledge of the material they present and effective communication skills.

Modules may be presented in one day over a period of time to create a series of shorter trainings. Modules can be presented over time, like at staff meetings or by dividing them into more manageable chunks such a one-hour, two-hour, or half day. Be careful if altering the flow of the content as some information may build in subsequent modules/lessons or be mentioned from previous sections.

Consideration of different audiences and contexts – The content can be tailored to a wide

range of audiences. In general the content can be customized by altering

Leader’s Role


iii

• the order of the modules, • time spent and emphasis on each lesson, and/or • time spent on activities.

It is our recommendation to follow the guide as it is outlined, but we understand you may have constraints on priorities, needs, and time availability. You know your audience best, so the final decision is up to you. The leader is encouraged to provide their own examples within the lessons.

Classroom Management

Set the tone - Communicate clear expectations and provide the agenda or goals for the day.

Dealing with disruptive talking - People get distracted and talk among themselves. One of the best ways to address disruptive talking is to increase proximity to the talkers. This means walking over closer to them which allows the leader to indicate the disruption without making a scene or asking them to be quiet. If disruptive behavior continues, speak to them at the next break.

Questioning Techniques – One of the most important skills for you as the leader while conducting a group discussion is not having all of the right answers, but asking the right questions. Here are a few techniques for asking questions.

Ask open-ended questions - avoid questions where the participant is only required to provide a yes/no answer. Ask questions that will require people to share their thoughts and feelings.

Ask follow-up questions – Many people will stay surface-level with their answers to your questions, so practice asking questions that follow up on their response. Some examples of good follow-up questions for short/simple answers people often give are:

What makes you say that?

How do you feel about that?

How do you think that would have affected you if. . . . .?

How would you explain your answer to . . . . ?

When receiving questions from the participants, you should acknowledge all questions, being sure that everyone heard the question. Here are some techniques for how to handle them.

Off-topic questions – may include questions that will be answered later in the presentation, pertain to a certain circumstance or situation, or is not focused on the lesson. If the question


iv

will be addressed later in content, provide a brief response and let the participant know it will be covered in more detail later.

If the question is about a specific example, try to restate the question so that it is more applicable to everyone. If that is not possible, ask the participant to visit with you during a break or after training.

If the question is not related to the topic at hand, direct the participant to a resource where they can learn more on their own.

Never ending questions – one way to address this without being confrontational is to answer each question briefly. By being brief, information is limited to spark additional questions. After giving a brief response, move on with the lesson. Another technique is to say “I will take one more question and then we will move on.”

Increasing Participant Engagement

Acknowledge responses – Show that you have heard and understood a contribution. You can do this in non-verbal and verbal ways. Non-verbal ways include eye contact, nodding, and leaning forward towards the speaker. Verbal can include praising “I’m glad you brought that up,” or “That’s a good point.”

Build on responses - A good way to encourage participation is to integrate each participant’s response with that of other participants or with the whole group. Similarities and differences are surfaced, and the way each point relates to another is verbalized. This way, the discussion is moving and the individual contributions are seen as relevant to the whole.

Linking – Making verbal connections to what individual participants say and feel. “Michael believes that the group should outsource all customer communication. Jonathan, on the other hand, feels that an in-house customer care staff will serve the company better. It seems we have two different but equally valid approaches to this problem.”

Redirecting – Promote the involvement of all in a discussion. For example, “What do you think about that?” or “What do you think about Mark’s idea?”

Thank the Group – Affirm the group for their participation, and each member for their contribution, to encourage greater involvement.

Walk About – a large group activity that provides participants an opportunity to work as teams to process information and then walk about and learn from the work of other groups. Groups can be given the same or a different topic to work on. Each group writes or draws its response on chart paper and then hangs it on the wall. The facilitator then allows time for each group to


v

walk about the room to look at the responses and even take notes if desired. After all groups have visited all charts, debrief the entire group about the key concepts and ask them to share what they learned.

Think – Pair - Share - This enables participants to relate to a topic, formulate their own ideas,

and then share these with other participants. Think-Pair-Share encourages participation and helps to stay on task. When participants discuss new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Misunderstandings are revealed (and resolved). When participants are given time to think more of the critical information is retained.

Most people prefer working in smaller groups as opposed to large groups because there is less pressure. Using a timer can help keep the activity brief and maintain structure. Self-reflection - As the name implies, this is an individual activity to allow participants time to think about their own behavior and beliefs. There is space for journaling in the participant guide.

Guided discussion – a critical conversation about a topic conducted in a group of a size that allows participation by all members. An effective discussion allows all members to speak, all members can hear the others’ ideas and feelings stated openly, and all members can receive and respond to respectful but honest feedback.

A variety of points of view are put forward and discussed and the conversation is not dominated by one person. Ultimately, an effective discussion is one in which many ideas and viewpoints are heard and considered.

HOW TO USE THIS GUIDE

Anticipatory sets and transitions are written out for your convenience. You may read them verbatim or paraphrase them using your words. Either way is acceptable, but please accomplish both as they are critical to a smooth flow of the information.

After each lesson that has a video segment featuring Dr. Smith, Senior Executive Advisor, lead the group through filling in the blanks of the main points of the lesson. Time limits are suggested to help keep you on track. Feel free to share your experiences and personal stories as examples to help make a point.


vi

Graphics

Core Values Connection. Please read the connection each time this graphic appears. The core value will be followed by one of its virtues (desired behaviors and characteristics). For example, Excellence In All We Do > Mission.

This is your visual cue that it is time to play a video.

Most lessons have an activity. You are strongly encouraged to complete all activities. A suggested time allotment is provided to help keep you on schedule.

NOTES TO SELF:


vii

GETTING STARTED (20 min)

Welcome Welcome everyone and thank them for being in attendance.

Give a BRIEF introduction or background about yourself then have everyone introduce themselves by providing their name and who or what inspires them and why.

Course Overview Provide a brief description of how the course is set up:

Core Values Connection

Seven modules with two or more lessons

Videos featuring Dr. Smith, PACE Senior Executive Advisor, followed with group main point discussion and then usually an activity.

Participation is just not welcome, but is integral to the successful attainment of the objective.

Objective State the objective verbatim:

Strive to be a better version of yourself by

becoming a better critical thinker and decision maker,

understanding how people can be influenced, and

practice infusing Air Force core values into everything you do.

Time Management Explain, as applicable, how you expect the day/training to run: approximate break times, lunch hour, dismissal.

Locator Guide Point out restroom location, fire escape route, break areas, vending machines etc.

Opening Activity This is optional, but should not consume more than 15 minutes.


viii

TRANSITION: Those responsible for leading other humans must have an understanding of how people are influenced, relationships, human behavior, communication, and bias. This course offers a foundational understanding for human decision making and increases the probability for more effective critical thinking when making human capital decisions (leading people).

NOTES TO SELF:


Connecting Values to Mission 1

Heritage Today Video Series – Excellence (15 min)

Connecting Values to Mission Anticipatory Set: The Heritage Today Video Series are vignettes to be used by Air Force leaders to enhance Airman professional development, inspire airmen with stories of Air Force heritage and to emphasize Air Force Core Values by using the enabling characteristics of character, judgment, and competence as the building blocks of professionalism.

The Air Force is a place where excellence is a standard, not an achievement. We know we have it in us to do things other people don’t have the strength, the vision, or the courage to do. The world is full of people who sure try real hard. And then tell you they are sorry. That isn’t us. That’s not you. We go faster, we go higher, we go farther, we do more and we do better. Every day. We find a way. Excellence in everything we do.

As you watch the video, listen for the words “everything matters” and think about what that means to you.

Play video 01 Heritage Today Video Series – Excellence (2:33)

Activity – Self-reflection. Participants are to write a short response to the questions below.

1. How do you fit in to what matters in the Air Force? 2. The video states “Excellence is the foundation you stand on to reach higher.” Are there

areas either in your personal or professional life that you could reach higher? List/describe them.

3. You will be remembered by the people whose lives you change. What do you hope they say about you?

Allow 5 minutes for participants to reflect and journal their responses to the questions above. Spend no more than another 5 minutes allowing those who would like to share

their thoughts with the group.

TRANSITION: As you know, Excellence In All We Do is one of our Core Values. One of the virtues that further defines this core value is Mission. The Little Blue Book describes Mission this way: Mission focus encompasses operations, product and resources excellence. The complex undertaking of the Air Force mission requires us to harness the ingenuity, expertise,


2 Connecting Values to Mission

and elbow grease of all Airmen. We approach it with the mindset of stewardship, initiative, improvement, pride, and continued commitment to anticipate and embrace change. Our work areas, our processes, and our interpersonal interactions must be undeniably professional and positive. Our people are the platform for delivering innovative ideas, strategies, and technologies to the fight.

Let’s see how Dr. Smith suggests we tie our core values into the Air Force mission of fly, fight, win.

Institutional Health (40 min)

Core Values Connection: Excellence In All We Do > Mission

“Our work areas, our processes, and our interpersonal interactions must be undeniably professional and positive.”

MATERIALS NEEDED: chart paper for each group, markers

Play video 02 Institutional Health (3:56)

Fill in the blanks as a group after listening to Dr. Smith’s message to reiterate the main points. (15 min)

1. Institutional health is determined by how well an organization connects its values to its mission.

2. One of the ways the Air Force infuses the core values into

its mission is through professionalism.

3. Professionalism is a verb that becomes a bridging

element.

Activity – Walk About. Divide the large group into smaller groups and provide each with

chart paper and markers. Ask participants to describe how they infuse our values into what

they do while on the job. Allow 5-10 minutes for group discussion then have them transcribe

their thoughts onto the chart paper. Have each group post their paper on the wall; then allow

another 10-15 minutes for a Walk About.


Connecting Values to Mission 3

SUMMARY: Summarize the discussion provided by the Group.

TRANSITION: Form your remarks to transition from infusing the Core Values to the mission to

working toward gaining increased commitment, loyalty, and trust in their workcenter.


4 Professionalism

Professionalism Anticipatory Set: Service Before Self tells us that professional duties take precedence over personal desires. A virtue of Service Before Self that demonstrates one truly values service is loyalty. The Little Blue Book states that loyalty is an internal commitment to the success and preservation of something bigger than ourselves. Our loyalty is to the Nation first, the values and commitments of our Air Force second, and finally to the men and women with whom we serve.

Core Values Connection: Service Before Self > Loyalty

“The call to serve is a call to live according to a higher standard; it is a commitment that takes energy, dedication, and sacrifice.”

“Ultimately, loyalty is demonstrated by helping each other act with honor.”

Commitment, Loyalty, and Trust (40 min)

Play video 03 Commitment, Loyalty, and Trust (5:30)


1. Trust is the foundation of relationships.

2. Higher levels of trust lead to higher levels of loyalty.

3. People will behave based on what they value; the level of the commitment and loyalty to those values determine in large measure what they will do.

Activity - Group Discussion. Pose this challenge to the Group: How can you develop people in an environment of commitment, loyalty and trust?

Allow no more than 15 minutes for the discussion.

TRANSITION: Professionalism is the process of combining one’s understanding of the organization’s behavioral standards and expectations with the often complex development required in the professions of arms. It must be “baked” into everything we do. Next, we are going to listen to one of our Military Training Instructors (MTIs) at Basic Military Training (BMT) speak of how professionalism was “baked” into her becoming the person she is today.


Professionalism 5

The Art of Leading Oneself Video Series – TSgt Hayes (15 min)

Professionalism is about learning to lead oneself; it’s not what you do, but how you do it! It describes who we are as a service; how we conduct ourselves and live our lives.

In this video, TSgt Hayes, a Basic Military Training Instructor, tells her personal story of how she led herself, guided by Air Force Core Values, and her personal commitment to become the successful Airman and leader she is today. She talks about adversity and her leaders from the past who created an environment of trust, loyalty,

dignity and commitment which molded her into who she is today. This influence made her want to become a Military Training Instructor (MTI) so that she could mold our future Force into Airmen who will embody our Core Values and create the same type of environment when they become Air Force leaders.

Play video 04 The Art of Leading Oneself Video Series – TSgt Hayes (1:50)

Activity - Self-reflection. Consider this statement: Professionalism is about learning to lead oneself . . . it is not just about what we do but also how we do it. Professionalism is the heart and soul of who we are and who we aspire to be every day. (Strategic Roadmap: United States Air Force Profession of Arms, May 2015)

Participant will use space in their guide to describe their energy, dedication, and sacrifice to answer the call to live to a higher standard.

Allow participants 5-10 minutes to complete this activity.

SUMMARY: Briefly summarize the two lessons from the Professionalism module based on discussions from the participants.

TRANSITION: We all have different experiences, beliefs, and values. Because of these differences, everyone has a unique way of thinking. What are in your green blocks? Confused? You won’t be for long!


6 Thhinking About Thinking

Bridging the Thinking Paradox (40 min)

Thinking About Thinking Anticipatory Set: It is important to understand how we, as humans, process information individually. We all use a variety of processes to control our thinking activities which in turn help us to regulate our thinking and the subsequent outcomes (decisions). This module will highlight and give examples of how we compartmentalize information and how sometimes, beyond our control, our own processing won’t allow us to find an effective solution to a problem.

Core Values Connection: Excellence In All We Do > Discipline

“Discipline is an individual commitment to uphold the highest of personal and professional standards . . . we demonstrate it in attitude, work ethic, and effort directed at continuous improvement . . .”

Play video 05 Bridging the Thinking Paradox (8:44)


1. The theory of determinism basically means that as humans, we develop blocks of knowledge to help us solve problems.

2. Your “story” shapes your green blocks. 3. Uncertainty is that in which anything could/can happen. 4. Infusing what you know to be true with what you know is

uncertain gives you probability.

Activity – Think-Pair-Share

Direct participants to work with a neighbor to accomplish this activity.

As a leader, you must realize that your green blocks and the way you solve problems won’t be the same as everyone else. You must get out of your green blocks and into the messy world of uncertainty. What are some ways that you can increase the probability of improving your relationships?

Allow no more than 15 minutes for this activity.

TRANSITION: As we continue to think about our thinking, Dr. Smith will talk to us now about how systematic thinking affects our decision making.


Thinking About Thinking 7

SYSTEMATIC THINKING (20 min)

Play video 06 Systematic Thinking (8:30)


1. The models of thinking are the processes of how we use our brain to make decisions and ultimately drive our behavior.

2. In systematic thinking, there is normally a series of decisions; the order is important as well.

3. The most effective leaders are able to understand that if there is a problem in the process of systematic thinking it is more than likely that it started and could have been solved by the leader and not the recipients.

NOTE: There isn’t an activity for this lesson since Dr. Smith led participants in two examples during the video.

SUMMARY: We’ve spent some time thinking about our thinking! We talked about using our knowledge (green blocks), and if need be, getting out of them, and how a systematic thinking process can lead to a coordinated end-state.

TRANSITION: We are going to transition now into human behavior and build on what we’ve learned about decisions and perceptions. It is important to understand that behavior starts first in the brain as a decision; decisions are based on perceptions; and perceptions can be shaped.


8 Human Behavior

Human Behavior Anticipatory Set. If we want to affect behavior, we must influence perceptions. The development of perspective is uniquely shaped over a lifetime. Quality leaders shape the perspective of others through a leadership blend focused on a humanistic and compassionate style of influence.

Core Values Connection: Integrity First > Accountability

“Accountability is responsibility with an audience . . . Accountable individuals maintain transparency, seek honest and constructive feedback, and take ownership of the outcomes of their actions and decisions.”

HUMAN BEHAVIOR (50 min)

MATERIALS NEEDED: chart paper for each small group, markers

Play video 07 Human Behavior (5:39)


1. People will do what they perceive is best for them even if it is unhealthy.

2. Leaders can systematically affect the way people perceive the world around them.

3. People want to feel involved and part of a system which in turn will affect their behavior in a positive manner.

4. People will work harder, smarter, and be more productive when working for someone they like.

Activity – Walk About. Divide the large group into smaller groups and provide each with

chart paper and markers. Ask participants to describe how they can affect the way people

perceive the world around them. Allow 5-10 minutes for group discussion then have them

transcribe their thoughts onto the chart paper. Have each group post their paper on the wall;

then allow another 10-15 minutes for a Walk About.


Human Behavior 9

TRANSITION: Now that we’ve spent some time talking about perceptions, let’s see what Dr.

Smith says about how they affect our desire to be part of an in-group.

IN-GROUP BEHAVIORAL PSYCHOLOGY (40 min)

Play video 08 In Group Behavioral Psychology (6:20)


1. People want to be part of something bigger than themselves.

2. Research suggests that humans seek and join groups in order to build identity and belonging.

3. In order to maintain group membership, individuals must choose on their own to modify their behavior to the group’s standards and expectations.

4. This “choice” is based on perceptions normally centered on trust, loyalty, and a shared commitment toward the group.

5. Leaders have the ability to influence those perceptions by enhancing individual’s trust, loyalty, and commitment.

Activity – Guided Discussion. Our need to belong is what drives us to seek out stable, long lasting relationships with other people. Belonging is a basic, fundamental need. It is so strong that we often prefer to be in a low social position within a group rather than to leave and try to find another group. If you really want to influence someone, you must be in the same group as them. You can do this by joining one of their groups or having them join yours. How can we influence someone to modify their behavior to a group’s standards and behaviors?


TRANSITION: Here’s a question to ponder: How might authority affect the process of individual behavior and personal decision making? Leaders must fully understand the immense responsibility and power they wield when placed in a position of authority. Dr. Smith will talk to us next about when power is used for positive ends, the influence can have significant and vital impact on both individual and institutional behavior.


10 Human Behavior

CONSEQUENCE OF POWER (40 min)

Play video 09 Consequence of Power (6:27)


1. Power can determine how you treat yourself and ultimately how you treat others.

2. Being in a position of authority or power can affect the way people see themselves.

3. The key is to understand that that we must keep egocentric tendencies under a certain level of control.

4. How people feel around you will determine what they say to you.

5. Authority can have the ability to trump a person’s value system.

TRANSITION: To give an example of how authority can be abused, we are going to watch a clip about the Milgram Experiment conducted by a Yale University psychologist.

Play video 10 Milgram Experiment (10:48)

Activity – Guided Discussion. Professor Milgram elaborated two theories. Briefly

discuss each. 1. A person who has neither ability nor expertise to make decisions, especially in a crisis, will leave decision making to the group and its hierarchy. The group is the person's behavioral model.

2. The essence of obedience consists in the fact that a person comes to view themselves as the instrument for carrying out another person's wishes, and they therefore no longer see themselves as responsible for their actions. Once this critical shift of viewpoint has occurred in the person, all of the essential features of obedience follow.

TRANSITION: If you hadn’t realized before the tremendous responsibility your position carries, you should now have enough information reinforce the concept of humanistic influence. We will now turn our attention to communication.


Communication 11

Communication Anticipatory Set. How we communicate matters. The way information is presented will determine our perception: how we communicate information to others can affect how the message is received and understood. We must be willing and able to tailor our communication. Mental entrenchment and personal bias may get in the way of effectively communicating. Clear communication is imperative to accurately express ideas or to even receive messages from others. People interpret things differently and understanding others relies on this concept. This module will cover the characteristics of destructive and effective communication and then move on to mental entrenchment and how that affects communication.


“Our appearance, actions, and words shape the culture of the Air Force and the reputation of the entire military profession.”

COMMUNICATION ENVIRONMENTS (40 min)

MATERIALS NEEDED: one 8.5 x 11 sheet of paper for each participant

Play video 11 Communication Environments (6:25)

As a group, list the characteristics of destructive and effective communication in the table

below after listening to Dr. Smith’s message.

1. DESTRUCTIVE 2. EFFECTIVE sarcasm judgment cynicism perspective selfishness influence anger mentorship bias leadership judgment intelligence disconnection solutions confidence humility

3. Which is the most important characteristic? humility


12 Communication

ACTIVITY: Paper snowflakes. Give one sheet of paper to each participant. State that you want them to follow your oral directions without asking questions of you or another participant.

Give these directions quickly, without clarification or explanation:

1. Fold the paper in half and tear off a top corner. 2. Fold it in half again and tear off the top corner. 3. Fold it in half again and tear off the left corner. 4. Rotate the paper to the right three times and tear off the bottom corner. 5. Fold it in half again and tear off the middle piece.

Instruct the group to unfold their snowflakes and compare them to others. Discuss the importance of clearly communicating using these questions:

Everyone received the same directions and materials but the outcome was varied. Why?

What could have been done differently to ensure everyone’s snowflake looked the same?

How can you improve your communication when others are receiving your message differently than you had intended?


ADDITIONAL COMMUNICATION INFORMATION

Expectations you should anticipate when communicating directives:

Expect that your directions will not always be followed Expect that what is clear to you will not be clear to others Expect that some outcomes will be unexpected Expect that patience will always be required

Considerations for better communication:

The only way to get the best of an angry argument is to avoid it Do not be ill tempered or mean spirited in your debate Be very careful telling someone they are wrong If you are wrong, admit it quickly and emphatically Try to honestly see things from the others point of view Appropriately hold others accountable for their perspectives Play devil’s advocate to challenge, not to frustrate


Communication 13

TRANSITION: Our brains seek to make sense of what we hear and what we see. Additionally, we rely on previous education and experience to develop understanding. However, once our brain draws a conclusion, it is very difficult to “see” it from a different point of view. Next up is Dr. Smith explaining mental entrenchment and how it affects communication.

NOTES TO SELF:


14 Communication

ENTRENCHED THINKING (30 min)

Play video 12 Entrenched Thinking (4:44)


1. In entrenched thinking, our brain will take in information

and we will see a certain perspective and it’s difficult to get ourselves off of that position.

2. After our brain has made a mental conclusion, it will no longer allow you to think about what it may be other than the perspective you have formed.

3. Entrenched thinking can lead to miscommunication. 4. Perspective is vitally important to effective

communication which leads to better relationships of trust which ultimately leads to increased levels of commitment.

Activity – Think-Pair-Share.

NOTE: Have participants share with someone new this time.

Have you seen a cow in the past which prevented you from communicating effectively? Describe the cow and the outcome of your mental entrenchment that led to miscommunication.

Allow ten to fifteen minutes for a thorough sharing experience.

SUMMARY: Say some things about what the snowflake activity revealed to the group regarding communication and how we will look at/think about cows in a different way now.

TRANSITION: Humans are such interesting beings to study. We’ve learned that our perceptions drive behavior and how we communicate can shape perceptions. We continue on now with a new module titled personal bias.


Personal Bias 15

Personal Bias Anticipatory Set: Personal biases can be divisive forces within a decision process and can lead to less than ideal outcomes for decision makers. The single most destructive roadblock in our becoming an effective leader is our own personal bias. Personal bias often results from our brain trying to cope with excessive “noise.” In this module, Dr. Smith will explain to us that we all have blind spots, how bias affects our relationships, and that misperceptions can create closed mindedness and egocentric perspectives making it hard to come to a neutral decision.


“Discipline is an individual commitment to uphold the highest of personal and professional standards . . . we demonstrate it in attitude, work ethic, and effort directed at continuous improvement . . . “

BLIND SPOTS (25 min)

Play video 13 Blind Spots (6:07)


1. Our bias is what keeps us from creating environments of ingenuity, innovation, and new solutions.

2. The first step to overcome blind spots is to first understand that they are happening.

3. Our brain focuses on what it believes is a priority. 4. We must learn to systematically control noise or we

will become blind to our relationships. 5. Most of our noise is self- induced.


16 Personal Bias

Activity – Self-reflection. These are the things that are noise in my life:

These are the noisy things that I want to get rid of or control:

Allow about 10 minutes for this activity.

TRANSITION: Now that we have cleansed ourselves of noise, let’s continue on and see how bias can affect our relationships.


Personal Bias 17

PERSONAL BIAS and RELATIONSHIPS (25 min)

Play video 14 Personal Bias and Relationships (6:13)

Fill in the blanks as a group after listening to Dr. Smith’s message to reiterate the main points.

1. Our surroundings can create bias. 2. Circles represent your world and develop your

perspective. 3. Subordinates or younger people don’t have the

ability to change or modify their perception to meet your expectations.

4. If you don’t take the time to get out of your own bias, (green blocks) you won’t be able to relate to others and you lose the ability to earn trust. No trust = no influence. No influence = no shaping of perceptions. If we can’t shape perceptions we can’t affect decisions and subsequently not shape behavior.

ACTIVITY – Self - reflection. What do you surround yourself with that shapes your world and perspective? Fill in the circles.

ME


18 Personal Bias

Allow 10-12 minutes for participants to complete this activity.

Tips for dealing with personal bias:

Question your own beliefs

Ponder more, talk less

Ask yourself “What am I missing?”

Try assuming you are wrong

TRANSITION: We’ve talked quite a bit about bias and perspective. Let’s switch gears just a tad and talk about misperceptions.

NOTES TO SELF:

MISPERCEPTIONS


Personal Bias 19

MISPERCEPTIONS (10 min)

Play video 15 Misperceptions (3:30)

Fill in the blanks as a group after listening to Dr. Smith’s message to reiterate the main points.

1. We can be so convinced about something that even the

facts won’t change our mind. 2. Sometimes our brain will be so fixated that it will not

allow us to get off of the fixation even if we see the facts. 3. Even in the face of facts, if our brain is disconnected

from the process we want to take we will not see how those facts actually effect our perception to make it a misperception.

TRANSITION: You now have some ammo to use to keep your bias in check. If you find yourself struggling with your relationships, check for blind spots, reexamine your noise, and ensure your perceptions are not actually misperceptions. Always strive to become a better version of yourself. The biggest room is the room for improvement. Let’s focus our attention now on optimism.


20 Gutting Up

INSTITUTIONAL OPTIMISM (20 min)

Play video 16 Institutional Optimism (3:46)


Optimism makes us proud to be part of the Air Force in- group.

Encourage people to be a better version of themselves.

Leaders must feed the good grass, and encourage people to be the best version of themselves that they can be.

ACTIVITY – Think-Pair-Share - What are two things you can do to feed the good grass where you work?

NOTE: Have participants share with someone new this time.

Allow about 10 minutes for this activity.

TRANSITION: We’ve come to the end of the material. We have one video left that will hopefully inspire you and, if needed, reaffirm your commitment to the cause of the greater good of the United States Air Force.


Gutting Up 21

HERITAGE TODAY VIDEO SERIES – COMMITMENT (25 min)

The Heritage Today Video Series are vignettes to be used by Air Force leaders to enhance Airman professional development, inspire airmen with stories of Air Force heritage and to emphasize Air Force Core Values by using the enabling characteristics of character, judgment, and competence as the building blocks of professionalism.

If there ever comes a time when you question your commitment, just watch this video and remember, we are here because of those who came before us.

Play video 17 Heritage Today Video Series – Commitment (2:16)

ACTIVITY – Guided Discussion: The video states “You are allowed to make mistakes but you are not allowed to do half way. Stay focused.” What is your top priority that you want to work on to become a better version of yourself?

Allow up to 20 minutes for the discussion.

TRANSITION: As we get ready to go, please think about these two questions: Are you ready to gut up and do what you have to do as a leader? More importantly, will you be ready for when your leadership moment(s) come?


22 Conclusion

CONCLUSION Our journey began by talking about professionalism being the bridge that connects our

organizational values to our mission. We then began to talk about humans, stating that trust is

the foundation of relationships. Higher levels of trust lead to higher levels of loyalty. People

will behave based on what they value; the level of the commitment and loyalty to those values

determine in large measure what they will do.

We took a look at ourselves and examined what our own green blocks are and how they

shape our behavior and decision making process. And, you experienced several examples of

how powerful our brains are and how we can get entrenched into what we believe to be factual

information but only to hopefully realize what we believe to be facts are really misperceptions

and/or blind spots.

You may be asking yourself how in the world you will turn all of this information into

action. PACE has an assortment of tools on their website: www.airman.af.mil. You can

subscribe to their You Tube channel, PACE Profession of Arms Center of Excellence, Like them

on Facebook (PACE Profession of Arms Center of Excellence), or follow them on Twitter

@ProfessionalAmn.

We spent quite a bit of time getting to know each other and ourselves a little bit better.

Remember, the objective of the course is to strive to become a better version of yourself by

focusing on three things: becoming a better critical thinker and decision maker, understanding

how people can be influenced, and to practice infusing Air Force core values into everything

you do. STAY FOCUSED! Good luck and godspeed!!

Allow about 15 minutes

NOTE: If you will not have internet connection, please visit www.airman.af.mil ahead of time and be able to describe some of the available tools or perhaps print a few of your favorites to share with the group.

Thank You!!

http://www.airman.af.mil/

http://www.airman.af.mil/

Documents

Leader Guide - AF