Back to AF PDG Chapter 10 - Leadership
91. Mentoring is both ____________ of those in leadership positions.
*A. an obligation and responsibility
B. a problem and obstacle to the success
C. an optional service and benefit
D. encouraged and earns credit hours toward the career
10.38.1
92. The road to the top is an uphill and bumpy ride. _________ is a key to reaching our destination.
A. Sponsorship
*B. Mentoring
C. PME school attendance
D. Senior rater endorsement
10.38.1
93. The individual who is assisted by a mentor is usually called
A. a ward
B. a mentoré
*C. a protégé
D. a beneficiary
10.38.2
94. AFPAM 36-2241 developed a mnemonic device from the word, mentoring, to help us remember its concepts. Its letters stand for
A. Mold, Elaborate, Narrate, Teach, Observe, Review, Illustrate, Nourish, Graduate
B. Measure, Educate, Nourish, Test, Observe, Respond, Inform, Negotiate, Guide
C. Maintain, Educate, Navigate, Test, Observe, React, Involve, Nourish, Grade
*D. Model, Empathize, Nurture, Teach, Organize, Respond, Inspire, Network, Goal-set
10.39.
95. AFPAM 36-2241 developed a mnemonic device for the word, mentoring. The letter, M, stands for
*A. Model and means an effective leader must lead by example
B. Measure and means a method to determine progress must be developed
C. Measure and means that progress without benchmarks may produce inaccurate results
D. Maintain and means that mentoring must not be conducted at the expense of daily mission requirements
10.39.1.
96. AFPAM 36-2241 developed a mnemonic device for the word, mentoring. The letter, E, stands for
A. Educate and means to share advanced knowledge and experience
*B. Empathize and means to remember what it was like when they were new and inexperienced
C. Emphasize and means to focus on the areas of learning where the need is greatest
D. Educate and means to ensure the protégé attends schools he or she is eligible for
10.39.2.
97. AFPAM 36-2241 developed a mnemonic device for the word, mentoring. The first letter N stands for
A. Navigate and involves instructing the student on obstacles and pitfalls they will encounter
B. Nourish and means to shield the protégé from interference in the form of extra duties
*C. Nurture and encompasses a caring attitude and emphasis on long term development
D. Narrate and involves systematic and patient instruction at the level appropriate for the trainee
10.39.3.
98. AFPAM 36-2241 developed a mnemonic device for the word, M-E-N-T-O-R-I-N-G. The letter, T, stands for
A. Trust
B. Test
C. Tolerate
*D. Teach
10.39.4.
99. AFPAM 36-2241 developed a mnemonic device from the word, M-E-N-T-O-R-I-N-G. Which of the letters represents (1) organizing the material into logical units of manageable size, (2) correcting students’ errors immediately, (3) frequently reviewing all previously covered material, (4) including practical exercises, and (5) testing students’ comprehension often and give them detailed feedback?
*A. T (for Teaching)
B. R (for Responding)
C. O (for Organize)
D. N (for Network)
10.39.4.
100. AFPAM 36-2241 developed a mnemonic device from the word, M-E-N-T-O-R-I-N-G. What does the letter, O, represent?
A. Observe; a protégé must observe without distracting by asking too many questions
*B. Organize; a mentor must be organized to be able to help a protégé become organized
C. Objective; the mentor must never lose sight of the goal of the mentor-protégé process
D. Obligate; in order to motivate Airmen to lead, we must instill a sense of obligation
10.39.5.
101. AFPAM 36-2241 developed a mnemonic device from the word, M-E-N-T-O-R-I-N-G. What does the letter, R, represent?
A. Review
B. Respect
*C. Respond
D. React
10.39.6.
102. AFPAM 36-2241 developed a mnemonic device from the word, M-E-N-T-O-R-I-N-G. What does the letter, I, represent?
A. Illustrate
B. Involve
C. Inform
*D. Inspire
10.39.7.
103. AFPAM 36-2241 developed a mnemonic device from the word, M-E-N-T-O-R-I-N-G. What does the second letter 'N' represent?
*A. Network
B. Nurture
C. Negotiate
D. Navigate
10.39.8.
104. AFPAM 36-2241 developed a mnemonic device from the word, M-E-N-T-O-R-I-N-G. The second letter, N, stands for Network and means
A. the mentor should limit the protégé's interaction with others to prevent confusion and focus effort
B. the protégé may provide the mentor with insight into the motivation and general morale of his or her peers
*C. the mentor introduces the protégé to other people who can also provide support, information, and resources
D. the protégé should repay the mentor's efforts by providing the names of acquaintances likely to enlist
10.39.8.
105. AFPAM 36-2241 developed a mnemonic device from the word, M-E-N-T-O-R-I-N-G. What does the letter, G, represent?
A. Grade; mentors assign grades to a protégé's efforts to ensure understanding of progress
*B. Goal-set; mentors teach the need for goal setting and help protégés set and pursue goals
C. Graduate; mentors determine when the trainee has mastered all aspects of the discipline
D. Growth; mentors limit growth and knowledge to a level appropriate for the subject's rank
10.39.9.
106. On the subject of Conflict Management, conflict is __________ in every organization and ______________.
A. never appropriate; should be avoided at all costs
B. required; should be used daily to enforce subordinate relationships
C. avoidable; incidents should be immediately reported to the IG's office
*D. inevitable; is often necessary to ensure high performance
10.40.
107. Conflict involves incompatible differences between parties. Such differences can serve as a motivator for positive change or decrease productivity. Conflict, therefore, can be
*A. constructive or destructive
B. constructive and should be cultivated
C. destructive and should be avoided
D. destructive and always unproductive
10.40. and 10.40.1.
108. Conflict can be constructive or destructive. Conflict is destructive when
A. it produces barriers to cooperation
B. it destroys morale
C. it diverts energy from important tasks and issues
*D. all of these answers
10.40.1.
109. Conflict can be constructive or destructive. Conflict is constructive when it
A. destroys morale
B. diverts energy from important tasks and issues
C. produces barriers to cooperation
*D. is managed and leads to problem solutions or greater understanding and communication between individuals or groups
10.40.1.
110. Many factors may result in or increase the probability of conflict within an organization. Many researchers, however, agree that conflict originates with one or more of the following areas:
A. misunderstandings, rivalry, competitiveness, negative actions, and an antiquated class system
*B. communication factors, structural factors, line-staff distinctions, rewards, and resource interdependence
C. foundational inter-relationships, goal-sharing, cross-attitude conflicts, and contextual administration
D. psychological misprints, goal-imbibing, organizational or group politics, and focused collectives
10.40.2.
111. Many researchers agree that conflict originates in one or more of the following areas: communication factors, structural factors, line-staff distinctions, rewards, and resource interdependence. Communication factors means
A. the inherent delay due to the complicated chain of command requirement
B. language difficulties, often due to members speaking english as a second language
*C. miscommunication, i.e., when communication is misinterpreted, inaccurate, or incomplete
D. the levels of inter-agency communication and their corresponding weight; flight, squadron, or higher
10.40.2.1
112. Many researchers agree that conflict originates in one or more of the following areas: communication factors, structural factors, line-staff distinctions, rewards, and resource interdependence. Structural factors include
A. weight, redundancy, and suitability
B. the long term goals of an organization and the infrastructure supporting them
C. the nature and terrain of the subject
*D. the size of the organization and the amount of participation
10.40.2.2.1. and 10.40.2.2.2.
113. Many researchers agree that conflict originates in one or more of the following areas: communication factors, structural factors, line-staff distinctions, rewards, and resource interdependence. Line-staff distinctions are
*A. the differences in background and viewpoints of line workers and staff functions
B. the inevitable agreement that stems from our shared Air Force core values
C. the authority of staff personnel and their focus on immediate or short-range goals
D. the subordinate position of line workers and their concern with long range or strategic goals
10.40.2.3.
114. Many researchers agree that conflict originates in one or more of the following areas: communication factors, structural factors, line-staff distinctions, rewards, and resource interdependence. The term, rewards, means
A. awards and decorations should not be tied to rank
B. presenting awards too often or to too many people lessens their value
C. rewards should never be used as a motivational tool because of the stress they create
*D. the conflict that arises if one person or department receives recognition others feel they deserved
10.40.2.4.
115. Many researchers agree that conflict originates in one or more of the following areas: communication factors, structural factors, line-staff distinctions, rewards, and resource interdependence. Resource interdependence is
A. a zero-sum game in which all parties win by exhausting the fiscal year budget
B. first, a misnomer, and second, the physical dependence that forces us to work together
*C. when individuals or groups compete for scarce resources and each party feels they need the resource more
D. about the cooperative nature of military service as we all work toward common goals
10.40.2.5.
116. Conflict can arise because of individual differences, such as goals and objectives, perceptions, values, and personalities. Three such differences in particular may facilitate behaviors that cause conflict:
A. native language, allegiances, and culture
*B. values, perception, and personality
C. cultural background, poverty, and education
D. race, gender, and cultural background
10.40.3.
117. Conflict can arise because of individual differences, such as values, perception, and personality. Values may be a source of conflict when
A. two conflict-prone personality types are put together
*B. people’s values are questioned, criticized, or opposed
C. the Chief of Maintenance demands equal treatment of all workers
D. someone's perception of fairness or quality of work differs from others
10.40.3.1.
118. Conflict can arise because of individual differences, such as values, perception, and personality. Perception may be a source of conflict when
A. two conflict-prone personality types are put together
B. people’s values are questioned, criticized, or opposed
C. everyone agrees on what constitutes fairness or quality of work
*D. someone's perception of fairness or quality of work differs from others
10.40.3.2.
119. Conflict can arise because of individual differences, such as values, perception, and personality. Personality may be a source of conflict when
A. everyone is in agreement on what constitutes fairness or quality of work
*B. two conflict-prone personality types are put together
C. someone's perception of fairness or quality of work differs from others
D. people’s values are questioned, criticized, or opposed
10.40.3.3.
120. Personality may be a source of conflict when two conflict-prone personality types must work together. Two personality types that are especially conflict-prone are
A. the Popeye and Bullwinkle archetypes
B. the Type A personality and the Type B personality
*C. the highly authoritarian individual and the low self-esteem individual
D. the meticulous NCO and the careless Airman
10.40.3.3.
121. Dr. Kenneth Thomas suggests that there are five major conflict management styles:
A. authoritarian, democratic, appointed, ordered, and acting
B. submission (or subordination), accepting, sharing, compromising, and denial
*C. competing (or forcing), collaborating, accommodating, avoiding, and compromising
D. authoritarian, participative, democratic, laize faire, and directed
10.41.
122. Dr. Thomas uses a two-dimensional framework for comparing the styles of dealing with conflict. One dimension identifies the degree of cooperation a manager exhibits. The second dimension measures
A. how patient the manager and subordinate are
B. reluctance in increments of time
C. velocity as perceived by the recipient: fast (immediate) to slow (delayed)
*D. assertiveness on a scale from nonassertive (passive) to assertive (active)
10.41.
123. Dr. Thomas uses a two-dimensional framework for comparing styles of dealing with conflict. Using these two dimensions, we can devise a way to manage conflict
A. based on the situation
B. based on assertive and cooperative behavior
C. based on task and relationship behavior
*D. both A and B
10.41.2.
124. Just as situational leadership is based on task and relationship behavior, conflict management is situational and is based on
A. task and relationship behavior
*B. assertive and cooperative behavior
C. rank, position, and discipline
D. perspective, difficulty, relationship, and behavior
10.41.2.
125. Dr. Thomas suggests that there are five major styles available to managers when dealing with conflict: competing (or forcing), collaborating, accommodating, avoiding, and compromising. Competing or forcing is
A. satisfying the concerns of both sides through honest discussion
B. giving in to another person’s wishes
*C. overwhelming an opponent with formal authority, threats, or the use of power
D. avoiding the situation
10.41.2.1.
126. Dr. Thomas suggested that there are five major styles available to managers when dealing with conflict: competing (or forcing), collaborating, accommodating, avoiding, and compromising. Collaborating is
*A. satisfying the concerns of both sides through honest discussion
B. giving in to another person’s wishes
C. overwhelming an opponent with formal authority, threats, or the use of power
D. avoiding the situation
10.41.2.2.
127. Dr. Thomas suggested that there are five major conflict management styles: competing (or forcing), collaborating, accommodating, avoiding, and compromising. Accommodating is
A. avoiding the situation
*B. giving in to another person’s wishes
C. satisfying the concerns of both sides through honest discussion
D. overwhelming an opponent with formal authority, threats, or the use of power
10.41.2.3.
128. Dr. Thomas suggested that there are five major conflict management styles: competing (or forcing), collaborating, accommodating, avoiding, and compromising. Avoiding is
*A. avoiding the situation
B. giving in to another person’s wishes
C. satisfying the concerns of both sides through honest discussion
D. overwhelming an opponent with formal authority, threats, or the use of power
10.41.2.4.
129. Dr. Thomas listed five major conflict management styles: competing (or forcing), collaborating, accommodating, avoiding, and compromising. Compromising is
A. avoiding the situation
B. giving in to another person’s wishes
C. overwhelming an opponent with formal authority, threats, or the use of power
*D. the partial satisfaction of both parties’ desires by seeking a middle ground
10.41.2.5.
130. In deciding which style of conflict management to use, you need to consider a few additional factors:
A. the urgency and task and relationship behavior
*B. who you're dealing with, the stakes, and the situation
C. length of time until one of the parties PCSs and seriousness
D. your rank or position and the offender's relationship with the commander
10.42.1.
131. In deciding which style of conflict management to use, you need to consider a few additional factors: who you're dealing with, the stakes, and the situation. "Who you're dealing with" means
A. the situation itself; in an emergency, competing style might be appropriate
B. the situation itself; if time is not an issue, collaboration may be the best style to use
*C. the competing style of conflict management may not be appropriate for peers or supervisors
D. the appropriate style depends on how critical or trivial the situation is
10.42.1.
132. In deciding which style of conflict management to use, you need to consider a few additional factors: who you're dealing with, the stakes, and the situation. "The stakes" means
*A. the appropriate style depends on how critical or trivial the situation is
B. the competing style of conflict management may not be appropriate for peers or supervisors
C. the situation itself; in an emergency, competing style might be appropriate
D. the situation itself; if time is not an issue, collaboration may be the best style to use
10.42.2.
133. In deciding which style of conflict management to use, you need to consider a few additional factors: who you're dealing with, the stakes, and the situation. The "situation" refers to
A. the situation itself; in an emergency, competing style might be appropriate
B. the situation itself; if time is not an issue, collaboration may be the best style to use
C. the competing style of conflict management may not be appropriate for peers or supervisors
*D. both A and B
10.42.3.
134. Contemporary motivation is a simple, three-phased approach to motivation which states that people can be in one of three levels of commitment to the organization:
*A. membership level, performance level, involvement level
B. member level, Airman level, NCO level
C. spectator, participating, and directing
D. volunteer, member, and initiate
10.43.1.
135. The three levels of commitment to the organization are membership level, performance level, and involvement level. Which is the highest level?
A. membership
B. performance
*C. involvement
D. all are of equal importance
10.43.2.
136. Unit morale and motivation are measured by
A. using a climate assessment instrument
B. identifying and evaluating organizational norms
C. their willingness to contribute to the CFC
*D. both A and B
10.43.3.
137. Organizational Norms, The 1977 Annual Handbook for Group Facilitators, defined a set of organizational norms, and maintained that identifying and evaluating organizational norms will result in a morale score. It identifies ___ norms.
A. 3
B. 5
C. 7
*D. 10
10.43.3.
138. Organizational Norms, The 1977 Annual Handbook for Group Facilitators, defined a set of organizational norms, and maintained that identifying and evaluating organizational norms will result in a morale score. Norms are
A. always positive
*B. desirable behaviors
C. levels of acceptable productivity
D. the intersection of values on the organization morale chart
10.44.1.1.
139. From the organization’s view, norms can be positive or negative. Examples of positive norms are
A. those that support the organization’s goals and objectives
B. those that foster behavior directed toward the achieving unit goals
C. those that support hard work, loyalty, quality, or concern for customer satisfaction
*D. all of these answers
10.44.2.1.
140. From the organization’s view, norms can be positive or negative. Examples of negative norms are
A. those that promote behavior that works to prevent the organization from achieving its objectives
B. those that sanction criticism of the company, theft, absenteeism and low levels of productivity
C. those that support hard work, loyalty, quality, or concern for customer satisfaction
*D. both A and B
10.44.2.2.
141. In the category of Organizational and Personal Pride, positive norms lead a person to see the organization as his or hers. Negative norms are
A. reflected in a “we-they” attitude toward the organization and its goals
B. those that hamper the unit’s mission
C. those that lead to reduced morale and motivation
*D. all of these answers
10.44.3.
142. In the Teamwork and Communication category, positive norms promote sharing of information and working together to achieve common goals. Negative norms
A. foster individuality and secrecy
B. foster the belief that success is achieved by an attitude of “every man for himself”
C. are reflected in cooperation and in individuals working together
*D. both A and B
10.44.4.
143. In the category of Leadership and Supervision, negative norms cause
A. supervisors to assume the role of subordinate helpers, trainers, and developers
*B. supervisors to assume the role of policemen checking on subordinates
C. the promotion of effective supervision
D. all of these answers
10.44.5.
144. Understanding that norms exist, that they can be either positive or negative, and that they can be categorized, drives the need to measure those norms and develop a normative profile. A normative profile is
*A. a statement of organizational strengths and weaknesses on a behavioral level
B. a graded formal report on a unit's readiness for deployment
C. an inability to perform, temporarily or permanently, due to physical limitations
D. an in-house manning document from which the UMD is derived
10.44.10.2.
145. Strategic leadership is a
A. needs-based effort focused on immediate results
*B. broad, complex concept
C. formula-driven process, narrow in scope
D. management style based on rank and authority
10.45.
146. While leaders at lower levels of the organization remain focused on the short term, the strategic leader must
A. have an understanding of how operational capabilities are integrated to achieve synergistic results and desired effects
B. combine highly developed occupational capabilities with competencies gained earlier in their careers
C. have a future focus, spending much of their time looking forward, positioning the organization for long-term success
*D. all of these answers
10.45.2.2.