Click to see the correct answer

LESSON 2:

STYLES OF LEADERSHIP

CHAPTER 6: LEADERSHIP PRINCIPLES Gather Phase

LESSON 9:

BASIC COMMAND AND STAFF PRINCIPLES

(U1C1L9:G5)

T or F: Leaders can delegate authority and responsibilities to their subordinates.

A) True

B) False

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CHAPTER 1: FOUNDATIONS OF ARMY JROTC AND GETTING INVOLVED Process Phase

LESSON 4:

DECISION-MAKING AND PROBLEM-SOLVING

(U2C4L4:V1)

Choose the word that best completes the sentence below.

Leadership is the process of _____ others by providing purpose, direction, and motivation.

A) influencing

B) operating

C) objectively

D) changing


CHAPTER 4: LEADERSHIP STRATEGIES Apply Phase

LESSON 2:


(U2C6L2:Q2)

Read the situation below and determine which leadership style is being used.

Your platoon sergeant gave you and the other squad leaders the mission to set up the platoon area as long as it was completed by the time she got back .

A) Delegating

B) Directing

C) Participating

D) Supporting



LESSON 2:


(U2C6L2:G6)

When is the participating style of leadership most warranted?

A) When the team is competent and supports the leader's goals.

B) When the team is immature and needs to learn smallgroup dynamics.

C) When the team is easily coached and manipulated into supporting the leader's goals.

D) When the leadership is too busy to supervise and wants to delegate tasks.



LESSON 3:

MANAGEMENT SKILLS

CHAPTER 6: LEADERSHIP PRINCIPLES

Keep

Cadets in pairs

Gather Phase

LESSON 9:

MENTORING

(U2C4L9:Q1)

A debate team member told the faculty advisor that he thought he was losing the debate and was getting frustrated. The advisor told her, "You can still win, but you have to keep your cool and not get angry during arguments." What two mentoring functions is the advisor demonstrating?

A) Listening and Coaching

B) Listening and Educating

C) Educating and Coaching

D) Educating and Role Modeling


CHAPTER 4: LEADERSHIP STRATEGIES Process Phase

LESSON 9:

MENTORING

(U2C4L9:Q2)

Trust, respect and effective communication are needed for mentors to be successful. Rebecca promised her mentee, Sarah, that she would not tell anyone that Sarah was seriously considering suicide. What should Rebecca do?

A) Attempt to handle the situation herself first. If unsuccessful, then refer Sarah to professional help.

B) Maintain confidentiality and trust by honoring the promise to not tell anyone else.

C) Recommend that Sarah talk to a professional counselor who is trained in suicide prevention.

D) Recommend, and if necessary insist, that Sarah go with her to talk with the mentoring program advisor and to seek professional help.


CHAPTER 4: LEADERSHIP STRATEGIES Process Phase

LESSON 2:

GOALS AND GOAL SETTING

Goals Should Be… pecific ositive chievable easurable

Visual #1: SPAM

CHAPTER 10: PLANNING SKILLS AND SOCIAL RESPONSIBILITY Gather Phase

LESSON 2:


(U3C10L2:Q3)

SPAM is an acronym used to help you evaluate your goals. Study the table and select the option (A-D) that indicates the described SPAM terms.

Goal Setting SPAM:

X. I know I accomplished my fitness goal when I weigh 135 pounds, and can bench-press at least 135 pounds.

Y. I made a lot more progress since I rewrote my goal from: I want to bench-press 135 pounds, to: I WILL bench-press 135 pounds.

Z. I bought a weight bench and weights; I planned a regular exercise schedule; I have the time to do it; I can meet my fitness goal.

A) X = Achievable; Y = Measurable; Z = Specific

B) X = Measurable; Y = Positive; Z = Achievable

C) X = Specific; Y = Probable; Z = Possible

D) X = Achievable; Y = Measurable; Z = Positive


CHAPTER 10: PLANNING SKILLS AND SOCIAL RESPONSIBILITY Apply Phase

LESSON 2:


(U3C10L2:Q1)

Study the table and select the option (A-D) that indicates the correct type of goal.

Types of Goals:

X. I will work for the most powerful law firm in the city.

Y. I will get no grade lower than a “B” for the rest of the year.

Z. I will finish this essay assignment before I go out with my friends.

A) X = short-term goal; Y = mid-term goal; Z = long-term goal;

B) X = mid-term goal; Y = long-term goal; Z = short-term goal;

C) X = long-term goal; Y = short-term goal; Z = mid-term goal;

D) X = long-term goal; Y = mid-term goal; Z = short-term goal;



LESSON 2:


Visual #1: Career Exploration Steps

Step 1:

Discover your aptitude, interests, abilities, and personal preferences.

Step 2:

Match them with potential career opportunities for specific occupations.

Step 3:

Learn where and how to get information on different careers.


LESSON 2:


(U3C9L1:Q1)

Developing a satisfying career requires careful planning and informed decision-making. Planning includes gathering information, understanding alternatives, and thinking about personal preferences.

Decisions may impact a lifetime; therefore, career exploration should focus on three tasks.

Which one of the following is not one of the three tasks?

A) Discover aptitudes, interests, abilities, and personal preferences.

B) Match aptitudes, interests, abilities, and preferences with occupations.

C) Learn where and how to get information on different careers.

D) Assume that certain jobs are unrealistic.



LESSON 2:


Background of Selective Service

For more than 50 years, Selective Service and the registration requirement for America's young men have served as a backup system to provide manpower to the U.S. armed forces.

President Franklin Roosevelt signed the Selective Training and Service Act of 1940 which created the country's first peacetime draft and formally established the Selective Service

System as an independent federal agency.

From 1948 until 1973, during both peacetime and periods of conflict, men were drafted to fill vacancies in the armed forces which could not be filled through voluntary means.

In 1973, the draft ended, and the U.S. converted to an all-volunteer military.

The registration requirement was suspended in April 1975. It was resumed again in 1980 by

President Carter in response to the Soviet invasion of Afghanistan. Registration continues today as a hedge against underestimating the number of servicemen needed in a future crisis.

Visual #1: Selective Service System


LESSON 2:


Who Must Register

Almost all male U.S. citizens and male aliens living in the U.S., who are 18 through 25, are required to register with Selective Service.

It’s important to know that even though he is registered, a man will not automatically be inducted into the military.



LESSON 2:


When to Register

The law requires virtually all male U.S. citizens (regardless of where they live) and male immigrants residing in the U.S.

(permanent resident aliens) to register within 30 days of their 18th birthday. Therefore, to be in full compliance with the law, a man should register with the Selective Service during the 60-day window occurring 30 days before to 30 days after his 18th birthday.



LESSON 2:


When to Register (2 of 2)

Late registrations are accepted but not once a man reaches age 26. Men who do not register within the 60-day window are technically in violation of the law and should register as soon as possible.



LESSON 2:


Types of Military Career Paths

• Noncommissioned officers

• Warrant officers

• Commissioned officers

• Completion of ROTC

• Graduation from a service academy

• Completion of OCS

• Direct appointment


LESSON 2:


(U3C9L3:G3)

T or F: One becomes a noncommissioned officer by advancing through the enlisted ranks and by meeting requirements for promotion such as time in service, and time in grade.

A) True

B) False



LESSON 2:


(U3C9L3:Q2)

After you registered for the Selective Service, you talked to a friend who said, “I’m not going to register, because I’ve had so many surgeries on my knees that I would never physically qualify to serve.” What should you tell him?

A) Ask him how many, and if it’s more than two, tell him he’s right.

B) Tell him, “That sounds like a good reason.”

C) Ask him if he’s interested in joining the military. If he is, tell him that the Selective Service is where the armed forces get their recruits, and he may not qualify for military benefits if he doesn’t register.

D) Tell him that all male citizens of the U. S. have to register with the

Selective Service within 30 days of their 18th birthday and if he doesn’t, he would be breaking the law.



LESSON 2:


(U3C9L3:G6)

How do college graduates with no military experience become officers?

A) By enlisting and starting college over again at a military academy

B) By joining the service and attending Officer Candidate

School or Officer Training School

C) By battlefield commissions

D) By lottery



LESSON 2:


(U3C9L3:Q3)

Study the table and select the option (A-D) that correctly indicates the type of career path described.

Military Career Paths:

X. I joined the Army straight out of high school. My specialty is Infantry, a combat arms career group. I have been promoted regularly throughout my 10-year career, and now I train and supervise lower ranking enlisted members.

Y. I graduated with a two-year degree in aviation from a technical school. I served for five years in the enlisted ranks before I was allowed to apply for my current position. Now I fly helicopters.

Z. I graduated 2nd in my class in college. I was battalion commander for my ROTC

Battalion. I am now a company executive officer.

A) X = Warrant Officer; Y = Commissioned Officer; Z = Enlisted

B) X = Commissioned Officer; Y = Noncommissioned Officer; Z = Warrant Officer

C) X = Noncommissioned Officer; Y = Warrant Officer; Z = Commissioned Officer

D) X = Warrant Officer; Y = Enlisted; Z = Commissioned Officer



LESSON 2:


Strategies for Managing Anger:

• Relaxation

• Changing Your Thinking

• Change Orientation

• Solving Problems

• Learning to Communicate or Listen Better

CHAPTER 10: PLANNING SKILLS AND SOCIAL RESPONSIBILITY Inquire Phase

LESSON 2:


(U3C7L1:F2)

What are you doing when you are able to accurately understand and constructively respond to the expressed needs, feelings, thoughts, and behaviors of others?

A) Anger management

B) Aggression

C) Assertion

D) Empathy


CHAPTER 10: PLANNING SKILLS AND SOCIAL RESPONSIBILITY Inquire Phase

LESSON 2:


(U3C7L1:Q1)

Jason gets angry often, even about things that most people consider to be unimportant. He knows it’s a problem, but he doesn’t know how to stop it. When you ask him if he’s satisfied with himself and the world around him, he thinks about it, and then he says, “No. I’m not. I’m not satisfied with: myself; the way I manage time; and the way I relate to people.”

Which strategy for managing anger should you recommend he try?

A) Relaxation techniques

B) Changing your thinking

C) Change orientation

D) Empathy



LESSON 2:


(U3C7L1:Q3)

While you and a friend were discussing anger management, she said her preferred strategy was by learning to communicate and listen better, and she thought that assertion was the best technique. You asked her why, and she listed four reasons.

Which reason would you say she's confusing with another technique?

A) It shows respect for others.

B) It enables people to communicate effectively.

C) It’s a positive way of communicating that promotes understanding, caring, and respect.

D) It allows you to listen carefully and share in an angry person’s feelings.


CHAPTER 10: PLANNING SKILLS AND SOCIAL RESPONSIBILITY Process Phase

LESSON 2:


(U3C7L1:V1)

What is the definition of the term “anger management”?

A) A tendency to be hostile or quarrelsome.

B) A reflection of satisfaction or dissatisfaction with current emotional skills and abilities.

C) The ability to clearly communicate personal thoughts and feelings.

D) Learning to control and manage the emotion of anger; managing your anger so it comes out in a healthy and constructive way.



LESSON 2:


(U3C7L1:V3)

What is the definition of the word “aggression”?

A) A tendency to be hostile or quarrelsome.

B) Learning to control and manage the emotion of anger; managing your anger so it comes out in a healthy and constructive way.

C) A reflection of satisfaction or dissatisfaction with current emotional skills and abilities.

D) The ability to clearly communicate personal thoughts and feelings.



LESSON 2:


(U3C7L1:V4)

What is the definition of the term “change orientation”?

A) The degree to which a person uses a communication style or pattern that is indirect and effectual for accurate expression of thought and feeling.

B) A tendency to be hostile or quarrelsome.

C) A reflection of satisfaction or dissatisfaction with current emotional skills and abilities.

D) The ability to clearly communicate personal thoughts and feelings.



LESSON 2:


(U3C7L2:Q1)

Study the information and select the option (A-D) that indicates the type of negative behavior in a diverse society.

A) X = Discrimination; Y =

Prejudice; Z = Status

Consciousness

Conflicts in Diversity: B) X = Prejudice; Y = Stereotyping;

Z = Racial Tension

X. An employer shows a preference for hiring people of a specific race or nationality.

C) X = Discrimination; Y =

Stereotyping; Z = Racial Tension

Y. A man thinks that people from different cultures all behave the same.

Z. A Cadet notices that some ethnic groups in her class rarely get promotions or recognition for outstanding performance, and they don’t participate as much.


D) X = Stereotyping; Y = Status

Consciousness; Z = Prejudice


LESSON 2:


(U3C7L2:Q2)

A classmate is talking about some of the crime problems in your neighborhood. He said that people from a different and poor side of town are to blame.

Which type of bias is he using?

A) Stereotyping

B) Scapegoating

C) Bigotry

D) Racism



LESSON 2:


(U3C7L2:F2)

In this fictitious animal story what do you think the author is doing to the bolies?

“The bolies are animals like us, but they never help. All of them do not work and sit around lazily all day eating everything that we have collected for winter. They all make us poor and are very rude. They do nothing themselves, but live from the work of others. They plunder us. They do not care if we starve over the winter. The only thing they care about is that things go well for them.”

A) discrimination

B) scapegoating

C) expressing anti-Semitic views

D) stereotyping


CHAPTER 10: PLANNING SKILLS AND SOCIAL RESPONSIBILITY Process Phase

LESSON 2:


(U3C7L2:V1)

Choose the term that best matches the definition below.

“Derogatory words having to do with race, religion, ethnicity, ability, gender, or sexual orientation.”

A) hate-related words

B) stereotype

C) bigotry

D) anti-Semitism



LESSON 2:


(U3C7L2:V3)


“Bitter, intolerant, and prejudice.”

A) anti-Semitism

B) hate-related words

C) scapegoating

D) bigotry



LESSON 2:


(U3C7L2:V4)


“A judgment or opinion formed without knowing the facts; hatred or fear of other races, nations, creeds, and so on.”

A) racism

B) prejudice

C) hate-related words

D) bigotry



LESSON 2:


(U3C7L2:V5)


“Feeling or showing hostility towards Jewish people; persecuting Jewish people.”

A) stereotype

B) scapegoating

C) bigotry

D) anti-Semitism



LESSON 2:


(U3C7L2:V6)


“A formalized conception, notion, or attitude.”

A) stereotype

B) racism

C) hate-related words

D) scapegoating



LESSON 2:


(U3C7L2:V7)


“The action of blaming an individual or group for something when, in reality, there is no one person or group responsible for the problem; it targets another person or group as responsible for problems in society because of that person’s group identity.”

A) prejudice

B) anti-Semitism

C) scapegoating

D) bigotry



LESSON 2:



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Goals Should Be… pecific ositive chievable easurable

Visual #1: Career Exploration Steps

Step 1:

Step 2:

Step 3:

Background of Selective Service

Who Must Register

Almost all male U.S. citizens and male aliens living in the U.S., who are 18 through 25, are required to register with Selective Service.

When to Register

When to Register (2 of 2)

Strategies for Managing Anger:

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Goals Should Be… pecific ositive chievable easurable

Visual #1: Career Exploration Steps

Step 1:

Step 2:

Step 3:

Background of Selective Service

Who Must Register

Almost all male U.S. citizens and male aliens living in the U.S., who are 18 through 25, are required to register with Selective Service.

When to Register

When to Register (2 of 2)

Strategies for Managing Anger:

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