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Lesson 1 - Core Values
INTRODUCTION
"When your values are clear to you, making decisions becomes easier. ..
- Roy E. Disney
To understand the Air Force culture is to understand our values. They are what guides our decision-making, our
interactions with others, and the focus of all of our organizational and individual efforts. Airmen need to be familiar with
the values of the Air Force which will be introduced in this lesson through the famed Little Blue Book. Please review the
following documents and understand they represent a vision of our values in all areas.
After reading these documents, you should be able to:
1. Explain the the core values of the U.S. Air Force.
2. Describe the virtues related to each of the core values.
3. Understand the Warrior Ethos and ethical behavior.
REQUIRED MATERIAL
Airman (2019)
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Knowledge Check
CONCLUSION
You should have a better understanding of our values and the Air Force's commitment to upholding them. With those
values in mind, you can now move forward and complete the next lesson by exploring what those values mean in
practice.
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Lesson 2 - Diversity
INTRODUCTION
Diversity is a military necessity. Air and Space Force capabilities and war fighting skills are enhanced by diversity among
its personnel. At its core, such diversity provides our Total Force an aggregation of strengths, perspectives, and
capabilities that transcends individual contributions. Air and Space Force personnel who work in a diverse environment
learn to maximize individual strengths and to combine individual abilities and perspectives for the good of the mission.
Our ability to attract a larger, highly talented, diverse pool of applicants for service with the Air and Space Force, both
military and civilian, and develop and retain our current personnel will impact our future Total Force. Diversity is about
strengthening our force and ensuring our long-term viability to support our mission to Fly, Fight, and Win ... in Air, Space,
and Cyberspace.
REQUIRED MATERIAL
Barnes Center, Introduction to Diversity (2020)
0•uTES
Barnes Center, Key Terms for Diversity (2020)
@NurEs
Knowledge Check
PRIMARY AND SECONDARY DIMENSIONS
Diversity is a composite of individual characteristics, experiences, and abilities consistent with the Air and Space Force
Core Values and the Air and Space Force Mission. There are two broad dimensions of diversity: primary and
secondary.
REQUIRED MATERIAL
Barnes Center, Primary and Secondary Dimensions of Diversity
@NurEs
Primary Dimension of Diversity
The primary dimension of diversity is the one we are all most familiar with and includes characteristics that are relevant
to who we are and that cannot usually be changed such as:
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Primary Dimension of Diversity. Credit: Barnes Center for Enlisted Education
Secondary Dimension of Diversity
On the other hand , the secondary dimension consists of characteristics that can be changed:
Work Ethic
Income
Marital Status
Personality
Educational
Background
Language Abilities
Experience
Strengths
Religious and
Philosophical Beliefs
Temperaments
Secondary Dimension of Diversity. Credit: Barnes Center for Enlisted Education
It's important to recognize the difference between the primary and secondary dimensions because, as Air and Space
Professionals and future NCOs, you must be aware that these "unchangeable" attributes affect our interaction with and
ability to lead others. Additionally, while primary dimensions can't be changed, we must appreciate and respect those
differences in others.
Diversity Awareness
Diversity awareness is the ability to recognize and respond to the needs of various groups within an organization to
improve working relationships, productivity, customer satisfaction, and unit and mission effectiveness. Laws and
regulations do not mandate diversity and it is not limited to any specific groups or categories.
Knowledge Check
DIVERSITY AND THE ORGANIZATION
The Brown Book, The Enlisted Force Structure, states that the enlisted force is a diverse group of functionally and
operationally specialized Air and Space Professionals. Just within our individual Air and Space Force specialty codes, we
have diverse career fields, responsibilities, and expectations. So how do we operate harmoniously when we are so
diverse? The answer lies within our training, continuous support, and awareness.
REQUIRED MATERIAL
Barnes Center, Social Sensitivity (2020) ©•um
Social Sensitivity
We know that an organization must be supportive of diversity if it intends to be productive and successful. Just saying
"we are supporting diversity" is not enough - we as individuals must genuinely internalize the essence of diversity and
seek ways to incorporate diversity in our behaviors, daily routines, and operations. Being "socially sensitive" is another
"must have" in our organizations as it enables the power and benefits of diversity to thrive. Achieving this requires all Air
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and Space Professionals to develop keen awareness of and responsiveness to others' emotions, feelings, personality,
temperaments, strengths, cultural differences, values, beliefs, etc.
Interpersonal communication is the most effective method for developing personal awareness of the diversity
dynamics that exist within our organizations. Social sensitivity allows us to better understand the individual
characteristics of who we work with, what each person brings to the mission , and improves our appreciation and respect
for one another. Sensitivity leads to more appropriate conduct reducing those barriers and conflicts that "socially
exhaust" and deteriorate work centers.
You can improve your social sensitivity by seeking opportunities to work with and meet people from various
backgrounds, cultures, organizations, etc. You can also learn more about your subordinates, peers, and supervisors
through formal and informal feedback.
DIVERSITY-SUPPORTIVE ORGANIZATION
Barnes Center, The Five Attributes of the Diversity-Supportive Organization (2020) ©•um
A "diversity-supportive" organization embraces all aspects of diversity and exhibits the following five characteristics:
The Air Force and Space Force demonstrates the characteristics of a diversity-supportive organization by developing
and maintaining comprehensive diversity initiatives to enhance the all-volunteer Total Force. It is through these initiatives
that the Air Force/Space Force:
•
•
•
•
Ensures all qualified personnel are welcome in America's Air Force and Space Force.
Educates and trains all personnel on the importance of diversity, including mutual respect.
Promotes a culture that values inclusion of all personnel.
Ensures that all personnel in the Total Force understand they are valued and have the opportunity to achieve their
full potential while contributing to the mission of the Air Force and Space Force.
SOCIO-BEHAVIORAL TENDENCIES
Social
Biases
Stereotypes
Perceptions
Perspectives
Socio-Behavioral Tendencies (SBTs) are the
thought processes we employ to help us make
sense of the world we live in. Influenced by our
beliefs and values, they define who we are, how we
act, respond to situations, and treat others. Though
there are advantages to each of these behaviors,
these SBTs can negatively affect diversity.
REQUIRED MATERIAL
Assumptions
Collusion
Barnes Center, Characteristics of Socio-Behavioral
Tendencies (2020)
GNUTEs
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~
REQUIRED MATERIAL
Barnes Center, Impact of SBTs on Your Effectiveness (2020)
GNurEs
It's important for you to understand the SBTs because failure to see how our beliefs and values drive our behaviors can
lead to negative actions, decisions and behaviors that ultimately result in discrimination. SBTs can impact your
effectiveness in the following ways:
•
•
•
•
•
•
Poor communication.
Little or no teamwork.
Animosity toward other people.
Poor morale and lack of discipline.
Minimal use of creativity and experience.
Reduced productivity.
To reduce the potential for SBTs to negatively impact the work center, you can offer assistance by providing time for
members to interact and get acquainted, planning social activities, and giving and receiving feedback.
Knowledge Check
LEADING ACROSS THE LINES OF DIVERSITY
For diversity to add value to an organization, it is critical that we first open our minds and make a sincere effort to
understand the perspectives of others. There is never a guarantee that people with different perspectives will come to
agreement, nor should there be.
Freedom of conscience is one of America's oldest virtues and it exemplifies the ideals for which we serve and fight.
However, what matters most is that we remain open-minded, listen to each other's perspectives, and (when appropriate)
share our own. Our goal should always be to seek a greater understanding and a mutual respect of our fellow Air and
Space Professionals as they too have sworn to give their lives in the defense of our country.
Leadership commitment is the cornerstone of any successful diversity initiative. Every day, Air Force leaders are
required to make difficult decisions that impact various levels of Air Force operations in order to maintain morale, good
order, and discipline. Therefore, we must be very familiar with existing diversity issues and fully understand the decisions
made by our leadership.
Leading Using the FAIR Way
Effectively leading in a diverse environment or
among diverse individuals is quite a challenge.
No matter how you approach an issue, it is going
to require you as a leader to demonstrate
courage and take risks. As future NCOs and
supervisors, diversity is your responsibility.
Experts from Alexander Consulting & Training
offer a strategy for managing a diverse workforce
called the "FAIR Way." In this strategy, cultural
diversity is carefully considered because of what
it brings to the workplace by way of our inherent
genetic and ethical differences.
Another area that could be argued as equally important is organizational diversity. Organizational diversity involves the
differences created by an organization's own structure such as the medical community, which involves family practice,
pharmacy, medical records, and an administrative section. This requires an array of diverse skills and operating
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procedures, which are all part of the same workforce. The FAIR Way strategy provides a consistent approach to dealing
effectively with diversity.
The FAIR Way employs four techniques for maximizing retention and productivity and maintaining effective working
relationships in workplaces. These techniques are:
•
•
•
•
Feedback
Assistance
Inclusion
Respect
Together these form an approach for working with and promoting the acceptance of diversity in the workplace. At the
core of learning to accept and work in diverse workplaces is effective communication. The free-flowing two-way
exchange of information helps us understand one another's differences. Good communication is essential for using the
first technique of the FAIR Way strategy known as feedback.
CONCLUSION
Effective management of diversity recognizes that each person brings to the organization a unique perspective to issues
we face and, in-turn, unique contributions to a solution. With this in mind , we can define effective management of
diversity as recognizing the differences in individuals and welcoming those differences to provide new insights and
innovative ways of solving problems. We need to treat people as they want to be treated and not as we think they should
be treated. No matter how good a supervisor you are, you will not know what your people truly want unless you talk to
them. Get to know them ; their likes, dislikes, desires, needs, etc.
REQUIRED MATERIAL
Barnes Center, Diversity Recap (2020)
0•um
Check your knowledge!
Engage in this optional Flashcard activity to self-check your knowledge of key terms presented in this lesson. The activity
does not report to the gradebook and you can retry it as many times as you want.
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Lesson 3 - Emergent Leadership Issues
INTRODUCTION
As you take on increasing responsibilities within the Air Force and Space Force, you will likely encounter emerging
issues that require quick-thinking and decision-making. In this lesson, you will review guidance that will help you be
responsive to the needs of those that you lead. You will then review the four domains of Comprehensive Airman Fitness.
After reading the documents below, you should be able to:
1.
2.
3.
4.
Explain the importance of addressing ELI in the Air Force.
Explain the relationship between ELI and Comprehensive Airman Fitness.
Explain the relationship between ELI and Core Values.
Summarize base resources and referral agencies available to Airmen dealing with ELis.
REQUIRED MATERIAL
Airman's Guide for Assisting Personnel in Distress: Commander Version (2007)
AIRFORCE
A irman 's Guid e
for A ssistin g
Personnel
In Dis tress
Commander Version
Comprehensive Airman Fitness Domains and Tenets (2014)
Comprehensive Airm an Fitness Domains a nd Tenets
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Knowledge Check
CONCLUSION
In this lesson, you reviewed resources that will help you respond to emerging issues that you may face as a leader in the
enlisted force. First, you reviewed the Airman's Guide for Assisting Personnel in Distress. You also examined the four
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domains of Comprehensive Airman Fitness.
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Lesson 4 - Introduction to Culture
INTRODUCTION
Culture is a shared set of traditions, belief systems, and behaviors and is shaped by many factors , including history,
religion , politics, and resources (financial, informational, technological, material, energy, warfare, and human).
Essentially, culture is the mechanism people use to adapt to the world around them and interact with others. It is holistic,
meaning it is integrated into all aspects of human nature and daily life, including work, play, political systems, economic
exchanges, religious beliefs, etc. Typically, we tend to associate a culture with a country (American culture, Iraqi culture,
Italian culture) or with ethnic groups (Hispanic culture, Kurdish culture, Sicilian culture).
However, we often overlook the tremendous diversity that exists in other countries as well as our own. Therefore, the
concepts of macro-culture and micro-culture help in understanding overlapping beliefs and values and are useful in
building our Cross Cultural Competencies - Our 3C skills.
REQUIRED MATERIAL
Barnes Center, Introduction to Culture (2020)
0NurEs
Barnes Center, Macro-Culture, Micro-Culture, and Holism (2020)
0NurEs
Knowledge Check
CONCEPTS OF CULTURE I
Macro-Culture
Macro-cultures are the most powerful or the most widely practiced cultures in a particular society, whether the society is
a region or an entire country. For instance, in the United States the "American" macro-culture would be described as
predominantly Euro-American, Christian, since those are both the most prevalent groups in the American society. The
"New York culture" can be called a micro-culture of the American culture, and is a macro-culture itself, comprised of
various micro-cultures. When people outside the city talk about New Yorkers, they mean all the people of the city (the
macro-culture), but when people inside the city refer to each other, they usually use people's micro-cultural affiliations,
such as being from Brooklyn or the Bronx, or an ethnic affiliation (Puerto Rican, Dominican, Haitian , etc.). Another
example of a macro-culture would be Japan , where the majority value family, institutional affiliation , and homogeneity
(being similar/alike).
Micro-Culture
Micro-cultures are also called "subcultures." They are described as a group of people living within a larger society who
share values, beliefs, behaviors, status, or interests that are different from the macro-culture or the rest of society. As a
member of your ethnic group and work unit, you are part of two micro-cultures. If you are a sports fan , you are part of a
micro-culture, and if you are a fan of a specific team, you are part of yet another micro-culture. Do you like horror
movies? Welcome to another micro-culture! Most Americans share affiliations with numerous micro-cultures and the
same can be said of many cultures around the world. Recall the macro-culture of Japan explained above; a micro-culture
in Japan today includes younger generations identifying with a "Hip-Hop" culture to rebel against their cultural norms.
Holism
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Holism means that all the parts of a culture are interconnected and integrated. Therefore, things such as change in one
area (women's rights, for example) will affect change in another area (family structure, distribution of income). When
observing other cultures or part of another culture, the idea of holism addresses how the different parts fit or interrelate,
and how an action you take in one area might provoke a reaction in something else you might never expect. For
example: Legalizing marijuana in certain states could impact taxation and social norms. Conflict between two cultures
over religion could lead to war. Protests to overthrow governments in places like Egypt and Libya could shift cultural
norms within those countries. Even our own country's culture was shaped by the Civil Rights movement.
REQUIRED MATERIAL
Barnes Center, Macro-Culture, Micro-Culture, and Holism (2020) ©•ures
Knowledge Check
CONCEPTS OF CULTURE II
Schema
REQUIRED MATERIAL
Barnes Center, Schema (2020)
G:NUTEs
A schema is a cognitive "shortcut" that helps us organize and interpret the vast amount of information that exists in our
environment. It is a complex mental diagram or framework for any concept that expands and "builds" whenever we
encounter a new aspect of that concept. We build schemas about everything we know and understand about our world.
For example, how do you know a dog when you see one? What makes a dog different from other beings on earth?
We associate the idea of "dog" with its general characteristics (four-legged, tail, furry) and with concepts like loyalty and
companionship. However, simply reading this statement can also generate schemas pertaining to other animals that
have four legs, a tail, and make great pets.
In your culture, some animals may make good pets; however, other cultures may view animals in a different way based
upon what their culture has taught them about these animals. In some cultures, dogs are not regarded as pets or even
good pet "materiel." In fact, some cultures view dogs as pests, food , or a resource for work and transportation. As we
study the concept of culture, we begin to realize that schemas we create of other cultures are influenced by our own
culture. Think back to the schema you may have about a dog (i.e. fluffy, loyal, pet, etc.). How would you adapt to a
culture who views a dog as a food source?
Consider another example: What do you think causes illness? In your cultural schema for illness, you may say that
germs, viruses, or unsanitary behaviors cause illness. If you considered these things, then you are not alone. You share
this part of your cultural schema for illness with most Americans and even other countries like Japan. You learned these
facts about illness from school, parents, peers, and even the media.
Did you know that cultures such as those in Sub-Saharan Africa and even Indonesia believe that illnesses are caused by
witches and witchcraft? For these particular cultures, witchcraft is as much a fact for them as germs and viruses are for
us. Witchcraft is believed to cause everything from the common cold to birth defects.
It is sometimes difficult to retain or accept new information that does not conform to our established ideas and beliefs.
For example, during the initial operations in Afghanistan, U.S. Army truck drivers would drive over small piles of stones
on the sides of roads to make way for other vehicles. What the drivers did not know was that those small piles of stones
served as burial shrines for local people's loved ones. Because U.S. schemas for burial do not usually include piles of
rocks, the Soldiers misunderstood complaints referring to "desecration of graves" as referring only to burial
markers/graves in cemeteries. This, of course, hindered the Soldiers' ability to adapt their behavior in a manner that
would improve their relationships and mission effectiveness in Afghanistan.
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Forming a schema for cultural knowledge may be particularly helpful because abstract cultural concepts can serve as a
guide even when one's familiarity with a specific culture is limited. Schemas we have can change, revise, and even
expand based on our life and cultural experiences.
Symbols
Parts of our schemas for particular concepts also serve as symbols. For example, a dog symbolizes loyalty in U.S.
culture, while a rat usually does not. A culture's values and beliefs are often manifested as symbols, which can be visible
or invisible. Symbols can be words, objects, and stories that are meaningful to our culture. Symbols are also revealed
through logos, hairstyles, sports jerseys, or the cars we drive. Why do some people laugh at school mascots that do not
seem tough? (E.g., the banana slug of the University of California, Santa Cruz)?
Another example would be symbolism in stories told by a particular culture. Listening to stories told by a culture can give
important insight into their values. For instance, think about the story of the Three Little Pigs. What does this story reflect
about American Culture? The story reflects things like hard work, not wasting time, and taking care of business. The pig
in the straw house has come to symbolize a person who wastes time or doesn't work very hard, while the pig in the brick
house is viewed as industrious and protective of his family.
We carry symbols internally and these may never be seen in real life. Think about how people carry a symbolic ideal of
the perfect family (e.g., Mom, Dad, two kids, one dog) and then cannot find that perfect symbol in real life. It doesn't
matter if the symbol is attainable, what matters is that people use those symbols to describe a way of thinking and a way
of being what they value. This is true across the globe. Think about how you've seen culture symbolized across the
United States (Northern States, Southern states, East Coast, Midwest, and West Coast).
Symbols and schema are products of our culture whereas beliefs and values are the basis of everything we believe
and do.
Knowledge Check
THE INFLUENCE OF CULTURE
How Culture Drives Behaviours I Julien S. Bourrelle I TEDxTrondheim (2015) ®•uTES
How Does Culture "Operate" to Influence Our Behaviors, Beliefs, and Values?
In his book, Beyond Culture, renowned American Anthropologist Edward T. Hall answered the above question with his
iceberg theory of culture. When we first enter a new culture, we see only those behaviors and symbols that are apparent
or above the water. Things like a culture's style of dress, music, games, dance, food, toys, etc. are easily seen when
entering a new culture.
However, as we spend more time with the culture, we start to learn "why" the culture behaves the way they do. Meaning,
we begin to learn underlying beliefs, values, and thought patterns of that particular culture.
Some examples of behaviors, core beliefs, and values that are often "hidden" under the surface include: Ideals of
governing, child raising , concept of justice, incentives to work, theory of disease, nature of friendship, patterns of group
decision making , definitions of sin, courtship practices, and approaches to problem solving just to name a few.
The iceberg is a metaphor for the aspects of culture that we don't often understand without further exploration. The
mental, behavioral, and material aspects of culture, when combined , show us how culture affects all aspects of people's
lives, including their view of the world and how they interact with others.
The specific way in which people view the world is referred to as their "worldview."
Worldview
Worldview is "The sum of beliefs and values that people use to define and interpret the world, and their place within it."
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It includes things such as:
• Sources of authority/nature of "truth." How
do we know something is true or not?
• Nature of beauty, good , and evil. What
makes a neighborhood "good" or "bad"
and how do we act on this information?
Why do most Americans like to create
beautiful lawns in front of their houses but
hold parties in back of their houses?
• Meaning and value of human life. Do you
highly value visiting someone before they
pass away, or would you rather think of
them in the prime of life?
• People's relations to their Creator and the
cosmos. Can anyone talk to the Christian
God? Has it always been this way?
• Power, prestige, and legitimacy. Whom
has the right to lead in this culture? How
are they selected?
• Degree of human agency and potential.
How much control do we have over our
own lives?
• Role of individual versus collective. Which
is more important, the individual's choice,
or the decisions of the larger group?
• Relative importance of rules and
relationships. Are rules flexible? Are rules
bent to guarantee good relationships
between people, or does the structure of
rules help shape the relationships?
• Experience with systems and structures such as schools, banks, local and central government, transportation
systems, employment, etc. Can we question the authority of these institutions? Do we believe we can change
them?
Simply stated, worldview is how we see and operate in the world based on our beliefs and values and lies at the
deepest level of culture. Our core beliefs - the lower part of the iceberg - are so fundamental to our thinking that we
rarely question them. Instead, we think of them as "common sense."
Knowledge Check
CROSS-CULTURAL COMPETENCE AND THE 3C MODEL
Culture can be a very complicated subject. Developing expertise in any one culture takes years of experience and
education. Air Force and Space Force leaders want Air and Space Professionals at the SrA and SSgt rank to know about
culture concepts ranging from the 3C model to cultural perspective taking.
The following will provide you the knowledge you need to develop your ability to attain cross-cultural competence.
Having cultural awareness is part of attaining cross-cultural competence. We can never eliminate all conflict between
cultures; however, we can improve working relations with other cultures/nations by cultivating cross-cultural cooperation
and respect. Mission success depends on our ability to understand our allies (coalition partners) and adversaries in
today's dynamic world.
Air and Space Force Cross-Cultural Competence (3C) Model
Barnes Center, The 3C Model (2020) ©•um
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The U.S. Air Force breaks Cross-Cultural Competence (3C) into two categories: cultural-general and cultural-specific.
The purpose of culture-general learning is to develop Air and Space
Professionals who can operate effectively in culturally complex
environments by exerting positive influence on themselves, their
teams, partners, local inhabitants, and adversaries. Air and Space
Professionals must be able to do this (at their development level), with
no particular expertise in a specific culture, region or language.
This lesson's focus and discussion on the 3C model is in the context of
culture-general. The 3C model was developed by Air University faculty
and there are three inter-related enabling factors: knowledge,
motivation (positive attitude), and learning approaches.
Knowledge Check
3C SKILLS: COMMUNICATE, NEGOTIATE, AND RELATE
Barnes Center, 3C Skills (2020) ©•um
Air and Space Professionals operationalize their knowledge, tools, and
motivation in order to positively influence culturally complex situations.
Three specific skills that emerge as key to successful cross-cultural
interactions are:
1. Communicate to avoid misunderstandings.
2. Negotiate to overcome differences and resolve conflicts.
3. Relate with individuals from other cultures to work effectively.
The 3C Model shows how you can influence your surroundings that
include where you work and live. Through active learning approaches
(tools and applications), you gain the knowledge and skills needed to
successfully operate in a cross-cultural environment.
Developing cross-cultural competence does not require a thorough
understanding of all the cultures you may be exposed to. Rather, 3C
requires you understand that cultural differences do exist and greatly
influence the thoughts, beliefs, and behavior of individuals. Competence is also not an "end state" - you continuously
build skills through experiences and exposure to cultures that are new to you. Next, examine what cultural perspective
taking is and how you can develop your cultural perspective taking ability.
BUILDING CULTURAL PERSPECTIVE TAKING
Cultural Perspective Taking
Cultural perspective taking is a cognitive process by which an individual is able to identify the thoughts and/or feelings
of another culture. It is a tool we use to improve our learning approach (from the 3C model) when we are exposed to or
working with a culture different from our own.
REQUIRED MATERIAL
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Barnes Center, Cultural Perspective Taking (2020)
G,uTES
Leaders develop their cultural perspective taking through exposure to cultures that are different from their own. Think
back to Basic Military Training (BMT) when you were lining up with your flight for the very first time. Was the military a
new culture for you? How did you react?
REQUIRED MATERIAL
Knowing Others-Taking the Road Less Travele (2014) @,um
Leaders at every level can develop cultural perspective taking by recognizing :
•
•
•
•
•
•
Needs and values of individuals/groups from another culture
Local norms, values, beliefs, and behaviors
How people from another culture will respond to one's own actions/comments
The importance of norms for interaction
How violating cultural norms can negatively impact interactions
The impact of positive cross-cultural relations
The first two concepts help to maintain motivation (positive attitudes) when exposed to new cultures. To that end, on
page 5 of this lesson , you read about how motivation (positive attitudes) is an essential component of cross-cultural
competence. Furthermore, you were also introduced to cultural relativism, and how practicing it strongly correlates with
success in culturally complex environments. There are two ways to view relativism :
1. Relativism as an attitude - The conviction that the beliefs and practices of others are best understood in light of
the particular cultures where they are found.
2. Realtivism as a behavior - Temporarily suspending one's own culturally informed opinion and thinking about how
others might interpret or value a situation.
In other words, practicing cultural relativism , be it as an attitude or a behavior, means adopting a thought process by
which culture is learned based on its own values and norms of behavior, rather than being based on the values and
norms of a different culture (i.e. ethnocentric thought). It should be as no surpirse then, that practicing relativism is key to
developing positive attitudes toward other cultures. Did you have a positive attitude toward the military as a culture when
you attended BMT? What was your attitude like when you went to your first assignment? How has your attitude changed
since then?
The following three concepts can lead toward negative behavior(s) if individuals do not suspend them before entering
into a new culture. If we fail to suspend these types of behavior before working with another culture, we create barriers
that are not easily overcome. Furthermore, the below types of behavior can cause the United States to lose support from
host nations, allies, or the public which could ultimately cause our missions to fail. Think of examples in history where
cultures acted negatively towards another culture because of things such as ethnocentrism, stereotypes, etc.
While humans have the natural tendency to judge people, situations, or things that are different, it is not appropriate to
behave negatively towards another culture (i.e., discriminating against, acting on prejudices, or treating another culture
as inferior to ours).
These concepts are also present in the culture you are exposed to (another base, country, region, etc.). A culturally
aware leader recognizes these concepts exist and he/she is able to suspend personal prejudices, stereotypes, etc. when
encountering a culture that is different from his/her own.
Cultural perspective taking takes practice, and we all must seek opportunities to further develop cultural perspective
taking in ourselves. One way is to use the OODA loop as a strategy to develop cultural perspective taking.
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Knowledge Check
THE OODA LOOP: OBSERVE, ORIENT,
DECIDE, ACT
OODA
Loop
The OODA Loop. Credit: Barnes Center for Enlisted Education.
REQUIRED MATERIAL
Barnes Center, The OODA Loop (2020)
©••r•s
By observing other cultures, orienting yourself to these cultures, deciding on appropriate courses of action, and then
acting accordingly, you can improve your cultural knowledge.
We cycle through the four steps of the OODA Loop everyday as we fulfill the different roles we have in society, such as
parent, NCO, co-worker, or neighbor. As a parent do you speak to your children the same way you speak to your coworkers? Probably not, because you observe and orient to the situation differently, then make decisions and act
appropriately for your role as a parent. Regular interactions with groups of people, institutions, and individuals in different
situations influence the roles you choose to play. Mindfully cycling through the OODA Loop from a cultural perspective
enables you to gather better information, develop more appropriate and effective options, and improve your decisions
and actions.
CROSS-CULTURAL COMMUNICATION
Culture influences every aspect of life; this includes communication patterns and norms in our own culture as well as the
culture of others. Cross-cultural communication is more than just talking with members of another culture; it is about
knowing how to interact appropriately with another culture. Unfamiliarity with cultural communication differences can lead
to misinterpretation, misunderstanding , and unintentional insult. It has been found that those that are proficient in building
relationships through competent communication with people from another culture tend to be the most effective overall.
REQUIRED MATERIAL
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Cross-Cultural Communication (2016)
THE AIRMAN CULTURE
0•um
When communicating across cultures, we must remember that our
intentions do not always align with interpretation. For example, in
Saudi Arabia , the common response to the greeting "How's your
health?" is "Praise to God." While in America, we would typically
respond with something like "Fine." Although "Fine" indicates
understanding of the question asked , it is not a culturally expected
response in the Saudi culture.
As Air and Space Professionals, we must possess cultural
awareness and strong communication skills to ensure that any
message we communicate to another culture is interpreted
correctly. Leaders must always be aware of how culture affects
communication when it comes to mission completion and success.
The Air Force and Space Force as institutions depend on leaders
at all levels (Airman Basic to General) to be competent in cross-culture communication.
It is important to remember that the 3C model is centered on achieving decisive influence through communicating,
relating, and negotiating. Please remember that we do not build positive relationships or conduct effective negotiations
and then start to communicate; rather we have positive/negative relationships or effective/ineffective negotiations
because of how we communicate with people from another culture.
To help you understand how to develop positive and effective relationships and negotiations, we will now focus on three
overarching concepts: linguistic and communication competence, impression management, and differences
between high and low context communication patterns.
Linguistic and Communication Competence
The following story drives home the difference between linguistic and communication competence.
Several decades ago, the Swedish vacuum company "Electrolux" was trying to come up with a slogan to get American
consumers to purchase their vacuums. Therefore, they got their professional translators who were fluent ("linguistically
competent") in English and Swedish together and this is what they came up with : "Nothing sucks like Electrolux."
What are some linguistic rules of your language? How do you demonstrate communication competence in your own
language or culture? You can probably answer these questions very easily. How easy would it be for you to answer these
questions for another culture?
Presently, you are not expected to master languages of the countries you deploy or PCS to; however, learning even a
little bit of the other country's language will set you up for success.
"Communication skills" are the most important factor for determining what makes a person effective in a foreign culture.
Just think about how important "communication skills" are in your own culture. Part of communicating with another
culture is something known as impression management. In a report by Michelle Zbylut, titled The Human Dimension of
Advising: An Analysis of Interpersonal, Linguistic, Cultural, and Advisory Aspects of the Advisor Role, the author
surveyed 565 advisors from the Army and Marines returning from Iraq and Afghanistan. Among the advisors interviewed,
the communication skill of impression management rated as the most important overall.
Impression Management
Impression Management is defined as "deliberate and motivated self-presentation." It is a two-part process that
includes:
• Projection - The image we want others to have of us; and
• Attribution - How others actually view us. Attribution involves the sub-skills of emotion regulation, self-monitoring,
and perceptual acuity.
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Let's say you normally use a casual style while communicating. You often use words like "hey," "yeah," what's up?" etc.
One day you get an invitation to a formal dinner with a high-ranking leader. If you adjust your behavior to a more formal
style of communication, instead of acting casually you are a considered a high self-monitor.
A high self-monitor is a critical thinker who asks questions such as "Who does this situation want me to be? How can I be
that person?" Whereas the low self-monitor asks, "Who am I and how can I be me in this situation?"
Can you recall a time when the impression you wanted others to have of you was not accurately perceived? Think back
to this situation and, knowing what you know now; brainstorm what you could have done differently to successfully
employ impression management.
Now that you have reviewed how you might adapt your own behavior to become more cross-culturally competent, it is
time to address some specific communication styles as they vary across cultures.
Knowledge Check
HIGH AND LOW CONTEXT COMMUNICATION STYLES
In their book, Communication Highwire: Leveraging the Power of Diverse Communication Styles, Saphiere et al (2005)
define communication style as:
"The way in which we communicate, a pattern of verbal and nonverbal behaviors that comprises our preferred
ways of giving and receiving information in a specific situation. If the message content is the what, and the
communicators are the who, then communication style is the how."
- Saphiere et al (2005)
REQUIRED MATERIAL
Barnes Center, High and Low Context Communication Styles (2020)
0•um
Communication style includes, how we accomplish the following tasks:
•
•
•
•
Extend an apology.
Make a request.
Give a compliment.
Tell a joke.
Edward Hall's high and low context concepts deal with where the meaning is found in our communications:
"High context communication is one in which most of the information is already in the person, whereas a low
context communication is just the opposite; i.e., the mass of information is vested in the explicit code."
- Edward Hall (1976)
For example, the English and German language systems use low context communication (more direct, explicit
expression of verbal message). Whereas the Arabic and Spanish language system uses a more high context
communication style (focused on status, context of social roles/positions, and nonverbal communications such as
pauses, silence, tone of voice, etc.) In high context communication, the message is not necessarily conveyed in words
and this can frustrate those who use low context communication.
High and low context communication is used in all cultures - one form, however, tends to dominate. Often low context
communicators (who depend on the actual words) presume that high context communication is ineffective. Many Air and
Space Professionals who go to overseas environments have found it frustrating to communicate or negotiate with local
nationals.
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In some cultures, where relationships and status are paramount, people can be very reluctant to give a "yes" or "no"
answer to an American (high-context communicator). Many of these cultures have more of a collectivist culture, meaning
"the group is more important than the individual, and hierarchy reigns." Competence in these types of communication
experiences comes from the listener knowing how to interpret speakers' indirect messages in specific contexts. This
connects directly back to 3C and "knowing how to interpret and understand what is appropriate."
According to Ting-Toomey, low context communicators (i.e., many U.S. Americans) assume that the Speaker will take the
responsibility for communicating clearly. However, for high context communicators (i.e., Asians or Middle Easterners) the
Receiver or Interpreter of the message assumes the responsibility to infer the hidden or contextual meanings of the
message.
The point of listing these patterns is not for you to memorize them - instead, it is to give you an idea of different ways
and styles of communicating that others consider as "normal" and "natural" as you consider your style to be. This relates
back to culture general knowledge and the term "cultural perspective taking." To reiterate, communication styles frame
how a message should be interpreted or understood.
What follows is an example of differences in high and low context communication patterns. The example is an extract of
an article by psychologist Dr. Helen Klein, who studied the impact of intercultural interactions on civil aviation.
Determining which group is primarily high context and which is low context should be easy.
"For American aviation personnel, keeping aircraft safely in the air and on schedule is a high priority. For them,
maintenance personnel must be ready to support this goal. In China, workers will stop to socialize or have
lunch instead of doing a needed repair. An American field service representative interpreted this behavior as
showing that the workers do not understand the big picture of what the task implies. For those workers,
maintenance can wait, but relationships with people cannot be postponed."
- Helen Klein (2001)
CONCLUSION
Having now examined the concepts of culture, and the 3C model of cross-cultural communication, you are better
prepared to engage with differing cultures wherever you find yourself in the Air Force. The key behind these efforts is to
ensure that you not only better understand how your own behaviors, beliefs, and values are tied to your own cultural
upbringing, but how differing cultures develop differing behaviors, beliefs, and values. Your grounding in the 3C model
ensures that when you engage with a differing culture you will do so respectfully and with a greater awareness of the
importance of cultural differences.
Check your knowledge!
Engage in this optional Flashcard activity to self-check your knowledge of key terms presented in this lesson. The activity
does not report to the gradebook and you can retry it as many times as you want.
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THE AIRMAN CULTURE
Lesson 5 -Airmanship
INTRODUCTION
Barnes Center, Introduction to Airmanship (2020)
@NuTEs
THE PROFESSION OF ARMS
Barnes Center, The Profession of Arms (2020)
@NuTEs
As a guardian of the nation's freedom and justice, you accepted the responsibility to support and defend the U.S.
Constitution. As an Airman and military service member, you also assumed the identity as a member of the Profession of
Arms.
Profession
By definition, a profession must include a body of theory and specialized knowledge, a public service orientation, and a
distinct subculture. It is a societal commitment to providing a necessary and useful specialized service. Professions such
as medical, legal, the clergy, and the military develop and maintain distinct bodies of specialized knowledge and
expertise through formal, informal, and practical education and training. Each profession has a subculture that
distinguishes its practitioners from the rest of society while contributing to the betterment of that society.
For an occupation to be a profession, it must contain an element of selflessness, a sense that one's personal actions
serve the greater good. In order to achieve and/or maintain a desired level of effectiveness each profession establishes
performance standards, codes of conduct, particular vocabularies, data, and oftentimes, a distinct appearance. As these
professionals maintain their high technical and ethical standards, society provides a sense of independence enabling
these subcultures an unrestricted environment to deliver their essential services to the public.
Profession of Arms
With that understanding of a profession, what is meant by the "Profession of Arms?" To be part of the military Profession
of Arms is to be skilled practitioners of, or professionals in the art of warfare. The Profession of Arms is a unique
profession, whose customer base spans the sum of our great nation. As a department of the U.S. armed forces, the Air
Force is the military's warfare subculture expert in the execution of air, space, and cyberspace power.
In our profession as Airmen, we have the distinct responsibility to advance the Profession of Arms by supporting our
nation's values and interests with the use of air, space, and cyberspace resources. We ensure national security, protect
America's citizens, preserve the American way of life, safeguard America's future and place the needs of our country and
service above our own. We do this by first earning and maintaining the sacred trust of the American people. We accept
this responsibility freely, committing our lives to defend America and her citizens. To successfully fulfill the requirements
of our service, the Air Force maintains its own specific standards, ethics, vocabulary, dress code. Along with our sister
services, the military has a unique obligation termed the "unlimited liability cause," which requires the commitment to
make "the ultimate sacrifice" if necessary.
Accepting the unlimited liability clause is a feature that distinguishes the military profession from all other professions in
that the level of personal sacrifice required may actually be the most supreme. No other profession expects its members
to engage in dangerous tasks on a daily basis and lay down their lives for the sake of the United States, its citizens,
freedoms, and allied nations. While some professions have responsibilities that are considered dangerous, only
members of the armed forces can be ordered to willingly risk their lives at any given moment. In the professions of law,
medicine, etc., members might sacrifice for the sake of their profession but are not required to give their lives for it.
Members in the Profession of Arms willingly and voluntarily risk their lives in the performance of their assigned duties,
demonstrating their commitment by fulfilling the standards by which they are charged to uphold.
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Progressive Professionalism (P 2 )
So, how professional are you, and
professional compared to whom? Like
other personal attributes, qualities, or
levels of commitment, your
professionalism can be measured dayto-day or even minute-by-minute. But
how do you evaluate your
professionalism? In the Air Force, we
use a continuum as seen in the image.
The far right of the continuum represents
the epitome of a professional. This
person is the most educated, trained,
ethically sound, morally balanced, and
completely dedicated member of their
specialty or trade. The extreme left of the
continuum represents the exact
opposite. This person disregards training
and enhancement opportunities and possesses little knowledge of their specialty, meets the minimum standards when
completing assigned tasks, and is more likely to demonstrate unethical behavior.
Personal attributes, qualities, motivation, and commitment levels determine where one falls along the continuum, and
just as every individual is uniquely different, each individual reveres different things in different ways. As such, it is natural
that what an individual places greater levels of importance on and is more dedicated to will vary from situation to
situation. For example, SSgt Jones may follow and enforce all Air Force uniform standards precisely, as directed by the
AFI - so he is viewed as more professional because he is fully committed to uniform standards. On the other hand,
SSgt Jones may not feel it is necessary to accomplish every item on each of the squadron's numerous checklists - so
he is viewed as less professional because his commitment level to that particular standard is low.
The goal of P2 is for all members of the Profession of Arms to consider where they believe they are in their
professionalism and commitment and strive to progress toward the right side of the above continuum. Direction,
Discipline, and Recognition (DDR) is a concept that supports P2.
Direction, Discipline, and Recognition (DDR)
DDR is considered the foundation of P 2. As Airmen, we must maintain a high degree of professionalism throughout
our careers, particularly in early development. In basic military training, we were transformed from civilians to Airmen
using copious amounts of direction and discipline. This methodology continued through technical training and beyond.
For instance, direction helped us adjust to military life, learn our jobs, and mature as servicemen and women. Discipline
curbs negative and inappropriate behaviors and sub-standard performance encouraging us to remain focused on our
development as respectable service members. Over time, we become more knowledgeable, mature, and self-disciplined .
Consistent trends in positive behavior and performance eventually result in various types of recognition to include
awards, increased responsibilities, and promotions. Therefore, DDR is critical to our progression as professionals.
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NOT ENOUGH DDR
POSITIVE USE OF DDR
TOOMUCHDDR
Leads to poor performance,
lost time, accidents, costly
mistakes, etc.
Leads to high performance,
reduces lost time, costly
mistakes etc.
Can result in
micromanaging, lack of
appropriate delegation
Promotes
unethical/ inappropriate
behaviors
Promotes positive behaviors
Can be condescending and
make people feel
incompetent or
untrustworthy
Reduces motivation
Increases motivation
Causes people to give up
trying to change and
improve
Increases commitment to the
unit/mission
Can lead to rewarding average
performance, reducing impact
of rewards program, negatively
impacting morale/ mission
Reduces commitment to the
unit/ mission
The DDR Table. Credit: Barnes Center for Enlisted Education.
Knowledge Check
AIRMANSHIP
The term "Airman" was once used in a narrow sense referencing only the members of the pilot profession. Since that
initial time, the meaning of the word has expanded to include all who formally belong to the U.S. Air Force and employ or
support its expeditionary and aerospace power capabilities. "Airman" includes all commissioned officers,
noncommissioned officers, airmen , and civilian members that serve in support of the almost 200 Air Force specialties
codes. As such, Airmanship refers to all Airmen, skilled practitioners, and combatants of air, space, and cyberspace
warfare.
REQUIRED MATERIAL
Barnes Center, The Three Concepts of Airmanship (2020)
@NUTES
Barnes Center, Responsibilities of the NCO and PO (2020)
GNUTEs
Today, America's best and brightest men and women have assembled to become a well-seasoned premier volunteer
expeditionary fighting force specializing in air, space, and cyberspace dominance. To fulfill such an important
responsibility, Airmen must embrace the beliefs, traditions, values, principles, and techniques of their profession, thus
embracing their Airmanship. Airmanship is comprised of several different concepts, and the journey into Airmanship
begins with our first concept, the Oath of Enlistment.
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The Oath of Enlistment
Air Force Doctrine defines an Airman as
any U.S. Air Force member (officer or
enlisted; active, reserve, or guard; and
Department of the Air Force civilians)
who supports and defends the U.S.
Constitution. To be an enlisted Airman,
one must first accept the Oath of
Enlistment.
Airmen commit to the basic core values,
placing service to the Constitution before
self. It is where we place integrity on the
line by giving our word as our bond. It is
where we swear (or affirm) to "well and
faithfully" discharge our duties, or obey
orders to do so, thus committing
ourselves to excellence. The oaths are
distinct in that the allegiance established
is to the ideals of the Constitution, not to
any individual or organization. This
according to regu
source for the oaths gives them their
and the Uniform Code of Military
greatest strength. The oath shows
personal commitment to support and
So help me God
defend the Constitution and to serve
America for the span of our entire career.
It is a solemn promise to do one's duty,
to meet one's responsibilities, and to lead others in the exercise of the same.
By taking the oath of enlistment, Airmen subject themselves to difficult responsibilities and circumstances that civilians do
not. For example, Airmen agree to limit their freedoms to be readily available for short-notice assignments. They also
forfeit certain freedoms like speech and expression to support the needs of national security. These and many other
unique challenges require Airmen to work hard, train hard, and sacrifice regularly as they continue to master their
profession in the Profession of Arms.
The Airman's Creed
The Airman's Creed defines what makes Air Force members uniquely different from that of any other sister service. It
provides the fundamental guiding truths and beliefs that solidify our membership in best Air Force in the world.
To maintain this state of supremacy, a sense of pride and honor in what it means to be a 'Professional Airman' must be
cultivated. In other words, a sense of Airmanship must be promoted and instilled!
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I am an American Airman.
I am a Warrior.
I have answered my Nation's call.
I am an American Airman.
My mission is to Fly, Fight, and Win.
I am faithful to a Proud Herita e,
A Tradition of Honor,
And a Legacy of Valor.
am an American Airma
· of Freedom and J
tion's Sword and Sh
Sentry and Aveng
my Countr
·
The Airman's Creed. Credit: Barnes Center for Enlisted Education.
Warrior Ethos
Often times as men and women serving in the United States Air Force you have not been perceived as warriors.
However, contrary to common perceptions, it has been the deep commitment to a warrior ethos and what it means to be
a warrior that fosters the true concept of Airmanship. The truth is since its conception in 1947 the Air Force had its share
of warriors.
"The warrior ethos has always been a part of an Airman's character, but some may have lost sight of it...
- Former Air Force Chief of Staff, Gen. T. Michael Moseley
If we don't understand our history, we cannot understand the war-fighting contributions that have been made and those
we continue to make. In the past, it took hundreds of bombers flying into harm's way, with a realization that they may not
return home, to engage the enemy. Did you know that during World War II more 8th Air Force Airmen were killed in action
than the total number of Marines killed in the entire war? In the last 40 years, the world and methods of warfare have
changed considerably, and the Air Force has adapted and changed with it. Drawing on the experience of our past and
the technologic advances of the present, we have been able to achieve air supremacy, are far more lethal and effective,
and we have done it in a way that put our people in less danger.
The wars in Iraq and Afghanistan have proved to be the catalyst for a dramatic paradigm shift in Air Force operations. We
have transformed from a garrison force trained to turn back the tide of communism to an expeditionary force trained for
missions ranging from humanitarian aid during natural disasters to fighting terrorism across the globe. To prepare our
warriors for these expeditionary missions, the Air Force has made drastic changes paving the foundation necessary to
hone our warrior culture.
The role of the Air Force has expanded with the new domains in which we fly and fight. Precision air strikes against the
enemy have saved countless American and coalition lives. Taking out a target with a precision-guided missile or bomb
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versus sending troops in to take out the same target saves valuable ground forces. We own the air that provides ground
forces a measure of safety. Our Airmen use innovative measures to carry out the Air Force's mission and they bring more
to the fight today than ever in Air Force history.
The warrior ethos is not limited to battlefield skills - it is a mindset, a warrior spirit that, in some respect, requires Airmen
to change how they think about our Air Force. It is changing the notion that pilots and aircrew members are the only ones
who engage with the enemy. It is changing the mindset that only Security Forces Airmen defend the base. The reality of
the most recent war is that Airmen are being asked to do tasks that 10 years ago were not conceivable. Cultivating
warrior skills and developing our warrior spirit will guide our Airmen through the changes our Air Force is experiencing
and provide them with the correct tools to fight and win.
"Regardless of duty location, occupational specialty, or job position, all Airmen must embody the warrior
ethos, tough- mindedness, tireless motivation, an unceasing vigilance, and a willingness by the military
members to sacrifice their own lives for their country if necessary. Air Force Airmen, military and civilian, are
committed to being the world's premier air and space force. This is the warrior ethos."
-AFDD 1-1, Leadership and Force Development
Warrior ethos refers to the professional attitudes and beliefs that inspire every member of the profession of arms. It
reinforces the concept that military service is much more than just another job. The warrior ethos relates to the character
that shapes who you are and what you do. It requires an unrelenting and consistent determination to do what is right and
to do it with pride, both in war and in military operations other than war, while helping to spur our resiliency to fight
through all conditions to victory, no matter how long it takes and no matter how much effort is required. The warrior ethos
compels every Airman - regardless of rank, duty title, or specialty - to push beyond the normal limits of mind and body
to complete the mission, and is characterized by tough-mindedness, tireless motivation, unceasing vigilance, and a
willingness to sacrifice their own lives for their country. Warrior ethos is grounded in the refusal to accept failure and is an
Airman's total commitment to the nation, unit, mission, and fellow Airmen. The warrior ethos is more than just another socalled Air Force "buzz" word. It's a tenacious mentality ignited by a hardiness of spirit and courage that, when
internalized, becomes the driving force that allows us to overcome all hardships with honor. It is the tie that binds and a
frame of mind that all military service members share. It enables us to "fly, fight, and win" our Nation's wars.
As you can see, warrior ethos consists of many things. Having and demonstrating warrior ethos is essential for members
of the Profession of Arms. We must never falter or fail in our duty to defend our country. When called upon, our warrior
ethos, more specifically our hardiness of spirit, motivates us to push on no matter how hard the task or dangerous the
situation. Former Air Force Chief of Staff General T. Michael Moseley defined warrior ethos as consisting of three key
elements, "a hardiness of spirit, courage (both moral and physical), and resiliency." We will focus on those three areas.
Hardiness of Spirit
The term spirit refers to an intense energy that empowers one to act when called to action. The term "hardiness of
spirit" is used in relation to physical and mental hardships. It could be rephrased as the Hardiness of spirit moves us to
react and respond during demanding, difficult, and dangerous situations. This spirit enabled ordinary men and women to
perform extraordinary acts of bravery and courage.
Courage
At the source of one's warrior ethos is not only hardiness of spirit but also courage. Merriam-Webster defines courage
as the "mental or moral strength to venture, persevere, and withstand danger, fear, or difficulty." Words associated with
courage include brave, daring, fearless, gallant, and heroism. There are two types of courage: moral and physical.
Moral courage derives from one's empathy and compassion of others. History is riddled with examples of moral
courage including the inspirational story of Mahatma Gandhi:
Mahatma Gandhi was a simple, yet educated man, who with no army or political backing, influenced the British
Empire to grant more than 500 million Indians their independence. What he lacked in military and economic
strength, he made up for in moral courage. Through non-violent protest, Gandhi was able to persuade the British
government to liberate India. He used the strengths he possessed to support and obtain victory for his cause. If
Gandhi had tried to use military or economic strength, he probably would not have been successful because his
strength was his moral courage.
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Physical Courage is the observable actions one takes when faced with fear, pain , uncertainty, or danger. An
exceptional example of physical courage is found in the story of an Air Force Senior Non-Commissioned Officer, Chief
Master Sergeant Richard Etchberger:
In 1967, CMSgt Etchberger volunteered to operate a highly classified radar site
located on a steep 5,500-foot ridge during the Vietnam War, known as Lima Site
85. The U.S. lacked the ability to accurately bomb targets in Northern Vietnam at
night or during bad weather; Lima Site 85 was the solution. Sworn to secrecy, the
Air Force charged 40 Airmen to run radar stations inside Laos. To avoid
international agreements and militarization of Laos, a neutral country, these
Airmen were instructed to leave the service and function as civilian contractors.
One of the first committed for the assignment was Etchberger, a radio and radar
maintainer. From November 1967 to March 1968, Lima Site 85 directed 507 strike
missions in North Vietnam and Laos.
On the night of 11 March 1968, hundreds of North Vietnamese soldiers
surrounded and attacked Lima Site 85. Upon immediate orders to evacuate the survivors of Lima Site 85,
American A-1 E Skyraiders fired on advancing North Vietnamese troops while UH-1 Huey helicopters rescued the
trapped. As the helicopter hovered above with rescue slings lowered, CMSgt Etchberger quickly loaded his
wounded, one by one, each time exposing himself to enemy fire. His efforts saved the lives of seven Americans.
Unfortunately, just as the helicopter was departing the mountain bound for a hospital in Thailand , it took on
enemy fire killing Etchberger.
Having and demonstrating hardiness of spirit and moral and physical courage is critical to the military professional.
However, the 21 st-century warrior also needs one more weapon .. .resiliency.
Resiliency
Resiliency concludes the Warrior Ethos trifecta. Resiliency is "one's ability to withstand , recover and grow in the face of
stressors and changing demands." As we all know, today's Airmen face significant, stressful life challenges and demands
that constantly threaten their ability to overcome emotional and physical hardships. As the Air Force's combative
responsibilities intensify, it is critically important that Airmen and their families receive the support and care they need and
deserve. Special operations personnel, convoy operators, explosive ordinance disposal units, security forces , and
combat support personnel are continuously deployed to high-risk environments where the probability of experiencing
combat-related injuries, disorders, and deaths are high. Therefore, it is imperative that the training, service, and support
are readily available to build a culture of resiliency.
In February 2010, the Air Force set into motion a new program to ensure Airmen and their families are physically,
mentally, and emotionally ready to tackle today's challenges. Modeled after the Army program, the Air Force Resiliency
initiative focuses on an Airman's ability to withstand, recover, and/or grow in the face of stressors and changing demands
by orchestrating the use of base resources, support activities, peers, and leadership.
Resiliency helps Airmen to overcome and "bounce back" from the physical and mental hardships faced every day. It
focuses on what is known as the 12 Targets to Enhance Resilience and Operational Performance:
12 Targets to Enhance Resilience and Operational Performance
1. Be a Wingman: Taking responsibility to care for themselves, others, and AF families.
2. "Comm." Check: Improving interpersonal communication skills by studying the communication model (sendermessage-receiver-response), promoting healthy communication.
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3. Lead from the Front: Demonstrating good leadership by personally using these techniques. Discuss them with
other Airmen and hold them accountable.
4. Mental Rehearsal: Practicing and incorporating the practice of imagining oneself accomplishing a task before
actually doing it. Visualization is a proven technique that supports success.
5. Nutrition: Eating healthy foods and drinking plenty of water together the optimal fuel to ensure the mind and
body operate at peak performance.
6. Physical Fitness: Exercising regularly improves strength and stamina, enhancing the body and mind to function
at peak performance, creating a sense of well-being.
7. Problem-Solving: Using effective problem-solving techniques that increase the probability for sound solutions.
8. Purpose=Y (Why): Maintaining a clear understanding of one's purpose, role in the mission, reasons for serving,
and contributions to the bigger mission can rejuvenate a sense of purpose in life.
9. Recharge: Maintaining a consistent sleep schedule and participating in activities that encourage relaxation
allowing the body time to recover between challenges.
10. Situational Awareness (SA): Assessing each situation, leveraging thoughts, awareness of the situation, and
training to improve performance during challenging situations.
11. Strategic Thinking: Evaluating life's events paying attention to the thoughts one has during each good and bad
situation. Keeping thoughts balanced, building self- confidence by recollecting previous challenges and what was
learned with each circumstance.
12. Tactical Breathing: Using breathing techniques to release muscle tension and return one's focus and attention
to the task at hand.
"Operationalizing" resiliency is a critical goal for Air Force leaders at all levels. For the Airman, training and educating
begins with Basic Military Training and expands to existing Air Force personnel through unit briefings, chaplain services,
financial classes, PME, pre-deployment briefings, and other sources. Social networks, leisure programs, and education
are available to assist families before, during, and after deployments.
Knowledge Check
CONCLUSION
Barnes Center, Airmanship (2020)
0NuTEs
Check your knowledge!
Engage in this optional DragNDrop Activity to self-check your knowledge of key terms presented in this lesson. The
activity does not report to the gradebook and you can retry it as many times as you want.
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Lesson 6 - Critical Thinking
INTRODUCTION
What does it mean to be a critical thinker? Why should the Air Force be concerned with developing critical thinkers?
Developing critical thinkers is essential to the success of our Air Force. Critical thinking is important because of rapid and
frequent changes, regular deployments, and sometimes even dangerous operations. Critical thinking is also important in
our daily duties as supervisors and leaders.
A well-cultivated critical thinker:
• raises vital questions and problems, formulating them clearly and precisely,
• gathers and assesses relevant information, using abstract ideas to interpret it effectively, comes to well-reasoned
conclusions and solutions, testing them against relevant criteria and standards,
• thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their
assumptions, implications, and practical consequences, and
• communicates effectively with others in figuring out solutions to complex problems.
Critical thinking is more than thinking logically or analytically. It also means thinking rationally or objectively. There is an
important distinction. Logic and analysis are essentially philosophical and mathematical concepts, whereas thinking
rationally and objectively are broader concepts that also embody the fields of psychology and sociology.
REQUIRED MATERIAL
Barnes Center, Introduction to Critical Thinking (2020)
@NuTEs
CHARACTERISTICS THAT EMBODY A PROFICIENT CRITICAL THINKER
Barnes Center, Characteristics that Embody a Proficient Critical Thinker (2020)
0NUTEs
The first step to becoming a proficient critical thinker is to develop the proper attitude. Specifically, an attitude that
embodies the following characteristics: open-mindedness, healthy skepticism, intellectual humility, free-thinking,
and high motivation.
Open-mindedness
This characteristic involves a willingness to investigate viewpoints that are different from your own. Being open-minded
means you're 'open' to actively listening and thinking about an idea, solution, or criticism that, on the surface, you might
not normally subscribe to ... even if you believe your viewpoint is the right one! For example, let's say one of your people
has an idea about changing a process in the work environment that's been around for a while and has been working. If
your attitude reflects open-mindedness, you will actually listen to his pitch and seriously think about it instead of just
saying "NO". As a leader, when it comes to problem solving or decision making, you should be open to others'
perspectives and opinions before acting. Otherwise, you could make a decision or suggest a solution that might not be
comprehensive or right for the situation.
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Healthy Skepticism
To be a healthy skeptic you should ask questions to ascertain what's truthful and what's not. Healthy skepticism causes
the critical thinker to ask questions instead of immediately 'jumping on the bandwagon' or simply accepting others'
opinions. This characteristic also includes a bit of investigation to ensure you're fully informed before making decisions.
For example, would you buy a house without having experts come out and inspect it for you? Or would you purchase a
used car without first having a trusted mechanic look it over to make sure you aren't purchasing a 'lemon'?
On the surface, it may appear that having an open-mind and maintaining a healthy dose of skepticism sound
contradictory, but they're not. Critical thinkers must be willing to investigate viewpoints different from their own view, but
at the same time recognize when to doubt claims that don't merit such investigation. A critical thinker must be neither
inflexible nor naive. Being both open-minded and skeptical means seeking out the facts, information sources, and
reasoning to support issues you intend to judge; examining issues from as many sides as possible; rationally looking for
the good and bad points of the various sides examined; accepting the fact that your viewpoint may be wrong; and
maintaining the goal of getting at the truth (or as close to the truth as possible), rather than trying to please others or find
fault with their views. However, when trying to find a 'skepticism balance,' you should understand that too much can lead
you to doubt everything and commit yourself to nothing, while too little can cause you to believe everything without
evidence.
Intellectual Humility
"Arrogance does not benefit the critical thinker."
-Socrates
Having intellectual humility means adhering tentatively to recently acquired opinions. You should be prepared to
examine new evidence and arguments even if such examination leads you to discover flaws in your own cherished
beliefs. Intellectual humility requires you to stop thinking that complex issues can be reduced to matter of 'right & wrong'
or 'black & white', and to begin thinking in terms of 'degrees of certainty' or 'shades of grey'. Sometimes 'I don't know' can
be the wisest position to take on an issue.
Highly Motivated
Finally, as a critical thinker, you must have a natural curiosity to further your understanding and be highly motivated to
put in the necessary work sufficient to evaluate the multiples sides of issues. The only way you can overcome the lack of
essential knowledge on a subject is to do the necessary studying to reach a sufficient level of understanding before
making judgments. This may require you to ask many questions, which can be unsettling to those asked to respond. A
critical thinker cannot be lazy.
Critical thinking leaves no room for egotism in thought. To think critically, you must be careful not to resort to a drone
mentality or put yourself in a situation where you fall into a pattern of ignoring the world around you. If you are not
careful, things can easily sneak up on you.
Approaches for Evaluating Information
Three effective approaches for evaluating information are to ensure information is credible, unbiased, and accurate.
Remember to consider the source's qualification, integrity, and reputation. Does the source have a motive for being
inaccurate or overly biased? Actively seek out trusted sources for information.
Knowledge Check
SYSTEMS THINKING APPROACHES TO DECISION MAKING
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Barnes Center, Systems Thinking Approaches to Decision Making (2020)
GNurEs
If you look back to the days when you were a new air or space professional just learning your job, more than likely you
had to focus carefully on the tasks that you were doing. Now through repetition, tasks you once thought of as "complex"
are nothing more than routine actions, decisions and/or behavior. Tasks become routine after many hours of analysis,
inference, and effective judgment (decision-making). If you can do things the same way every time, decisions seem
to come easy. However, what happens when things change? When we move to something new or different, we have to
think about new ways of doing things - the "old way" or system of thinking is reactive, instinctive, quick, and holistic and
the "new way" or system is deliberative, analytical, and procedural. The two types of thinking are Reactive Thinking
(System - 1) and Reflective Thinking (System - 2).
Reactive Thinking (System-1)
Many of the judgments that you make every day are automatic or reactive, rather than reflective. When you wake up in
the morning and go to work, chances are that unless something dramatic happens, you are on "auto pilot" until you get to
work. You probably do not spend a whole lot of time thinking about how to brush your teeth, how to eat breakfast, or how
to drive to work. Many freeway accidents are often avoided because drivers are able to see and react to dangerous
situation quickly. Good decisions emerging from System -1 thinking often feel intuitive. Decisions good drivers make in
those moments of crisis, just like the decisions practiced athletes make in the flow of the game or the decision an NCO
makes in the heat of battle, are born of expertise, training, and practice. Often the process of reactive thinking involves
deciding first, reacting, and then trying to make sense out of all of it! Many times, if you make a decision based entirely
from reactive thinking you may look back and ask yourself, "What was I thinking?" The answer - "probably not a whole
lot!"
Reflective Thinking (System-2)
This is broad and informed problem-solving and deliberate decision making. It is useful for judgments in unfamiliar
situations, for processing abstract concepts, and for deliberating when there is time for planning and more
comprehensive consideration. Argument making is often part of the deliberation process when making System-2
decisions. Critical thinking is considered System-2 thinking because it is often focused on resolving the problem at hand
and at the same time monitoring and self-correcting the process of the situation or problem. The reflection part of this
process begins with a state of doubt, hesitation, or perplexity and moves through the act of searching for information that
will resolve, clarify, or address a situation or problem.
As you think about these two approaches to thinking, do not think of it as a "head versus heart" or a "right brain versus
left brain" approach. Human decision-making is not this superficial or simplistic.
Knowledge Check
HINDRANCES TO CRITICAL THINKING
Barnes Center, Hindrances to Critical Thinking (2020)
0NurEs
Each day there are things that hinder our ability to think clearly, accurately, and fairly. Some of these hindrances result
from unintentional and natural limitations, while others are clearly calculated and manipulative. Some are obvious, but
most are subtle or insidious. These hindrances can be divided into four categories: Basic Human Limitations, Use of
Language, Faulty Logic or Perception, and Psychological or Sociological Pitfalls.
Basic Human Limitations
This applies to everyone, including the most proficient critical thinkers. These limitations remind us that we are not
perfect and that our understanding of facts, perceptions, memories, built-in biases, etc., preclude us from ever seeing or
understanding the world with total objectivity and clarity. Basic Human Limitations include:
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~
The Use of Language
This is highly relevant to critical thinking. The choice of words themselves can conceal the truth, mislead, confuse, or
deceive us. From ads, which guarantee easy weight loss to politicians assuring prosperity for everyone, a critical thinker
must learn to recognize when words are used in an attempt to control thought and behavior. Use of language hindrance
includes:
Faulty Logic or Perception
Faulty logic or perception leads to misconceptions, which are the basis of false or mistaken ideas. This hindrance
includes:
Psychological and Social Pitfalls
QUESTIONS CRITICAL THINKERS ASK
Asking questions is one of the most important things we can do on our journey to becoming good critical thinkers. Critical
thinkers ask why and they are inquisitive. There are eight elements of thought: (Purpose, Questions, Information,
Inferences/Conclusions, Concepts, Assumptions, Implications/Consequences, and Points of View) that critical
thinkers must use. Each of these elements of thought have specific questions you can use to evaluate your information
before you complete an assignment, paper, activity, or any other type of intellectual activity. Practice asking yourself the
following questions internally before doing anything that requires critical thinking.
Questions Using Elements of Thought
Barnes Center, Questions Using Elements of Thought (2020)
@NuTEs
Asking questions is one of the most important things you can do on your journey to becoming a good critical thinker.
Isadore Rabbi, a Nobel-prize winning physicist, tells a story of his childhood.
When the children came home from school, their mothers would ask them, "What did you learn in school
today?" But Isadore's mother would ask him, "What good questions did you ask today?" Dr. Rabbi suggests he
became a physicist and won the Nobel Prize because he was valued more for the questions he was asking than
the answers he was giving.
- Barell, 1988
Examine Questions Using Elements of Thought
• Purpose. What am I trying to accomplish? What is my central aim/purpose?
• Questions. What question am I raising? What question am I addressing? Am I considering the complexities in
the question?
• Information. What information am I using in coming to that conclusion? What experience have I had to support
this claim? What information do I need to settle the question?
• Inferences/Conclusions. How did I reach this conclusion? Is there another way to interpret the information?
• Concepts. What is the main idea here? Can I explain this idea?
• Assumptions. What am I taking for granted? What assumption has led me to my conclusion?
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• Implications/Consequences. If someone accepted my position, what would be the implications? What am I
implying?
• Point of View. From what point of view am I looking at this issue? Is there another point of view I should
consider?
Slowing down your thought process and asking yourself questions using elements of thought will assist you in
becoming a more proficient critical thinker. However, it doesn't end there. You must get into the practice of asking
questions based on certain intellectual standards.
Questions Focused on Intellectual Standards
Barnes Center, Questions Focused on Intellectual Standards
@NurEs
There are several intellectual standards associated with critical thinking. Intellectual standards should be applied to
thinking to ensure its quality. Let's take a look at the intellectual standards (clarity, accuracy, precision, relevance, depth,
breadth, logic, significance, and fairness) and the questions that can be used to apply them. These questions are often
times questions you will ask yourself before tackling a topic, issue, etc. that requires critical thinking.
Intellectual Standards
• Clarity is a gateway standard. If a statement is unclear, you cannot determine whether it is accurate or relevant.
You should ask the following questions for clarity: Could you elaborate further? Could you give me an example?
Could you illustrate what you mean?
• Accuracy means checking to see if something is accurate or true. Questions should sound like: How could you
check on that? How could you find out if that is true? How could you verify or test that?
• Precision means asking for more details or specifics. Questions should be phrased like: Could you be more
specific? Could you give me more details? Could you be more exact?
• Relevance is the quality of being directly connected with and important to something else. To establish
relevance, ask yourself: How does that relate to the problem? How does that bear on the question? How does
that help us with the issue?
• Depth encompasses finding out how your answer addresses the complexities in the question. Questions include:
What factors make this a difficult problem? What are some of the complexities of this question? What are some
of the difficulties you need to deal with?
• Breadth is having an open and tolerant view of things, other viewpoints, etc. You can ask yourself, do you need
to look at this from another perspective? Do you need to consider another point of view? Do you need to look at
this in other ways?
• Logic is when the combination of thoughts is mutually supporting and makes sense. The thinking is then
considered "logical." To determine logic, ask: Does all this make sense together? Does your first paragraph fit in
with your last? Does what you say follow from the evidence?
• Significance is the quality of having importance or being regarded as having great meaning. Questions like: Is
this the most important problem to consider? Is this the central idea to focus on? Which of these facts are most
important?
• Fairness implies the treating of all relevant viewpoints alike without reference to one's own feelings or interests.
To ensure fairness, ask: Do I have a vested interest in this issue? Am I sympathetically representing the
viewpoints of others?
The more you practice using these questions, the easier it will be to apply critical thinking as a supervisor and leader.
CONCLUSION
"It is the mark of an educated mind to be able to entertain a thought without accepting it."
-Aristotle
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In your development as an Airman, critical thinking is crucial to not only your success within the Air Force but in life in
general. In this lesson you have confronted how human limitations and faulty logic can lead to fallacies and poor thinking.
Confronting those pitfalls within yourself is a hallmark of an educated mind and a true critical thinker. As an Airman your
ability to ask the right questions, most specifically of yourself first and foremost, is crucial to being able to supervise
others and lead in an ever-changing environment.
Check your knowledge!
Engage in this optional Flashcard activity to self-check your knowledge of key terms presented in this lesson. The activity
does not report to the gradebook and you can retry it as many times as you want.
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