Leadership Education II: Communication, Awareness, and Leadership
TABLE OF CONTENTS
Preface…………………………………………………………………………………iii
UNIT 1 Learning, Communication, and Personal Development
Chapter 1: Learning and Communication
Lesson 1 Learning to Communicate………………………………….. / 1Lesson 2 Learning to Listen………………………………………….. / 7
Lesson 3 Learning to Think Critically………………………………... / 13
Chapter 2: Communicating Effectively
Lesson 1 The Basic Checklist……….………………………………... / 20Lesson 2 Writing Effectively ………………………………...………. / 26
Lesson 3 Speaking Effectively ...…………………………………….. / 32
UNIT 2 Building Personal Awareness
Chapter 3: Understanding Your Attitude
Lesson 1 Interpreting Events and Experiences……………………….. / 38Lesson 2 Building a Positive Attitude ……………………………….. / 44
Lesson 3 Overcoming Challenging Experiences……………………... / 50
Chapter 4: Understanding Your Action
Lesson 1 Integrity and Character …………………………………….. / 56Lesson 2 Personality, Style, and Interactions………………………… / 62
Lesson 3 Consequences and Responsibilities………………………… / 68
UNIT 3 Understanding Groups and Teams
Chapter 5: Developing Vision and Teams
Lesson 1 Group and Team Dynamics………………………………… / 74Lesson 2 Building Mutual Respect…………………………………… / 80
Lesson 3 Establishing a Common Vision ….………………………… / 86
Chapter 6: Solving Conflicts and Problems
Lesson 1 Identifying Levels of Conflict…………………………….. / 92Lesson 2 Steps for Problem Solving………………………………… / 98
Lesson 3 Building Consensus ….…………………………………… / 104
UNIT 4 Preparing for Leadership
Chapter 7: A Leadership Model
Lesson 1 Leadership Factors………………………………………... / 110Lesson 2 Leadership Traits …………………………………………. / 116
Lesson 3 Leadership Principles….………………………………….. / 122
Chapter 8: Adaptive Leadership
Lesson 1 Leadership Style and Mission Demands………………….. / 128Lesson 2 Situations and Team Capabilities…………………………. / 134
Lesson 3 Leadership Preparation ….………………………………... / 140
Student Workbook
i
Leadership Education II: Communication, Awareness, and Leadership
Preface
Introduction
This student workbook is a supplement for you to use along with your textbook, Leadership Education II: Communication, Awareness, and Leadership. The text provides an excellent introduction to the fundamentals of communication, self-knowledge, and leadership, including such topics as the basic communication process; writing, speaking, listening, and critical-thinking skills; interpreting events and experiences and building a positive attitude; integrity and character; personality preferences and your personal style; team-building and group dynamics; resolving conflicts; a leadership model; and the theory of adaptive leadership.
This workbook closely follows the course text and gives you a useful tool for accomplishing the course’s objectives. With honest effort, you’ll learn important personal and leadership skills that will serve you well in whatever path your life follows.
Student Strategy
The text covers a broad range of material. We recommend that you read the assigned material for each class, focusing on the Learn About topics listed at the front of each lesson. Study and learn the highlighted Vocabulary words and make sure you know the answers to the Checkpoints items listed at the end of each lesson. Then quiz yourself with the items in this workbook. By reviewing the material several times in this way, you’ll find it easier to master.
Workbook Layout
Each lesson in the text has a corresponding lesson in this student workbook. You can easily find the proper lesson in the student workbook by referring to the Table of Contents. The following is an alphabetical list of the sections that may appear in a workbook lesson.
Crossword Puzzle: This section asks you to complete the puzzle. It provides a fun way to test your knowledge of the key terms and concepts in the text. Some clues may require two-word answers.
Define, Describe, or Identify: This section has the Vocabulary words from the text with spaces for your written definitions. You may search for the definitions in the text or refer to the Glossary at the end of the text. Either way, you should be able to easily find the appropriate definitions in a short period of time.
Fill in the Blanks: This section asks you to fill in the blanks with answers from the lesson text. Occasionally, you will find that an item could have more than one answer. In such cases, choose the best, or most appropriate answer based on the text. Some answers will require several words.
List or Describe: The items in this section are meant to make you think and apply the text material. You can discuss your ideas with your instructor and classmates.
Matching: In this section, you will match the definition in the first column with its word in the second column. You may use each letter only once, but you will not use all the letters.
Multiple Choice: For this section, circle the letter of the answer choice that correctly completes the statement. Each question has only one correct answer. All the questions are based on the lessons in the text.
Short Answer (Things to Think About): In these sections, each question is followed by space for your answer.
True/False: To complete this section, decide whether the statement is true or false and place a T or F in the blank. Referring to the text will help you decide.
Word Find: This puzzle instructs you to unscramble the words in each item and write them in the blanks. Then find and circle the words in the puzzle.
Using this student workbook along with the text will help you better absorb the lessons. We hope you will truly enjoy this course.
We welcome your comments or suggestions concerning this student workbook. Please forward them to HQ AFOATS/CRJ, 551 East Maxwell Blvd., Maxwell AFB, AL 36112-6106.
Student Workbook
iv
Chapter 1, Learning and Communication
Lesson 1: Learning to Communicate
A. Define, Describe, or Identify:
1. Communication
2. Noise
3. Feedback
4. Decoding
5. Sender
6. Audience demographics
7. Internal noise
8. Nonverbal communication
9. Receiver
10. Channeling
B. Matching:
Match the definition in Column A with the word in Column B. You may use each word only once.
Column A_____ 1. The receiver’s key characteristics—age, race, gender, education level, status or role in the community.
_____ 2. Putting an encoded message into a medium of delivery.
_____ 3. Signals that a person sends out in addition to the message that may affect how the receiver interprets the meaning.
_____ 4. Noise that happens outside a person’s own head.
_____ 5. Turning a message into symbols that will have meaning for the receiver.
_____ 6. The person who originates and sends a message.
_____ 7. The unconscious ways in which people communicate their true intentions and meaning.
_____ 8. Anything that interferes with communication.
_____ 9. Daydreaming, worrying, hunger, and strong emotions are examples of this.
_____ 10. The person who receives a message. / Column B
a. sender
b. receiver
c. audience demographics
d. internal noise
e. external noise
f. noise
g. cues
h. encoding
i. nonverbal communication
k. channeling
C. True/False:
Put a T in the blank if the sentence is true and an F if it is false.
_____ 1. Information messages simply tell the receiver something.
_____ 2. Using complicated words is helpful in communicating.
_____ 3. If your listener doesn’t give you feedback, don’t ask for it.
_____ 4. Communication is the creation and sending of information, thoughts, and
feelings from one person to another.
_____ 5. When you are communicating, it’s better if you don’t know too much about
your audience.
_____ 6. When seeking feedback, you should ask questions that your receiver can answer
Yes or No.
_____ 7. A truck backfiring, a television program, and a baby crying are all examples of
external noise.
_____ 8. Analogies and comparisons are ways to penetrate barriers to good
communication.
_____ 9. Hearing is automatic; listening is an active effort to receive, understand, and
react to a message.
_____10. Action-and-information messages give the receiver information, but don’t ask
the receiver to do anything.
D. Crossword Puzzle:
(Note: Leave a blank square between words in a two-word answer.)
Across
3. Unconscious ways in which people communicate their true intentions.
6. Putting an encoded message into a medium of delivery.
10. There is internal noise and this.
11. Always seek this when trying to communicate.
12. If your receiver doesn’t understand your message, you must do this to it.
14. This and listening are not the same thing.
Down
1. See is to examine as this is to hear.
2. Anything that interferes with communication.
4. Signals a person sends—in addition to the message—that affect the receiver.
5. Don’t use complicated words; use this kind
6. The opposite of vague.
7. Noise is either external or this.
8. To do this to your message, you must plan before you speak and think about what you want to say.
9. The person to whom a message is sent.
13. The person who originates the message.
E. Multiple Choice:
Circle the letter that provides the best answer.
1. Which is not a way to break through the noise that interferes with communication?
a. Know the purpose of your message.
b. Channel your message.
c. Use feedback to adjust your message.
d. Use simple, concrete words.
2. Which of the answers below is one of the ways to improve communication?
a. Focus your message.
b. Listen actively.
c. Both (a) and (b).
d. None of the above.
3. Which of the sentences below is not vague?
a. It’s kind of cold out tonight.
b. He drives an old car.
c. Our teacher was in the Air Force for a while.
d. It was so cold that icicles formed in the man’s beard as he walked down the street.
4. Which of the following is not an example of external noise?
a. Worrying.
b. A siren.
c. A ringing telephone.
d. A barking dog.
5. Which of the following questions is not a good one to ask if you’re looking for feedback?
a. When do I want you to pick me up?
b. What do I want you to do on the way home from school?
c. Do you understand?
d. Which car did I say I’d be driving?
6. Which of the following best communicates the sender’s thought?
a. I’m most appreciative of your efforts on my behalf.
b. My gratitude for your support is unbounded.
c. I shall be eternally grateful for your assistance.
d. Thanks for your help.
Lesson 1, Learning to Communicate
6
Chapter 1, Learning and Communication
Lesson 2: Learning to Listen
A. Define, Describe, or Identify:
- Reflective listening
- Summarizing
- Framing
- Active listening
- Clarifying
- Competitive listening
- Note taking
- Restating, paraphrasing, or mirroring
- Passive listening
- Acknowledging
B. Multiple Choice:
Circle the letter that provides the best answer.
1. Positive nonverbal clues include:
a. Leaning back.
b. Leaning forward.
c. Folding the arms.
d. Yawning.
2. The average person spends how many minutes each hour listening?
a. 15.
b. 10.
c. 50.
d. 25.
3. Which is not one of the four types of listening?
a. Aggressive listening.
b. Passive listening.
c. Active listening.
d. Competitive listening.
4. Negative nonverbal clues include:
a. Smiling.
b. Nodding in agreement.
c. Glancing at the clock.
d. Making eye contact with the speaker.
5. Which is not a myth about listening?
a. Good readers are good listeners.
b. Listening skills are hard to learn.
c. Listening is different from hearing.
d. Listening and hearing are the same.
6. Which is not an effective listening technique?
a. Summarizing.
b. Mirroring.
c. Clarifying.
d. Interrupting.
C. True/False:
Put a T in the blank if the sentence is true and an F if it is false.
_____ 1. Few people have had any formal training in listening.
_____ 2. Competitive listening takes place when the receiver is listening closely.
_____ 3. It’s the sender’s job, not the receiver’s to ensure the receiver understands the
message correctly.
_____ 4. The advantage of speaking over writing is that you get immediate feedback.
_____ 5. Listening and hearing are the same thing.
_____ 6. You automatically become a better listener as you grow older.
_____ 7. It’s a myth that smart people are better listeners.
_____ 8. In clarifying, you ask specific questions to ensure you have understood the
message.
_____ 9. When you take notes, don’t try to write down every word the speaker says.
_____ 10. It someone is yawning, glancing around the room, looking at the clock, and
folding their arms while you’re talking, it means they’re listening carefully to
what you are saying.
D. Word Find:
Unscramble the words below and write them in the blanks. Then find and circle the words in the puzzle.
______1. MUMSARGINIZ
______2. GRAFNIM
______3. NEGISTILN
______4. VIRETECLEF
______5. RICYNFALIG
______6. SHARGPINHARP
______7. EVACIT
______8. VISAPES
______9. PICTOEMTEVI
______10. GNOGENDILWACK
______11. RIRNIGMOR
______12. STRAITGEN
G Z E Q W V P A S T I V F A M X
E S V E Z M M A C H S N G I C E
E F A T E I C C S I N G Q U L G
V S T I C T A K G S S E N G A N
I H I C I K N O W L I P D G R I
T S T V E L H W C I D V E M I Z
C B E N J W Y L E A C T E V F I
E N P I Z E A E I M I R P G Y R
L Q M A K N O D G S U M M Y I A
F L O D N G C G T I T O M X N M
E Y C F R A M I N G H E M R G M
R E S T A T I N G G A S N Y M U
E R T A S I N G R R O R M I U S
F L G N I S A R H P A R A P N E
E R I D T S U M I R R O R I N G
Lesson 2, Learning to Listen
12
Chapter 1, Learning and Communication
E. List or Describe:
1. List how much time each waking hour people spend a) reading and writing; b) talking;
and c) listening.
2. Describe the proper way to take notes.
3. Describe some positive and some negative nonverbal cues.
4. Describe some of the ways men and women communicate differently.
Lesson 2, Learning to Listen
12
Chapter 1, Learning and Communication
Lesson 3: Learning to Think Critically
A. Describe, Define, or Identify:
1. Decision making
2. Logic
3. Reflection
4. Bias
5. Intuition
6. Premise
7. Critical thinking
8. Analysis
9. Problem solving
10. Critical reading