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Leadership_Authority_and_Responsibility_10 - APRIL 2010...

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APRIL 2010 PART I Lesson Title: Leadership Authority and Responsibility Teaching Method: Informal Lecture/Case Study Time Required: 2 hours Prerequisite Classes: None Visual Aids: PowerPoint Slides Student Preparation: Read Student Reader for Leadership Authority and Responsibility Certified by: Holm Center/CR (Dr. Charles Nath III) PART IA Cognitive Lesson Objective: Comprehend the concepts of leadership authority and responsibility. Cognitive Samples of Behavior: 1. Identify the "ultimate" and "direct" sources of an officer's authority. (L, SG) 2. Identify the types of officer authority. (L, SG) 3. Explain the guidelines that must be met for an order to be enforceable. (L, SG) 4. Given a scenario, distinguish between properly and improperly applied military authority. (L, SG) 5. Identify an officer’s responsibilities. (L, SG) 6. Given a scenario, correctly prioritize tasks with respect to an officer’s responsibility. (L, SG) Affective Lesson Objective: Respond to the importance of understanding the concepts of leadership authority and responsibility. Affective Sample of Behavior: Voluntarily participate in discussion of case studies. PART IB Strategy: This lesson begins with a lecture containing the basic concepts and definitions, which will assist an officer in the correct execution of authority. First, the sources and types of authority an officer has are reviewed. Then, the limits on the officer’s authority are covered, along with its associated responsibilities. Guidelines for issuing orders is the last area looked at before the authority case studies are discussed. The second half of the class shifts focus towards the responsibilities of an officer and begins with a review of eight, specifically ordered, officer responsibilities. Following this review, the responsibility case studies are discussed. There are a total of 12 case studies in this lesson--six in the first half on authority and six in the second half on responsibility. You must manage your time wisely--attempt to discuss at least three per half (it’s more important to get the students involved than the numbers of cases completed—but, it’s your job to manage the discussion appropriately). Since students will have the case studies in their study guides, they should read them all and choose their answers prior to class. The solutions to these case studies should be the result of careful study of the information and guidelines furnished in the study guide. Do your best to tie the Air Force Core Values into the lesson where appropriate. Lesson 32-1
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Don't spend too much time discussing cases that everyone appears to understand. If you are unable to cover all cases, provide the correct choices for the remainder of the problems before dismissal so students can later compare their choices with the school solutions. Some students may not accept these answers. Permit healthy disagreement, but remind the students that their responses should be based on what was taught in this unit of instruction--not on preconceived notions.
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