Personal Growth Interview Mastery Cabin Crew Pdf


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About Carrie Loren. Carrie Loren. The CDSS course is aimed at senior officers colonel and 1-star , and covers strategic leadership and command, the strategic setting, higher command, capability development, and policy development. RAAF Engineers will typically have a higher fraction of Masters degrees, especially in engineering and the MBA category, but few of these will be research degrees. The educational background most senior RAAF officers have is primarily orientated towards management and leadership, with some component of service specific strategy and doctrine.

What is largely absent is training in research skills, especially skills involving hard science areas like mathematics, physics, operations research, engineering and military strategy and science.

A coursework Masters degree, which in the globalised tertiary education system is typically similar in depth and difficulty to the final year in undergraduate studies, cannot provide the depth of domain knowledge, research skills and critical thinking taught in a research Masters or PhD from a world class university. To believe otherwise is to discard a century of empirical experience, in which many high achieving and innovating military officers on the global stage had exactly this type of postgraduate education.

In the rapidly evolving and technologically complex strategic environment Australia finds itself in now, the RAAF officer corps is mostly equipped with the wrong kind of postgraduate education and as a result, is seriously deficient in the kind of intellectual skills sets critically required for success.

How to Fix the Professional Mastery Problem Failure to correct the problems inherent in the RAAF's current staff training and education mechanisms will have dire consequences not only for the RAAF as an organisation, but also for the Australian community which is funding it.

In extremis, the end state of the current trend is best observed in a range of Third World air forces, where professional mastery is largely absent with planning choices made for arbitrary reasons.

In particular, there is a genuine risk that the current deskilling problems will contaminate advice provided to the current Air Combat Capability Review, and the current White Paper development process, damaging the outcomes produced by both reviews.

To remedy the situation it will be necessary to introduce a series of short, medium and long term measures, which will need to be implemented with promptly and efficiently, both to protect the RAAF from the cumulative problems it is experiencing, and to protect the Defence organisation as a whole from poor advice and its inevitable consequences.

This requires immediate implementation. This also requires immediate implementation. These include the re-establishment of an RAAF technical services organisation to restore relevant practical experience and skills, as well as changes to educational criteria for entry, and especially promotions within the RAAF.

The latter measures must be applied to officers in the General Duties Branch as well as to engineers. These measures are essential if change is to be effected, and the RAAF and community are to be protected from the cumulative damage of the last three decades of mandated change.

Long Term Measures to Resurrect Professional Mastery If the RAAF is to be resurrected as a coherent Force, based upon sound mastery and management of its technology, it would be sensible to: Restructure the grossly inefficient organisational, functional, and financial interfaces that now exist, principally those within the AFO and its interfaces with DMO. The objective here is to ensure the RAAF operates and is managed as a Force under CAF, with a strong unity of direction, rather than a conglomeration of small, independent capabilities focussed largely on Joint Operations.

Re-establish a Technical Services organisation under CAF to provide the technical visibility, control and co-ordination of all Force elements. Re-establish Maintenance Units to free operational Units to concentrate on operations.

This will also provide a better breeding ground for the technicians and engineers needed to run a modern Air Force and provide professional technical input to RAAF and Defence plans.

Such units would also provide the resources needed to support operational deployments — one of the main reasons for their original establishment.

Re-skill the RAAF in all areas, and increase the level of professional management by revising the philosophy behind the General List which, from experience, can not be claimed a success.

Provide incentives and material support to enable a much larger proportion of officers to gain relevant university postgraduate qualifications, to increase the education standard and pools of skills sets in the sciences, information technology, engineering and related quantitative areas like operations research. Qualifications in non-technical management and administration should not be actively encouraged, but technical management degrees should be encouraged ix.

The former must provide the basic and advanced skills to carry out and manage all maintenance tasks. Within those areas involved with higher level engineering tasks, engineers will have to be competent in technology, analysis techniques, and technical management. Unfortunately, the management of technology has not been well served by the tertiary institutions, so RAAF may have to develop these courses in conjunction with a selected tertiary organisation.

Such changes will go far towards re-establishing the RAAF as a skilled and experienced operator and supporter of high technology air power with the necessary professional mastery. The Role of Education in Restoring Professional Mastery Organisational structure and practical skills alone cannot address all of the cumulative problems observed, and education and training will have to play a major role.

All newly qualified junior officers should have a university undergraduate degree. The Non-Graduate or Direct Entry category for aircrew, which requires high school Year 12 education only, should be amended, such that the officer candidate is required to do a university undergraduate degree as part of their training process.

There is another important consideration in relation to undergraduate university degree education of officer candidates. The reality is that since the early amalgamation of the University system, there has been a strong trend away from teaching durable fundamental knowledge, in favour of more marketable vocational and applied skills.

This, combined with the ongoing decline in the quality of much of available high school education, especially in the sciences, presents some important problems x.

A Non-Graduate or Direct Entry aircrew applicant in will have been far better educated in English language skills, basic science including mathematics and physics, than many current university graduates in soft or applied science disciplines. Most university academics in Australia have to contend with undergraduate student literacy problems in English language, mathematics and physics, all a result of an underperforming high school system.

In practical terms, a university graduate with an honours degree entering the RAAF today may have poorer skills in these key areas than a high school graduate of years ago.

Every aviator needs this foundation knowledge, and needs to be competent in using it. While modern aircraft might be easier to fly than Sabres or Mirages, the complexity of the systems, sensors, weapons and computer equipment which runs this equipment is in many respects greater. The RAAF will need to engage one or more universities to provide undergraduate courses which are optimised for aircrew, with a 'classical' education in mathematics, physics and problem solving, to provide aircrew with appropriate foundation skills sets.

The issue of postgraduate education for mid ranking and senior officers is no less important. The RAAF will need selected decision makers and planners for staff positions who are intellectually equipped to provide disciplined and rigorous analytical and problem solving capabilities.

This skills set is today primarily produced by postgraduate research degrees such as masters or doctorates in science or engineering, at upper tier universities. LeMay favoured officers seeking higher promotions who completed postgraduate research degrees from top tier US universities, with a bias toward science, engineering, operations research and strategy, all disciplines of high value in strategic planning staff work.

In practical terms, an RAAF officer should not be promoted to GPCAPT or higher, unless that officer has completed a rigorous high quality postgraduate research degree in an intellectually difficult and relevant discipline. A coursework masters degree, especially in a 'soft' discipline, should not be counted as a useful measure of academic achievement in assessing a mid-ranking or senior officer for promotion.

A problem which is likely to arise is that the quality of earlier undergraduate education may preclude entry to the higher quality universities, and suitable strategies will need to be developed to overcome such difficulties. In summary, the RAAF will need to change the type of education its officers receive, from the undergraduate level to the postgraduate, to provide skills sets which are relevant for staff work in a complex, technologically driven planning and warfighting environment. The Language of Professional Mastery One reliable measure of professional mastery within an organisation is the clarity of thinking and expression in its writings.

Traditionally, the RAAF placed great emphasis on Service writing, with conciseness, clarity of thought and expression key elements in its courses and examinations. The reasons were simple — a lack of clarity of thought and expression cannot be tolerated in any military organisation. The consequences of false or confused information were too high to accept, particularly so in a high technology service. Today, little evidence remains of those high standards.

We call this strategic force an air force of influence. It is rather the same thing that is happening to the English language. It becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts.

The point is that the process is reversible. Modern English, especially written English, is full of bad habits which spread by imitation and which can be avoided if one is willing to take the necessary trouble. If one gets rid of these habits one can think more clearly, and to think clearly is a necessary first step toward political regeneration : so that the fight against bad English is not frivolous and is not the exclusive concern of professional writers.

If the RAAF is to recover and develop its professional mastery, it must start at the fundamental levels of thinking and expression. This approach resulted in financial and capability consequences that were far from optimal. Local support is limited to those simple tasks involved with repair by replacement, stores accounting, and shipping.

Deeper level maintenance, together with the skills base involved, will be evacuated to overseas facilities, in keeping with the business development strategies set in train by overseas contractors during the early s. That is, management of our front line defence assets will move out of Australian control into the control of foreign companies, and at considerable long-term cost.

DMO can only impose commercial sanctions upon any defaulting contractor, or attempt to as a long and expensive legal process inevitably takes over. Current DMO contracting practices are inimicable with government policies and will also be a major impediment to the re-skilling of the RAAF, and indeed the re-skilling of Australian Industry.

Summary and Conclusions There is much empirical and public evidence which shows that the the RAAF has suffered a critical loss of professional mastery, especially in areas related to basic military science and military technology.

Red flags: The candidate is unprepared for the question or only gives generic answers.

This is the most common job interview question - everybody should be expecting it. If they don't seem prepared or give a fairly stock answer, it's probably a bad sign. What are your weaknesses?

Candidates should talk about a real weakness they've been working on improving. For instance, they're not good at public speaking, but they've been taking a course to help them improve. Or maybe they feel that they're easily distracted when working online but have installed software that helps them stay on task.

Answers like these show a desire for improvement, self-awareness, and discipline. Red flags: Again, everyone should expect it, so it's a bad sign if someone seems totally unprepared, or gives a stock answer like, "I'm a perfectionist. What grades did you get in college?

If they got excellent grades, this will be easy to answer. If not, look for a legitimate reason.

Advice for Conducting Interviews:

Maybe it took them a little while to find the right major, or maybe they were doing excellent work at a job, internship, or extracurricular activity while going to school.

Red Flags The candidate has average to low grades and no good reason for it. What were your responsibilities when you worked at job x? A good candidate is able to talk in detail about their responsibilities. These should match up to what is expected for the job and even exceed it. The responsibilities should also match what they'll need to perform the job they're applying for. Red flags: Candidates who are vague about what their responsibilities were, who didn't have the responsibilities that normally come with the job, or didn't have ones relevant to the job they're applying for.

Why do you want to work here? Look for an answer that shows they've done research on the company, and are truly excited about specific things they can do on the job.

This not only shows enthusiasm for the work and basic preparation skills but gives you clues about the cultural fit. Red flags: The candidate doesn't have a good reason, or provides a generic answer, such as, "I think it represents a great opportunity. How many people were on your team at your last job?

Sample pages from Interview Mastery | Cabin Crew

This is a good interview question for screening people with management positions on their resume. The number of people on their team should match what you would expect for the position. Reg flags: If they were in a management position and didn't oversee the number of people you'd expect, this could be a red flag and could indicate an inflated title. For example, a Vice President of Sales who didn't oversee any sales people could be a bad sign. Where do you see yourself in five years?

[PDF] Interview Mastery Cabin Crew - Personal Training Program Full Online

Candidates should show that they've thought about this question, have plans, and that those plans align with the job and a career path that is possible at the company. You want to see that this candidate is a good long term investment.

General interview questions like this are still valuable and should always be included in your interview sheet. Red flags: A generic or uninspired answer. A good answer goes in-depth and reflects positively on both their manager and the work they did, and lines up with other information you've been able to gather.

This is one of the top 10 interview questions we recommend for all hiring managers. Candidates will often reveal information here they would not reveal if you asked them "What do you need to improve. Why do you want to leave your current company? This is in most hiring managers' top ten interview questions and is also one of the standard interview questions in any solid interview process.Icry Ic f Ihe gcp:.

This skills set is today primarily produced by postgraduate research degrees such as masters or doctorates in science or engineering, at upper tier universities. White and off white are the most conservative choices. Specking in c cuc volume suggests aggression, while a quiet volume indicates: Personal reasons Personal circumstances prohibited me from taking gainful employment, however, circumstances have now changed and I am ready to get back to work.

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