DEPARTMENT OF THE AIR FORCE

Thomas N. Barnes Center for Enlisted Education (AETC)

Maxwell-Gunter AFB

1 Oct 14

AIR FORCE SENIOR NONCOMMISSIONED OFFICER ACADEMY

STUDENT GUIDE
PART I
COVER SHEET
LESSON TITLE: CF02, FULL RANGE LEADERSHIP DEVELOPMENT
METHOD: DL Content/ALE Core Lesson
REFERENCES:
Jung, D. I., & Sosik, J. J. (2010). The Full Range Leadership Development: Pathways for
People, Profit, and Planet. Taylor & Francis Group, New York and London.
Kinicki-Kreitner. (2009). Organizational Behavior: Key Concepts, Skills and Best Practices,
Fourth Edition. The McGraw-Hill Companies.
Stafford, M. C. (2010). The Full Range Leadership Model: A Brief Primer. Air University.
Wright State University website. Motivating Others Through Goals and Rewards. Retrieved
16 Sep 2014 http://www.wright.edu/~scott.williams/LeaderLetter/motivating.htm.
PART IA
DL COURSE GOAL: Prepares Senior NCOs to lead the enlisted force in the employment
of air, space and cyberspace power in support of our national security objectives.
GENERAL LEARNING OUTCOME: Upon completion of this lesson, students are
better prepared to lead and manage more effectively.
SUPPORTED COMPETENCIES/DIRECTIVES:
The Full Range Leadership Development lesson supports the following AF Institutional
Competency / Sub-competency:
-

Fostering Collaborative Relationships Building Team and Coalitions

Leading People Develops and Inspires Others
Embodies Airman Culture Followership
Embodies Airman Culture Develop Self
Strategic Thinking Decision Making
Managing Organizations and Resources Continuous Improvement
Communicating Speaking and Writing

TERMINAL COGNITIVE OBJECTIVE: Comprehend Full Range Leadership

Development (FRLD) and/or its impact on subordinate, SNCO, unit, and mission
effectiveness.

TERMINAL COGNITIVE SAMPLES OF BEHAVIOR:

1. Explain FRLD and/or its impact on subordinate, SNCO, unit, and mission
effectiveness.
2. Give examples of FRLD and/or its impact on subordinate, SNCO, unit, and mission
effectiveness.
3. Predict the impact of FRLD on subordinate, SNCO, unit, and mission effectiveness.
AFFECTIVE OBJECTIVE: Value Full Range Leadership Development
PART IB
LESSON OUTLINE:
CONTENT
INTRODUCTION
MP 1. Why Full Range Leadership Development?
MP 2. FRLD Leadership Behaviors
A. Passive Behaviors
1. Laissez-Faire
2. Management by Exception-Passive (MBE-P)
B. Transactional Behaviors
1. Management by Exception-Active (MBE-A)
2. Contingent Reward (with contemporary motivational theory)
C. Transformational Leadership Behaviors
1. Individual Consideration
2. Intellectual Stimulation
3. Inspirational Motivation
4. Idealized Influence
CONCLUSION: Summary

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PART II
STUDENT READING
Recognizing and developing the full leadership potential of people is a strategic imperative in
todays most successful global organizations. Alongside these organizations, the Air Force
uses education, training, and mentoring concepts to develop leaders for its air, space, and
cyberspace forces. As SNCOs, we must be committed to discovering, nurturing, and
developing greatness in our Airmen. With this in mind, take a moment to reflect on your
responses to the following questions:

Do you have a workable plan to cultivate the greatness of the people in your
organization?
How will you help them realize their full potential?
Are you able to carefully scrutinize and evaluate their actions?
Are you able to set goals for them and use rewards and discipline to move them closer
to their goals?
Can you role model your own behavior in what you expect from them?
Are you capable of challenging them to rethink their basic assumptions and rework
their ways of doing things?
Are you patient enough to coach them in a way that develops their strength to their full
potential, while recognizing and addressing their weaknesses?

Are you satisfied with your responses? Leadership is more than just moving people and teams
from point A to point B and achieving goals through basic levels of transactions and rewards.
It includes displaying behaviors, designing structures, and implementing policies that develop
and transform subordinates along the way. Full Range Leadership provides a model that
captures this activity across the breath of behaviors. This will increase follower motivation
and performance to higher levels of sustained positive and results-oriented organizational
culture. First, we will explore why Full Range Leadership is an imperative for leaders, and
then well explore the FRLD model.
MP 1: WHY FULL RANGE LEADERSHIP DEVELOPMENT?
Many dramatic changes and challenges leaders face today include shifting demographics,
workforce diversity, international relations, geographic political power, innovations in
technology, economic uncertainties, and collaborative business practices. These and
other issues require a more proactive leader who motivates employees to perform
beyond their own expectations. Full Range Leadership is a leadership system that
reveals how leaders perform throughout a gamut of behaviors ranging from active and
more effective behaviors to passive and less effective behaviors. Understanding and
applying the full range of leadership behaviors is essential in todays complex world.

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Figure 1 The Leadership System

FRLD is unique in that it requires us to view leadership as a system. Its success relies not only
on the leaders actions but also the follower and situation. Together, the three elements work
in concert with one another, like gears in a mechanical system that create the core of the
leadership system (Figure 1). These three elements affect each other differently and in
different ways. Whats more, this core is surrounded by less-obvious components like
leadership style, finances, resources (material and human), subordinates, evaluations, time
constraints, rewards, supervisors, peers, opportunities, and unexpected challenges which affect
the three elements of the core. Holistically, everything (the core elements and the other
components) is susceptible to change over time and are limited by existing boundaries and
constraints. i
0F

Leader
A leader is someone who influences others to achieve a goal. They are typical people who,
though not perfect, strive to display ethical behavior and character strengths in their actions.
They possess certain personality traits like confidence and introversion or extraversion as well
as a personal set of values, beliefs, and ideas regarding how things are and how they should
be. ii
1F

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Follower
A follower is often one by position, yet for our definition is someone who chooses to follow a
leader because of the leaders character, abilities, and vision. Like leaders, followers are not
perfect and are usually not selected by the leaders, but are inherited based on the situation.
Great followers possess a love of learning and a passion to apply what they have learned. They
are intrinsically motivated, creative, and possess a high level of commitment to each other, the
leader, and the organization. Therefore, leaders must encourage subordinates to be outstanding
followers and aspiring future leaders.
Situation
There are many ways to describe a situation. According to FRLD principles, a situation
describes the relative circumstances, position, or context that surrounds the leaders and
followers. From a historical standpoint, social culture, world events, and the ways we thought
in particular times influence the situation. For example, consider American society during
World War II and the 1940s. Whether at home or abroad, every American felt they played an
important part in the outcome of the war. The US Government promoted rationing of food,
clothing, fuel, and services and concentrated on mass military recruitment, homeland defense,
and air raid and invasion response procedures. Military and civilians worldwide witnessed
death and were vulnerable to enemy propaganda that foretold a horrific future. All this
influenced situations and leadership actions throughout this time period.
Today, The United States of America and its military face ongoing economic crisis with budget
cuts, inflation, and increased unemployment and fuel prices as businesses compete fiercely for
revenue and resources. Terrorism, military manpower reductions, and the search for alternative
fuels are just a few of the many issues faced today which demand leaders who possess a full
range of leadership to navigate through these challenging times. Therefore, followers seek
dynamic and versatile leaders who can guide them through difficult and complex situations like
these. Today, followers need full range leaders.
Example
To help further clarify how a leaders effectiveness is the result of the leader, follower and
situation combined, consider the following analogy:
There are three main components in surfing: the surfer, the surfboard, and the wave. Consider
how the surfer (leader), the surfboard (follower), and the wave (situation) interact. In surfing,
the surfer guides the surfboard down and across the wave. Its up to the leader to engage the
surfboard across the wave appropriately. Ideally, the surfer prepares his or herself as well as
the board (through shaping and waxing) to handle any wave. If the wave (situation) is too
much or too difficult for the surfer and/or the surfboard to deal with, both the surfer and
surfboard can crash hardeven to the point of breaking the board in extreme cases. However,
properly developed, waves are handled easily and even beautifully when the surfer assesses the
wave and points the board along the best path for success.
Even further, you can have two different surfers (leaders) on the same board (follower) on the
same wave (situation) and both use different surfing styles to make it down the wave
successfully. A change in any of these components, just as in FRLD, could require something
different for success. In FRLD one could have the same follower and situation, but a different
leader and both of the leaders use a different leadership behavior to get to the end result. This
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states that there is no single clear cut approach and a combination of the three must be taken
into account. In other words, to be a full range leader, you must demonstrate the right
behaviors and understand how and why these behaviors influence others.
In the FRLD Process Model (Figure 2), notice how the personal attributes of the leader and
follower, their relationship, and the use of FRLD behaviors result in an array of follower
responses based on the FRLD behavior used. Transformational leadership (the most effect)
generates the most significant outcomes that begin with the follower themselves, to include
empowerment, extra effort, increased satisfaction with the leader, more creativity, reduced
stress, improved performance that leads to promotions. FRLD improves leadership
effectiveness by applying the right leadership behavior to a particular follower and situation
that produces the greatest outcomes.

Figure 2 FRLD Process Model

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MP 2. FRLD LEADERSHIP BEHAVIORS

Though a significant number of leadership theories had an impact on the development of the
FRLD model, FRLD captures leadership as either transactional or transformational.
Transactional leaders lead through social exchanges; transformational leaders develop their
followers and motivate and/r inspire them to achieve extraordinary levels of success. The
FRLD model is reflected below. iii
2F

LaissezFaire

Transactional
Management by
Exception (MBE)

Hands-Off
Leadership

Passive
MBE

Active
MBE

Transformational

Contingent
Reward
(CR)

Individual
Consideration
(IC)

Intellectual
Stimulation
(IS)

Inspirational
Motivation
(IM)

Idealized
Influence
(II)

Caring

Thinking

Charming

Influencing

Figure 3 The FRLD Model

Another way of describing FRLD is to overlay the models behaviors over two continuums: the
leaders passive to active involvement with followers and the resultant ineffective to effective
impact on the followers (Figure 4).

Figure 4 Full Range Leadership Behaviors and Impact

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A. Passive Behaviors
1. Laissez-Faire
Those who exercise laissez-faire leadership view the development of their subordinates as
someone elses problem and demonstrate laziness. They abandon or pass on their
responsibilities, fail to respond urgently to critical situations, remain indifferent toward
important issues, and are hesitant to make decisions or deal with chronic problems. Since
these leaders are usually absent from their duties and place of work, relationships with
subordinates suffer. Subordinates are less likely to consider those who use this laissez-faire
behavior as their leader. You could say that this behavior of leadership is missing
something: the leader.
2. Management by Exception-Passive (MBE-P)
MBE-P is the if it isnt broke, dont fix it leadership approach. MBE-P is where the leader
elects to sit back, observe, and wait for things to go wrong before taking action and
intervenes only if standards are not being met based on in-place control measures and
standards. With that in mind, MBE-P is considered a little more effective than the laissezfaire behavior since subordinates know that leadership will hold them accountable if they fail
to meet standards of performance of comply with policies and procedures. As a result,
followers will pay close attention to what is important to leadership. However, followers
tend to not trust those who do not take a more active leadership approach and will
demonstrate little commitment to this person and the organization. Basically, the passive
leadership behavior produces passive employee compliance. Subordinates usually react to a
leaders passive behavior with two typical responses: social loafing and free riding.
Social Loafing: occurs when group members put less effort in their collective work
than when they work alone. They are able to hide their inactivity in the group since
there are no mechanisms to keep them individually accountable for their
performance. Since passive leaders model loafing, followers typically feel justified
in their own laziness.
Free Riding: this can occur when group members pick up the lazy leaders slack.
The free-riding leader will then unfairly reap the rewards earned by the rest of the
group as he or she dumps their responsibilities on the followers, catching a free ride
to a desired outcome. iv
3F

B. Transactional Behaviors
1. Management by Exception-Active (MBE-A)
This leadership behavior keeps people and processes in control. The focus of the leader is
to monitor and control followers through forced compliance with rules, regulations, and
expectations for meeting performance standards and behavioral norms. MBE-A exists in
structured systems with detailed instructions, careful observation, and very active
supervision.
Effectively using MBE-A reduces organizational uncertainties, avoids unnecessary risks,
and ensures important goals are being achieved. It also reduces the temptation for
employees to shirk their duties or act unethically and aids members in meeting defined
performance objectives. When used occasionally or in critical (life and death) situations,
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MBE-A is appropriate. Followers even appreciate the MBE-A leadership behavior as it

reduces followers uncertainties regarding their purpose.
Though MBE-A may seem like it is not the most effective way to lead people (sounds more
like managing), it can be quite effective in a number of situations. When working in
dangerous or critical career fields, MBE-A is essential in ensuring obedience to rules and
regulations that maintain safety standards, organizational and environmental compliance,
and duty performance. It plays an important role in providing unfailing support and
services that customers depend on. MBE-A also uses rational decision making and an
active approach to solve problems.
2. Contingent Reward (with contemporary motivational theory)
0B

Contingent Reward, an attribute of transactional behaviors, involves the constructive

transaction between the leader and the follower. These transactions formulate a sort of
contract where the leader sets goals, identifies ways to reach these goals, and supports the
follower in meeting these expectations. The follower is required to perform assigned tasks
to a specified performance level. When the follower fulfills the leaders expectations, a
reward is provided to reinforce the demonstrated positive behavior. v
4F

For example, Transactional Leadership can have a major impact on parenting, which is
considered one of the noblest forms of leadership. Children (followers) are motivated by a
variety of rewards like affection, attention, allowance, ice cream, or even stickers. They
will exhibit behaviors desired by their parents (or leaders) like cleaning their rooms, acting
appropriately in public, and performing well in school. However, when their actions do not
meet the expectations set by the parents, punishment is used to curb those negative
behaviors and rehabilitate the childs behavioral and developmental performance.
Rewards should be given to followers when they earn them--that's the principle of
contingent rewards. It has been said, Fat, happy rats don't run mazes. B. F. Skinner
realized this since he had no success with lab rats running mazes by stuffing them with
cheese beforehand. A fundamental principle of motivation is to use rewards to reinforce
desired behaviors if they occur. When they don't occur (i.e. performance is poor), withhold
the rewards. vi Lets take a few moments to further examine the concept of motivation.
5F

Motivation

1B

Contingent rewards are linked to motivations that encourage us to action. Motivation is

defined as a reason (or reasons) one has for acting or behaving in a particular way. Being
motivated is a general desire one has, a willingness, to do something. While there are many
motivational theories (e.g. Skinners Operant Conditioning Theory and McClellands Need
Theory) supporting transactional leadership, the following discussion will explore Intrinsic
and extrinsic motivation and the Contemporary Motivation Model.
Intrinsic motivation is where one is driven by positive feelings (internal)
associated with doing well on a task or job. Intrinsically motivated people
respond to the fun or challenge associated with a task rather than because
of external rewards, organizational pressures, or other requirements placed
on the member. Motivation comes from the psychological rewards
associated with doing well on a task that one personally enjoys. Everyone
is not intrinsically motivated by the same tasks as people are intrinsically
motivated by some activities and not others. vii
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6F

 Extrinsic motivation drives people to do things in order to attain a specific

outcome (external). This behavior is fueled by a desire to achieve (or
avoid) some result for behavior. For example, a student who completes
homework on time may do so to avoid the embarrassment of being
unprepared when called upon in class. This student is extrinsically
motivated to avoid embarrassment. Similarly, a student who completes
homework because they feel it will help them learn is extrinsically
motivated as they are studying to achieve a successful outcome. So,
extrinsic motivation is related to the receipt of extrinsic rewards. Extrinsic
rewards dont come from the specific tasks performed; others provide
them.
Contemporary Motivation

2B

Contingent reward transactions are well summarized in the Contemporary Motivation

Model (Figure 5). The model captures the interplay of intrinsic and extrinsic motivations
and categorizes a members commitment to the organization into three levels. These
levels are membership (lowest level), performance (moderate level), and involvement
(highest level) of commitment. Peoples motivation and productivity indicate their level
of commitment. The more committed a member is to the organization the more involved
they are in accomplishing the mission. Most people tend to start at the Membership level
and, with the right rewards, move up to the Performance level. In time, providing the right
environment exists, some people will reach the highest level of commitment, Involvement.
Intrinsic (internal) and extrinsic (external) motivation plays a key role in ones
commitment level.

Figure 5 Contemporary Motivation Model

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Membership Level- Individuals at the membership level only give the time
required to the organization. Since they depend on the organization for an
income, they merely meet the set standards and nothing more. For instance, an
employee is required to work eight hours a day, five days a week and nothing
more. Individuals at this level avoid getting too involved in their jobs and often
complain about their work but never take action to improve the situation
(extrinsic motivation).

Performance Level- Individuals at this level understand and appreciate the

rewards and benefits of doing more than those at the membership level. A
persons basic needs are still being satisfied and tend to be more involved in the
work center. Individuals contribute as long as leadership recognizes their
contributions. They bring their complaints and problems to leaderships
attention and may offer solutions. They also demonstrate initiative and actually
solve problem so long as their efforts are recognized and rewarded by
leadership (extrinsic motivation).

Involvement Level- Individuals at this level are performing, and are personally
satisfied with their work. Individuals feel their personal needs and desires are
being met. Their motivation comes from within which enables them to produce
high- quality products and services. They truly enjoy what they do and believe
that their job is worth doing and doing well. People operating at this level
identify problems and offer solutions and strive for personal and organizational
success (Intrinsic motivation).

Continuing our research on rewards, lets examine three types of rewards that are an
integral part of contemporary motivation.

System Level Rewards We receive system level rewards just for being a
member of the organization. System level rewards are things the organization
provides such as pay, training, annual leave, medical and dental benefits, etc.
Whether operating at the membership, performance, or involvement level of
commitment, everyone receives these rewards.

Supervisory Rewards- Given to those who go beyond the standard, they

include such things as praise, public recognition, time-off, bonus pay,
promotions, special assignments, greater roles and responsibilities, etc. People
who depend on these rewards generally operate at the performance level of
commitment.

Personal Rewards-These rewards come from within us. When we fully enjoy
our work, we strive to exceed every standard and reward ourselves for a job
well done. Because we are personally satisfied with our own work, we do not
need or rely on anyone else to reward our efforts. People capable of this type of
reward operate at the involvement level.

Supervisors Responsibility for Rewards

3B

Using the contemporary motivation model, supervisors can engage contingent reward
transactional principles with a systematic approach to build followers performance
through motivations. Since everyone is entitled to system level rewards, supervisors
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must first, ensure their subordinates meet all standards, and second, ensure they
receive their system level rewards. Then, supervisors can strive to help people move
from the membership level of commitment to the performance level by appropriately
rewarding those who perform above the standard and by ensuring they continue to
meet standards and receive their system level rewards. Finally, supervisors ultimate
goal is to create an environment where workers can thrive.
With an understanding of transactional leadership, contingent reward, intrinsic and
extrinsic motivators, and contemporary motivation, lets look at four leadership
behaviors that allow supervisors to establish constructive transactions with followers.
1. Setting Goals For and With Followers. Setting goals directs your followers
attention to what needs to be achieved. Goals motivate followers by increasing
their persistence and persuade them to strategize ways to best achieve the
objective or develop action plans to meet their target. viii
2. Suggest Pathways to Meet Performance Expectations. Aside from setting
goals, followers often need ideas on how to attain these goals. Here the leader
can assist by clarifying expectations and suggesting ways to accomplish the
task(s). By offering ways to achieve their goals and providing the necessary
resources to do so, leaders are able to provide a well-defined pathway allowing
followers to reach desired performance expectations.
3. Actively Monitor Followers Progress and Provide Supportive Feedback.
Like parenting, leaders must proactively monitor each followers progress and
provide resources that empower them physically, psychologically, and
intellectually. Supporting your followers is imperative to their success
4. Provide Rewards when Goals are Attained. Ones successes need to be
rewarded which become stepping stones to a stronger self-image and greater
achievements. Providing extrinsic rewards and recognition for meeting
performance expectations and achieving goals is the hallmark of contingent
reward leadership ix
7F

8F

C. Transformational Leadership Behaviors

You're a good leader when people follow you out of curiosity.
- Colin Powell on leadership
Before we jump into transformational leadership, lets explore what transformational
leadership is. What is a transformational leader and what exactly is being
transformed? In his descriptive primer, Dr. Stafford states, Transformational
leaders are those who transform their followers. Through the use of inspiration and
motivation, they motivate their followers to do more than was originally intended
often more than either the leader or follower thought was possible.
Do you have, or have you had, a transformational leader in your life? One you
would trust unconditionally? One who helped you recognize the greatness that
grows within you? One who encouraged you to become who you are today,
transforming you into your best possible self?
The extent to which a leader is considered transformational is based on his or her
ability to influence and transform others. The followers of transformational
leaders exhibit greater trust, admiration, loyalty, and respect toward the leader and
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are willing to work harder for them. This occurs because the transformational
leader offers followers a vision and inspires them to complete their mission without
relying exclusively on transactions.
Transformational leadership is the most active and effective form of leadership
where leaders promote positive and meaningful changes in people, teams,
organizations, nations, and even societies. This is done by using one or more of the
behaviors listed below.
1. Individualized Consideration (Caring)
A transformational leaders ultimate aim is to develop followers into leaders
themselves. Individualized Consideration supports this aim wherein leaders treat
others as individuals with different needs, abilities, and aspirations and not just as a
part of a group of subordinates. Transformational leaders act as mentors or coaches
to followers, listening to their concerns. The leader empathizes with and supports
each follower and keeps channels of communication open.
A leaders time to devote to IC can occur in many forms. One common example is
in the Brown Bag lunches leaders provide with followers. During these mentoring
sessions, the leader often has a topic of discussion over lunch with time set aside for
an individual question and answer period. These times provide for individual growth
which may not occur in the regular day of transactions to meet the organizational
mission.
These Brown Bag lessons often morph into follow up insights shared by the leader.
The open communication demonstrates genuine concern and can serve to strengthen
a followers motivation to approach leadership with issues as the leader listens and
responds to the followers concerns. In all this, the leader becomes more in tune
with the followers needs which leads to increased coaching and development
opportunity. These are powerful mentoring occasions and followers see a caring
leader in action. As long as the leader purposefully includes all followers and
considers even the followers who dont engage as much as others, possible negative
perceptions of favoritism will be avoided and all followers will feel considered.
2. Intellectual Stimulation (Thinking)
This is the degree a leader values their subordinates rationality and intellect, seeking
different perspectives and considering opposing points of view. Transformational
leaders consider learning valuable and see unexpected situations as opportunities to
learn and grow by stimulating and encouraging creativity in their followers. They
advocate rational thinking and use systematic analysis as a means to creatively solve
problems and promote innovation. They are not afraid to take risks and solicit ideas
from their followers. This nurtures and develops subordinates and encourages
independent thinking.
Leaders can engage IS through many venues. One common opening is in solving
problems. Leaders can engage followers creativity and diversity of thought through
problem solving processes. Though there are costs in this such as time and risk,
engaging followers in higher level problem solving serves to elevate thinking and
decision-making in all participants as well as increase creativity and participative
leadership. Followers are developed in their critical thinking skills through the
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challenge of new creativity in processes and existing paradigms. Making followers

rethink solutions and create new approaches to problems creates synergy for thinking
inside and outside the box. Such activity grows IS in followers.
Though IS cannot solve every problem, in most cases people can and will innovate
improvements if only afforded opportunities. The results are improved job
performance and increased satisfaction as people take ownership of their
performance and realize they are trusted and empowered to make improvements.
3. Inspirational Motivation (Charming)
This leader behavior involves developing and articulating visions that paint an
optimistic and enthusiastic picture of the future. Leaders with high levels of IM
behaviors motivate and inspire their followers via the spoken word. Yet positive and
loud words are not enough. To be transformational, the motivation must raise the
bar for the followers. The status quo is unacceptable to transformational leaders
who present their vision as the must achieve future. These visions elevate
performance expectations and inspire followers to put forth extra effort to achieve the
leaders vision. Followers receive from the IM leader a strong sense of purpose. It is
this purpose that provides the energy that drives a person, team, and/or organization
forward. The leader must possess expert communication skills to present the vision
in an understandable, precise, powerful, and engaging manner.
Think about two historical examples. In 1962 President Kennedy shared the vision of
a moon landing. It wasnt until 1969 that vision was realized. Through those
turbulent years with a nation at war, leaders at every level inspired the vision to
achieve what many even inside government doubted could be accomplished. During
that same time period, Martin Luther King Jr in 1963 delivered his vision for equality
in treatment of all. His vision was arguably born years earlier in the 1950s with
school segregation banned and when Rosa Parks refused to move from her bus seat in
Montgomery, Alabama. The dream was realized in law in the 1965 passage of the
Voting Rights Act. Both visions required inspiring leaders to carry others to goals
unforeseen by most. Truly transforming in these examples is through two IM leaders,
untold thousands more developed into IM leaders throughout the country and the
world.
Creating and sharing a vision for the future, and spurring followers to achieve that
vision is a remarkable IM motivator. If you are a leader who spurs others on to an
ideal future state and motivates others to meet and exceed challenges, you exhibit the
traits of an IM leader.
4. Idealized Influence (Influencing)
4B

Idealized Influence leaders set the example. II transformational leaders display high
levels of moral and ethical behavior, virtues, and character strengths. They represent the
organizational values, beliefs, and purpose in words and actions and champion trusting
one another. II Transformational leaders also set aside their self-interests for the good
of the group. They exhibit the Air Force value of service before self, sacrificing
personal gain for the mission and their subordinates. They do the right thing. They are
consistent rather than arbitrary and are willing to take risks for the greater good.
5B

So how might this behavior be exhibited in words and deeds? Consider the Air Forces
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6B

fitness program and accountability for failures over the past decade. In one unit, a
Superintendent clarifies new expectations and ensures the Commander, leadership, and
NCOs know whats expected. Even with many complaining about flightline work
hours, this SNCO develops and implements a plan to improve performance for all
(possibly with some IC behaviors included) and self-improves while leading others to
improve. When some followers fail portions of the fitness assessment, the SNCO holds
proper accountability even to the point of administrative separation for lack of
improvement. This SNCO exhibits in word and deed II leader behavior. All who see
the actions respect the example set as well as the standard upheld. This leader is
trusted to do the right thing in other circumstances.
In another unit a SNCO publishes the new policy and gives lip service to
accountability. Yet, he or she rarely if ever shows up to PT sessions and when a
subordinate consistently fails, finds ways to not administratively separate the follower
because they are too valuable in their job. This person exhibits Laissez-Faire traits
and is not trusted. Transformationally, this person is not a leader by definition and the
negative example set breeds more of the same in followers.
7B

SUMMARY

8B

FRLD, like other complex systems, is comprised of several parts that are
interdependent to one another. Throughout this system, energy (effort and motivation),
resources, and information flows exist between the components. The amounts of
these flows depend on leader behaviors, follower actions, and the situation, which can
either contribute or detract from the systems performance. The system can be tuned
in like a radio station (Figure 6).
9B

Figure 6 Full Range Leadership Radio Dial

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FRLD requires todays leaders to consider all the components of the leadership system and
be willing to work with all the other components like:

Developing relationships with leaders, peers, and subordinates,

Taking advantage of opportunities as they come available,
Efficiently using available resources,
Properly evaluating situations and the performance of followers,
Rewarding appropriately (and disciplining accordingly), and

Identifying improvement areas in yourself, your followers, and the work place.
Often a leader will naturally exhibit strengths favoring one or more of the described
transformational behaviors. Its important for every leader to identify, reflect, and apply
these strengths effectively to lead followers to their full potential; a potential above what the
leader and follower could ever fully envision in day to day transactional work. Just as
important to an organization for long term success is that the span of leaders throughout an
organization become a system of leaders that serve to transform organizations while
developing future transformational leaders through influencing ideals (II-setting the
example), inspiring others (IM-motivating), developing the intellect (IS-stimulation), and
caring (IC-consideration). To conclude, leaders need to tune in their transformational
behaviors.

CF03SG - 16

Notes
i
ii

Ibid. Ch. 2, p. 47-49.

iii

Ibid. Ch. 2, p. 50.

Stafford, Matthew C., The Full Range Leadership Model. A Brief Primer, p. 4.

iv
v
vi

Jung, D. I., & Sosik, J.J. (2010). The Full Range Leadership Development: Pathways for People, Profit, and Planet. Ch. 8, p 266.
Ibid. Ch. 7, p. 230.

vii

Wright State University website. Motivating Others through Goals and Rewards.

viii
ix

Kinicki-Kreitner. Organizational Behavior: Key Concepts, Skills, and Best Practices (4th Ed.). Ch. 6, p. 155.
Jung, D. I., & Sosok, J. J. (2010). The Full Range Leadership Development: Pathways for People, Profit, and Planet. Ch. 7, p. 234.

Ibid. Ch. 7, p. 236.

CF03SG - 17