DEPARTMENT OF THE AIR FORCE

Thomas N. Barnes Center for Enlisted Education (AETC)

Maxwell AFB, AL 36118

1 Oct 13

NONCOMMISSIONED OFFICER ACADEMY

STUDENT GUIDE
PART I
COVER SHEET
LESSON TITLE: UM03, FULL RANGE LEADERSHIP DEVELOPMENT
TIME: 4 Hours
METHOD: Guided Discussion and Experiential Exercises
REFERENCES:
BusinessDictionary.com website. Management by Exception (MBE)
http://www.businessdictionary.com/definition/management-by-exception-MBE.html
(accessed 17 Jun 11).
Cherry, Kendra. Psychology: Introduction to Operant Conditioning.
http://psychology.about.com/od/behavioralpsychology/a/introopcond.htm (accessed 23
Jun 11).
Jung, Don I. and Sosik, John J. The Full Range Leadership Development: Pathways for
People, Profit, and Planet. Taylor & Francis Group, New York and London (2010).
Kinicki-Kreitner. Organizational Behavior: Key Concepts, Skills and Best Practices,
Fourth Edition. The McGraw-Hill Companies (2009).
Management Study Guide website. Fiedlers Contingency Model.
http://www.managementstudyguide.com/fiedlers-contingency-model.htm (accessed 29
Jun 11).
Merriam-Webster website. Situation. http://www.merriamwebster.com/dictionary/situation?show=0&t=1308773258 (accessed 22 Jun 11).
Stafford, Mathew C., The Full Range Leadership Model: A Brief Primer (Air University,
2010)
Tornado Chaser website. Where is Tornado Alley?
http://www.tornadochaser.net/tornado.html (accessed 29 Jun 11)
Wright State University website. Motivating Others Through Goals and Rewards.
http://www.wright.edu/~scott.williams/LeaderLetter/motivating.htm (accessed 17 Jun
11).

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STUDENT PREPARATION:
1. Reading student guide ( 7,000 words, approximately 60 minutes)
2. Complete homework assignment (approximately 30 minutes)
3. Complete the Intrinsic Motivation Survey.
PART 1A
GENERAL LEARNING OUTCOME: Students who graduate from the NCOA are
better prepared to lead and manage work centers as evidenced by their comprehension of
Full Range Leadership Development concepts.
SUPPORTED COMPETENCIES/DIRECTIVES:
This lesson supports the following Air Force Institutional Competencies:
Leading People Develops and Inspires Others
Embodies Airman Culture Followership
Embodies Airman Culture Develop Self
TERMINAL COGNITIVE OBJECTIVE: Comprehend Full Range Leadership
Development (FRLD) and its impact on subordinate, NCO, unit, and mission effectiveness.
TERMINAL COGNITIVE SAMPLES OF BEHAVIORS:
1. Explain Full Range Leadership Development (FRLD), its impact on subordinate,
NCO, unit, and mission effectiveness.
2. Give examples of Full Range Leadership Development (FRLD), its impact on
subordinate, NCO, unit, and mission effectiveness.
3. Predict the impact of Full Range Leadership Development (FRLD) on subordinate,
NCO, unit, and mission effectiveness.
AFFECTIVE OBJECTIVE: Value Full Range Leadership Development (FRLD).

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PART IB
ORGANIZATIONAL PATTERN: Topical
LESSON OUTLINE:
CONTENT
INTRODUCTION: Attention, Motivation, and Overview
MP 1. Homework Review
MP 2. Evolution of Leadership Theory Activity
MP 3. Why Full Range Leadership Development?
MP 4. FRLD Leadership Behaviors
MP 5. How the LPM-360 Relates to FRLD
CONCLUSION: Summary, Re-motivation, and Closure

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PART II
STUDENT READING
Recognizing and developing the full leadership potential of people has become a strategic
initiative in some of todays most successful global organizations. Along with these
organizations, the Air Force uses training and mentoring concepts along with processes to
develop leaders for todays and tomorrows air and space force. As NCOs, we must be
committed to discovering, nurturing, and developing greatness in our Airmen. With this in
mind, take a moment to reflect upon 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 potential to excel?

Are you able to carefully scrutinize and evaluate their actions?

Are you able to set goals for them and use rewards and discipline (even
punishment) to move them closer to their goals?

Can you role model in your own behavior what you expect from them?

Is it possible for you to inspire them to cooperate with your organizations internal
and external stakeholders?

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 strengths to their
full potential, while recognizing and addressing their weaknesses?2

Are you satisfied with your responses to these critical elements of your range of
leadership? Today, leadership is more than just moving people and teams from point A to
point B and simply achieving goals. It includes displaying behaviors, designing structures,
and implementing policies that develop subordinates along the way. It involves the
movement of leaders and followers from a passive and ineffective form of leadership to
one that is more activeand effective. This will increase follower motivation and
performance to higher levels of excellence and sustain both a positive and results-oriented
organizational culture.
Trait Theory
The first studies of leadership focused on fixed personal characteristics and innate qualities
one possessed known as traits. Referred to as The Great Man (or Woman) Theory,
ones leadership effectiveness was said to be influenced by their intelligence, selfconfidence, determination, integrity, and sociability. Trait-based leadership poses a few
problems (i.e. how does one develop a trait?). In addition, leaders who share the same
traits oftentimes act differently. For instance, throughout history, there have been selfconfident and intelligent leaders. However, some were leaders of righteousness while
others led followers down paths of destruction. Those that subscribe to trait-based
leadership tend to favor the notion that leaders are born not made. Although it is true that
leaders who have certain traits tend to excel, the evidence is equally clear that education

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and training can improve leadership effectiveness. This supports the notion that leaders
can certainly be made.3
Psychodynamic Theory
In the 1930s and 1940s, building upon the pioneering work of Sigmund Freud, experts
introduced the psychodynamic theory of leadership. This theory assumes that the world
can be a hostile, unpredictable, and unforgiving environment and that followers look for
leaders who can make sense of such turbulent conditions and crisis situations. This is a
personality-based approach to leadership study that argues that followers and leaders are
drawn to their roles, and achieve success in those roles by virtue of personality type,
overcoming personal challenges and organizational crisis in their own lives, and sharing
their lessons learned with their followers. The Myers-Briggs Type Indicator is related to
this theory and it too concentrates on ones psychological make-up and personality. The
ultimate goal of the psychodynamic theory is for people to understand themselves, to
identify their preferred approaches to situations and then work within the constraints of
their preferences to achieve success.4 Leaders who are more self-aware have a better
understanding of who they truly are and are able to use this information to improve their
leadership.
Skills Theory
This theory focuses on leaders who are emotionally intelligent and can successfully solve
problems. Emotional intelligence centers on emotional awareness and control one has of
their emotions and how this impacts their leadership effectiveness. Some see emotions as
windows to ones psychological state or underlying intentions. Since people tend to
think and act with emotion, this theory argues that skill and knowledge are involved when
properly managing and dealing with emotion. For example, lets say you just received a
lot of inaccurate, negative feedback from your supervisor--in front of your peers! How
would you respond? Would you retaliate right there to defend your image or compose
yourself and thoughts to rationally discuss the situation with the supervisor privately? The
second element, problem solving, proposes that leaders are effective if they can assist
followers in solving personal, organizational, and career-related problems. In these
situations, a leaders cognitive and social skills, coupled with their own life experiences,
influence their leadership effectiveness.5
By the 1950s, scholars realized that these theories revolved around personal traits, which
was simply inadequate when attempting to identify and harness the power of leadership. It
was determined that effective leadership also relied on ones behavior or style.
Style Theory
Is your supervisor friendly, approachable, and concerned about you, or does he or she
consider the work to be done more important? This theory concentrates on two types of
leadership: task- or production-oriented leadership which focuses on initiating structures
and paths for followers to perform effectively and people- or relationship-oriented
leadership which considers fostering good relationships between the leader and followers.
Both leadership styles influence followers performance and satisfaction. Leaders who
lack either one of these behaviors can be ineffective than those who possess both styles.
The emphasis on ones behavior and style changed the view of developing leadership more

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promising since behaviors are more easily changed than traits.6

Situational Leadership Theory
Ken Blanchards Situational Leadership approach, introduced in the 1980s, also focused on
leader behaviors; however, his theory also includes four leadership styles. Here, the leader
assumes a directive, coaching, supporting, or delegating style based on the situation (or
task) and the followers development level (DL). For example, lets say that the task is to
make a decision. If the leader determines the follower has low levels of competence and
commitment (DL1) the leader will use a directive style and will make and enforce a
decision. If the follower is diagnosed with a low level of competence but some
commitment (DL2) the leader will implement a coaching style, presenting ideas to the
follower and asking for input. If the leader perceives the follower is highly competent but
lacks commitment (DL3), he or she will use a supportive style by soliciting solutions from
the follower and making a decision based on those inputs. Finally, when the follower
demonstrates high levels of competence and commitment (DL4), the leader will use a
delegating style, permitting the follower to make and implement a decision within limits
set by the leader.7 Situational Leadership is task specific. For example, a follower may be
at DL 4 in one task and at DL2 for another. Therefore, you must change your leadership
style appropriately to effective lead, and develop them. It is a complex theory.
Contingency Theory
Another popular situational approach to understanding leadership is Contingency Theory.
This theory matches specific leaders to particular situations in order to achieve the most
success. Unlike Situational Leadership, Contingency Theory suggests that leaders cannot
change their behaviors. Therefore, leaders are moved or swapped into and out of various
situations based on three critical situational factors. These are:

Leader-Member Relations. The degree to which the leaders is trusted and liked
by members of the group and their willingness to follow the leader.

Leaders Position Power. The authority the leader has to reward or punish based
on his or her organizational position. The power of the leader is based on the
position held within the organizational position and authority.

The Task Structure. This refers to how well a groups task(s) have been
described. Highly structured means the tasks are clearly understood and easy to
execute. Unstructured means the tasks are difficult to understand and are complex
or difficult to execute.8

To determine a leaders effectiveness, Fred Fiedler suggests that the interaction between
the leader and the followers must be favorable to the situation. The most favorable
situation is when leader-member relations are good, the task is highly structured, and the
leader has strong position power.
Research shows that task-oriented leaders are more effective in highly favorable and
highly unfavorable situations whereas relationship-oriented leaders are more effective in
situations of intermediate favorableness.
Fiedler also suggests that leaders may act differently in different situations.

Relationship-oriented leaders usually exhibit task-oriented behaviors under highly

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favorable situations and display relationship-oriented behaviors under unfavorable

intermediate favorable situations.

Task-oriented leaders frequently display task-oriented in unfavorable or

intermediate favorable situations but display relationship-oriented behaviors in
favorable situations.9

Path-Goal Theory
In the Path-Goal Theory of leadership, once the leader assesses their followers and the
situation, leaders choose one of four behaviors: supportive, directive, participative or
achievement-oriented to lead their followers to success. Though somewhat similar to the
Situational Leadership approach, the Path-Goal Theory views the leader as a trail-blazer,
creating the conditions and paving the way for subordinates to succeed. Unlike the earlier
trait theories, it relies on behaviors which can be studied and taught.10
Leadership-Member Exchange (LMX) Theory
In the 1990s, Leadership-Member Exchange Theory was introduced to better explain the
relationships between leaders and followers. It emphasized that leaders must develop
specialized relationships with each of their followers instead of treating all their followers
the same way. The LMX Theory identified two categories of followers: in-group and outgroup. The in-group followers received preferential treatment from the leader such as
receiving privileged information, highly sought after resources, and mentoring. Out-group
followers received support from their leader, but were not treated as well as in-group
followers. Therefore, the in-group followers enjoyed higher-quality relationships with
their leader then do out-group followers. Followers must demonstrate their competence
and loyalty (commitment) to their leader in order to become in-group followers.11
Authentic Leadership Theory
Recent increases in corporate lies, corruption, and other dishonorable behaviors sparked a
demand for a more ethical approach to leadership. In 2005, Avolio and Gardner published
their work on Authentic Leadership Theory. This theory argues that effective leaders are
true to themselves and others, have positive psychological states, and adhere to strong
morals and values. The theory of authentic leadership is not new. In fact, it can be traced
back some 2,400 years to ideas pondered by Socrates, an ancient Greek philosopher. His
thoughts inspired Shakespeare to include the statement,
This above all: To thine own self be true, and it must follow, as the night
the day. Thou canst not then be false to any man.
Authentic leaders must first understand where they came from, their life experiences, their
strengths, and how they behave toward others. This self-knowledge determines how they
can invest in and contribute to the development of self and others. Ones positive
psychological capital (a psychological state consisting of confidence, hope, optimism, and
resilience) coupled with a positive organizational vision, strategy, and culture can produce
a framework allowing the leader to respond favorably to events that can trigger positive
self-development. Through increased self-awareness and self-regulated behavior one
becomes an authentic leader.12

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Figure 1, The Leadership System

WHY FULL RANGE LEADERSHIP DEVELOPMENT (FRLD)?

The many dramatic changes and challenges we face today such as shifting demographics,
workforce diversity, international relations, geographic political power, innovations in
technology, threats to the environment, economic (global and national), and collaborative
business practices calls for a more proactive leader who motivates employees to perform
beyond expectations. The Full Range Leadership Model is a leadership training system
that suggests leaders perform throughout a gamut of leadership behaviors ranging from
active and effective behavior to a more passive and less effective behavior. A full range of
leadership behaviors is essential in todays complex world.
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 the situation. Together, these three
elements working in concert with one another, like gears in a mechanical system, creating
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 resources, peers and associates, evaluations, rewards and punishments,
developmental relationships, opportunities, and challenges which affect the three elements
of the core. Holistically, everything (the core elements and the other components) are
susceptible to change over time and are limited by existing boundaries and constraints.13
Leader
A leader is someone who influences others to achieve a goal. They are typical men and
women who, though not perfect, strive to display ethical behavior, virtues, and character

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strengths in their actions as they battle their own vices and habits. They possess certain
personality traits like confidence and extraversion as well as a personal set of values,
beliefs, and ideas regarding how things are and how they should be.14
Follower
A follower 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. Encourage subordinates to be
outstanding followers and aspiring future leaders. Great followers possess a love of
learning and a passion to apply what they have learned. They are motivated, creative, and
possess a high level of commitment to each other, the leader, and the organization.
Situation
There are many ways to describe a situation. Merriam-Webster describes situation as a
relative position or combination of circumstances at a certain moment or a critical,
trying, or unusual state of affairs.15 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 time 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.
In the 1960s and early 1970s, our nation experienced Beatle mania and dealt with
discrimination, drugs, the Vietnam War, and the assassination of President John F.
Kennedy. These significant events shaped the way people and leadership thought and
acted which was significantly different then the 1940s.
Today, America and its military face economic crisis with budget cuts and increased
unemployment and fuel prices as businesses compete fiercely for revenue and resources.
Terrorism, military manning reductions, environmental issues, and the search for an
alternative fuel are just a few of the many issues we face 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 save them from difficult and
complex situations like these. Today, followers need full range leaders.
To help further clarify how a leaders effectiveness is the result of the leader, follower and
the situation, consider the following analogy:
To form a tornado, warm moist air (leader) shoots upward where it meets
colder, dryer air (follower). The warm air is lighter than the cooler air, creating
a strong updraft within a thunderstorm environment (situation). As the warm
moist air rises, it may meet varying wind directions at different altitudes (both
less-obvious components). These varying winds staggered in just the right
manner with sufficient speed (another less-obvious component) will act on the

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upward rising air, spinning it like a toy top. The storm will begin to show
visible rotation, often forming a wall cloud. However, inside the storm these
spinning winds can begin to form a tornado.16 To be full range leaders, 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 the FRLD behaviors (passive, transactional,
and transformational) result in an array of follower responses based on the FRLD behavior
used. Transformational leadership (the most effective) generates the most significant
outcomes that begin with the follower themselves to include: empowerment, extra effort,
increased satisfaction with leader, more creativity, reduced stress, improved performance
that lead 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, The FRLD Process Model

To summarize, FRLD, like other complex systems, is comprised of several parts that are
interdependent of one another. Throughout this system, energy (effort and motivation),
resources, and information flows exist between the components. The amounts of these
flows depend on the leader behaviors, follower actions, and the situation, which can either
contribute or detract from the systems performance. FRLD requires todays leaders to
consider all the components of the leadership system and be willing to work with all the

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other components like:

Developing relationships with leadership, 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 areas in yourself, your followers, and the work place to improve.

FRLD LEADERSHIP BEHAVIORS

Figure 3, Full Range Leadership Model17

Passive Behaviors
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

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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 laissezfaire behavior as their leader. You could say that this behavior of leadership is missing
something: the leadership.
Management by Exception-Passive (MBE-P)
MBE-P is the if it isnt broke, dont fix it leadership approach. MBE-P is where one
elects to sit back 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 then the laissez-faire behavior since
subordinates know that leadership will hold them accountable if they fail to meet standards
of performance or 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. 18
Transactional Behaviors
Management by Exception-Active (MBE-A)
This leadership behavior keeps people and processes in control, monitoring and controlling
followers through forced compliance with rules, regulations, and expectations for meeting
performance standards and behavioral norms. MBE-A exists in a structured system with
detailed instructions, careful observation, and 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,
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,
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and duty performance. It also plays an important role in providing unfailing support and
services that customers are dependent upon. As explained later in Intellectual Stimulation,
MBE-A also uses rational decision making and an active approach to solve problems.
However, once a problem has been identified, consider using collaboration by getting
subordinates involved in devising solutions instead of commanding them into a predetermined action. A successful leader who involves their followers in the decisionmaking process can improve employee engagement, commitment, and attitude toward their
organization as well as enhance their personal development.19
Contingent Reward
Transactional Leadership and Contingent Reward involve the constructive transaction
between the leader and the follower. These transactions formulate a sort of contract
where the leader sets goals, identifies ways for the subordinate 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.20
For example, Transactional Leadership can have a major impact on parenting, considered
one of the noblest forms of leadership. Children (followers) are motivated by a variety of
rewards like affection, attention, allowance, ice cream--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 development and performance.
Rewards should be given to staff members 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.21 Lets take a few moments to further examine the concept of
motivation.
Motivation Theories
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. Well
begin our study of motivation beginning with B.F. Skinners Operant Conditioning
Theory.
Skinners Operant Conditioning Theory
Renowned behaviorist, B.F. Skinner, believed that ones internal thoughts and motivations
could not be validated to explain their behavior. Rather, he suggested that only external
(extrinsic), observable influences lead to ones behavior. Therefore, Skinner developed
this theory that considers a method of learning that occurs through rewards and
punishments for behavior. Operant conditioning associates a specific behavior and a
consequence for that behavior. Skinner coined the term operant that refers to any "active

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behavior that operates upon the environment to generate consequences" (1953).22

Reinforcement rewards a specific behavior and increases the likelihood the behavior will
continue. There are two types of reinforcement:

Positive Reinforcement involves favorable actions, results, or outcomes that a

leader presents to a follower after the follower demonstrates a desired behavior.
Examples of positive reinforcement include public recognition, praise, or award.

Negative Reinforcement includes the removal of unpleasant, unfavorable actions

or events the follower is currently experiencing that occurs after they have
displayed a desirable behavior. Examples of this include removing members
unfavorable information file (UIF) and removing restrictions placed on a member.

Figure 4, Operant Conditioning Model

Punishment is where the leader presents an adverse event or outcome that causes a
decrease in undesirable behavior. There are two kinds of punishment:

Positive punishment refers to the typical form of punishment where the leader
applies or presents of an unfavorable action or result to a follower who has
demonstrated an undesirable behavior. Examples of positive punishment include
applying restrictions to a member, issuing a UIF, and implementing additional
duties.

Negative punishment occurs when a leader removes something valued by the

follower after they have demonstrated an undesirable or unacceptable behavior.
Examples of this include taking or withholding a members freedoms and liberties,
revoking a promotion, and taking away ones position and/or responsibilities.

Lets consider another motivational theory that centers on satisfying ones needs, David
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McClellands Need Theory.

McClellands Need Theory
This theory argues that for a reward to be appropriate, accepted, and effective; it must
fulfill a members needs. David McClelland, a well-known psychologist, has been
studying the relationship between needs and behavior since the late 1940s. Based on his
theory, there are three primary needs a person must satisfy to be motivated:

The need for achievement is a desire where one accomplishes something difficult
or masters particular objects, ideas, or tasks independently or with little help. The
Army considered this need with their slogan Be All You Can Be.

People with a high need for affiliation prefer to spend more time maintaining
social relationships and wanting to be accepted and cared for. Being part of a
prominent or successful organization is another example of the need for affiliation.
This need is the focal point for various organizations like the Marine Corps The
Few, The Proud.

The need for power reflects an individuals desire to influence, coach, teach, or
encourage others to achieve. People with this need prefer to work and consider
discipline and self-respect as priorities.23 People who are motivated by power
prefer positions where they can influence outcomes. For instance, corporate
leaders pursue upper-echelon positions within their organizations to control the
direction in which their business is going.

Intrinsic Motivation and Extrinsic Motivation

As mentioned earlier, rewards are desired outcomes which prompt and encourage us to
action. This motivation comes from two locations: within ourselves or from some outside
source. We refer to these as intrinsic (internal) and extrinsic (external) motivation.
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.24
For example, the designer of this student reading assignment was intrinsically
motivated to research this information and create this product. However, he does
not enjoy the required proofreading process where other members of his curriculum
design team like the editing and review process in search of typos and punctuation
errors.
Figure 5 illustrates the four key intrinsic rewards that underlie ones level of
intrinsic motivation. Across the rows, the sense of choice and competence come
from the specific activities one completes while rewards of meaningfulness and
progress are derived from the purpose for completing various tasks. Down the
columns, the sense of choice and meaningfulness are related to the opportunity, to

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use ones own judgment and to pursue a worthwhile purpose as the sense of
competence and progress are derived from the accomplishment felt when
completing tasks successfully.

Figure 5, Intrinsic Motivation Model25

Sense of Meaningfulness. People have a desire to do meaningful work, work

that makes a difference. A sense of meaningfulness is a feeling derived from
performing a purposeful task that is worth your time and energy. That you are
pursuing a valuable mission and that your purpose matters.

Sense of Choice. The feeling of choice is the feeling of being free to choose. It
is the opportunity to personally select the tasks or activities that make sense to
you and to perform them in ways that seem appropriate. Here, you are able to
exercise your personal judgment and perform based on your own understanding
of the task.

Sense of Competence. This refers to how proficient you are in performing the
tasks you selected. The sense of competence involves the feeling that you are
providing a high quality product or service. A sense of competence is also
related to the level of challenge associated with completing the task(s). People
tend to feel more competent when completing challenging tasks.

Sense of Progress. Progress involves the feeling that you and/or a task is
moving forward, that your actions are accomplishing something. A sense of
progress is the accomplishment one feels in performing a task. It promotes
intrinsic motivation by reinforcing the feeling that one is wisely spending his or
her time. A low sense of progress leads to discouragement. Over time, these
feelings can reduce ones enthusiasm causing other feelings of being stuck or
helpless.26
Extrinsic motivation drives people to do things in order to attain a specific
outcome (external). These people are fueled by their desire to achieve (or avoid)
some result for his or her behavior. For example, a NCOA student who completes
the homework assignments on-time may do so to avoid the embarrassment of being

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unprepared when called upon for the answers in class. This student is extrinsically
motivated because he or she is completing the assignments to avoid the negative
outcome of being embarrassed. Similarly, a student who completes the homework
because he or she feels it will help them learn is also extrinsically motivated
because he or she is studying to achieve a successful outcome. As you can see,
extrinsic motivation is related to the receipt of extrinsic rewards. Extrinsic rewards
do not come from the specific tasks performed; they are provided by others. At
work, extrinsic rewards include promotions, time off, awards, and duty titles.
For example, we think of the contingent as pay or benefits. This is true for most
routine work; however, there are also CRs for non-routine work. For instance, it is
common in many units for of-the-quarter award winners to receive a pass time
off from work for their outstanding work. If personnel are motivated to superior
performance to get this pass and the accompanying rewards (often a bag of gifts
or even a check) that accompany the award then they are working toward a CR; a
reward contingent upon their outstanding work.

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1
1
1

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 Contemporary Motivation

Figure 6, Contemporary Motivation Model

In the Leader Influence lesson you learned about contemporary motivation, which
categorizes a members commitment to the organization into three levels: membership
(lowest level), performance (moderate level), and involvement (highest level). You may
remember that intrinsic (internal) and extrinsic (external) motivation play a key role in
ones commitment level.
You are highly encouraged to review contemporary motivation information from the
Leader Influence lesson, as you will be expected to use the information during the
classroom discussion and exercises.
Four Leadership Behaviors
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 a constructive transaction 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 persuades them to strategize ways to best achieve the
objective or develop action plans to meet their target.27
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.

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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.28
Transformational Leadership
Do you have, or have had, a transformational leader in your life? One who helped you
recognize the greatness that grows within you? Who has encouraged you to become who
you are today? Who was it that transformed 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 are willing to work harder for
them. This occurs because the transformational leader offers followers a vision and
inspires them to complete their mission. Transformational leadership is the most active
and effective form or leadership where leaders promote positive and meaningful changes in
people, teams, organizations, nations, and even societies, motivating their followers and
developing them with individual consideration, intellectual stimulation, inspirational
motivation, and idealized influence.
The Four Is
Individualized Consideration (Caring). A transformational leaders ultimate aim is
to develop followers into leaders themselves. Individualized Consideration is
where leaders treat others as individuals with different needs, abilities, and
aspirations and not just a part of a group of subordinates.29 Transformational
leaders act as mentors or coaches to followers, listening to their concerns. The
leader empathizes and supports each follower and keeps channels of
communication open.
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 a
value and 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 innovation.
They are not afraid to takes risks and solicit ideas from their followers. This
nurtures and develops subordinates and encourages independent thinking.
Inspirational Motivation (Charming). This leader behavior involves developing and
articulating visions that paint an optimistic and enthusiastic picture of the future
that is appealing and inspiring to 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 need to have 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
that enable the leader to present the vision in an understandable, precise, powerful,

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and engaging manner.

Idealized Influence (Influencing). Otherwise known as charisma, transformational
leaders often display high levels of moral behavior, virtues, and character strengths,
as well as a strong work ethic. They also represent the organizational values,
beliefs, purpose in words and actions and champion trusting one another.
Transformational leaders also set aside their self-interests for the good of the group.
HOMEWORK
Instructions: Match the concepts with their respective definitions by writing the letter of
the definition in the blanks provided for each concept.
Part I
CONCEPTS
1. __Trait Theory

DEFINITIONS
A. It emphasized that leaders must develop
specialized, individual relationships with their
followers.

2. __ Psychodynamic Theory

B. This concentrates on two types of

leadership: task- or production and people- or
relationship-oriented leadership.

3. __ Skills Theory

C. States ones leadership effectiveness is

based on their intelligence, self-confidence,
and integrity.

4. __ Style Theory

D. Focuses on leaders who are emotionally

intelligent and can solve problems
successfully.

5. __ Situational Leadership Theory

E. Behavior where leaders hold followers

accountable when standards are not met or
when things go wrong.

6. __ Contingency Theory

F. States effective leaders are true to

themselves and others and adhere to strong
morals and values.

7. __ Path-Goal Theory

G. Followers appreciate this behavior as it

reduces uncertainties regarding their purpose.

8. __ Leadership-Member Exchange
Theory

H. Identifies four styles a leader uses that are

based on the subordinates development level
and the situation (task) at hand.

9. __ Authentic Leadership Theory

I. This argues that followers and leaders are

drawn to their roles, and achieve success in
those roles by virtue of personality types.

10. __ Full Range Leadership

Development

J. This theory views leaders as trailblazers,

creating conditions for subordinate success.

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11. __Laissez-Faire

K. Leadership training system that suggests

leaders perform throughout a gamut of active
and passive leadership behaviors.

12. __ Management by Exception-Passive

L. States that leaders are moved into and out

of various situations based on the leaderfollower relationship, the leaders position
power, and the task structure.

13. __ Management by Exception-Active

M. Leaders who are usually absent from their

duties, considered lazy, and have poor
relationships with their subordinates.

14. __ Transactional Leadership

N. Theory that considers a method of

learning that occurs through rewards and
punishments for behavior.

15. __ Skinners Operant Conditioning

Theory

O. This is the most active and effective form

or leadership behavior.

16. __ McClellands Needs Theory

P. Refers to a persons desire to achieve,

receive, or avoid some result for his or her
behavior.

17. __ Transformational Leadership

Q. Refers to a person and their response to

fun or challenges associated with a task rather
than receiving external rewards.

18. __ Intrinsic Motivation

R. Leadership behavior where a reward is

provided for positive behavior.

19. __ Extrinsic Motivation

S. Theory that identifies three essential

requirements a person must satisfy to be
motivated.

20. __ Transformational Leadership

T. Where leaders promote positive and

meaningful changes in followers by acting as
a coach and a mentor.

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Attachment 1

Example LPM 360

This example is provided to help you interpret your LPM 360 data.
LPM-360 Scores

Response

Class
Average

Percentile

Idealized Influence

5.0

4.2

94.52

Inspirational Motivation

4.5

3.8

95.20

Intellectual Stimulation

4.8

3.8

96.20

Individual Consideration

4.0

4.1

89.20

Contingent Reward

2.0

4.0

50.00

MBE

5.0

4.2

94.52

Laissez-faire

1.0

2.0

50.00

In this example the individual is strong on the four Is of transformational leadership

and MBE compared to their peers.

This individual could improve their leader effectiveness by focusing more on

contingent rewards (personal thanks; time off; recognize superior performance;
nominations; etc.).

This individual has a low number for Laissez-faire which is good. An important
point to remember is that a low score is desirable only for Laissez-Faire and high
scores are appropriate for all other factors.

The percentiles are importanta percentile of 89.20 means the ratings are better
89.20 percent of the class.

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NOTES

Jung, Don I. and Sosik, John J. The Full Range Leadership Development: Pathways for People, Profit, and
Planet. Ch. 1, p 2.
3
Ibid. Ch. 1 p 19.
4
Ibid. Ch. 1 p 22-23.
5
Ibid. Ch. 1 p 23-25.
6
Ibid. Ch. 1 p 23-26.
7
Ibid. Ch. 1 p 26-27.
8
Stafford, Mathew C., The Full Range Leadership Model: A Brief Primer.
9
Management Study Guide website. Fiedlers Contingency Model. (Accessed 29 Jun 11).
10
Jung, Don I., and Sosik, The Full Range Leadership Development: Pathways for People, Profit, and Planet.
Ch. 1 p 28-29.
11
Ibid. Ch. 1 p 29-30.
12
Ibid. Ch1 p 30-32.
13
Ibid. Ch. 2, p 47-49.
14
Ibid. Ch. 2, p 50.
15
Merriam-Webster website. Situation.
16
Tornado Chaser website. Where is Tornado Alley? (Accessed 29 Jun 11).
17
Ibid. Ch1 p 10.
18
Jung, Don I. and Sosik, John J. The Full Range Leadership Development: Pathways for People, Profit, and
Planet. Ch 8, p 266.
19
Ibid. Ch. 7, p 227.
20
Ibid. Ch. 7, p 230.
21
Wright State University website. Motivating Others through Goals and Rewards.
22
Cherry, Kendra. About.com website. Psychology: Introduction to Operant Conditioning.
23
Kinicki-Kreitner, Organizational Behavior: Key Concepts, Skills and Best Practices, Fourth Edition. Ch. 6,
p 146-147.
24
Ibid. Ch 6, p 155.
25
Ibid. Ch 6, p 156.
26
Ibid. Ch 6, p 156-157.
27
Jung, Don I. and Sosik, John J. The Full Range Leadership Development: Pathways for People, Profit, and
Planet. Ch 7, p 234.
28
Ibid. Ch 7, p 236.
29
Ibid. Ch 1, p 18.

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