11.4 Leadership: Styles, Power & Influence
Key Takeaways
- Full Range Leadership Development views leadership as a system of three core elements: the leader, the follower, and the situation.
- The FRLD model runs from passive laissez-faire through management by exception-passive, management by exception-active, and contingent rewards, to transformational leadership.
- The four components of transformational leadership are individualized consideration (nurturing), intellectual stimulation (thinking), inspirational motivation (charming), and idealized influence (influencing).
- Management by exception-passive is an 'if it's not broke, don't fix it' style, only slightly more effective than laissez-faire.
- AFH 1 states that credibility may take years to earn but can easily be lost with one thoughtless action, decision, or behavior.
Full Range Leadership Development
AFH 1 states the premise: "A full range of leadership behaviors is essential in today's complex world," and the Air Force depends on Airmen with the flexibility and capability to operate throughout a spectrum of leadership styles.
FRLD requires leadership to be viewed as a system made up of three core elements: the leader, the follower, and the situation. Success "relies not only on the leader's actions, but also an accurate understanding of the follower and the situation."
That three-element framing is the most testable sentence in the section — and it is also the reason AFH 1 refuses to name a single best leadership style.
Six engagement behaviors FRLD requires of today's leaders:
- Develop relationships with leadership, peers, and subordinates
- Take advantage of opportunities as they become available
- Efficiently use available resources
- Properly evaluate situations and the performance of followers
- Reward appropriately (and discipline accordingly)
- Identify improvement areas in oneself, followers, and the workplace
The FRLD Model — From Passive to Transformational
The model "includes leadership behaviors ranging from the passive laissez-faire behavior, to active transformational leadership behavior." Developing them begins with understanding each and knowing when — or when not — to apply them.
| Behavior | Description | Effectiveness |
|---|---|---|
| Laissez-Faire | Leaders view the development and needs of their subordinates as someone else's concern. They abandon their responsibilities, remain indifferent toward important issues, are hesitant to make decisions, and may be absent from their place of work | Least effective; negatively affects relationships with peers and subordinates |
| Management by Exception-Passive | An "if it's not broke, don't fix it" style. Leaders sit back, observe, and wait for things to go wrong before taking action, intervening only when policies or rules are broken, or goals are not met | A little more effective than laissez-faire — but only because subordinates know leadership will hold them accountable if they fail |
| Management by Exception-Active | Aims to keep personnel and processes in control by monitoring and governing subordinates through forced compliance with rules, regulations, and performance expectations. Exists in a structured system with detailed instructions, careful observation, and very active supervision. Reduces organizational uncertainties, avoids unnecessary risks, and ensures important goals are achieved | Transactional; reduces temptation to avoid duties or act unethically — but the leader must be careful not to go too far and be perceived as a dictator |
| Contingent Rewards | A transactional style involving the constructive transaction between leaders and followers — contracts or agreements where the leader sets goals, identifies ways to reach them, and supports the follower, and the reward is contingent upon the follower performing assigned tasks to expectations | Transactional, and the most effective of the transactional behaviors |
| Transformational Leadership | Defined by offering followers a vision and inspiring their mission. Inspires followers to exceed their goals and promotes positive, meaningful changes through intrinsic motivation, encouraging others to act because they want to | Most active and effective |
The passive/active discrimination is the single most common item from this passage. Management by exception-passive waits for failure; management by exception-active monitors to prevent it.
The Four Components of Transformational Leadership
AFH 1 pairs each with a one-word gloss, which makes them easy to recall and easy for the exam to mismatch.
| Component | Gloss | What the leader does |
|---|---|---|
| Individualized Consideration | Nurturing | Treats followers as individuals with different needs, abilities, and aspirations — not just as part of a group of subordinates. Empathizes with and supports each follower while maintaining healthy communication, acting as mentor or coach |
| Intellectual Stimulation | Thinking | Values subordinates' rationality and intellect by seeking different perspectives and considering opposing points of view; stimulates and encourages creativity, encourages independent thinkers, and is not afraid to take risks and solicit ideas from followers |
| Inspirational Motivation | Charming | Develops and articulates visions that paint an optimistic and enthusiastic picture of the future; these visions elevate performance expectations and inspire followers to put forth extra effort |
| Idealized Influence | Influencing | Charismatic leaders who act as positive role models who "walk the walk" — exhibiting high levels of moral behavior, virtues, and character strengths and a strong work ethic, representing the organization's values in both words and actions, and setting aside personal interests for the sake of the group if necessary |
A reliable memory hook: Nurturing, Thinking, Charming, Influencing — but note that the glosses are not interchangeable with the component names on the exam. If a stem asks which component involves soliciting opposing points of view, the keyed answer is intellectual stimulation, not "thinking."
Leadership Attributes
AFH 1 closes Chapter 14 with a catalogue of attributes. The definitions are short, distinct, and heavily used as matching items.
| Attribute | AFH 1's definition |
|---|---|
| Leading by Example | Modeling and setting the example for others — in word and action. Effective leaders lead rather than drive people. A leader cannot demand the best from others if he or she cannot demonstrate that they are willing and able to do the same, and reinforce credibility when they do not dwell on the personal effort they have put forth |
| Involvement | A leader's success is reflected in the efficiency, productivity, morale, and enthusiasm demonstrated by the followers; leaders become a positive influence when actively involved in their Airmen's careers and lives |
| Learning from Failure | "Failure is one of the greatest learning tools an organization has for achieving success." With every risk comes potential failure, but those moments shed light on the faults within an organization. "Therefore, leaders never fear failure" |
| Transparency | Direction, decisions, and actions are rarely challenged if the leader's intentions are transparent. Accomplished through regular communication, shared decision-making, mutual consensus, and healthy debate |
| Flexibility | Leaders who listen to other points of view, bend when necessary, and are not afraid to change course if things are not going well. Especially valued during times of change |
| Resilience | Requires a combination of compassion and grit to persevere during uncertainty, deviation, turmoil, and conflict |
| Accountability | Includes establishing clear roles and responsibilities, cultivating pride and ownership, providing regular feedback, leading with integrity, and setting a positive example. Critically: "Accountability does not focus on the discipline and punishment associated with being unaccountable; but rather, concentrates on creating and sustaining a continuously learning and always improving organization" |
| Positive Attitude | Positive enthusiasm is contagious; leaders must demonstrate the attitude they want emulated |
| Values | The degree to which trust, loyalty, and integrity are present in leaders directly relates to the organization's effectiveness. Establishing values must include a willingness to remove people who do not align themselves with organizational values |
| Competence | Developed with training, education, and experience |
| Character | Who a leader is as a person with regard to personality, developed over time and through effort and ambition. "For character to be effective, it must be coupled with competence" — a combination of both is needed for greatness |
| Charisma | An energy emitted by leaders to inspire Airmen to perform when aspects of a mission are not intrinsically motivating. Caution: its use should not be contrary to authority or undermine commander intent |
| Compassion | Sympathy and concern for the misfortunes of others; promotes healthy, open, and honest communication |
| Courage | Both moral and physical courage in combat, high-risk situations, and day-to-day life — the courage to address sub-standard performance or unacceptable behavior, welcome new ideas, do what is ethically right when others prefer otherwise, and be honest |
| Credibility | The quality of being trusted and believed in. Requires humility, commitment to the organization and mission, and tapping into the unique strengths of each team member. "Credibility may take years to earn... and can easily be lost with one thoughtless action, decision, or behavior" |
Three of these carry warnings the exam likes: charisma must not undermine commander intent, accountability is not about punishment, and values require the willingness to remove people who do not align with them.
The reference AFH 1 points to for further reading — AFH 36-2647, Competency Modeling — includes attachments on developing self, developing others, developing ideas, and developing organizations, matching the four foundational competency categories from Section 7A.
Which three core elements make up the leadership system in Full Range Leadership Development?
A supervisor monitors work center processes closely, uses detailed instructions, and intervenes actively to keep performance within standards. Which Full Range Leadership Development behavior is this, and what is the caution attached to it?
Which component of transformational leadership involves seeking different perspectives, considering opposing points of view, and encouraging followers to be independent thinkers?