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: UM04, LEADER INFLUENCE
TIME: 5 Hours
METHOD: Guided Discussion
REFERENCES:
Bartol, Katheryn M. and David C. Martin. Management. McGraw-Hill, 1991.
DuBrin, Andrew J. Essentials of Management. 5th ed. South-Western College, 2000.
Four Lenses, 4-Temperament Discovery: The Kit, Shipley Communication, 2009.
George, Bill., Sims, Peter. True North, Wiley & Sons Inc., 2007
Hersey, Paul, Kenneth H. Blanchard and Dewey E. Johnson. Management of
Organizational Behavior. 7th ed. Prentice Hall, 1996.
US Marine Corps Institute, Leadership Volume, Staff NCO Career Nonresident Program.
1971.
Websters II New Riverside University Dictionary (Riverside Publishing, 1988), 119, 747.
Websters Ninth New Collegiate Dictionary, 1984, 493
http://www.merriam-webster.com/dictionary
STUDENT PREPARATION:
1. Read student guide and scenario (attachment 4) (9,055 words, approximately 80
minutes)
PART IA
GENERAL LEARNING OUTCOME: Students who graduate from the NCOA are better
prepared to lead and manage workcenters as evidenced by their comprehension of
Leadership Influence concepts.
SUPPORTED COMPETENCIES/DIRECTIVES:
The Leader Influence lesson supports the following Air Force Institutional Competencies:
Leading People Develops and Inspires Others
Embodies Airman Culture Followership
Embodies Airman Culture Develop Self
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TERMINAL COGNITIVE OBJECTIVE: Comprehend how leader influence impacts

NCO, subordinate, unit, and mission effectiveness.
TERMINAL COGNITIVE SAMPLES OF BEHAVIOR:
1. Explain the impact of leader influence on NCO, subordinate, unit, and mission
effectiveness.
2. Give examples of how leader influence impacts NCO, subordinate, unit, and
mission effectiveness.
3. Predict the impact of leader influence on NCO, subordinate, unit, and mission
effectiveness.
AFFECTIVE OBJECTIVE: Value Leader Influence
PART IB
ORGANIZATIONAL PATTERN: Topical
LESSON OUTLINE:
CONTENT
INTRODUCTION: Attention, Motivation, and Overview
MP 1. FOLLOWERSHIP
MP 2. DEVELOPING AS A LEADER TO LEAD AIRMEN
MP 3. DEVELOPING & INSPIRING OTHERS
MP 4. LEADERSHIP POWER
MP 5. LEADERSHIP AND CONTEMPORARY MOTIVATION
MP 6. SCENARIO
MP 7. PERSONAL LEADERSHIP DEVELOPMENT PLAN (PLDP)
CONCLUSION: Summary, Remotivation, and Closure

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PART II
STUDENT READING
Hopefully, by this point in your Air Force Career you are aware that leadership is a process
and not a position. Basic components of leadership include a leader, follower(s) and a
situation. A leader is different from other leaders due to his or her personality, skill set,
exposures, characteristics, expertise, etc. Followers also vary based on similar personality
traits, while a situation may contain a particular environment, a kind of task, pressure and
other situational factors. All these components play a very important role in the leadership
process. The same leader with different followers and a different situation can have a
different effect.
To prepare yourself for the upcoming lesson, think about leaders you have known in your
careerany who have influenced you positively or negatively. What made them effective
or ineffective? What impact did their effectiveness have on their ability to influence
subordinates? What impact did they have on the mission?
FOLLOWERSHIP
To succeed, leaders must teach their followers leadership and followership skills. If we fail
to have effective followers, we will also have ineffective leaders. However, do not make
the mistake of thinking everything is going to be okay as long as we have great followers.
We still need great leaders to provide direction.
Definition of Followership
According to Websters Ninth New Collegiate Dictionary, a follower is, one in the service
of another; one that follows the opinions or teachings of another; one that imitates
another.1 It is important to know that followership is not a state of unthinking compliance
with every directive or orderand it is not a challenge to authority either. Proper
followership is proactive without diminishing the authority of leadership. Two very
important components of followership is the ability for followers to provide feedback and
give advice to their leaders.
Many people follow others just because it seems to be the right thing to do at the time.
As members of the Profession of Arms, we should stay clear of those types of followers.
The type of followers the Air Force needs is those that choose to follow a leader because of
the leaders character, ability, or vision. Because of the followers respect and admiration
for the leader, followers often imitate a leader in thoughts, words, and deeds.
The term follower sometimes carries a negative connotation because some use it to refer
to people they have to tell what to do. Contrary to the negative concept regarding what it
means to be a follower, followership requires several important skills, such as, the ability
to perform independently, critical think, give and receive constructive criticism, and to be
innovative and creative.
If we believe that we can learn leadership skills, then it is logical to assume we can also
learn followership skills. Some followers (as leaders) seem to have more to learn, but the
potential to be a great follower seems to be universal. The qualities and characteristics that
make a good leader are similar to those associated with being a good follower.

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Five Essential Qualities of Effective Followership

Self Management- This quality refers to the ability to determine ones own goals within a
large context and to decide what role to take at any given time.
Committed- to the organization and to a purpose beyond themselves, effective followers
strive to excel at everything they do.
Competent- build their competence and focus their efforts for maximum impact. They
strive to reach higher levels of performance and expand themselves.
Integrity- One of the most important characteristics of an effective follower may be the
willingness to tell the truth. It is imperative that followers provide truthful information to
their leaders.
Initiative - Initiative is motivation, determination, perseverance, and risk-taking.
Being a good follower requires more than just meeting the standards.
Another very important aspect as it relates to the leader and follower relationship is having
effective communication. It is vital that the follower is able to provide both feedback and
advice to their leader. Although some feedback and advice can strictly come from
experience and personal opinions, followers are to understand they need to prepare to give
feedback and advice to leaders by obtaining relevant information from various sources.
These sources include but are not limited to: mentors, peers, subordinates, budgets,
training plans, metrics (MC rates), external sources/agencies (family). There is a
difference between providing feedback and giving advice when communicating with
leaders.
Effective Feedback and Advice
Good followers speak up even when they disagree with their leaders. Effective leaders want to
know what their followers think so they seek feedback and respect their followers for speaking
up.

Definition of Feedback: To offer or suggest information or ideas as a reaction

from an inquiry
Effective feedback is consistent, objective and sensitive to the stated purpose. Feedback
can be positive or negative. Good feedback should be specific rather than general and
constructive.
Definition of Advice: An opinion or recommendation offered as a guide to action
or conduct
Followers must sometimes put personal feelings aside to accomplish the mission. One
way to look at it is to realize that different is not always wrong. Just because you see
things differently from your supervisor, does not mean either of you is necessarily wrong.
You may not know (or have access to) all the information the supervisor knows in order to
make the decision. Therefore, you have to trust your supervisor to make the final call. By
being supportive and understanding, you will have a better chance of earning a position of
influence in your supervisors eyes. It also helps you earn your supervisors trust and
respect.

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It is difficult for followers to have any influence at all unless they first earn their
supervisors trust and respect. To do this, a follower must demonstrate the essential
follower traits (competence, integrity, loyalty, and initiative) already mentioned. Meeting
the supervisors expectations, keeping the boss informed, and setting a good example for
others are additional ways of gaining trust and respect, not only from your supervisor, but
from your peers and subordinates, as well. You will know how to approach these areas a
little better if you first know yourself.
Another way to increase the amount of influence you have is by knowing yourselfknow
how you feel about things and how you react to various situations. As followers, we often
find ourselves in situations we do not especially like, or we might have to do things
differently from how we would like to do them. Because of this, we must know ourselves
well enough to control emotions and behaviors that would be inappropriate because
sometimes we find ourselves challenging a decision, policy, or practice.
Challenging your supervisors decisions can be an intimidating experience. However,
supervisors are human and capable of making mistakes. Practice good followership and
your relationship with your supervisor will be one of mutual trust and respect.
Demonstrating good followership definitely increases our chances at changing a policy or
decision.
Adhere to the following to increase your chances of success:
1. Control your emotions. Rather than plead your case or demand action, remain calm
and rational. Present your opinions in a mature, adult manner.
2. Offer solutions to problems. If you feel a problem is important enough to bring to
your supervisors attention, chances are you have given it some thought already. Take
time to think of a way to fix the problem. Even if the supervisor does not accept your
solution, he or she will appreciate the fact that you presented it as a proposed solution
instead of merely complaining about it.
3. Recognize the importance of timing. Choosing the right time to challenge a
decision is important. Do NOT challenge during an emergency or time-critical
situation or when there are others around and it could embarrass your leader.
4. Use the chain of command. Work problems through your immediate supervision
first. If your supervisor is unable (or unwilling) to help, and you feel the issue is
important, advise your supervisor (in a non-threatening way) of your intent to discuss
it with the next person in the chain of command. When supervisors are the problem,
try everything within your power to work it out with them before going higher in the
chain of command. Never allow a supervisor to blackmail or threaten you about using
the chain of command. Using the chain of command is one of your rights as a military
member.

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DEVELOPING AS A LEADER TO LEAD AIRMEN

In their book True North, George and Sims explain the notion of being an authentic leader.
While developing into a leader, it is sometimes difficult to stay on course due to changes in
our lives and the effects of external forces. When these changes push a leader off track,
the one sure way to get back on track is to return to our compass, to our true north. Our
compass keeps us focused on what is important, which is, according to George and Sims,
five areas essential for personal and professional leadership development.
Self-Awareness: Leadership begins with self-awareness. That is getting to know
yourself to understand your strengths and developmental needs. Some tools to help
you become more self-aware include the LPM 360 and Four Lenses assessments.
This lesson and other lessons such as Diversity will also help you gain better selfawareness.
Values and Principles: Leaders must know their deeply held values, adhere to the
ethical principles that guide their leadership, and avoid ethical traps. We have
discussed some of those values and principles in the Airmanship, Diversity, and
Ethical Leadership lessons.
Motivations: Leaders must know what motivates self and others and how to
balance both external and internal motivations. Four Lenses, and this lesson speaks
to those things that may motivate.
Support Team: Leaders must recognize their support team (family, co-workers,
leaders, mentors, and subordinates). These were discussed in the Airmanship
lesson.
Integrated Life: Leaders must know how to integrate and balance every aspect of
their life (family life, personal life, professional life, and community and friends)2.
We also discussed this during the Airmanship lesson.
DEVELOPING AND INSPIRING OTHERS
As a leader, your focus is normally two-fold. You have to focus on the mission of the
unit/organization and leading the people within that unit/organization. A leader cannot
afford to compromise either one. The operation of the organization has to come first
followed by the needs and development of the individuals you lead within the
unit/organization, which aligns with the principle, purpose, people concept introduced in
the Ethical Leadership lesson. Effective leaders can use the skills diagnose, adapt and
communicate (DAC) to ensure mission accomplishment and to develop and inspire others
within the unit.
Leaders are responsible for diagnosing their unit (AOR, Wing, and AF) and their people.
First, leaders look around their area of responsibility to determine the current state of
affairs. Is the organization healthy? Does it have an ethical climate? Are the right people
with the right knowledge, skills and abilities filling positions? Next, perceptive leaders
diagnose their people to determine developmental needs and then match those needs to the
needs of the unit (wing, Air Force, etc.), more specifically current and future roles and

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responsibilities that will help people develop into even better leaders.
In all cases, diagnose based on the needs of the Air Force first and the needs of your
Airmen second. For example, your organization needs a resource advisor and you happen
to have an NCO with strong financial skills and lots of potential. However, the NCO
prefers to stay in his current position where he is comfortable and safe. The unit needs a
resource advisoran Air Force need, so the perceptive leader pushes the NCO into the
resource position because it meets an Air Force need and it helps the NCO grow. Sure, at
the time, he may not like it, but as leaders, we see potential and opportunities so we have to
help our people help themselves. This usually means giving them a little nudge or a big
push now and then.
In order to take organizations and individuals from their current states to a better, more
effective state, we need to be able to apply three specific skills: diagnose, adapt, and
communicate (DAC).
A. Diagnosing
As noted by Hersey, diagnosing is the step a leader takes to determine what is going on in
an organization. It is a cognitive skill requiring the leader to understand what the situation
is now, and what it can reasonably be expected to be in the future. 3 In addition to the
situation, the diagnosis should involve two aspects: the status of the people, and the status
of the environment.
To gain a complete picture of the status of people, the US Marine Corps uses four
categories: morale, esprit de corps, discipline, and proficiency.
Morale is the amount of enthusiasm and dedication to a commonly shared goal that
unifies a group. Assess it by observing the personal conduct, appearance, response
to direction, and motivation of your people.
Esprit de corps is loyalty to, pride in, and enthusiasm for a unit shown by its
members. Observe whether people display satisfaction and commitment to the
organization, respect toward other members, confidence in leadership, and
knowledge about the organization to identify the level of esprit de corps.
Discipline is the element in an organization that leads to prompt execution of orders
and the initiation of proper actions when orders are not given. Discipline is readily
determined by looking at the image your people present, the attention to detail they
take in completing tasks, the amount of teamwork they display, and how much
direction they require to get something done.
Proficiency is the ability of a unit to perform its mission and it is based on
professional, as well as technical standards of excellence. To gain insight into your
peoples proficiency levels, observe their problem-solving skills, reaction times
under varying conditions, technical skills, professionalism, and teamwork. 4
Although the nature of a Marine Corps organization is different from an Air Force
organization, these categories are very relevant to us. However, understanding your people
in reference to these four categories is only half of the equation; you must also consider the
environment in which your people perform.

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An organizations environment goes a long way in determining how the organization

performs. Bartol and Martin explain the organizations environment as the general
conditions that exist within an organization.5 These conditions tend to either aid or hinder
peoples efforts to accomplish their jobs.
According to Management, 2nd ed., when leaders assess the environment, they must
examine two areas:
Resource Availability: Are all resources necessary for accomplishing the mission
available? Resources generally fall into one of four categories: human, financial,
physical, and informational.12 While people tend to think of resources as a
management issue, a leader must consider how resource availability influences the
environment.
Leader Actions: Were past and present leader actions conducive to people
fulfilling their responsibilities and developing professionally? Some specific leader
actions that affect the organizational environment are establishing direction and
priorities, creating policy, making decisions, and providing information. Once you
put the assessment of the people and environment together, you can adapt to
change the situation.
B. Adapting
Adapting is adjusting in order to act on what you learned from your diagnosis. Hersey
considered adapting a behavioral competency. 6 As a leader, the style of leadership you
use and the approach you take are two predominant components that determine your
behavior. Hersey goes on to say that many different labels are associated with different
leadership styles, but essentially the amount of task-oriented and relationship-oriented
behavior you use7 determines your style.
Most leaders have a certain style they are most comfortable with, but each of us is capable
of adjusting our style. You will gain some insight on your preferred style during this
lesson.
Equally important is the approach you choose to take. Webster defines approach as the
method used in dealing with or affecting something and method as the procedures and
techniques characteristic of a particular discipline or field of knowledge.8 For our
purposes, then, an:
Approach is the method(s) or procedure(s) necessary to move the organization in
the right direction based on our diagnosis.
As a unit manager and leader, many methods are available and we will discuss them
further in class. For now, take a few minutes to complete the Leadership Self-Assessment
(attachment 1) to learn which style you naturally operate from (i.e. your default style).
Interwoven through diagnosing and adapting is communicating.
C. Communicating
Communication is a skill many leaders take for granted. They believe they are already
highly skilled and require no further development. Listening, explaining instructions,

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justifying recommendations and decisions, selling ideas, and providing feedback are just a
few of the skills leaders need to be effective. Since communication is covered in-depth
elsewhere in the course, we will not discuss it further at this point.
D. Developing Airmen
Developing our Airmen is an ongoing process that requires leaders to:
1. Recognize and diagnose the capabilities of each Airman in their unit or
organization using the same DAC skills described above, but geared more toward
developing an individual rather than an organization. Those capabilities may include
any skills, talents, experiences, personality temperaments, etc. each Airman may have
that can contribute to current and future mission accomplishment.
2. Diagnose the developmental needs of Airmen and then assist them with personal
and professional developmental needs that fulfill current or future job/role and
responsibilities.
a. Professional development needs may include off-duty education, PME,
specific skill training, additional training, professional development
seminars/courses, and communication skills etc.
b. Personal developmental needs may include relationships, interpersonal skills,
communication skills, supervisory skills, off-duty education, etc. Leaders can
use the same diagnosing skill described above to determine what is going on
with an individual, which will help with diagnosing their developmental needs.
Here are some factors to consider when diagnosing the developmental needs of Airmen.
Aspirations- Are the goals an individual hopes to attain or are desirable objectives one
wishes to accomplish. As leaders, you should communicate with Airman to find out what
their aspirations are, which will help you develop their needs and desires.
Personality- Is how an individual behaves or thinks (introvert, extrovert, Type A or B).
By observing the actions of the people around us and employing one or both of these
approaches, we can make suppositions.
Self-Concept- Is based on how an individual may think and feel about themselves and on
feedback from external sources (how others see them). By knowing how people see
themselves and how they believe others see them, we can better understand some of the
actions they take.
Self-Efficacy and Locus of Control- Locus of Control is the amount of control people
believe they have and self-efficacy is how much confidence they have in performing a
particular task. Therefore, locus of control has a significant impact on self-efficacy as well
as on how individuals expectations shape the goals they set for themselves.
Attitudes and Values- Attitude is when an individual responds positively or negatively to
a person, place, thing or situation and values are beliefs that an individual regards as very
important.

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Deliberate Development Plan

Once you have diagnosed your unit or organization and the developmental needs of your
Airmen you should create a deliberate development plan with each individual. Before
moving on, lets look at the definitions of deliberate, develop, and plan according to
Webster:
Deliberate- to think about or discuss issues and decisions carefully
Develop- to create or produce especially by deliberate effort over time; to expand
by a process of growth
Plan- a method of achieving an end; a detailed program
EPME uses the following working definition for deliberate development plan:
To carefully think about and discuss strengths, areas of improvement, current and
future roles, and responsibilities with followers for the purpose of creating a
detailed plan (or expanding an existing one) that intentionally and methodically
develops personal and professional growth over time.
Creating a deliberate development plan includes assessing the whole person and targeting
specific areas that need improvement and/or need expanding in order to fulfill current or
future job/role and responsibilities.
Examples of current/future job/role and responsibilities include but are not limited to:
Team Leader

Church Volunteer

Superintendent

Ceremony MC

First Sergeant

NCOIC

Scout Leader

Recruiter

Flight Chief

Honor Guard

Defense Attach

Youth League Coach

PME Instructor

Additional duties (e.g.

safety, RA, shirt)

Consider the Airman who is quite comfortable speaking to small groups, but struggles in
front of larger groups or when speaking with higher-ranking individuals. In order to
improve his public communication skills, this individual needs planned opportunities to
speak to large groups and high-ranking individuals. He also needs our encouragement as
he gradually develops his communication abilities.
Set Up Plan
Set up a plan to begin the development process. This includes sitting down with the
individual, going over your diagnosis of his capabilities and developmental needs, and
establishing milestones and deadlines to cover a specific period. It also includes
identifying and securing any resources needed to allow the Airman to fulfill current or
future job/role and responsibilities more effectively.

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In order to do this, a leader must know about and tap into various resources which may
include:
-

Other people who have skills and who are willing to mentor

Knowing about the organizations budget, including the process for requesting
funds and other types of support

Various outside agencies (Airmen and Family Readiness Center, Family Advocacy,
AMS for special duty opportunities, etc.)

PME requirements, seat availability, and opportunities (e.g. instructor, adjunct

instructor, etc.)

Eligibility (promotion, special duty assignments, deployments, TDYs, etc.)

Private Organizations (Top 3, AFSA, Toastmasters, 5/6, etc.)

Monitor the Plan

Consistently check progress against milestones/deadlines and adjust as necessary.
For example, after diagnosing her unit and her subordinate SSgt Taber, TSgt
Chardon helps Taber create a deliberate plan that postures her for the units
additional duty training position when it comes open in 12 months. The plan may
include attending base training and certification courses, off-duty education
(writing, speaking, and curriculum development courses), and shadowing the
current training NCO. The plan includes milestones and deadlines for completing
the training and certification course, the off-duty courses and so forth. Chardon
monitors the milestones and deadlines and when they come up, she meets with
Taber to check progress and to adjust the plan if needed.
Deliberate development plans should include things that will help Airmen fill current and
future jobs/roles and responsibilities and that help Airmen gain desired skills while in
current and future positions.
For example, TSgt Chardons other subordinate is SSgt Hope who loves the Air
Force and shows it through her enthusiasm and energy. Chardon feels Hope would
make an outstanding recruiter and after discussing it with Hope, she learns that
Hope would enjoy the challenge. However, Hopes verbal and nonverbal
communication needs improvement. Chardon wants Hope to be successful so
together they develop a six-month plan that includes Hope taking some speech
classes, joining the local toastmasters club, and submitting her special duty
application. Although the speech class and the speech club will help set Hope up
for success, her real learning and growth will occur while she is actually
performing recruiting duties. Besides honing her speaking skills, Hope will also
improve her time management, organizational skills, self-discipline, and
interpersonal skills.
It is important to remember that deliberate development plans differ from one Airman to
the next. Each one must be unique and designed to meet the specific needs of the
organization and, whenever possible, the personal needs of the Airman.

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Interpersonal sessions are a great way to communicate deliberate developmental plans.

The skills taught during the Interpersonal Communication lesson will assist you with the
communication portion of DAC, especially the C portion of DAC.
Remember, the process does not end just because the plan is in place. It takes continuous
monitoring to give and receive feedback and to adjust the plan.
LEADERSHIP POWER
Our primary responsibility is influencing people under our care to accomplish the mission
and Leadership Power is one of the most powerful tools we have for influencing others.
Power is the ability or potential to influence decisions and control resources.9 Leaders who
misuse, overuse, under use, or abuse their power quickly lose their ability to influence
others, and potentially undermine the success of the mission. It is also important to note
that a leaders ability to influence others is only as strong as other peoples perception of
his or her power. When others perceive your power as weak or non-existent, you lose the
ability to influence. On the other hand, when others perceive your power as strong, you
gain the ability to influence people to accomplish great thingseven when you have zero
authority over themAKA earned authority. Leaders exercise position and personal
power.
Position Power: Position power comes in four typesCoercive, Connection, Reward,
and Legitimateeach based on different aspects of your authority and responsibility
within the organization.
Coercive Power: Deals with a leaders perceived ability to provide sanctions,
punishment, or consequences for not performing.10 Leaders can erode their
coercive power in several ways. For example, leaders who rely too much on fear
tactics can quickly lose their edge when it comes to correcting substandard
performance. When leaders punish people regardless of performance, coercive
power has little impact.11 On the other hand, leaders who are too soft and fail to
impose discipline, erode their coercive power and in-turn affect mission
accomplishment.
Connection Power comes from the perception of the leaders association with
people of influence inside or outside of the organization. This power source falls
under the who you know category and can quickly erode if leaders use it as a
primary source of influence.
Leaders who are able to provide things that people like operate from the venue of
Reward Power. Rewards can range from pats on the back or days off, to formal
recognition within the organization. The problem with power derived from
rewards is that rewards will often run their course. 12 Leaders who overly rely on
rewards as their primary power base often find themselves with people who are no
longer motivated by rewards.

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Legitimate Power is the final type of position power. Legitimate Power comes from a
leaders title, role, or position within the organization itself. This type of power provides
leaders with the authority to make decisions and requests based on their position within the
organization. As an NCO, you have legitimate power over Air Force personnel whom you
outrank. Because legitimate power comes from a leaders title, role, or position within the
organization, it does not increase or decrease based on use. Although a leaders title, role,
or position within the organization may change throughout his/her career, Legitimate
Power does not increase or decrease based on use or perception.
Personal Power is the extent to which followers respect, feel good about, are committed
to their leader, and see their own goals being satisfied by the goals of their leader.13
Leaders exercise personal power in three different forms: Referent Power, Information
Power, and Expert Power.
Unlike other forms of power, Referent Power is based largely on a leaders
personal traits. Leaders seen as likeable, or charismatic, or who inspire trust and
confidence can often evoke referent power.
Information Power is based on a leaders access to data and information that is
important to others.
Expert Power is the final form of a leaders Personal Power. It suggests that
leaders gain power and the ability to influence through their education, experience,
and job knowledge. Leaders who know their jobs inside and out are usually able to
work effectively from expert power.
Remember, power is the potential to influence others when used appropriately, but it has a
negative or no impact when inappropriately used or abused. How you use your power
determines your effectiveness as a leader, as well as your impact on your organizations
mission. As NCOs, we are charged with taking care of our people while executing the
mission. This charge requires a great amount of skill and leadership ability. Your ability
to understand and properly use your leader skills and leader power will go a long way in
determining your effectiveness as a leader.
In a few years, many of your subordinates will attend the NCOAand they, too, will list
their definitions of effective and ineffective leadership, as well as those leaders who have
influenced them during their careers. What will they say about you?
LEADERSHIP AND CONTEMPORARY MOTIVATION
Contemporary Motivation from five classic motivational theories
Wouldnt it be great if we knew the secret to motivating people? As NCOs, our jobs
would be so much easier if we had the ability to motivate people whenever we wanted.
We have the responsibility as NCOs to commit to the organizations goals, but how do we
convince our Airmen to embrace those goalseven when the goals are not very
convenient? There are many different motivational theories; below we will briefly discuss
five of those theories.
ABCs of Behavior- B.F. Skinner
Skinner developed what he calls the ABCs of behavior which stands for antecedents
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(prior events), behavior (observable behavior), and consequences (rewards or punishments

resulting from prior events). Skinners theory, in simple terms, states that a person will
tend to change their behavior based on consequences resulting from prior behavior. If a
person receives a reward for prior behavior, they tend to repeat that behavior. On the
contrary, if a person receives punishment, they will often avoid the behavior. Random
positive awards can be very powerful and may be the reason many people get addicted to
gambling. They received a reward, which encourages them to play again based on a
chance to receive another reward.
X & Y Theory- Douglas McGregor
McGregor focused his theory on the attitudes of the supervisor and the subordinate with
his Theory X and Theory Y style of supervision. The Theory X manager assumes that
most people prefer to be directed, and are not interested in assuming responsibilityall
they desire is safety. Theory X managers tend to direct, control, and closely supervise
the term micro-manage could be used to described them! On the other hand, the Theory
Y manager assumes that people are not lazy by nature and can be self-directed and creative
if properly motivated. Theory Y managers are supportive and facilitating. If you ever had
a supervisor that delegated responsibility to you or empowered you, you may have
experienced a Theory Y manager. It should not be implied that all managers are either an
X or a Ymost managers fall somewhere in between and only move out of that area
in cases of emergency or stress.
Hierarchy of Needs- Abraham Maslow
Abraham Maslow viewed motivational needs as individual needs from both supervisor and
subordinate. Maslows hierarchy was classified into five groupings. Maslows lowest
group was physiological needs (freedom from pain, hunger, etc.). Maslow believed that an
individuals most basic needs must be filled before that individual could move on to higher
needs or ambitions. If someone is suffering from great pain or hunger, he or she is not
going to be very productive.
Expectation Theory- Fredrick Herzberg
Herzberg classified behavioral needs similar to Maslow; however, Herzberg only used two
classifications. The basic level of Herzbergs theory is the hygiene level or factors. A
person expects certain things when they work such as money, training, safety and
supervision. Herzberg described these things as environmental needs. Herzberg
believed that if people did not get these expected items, they would become dissatisfied
and their motivation would most likely drop. The second classification Herzberg describes
is motivators. These are not expected, but if provided, are seen as rewards or bonuses.
These will often come from the job itself and include such things as achievement,
challenges, recognition and accomplishment. These unexpected rewards can encourage
people to perform better or work harder based on Skinners ABC theory.
Motivational Profile Theory- David McClelland
McClellands motivational profile theory has three parts. Achievement, Power and
Affiliation. People that fall within the achievement area seek challenges on the job and try
to achieve mastery of certain tasks or certain jobs. You may have a very rewarding job
because you are very good at a particular taskyou felt good about your performance

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when you were successful. The second area is power. Individuals will often seek status
and control in their positions or jobs. Their motivation comes from the position of
authority, prestige or power they receive from the job they perform. The last area of
McClellands theory is affiliation. People seek affiliation by looking for social aspects of
the job. Being around people or helping people is what they seek and what motivates
them. According to McClelland, each person has these three parts in their motivational
profile; however, one of the parts will often overshadow the other two.
Contemporary Motivation
The contemporary motivation model combines these five theories into a simple three
phased approach to motivation. The model says that people can be in one of three levels of
commitment to the organization. The three levels are membership (the lowest end),
performance level (mid-level), and the involvement level (highest level) of commitment.
Ones motivation and productivity level indicate their level of commitment. The more
committed a person is to an organization, the more involved they become and the more
motivated they are toward accomplishing the missionmakes senseright? Most people
start out at the Membership level, the lowest level of commitment and then, with the right
type of rewards move up to the Performance level and, with the right type of environment
move up to the highest level--Involvement.
We can view motivation as intrinsic (internal forces) and extrinsic (external forces). For
the most part, extrinsic motivation comes from actions, decisions, and behaviors of leaders,
mentors, Co-Workers, Family/Friends and from money, stability, desires etc.)
Membership level- Individuals at the membership level give time to the organization out of
dependency. They have a contract with the Air Force8 hours of work for 8 hours of pay
and nothing more. Individuals at this level meet minimum standards, do not get too
involved in their jobs, complain about things but never make an effort to solve the problem
or even offer solutions. We can usually recognize these people by the number and types of
complaints their complaints are always self-centered.
Performance level- Individuals at the performance level may or may not be fearful of
consequences for not doing much more than people at the membership level. However,
they know the benefits of doing more. At this level of commitment, a persons needs and
desires (hygiene factors) are still being satisfied, but at the same time, the person is
satisfying many of their needs for social belonging and esteem. They tend to be more
involved in the work center and often contribute, but only as long as leadership recognizes
their contributions. We can usually recognize these people by the number and types of
complaints their complaints are not usually self-centered. They complain about safety,
resources, awards, rewards, etc. They bring their complaints and problems to leaderships
attention and may or may not offer solutions that may or may not work and occasionally
they take the initiative and actually solve the problem, if they receive a reward.
Involvement level- Individuals that operate on this level are performing for their own
reasons. Their motivation comes from within; therefore, they are involved. At this level,
subordinates produce good quality work because they truly enjoy what they dothey
believe in their job and their reward is personal satisfaction. People operating at this level
identify problems and solutions and then solve the problem while keeping leadership

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informed.
We have mentioned rewards so let us take a brief look at three types of rewards that are an
integral part of contemporary motivation.
System Level Rewards As long as we perform at the standard, 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 get 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. These rewards represent some of the motivators
discussed by Herzberg and McClelland and some of the mid-level needs mentioned by
Maslow. 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
of commitment.
Supervisors Responsibility for Rewards
Since everyone is entitled to system level rewards, supervisors must first, ensure their
subordinates meet all standards, and second, ensure they receive their system level
rewards. In addition, supervisors must strive to help people move from the membership
level of commitment to the performance level of commitment by appropriately rewarding
those who perform above the standard and by ensuring these people continue to meet
standards and receive their system level rewards. Finally, supervisors ultimate goal is to
create an environment where workers can thrive.
Even with the perfect environment, supervisors must continue to reward appropriately,
ensure people continue to meet standards and continue to receive their system level
rewards. It is important to note that supervisors can motivate people to move from the
membership level of commitment to the performance level of commitment through
appropriate rewards. However, supervisors cannot motivate people to move to the
involvement level, operating at this level can only come from internal motivation. What
supervisors can do is create an environment where people can thrive. Where they enjoy
coming to work, are empowered to perform their duties, are able to seek opportunities to
grow and reach their aspirations. Effective leaders know their Airmens strengths and
create an environment in which their Airmen can use them. Creating such a work
environment allows people to reach their maximum potential and when they do, they
reward themselves for jobs well done.
Knowing your people is a big part of contemporary motivation. Each Airman has an
internal switch that triggers his or her motivation. When leaders create the right
environment, as described above, individuals switch on their own motivation and begin
operating at the involvement level of commitment. Just imagine how effective your work

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center would be if every member operated at the involvement level. (See figure 1)

Figure 1 Contemporary Motivation Model

Personal Leadership Development Plan (PLDP)

For this assignment, you will develop a Personal Leadership Development Plan (PLDP)
and brief it to your flight. Plans take into account, among other things, your reflections
over the course and results from any assessments taken. Plans also include information
gained from the Leader Influence lesson as well as the rest of the course. You will use
attachments 2 and 3 to assist you in developing your plan. To create your plan, use the
format in Attachment 3.
Purpose: Effective leadership does not just happen; it requires planning and a great deal
of effort. Once developed, personal leadership plans require continuous updating to
remain effective. This project allows you to develop a PLDP tailored to your professional
goals.
Assessment: Instructors assess PLDPs on a Go/No-Go basis. Students who receive a Go
rating earn points toward graduation requirements. Students who receive a No-Go rating
must re-fire and are no longer eligible for the awards program.
Specific Requirements:
1. To earn a Go rating, students develop a well thought out PDLP and deliver a 3-5
minute informal briefing to the flight. No introduction or conclusion required.
2. Turn in one hard copy to the instructor. Also save a copy of completed PLDP for
use at your next level of PME.
Conclusion
As NCOs, you have automatic leader influence. Whether you have an official title in your
unit or not, you are a leader and have influence on those below and above your current

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rank. Your influence is based on your ability to be an effective follower, including giving
your leaders sound feedback and advice. You must develop yourself as a leader to lead
Airmen by staying on course using your True North and develop and inspiring others by
diagnosing, adapting, and communicating (DAC) your organization and your subordinates,
providing them with a deliberate development plan. You also have to know and use both
your personal and position powers appropriately. Finally, you should know how and what
motivates your Airmen and continuously keep them motivated using contemporary
motivation. Your influence right now is going to determine our future leaders and the
influence they have, which will impact the future of our Air Force.

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Attachment 1
Leadership Self-Assessment14
Objective: To raise your awareness of your preferred leadership style.
Instructions:
1. Complete the Blake and Mouton Managerial Grid questionnaire (completed during
Successful Learning).
2. Transfer answers to the columns provided in the scoring section.
3. Total the scores in each column and multiply each total by 0.2.
For example, in the first column (Y Axis), if you answered 5, 3, 4, 4, 3, 2, 5, 4, 3,
then your final score is 33 x 0.2 = 6.6.
4. Plot this final score along the vertical axis in the grid
5. Total the final score for the second column (X Axis)
6. Plot this score on the horizontal axis of the grid.
7. Intersect the lines to see which quadrant you fall in.
Reference:
Based upon Robert R. Blake and Jane S. Mouton (1985). The Managerial Grid III: The
Key to Leadership Excellence. Houston: Gulf Publishing Co.
In January 1964, Blake and Mouton published the managerial grid as not only a new
model and attempt to explain human behavior, but also as a powerful tool designed to
improve human effectiveness and develop sound leadership.
The grid provides a basis for comparison of styles in terms of two principle dimensions:
1. concern for production
2. concern for people
Instead of presenting a manager with a dilemma of choosing one or the other alternative, it
shows how a leader can simultaneously maximize both production-oriented and peopleoriented methods.
Created by Donald R. Clark
donclark@nwlink.com
http://www.nwlink.com/~donclark/leader/matrix.html

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Scoring the Results

After completing the questionnaire, write your answer for each question in its respective
space, below. Pay close attention to the number beside each space to be sure and write in
the correct (matching) answer from your questionnaire.
Question

Question

(Y Axis)

(X Axis)

_____

_____

_____

_____

_____

_____

_____

_____

10

_____

_____

12

_____

11

_____

14

_____

13

_____

16

_____

15

_____

17

_____

18

_____

Subtotal

_____

Subtotal

_____

x 0.2
Final Score

_____

x 0.2
Final Score

_____

Plot your final score on the graph below. Draw a line from left to right at the point on the
vertical axis that represents your Y Axis score. Then draw a line from bottom to top at the
point on the horizontal axis that represents your X Axis score. Place a dot in the quadrant
where the lines intersect.

UM04SG - 20

UM04SG - 21

Attachment 2

PERSONAL LEADERSHIP DEVELOPMENT PLAN CONTENT

Format:
- Cover page (see attachment 3)
- Narrative style writing (no bullets)
- Times New Roman 12 point font
- Double spacing between paragraphs
- Each section must start on a separate page
Instructions:
- This assignment consists of four parts:
-- Part I: Personal Values
-- Part II: Leadership Vision Statement
-- Part III: Strengths and Improvement Areas
-- Part IV: Development Action Plan
Content:
- The PLDP must address the following:
-- Part I: Personal Values
--- List your top 5 personal values in order of importance (i.e., compassion,
teamwork, etc.) and provide a brief description of what the value means to you
and how each value impacts your life and your potential leadership effectiveness.
--- These 5 values should be an addition to the AF Force Core Values. While the
core values are extremely important, they are organizational values. The
student must focus on personal values.
-- Part II: Leadership Vision Statement
--- In 300-400 words, capture the type of leader you want to be and what you want
to accomplish as a leader in a vision statement.
--- Visualize yourself as a leader in the future.
--- Use the personal values you identified in Part I as a foundation.
-- Part III: Strengths and Improvement Areas
--- Based on the information you learned about yourself in this course from the
lesson concepts, self-assessments, and peer and instructor feedback:
--- List 3 personal strengths and briefly explain why each is a strength.
--- List 3 areas of improvement and explain why each area needs work.

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-- Part IV: Development Action Plan:

--- Using the information from Part III, compose an action plan to help guide your
development over the next 3-5 years. Focus your attention on your 3 strengths
and 3 improvement areas you would like to work on. When developing your
action plan, answer the following questions:
--- What are you going to improve/continue to develop?
---

How are you going to improve/continue to develop the area?

---

Timeframe? How long do you need to work on that area?

---

Resources needed? Do you need any resources to help (i.e., additional training)?

---

How will you measure success?

-- While completing Part IV, make sure all elements of the Development Action Plan are
SMART:
--- Specific Consider the what, when, why, and how
--- Measurable How are you going to know if you have met your goal?
--- Acceptable Can you do it?
--- Realistic Is your plan really going to work?
--- Timeframe How long is it going to take you?

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Attachment 3
PDLP Template (Page 1)

PERSONAL LEADERSHIP DEVELOPMENT PLAN

FOR
RANK FIRST NAME LAST NAME
[ENTER NAME] NONCOMMISSIONED OFFICER ACADEMY

MONTH, DAY, YEAR

INSTRUCTOR: RANK LAST NAME

UM04SG - 24

PART I: PERSONAL VALUES (Page 2)

My top 5 values are:
1. Value 1
2. Value 2
3. Value 3
4. Value 4
5. Value 5
PART II: LEADERSHIP VISION STATEMENT (Page 3)
As a leader, I want to .
PART III: STRENGTHS AND WEAKNESSES (Page 4)
Throughout this course, I identified
PART IV: DEVELOPMENT ACTION PLAN (Page 5)
Strengths and Improvement Areas:
1. Strength #1
2. Strength #2
3. Strength #3
4. Improvement area #1
5. Improvement area #2
6. Improvement area #3
Action Plan (must address the following questions):
1. What student plans to improve/develop?
2. How student plans to improve/develop?
3. Whenhow long will it take (timelines)?
4. Resources identified (training, Edu, etc.)?
5. How will student measure success?

UM04SG - 25

Attachment 4
SCENARIO
1

1. MSgt Green, known as the go to person in his career field, has been a member of a

large unit for over a year now. He gets along with just about everyone and although

subordinates know him as strict when necessary, they also know him to be very

approachable. During a regular staff meeting, Green listens as the superintendent, Chief

Jackson, talks about how poorly the units training program did during the last inspection.

After the meeting, Green thinks about what the Chief said and decides to do a little fact-

finding. He reviews the current training program, talks with several Airmen, and contacts the

base training and education office. Armed with information, Green schedules a meeting with

Chief Jackson.

10

2. During the meeting, Green states, Ive done a little research and I believe we can

11

improve the training program by updating and revising our checklist to match what we

12

actually do. I also recommend standardizing our documentation procedures to prevent future

13

discrepancies. The Chief replies, I appreciate your input. Ill bring it up at the next staff

14

meeting to see what the other section chiefs think. Green thanks the chief and then hears the

15

chief say, While youre here, Id like to say that Im very impressed with you and your

16

section. You are fully involved with your people, the unit and the community, and from

17

talking with your spouse; I know you take good care of your family too. You hold your

18

Airmen to the standard and correct them when necessary; they look sharp and are always so

19

motivated; I need that kind of leadership in the support and analysis section. Would you be

20

interested in taking it over when the NCOIC leaves? Green responds, Chief, Id be proud

21

to take over that section.

UM04SG - 26

22

3. Green takes over and learns the support and analysis section provides technical support

23

and produces instructional guides and various analysis reports to leadership on demand.

24

While getting to know the 20 people assigned, he discovers the majority of them possess

25

minimum qualifications and although performance and morale are satisfactory, overall

26

discipline is barely adequate. He also learns that people have to go to two or three places to

27

find basic resources just to perform their regular duties. He does meet a few Airmen who are

28

energetic and excited about their jobs, but most lack initiative and overall there is a serious

29

lack of esprit de corps.

30

4. Two weeks after taking over, Green holds an all-call. Normally very direct during

31

meetings, Green takes a different approach. He briefly presents his observations, then opens

32

the floor up for discussion, and receives a great deal of input. After some additional

33

discussion, the group comes up with an improvement plan that Green agrees to implement.

34

A few weeks later, Green observes people are excited about their work and that initiative and

35

esprit de corps are up. Since the section either met or exceeded every milestone they

36

established in the plan, Green grants some well-deserved time off.

37

5. With the section headed in the right direction, Green turns his attention to another area in

38

dire need of improvement, the sections additional duties. The safety representative position

39

needs an immediate fill and as he ponders whom to select, he remembers a conversation he

40

had with TSgt Carter who wants a special duty assignment. Although Carter never seems

41

motivated and excited about his job, Green decides Carter has potential and that makes him

42

an ideal candidate. He schedules a meeting with Carter to discuss the safety position.

43

6. During the meeting, Green discovers Carter has several unique skills and talents gained

44

from previous assignments and deployments. He also realizes that although Carter loves the

UM04SG - 27

45

Air Force, he is shy, keeps to himself and has some self-esteem issues and as a result, his

46

communication and interpersonal skills are lacking. Mid-way through the meeting, Green

47

says, During our initial feedback, you told me youre interested in becoming a recruiter or

48

PME instructor. I think you would be good at either; however, both require good

49

communication and interpersonal skills. How do you feel about that? Carter responds, I

50

agree, communication and people skills are my weakest areas, but I dont know what I can do

51

about it. If I offered you an opportunity to work on both skills and promised to be right

52

here to help, would you be interested? asks Green. Carter replied, Sure, Id be willing to

53

do just about anything if it helps me get a special duty assignment. Smiling, Green said, I

54

need someone to fill the safety representative position. The beauty of the position is it

55

requires detailed written reports and periodic safety briefings, both of which will help you

56

polish your communication and interpersonal skills. Looking a little worried, Carter says,

57

Writing is not one of my strong suits either. Green responds, Not to worry, Ill be here to

58

help you. I know the education counselor and I will contact her to get you enrolled in a

59

writing course. Carter asks, How long will I need to fill the position before I can apply for

60

special duty? Green says, Lets agree to start your special duty application in nine

61

months. That way, when its approved youll have about a year in the position. Carter

62

responds, That sounds great, when do I start?

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NOTES

Websters Ninth New Colligate Dictionary, 1984, 493

George, Bill., Sims, Peter. True North, Wiley & Sons Inc., 2007

Hersey, Blanchard, and Johnson, Management of Organizational Behavior, 9.

US Marine Corps Institute, Leadership Volume, Staff NCO Career Nonresident Program, 1971, 2-3.

Bartol and Martin, Management, 77.

Hersey, Blanchard, and Johnson, Management of Organizational Behavior, 9.

Ibid., 122-125.

Websters II New Riverside University Dictionary (Riverside Publishing, 1988), 119, 747.

DuBrin, Essentials of Management, 268.

10
11

Hersey, Blanchard, and Johnson, Management of Organizational Behavior, 236.

Ibid., 236.

12

Ibid., 237.

13

Ibid., 233.

14

Leadership - Blake and Mouton Managerial Grid by Donald Clark, copyright 1998

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