Full-Range Leadership and Transformative Emotional Intelligence Among USAF Field-Grade Officers

Full Range Leadership and Transformative EI | 1 2 Full-Range Leadership and Transformative Emotional Intelligence Among USAF Field-Grade Officers2. Full-Range Leadership and Transformative Emotional Intelligence Among USAF Field-Grade Officers Richard D. Hammett,Walden University Filomeno J. Arenas, Air University Joel A. Scherer, Western Governor’s University ABSTRACT By conceptualizing leadership as a continuum from non-leadership on the left, to transactional leadership in the middle, and transformational leadership on the right, the full range leadership model (FRLM) provides a cognitive structure for helping emerging leaders reflect on preferred leadership styles in personally meaningful ways. Missing, however, was a valid and reliable way to explore where military officers fall on FRLM using military terminology, and once placed on the continuum, a good process for developing specific skills that would result in developing valued leadership styles. With a census sample of 381 Field Grade Officers from the Fall 2016 Leadership Development Course at the Air University’s Squadron Officers’ School, this quantitative study evaluated the psychometric properties of the new Leadership Development Survey (LDS) that was designed to help military officers explore and identify their FLRM primary leadership behaviors. Findings include significant correlations and regression statistics between the 8 LDS leadership measures, 10 emotional intelligence skills, and 3 problematic areas measured by the Emotional Skills Assessment Process. Understanding the FLRM continuum in terms of EI skills that can be developed to apply and model desired full-range leadership behaviors will assist military professionals gain valued leadership competencies more quickly. Disclaimer: The views and opinions expressed or implied in the Journal are those of the authors and should not be construed as carrying the official sanction of the Department of Defense, Air Force, Air Education and Training Command, Air University, or other agencies or departments of the US government. INTRODUCTION In this article we first address the internal reliability of the new LDS for assessing FRL. In 2008, the U.S. Air Force’s Squadron Officer Then, exploring the relationship between the LDS College (SOC) incorporated transformative and ESAP scales, this quantitative study extends emotional intelligence (Nelson & Low, 2004) into previous research that presented evidence of the its Squadron Officer School (SOS) leadership relationships between ESAP measures and development course for field-grade officers leadership quality (Hammett, Hollon, & Maggard, (FGO). Transformative emotional intelligence 2012) in the USAF, as well as ESAP measures and (TEI) was operationalized using the Emotional transformational leadership among leaders in Skills Assessment Process (Nelson & Low, 1998) higher education (Tang, Yin, & Nelson, 2010). We and included concepts from the leadership chapter conclude the article with evidence of content from Nelson and Low's book (2004) on their validity of the LDS in terms of EI skills based on education model of emotional intelligence for statistically significant bi-variate correlations and achieving academic and career excellence. The regression models, and then discuss implications purpose of incorporating the Emotional Skills for developing EI skills as a conduit for accessing Assessment Process (ESAP) was to introduce a desirable leadership behaviors based on those skills-based approach and way of thinking about correlations. soft skills related to both successful leadership and success in life. Beginning in 2014 the SOS RESEARCH PROBLEM curriculum integrated the full range leadership model (FRLM), as assessed by the new Leadership When we began this study, evidence had Development Survey (LDS), to assess officers’ already been published on the relationship between preferred leadership behaviors within their Air TEI, as measured by the ESAP, and leadership Force (AF) organizations. quality. Hammett et al. (2012) reported the significant relationships between 11 of the 13











Full Range Leadership and Transformative EI | 7 The statistic, Cronbach’s alpha (α), is a ANALYSIS: UNDERSTANDING FULL- function of the consistency of responses within a RANGE LEADERSHIP IN TERMS OF composite scale (Green & Salkind, 2004). Measured between 0-1, Cronbach’s alpha scores EI SKILLS that exceed .7 are considered reliable, with lower scores acceptable for research purposes (Hair, While it may be intuitive that the four Black, Babin, Anderson, & Tatham, 2006). Recall that the original MLQ 5x had alphas that ranged leadership styles of TFL must be relationship from .74-.94 for the eight scales. The 40-item LDS performed less well in this instance. The SPSS focused to be effective, it may be less natural to scale analysis resulted in Cronbach’s alphas based on standardized items of α = .66 for the LF scale identify and describe specific behaviors that each (increasing to .71 if LF Item 2 were removed), α = .63 for MBEP scale (increasing to .66 if MBEP of us can personally apply to engender the four Item 2 were removed), α = .73 for MBEA scale, α = .70 for CR scale, α = .64 for II scale, α = .66 for transformational ways of leading. Testing this IM scale, α = .77 for IS scale (increasing to .78 if IS Item 1 were removed), and α = .52 for IC scale hypothesis, during professional development (increasing to .53 if IC Item 5 were removed). As revealed in the following section, the reduced presentations for SOS instructor faculty (Hammett, internal reliability scores, compared to those reported by Avolio (2011) in the original MLQ 5x, 2016) and members of the Coastal Bend Society seemed to have minimal impact on the inter scale correlations of the LDS or correlations of scales for Human Resources Management (Hammett & between the LDS and ESAP. Denver-Potter, 2017), the FRLM was briefly discussed, and then the audiences were asked to form teams for the purpose of generating the very best behaviors they could think of to represent transformational leadership according to the four categories. The excellent suggestions offered by the participants are provided below. Idealized Influence Audience Recommendations ● Leads by example ● Trust ● Fearless ● On time for meetings ● Act intentionally ● Fair and supportive ● Thoughtful (reflective) ● A good listener ● Giving team credit











Full Range Leadership and Transformative EI | 13 definition of II leadership offered by Eagly and technical aspects of the qualifications, but to Johannesen-Schmidt. ensure that as people are promoted to higher levels of responsibility they can ground their own Leaders who are inspirational influencers purpose within the unit’s purpose. Followers who individualize influence for followers by publicly attain higher levels of qualifications should be able reiterating, emphasizing, and interpreting the unit’s to articulate the espoused vision and values of the and leader’s actions in terms of a consistent vision, unit, and connect them meaningfully to the unit’s high values, and the importance of the mission. mission. Exercising these levels of involvement, Leadership opportunities to emphasize vision and the leader both practices II leadership and develops values are provided daily through public II leadership potential in followers. Table 6 recognition for good work, as well as required summarizes the LDS inter-scale correlations with punitive actions for undesired behaviors. Leaders the II leadership measure. should involve themselves in the qualification standards for different watch stations, not in the A multiple linear regression was run using the and you the credit for significant organizational significantly correlated ESAP scales of Drive achievements. As provided in Table X, Assertion, Strength, Commitment Ethic, and Change Drive Strength, Social Awareness, and Self- Orientation to determine the degree to which these Esteem, along with satisfaction with skill variables predict the II leadership measure. The performance (low Change Orientation and low regression was significant, F(1, 136) = 13.537, p < Deference), Positive Influence (leadership), .01, and the R2 statistic indicated that 9% of the Empathy, Decision Making, and Commitment variance found in II leadership can be explained Ethic all are important EI skills for practicing IM singularly by Commitment Ethic. For every one leadership. These EI skills, therefore, are important unit increase in Commitment Ethic, II will increase in the process of inspiring others to choose to use on average .237 units. The II-ESAP regression discretionary efforts for the good of the equation is provided as follows: organization (i.e., motivating others). Predictably, the IM scale also demonstrated significant II = .237 (Commitment Ethic) + 17.773 correlations with the other LDS measures, except MBEP (see Table X). Assertive dialogue creates a healthy two-way communication within organizations enabling trust Inspirational Motivation while building strong positive relationships between leaders and followers. Inspirational Inspirational motivation is the process of motivation thrives on the ability for leaders to “showing optimism and excitement about goals inspire their followers by sharing their vision and future states” (Eagly & Johannesen-Schmidt, through a variety of methods. Through the 2003, p. 571). Optimism and excitement (hope) is effective use of words and deeds, transformational one of four dimensions associated with the leaders inspire their followers to achieve more than personality trait of grit. Grit also includes the they ever thought possible. Through powerful dimensions of interest, the habit of practice, and a speeches, storytelling, and the ability to articulate sense of purpose (doing good beyond self) a vision, transformational leaders inspire and (Duckworth, 2016). Hope and optimism are also motivate their followers (Sosik & Jung, 2010). important aspects of emotional intelligence that From your own experiences, recall how you were may be facilitated through developing and inspired and motivated by selfless leaders who practicing specific EI skills (Nelson, Low, & buffered you from organizational shortcomings Hammett, 2017; Nelson, Low, Nelson, & Hammett, 2015). As a finding in this study, the IM

14 | The International Journal of Transformative Emotional Intelligence scale resulted in more significant ESAP skill motivate their followers (Sosik & Jung, 2010). correlations than did any other LDS measure, From your own experiences, recall how you were providing additional anecdotal evidence that inspired and motivated by selfless leaders who overall transformative EI is highly related to hope buffered you from organizational shortcomings and optimism. Given these results, it is easy to and gave you the credit for significant imagine the gritty, resilient nature of the ESAP organizational achievements. As provided in Table skills that are most strongly related to IM 7, Assertion, Drive Strength, Social Awareness, leadership. and Self-Esteem, along with satisfaction with skill performance (low Change Orientation and low Assertive dialogue creates a healthy two-way Deference), Positive Influence (leadership), communication within organizations enabling trust Empathy, Decision Making, and Commitment while building strong positive relationships Ethic all are important EI skills for practicing IM between leaders and followers. Inspirational leadership. These EI skills, therefore, are important motivation thrives on the ability for leaders to in the process of inspiring others to choose to use inspire their followers by sharing their vision discretionary efforts for the good of the through a variety of methods. Through the organization (i.e., motivating others). Predictably, effective use of words and deeds, transformational the IM scale also demonstrated significant leaders inspire their followers to achieve more than correlations with the other LDS measures, except they ever thought possible. Through powerful MBEP (see Table 8). speeches, storytelling, and the ability to articulate a vision, transformational leaders inspire and A multiple linear regression was run to IM = .149 (Assertion) + .105 (Drive Strength) determine the extent to which the eight skills and + 13.795 two problematic ESAP measures that were significantly correlated with IM might predict IM Intellectual Stimulation leadership. The regression was significant, F(2, 135) = 25.204, p < .01, and the R2 statistic The LDS measure of Intellectual stimulation, indicated that 27% of the variance found in IM the process of encouraging alternate perspectives leadership can be accounted for by the for solving problems and completing tasks (Eagly combination of Assertion and Drive Strength. For & Johannesen-Schmidt, 2003), resulted in the every one unit increase in Assertion, IM will second-highest number of significant ESAP skill increase on average .149 units controlling for correlations, just behind IM. Leaders who leverage Drive Strength, and for every one unit increase in the II approach promote creativity and innovation Drive Strength, IM will increase on average .105 by encouraging followers to reframe old problems units controlling for Assertion. The IM-ESAP using new lenses. Leaders utilizing IS, are never regression equation is provided as follows: satisfied with status quo and continually seek process improvement (Sosik, 2015). Assertion is an emotional skill that not only supports IS, but