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Elementss of
f Leadershipp

What
t You
u Willl Learn
n too Do
Identify the elements of leadership
Key
K y words Linked
d Coree Abilitiess
x Apply critical thinking techniques
x ĂƵƚŽĐƌĂƚŝĐ x Build your capacity for life-long learning

x ĐŽŵƉĞƚĞŶĐŝĞƐ x Communicate using verbal, non-verbal, visual, and

written techniques
x ĐŽŶƚŝŶŐĞŶĐLJ
x Take responsibility for your actions and choices
x ĚĞŵŽĐƌĂƚŝĐ
x Treat self and others with respect
x ĚŝƌĞĐƚŝŽŶ
x ŝŶŶĂƚĞ Learning
g Objectivess
x ůĂŝƐƐĞnjͲĨĂŝƌĞ
x /ĚĞŶƚŝĨLJleadership opportunities in JROTC
x ůĞĂĚĞƌƐŚŝƉ
x džƉůĂŝŶhow perspectives on leadership have changed
x ŵŽƚŝǀĂƚŝŽŶ over time
x ƉƵƌƉŽƐĞ x ĞĨŝŶĞleadership
x ĞƐĐƌŝďĞthe Army Leadership Requirements Model

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ĚĞƌƌƐŚ
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 Essential Question
What elements of
leadership do you
possess?

Learning
g Objectives (cont’d)
x Define key words: autocratic, competencies, contingency, democratic,
direction, innate, laissez-faire, leadership, motivation, purpose

Introduction

Leadership has many challenges and rewards. With this basic

introduction of leadership, you can begin to appreciate the many aspects
of leadership. This lesson introduces some of the leadership
opportunities in JROTC, as well as the responsibilities, attributes, and leadership:
abilities of leaders. The process of influencing
people by providing
purpose, direction, and
Leadership Opportunities motivation to accomplish
the mission and improve
There are many reasons to seek the organization
out leadership opportunities. You
can build your confidence and
develop your skill at guiding and
influencing others to accomplish
specific tasks. You can also work
on your overall ability to
accomplish missions while caring
for people and expanding your
capabilities for the future.
The Instructor staff will plan for a
variety of leadership opportunities
to meet the quantity and variety of
objectives you encounter in JROTC.
Over time, these different
assignments will provide a wide Figure 1.1.1
variety of long- and short-term
opportunities.

Elements of Leadership 5
 Some typical opportunities include the following:
x Senior position in the Cadet chain of command, other than what
you currently hold, for a designated period of time
x Leader during a ceremony, inspection, etc.
x Trainer or coach during a Leadership Lab class
x Assistant instructor for a First Aid or Map Reading class
x Team leader for a color guard performance
x Team leader for a drill event
x Community service project leader
x Class trainer or instructor for a specific task or presentation

Leadership Development Program

The Leadership Development Program is based on the principle that

Cadets be "trained to standards." The Leadership Development Program
is a continuous process of training, evaluating, counseling, retraining, and
re-evaluating. Evaluation is a fundamental part of training; it lets both
you and your Instructors
know when, and to what
degree, you have been
successful.
Components of the
Leadership Development
Program include the
following:
x Training
x Evaluating
x Counseling
x Retraining Figure 1.1.2
x Re-evaluating
As a Cadet, you will be counselled, developed, and your progress assessed
throughout the remainder of your experiences in JROTC. You will be
involved in instruction to provide you with progressive experiences that
will challenge you mentally and physically. As you progress, and the
expectation of your performance increases, the Instructor staff will assess
purpose: and counsel your growth and development.
The reason for why
something is done
Defining Leadership
direction:
Instructions or knowledge You probably know leadership when you see it. Leadership is the ability
to complete a task to influence, lead, or guide others in order to accomplish a mission.
Effective leadership results from a leader’s ability to provide purpose,
motivation:
direction, and motivation.
The act of inspiring others
to accomplish something Purpose gives subordinates the reason to act in order to achieve a desired
outcome. Leaders should provide clear purpose for their followers and do
that in a variety of ways. Leaders can use direct means of conveying

6 Elements of Leadership
purpose through requests or orders for what to do. Vision is another way leaders can
provide purpose. Vision refers to an organizational purpose that may be broader, or have
less immediate consequences than other purpose statements. Higher-level leaders
carefully consider how to communicate their vision.
Providing clear direction involves communicating how to accomplish a mission: prioritizing
tasks, assigning responsibility for completion, and ensuring subordinates understand the
standard. Although subordinates want and need direction, they expect challenging tasks,
quality training, and adequate resources. They should be given appropriate freedom of
action. Providing clear direction allows followers the freedom to modify plans and orders
to adapt to changing circumstances. Directing while adapting to change is a continuous
process.
Motivation supplies the will to do what is necessary to accomplish a mission. Motivation
comes from within, but is affected by others’ actions and words. A leader’s role in
motivation is to understand the needs and desires of others, to align and elevate
individual drives into team goals, and to influence others and accomplish those larger
aims. Some people have high levels of internal motivation to get a job done, while others
need more reassurance and feedback. Motivation spurs initiative when something needs
to be accomplished. As a leader, learn as much as possible about others’ capabilities and
limitations, then give over as much responsibility as can be handled.

History of Leadership Models

Figure 1.1.3

For a long time, there has been a great interest in determining what makes a good leader.
In fact, we can trace studies back as far as the end of the 19th century, during the
industrial revolution. As a result, leadership studies are categorized into three general
eras:
1. Born Leaders – 1800s to 1940s
The Born Leaders approach maintains that a person either does or does not possess
the specific traits that are considered to be the essentials of leadership.
2. Behaviors – 1940s to 1970s
This approach looked at the idea that leaders exhibit certain behaviors that make
them effective leaders.

ůĞŵĞŶƚƐŽĨ>ĞĂĚĞƌƐŚŝƉ ϳ
 Leadership studies eras continued:
3. Contingency – 1960s to present
The ĐŽŶƚŝŶŐĞŶĐLJ model maintains that personal styles and
situational characteristics combine to determine leadership.
A proper match between styles and situations is essential.
ĐŽŶƚŝŶŐĞŶĐLJ͗
Dependence on chance or KZE>Z^WWZK,
on a condition being met During the late 19th century and early 20th century, people believed that
ŝŶŶĂƚĞ͗ men and women who were true leaders were born as true leaders. In
other words, leaders were born with an ŝŶŶĂƚĞ ability to lead.
Inborn; existed or having
existed since birth In order to prove this philosophy—spanning some 40 years—researchers
studied existing political, industrial, and religious leaders. They expected
ĂƵƚŽĐƌĂƚŝĐ͗
to find that these leaders would possess certain characteristics that would
A style of leadership where distinguish them from their followers.
leaders make decisions
alone After in-depth research,
they were unable to
ĚĞŵŽĐƌĂƚŝĐ͗ deliver evidence to
A style of leadership where support the idea that
leaders consult with true leaders were born
followers who are allowed that way because of
to participate in decision- their heritage. But,
making research findings did
identify a number of
ůĂŝƐƐĞnjͲĨĂŝƌĞ͗
traits common to all
A style of leadership where leaders, including
leaders do not interfere or intelligence,
do not provide direction Figure 1.1.4
dependability,
sociability, aggressiveness, originality, popularity, and humor. At the
same time, the researchers discovered that different situations required
leaders to use these traits differently. Meanwhile, during the same time
period, others concluded that evidence did not support the idea that
innate abilities ensured someone would be an effective leader.

,s/KZWWZK,
At the beginning of World War II, researchers broadened their search for
the source of leader effectiveness. They began to analyze the “behaviors”
of effective leaders. They felt this was a more positive research approach,
because behaviors could be observed, measured, and taught more
effectively.
A researcher by the name of Kurt Lewin (1938) provided the foundation
for the Behavior Approach of leadership. He identified a continuum of
leadership behaviors that included the:
x ƵƚŽĐƌĂƚŝĐ leadership style, which involves leaders making
decisions alone
x ĞŵŽĐƌĂƚŝĐ leadership style, which consists of leaders consulting
with followers who are allowed to participate in decision-making
x >ĂŝƐƐĞnjͲĨĂŝƌĞ leadership style, which refers to leaders not
providing any direction to followers whatsoever

ϴ ůĞŵĞŶƚƐŽĨ>ĞĂĚĞƌƐŚŝƉ
Although very different behaviors were identified, there was no evidence to indicate
which style was most effective, or about which style should/should not be used in a given
situation. Additionally, each style created different reactions from different followers.
Therefore, the researchers could not clearly articulate the BEST way to lead effectively.
In the 1950s, the Ohio State University Leadership Studies continued the search for leader
behaviors. They identified thousands of behaviors and then reduced them to a more
manageable number. However, two primary leadership behaviors stood out among the
many: relationship and structure.

RELATIONSHIP BEHAVIORS STRUCTURE BEHAVIORS

ŽŶĐĞƌŶĨŽƌƉĞŽƉůĞĂŶĚŝŶĐůƵĚĞƐ ŽŶĐĞƌŶĨŽƌƉĞŽƉůĞĂŶĚŝŶĐůƵĚĞƐ
ďĞŚĂǀŝŽƌƐƐƵĐŚĂƐ͗ ďĞŚĂǀŝŽƌƐƐƵĐŚĂƐ͗
x ƚƌĞĂƚŝŶŐƚĞĂŵŵĞŵďĞƌƐĂƐ x ƐĞƚƚŝŶŐĂŶĚĐŽŵŵƵŶŝĐĂƚŝŶŐ
ĞƋƵĂůƐ ĞdžƉĞĐƚĂƚŝŽŶƐ
x ďĞŝŶŐĨƌŝĞŶĚůLJĂŶĚ x ĞƐƚĂďůŝƐŚŝŶŐǁŽƌŬ
ĂƉƉƌŽĂĐŚĂďůĞ ƐĐŚĞĚƵůĞƐ
x ŵĂŬŝŶŐǁŽƌŬƉůĞĂƐĂŶƚ x ƐŚĂƌŝŶŐǁŽƌŬƉƌŽĐĞĚƵƌĞƐ
x ůŝƐƚĞŶŝŶŐƚŽŽƚŚĞƌ͛ƐŝĚĞĂƐ x ŵĂŬŝŶŐǁŽƌŬĂƐƐŝŐŶŵĞŶƚƐ
x ůŽŽŬŝŶŐŽƵƚĨŽƌƚŚĞ
ƉĞƌƐŽŶĂůǁĞůůͲďĞŝŶŐŽĨ
ŽƚŚĞƌƐ

Figure 1.1.5
It turned out that evidence did appear to support the idea that people-oriented leaders
were linked with higher follower satisfaction levels, and that effective leadership required
both relationship and task behaviors. However, a few questions remained:
x Does effective leadership result only from the leader’s traits and behaviors?
x How are traits and behaviors influenced by the type of task and the type of work
group?

KEd/E'EzWWZK,
Even though there was a desire to include situational factors in leadership effectiveness
studies, this inclusion did not happen until the 1960s. The Contingency Approach assumes
that the effectiveness of the leader’s personality, style, and behavior is contingent upon
the requirements of the situation. The Contingency Approach further supports the belief
that:
x There exists no single best way to lead
x Situational factors determine the most effective style and behaviors
x Leadership behaviors can be taught and learned
x Leaders do impact group or organization effectiveness
x Leadership effectiveness is impacted by the interaction between situational
factors and personal characteristics
Modern approaches to leadership effectiveness have a somewhat integrated view of Born
Leaders, Behavioral, and Contingency Approaches. Historically, researchers studied leader
behaviors by observing executives in a variety of organizations. However, if we agree with
the definition of leadership as “the ability to influence, lead, or guide others so as to
accomplish a mission in the manner desired by providing purpose, direction, and

ůĞŵĞŶƚƐŽĨ>ĞĂĚĞƌƐŚŝƉ ϵ
 motivation,” then should we not be looking at the behaviors of anyone
who influences others? Are we not ALL leaders in our families, schools,
communities, and life?
There have been studies over a number of years directed at gaining more
understanding about effective leadership. The desire to assist people in
the behaviors that effectively influence, lead, and guide others remains a
highly regarded search.

Army Leadership Requirements Model

The Army Leadership Requirements Model focuses on what a leader is

(attributes) and what a leader does (ĐŽŵƉĞƚĞŶĐŝĞƐ). The leader’s
attributes enable him or her to master leadership competencies or
abilities. This model relies on the thinking of the contingency approach.
ĐŽŵƉĞƚĞŶĐŝĞƐ͗ The effectiveness of a leader depends on how his or her attributes and
Skills, abilities competencies are used in a situation.
The attributes of the leadership model describe how an individual
behaves and learns within an environment. The leader attributes are:
x Character
x Presence
x Intellect
These attributes represent the values and identity of the leader
(character) with how the leader is perceived by followers and others
(presence), and with the mental and social faculties the leader applies in
the act of leading (intellect).
Character, a person’s moral and ethical qualities, helps a leader determine
what is right and gives a leader motivation to do what is appropriate,
regardless of the circumstances or consequences.

Army Leadership Requirements Model Figure 1.1.6

ϭϬ ůĞŵĞŶƚƐŽĨ>ĞĂĚĞƌƐŚŝƉ
Actions, words, and the manner in which leaders carry themselves convey presence.
Presence is not just a matter of showing up; it involves the example that the leader
projects to inspire others to do their best and follow their lead.
A leader’s intelligence draws from conceptual abilities and is applied to one’s duties and
responsibilities. Conceptual abilities enable effective problem-solving and sound
judgment.
Leader competencies include the abilities to: lead, develop, and achieve.
Building competence follows a systematic and gradual approach, from mastering
individual competencies to applying them in concert and tailoring them to the situation at
hand. Leading people by giving them a complex task helps them develop the confidence
and will to take on progressively more difficult challenges.
Leaders acquire the basic competencies at the direct leadership level. As the leader
moves to organizational and strategic level positions, the competencies provide the basis
for leading through change. Leaders continuously refine and extend the ability to perform
these competencies proficiently and learn to apply them to increasingly complex
situations.

Conclusion

The more you understand the attributes and behaviors that create the desire to follow,
the more you will be able to determine the leadership behaviors that will work best for
you; and even more importantly, the ones that do not. In the next lesson, you’ll explore
the Army Leadership Requirements Model in-depth.

Lesson
n Check--up
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