A Case Study of Air Officers Commanding

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A Case Study of Air Officers Commanding DEVELOPING EFFECTIVE LEADER DEVELOPERS: A CASE STUDY OF AIR OFFICERS COMMANDING By HANS J. LARSEN B.S., United States Air Force Academy, 1999 M.A., University of Nebraska, 2000 M.A., University of Colorado, 2012 A dissertation submitted to the Graduate Faculty of the University of Colorado Colorado Springs In partial fulfillment of the Requirements for the degree of Doctor of Philosophy Department of Leadership, Research, and Foundations 2019 ii ©2019 HANS JOSEPH LARSEN ALL RIGHTS RESERVED iii This dissertation for Doctor of Philosophy Degree by Hans J. Larsen Has been approved for the Department of Leadership, Research, and Foundations By _________________________________ Dr. Andrea Bingham, Chair _________________________________ Dr. Patricia Witkowsky _________________________________ Dr. Phillip Morris _________________________________ Dr. Joseph Wehrman _________________________________ Dr. Joseph Sanders __________________ Date iv Larsen, Hans J. (PhD, Educational Leadership, Research, and Policy) Developing Effective Leader Developers: A Case Study of Air Officers Commanding Dissertation directed by Assistant Professor Andrea Bingham This dissertation is a qualitative case study that examined how the United States Air Force Academy’s (USAFA) Air Officer Commanding (AOC) Master’s Program prepares officers to be leader developers. AOCs are sent through a one-year education and training program called the AOC Master’s Program. Interviews, document reviews, and observations were conducted with AOCs while currently at USAFA, both within the program and in command, to determine what dispositions, behaviors, and skills make for an effective leader developer and how the program prepares them for this role. Findings from the research revealed the importance of possessing the proper disposition toward development, engaging in sensemaking, modeling, and psychological safety in fulfilling the role of a leader developer. In addition, findings demonstrated that while room exists for improvement, the AOC Master’s Program and its emphasis on developmental counseling with leadership studies proved valuable in preparing officers for their leader developer role. These findings benefit USAFA in continuing to improve in developing leaders of character while also providing insights to the larger leader and leadership development community regarding this little studied role of leader developer. Keywords: Leader developer, leader development, leadership development, United States Air Force Academy, Air Officer Commanding v DEDICATION I dedicate this dissertation to my late father, Dr. Samuel H. Larsen. He will forever be my main inspiration behind this dissertation and the quintessential leader developer in my experience. “…though he died, he still speaks.” vi ACKNOWLEDGEMENTS It is impossible to fully acknowledge all those who helped me with this project, from demonstrating what a leader developer is, to discussions about this unique role, to participating actively in my conducting and writing this dissertation. However, I will make special mention of a few. First of all, I want to thank my committee for their incredible support and guidance, and especially for that of my chairperson, Dr. Andrea Bingham, who helped me refine this project through countless hours over the course of three years. Next, I want to thank all the AOCs who participated in the research by sharing their experiences as leader developers—thank you for allowing me to learn from you and to share that learning with others. I also want to thank the leadership of the Air Force Academy’s Center for Character and Leadership Development for sponsoring me for this PhD. I want to acknowledge, too, the numerous professors, mentors, peers, colleagues, friends, and family members that have influenced this work, especially my late father, Dr. Samuel H. Larsen. In addition, I want to thank my wife, Angela, and my children, Colby, Bradley, Andrew, and Allyson, for putting up with hearing about this project over and over again these past three years—your patience, support, and love towards me are meaningful beyond words. And finally, I am grateful to the God of Migdol, who with a strong hand delivers again and again. vii TABLE OF CONTENTS CHAPTER 1. INTRODUCTION…………………………………………………………1 Context…………………………………………………………………………….2 The Center for Character and Leadership Development’s (CCLD) Leader of Character Framework (LCF)………………………….3 The Leader Developer……………………………………………………..5 USAFA’s Leader Developers and Their Preparation……………..………8 Problem Statement……………………………………………………………….12 Purpose Statement………………………………………………………………..12 Research Questions………………………………………………………………13 Research Significance……………………………………………………………14 CHAPTER 2. LITERATURE REVIEW………………………………………………...16 Leadership Theories……………………………………………………………...17 Transformational Leadership…………………...………………………..18 Authentic Leadership…………………………………………………….22 Servant Leadership……………………………………………………….24 Counseling Theories……………………………………….….……..…………..34 Person-Centered Theory and Psychological Safety……………………..35 Behavior Theory and Modeling………………………………………….36 Cognitive Behavioral Theory (CBT) and Sensemaking…………………38 Conceptual Framework…………………………………………………………..41 Sensemaking……………………………………………………………..46 Modeling…………………………………………………………………47 viii Psychological Safety……………………………………………………..48 CHAPTER 3. METHODOLOGY……………………………………………………….50 Research Site and Participants…………………………………………………...53 Data Collection………………………………………………………..….….…..57 Interviews………………………………………………………………..57 Observations……………………………………………………………..58 Document Reviews………………………………………………………59 Data Analysis…………………………………………………………………….59 General Data Analysis Plan……………………………………………...60 Coding……………………………………………………………………62 Trustworthiness and Limitations…………………………………………………63 CHAPTER 4. FINDINGS……….……………………………………………………….66 Themes…………………………………………………………………………...66 Themes 1-4: The Effective Leader Developer……………………………….…..69 Theme 1—Disposition of a Leader Developer…………………………..69 Theme 2—Sensemaking……..…………………………………………..79 Theme 3—Modeling…………………..…………………………………86 Theme 4—Psychological Safety….…………………………………..….90 Themes 5-7: AOC Master’s Program—Preparing Leader Developers..….….….99 Theme 5—Extremely Valuable Program…….………………………….99 Theme 6—Counseling Classes are Vital……………………………….104 Theme 7—Small Changes Needed…..…………………………………111 Research Question 1: What it means to be an Effective Leader Developer……118 ix Research Questions 2-3: How to Prepare Leader Developers………………….123 CHAPTER 5. CONCLUSION….…………………………………………..….…..…..127 Discussion…………………………………………………………………..…..127 The Effective Leader Developer….…………………………………….131 Developing Effective Leader Developers…………….………………...140 Implications and Recommendations……………………..……………………..145 Implications for Policy………………………………………………….146 Implications for Practice………………………………………………..148 Recommendations for Future Research…………………………….…..155 Conclusion……………………………………………..……………………….158 REFERENCES…………………………………………………………………………160 APPENDICES………………………………………………………………………….176 A. Interview Protocol……………………………………………………….....177 B. Observation Protocol……………………………………………………….179 C. Document Protocol…………………………………………………………180 D. Original AOC Master’s Pilot Program Documents………………………...181 E. AOC Job Analysis………………………………………………………….191 F. IRB Approval…….…………………………………………………………210 x FIGURES Figure 1. A framework for developing leaders of character………………….……………….4 2. Mission of USAFA as different from normal organizations……….……………….7 3. Diagram of transformational leadership……………………………….…………..21 4. Diagram of authentic leadership theory……………………………………………23 5. Study rationale and design…………………………………………………………44 6. A conceptual framework for the leader developer at USAFA…………….……….45 7. Demographics of participants………………………………………………….…..56 8. Word cloud of initial codes………………………………………………………...67 9. Word cloud of major codes……………………………………………………..….67 10. Frequency of code occurrence for long term view in development………………..74 11. Frequency of code occurrence for emotional and relational growth……………...110 12. Frequency of code occurrence for college teaching course……………………….115 13. Study design with findings………………………………………………………..130 14. The effective leader developer……………………………………………………132 15. AOCs’ unique role…………………………………………………………….…..135 16. AOCs as USAFA’s weapons officers……………………………………………..136 17. Developing leader developers……………………………………………………..141 xi TABLES Table 1. Developing Effective Leader Developers Themes…………….……………….…..68 1 CHAPTER 1 INTRODUCTION No matter how defined and examined, leadership matters (Child, 1997; Cycyota, Ferrante, Green, Heppard, & Karolick, 2011; Hambrick, 2007; Hogan & Kaiser, 2005). Leadership occurs within complex and varied contexts involving many factors within dynamic and interconnected systems (Luthans & Avolio, 2003; Marion & Uhl-Bien, 2001; Richardson, 2008). Capitalizing on leadership experiences, leaders learn and develop the most when supported with coaching, mentoring, and action learning (Day, 2000). However, an apparent gap remains in published research about what it takes to be an effective leader developer, one whose primary role is focused on the development of someone else as a leader. This study aims to examine the role of leader developer and help shed light on what makes one effective and how best to prepare a person for such a role—specifically those leader developers at the United States Air Force Academy (USAFA). As Marion and Uhl-Bien (2001, p. 414) point out, “leaders are one element of an interactive network that is far
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