FULL RANGE LEADERHIP BLENDED LESSON
Module: Course Foundation
Lesson: Full Range Leadership Development
Source Documents:
Air Force Instruction 36-2618, The Enlisted Force Structure, February 2009
Air Force Doctrine Document 1-1, Leadership and Force Development, October 2011
PART I: In this area, list the information related to the ‘set-up’ of the lesson. Some of the blocks can be filled out after the lesson has been
developed.
Lesson Outcomes (goals): Provide a detailed description of what you want the student to walk away with at the end of the lesson.
Use specific verbs. Ensure each can be tied to the source documents listed above.
Students who graduate from Airman Leadership School will possess an improved knowledge and understanding of Full Range
Leadership Developmental concepts.
Upon completion of this lesson, students should be able to comprehend Full Range Leadership Development (FRLD) concepts and
their impact on NCO, unit, and mission effectiveness.
Online
Classroom
Objectives: List the objectives for each
1. Describe the five FRLD behaviors
1. Explain FRLD issues and their impact
environment. Use the verbs listed in
2. Explain historical leadership theories
on NCO, unit, and mission effectiveness
Bloom’s Taxonomy.
contributing to evolution of FRLD
2. Give examples of FRLD issues and
3. Describe Contemporary Motivation
their impact on NCO, unit, and mission
effectiveness
3. Predict the impact of FRLD issues on
NCO, unit, and mission effectiveness
Method of Instruction: What method of
Individual reading assignments, quizzes,
Guided discussion will be used to get
instruction will be used? Examples
and individual projects will be used in the
students talking about the FRLD concepts
include: case study, guided discussion,
online portion of this lesson
and their relationship to NCO, unit, and
formal/informal lecture.
mission effectiveness
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Amount of Time Needed: How much
time will the student/instructor need to
complete the lesson? Be generous at
first…adjust as needed.
Lesson References: List all references
(books, articles, websites, etc.) used to
develop the lesson.
The students will be given four weeks to
This will be a two hour lesson in the
accomplish all reading assignments and
classroom. If the students aren’t prepared
projects associated with this lesson.
to discuss the material, the instructor can
However, all assignments in the online
add time as necessary.
portion must be completed prior to starting
the classroom portion, including the pre
and post-assessment.
Jung, Don I. and Sosik, John J. The Full Range Leadership Development: Pathways for
People, Profit, and Planet. Taylor & Francis Group, New York and London (2010).
Stafford, Mathew C., The Full Range Leadership Model: A Brief Primer (Air University,
2010).
Technological Tools (if applicable): In
this section, list all tools the student will
need access to in order to complete the
lesson. Also list any tools the instructor
will use to teach the lesson. Examples are
included in each block.
Students will need access to:
- Computer w/internet capability
- YouTube
- Microsoft Suite (Word,
PowerPoint, etc)
Instructor will need access to all items
mentioned above.
Additional Resources (if applicable): List All readings will be provided to student via
any additional, non-technological,
the course LMS
resources needed.
Student Preparation: Include any
activities the student must do in order to
participate in the learning environment.
Examples include: pre-reading, surveys,
etc. Do not include pre-assessments for
the lesson in this area.
NOTES: Use this section to provide additional information on the areas listed above.
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Students will need to be provided a copy of
the student guide for this lesson
Instructors will need access to:
- Computer
- Projector (to show slides)
- Microsoft PowerPoint
Use at discretion of instructor
Students must take the LPM360
Leadership Survey (results must be
brought to the classroom portion of the
lesson)
PART II: ACTIVITIES
In this section, provide a detailed description of all activities the students will complete that will either introduce, reinforce, and/or conclude
the lesson. These activities must be related to the lesson outcomes and objectives. Examples include: discussion forums, group projects,
individual projects, research, journal entries, etc.
Activity
Historical leadership theory
research exercise
Rewards and Motivation
Online
Given a list of historical leadership
theories, students will select one, and
then write a one page synopsis of their
theory. Students must note the ‘pros’ and
‘cons’ of their selected theory.
Additionally, using sources like
YouTube, movie clips, etc., students will
select a 3 min max video representation
of the leadership theory and post it in the
designated area on the LMS.
Students will participate in a discussion
forum on the relationship between the
different types of rewards and individual
motivation
Classroom
Lesson Outcome/Objective
Explain historical leadership
theories contributing to evolution of
FRLD
Describe Contemporary Motivation
Classroom Guided
Discussion
Students will demonstrate
Comprehend Full Range
comprehension of FRLD concepts
Leadership Development (FRLD)
by participating in a guided
concepts and their impact on NCO,
discussion-style lesson facilitated
unit, and mission effectiveness.
by the instructor.
NOTES: Instructors will have the latitude to incorporate other activities in addition to the list above. However, the activities above CANNOT be
replaced. If an instructor wants to add another activity, he/she must submit the activity to the designer of the lesson for approval.
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PART III: CONTENT PLAN
Use this section to map out the main points for each learning environment. Also, provide a brief description of the content to be included in
each main point.
Main Point
1. Evolution of Leadership Theory
2. Motivational Theories
Online
Exploration of historical leadership theories and
how they led to the development of FRLD
Examination of four motivational theories used
to encourage others. These theories include
Skinner’s Operant Conditioning, McClelland’s
Need, Intrinsic and Extrinsic, and
Contemporary Motivation.
3. FRLD Leadership Theories
Classroom
Examples shared pertaining to the passive
leader behaviors, transactional and
transformational leadership behaviors.
NOTES: Use this section to provide additional information on the areas listed above.
PART IV: ASSESSMENT
In this section, provide detailed description of how the students will be assessed. Examples include: multiple choice test, essay, performance
task, etc. It is important that also list the objectives that will be assessed in each area!
Pre-Assessment: A 10-20 question,
multiple choice pre-test will be given to
determine what the students know about
the FRLD concepts prior to starting the
course.
Online
1. Describe the five FRLD behaviors
2. Explain historical leadership theories
contributing to evolution of FRLD
3. Describe Contemporary Motivation
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Classroom
1. Explain FRLD issues and their impact
on NCO, unit, and mission effectiveness
2. Give examples of FRLD issues and
their impact on NCO, unit, and mission
effectiveness
3. Predict the impact of FRLD issues on
NCO, unit, and mission effectiveness
Post-Assessment: The pre-test will be
1. See objectives listed above in the pre1. See objectives listed above in the pregiven as a post test.
assessment section.
assessment section.
NOTES: The pre and post assessment for the online portion of this lesson will contain knowledge level-type questions. The pre and
post assessment for the classroom portion will be scenario based, comprehension level questions. When developing the scenario
based questions, ensure the scenario is no more than seven lines long with a one line problem statement. For the questions testing the
“explain” and “give examples” type objectives, each question must have three alternatives. For questions testing the “predict”
objective, there must be four alternatives. (Refer to completed tests for examples of test questions) All questions must be multiple
choice.
PART V: MISCELLANEOUS
Use this section to include miscellaneous information that pertains to the learning environment. Think of it as a ‘bucket’ to hold all of your
creative ideas related to the two learning environments.
Online
Classroom
The online portion of this lesson will contain mostly knowledge level
objectives and material. The intent of this portion is to help students
develop a “baseline” knowledge of the FRLD concepts in order to build
on it in the classroom portion of the lesson. Therefore, refrain from
incorporating higher level material/activities in the online portion of the
lesson.
The classroom portion of this lesson is designed to take students to the
comprehension level of learning and therefore, meet the overall lesson
objective. By the time students enter the classroom, they should already
have knowledge of the FRLD concepts. If instructors assess that students
do not know enough about the concepts to actively participate in the
guided discussion activities, they should counsel the students and remind
them of their student responsibilities.
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