LRC develops future leaders by using hands-on practice in tackling both leader and follower roles
Developed by a German psychologist in the 1920’s, the concept of a Leaders’ Reaction Course was used to train and evaluate candidates to become military officers. The course used a series of observed physical team-building and critical-thinking exercises to assess the rapid learning ability and emotional intelligence of the participants. Today, evolved versions of LRCs are used around the world in universities, major corporations and military academies and training courses to provide an opportunity for desirable leadership skills to present themselves.
After the Second World War, the Air Force established their version of a LRC, Project X, which would be used as one of the four means to evaluate students of the Squadron Officers Course at Air University at Maxwell Air Force Base, Alabama.
“What we are trying to replicate for the students is being under stress and how you manage people under stress with limited resources, limited time and trying to solve a complex problem with a group of people with different personalities, different ways of leading and ways they want to be followed,” said Lt. Col. Andrew Clayton, Air University assistant professor of leadership.
The primary purposes of the course are to improve the students’ leadership ability by affording the student an opportunity to apply the lessons learned in formal leadership instruction. Secondly, to assess the students by measuring the degree to which certain leadership traits and behaviors are possessed. It’s also used to provide the students with a means of making a self-evaluation to determine more accurately their leadership ability and to provide the opportunity to observe the effects of strengths and weaknesses of others during a team operation.
Most importantly, the LRC is used to develop diverse individuals as future leaders in the Air Force.
Stress plays an important part in the evaluation of each leader as it is through stress the critical leader processes and skills will be observed by the evaluator. To produce a stressful environment for the working team, certain limitations are placed on them.
According to the LRC standard of operations, the course operation is designed so that each individual will be a leader for a task-one time and serve as a team member or observer the remainder of the time. For each task there is a working team and an observing team. The working team is responsible for completing the mission while the observing team acts as safety personnel, overwatch elements, support elements, or competition.
The tasks themselves vary. For example, one task may be to get personnel and equipment across a simulated land mine without touching the ground by building a makeshift bridge from supplies. Another task may incorporate fear and more physical endurance by getting a team and gear over a high wall. Each task has a time limit and unique problems to solve the mission.
Although completing the mission isn’t the goal of the LRC.
“As a leader, you have to recognize some of these people may be scared to do this task or to move across this task with me. So, how do you motivate those people? Do you have the emotional intelligence to understand that you may be able to get through this task on your own, but other people may be scared to do it, so how do you understand that? How do you communicate to your people, motivate them, lead them by example, inspire them to follow you and get through the task? These tasks are designed to cause that stress and to make you apply the leadership skills you learned in the classroom,” Clayton said.
The whole concept is getting students to identify what type of leader they are as well as understand and identifying leadership traits in others.