Evaluating Cadet Leadership Positions at the U.S. Air Force Academy
Download eBook for Free
|PDF file||3.9 MB||
Use Adobe Acrobat Reader version 10 or higher for the best experience.
The U.S. Air Force relies on effective leadership to complete its mission. The U.S. Air Force Academy exists to develop leaders of character for the Air Force through a four-year program. Part of this program involves cadets participating in leadership positions. By exploring nine types of cadet leadership positions, this dissertation aims to assist the Academy in assessing the value of admission criteria, awarding leadership positions, and designing leadership position experiences. Informing decisions in these areas is likely to improve the Academy's ability to develop effective leaders for the Air Force.
This dissertation provides evidence of a positive relationship between participation in a cadet line position and promotion to Lieutenant Colonel. This positive relationship existed for individuals in both rated and non-rated career fields. The magnitude of the relationship varied significantly according to other individual characteristics such as military performance average and grade point average. Participation rates for line positions varied according to demographics such as race, gender, and prep school attendance. Most admission information related to leadership was positively associated with participation in a line leadership position at the Academy.
Table of Contents
Results And Discussion
Suggestions For Future Research
Quality Assessment of Officers Leaving The Service At Key Retention Points
Mean Performance Score Comparison Charts By Line Position Type For Research Question 1
Correlation Matrices For Research Question 2
Comparisons Of Means and Variances After Propensity Weighting For Line or No Line Position: Models 2-4 Samples
Power Calculation Example
Research Question 3 Interaction Model Coefficients
Research conducted by
This document was submitted as a dissertation in September 2012 in partial fulfillment of the requirements of the doctoral degree in public policy analysis at the Pardee RAND Graduate School. The faculty committee that supervised and approved the dissertation consisted of Larry Hanser (Chair), Chaitra Hardison, and Dave Sacko.
This publication is part of the RAND Corporation Dissertation series. Pardee RAND dissertations are produced by graduate fellows of the Pardee RAND Graduate School, the world's leading producer of Ph.D.'s in policy analysis. The dissertations are supervised, reviewed, and approved by a Pardee RAND faculty committee overseeing each dissertation.
This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited; linking directly to this product page is encouraged. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial purposes. For information on reprint and reuse permissions, please visit www.rand.org/pubs/permissions.
The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.