TEAM LEADERSHIP MODEL
Fueled by Communication and Commitment
Artifacts
The five artifacts that make up the TEAM Leadership Model are Training, Education, Accountability, Management, and are underpinned by the artifact Communication and Commitment. The modules as they currently exist are the culmination of twenty-eight years of executive leadership experience and concurrent leadership education. They are a representation of a living document and concepts which have evolved over time as my experience and education have occurred. They are oriented towards the past (experiences), present (orientation), and future (application). As with organizations, no aspect of the TEAM Leadership Model is effective as a stand-alone concept. The elements of the model work in synergy with and complement one another. The long term goal is that the events described in the artifacts below will be used to train, mentor, teach, and advise others using the TEAM Leadership Model as a framework.
Training Module
This artifact aligns directly with DEL Program Outcomes 1 and 6, emphasizing the executive leader’s role in shaping opportunities for future growth by creating learning processes that develop their teams. Training is not simply about transferring knowledge, it transforms understanding, moving people from the unknown to the known. As Gardner (2011) notes, training acts as early socialization, instilling the skills, knowledge, and mindset essential for success.
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Within the TEAM Leadership Model, the Training element ensures that development, structured learning, and skill acquisition are ongoing priorities. Executive leaders have the responsibility to ensure knowledge is not only shared but applied—bridging the gap between understanding and execution. This aligns with Outcome 6, which calls for generating and critically evaluating new knowledge, preserving key ideas from past and current work, and communicating them responsibly to others.
A prime example of this comes from the Air National Guard Recruiting and Retention program. In 2012, leaders recognized that the annual training conferences lacked hands-on skill development. Once this was identified, the ANG Readiness Center training team overhauled the approach. They revised the Job Qualification Standards, embedded formal follow-on training, and shifted conference sessions from static briefings to structured, Air Force–aligned lesson plans. Documentation processes, like the 623a training record, ensured learning was both recorded and applied in the field.
Importantly, the process was collaborative—state Recruiting and Retention Superintendents provided feedback, helped shape curriculum, and even delivered portions of the training. The feedback was overwhelmingly positive, with participants noting they left equipped with actionable tools to perform their roles better. This reflects Outcome 1, which focuses on assembling, aligning, and reconfiguring assets to sustain organizations, communities, and institutions.
From my personal and professional perspective, this initiative reinforced the belief that training is foundational. When training is neglected, the ripple effect can undermine all other leadership functions. When done well, it strengthens every interlocking element of the TEAM Model.
In essence, this artifact demonstrates how thoughtful, structured, and collaborative training initiatives fulfill both the immediate needs of an organization and the broader responsibility of leaders to sustain mission readiness over time. The evolution of this training approach reflects a leader’s ongoing commitment to learning, adapting, and teaching—ensuring that the lessons of the past and present continue to shape a more capable future.
Education Module
This artifact aligns with DEL Program Outcomes 1 and 5, emphasizing the critical role of education in sensing opportunities, addressing threats, and strengthening leadership practice. Education is more than training—it expands understanding from “how” to “why,” helping team members connect their role to the mission and equipping them to respond effectively to complex challenges.
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Education has always been a driver of growth and strategic clarity. Drawing on Weick’s (1995) insight that identities are formed through interaction, we embedded education into organizational culture to strengthen identity, mission alignment, and collaboration across boundaries. Through coaching, mentoring, and structured development roadmaps, we prepared leaders to think critically, anticipate change, and operate with a broader perspective.
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A clear example came when NGB created the Recruiting and Retention Superintendent (RRS) course for the Air National Guard. The Guard’s unique structure meant that policy from the National Guard Bureau was often implemented inconsistently across 54 states and territories. By educating RRS leaders on finance, marketing, operations, contracting, and training at the enterprise level—and tying funding to strategic plan submission—we empowered them to align local execution with national strategy.
This reduced the “us versus them” dynamic, fostered collaboration, and positioned RRS leaders as strategic partners. This effort reflected an interdisciplinary approach—integrating perspectives from policy, operations, and resource management. We taught leaders to scan for emerging trends, assess their state’s unique environment, and apply strategic thinking to solve problems. The result was improved trust, communication, and mission success.
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On a broader level, this reinforces that education enables leaders to avoid tunnel vision. By engaging with diverse perspectives and research, leaders build “court vision”—the ability to see across the whole organizational landscape. This aligns with DEL Outcome 1’s call to sense and shape opportunities, and Outcome 5’s focus on designing and interpreting knowledge to advance leadership practice.
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Ultimately, the Education module of the TEAM Leadership Model is about building capacity—developing leaders and teams who can think critically, work collaboratively, and adapt in complex environments. When education is embedded as a strategic priority, it becomes a force multiplier for both present operations and future growth.
Accountability Module
This artifact aligns with DEL Program Outcomes 2 and 4, emphasizing that accountability is central to leadership success. Accountability starts with the leader—making timely, ethical decisions, eliminating outdated processes, and setting high standards. Leaders must see their teams and organizations as extensions of themselves, fostering trust and shared responsibility.
The Accountability Module of the TEAM Leadership Model reinforces this by requiring leaders to act with integrity, make tough calls, and continuously enhance their teams. It is about ensuring mission success through courage and high ethical standards.
From my personal journey, I have learned that accountability drives organizational excellence. Leaders who self-reflect and hold themselves to high standards inspire their teams to do the same. This mindset promotes adaptability, continuous improvement, and alignment with mission objectives. Accountability is the central gear in the TEAM Leadership Model—driving all other elements.
A strong example is from 2016, when the 130th Airlift Wing appointed a new Command Chief Master Sergeant focused on professional development as well as technical skills. Together with the wing commander, they launched the Airman Development Program. This initiative aligned with state force development, introduced stratification for senior ranks, and balanced tangible measures—like training completion and deployments—with intangible traits such as teamwork and professionalism. Through leadership courses, town halls, and heritage projects, they strengthened professional growth at every level.
The results were significant. Airmen gained clear insight into their strengths and areas for improvement, and leadership expectations became transparent. While not everyone agreed with the stratification process, the clarity and fairness strengthened the organization’s performance.
In the broader leadership context, accountability is the glue that holds strategic plans together. Without it, even the best ideas can fail. Leaders must build communal accountability, set shared goals, and value every team member’s contribution. When accountability is consistently modeled and expected, organizations not only achieve their goals but also become stronger, more adaptable, and more resilient.
Communication & Commitment Module
The Communication and Commitment module of the TEAM Leadership Model serves as a foundational element that reinforces the ethical responsibilities of leadership. Communication, when guided by emotional intelligence, empathy, and clarity, becomes a vehicle for building ethical cultures in organizational and institutional contexts. As stated in Program Outcome 4, ethical leadership is not incidental—it is modeled and developed through intentional, scholar-practitioner approaches.
Commitment emerges as the natural byproduct of this communication. When leaders generate and critically evaluate knowledge, as described in Program Outcome 6, they not only preserve the most important organizational ideas—they also communicate them in ways that inspire belief, trust, and dedication. Communicating with intent builds environments where team members know what’s expected, feel valued, and are more likely to hold themselves accountable to shared goals.
A powerful example of this principle is seen in the 130th Airlift Wing’s initiative to address rising DUI rates. Despite strict policies, the behavior persisted. Instead of solely enforcing discipline, leadership pivoted to engagement. They introduced “Wingman Cards”—simple tools with emergency and support contacts—and personally handed them out to all arriving personnel. This gesture wasn’t just informative; it was a demonstration of commitment. It told team members: we care, and we are with you.
This initiative exemplified collaborative rationality. It was informed by dialogue, consensus, and a commitment to ethical problem-solving. As a result, communication became a cultural reinforcement rather than a policy directive. Engagement deepened, and accountability grew through shared ownership of solutions.
As I matured in leadership, I learned that communication builds the mental frameworks—or cognitive maps—needed to navigate complex challenges. These maps, shaped by intentional dialogue and feedback, help individuals make sense of their roles and responsibilities. That is why communication and commitment are combined in this model—they fuel one another.
In short, effective leadership means listening, engaging, and modeling purpose-driven communication. It means conserving the wisdom of past and present, and passing that on responsibly to future leaders. In doing so, we build not just better organizations, but stronger, more ethical communities.
