Self-leadership change project: the continuation of an ongoing experiential program (original) (raw)
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2011
This study employs self-leadership theory applied to developing and implementing a change project involving senior level students at a regional university. Preliminary research found evidence of students’ ability to make meaningful changes through the project, and exhibit a subsequent level of influence over those who observe their change process. This is relevant to the current business environment, in that shared leadership, empowerment, and participative management require business graduates to attain some level of leadership ability to function effectively in organizations.
Investigation of College Students’ Capability of Self-Leadership
2018
Self-leadership means, in a common sense, “the process of leading one’s self with the achievements of individual and organizational success for gaining self- motivation.” Self-leadership is also a concept that is linked and nested with one’s self- motivating efforts. Self-leadership forms the basis of participative leadership as a type of leadership closely associated with the perception of gaining benefits from oneself. So primarily people should be able to lead themselves and, later on, they must be able to share the process with other individuals. Researchers seem to have adopted three self-leading strategies including behavior- oriented, natural reward, and creative idea model strategies. In the present study, private and public sector employees of different fields of operation were evaluated applying self-leadership scales. The objective of the study is to compare the self-leadership abilities of students from various university departments. In the study, factors affecting self...
Journal of Leadership Education, 2015
Leadership educators seek to understand how they can better develop leadership among their students through formal and informal course experiences. The purpose of this study was to understand how undergraduate students perceive reasons for changes in their leadership practices, after completing a personal leadership education course. The course focused on the five exemplary practices of college students. As part of the course, students completed the Student Leadership Practices Inventory (S-LPI) as a pre and post assessment. A qualitative content analysis of 107 undergraduate student reflections from multiple sections of a leadership course was conducted to examine students' perceptions of what influenced their change in scores on the S-LPI assessment. Students perceived that the curricular, co-curricular, and extracurricular activities of the course (including the high-impact service-learning project) affected their change in score for the leadership behavior(s) they intended to focus on throughout the semester. Students whose scores did not increase for the leadership behavior they chose to focus on still experienced leadership growth and development but attributed their growth to different items: their growth was in a different leadership behavior than intended or they developed a greater
Work in Progress: Evaluating and Providing Solutions for Self-Leadership
International Public Management Review, 2013
The basic principle of team leadership within an organization is self-leadership. This is because leadership of the self within a team is so important. Self leadership can be defined as self-knowing, self-awareness, self-management and self-discipline: each of these components assists in the implementation of leadership within the organization. The goal of this paper is to analyze the components of self-leadership. This study is applicative in its goals, and statistical in implementation. All of the personnel of Payam Noor University- Kangavar branch in 2011-2012 were chosen as the statistical branch. 44 of 55 people were chosen as the sample size. A self-leadership questionnaire with 18 questions and reliability coefficient of 70% was used to collect data. Further data analysis was conducted with using a T-test; the research demonstrated that there is a significant correlation between the self-leadership components of Payam Noor University personnel.
Self-Leadership and Its Application to Today’s Leader - a Review of Literature
Strategic Journal of Business & Change Management
This article attempted to delineate the centrality of self-leadership in defining the success or failure of today's leader given that the way leaders conduct themselves at the individual level is a key predictor of the policies and blueprints that organizations pursue. Through a systematic review of literature, this paper established that self-leadership is indispensable practice that can enable leaders in the contemporary business environment to manage change in the most efficient, effective, and sustainable way. By the virtue of the leader influencing their actions, feeling, and thinking towards their objectives, this paper portended that today's leader can transform group thinking towards the realization of the set organizational goals. Summary of current evidence provided a snapshot of existing patterns and trends on the essentials of selfleadership. By adopting an evidence-based approach, the paper deliberately gathered existing evidence on how self-leadership can enhance good private and public management. This review portended that organizations and most governments across the world have not been able to achieve the set goals due to weak foundation of self-leadership. Accordingly, this paper underscored the centrality of incorporating the component of self-leadership into leadership practices. Self-leadership will enhance self-awareness, selfconfidence and good governance since the practice of intentionally influencing others by encouraging, motivating, guiding, and inspiring will change organizational thinking towards a positive path.
The Importance of Leadership Education in University: Self-Leadership Example
International Education Studies, 2019
Self-leadership is a form of leadership that has emerged in the last quarter of a century. The purpose of this study is to determine whether there is a difference in self-leadership strategies between students who choose leadership course and do not choose. The sample of this research consisted of 144 sports management students in 2018; 35 female (24.3%) and 109 male (75.7%). The average age of students is 22.38 (sd=2.88). While 30 students (20.8%) stated that they chose leadership course, 114 students (79.2%) stated that they did not choose leadership course. In this study, the Turkish version of Abbreviated Self-Leadership Questionnaire (ASLQ) was used as a data collection tool, but original ASLQ was developed by Houghton et al. (2012). The Turkish version of the scale was adopted by Şahin (2015). As a result of the reliability analysis, the Cronbach's alpha value was found to be .74. There was a significant difference between ASLQ total scores of students who choose the leadership course and do not choose (yes/no). There was a significant difference between students who choose the leadership course and do not choose (yes/no) and the subscale scores; behavior awareness and volition, constructive cognition, and task motivation. According to the results obtained through the analysis, hypothesis 1 and 2 were accepted.
Self-Leadership Among Undergraduate Students: A Descriptive Study
International Conference of Religion, Health, Education, Science and Technology, 2024
Leadership, in particular self-leadership, plays an important role for individuals, including undergraduate students. Consequently, research on self-leadership needs to be conducted to understand how they lead themselves while studying. This research study describes to what extent there is self-leadership among undergraduate students. Data was collected from undergraduate students attending a public university. Random sampling was used to determine the number of participants who were involved in this research. A questionnaire, the Abbreviated Self-Leadership Questionnaire (ASLQ), was used as the instrument for collecting data. In addition, a descriptive analysis has been employed to understand the level of self-leadership among undergraduate students. The result of this study revealed that 23% of undergraduate students had high self-leadership, 58.6% of undergraduate students had average self-leadership, and 18% of undergraduate students had low self-leadership. This study indicated that leadership development is crucial for undergraduate students studying at religious educational institutions.
Effectiveness of a College-Level Self-Management Course on Successful Behavior Change
Behavior Modification, 2011
Studies have shown that college-level self-management (SM) courses, which typically require students to complete an individual project as part of the course, can be an effective method for promoting successful self-change (i.e., targeted behavioral change). However, only a handful of studies have focused on and investigated the intensity of the SM component required for successfully changing a target behavior. The purpose of this study was to (a) examine the effectiveness of a SM course in improving a target behavior within a college setting, (b) determine the level of SM course intensity necessary for successful behavioral change, and (c) identify the characteristics of successful self-managers in terms of strategy use. A total of 84 college students were enrolled in a high-intensity SM course, low-intensity SM course, or non-SM course (i.e., control group). Self-report questionnaires were administered at the beginning and end of the courses. Results showed that only the high-inten...
Journal of Managerial Psychology, 2006
Purpose -The purpose of this paper is to provide a thorough review of self-leadership literature past and present, including a historical overview of how the concept was created and expanded as well as a detailed look at more recent self-leadership research trends and directions. The paper also presents a theoretical and conceptual explanation and differentiation of the self-leadership concept relative to other related motivational, personality, and self-influence constructs. Design/methodology/approach -Self-leadership research and related literatures of motivation, personality and self-influence are discussed and described in order to present the current state of the self-leadership body of knowledge and to suggest future directions to explore and study. Findings -It is suggested that self-leadership is a normative model of self-influence that operates within the framework of more descriptive and deductive theories such as self-regulation and social cognitive theory. Research limitations/implications -While self-leadership research composes an impressive body of knowledge, it is a domain of study that has been under-investigated in some aspects, both empirically and conceptually. Practical implications -This paper suggests several future directions that researchers can undertake to advance self-leadership knowledge. Originality/value -This paper fills a void in the organizational literature by reviewing the body of self-leadership knowledge, by stating how self-leadership is a distinctive theory in its own, and by presenting directions for future self-leadership research.