Self-leadership change project: the continuation of an ongoing experiential program

• Published in: Education & training (London) 2017-01, Vol.59 (3), p.323-334
• Main Authors: Phillips, James I., Kern, Dave, Tewari, Jitendra, Jones, Kenneth E., Beemraj, Eshwar Prasad, Ettigi, Chaitra Ashok
• Format: Article
• Language: English
• Subjects: Achievement Need; Behavior; Behavior Change; Business Administration Education; College Seniors; Colleges & universities; Educational Environment; Educational Facilities Improvement; Epistemology; Experiential Learning; Experiments; Feedback (Response); Goal Orientation; Group Dynamics; Hypotheses; Hypothesis Testing; Imagery; Influence; Intention; Leaders; Leadership; Leadership Effectiveness; Leadership Role; Leadership Styles; Leadership Training; Learning; Lifelong Learning; Likert Scales; Motivation; Objectives; Observation; Observers; Outcomes of Education; Peer Influence; Peer relationships; Peers; Positive feedback; Resistance (Psychology); Self Actualization; Self Management; Skill Development; Social Influences; Student Improvement; Student Leadership; Student Surveys; Students
• ISSN: 0040-0912; 1758-6127
• DOI: 10.1108/ET-07-2016-0122

Purpose The self-leadership change project (SLCP) is an ongoing program for senior level students at a regional university designed to provide hands-on experience in building self-management skills, which is considered a pre-requisite by many leaders and scholars (e.g. Drucker, 1996; Schaetti et al., 2008). The paper aims to discuss this issue. Design/methodology/approach Participants (479 undergraduate business students in 26 different classes with two different professors) had from 10 to 16 weeks to complete their SLCP project. A survey to collect the data for this study were provided as a voluntary option to participants who wished to report their SLCP project results. Findings A majority of students participating in the projects reported achieving change in targeted behavior, with intentions to continue to utilize the SLCP approach for future “projects.” Additionally, students who successfully completed a SLCP reported that observers noted change in others as a result of the project. Students who received positive feedback from observers reported that they were likely to engage in a self-leadership project in the future. Research limitations/implications The data used in the analysis are exclusively self-reported information. The survey and results do not tie to previous studies that measure individuals’ aptitude for self-leadership as an indicator of success and development of self-leadership capabilities. This study offers little in the way of acknowledging or determining the sustainability of changes desired. Practical implications The results fully supported the idea that self-leaders influence others. Social implications This study providing support for the concept that external leadership begins with self-leadership. Successful self-leadership change prepares an individual for external leadership roles in organizations and society. Originality/value The relationship noted in “Practical implications” above has been suggested in the literature, but there have been few studies covering this relationship.