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Phillips, Kern, Tewari, and Jones                                                                                                                                  Advances in Business Research 

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Self-Leadership Change Project 
 

Jim Phillips, Northeastern State University 

David Kern, Northeastern State University 

Jitendra Tewari, Northeastern State University 

Kenneth Jones, Northeastern State University-Broken Arrow 
 

 

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.   
 

 

A significant stream of research has evolved from the self-leadership concept developed by Charles 

Manz in the mid-1980’s (Manz 1983, 1986). The focus of this stream of literature is on leading oneself in 

contrast to external leadership or direction (Neck and Houghton 2006; Stewart et al., 2010). Central to the 

theory are three strategies to assist in leading oneself: behavior-focused, natural reward and constructive 

thought pattern (Manz and Neck, 2004; Manz and Sims, 2001; Neck and Houghton, 2006; Prussia et al., 

1998). Much of the research has employed a questionnaire (Houghton and Neck, 2002) designed to 

measure the subject’s use of the three strategies, and associated sub-strategies in determining their level of 

self-leadership. Research has found relationships between self-leadership measures and job satisfaction 

(Houghton and Jinkerson, 2004; Manz and Neck, 2004), self-efficacy (Neck and Manz, 1996; Prussia et 

al., 1998). In a comprehensive review of self-leadership literature, Neck and Houghton (2006, 285) 

suggest that “the application of self-leadership strategies may result in a number of predictable 

outcomes/performance mechanisms, including commitment, independence, creativity, innovation, trust, 

team potency, positive-affect, job satisfaction, psychological empowerment and self-efficacy.” 

A complementary concept of self-leadership is presented by Schaetti et al., (2008, p. 4), "Being 

responsible for ourselves…is the first step in being able to effectively lead others". This expands the 

concept to address both internal leadership and external leadership, whereas the former provides the 

foundation of the latter. In essence, self-leadership contributes to achieving personal change and 

improvement, while simultaneously influencing and “leading” others who observe the individual’s change 

through self-leadership. It is this dual concept of self-leadership that created our interest in the Self-

Leadership Change Project, implemented in a university setting with senior-level business students.   

This study contributes to the growing research on leadership concepts and, specifically, self-leadership 

theory in two ways. First, the theory is applied in a learning environment where many of the student-

participants have had little opportunity to develop broad leadership skills, and little exposure to self-

development techniques. The structure of the self-leadership change project SLCP) employed in this 

experiment specifically applies cognitive, behavioral and motivational concepts central to the theory. 

Second, the study evaluates the level of influence exerted by “self-managed” individuals on those who 

observe the behavior and changes experienced by these individuals. The idea that self-leadership behavior 

will influence others (as a form of external leadership) is suggested in the literature, but is not specifically 

addressed. We specifically propose that successful self-leadership contributes to individuals’ ability to 

lead others through external influence.   

The objective of the Self-Leadership Change Project are to introduce students to a learning experience 

that first, has the potential to enact meaningful change in their lives,  second, reveals the power of self-

management in influencing (“leading”) others, and third, builds a skill and knowledge of self-leadership  

that can be enacted multiple times in their careers/lives. The objective of the research is to evaluate the 



Phillips, Kern, Tewari, and Jones                                                                                                                                  Advances in Business Research 

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effects of the SLCP on self-leadership results, on external influence of observers of the students’ 

behavior, and on students’ intentions to continue to employ self-leadership in the future.     
 

LITERATURE REVIEW 
 

Self Leadership 
 

Since Argyris (1957) and McGregor (1960) advanced a humanistic perspective on leadership that 

emphasized self-actualization and autonomy for individuals in an organization, there has been an 

increasing emphasis on distributive leadership in scholarly publications. Leadership models that embrace 

the distributed leadership concept in one form or another have received increasing attention, including  

empowerment (Pearce and Sims, 2002), authentic leadership (e.g., Luthans and Avolio, 2003: Avolio and 

Gardner, 2005), servant leadership (e.g., Van Dierendonck, 2011), superleadership (Manz and Sims, 

1991), and ethical leadership (Brown et al., 2005). The focus of this study, self-leadership theory (e.g., 

Manz 1983), shares this focus on inclusion and participation, and is particularly relevant to a learning 

environment. Self-leadership theory is substantially based on behavioral and cognitive processes, which 

can be learned and practiced in a university setting. Moreover, an underlying assumption of self-

leadership is that individuals can self-select objectives and capitalize on intrinsic motivation. These 

attributes suggest that self-leadership theory can be applied effectively in a learning environment, thus 

building a valued set of capabilities to be employed throughout ones business career.  

Self-leadership plays an important role in the modern organization. Manz and Sims (1980), in setting 

the stage for self-leadership theory, discuss the importance of leaders encouraging self-managed 

subordinates, which “can be instrumental in achieving organizational goals, and that it is a useful and 

legitimate role of the supervisor to develop and encourage self-management capabilities. “…self-

management…can be indeed be a substitute for leadership.” Theories of shared leadership and 

empowered leadership focus on the abilities of multiple individuals to lead themselves or even provide 

leadership in a team setting. In 2004, Quinn noted that “Understanding that leadership is a temporary 

dynamic state brings us to a radical redefinition of how we think about, enact and develop leadership.    

… anyone can be a leader” (Whetton and Cameron, 2007, p 542).   

Self-leadership was initially advanced as a unique theoretical perspective in management literature in 

1983 by Charles Manz, building on the concept of self-management and self-control theories (e.g., Manz 

and Sims, 1980; Cautela, 1969). Self-leadership has been viewed as providing a more comprehensive 

framework for the enactment and application of individual development, specifically addressing self-

awareness, self-regulation, intrinsic motivation, and specific behavioral and cognitive strategies (e.g., 

Stewart et al., 2011). Self-leadership theory draws on a number of theories and research streams, 

including self-regulation, self-management, self-control, goal-setting, intrinsic motivation, and social 

cognitive theory (e.g., Manz, 1983; Neck and Houghton, 2006).   

A core definition is offered by Neck and Houghton (2006, page 271): “Self-leadership is a self-

influence process through which people achieve the self-direction and self-motivation necessary to 

perform (Manz, 1986; Manz and Neck, 2004). Self-leadership consists of specific behavioral and 

cognitive strategies designed to positively influence personal effectiveness. Self-leadership strategies are 

usually grouped into the three primary categories of behavior-focused strategies, natural reward strategies 

and constructive thought pattern strategies (Manz and Neck, 2004; Manz and Sims, 2001; Prussia et al., 

1998).” The prescriptive nature of the three strategies, and associated discussions of specific techniques 

act as an important resource in the application of the theory to a learning environment. Consequently, the 

structure of the SLCP experiment incorporates self-leadership strategies most appropriate for the 

university setting, particularly behavior-focused strategies and natural reward strategies. Additional 

information on the origin and details of self-leadership theory can be found in recent articles by Neck and 

Houghton (2006), Boss and Sims (2008), and Stewart et al., (2011)  

Self-Leadership as Influence 

In the modern organization, individuals are often expected to develop leadership skills in order to 

succeed at virtually all levels of organizations, beginning with managing themselves, and ultimately, 



Phillips, Kern, Tewari, and Jones                                                                                                                                  Advances in Business Research 

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acting as models for others to follow. Dwight Eisenhower (Lyon, 1974)) modeled himself after George 

Marshal, recognizing that a primary responsibility of leaders was to develop leaders and delegate 

responsibilities. Peter Drucker (1996) noted that “executives who do not manage themselves for 

effectiveness cannot possibly expect to manage their associates and subordinates. Management is largely 

by example.” John Kotter, in “A Force for Change: How Leadership Differs from Management” 

emphasizes the need for recognizing and rewarding those who develop leaders in their businesses. The 

concept of authentic leadership (George and Sims, 2007) calls for empowered leaders at all levels of the 

organization.    

Although the importance of influencing others plays a secondary part in self-leadership literature, it is 

implied as a complementary outcome to self-mastery. Manz and Sims (1980), in an earlier discussion of 

self-management, note that “if a leader reinforces self-management in one subordinate, a self-

management model is available for other subordinates. …the leader’s own self-management behavior 

inevitably serves as a model to subordinates.” In 1991, Manz and Sims (p18, 25) built on this logic in 

proposing a “super leader who can lead others to lead themselves”, and who facilitate “the self-leadership 

energy within each person” “...if we want to lead others to be self-leaders, we must first practice self-

leadership ourselves. If you want to lead somebody, the first critical step is to lead yourself.” 

The influencing aspect of self-leadership is based on social cognitive theory, which identifies 

modeling (Bandura, 1986) as a way in which individuals influence others to successfully engage in 

personal change. “If knowledge and skills could be acquired only through direct experience, the process 

of human development would be greatly retarded, not to mention exceedingly tedious, costly and 

hazardous. Fortunately, people can expand their knowledge and skills on the basis of information 

conveyed by modeling influences (Wood and Bandura, 1989).” As such, we look to social cognitive 

theory in providing the “glue” between the personal self-benefits of self-leadership, and the external 

benefits associated with its positive external influence.   

Bandura’s (1986) discussion of self-mastery and influence is directed toward the individual who is 

involved in learning, whereas she observes the behavior and outcomes of the model, and employs this 

knowledge gained in practicing his own behavior, which ultimately contributes to the recipient’s self- 

mastery. The extension of this logic is that an individual who successfully engages in self-leadership 

strategies, not only develops self-mastery, but also influences others, acting as a model themselves in the 

process. This resonates with the playwright, Philip Messinger’s assertion, “He that would govern others 

must first master himself”. This oft quoted statement provides the jumping off point for leadership and 

development learning in Whetton and Cameron’s “Developing Management Skills” (2007, page 58).   

This is echoed in popular leadership literature, which supports the idea that leaders must first develop 

self-control, and is embedded in the logic of emotional intelligence (Goleman, 1998; Sternberg, 1996).   
 

Structure of the Self-Leadership Change Project and Hypotheses 
 

The Self-Leadership Change Project (SLCP) is structured to encourage and support self-motivated 

action in a learning environment (appendix A). We specifically draw on behavioral and intrinsic reward 

strategies, which are outlined below and are documented in multiple self-leadership articles (e.g., Boss 

and Sims, 2008; Neck and Houghotn, 2006; Sims and Manz, 1996), and applies to each of the following 

strategies: 
  

  Self-goal setting: The first and most critical step in the SLCP is to set a personal goal, which is 

mirrored in the self-leadership behavioral strategy. This sets a direction and desired outcome for the 

student. In that it is self-assigned it provides personal involvement and commitment. The research on 

goal setting (Locke and Latham, 2002), provides strong support for this as the most critical aspect of 

self-leadership (Boss and Sims, 2008).    

  Intrinsic reward: The self-goal setting process is reinforced by encouraging students to select 

anything they choose. Moreover, they are encouraged to select something they really want to do, and 

one that is well within their control - avoiding difficult or negative objectives. By making the project 



Phillips, Kern, Tewari, and Jones                                                                                                                                  Advances in Business Research 

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desirable and clearly achievable, the doing of the project, and making progress becomes the reward 

itself. This intrinsic reward strategy is integrated with the first step, self-goal setting.  

  Self-observation/Self-evaluation/cueing: Students are required to keep a journal of their activities 

associated with their change project, and personal observations of the process. They are also required 

to review outside information relative to the specific project they have chosen. Both provide 

increased self-awareness and provide a venue for evaluating behavior and results, and acts as a 

cueing strategy as a reminder that they must not only record their activities and thoughts, but actually 

complete the activity.      

  Self-reward: In concert with social cognitive theory principles, students are coached in developing 

projects that provide early successes. In essence, following Weick’s (1984) notion of a “small wins” 

strategy. They are encouraged to reward themselves with simple ideas - a special treat or a time to do 

something that they enjoy. Students are warned to avoid negative feedback and penalties.   

  External Feedback: This is not a strategy identified in the literature; however, it is integral to the 

SLCP. Observers provide feedback and encouragement that reinforces self-observation, self-

evaluation, self-cueing combined with intrinsic rewards. Students generally ask for periodic feedback 

from observers, who not only give them a sense of progress, but are often very positive about 

students’ changes and progress.   
 

The SLCP, in its current structure, does not include cognitive focused strategies (e.g., mental imagery, 

mental rehearsal, self-talk, and managing beliefs and assumptions). The circumstances involved do not 

permit sufficient time allocation to train and rehearse in these strategies. The following four hypotheses 

are surmised appropriate from the observations: 
  

Hypothesis 1: Changes in behavior associated with successful self-leadership change projects will be 

apparent to others who have observed the change project. 
 

Hypothesis 2: Successful completion of self-leadership change projects will influence the actions and 

behavior of those observing the change process. 
 

Hypothesis 3: Successful completion of self-leadership change projects will affect student intentions to 

employ the SLCP approach in the future: a) continue existing project; b) start a new project. 
  

Hypothesis 4: The level of positive feedback from observers will relate positively to student intentions 

to employ the SLCP approach in the future.  
 

Preliminary Responses and Results 
 

At the end of the project the students complete a written report that has provided substantial benefit 

from the project for many of the students. They also complete a survey (appendix B), which provides self-

reported information on the effect/success of their change project, which leads to the first suggested 

hypothesis listed above. The Concluding Remarks offered freely by students at the conclusion of the 

course are listed in Appendix C. 

Since this is a preliminary study, a work in progress, the following key indicators are presented in this 

report to express our encouragement in proceeding further. From the survey instrument, particularly 

questions six, eight, nine, fourteen, sixteen, and twenty, the researchers determined very positive results, 

which are discussed here in order and in relation to each class group A and B.   

Question 6: What amount of change did you notice in yourself? On a Likert scale of 1 to 5, with 1 

being “None” to 5 being “A Great Deal”, Class A had a mean score of 3.87 and Class B a mean of 4.03.  

This reflects the student has seen the results of the project in their own lives. Since Class A had 15 

students and Class B had 40 students, it was encouraging to see the increase in mean score as the class 

size increased in this preliminary sample. 



Phillips, Kern, Tewari, and Jones                                                                                                                                  Advances in Business Research 

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Question 8: To what degree did you notice any change in others around you as a result of your SLCP? 

Class A presented a mean score of 3.00, while Class B was again higher at 3.08. Again, a very favorable 

response to a question that requires the student to become aware of the impact their behavior has on 

her/his environment. More detailed answered can be seen in the student statement in Appendix C.  

Question 9: To what degree did your observers notice any change in others around you as a result of 

your SLCP? Class A had the higher mean of 2.80 with Class B falling slightly to 2.68. This response was 

lower than student awareness of observer impact, but this query implies the student may not be aware of 

the impact their change behavior had on other, noted by their chosen observer/observers. See Appendix C 

for detailed statements by participants. 

Question 14: Do you feel that you will continue the change that you began? This was very important 

feedback in relation to the study being critical to impact on participants. Class A presented a unanimous 

positive response with 15 of 15 affirming, while Class B affirming a strong 37 of 40 students. This 

positive response could be affected by the decreasing difficulty of maintaining their change goal, as will 

be intimated in Question 20.  

Question 16: Are you planning on starting a new change project in the near future? Again, Class A 

offers a strong response with 80% (12 of 15) affirming the desire to continue the change process as a 

lifestyle, and 70% of Class B seeing value in this leadership behavior.   

Question 20 has three parts, which are addressed below: (1) What was your SLCP's perceived 

difficulty level to you at the very beginning?, (2) What was your SLCP's perceived difficulty level to you 

halfway through?, and (3) What was your SLCP's perceived difficulty level to you toward the very end? 

Class A’s fifteen student responses displayed a decreasing difficulty in continuing the change behavior 

with the mean scores of 3.47, 3.13, and 2.27 respectively. Class B responded in kind with diminishing 

mean values of 3.43, 2.90, and 2.34 in order. The higher mean in response to Question 20 may reflect the 

difficulty of the challenge the students selected for themselves.   
 

Discussion 
 

Modeling is a core concept of social cognitive theory, and is included in the SLCP in two ways. First, 

students engage three or more observers who are asked to observe the student as they make their way 

through the change project. Some observers provide written feedback periodically, while others provide 

verbal feedback. The observers are often family members, friends or co-workers. It is not unusual that 

some observers join in the structured behavior chosen by the students (e.g., working out together, or 

sharing healthier meals).   

A second way feedback is provided is in day-to-day contact with co-workers and colleagues, where 

they have not been asked to observe the change, and notice the change in behavior or attitude, sometimes 

without realizing it. An example is a student whose objective was to overcome extreme shyness by 

speaking first to people when she met them. She found that people responded much more positively to her 

new approach, which encouraged that individual further, and influenced her interpersonal relationships. 

Another student who focused on spiritual development had such a dramatic change in behavior that co-

workers asked what was happening and how her change impacted them and their relationship. The 

potential for influencing others provided the basis for Hypothesis 2 listed above.   

An important element in learning to lead is the likelihood that individuals will employ similar 

strategies in the future to continue self-development. Students were asked to provide feedback on their 

intention to utilize self-leadership strategies in the future. Future steps might include the following 

concepts and actions: addressing “ideal-self concepts”, linking applied results to self-leadership measures 

that currently exist, building more effective learning processes, and/or incorporating testing within 

different types of learning techniques. Based on student reactions, there are limitations and modest 

anticipation. 
 

Limitations and Conclusion 
 

The thrust of this paper is to discuss and evaluate a project that applies self-leadership strategies to 

actual learning environments. Unlike previous studies, the objective is not to evaluate individuals’ level of 



Phillips, Kern, Tewari, and Jones                                                                                                                                  Advances in Business Research 

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self-leadership aptitude, but to build that aptitude. Consequently, the survey instrument relies on self-

reported results.   

Our results should be compatible with the information that students provide in end of project reports, 

and comments provided by outside observers. This provides some support for the value of the self-

reported information. For future studies, additional reporting techniques will be considered.    

A second criticism is that the survey and results do not tie to previous studies that measure 

individuals’ level of self-leadership prior to the project. This is a potentially rich research avenue that 

should be pursued in the future. Moreover, the opportunity to introduce additional self-leadership 

strategies into the project could provide additional information.   

The researchers have determined to continue the data collection process and provide more statistical 

analysis of the preliminary and larger, future sample populations. Future focus should incorporate critical 

path training and change affect for the participant. The research, learning, and change exercise all seem to 

reflect good use of class time and future skills development. 
 

REFERENCES 

 

Avolio, B., & Gardner, W. 2005. Authentic leadership development: Getting to the root of positive forms 

of leadership. Leadership Quarterly, 16: 315-338. 
   

Bandura, A. 1986. Social cognitive theory. New York: Free Press. 
 

Brown, M., Treviño, L., & Harrison, D. 2005. Organizational behavior and human decision processes.  

Organizational Behavior and Human Decision Processes, 97: 117-34. 
 

Boss, A., & Sims, H. 2008. Everyone fails! Using emotion regulation and self-leadership for recovery. 

Journal of Managerial Psychology, 23: 135-150. 
 

Goleman, D. 1998. Working with emotional intelligence. New York: Bantam Books. 
 

Houghton, J., & Jinkerson, D. 2004. Constructive thought strategies and job satisfaction: A preliminary 

examination. Paper presented at the 2004 Western Academy of Management Conference, Alyeska, 

AK. 
 

Houghton, J.,  & Neck, C. 2002. The revised self-leadership questionnaire: Testing a hierarchical factor 

structure for self-leadership. Journal of Managerial Psychology, 17: 672-91. 
 

Luthans, F., & Avolio, B. 2003. Authentic leadership development. In K. Cameron, & J. Dutton, (Eds.), 

Positive organizational scholarship: 241-254. San Francisco: Berrett-Koehler. 
 

Manz, C. 1983. The art of self-leadership: Strategies for personal effectiveness in your life and work. 

Englewood Cliffs, NJ: Prentice-Hall. 
 

Manz, C. 1986. Self-leadership: Toward an expanded theory of self-influence processes in organizations. 

Academy of Management Review, 11: 585-600. 
 

Manz, C., & Neck, C. 2004. Mastering self-leadership: Empowering yourself for personal excellence.  

Upper Saddle River, NJ: Pearson Prentice-Hall. 
 

Manz, C., & Sims, H. 1980. Self-management as a substitute for leadership: A social learning theory 

perspective. Academy of Management Review, 5: 361-7. 
 

Manz, C., & Sims, H. 1991. Super leadership: Beyond the myth of heroic leadership. Organizational 

Dynamics, 22: 18-35.  
 



Phillips, Kern, Tewari, and Jones                                                                                                                                  Advances in Business Research 

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Neck, C., Houghton, J. 2006. Two decades of self-leadership theory and research: Past developments, 

present trends, and future possibilities. Journal of Managerial Psychology, 21: 270-95. 
 

Neck, C., & and Manz, C. 1996. Thought self-leadership: The impact of mental strategies training on 

employee behavior, cognition, and emotion. Journal of Organizational Behavior, 17: 445-67. 
 

Pearce, C., & and Sims, H. 2002. Vertical versus shared leadership as predictors of the effectiveness of 

change management teams: An examination of aversive, directive, transactional, transformational, and 

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Prussia, G., Anderson, J., & Manz, C. 1998. Self leadership and performance outcomes: The mediating 

influence of self-efficacy. Journal of Organizational Behavior, 19: 523-38. 
 

Schaetti, B., Ramsey, S., & Watanabe, G. 2008. Making a world of difference: Personal leadership. 

Seattle, WA: FlyingKite. 
 

Sternberg, R. 1996. Successful intelligence. New York: Simon and Schuster.    
 

Stewart, G., Courtright, S., & Manz, C. 2011. Self-leadership: A multilevel review. Journal of 
Management, 37: 1185-222. 

 

Stodgill, R. 1975. The evolution of leadership theory. Academy of Management Proceedings, July-

August: 49–61. 
 

Van Dierendonck, D.  2011. Servant leadership: A review and synthesis. Journal of Management, 37: 

1228-1261.   
 

Wieck, K. 1984. Small wins. American Psychologist, 39: 40-49.  
 

 

Jim Phillips is an associate professor of management at Northeastern State University. He received his 

Ph.D. in management from New Mexico State University. His research interests include personal & 

organizational transformation, strategic planning and self-leadership change. 
 

Jitendra Tewari is an associate professor of marketing at Northeastern State University. He received his 

Ph.D. in marketing from Florida Atlantic University. His research interests include international bidding 

practices, pricing, and supply chain management.  
 

Dave Kern is an assistant professor of management at Northeastern State University. He received his 

Ph.D. in management from Oklahoma State University. His research interests include strategic decision-

making, leadership and organizational change. He has published in Journal of Private Equity, Journal of 

Higher Education Theory and Practice, and others. 
 

Ken Jones is an instructor of information systems and supply-chain management at Northeastern State 

University - Broken Arrow. He received his D.B.A. from Anderson University. His research interests 

include remote work environments, product-specific incentives, pre/post assessment in course-specific 

objectives, and change leadership. He has published in Advances in Business Research,  Journal of the 

Scholarship of Teaching and Learning for Christians in Higher Education, and others. 



Phillips, Kern, Tewari, and Jones                                                                                                                                  Advances in Business Research 

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Appendix A: Self-Leadership Change Project (SLCP) Instructions © Legion Associates, LLC. 
 

Select and Begin SLCP 

Each participant selects and begins a personal success/achievement program within the first week of the program (choose from many - see below). Then, write a simple 
sentence or two describing and explaining the SLCP. Also, include how your personal change will benefit someone or something outside of yourself. 

 

Select and Orient Observers 
In addition, each participant selects observers (3-5). Participant orients observers to record each week anything related to the SLCP that has affected or made a 

difference in anyway with the participant's family, friends, co-workers, colleagues, any others. 

 
Journal Each Day 

Each day each participant writes in his/her journal any personal thoughts, analysis and insights as a result of the SLCP. 

 
Read and Study 

Participants read and study materials related to their SLCP (books, periodicals, online sources). Then, provide a brief summary (brief literature review) of their learning, 
naming authors and titles used. 

 

Summary Paper 
Participants write a summary of their SLCP using their observers' notes and including their own personal comments. 

 

Particulars... 
For the Self-Leadership Change Project (SLCP) we have tried to leave as much as possible open for your own discretion. We don't want to be too controlling 

due to the vast differences in projects possible. Hence, this should be very personalized. Nonetheless, here are our most specific guidelines... 

 
->  Describe simply what you are changing about yourself. 

You might ask the following questions: "What do I want to begin doing in my life?" "What do I want to stop doing in my life?" 

This could be one line or a paragraph or so. Keep it simple and yet provide enough detail that will help guide you to fruition. Remember to include how your 
personal change will benefit someone or something outside of yourself. 

->  The idea is to actually carry out the Self-Leadership Change Project (SLCP) until the end of the timeframe. 

->  Work on personal change. Don't try to change something that you don't have control of. For the most part, only work on yourself. 
->  You need to be interested in working on something that you can change immediately, and not think about for the future. 

->  Your SLCP need not be complex. It would be better to try something that you are ready to begin and have the confidence to accomplish. 

->  Ideas for personal change may include, but are not limited to the following areas: 
 

physical fitness 

healthier eating 
anger management 

spiritual improvement methods 

emotional improvement methods 
thinking more positively 

read a specific book or books to learn more about a subject 

be a better neighbor 
financial planning 

budgeting 

a specific daily, or weekly goal 
focusing on overcoming a particular weakness 

 

->  Keep a journal each day with thoughts of your progress with your SLCP. 
->  You need to set up data collection methods (before you begin). You will need 3-5 observers. They will record changes in you and more particularly, if there 

are any changes in your environment. Your observers will provide reporting of your success and how your SLCP has affected (in any way) your 

environment and the others in it. Your observers need to ask: "How has the SLCP affected others in any way?" 
->  Your final report or summary paper will include your SLCP, any learning on the topic (see bullet immediately below), your daily journal entries, and a 

summary and analysis of the data provided by the observers.t 

->  You probably have already looked at materials and information as you have contemplated and embarked on your SLCP. Just simply provide a short summary of 
what you have discovered in reading about your SLCP. 

 

Step-by-Step Self-Leadership Change Project (SLCP) Process 
 

1) Select a project and begin personal change 

2) Write a simple sentence or two that describes your SLCP 
3) Select and orient observers 

4) Record SLCP progress each day 

5) Provide summary of readings about your SLCP 
6) At the end of the timeframe write a final report or summary paper that includes summaries from readings, observer notes, and personal observations 

 
  



Phillips, Kern, Tewari, and Jones                                                                                                                                  Advances in Business Research 

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Appendix B:  Survey 
 

The survey (see below) is a completely different item from the class assignment (see above).  

 
Circle One (1-None, 2-Little, 3-Somewhat, 4-Much, 5-A Great Deal) 

 

Survey Questions 
 

1) What was your SLCP (please be brief)? 

2) Did you include in your SLCP a purpose to help others? Y/N 
3) If yes, what was the purpose? 

4) Why did you choose the project you did for your SLCP? 

5) To what degree did you achieve your goal? Circle One (1-None, 2-Little, 3-Somewhat, 4-Much, 5-A Great Deal) 
6) What amount of change did you notice in yourself? Circle One (1-None, 2-Little, 3-Somewhat, 4-Much, 5-A Great Deal) 

7) To what degree did your observers notice any change in you as a result of your SLCP? Circle One (1-None, 2-Little, 3-Somewhat, 4-
Much, 5-A Great Deal) 

8) To what degree did you notice any change in others around you as a result of your SLCP? Circle One (1-None, 2-Little, 3-Somewhat, 4-

Much, 5-A Great Deal) 
9) To what degree did your observers notice any change in others around you as a result of your SLCP? 

10) Did non-observers comment on any change in you or others around you? Y/N 

11) If yes, please explain.  
12) What method(s) did you use to meet your goal? 

13) What learning(s) did you have as you experienced the change? 

14) Do you feel that you will continue the change that you began? Y/N 
15) Explain your answer to the question above. 

16) Are you planning on starting a new change project in the near future? Y/N 

17) If yes, are you planning to make any changes to the SLCP process? Y/N 
18) Explain your answer to the question above. 

19) Information about you: age____, gender M/F____, years of full time work expected 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 

 
 

 
 

 

 
 

 



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Appendix C:  Concluding Remarks by Preliminary Participants 
 

Class A Statements for SLCP Survey      

         
Question 1: What was your SLCP (Please be brief)?         

A001 To work out more (3-5 times a week)      

A002 To gain more patience in my everyday life      
A003 Being more polite        

A004 To gain 10 pounds of muscle before end of the semester.     

A005 Exercise 4-5 times a week and stop drinking alcohol     
A006 Photo blog - 1 uploaded picture of my son Noah each day for the duration of the semester   

A007 Financial stability -- budget money better      

A008 I was to completely stop chewing tobacco, to help me live longer to support my friends and family   
A009 To read my bible daily        

A010 Read the New Testament of the Bible      
A011 Keeping healthy in mental and physical aspects     

A012 To read more books so in the long run I can become more knowledgeable.   

A013 Pray vocally twice daily       
A014 To get in better shape        

A015 Improve my organization skills and become a well-organized person.     

         
Question 3: If yes, what was the purpose to help others?           

A005 To be held accountable and to get their input on the changes    

A006 To help members of my family share in the milestones and growth of my little boy           
A008 To live longer, healthier, and happier to help support my friends and family for years to come   

A009 By strengthening myself I will be able to help others     

A010 To encourage them to read the Bible, just not the New Testament            
A012 To help other people appreciate how important it is to read and explore a whole new world of books   

A013 To be aware and hold myself accountable of my thoughts, words, and actions to others   

A014 To help others feel better about themselves and become more healthy    
A015 To show others how being well organized can be extremely beneficial.   

 

Question 4:  Why did you choose the project you did for your SLCP?       
A001 To become more physically and emotionally better as a person    

A002 So I could have a less stressful life      

A003 To better myself as a person       

A004 Cause I wanted to try and test my limits of my body     

A005 To reduce stress in my life       

A006 I wanted to capture important moments of my son's life and familiarize myself with my camera and the art of photography    
A007 Because I felt it was the most important aspect of my life that needed change   

A008 I felt like it was time to change from my old habits and start with new "fresh" and healthier habits   

A009 It was something that I wanted to improve such as my spiritual growth and Bible knowledge   
A010 It was an area that I was doing regularly already     

A011 Know the relationship between mental and physical health and the physical activity toward mentality   

A012 Because I never read and all success stories read had something with that person reading   
A013 It felt right when it came to me       

A014 Because of my wedding in April       

A015 Something I had wanted to do for years         
         

Question 11:  If non-observers commented on any change in you or others around you explain: 

A001 My mom noticed I was for one working out, and was happier with life in general         
A004 People just said I gained a lot of weight and I look thicker             

A006 Non-observers given a link to my blog; commented in the quality of my photos; inspired to start blog           

A008 My fiancé' spoke to the fact, "I look like I had won something all the time."   
A009 How others can begin to strive to do better in themselves and some seek God         

A012 Someone saw me reading a times magazine and made a comment about it   

A013 My relationships with my family is much better     
A014 I like to work-out more and I'm more aware of what I'm eating.  Others have lost weight with new exercise              

        

Question 12:  What method(s) did you use to meet your goal?       
A001 A set schedule of times and days to go to the gym     

A002 I used meditation, counting techniques, and breathing techniques    

A003 Self-motivation        
A004 I maintained a regular workout schedule and had an all you can eat diet but with protein   

A005 I used self-motivation, will power, and prayer. I used the journal to keep me motivated and accountable   
A006 Posting a photo each day       

A007 Designing a budgeting plan that allowed me to track and regulate my expenses   

A008 Cold turkey, this did not work, so a slow cut-down on amount of tobacco consumed   
A009 I had to live what I preach to be an example. Many times action is louder than words. People see you living right will encourage them 

more than telling them how to live their lives         



Phillips, Kern, Tewari, and Jones                                                                                                                                  Advances in Business Research 

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A010 I read one hour to one-and half hour a day      

A011 Go to the physical fitness center at least 3 times a week; Research beneficial information in various media; keep doing     
A012 Just stuck with the SLCP Method; write it down and go step by step    

A013 Kept a journal and mentally held myself accountable     

A014 Working out regularly, eating healthy      
A015 Research-Planning-Small Wins-Reward System- Journal to document     

         

Question 13:  What learning(s) did you have as you experienced the change?     
A001 That small things make a difference.  And that people are influenced easily by others.   

A002 That I could actually control my patience level no matter what happens   

A003 To never give up        
A004 That you can do anything if you really put the hard work and effort into what you want to accomplish   

A005 A great deal of things about myself and how the changes affect your household.   

A006 I did a lot of research on how to properly use my camera. I spent lots of time reading articles published by photographers.    
A007 I learned that this project required a lot of work and that unknown obstacles could cloud the progress that is trying to be obtained   

A008 I learned that in order to succeed at anything worth doing you must push yourself and be persistent   

A009 Began to see and hear other people’s problems what they had been through and realize mine were not as bad so I shouldn't let the small 
things get to me.    

A010 To read the Bible more        

A011 Keep doing is important; We've very accustomed to do routine works    
A012 Books are educators to those who read them. Every book I read helped out and I gained a little knowledge ever time.     

A013 I can change and small changes do matter.      

A014 That I'm my biggest fan and motivator. I can do and achieve anything that I put my mind to.   
A015 Several ways to not only become well organized, but steps to stay that way   

 

Question 15:  Explain if you feel that you will continue the change that you began     
A001 I have noticed the impact of working out, and want to remain this way   

A002 My family seems so much happier since I have changed     
A003 I chose my SLCP because it was something that I could continue long after class   

A004 I love to work out and stay in shape so I will for sure continue this    

A005 I think I learned a great deal and will do it again.     
A006 I plan to continue my blog       

A007 I feel that the SLCP needs more improvement and this project is very beneficial   

A008 I did not completely quit chewing, but have cut down about 70%, and I will continue to cut down, and eventually quit and quit smoking 
A009 Continue to study to show myself improved      

A010 it will help me better understand the history of the church and other major events that happened in the Bible       

A011 It's very beneficial to me.       
A012 Because I have set a goal and plan to continue     

A013 I want to do this always.  I have ideas on how to modify this better    

A014 Because my project isn't completed, and after it is it will stick because it is a life style change   
A015 Lifelong commitment to staying well organized       

         

Question 18:  Explain if you are planning to make any changes to the SLCP process   
A006 No response even though respondent wants to make changes.    

A008 Stop smoking        

A015 Longer time to achieve goal- keep on track- make routine 
 

Class B Statements for SLCP Survey 

      
Question 1:  What was your SLCP (Please be brief)?         

B001 To take more control of my life and do a complete make over    

B002 Exercise more, eating healthier and losing about 20 pounds    
B003 Originally to save money for after college; changed to creating more volunteer opportunities on campus         

B004 Physical fitness        

B005 Be more controlling of my budget       
B006 Improve time management skills       

B007 Healthier eating habits for me and my family      

B008 Lose weight and begin exercising more so that I could get physical activity and feel better about myself   
B009 To prepare myself for getting a job after graduation     

B010 to create a healthier lifestyle by eating healthier and starting to exercise and maintain both   

B011 To start saving money for retirement and for future needs     
B012 Getting in shape and eating healthier      

B013 To be a hotel manager        

B014 Develop a regular fitness routine       
B015 Become a vegan and work out more      

B016 To eat healthier and to work out at least 30 min     

B017 Cook more at home and in turn eat healthier      
B018 To live a healthier lifestyle, physically, mentally and spiritually    

B019 To manage time better        

B020 Saving money        



Phillips, Kern, Tewari, and Jones                                                                                                                                  Advances in Business Research 

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B021 Setting a goal to work out at least three times a week and to stop saying negative things   

B022 To quit stressing about things I had no control over     
B023 Becoming a person who is on time to events, class, work, and church    

B024 Change in exercise habits       

B025 To be more social, build rapport with others, and assist others with problem solving   
B026 Originally write 20 songs then due to time constraints releasing a vinyl   

B027 Eat healthier and work out more often      

B028 Meet someone once a week to get to know them personally and make a difference in their life   
B029 Stop letting sentimentalities disrupt my life      

B030 To do something specific and intentional each day to make someone else's day better   

B031 To play less video games and focus more on my homework    
B032 Become more of a leader in my church      

B033 Paying off my school debt and physical fitness     

B034 Become a less selfish person by volunteering; becoming a better listener and doing kind acts to others   
B035 Procrastination        

B036 To work out        

B037 Read Bible every day        
B038 Changing the way I treat others and understanding their feelings    

B039 Less stressed on the everyday tasks; more emotionally stable; change view of myself, others, and my life   

B040 Create happiness in myself and others on a daily basis while working, internship, and 16 hours 
 

Question 3: If yes, what was the purpose to help others?       

B003 Providing opportunities to volunteer to help people help people    
B004 Be less reliant        

B005 To be able to support them       

B006 To provide more quality time with my kids      
B007 To improve the health of my children      

B008 To get my family to do more physical activity and spend some quality time together   
B015 To be healthier        

B020 To benefit loved ones in the future       

B025 Means to help others; did not state how      
B026 I'll get to that        

B028 To help them feel good about themselves and to feel cared for    

B029 Less stress on my family; Clothes donation      
B032 To help other people with their faith      

B033 I try to accomplish something I couldn't do tomorrow     

B034 To concentrate less on myself and more on others     

B037 The basis of my religious belief is to live to serve God and others    

B038 For others to try SLCP I encouraged many friends and family members to do so   

B040 Create happiness through a positive attitude and passing that on to others   
 

Question 4:  Why did you choose the project you did for your SLCP?     

B001 Because I put everyone else before me, then I procrastinate towards the end   
B002 2 years ago I had my gallbladder removed and never started my exercise or weight loss that I needed to   

B003 Because it is something I am passionate about     

B004 Something I've neglected for a while      
B005 Because, I felt it was important       

B006 Because my kids deserve more of my time      

B007 I was concerned about my family's quality of life     
B008 So that I could feel better about myself and be more healthy.  It might reduce my stress level   

B009 So that I would take the correct steps in finding a job and be prepared    

B010 To become healthier; Graduate healthier; Get married and be healthier   
B011 I have a problem saving money.  I wanted to do something that would help me and become independent   

B012 I got tired of running out of breath going up stairs and just wanted to be a healthier person  

B013 I want to know how to start and where to go      
B014 I wanted to get back in shape and lose some weight     

B015 It’s something I thought about doing for a long time and this gave me the final push   

B016 I was tired of being lazy and wasting money on junk food.  I felt I needed to self-discipline   
B017 I like to cook and I thought this would motivated me to do it and make myself make time to cook   

B018 Trying to lose weight and be more rested so I can focus on and have time for the important things in life   

B019 Being a last minute person stresses me out; In order to stop I knew I needed to manage my time better   
B020 To help save money and prepare for my future      

B021 Physical fitness is a key to a long and healthy life; Giving up negative thoughts good for mental health   

B022 To help myself learn to focus on me and what is best for myself    
B023 That was an issue I have always had and needed to improve    

B024 Health issues        

B025 Strengthen weak areas of life       
B026 Want to have outlet to release my friend's music. Using vinyl is best method for recording   

B027 I felt that I wasn't as athletic as I used to be      

B028 I meet people all the time but never get the chance to actually get to know them personally   



Phillips, Kern, Tewari, and Jones                                                                                                                                  Advances in Business Research 

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B029 It was something I wanted to do that I had been putting off.    

B030 I thought it would be enjoyable and rewarding     
B031 I thought I was playing video games too much and I had a lot of homework that needed to be done   

B032 I felt it was necessary for me to be more involved in my church    

B033 Because I needed to change my habits      
B034 I thought it would improve my quality of life and make me a better person   

B035 I'm always waiting to the last minute for everything     

B036 To get in shape        
B037 My relationship with God is important.  I am human and cannot honestly say most important   

B038 I felt it was something I needed to work on      

B039 It is an area of my life I want to change and improve to be a better individual   
B040 Because I love and care about the people in my life and want to be a ray of sunshine in their life 

 

Question 11:  If non-observers commented on any change in you or others around you explain: 
B001 My husband noticed a change like the way I started to carry myself at home.   

B002 I had people come up to me that I knew and told me that it looked like I had lost weight   

B003 A non-observer noticed my progress and mentioned it in a formal meeting and an awards committee meeting    
B004 They noticed better eating habits       

B007 Lots of friends commented on loss of weight      

B008 My mom and my sister said that I looked better and seemed much healthier and happier   
B009 How I dressed and ways I would take a stand for equal rights or being politically correct   

B010 Parents noticed I was happier and that I had lost weight     

B011 My mother noticed when I didn't ask for money and that I was giving her money to put in my savings   
B016 They noticed I was beginning to look more fit, bringing lunch to work, and not eating out as much   

B017 I lost weight and people noticed       

B018 They would comment on what I would bring to lunch, or joke about my "bedtime"   
B020 Friends and family all noticed I was being much more responsible and not so careless with my money   

B021 I had several individuals comment on my positive attitude of late and better physical shape   
B024 Happier, more energy        

B025 More openness, willingness to be present more in activities and resources that interested others   

B026 They were stoked to know that I wanted to help Tulsa's flourishing music scene.   
B027 Some of my friends that knew my laziness said they liked the new me working out more   

B029 Several members of my family made comments     

B032 They said that I seemed to have more confidence     
 

Question 12:  What method(s) did you use to meet your goal?       

B001 I went to the beauty salon and started shopping for myself more    
B002 Keeping track of what needed to be done, of calories, and exercised as much as I could   

B003 Persevering regardless of desired income; set mini-goals in order to reach end goal   

B004 Exercise           
B005 Self control        

B006 I prioritized things better and made better use of my time     

B007 I researched different diets, settled on Atkins, bought the guide and downloaded the AP on my phone   
B008 Walked 1 mile, progressed to 2 miles, implemented small exercises on other days in my routine   

B009 Classes, interviews, professional dress and actions, job searches, and created a backup plan   

B010 Observing, structure of project, rewards, acknowledgement of success    
B011 Really no methods just put it in savings      

B012 Doing lots of research        

B013 I used vision method        
B014 Worked out regularly and ran, played a lot of baseball and golf    

B015 I was positive about it, researched      

B016 Dedication, self-discipline, motivation, time, calendar     
B017 I started to eat healthier and feel better physically, started to exercise about 30 min. daily   

B018 Small steps to change instead of immediate change     

B019 Doing homework ahead of time and at a set scheduled time to prevent procrastination   
B020 Kept project in mind when shopping and only bought necessary things    

B021 The assignment helped me to stay on track, determination, wanted to be successful   

B022 I made myself refocus my attention; Made lists to only concentrate on things in immediate future   
B023 Counting method when dealing w/OCD.     

B024 Excited about project, then forced myself to go, then enjoyed going   

B025 Reading materials, exercise activities, social events, personal follow-up, using business skills   
B026 Change check to fund production of vinyl, record album funds from playing shows   

B027 Being patient and focused       

B028 I used methods such as being more social and more noticing of others    
B029 Focus, emotional growth       

B030 Set time aside each day to plan for the next day’s assignment          

B032 I volunteered in different areas of the church and helped lead a Bible study group   
B033 Save I didn't eat out as much and buy useless things I did not need    

B034 Avoid distractions when conversing; Gave feedback to listener; helped others and volunteered   

B035 Started early on things rather than late      



Phillips, Kern, Tewari, and Jones                                                                                                                                  Advances in Business Research 
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B036 Worked out twice a week and ate healthier      
B037 No method; Tried hard to read as often as I did which was nowhere near where I want to be   
B038 Book, readings,  and advice from Dr. Phillips      
B039 Books, articles, accountability partners, better eating habits, creating new habits   
B040 Own ability to control and direct my attitude by believing in myself.  I kept with it   
 
Question 13:  What learning(s) did you have as you experienced the change?   
B001 I learned that it can be fun to do things for yourself     
B002 I had it in me to lose the weight       
B003 To achieve change one must have the desire and motivation to make the change   
B004 How much better and confident I felt      
B005 It was much harder to give up things, even if you didn't need them    
B006 It was rewarding to make the changes and that my kids did notice that they had more of my time   
B007 How terrible I felt before and how the body processes food    
B008 I could do anything that I set my mind to and that I should continue to do a new project when I find one   
B009 I found myself and a lot of who I was; My mind changed how I thought, I became more professional   
B010 Better to be healthy in the long run; more things work out better; Project good for other things   
B011 Economy is changing and social security won't be there.  I can work hard now and have fun later   
B012 It is very hard to get started, but once started and don't give up, the easier it becomes   
B013 I learned to ask the right person for information      
B014 I learned that I could do a lot of things if I put my mind to it    
B015 Lots of nutritional things; I cook way more now and am a better cook    
B016 Understand strengths; use others motivation; practice self-discipline; make small goals    
B017 If I write my goals down it makes them easier to achieve     
B018 I can be very routine about things, it releases stress in not so healthy ways (eating)   
B019 I learned a great deal about myself and noticed more things that I would like to change   
B020 Packing a lunch can save you tons of cash      
B021 Changing things about myself was harder than I thought it would be           
B023 That I need to tackle my OCD quicker and faster     
B024 That you can make changes; It isn't always as difficult as it seems; progress makes others want change   
B025 How difficult change is; Person must desire change; the gap between desired and actual results   
B026 The financial aspect is a hard pill to swallow; Change check paid all of my bills   
B027 I could do anything I want if I'm really dedicated to it     
B028 I learned how to appreciate life and what it has to offer            
B030 I learned that it took time and effort consistently to maintain.  I also learned to be less selfish           
B033 That I was able to come out of $1,500 debt with my income            
B035 That it's hard to change what you are used to but if changing for the good it's worth it in the long run   
B036 I can be diligent in doing this       
B037 I evolved some into a life of service; Project was a catalyst for a serving lifestyle   
B038 I learned to consider others feelings and listen and be more positive to others thoughts and ideas   
B039 Change is gradual; over time it becomes more significant; Must be committed; persevere want to change   
B040 To believe in myself and my power to affect others. We are all connected and must live like that 
 
Question 15:  Explain if you feel that you will continue the change that you began   
B001 I will continue to change.  I will be a take charge person again    
B002 Keep on exercising        
B003 After graduating I plan on continuing to volunteer and try to instill this desire in others   
B004 It helped me focus on the most important things     
B005 This is a life goal not a short term goal      
B006 I think this is important enough I will continue to focus on it            
B008 Yes, because I do feel better about myself and I am beginning to feel healthier and it feels good   
B009 Because my project is not done       
B010 You cannot just quit my goal and assume it will always stay the same. I will constantly work on it   
B011 I'm going to keep saving and building my retirement     
B012 Yes because it will take some time to get where I want to be    
B013 I will take some courses in hotel management      
B014 I will continue to work out regularly after this class is over    
B015 This is a lifestyle change. The more I learn the more I stand by what I am doing   
B016 I would really like to practice for a marathon      
B017 I will continue to eat healthy and exercise because if I don't I will not feel physically good   
B018 Staying balanced is important to sanity      
B019 This is something I have needed to change; it is something that will help me in the long run   
B020 You don't realize how much you can save; I think I have saved $800 in 3 months ($300 not eating out)   
B021 The changes I made were good ones that I will continue in the future    
B022 This change has benefitted me.  I want to continue to work on it until it becomes automatic   
B023 I'm tired of my semi OCD issue and I want to go to work and school not rushing and relaxed   
B024 I love the way I feel now.  I will continue      
B025 I did not achieve my goal which was more difficult than I thought; I still need to work on it   
B026 I want to have an outlet to put music out and do it on my own terms.    
B028 It feels good to meet people and get to know them     



Phillips, Kern, Tewari, and Jones                                                                                                                                  Advances in Business Research 

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B029 Ongoing process        

B030 I will continue, but probably not on a daily basis--maybe 2-3 times a week   
B031 Because this is my last semester and don't expect to have more homework   

B033 Because physical fitness is important to me and I will continue to save as much as possible for future   

B034 It felt good to help others, so of course I will continue it     
B035 It's better to start on things early other than dwelling and stressing about it at the last minute   

B036 I feel good, want to keep it up       

B037 This project opened my eyes to the importance of continuously growing and positively changing   
               

Question 18:  Explain if you are planning to make any changes to the SLCP process   

B001 There will always be new things that I want to do; I will make changes for that purpose           
B011 I'm going to learn a new language               

B014 I plan on changing my work out routine at the end of May             

B019 Well I won't be writing everyday but I do have one goal that I want to achieve   
B020 No journal entries, just reading the card every morning             

B023 To drink more water and get healthier              

B026 Just the financial aspect; I'd like to front production costs for the bands and have them pay me back   
B035 I don't know; depends        

         

 Note:  All non-responses are vacant from this form.   
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


