Development of self leadership skills training module based on need assessment of nursin

International Journal of Advanced Research in Management (IJARM), ISSN 0976 – 6324 (Print),
ISSN 0976 – 6332 (Online), Volume 5, Issue 4, July- August (2014), pp. 66-84 © IAEME
66
DEVELOPMENT OF SELF-LEADERSHIP SKILLS TRAINING
MODULE BASED ON NEED ASSESSMENT OF NURSING
PERSONNEL: MOBILE LEARNING APPLICATION
Gehan Mohamed Ahmed Mostafa1
, Afaf Salah Abd-El-Mohsen2
1
Assistant Professor, Nursing Administration, Faculty of Nursing, Helwan University,
University Campus, Helwan, Egypt
2
Assistant Professor, Community Health Nursing, Faculty of Nursing, Helwan University,
University Campus, Helwan, Egypt
ABSTRACT
Self-leadership is a way to maintain the motivation required for fulfilling roles and
duties. It may be developed through the use of information technology applications. The aim
of this study was to develop a self-leadership skills training module based on needs
assessments of nursing personnel, and apply it through using mobile devices. The quasi-
experimental study was carried out at the inpatient departments and outpatient clinics in Nile
Badrawi Hospital on 101 nurses with different nursing qualifications and a jury group of 30
nursing academic staff and 30 nursing leaders. The data collection tools included a needs
assessment sheet, pre-post self-administered questionnaires for nurses and an opinionnaire
sheet for juries. The researchers developed a training module in the form of a video-clip
presentation converted through software program to MP4 and 3gp for upload to mobile
devices. It was implemented and its effect evaluated. In nurses' need assessment, self-
leadership skills module ranked first. The developed self-leadership skills training module
was done validated by the jury group. The post-intervention assessment revealed significant
increases in nurses' knowledge scores (p<0.001), as well as in their scores of self-leadership
dimensions (p<0.001). The application of a learning module via mobile devices can effect
significant improvements in nurses’ knowledge and practice of self-leadership. The study
recommends disseminating this training module, and further research with long-term follow-
up of its effectiveness.
Keywords: Mobile Learning, Need Assessment, Nursing Training Module, Self-Leadership
Skills.
INTERNATIONAL JOURNAL OF ADVANCED RESEARCH
IN MANAGEMENT (IJARM)
ISSN 0976 - 6324 (Print)
ISSN 0976 - 6332 (Online)
Volume 5, Issue 4, July-August (2014), pp. 66-84
© IAEME: www.iaeme.com/ijarm.asp
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67
1. INTRODUCTION
Self-leadership is a self-effecting process that individuals experience by maintaining
the motivation they require for fulfilling their roles and duties [1].
It has been defined as “the
influence people exert over themselves to achieve the self-motivation and self-direction
needed to behave in desirable ways” [2].
Self-leadership is a process that occurs within an
individual, rather than an external act, and is an expression of self through self-leadership one
can establish the self-direction and self-motivation needed to perform a task. It recognizes
that individuals mostly regulate their own actions through various behavioral and cognitive
(thought) activities [3].
Self-leadership has three dimensions with strategies and components aimed at
positively shaping own behavior to enhance overall performance. The first dimension
involves behavioral-focused strategies characterized by self-observation, self-goal setting,
self-reward, self-punishment, cues, and practice. The second dimension is that of natural
reward approach focusing on the natural rewarding aspects of a task. The third dimension
includes constructive thought strategies aimed at improving own belief system, using positive
self-talk, visualization, comprising identification or replacement of false self-assumptions,
and using new or creating mental-imagery [2].
More recently six components of self-
leadership suggested by [4]
are personal goal setting, mental practice, designing natural
rewards, self-monitoring, self-reinforcement, and cueing strategies.
The practice of self-leadership is influenced by one's unique thought patterns and
actions, which when combined become the foundation for which (s)he leads self to desired
accomplishments [5].
It is often proposed as an effective mechanism that facilitates
empowerment [6].
The skills of self-leadership can be acquired through training since they are
amenable to change [7]
and not stable as personality traits and training programs demonstrated
improvements in these skills [8,9].
Before training design issues are considered, a careful needs analysis is required to
develop a systematic understanding of where training is needed, what needs to be taught or
trained, and who will be trained. Unless such a needs assessment has been adequately
performed it may be difficult to rationally justify providing training. Needs assessment
should enable an explanation to be given on why the training activities should be done, and
also show that training is, in fact, the best solution for the performance problem or
development need. As time is often limited, a training module which takes learners’ needs
into account can ensure that what is most useful for learners is covered [10]
.
A needs assessment is a systematic process for determining and addressing needs or
"gaps" between current conditions and desired conditions or "wants." The discrepancy
between the current condition and the wanted one must be measured to appropriately identify
the need. The need can be a desire to improve current performance or to correct a deficiency
[11,12]
. A needs assessment is a part of planning processes, often used for improvement in
individuals, training organizations, or communities. It can refine and improve a product such
as training or service a participant receives. It can be an effective tool to clarify problems and
identify appropriate interventions or solutions [13,14]
.
Information technologies are increasingly used in training [15].
Their applications have
positively influenced the training process through increasing the efficacy of delivery of
content to participants with more interactive approaches [16]
. Mobile learning affords
enhanced collaboration among learners, with immediate and ongoing access to information,
peers, and experts who can help them determine the value of information found on both the

68
Internet and in their real-world environments [17].
Mobile devices give learners a unique
opportunity to be embedded in a realistic context at the same time, with access to supporting
tools [18]
.
The aim of this study was to develop a self-leadership skills training module based on
needs assessments of nursing personnel, and apply it through using mobile devices. It was
hypothesized that the application of self-leadership skills training modules through using
mobile devise may be lead to significant improvement of nursing personnel for new concepts,
knowledge and abilities for themselves.
2. RESEARCH METHODOLOGY
2.1. Research design and setting
A quasi-experimental research design with pre-post assessment was used in carrying
out this study in Nile Badrawi Hospital at outpatients' clinics and six inpatient departments,
these included oncology, obstetrics and gynecology, medical, cardiology, surgical, and
emergency, in addition to three specialized care units were dialysis, premature, and intensive
care.
2.2. Participants
The study sample consisted of two categories, namely a nursing staff group for the
intervention and a jury group for validation of the proposed training module and related
assessment tools. The nursing group consisted of 101 nurses with different nursing
qualifications: bachelor degree (35), specialty diploma (11), technical secondary nursing
diploma (7) and secondary nursing diploma (48). Their age ranged from 22 to 30 years, and
their experience was mostly less than ten years. The jury group included 30 nursing academic
staff included professors, assistant professors and lecturers from Damanhur, Ain Shams,
Benha and Mansoura universities, and 30 nursing leaders included leaders from Dar-El-fouad
and Ain Shams university hospitals, and Nasser Institute. Of the juries 50% had a doctoral
degree, 21.7% a master degree, and the remaining had a bachelor degree in nursing.
2.3. Data collection tools
Three different tools were used for data collection, a needs assessment sheet, pre-post
self-administered questionnaires for nurses, and an opinionnaire sheet for juries.
2.3. 1. Needs assessment sheet
This tool was developed by researchers guided by literature [10,19]
to assess participants'
training needs. It consisted of two parts. The first asking respondent to rank in order of
priority ten different training modules: infection control and occupational health, decisions
making and problem solving, disaster management, total quality management, motivation
skills, self-leadership skills, documentation skills and preceptor training, emotional
intelligence, communication skills, and risk management. The second part asked about the
preference for the electronic methods - mobile and computer - to be used for application of
the module, with three choices for each method. Responses were not mutually exclusive. The
tool was appended with a section for socio-demographic characteristics as age, educational
qualification, and years of experience.
2.3. 2. Self-administered questionnaires
Pre-post self-administered questionnaires were included a knowledge questionnaire and
the Revised Self-leadership Questionnaires (RSLQ).

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2.3. 2. 1. The self-leadership knowledge questionnaire
It was developed by the researchers guided by pertinent literature [20-22]
with
modifications and translation to Arabic. It was intended to assess participant's change in self-
leadership after implementation of the module. It consists of 30 multiple choice questions
(MCQ) covering eight subscales as follows: self-leadership concepts (5 questions), self-
management concepts (3 questions), self-leadership objectives (3 questions), abilities (4
questions), characteristics (4 questions), communication skills (3 questions), time
management skills (5 questions), and organizational change (3 questions). A correct answer
was scored “1” and the incorrect “0.” The points gained for each subscale were summed up,
divided by the number of items, and expressed in means and standard deviations.
2.3. 2. 2. Revised Self-leadership Questionnaires (RSLQ)
The tool was developed by [23,24]
. It is a self-administered survey tool utilizing a 5-point
rating scale ranging from "do very well," "do well," "do somewhat well," "do not do well”
and "do not do well at all” scored 5 to 1 respectively. The researcher used the tool after
modification and translation to Arabic to measure participant's self-leadership behavior and
attitudes change after implementation of the module. It has 27 items covering the three main
self-learning dimensions. The first dimension (behavioral-focused strategies) has thirteen
items categorized in five subscales: self-goal setting (3 items), self-reward (2 items), self-
punishment (2 items), self-observation (4 items), and self-cueing (2 items) with Cronbach
alpha coefficients ranging from .675 to .919. The second dimension (natural reward strategy)
has one subscale of focusing thought on natural rewards building with 4 items, and Cronbach
alpha coefficients of .672. The third dimension (constructive thought pattern strategies) has
three subscales: mental imagery (4 items), self-talks (3 items), and evaluation of beliefs and
assumptions (3 items), with alpha coefficients ranging from .738 to .824. The total tool
reliability was excellent with Cronbach alpha coefficient 0.93. The points gained for each
subscale were summed up, divided by the number of items, and expressed in means and
standard deviations.
2.3. 3. An opinionnaire sheet
Opinionnaire sheet: developed by the researcher guided by relevant literature [25,26]
to
validate the developed self-leadership training module. The jury members were asked to read
the training module and express their agreement or disagreement upon its content whether
reflecting the concept intended by the researchers or not. The tool consists of 53 items; one
item for face validity form, three items to define data for participant as targets, language, and
duration; four items to determine the general content of the module; eight items to identify its
goals and objectives, benefits, and methods of trainees evaluation; four items to assess the
materials and audiovisual aids to be used; nine items to describe the overview, concepts and
dimensions; nine items to evaluate self-leadership abilities and characteristics; fourteen items
to summarize for communication skills, time management, and organizational change; and,
one item for the applicability of the module in other hospitals. Each item was to be checked
as “agree” or “disagree” with comments and/or suggestions.
2.4. Study intervention
The study was implemented through preliminary, development, application, and
evaluation stages, total study duration was 5 months from July 2013 to November 2013. as
the following:

70
2.4.1. Preliminary stage; Official permissions were obtained through letters directed from
the Dean of the Faculty of Nursing at Helwan University to hospital director and nursing
director explaining the study aim and procedures. Then, the researchers met with every
participant to explain the purpose of the study and to obtain written consent to participate.
Those who accepted were handed the needs assessment sheet to fill it out. Each sheet took
10-15 minutes to be filled. Based on the analysis for the data obtained, the self-leadership
training module was identified as the most needed.
2.4.2. Development stage; According to baseline data the researchers developed the training
module along with the validation opinionnaire and the self-administered questionnaire. The
module was in the form of a video-clip presentation in Arabic language prepared by the
researchers. It was then converted through software program to MP4 and 3gp for upload to
the three mobile devices (annex 1). The module and the tools were face and content validated
by jury groups, and finalized according to their opinions. Prior to data collection, the tools
were pilot-tested on a group of five nursing hospital managers to identify any ambiguous
questions. Accordingly, minor changes were done in the form of re-wording or re-phrasing.
2.4.3. Application stage; the researchers used video calling for to collect pre-intervention
data from each participant. Each questionnaire took 20-35 minutes to be completed. The
researchers evaluated answers and provided immediate feedback to participants. This was
followed by distribution of a software copy of the developed training module to the head
nurse office in every department and unit. The copy was uploaded on three assigned mobile
phones in the nursing director office for use in training and data collection. The total duration
of the module was 24 hours. It was applied 4 hours/day for 6 days, at 10:00 am to 12:00 pm
and 10:00 pm to 12:00 am.
2.4.4. Evaluation stage: After the end of the module, each participant was asked to fill the
post-intervention forms through mobile call at a agreed upon time. The researchers evaluated
the answers and gave immediate feedback to participant.
2.5. Ethical considerations and human rights
The study letters were approved by the pertinent authorities in the Faculty of Nursing at
Helwan University. The nursing group participants gave their written informed consent to
participate after receiving clear explanations of the study aim and method of study
application. They were informed about their right to refuse to participate or withdraw at any
time without giving reason. Confidentiality was assured to all participants, and all the forms
used were identified by codes. Any obtained information was only used for research
purposes.
2.6. Statistical analysis
Data entry was done using Microsoft Excel 2010 computer software package, while
statistical analysis was done using SPSS 12.0 statistical software package. Cronbach alpha
coefficient was used to assess the reliability of the scales used in the tools. Qualitative
categorical variables were compared using chi-square test. Comparisons of pre-post scores
were done using paired t-test. Statistical significance was considered at p-value <0.05.

71
3. ANALYSIS AND RESULTS
One hundred and one nurses participated in this study, the majority (74.3%) less than
30 years old (Table 1). Slightly less than half of them (47.5%) had secondary nursing
diploma, while approximately one-third (34.7%) had a bachelor degree in nursing. Their
experience years were mostly less than ten (76.2%).
Table 2 illustrates that in nurses' need assessment, self-leadership skills module
ranked first with slightly more than half of them (51.5%) expressing their agreement upon it.
Concerning their preference of the electronic methods for implementation, the use of mobile
camera was selected by more than two-fifth of them (44.6%), while the use of the internet
came second (35.6%). As for computer use, the highest percentages were for CD (29.7%)
followed by E-mail (27.7%).
The validation of the developed self-leadership skills training module was done
through experts' opinions. Table 3 illustrates the agreement of the jury groups of nursing
leaders and nursing academic staff. The percentages of agreement ranged between 73.3% and
96.7% for the nursing leaders group, and 60.0% and 90.0% for the academic group. The only
statistically significant disagreement between the two groups was related to the
organizational change clarity, applicability, scientific and comprehensiveness (p=0.01).
Nonetheless, for the two groups, it was higher than 60.0%.
Table 4 shows statistically significant increases in nurses' pre-post knowledge scores
regarding to the self-leadership (p<0.001). This was evident in all areas of knowledge, with
the highest mean of pre-post difference for self-leadership abilities (0.79). At the other
extreme, the lowest mean difference was for self-management concepts (0.71).
Similarly, Table 5 illustrates statistically significant pre-post improvements in nurses' scores
of self-leadership dimensions (p<0.001). This was noticed in all dimensions, with a mean pre-
post difference ranging from 2.20 for the dimensions of self-goal setting, self-reward, and
evaluating beliefs and assumptions, to 2.29 for the dimension of self-cueing.
Table 1: Socio-demographic characteristics of nurses in the study sample (n=101)
Frequency Percentage
Age (years):
<30 75 74.3
30- 17 16.8
40+ 9 8.9
Range 2.0
Mean ± SD 1.4±0.6
Nursing qualification:
Bachelor 35 34.7
Technical institute 7 6.9
Specialty diploma 11 10.9
Secondary nursing diploma 48 47.5
Experience (years):
<10 77 76.2
10- 7 6.9
20+ 17 16.9
Range 2.0
Mean ± SD 1.4 ± 0.8

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Table 2: Arrangement rank order of the need assessment training module as perceived by
participating nurses (n=101)
Needs assessment items
Agree
Rank
No. %
1- Training module needs:
[1] Self-leadership skills 52 51.5 1
[2] Infectious disease & occupational health 41 40.6 2
[3] Decisions making & problem solving 30 29.7 3
[4] Risk management 28 27.7 4
[5] Communication skills 27 26.7 5
[6] Total quality management 20 19.8 6
[7] Disaster management 19 18.8 7
[8] Documentation skills & Preceptor training 18 17.8 8
[9] Emotional intelligence 18 17.8 8
[10] Motivation skills 16 15.8 9
2- Electronic method of applications:
I- Mobile:
[1] Use camera 45 44.6 1
[2] Use internet 36 35.6 2
[3] Use flash memory 33 32.7 3
II- Computer:
[1] CD 30 29.7 4
[2] E mail 28 27.7 5
[3] Chat camera 15 14.8 6
*Response is not mutually exclusive.
Table 3: Agreement of jury nursing groups upon developed self-leadership skills training
module form and components
Components
Jury nursing groups
Chi-
Square
Test
p-
value
Leaders
(n=30)
Academic
(n=30)
No. % No. %
- Self-leadership training module faces validity
(form).
28 93.3 24 80.0 Fisher 0.25
- Determine target participants. 27 90.0 24 80.0 Fisher 0.48
- Identify language of module. 25 83.3 23 76.7 0.42 0.52
- Suitable duration of module. 27 90.0 23 76.7 1.92 0.17
- A method of trainees' evaluation was measurable. 23 76.7 21 70.0 0.34 0.56
- Material of training was suitable and applicable. 22 73.3 18 60.0 1.2 0.27
- Audio visual aids were suitable and applicable. 23 76.7 25 83.3 0.42 0.52
- Module goal was clear, scientific and
comprehensive.
27 90.0 24 80.0 Fisher 0.47
- Module objectives were clear, scientific and
comprehensive.
26 86.7 21 70.0 2.45 0.12
- Benefits of self-leadership training module. 25 83.3 24 80.0 0.11 0.74

73
Components
Jury nursing groups
Chi-
Square
Test
p-
value
Leaders
(n=30)
Academic
(n=30)
No. % No. %
- Areas covered under this module were in logical
sequence, scientific and comprehensive.
24 80.0 23 76.7 0.1 0.75
- Self-Leadership concepts and overview was in
logical sequence, clear, scientific and
comprehensive.
26 86.7 24 80.0 0.48 0.49
- The three dimensions of self-leadership were clear,
scientific and comprehensive.
22 73.3 25 83.3 0.88 0.35
- Self-Leadership abilities were suitable and clear. 29 96.7 27 90.0 Fisher 0.61
- Self-Leadership characteristics were clear,
25 83.3 22 73.3 0.88 0.35
- Communication Skills was clear, applicable,
26 86.7 22 73.3 1.67 0.2
- Time Management Skills was clear, applicable,
24 80.0 20 66.7 1.36 0.24
- Organizational change was clear, applicable,
28 93.3 20 66.7 6.67 0.01*
- The content of the proposed training module can
be applied in other hospitals.
27 90.0 24 80.0 Fisher 0.47
(*) Statistically significant at p<0.05
Table 4: Pre-post knowledge scores regarding to the implementation of self-leadership skills
training module among participating nurses (n=101)
Self-leadership training
module knowledge
(max=1)
Pre (n=101) Post (n=101) Difference
Paired
t-test
p-value
Mean SD Mean SD Mean SD
Self-leadership concepts 0.17 0.17 0.94 0.11 0.77 0.20 39.274 <0.001*
Self-management
concepts
0.21 0.24 0.92 0.18 0.71 0.30 23.723 <0.001*
Objective of self-
leadership
0.18 0.23 0.95 0.13 0.77 0.27 28.265 <0.001*
Self-leadership
characteristics
0.21 0.23 0.93 0.14 0.72 0.26 27.984 <0.001*
Self-leadership abilities 0.16 0.21 0.95 0.12 0.79 0.23 34.744 <0.001*
Effective communication
skills
0.20 0.26 0.92 0.17 0.73 0.29 24.990 <0.001*
Time management skill 0.22 0.27 0.94 0.12 0.72 0.28 25.946 <0.001*
Organizational change 0.22 0.29 0.93 0.13 0.72 0.30 23.733 <0.001*
(SD) Standard deviation (*) statistically significant at p<0.05

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Table 5: Pre-post scores in the implementation of self-leadership dimensions among nurses
participating in the intervention (n=101)
Self-leadership
Dimensions (max=5)
Pre (n=101) Post (n=101) Difference Paired
t-test
p-value
Mean SD Mean SD Mean SD
Self-goal setting 2.64 1.23 4.85 0.44 2.20 1.31 16.916 <0.001*
Self-reward 2.67 1.33 4.87 0.48 2.20 1.37 16.088 <0.001*
Self-punishment 2.62 1.29 4.88 0.45 2.26 1.36 16.734 <0.001*
Self-observation 2.65 1.27 4.86 0.44 2.21 1.32 16.881 <0.001*
Self-cueing 2.56 1.29 4.86 0.46 2.29 1.35 17.022 <0.001*
Focus thought on
natural reward
2.60 1.28 4.84 0.45 2.24 1.36 16.562 <0.001*
Self-talk 2.63 1.25 4.88 0.44 2.26 1.31 17.379 <0.001*
Mental imagery 2.65 1.24 4.88 0.44 2.23 1.29 17.381 <0.001*
Evaluating beliefs &
assumptions
2.64 1.26 4.84 0.46 2.20 1.34 16.586 <0.001*
(SD) Standard deviation (*) statistically significant at p<0.05
4. DISCUSSION
The study findings indicate low baseline scores of self-leadership knowledge and
dimensions among nursing participants. The application of the self-leadership skills training
module via mobile devices led to significant improvements in their scores, which leads to
acceptance of our research hypothesis. The results give support to similar previous studies
that demonstrated the positive effect of self-leadership training module on nursing
participants’ abilities, the implication of the finding is that self-leadership enables
organizations to practice shared or collective leadership since it is believed that to have the
capacity to lead people one have the capacity to lead self [27]
.
The current study revealed that the topic with the highest training priority as
expressed by the participants was that of self-leadership. This might reflect a real need to
know about the subject given the special importance of leadership skills in nursing, and the
participants' feeling of lack of related knowledge. This is quite plausible given that more than
half of the sample were diploma nurses whose training curricula have a deficiency in this
area. Another explanation is that the term "self-leadership" is new for many and is at the same
time appealing curiosity and eagerness to know. This eagerness might explain the
considerable improvement in participants' scores after the intervention. Participants may thus
have realize the importance of the subject to their career development, which is in
congruence with the previous evidence of the positive relation between self-leadership and
organizational citizenship behavior, empowerment, job satisfaction, and organizational
commitment [28]
proactive and adaptive work role performances [29]
as well as stress
management [30]
.
According to the present study, the participants' knowledge of self-leadership was
very low before implementation of the intervention. This was particularly evident as regards
self-leadership abilities and concepts. The findings are expected given the novelty of the
subject to them. Meanwhile, the knowledge scores demonstrated significant improvements
particularly in these areas as well as for time management and communication skills. This

75
might be due to the fact that nurses are more acquainted with these skills from their study and
daily practice.
Similarly, the present study participants' pre-intervention scores of self-leadership
dimensions were low, which is in congruence with their pre-intervention knowledge scores.
The implementation of the module led to significant improvements in their scores in all
dimensions. This provides evidence of the success of the intervention in enhancing
participants' self-leadership skills such as self-observation and self-cueing and other
techniques that should help them to assess the importance of their own contribution to the
team outcomes and consequently enhance the instrumentality. In agreement with this, [31]
emphasized that by continually evaluating and improving leadership skills, health care
workers and organizations can develop a work environment that encourages individual
growth and trains leaders for future success.
Regarding the electronic methods of application of the self-leadership skills training
module, the current study revealed a higher preference to mobile use compared with
computer use. This might be due to the fact that mobile phones are easy to carry anywhere at
any time, and with no need for power source. Moreover, its use does not need special skills as
computers do. Added to this is the widespread ownership and use of mobile phones in our
community. However, the use of new technology in learning is a double-edge weapon with
advantages and disadvantages. Among the main barriers identified by [32]
to use mobile
learning by nurse practitioners are the cost, lack of knowledge about technology and
software, difficulty to set-up, and technology failures. In the present study, participants had
varying levels of technological proficiency prior to the study. Those who had prior
experience with mobile technology found it easier to use in learning, and this in itself could
be a factor enhancing their acquisition of information, In line with this, reported a positive
relationship between self-leadership and informatics competency among nurses [33]
.
5. CONCLUSION AND RECOMMENDATIONS
The study findings lead to the conclusion that the knowledge and practice of self-
leadership are deficient among nursing participants; however, the application of a learning
module via mobile devices can effect significant improvements. However, the findings need
to be cautiously interpreted due to the limitation that the assessment of the self-learning
dimensions depended on self-reporting, which might have some bias. Nonetheless, the study
recommends disseminating this training module in other similar settings since improving
self-leadership behavioral areas can lead to better personal and professional effectiveness as a
leader or follower, as well as the organizational performance. Further research is needed in
this area, with long-term follow-up of the effectiveness of the module.
6. ACKNOWLEDGEMENTS
I would like to express my deep thanks to medical director, nursing director and
nursing staff in Nile Badrawi Hospital for their participate in study and I would like to
thanks, academic staff in Damanhur, Ain Shams, Benha and Mansoura universities and
nursing leaders in Dar-El-fouad, Ain Shams university hospitals, and Nasser Institute for their
participate in juries. Finally, deep thanks to my dear husband and my lovely sons for their
cooperation, encouragement and sustained moral support at the home during work study.

76
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ANNEX 1
TRAINING MODULE
SELF-LEADERSHIP SKILLS
1. Target Participants; all nursing staff agreed to participate for sell-leadership mobile
learning based on need assessment.
2. Language; is Arabic presentation.
3. Duration of module; the trainees should be achieved 24 hours; one week 4 hours / day for
6 days. At 10 am to 12 pm OR 10pm to 12am daily. Start with Saturday to Thursday.
4. Fees of training; free training module fees.
5. Evaluation of trainees; are written sheet record pre & post-test through video call of
mobile.
6. Material of training; video clip presentation upload in mobile.
7. Audio visual aids; Three Audio visual aids used to apply the self-leadership developed
training module. Two Samsung Galaxy Tab 2 Dual Core (10.1, and 7.0) packs multimedia,
communication and top internet functionality in one highly portable tablet devise. Features
include numerous entertainment-oriented Samsung hubs and application and voice call, video
group chat, 3MP camera. Powered by latest Android OS and connected to various networks
for seamless performance and great all-round usability. Samsung Galaxy Tab 2, Dual Core
10.1 have 32 GB and Samsung Galaxy Tab 2, Dual Core 7.0 have 16 GB. Its have Full HD

79
(1080p) playback and HD recording, Wi-Fi, and Bluetooth (3.0). Third Audio visual aid used
is Nokia 6700 Slide smartphone with Symbian v9.3 operation system. Slider phone in optima
forma 5.0 megapixel cameras with autofocus, LED flash and DVD quality video recording,
Screen: 2.2 inch 16.777, resolution 240 x 320 pixels, digital camera with a resolution of 5+ M
with digital zoom.
8. Goal and objectives
General Goal; the participants will be acquire concepts and skills of application of the self-
leadership through individual self-directed learning and achieve greater success.
Objectives; by the end of this module participants should be able to
1. Comprehend self-leadership concepts and overview.
2. Understand the self-management concepts.
3. Enumerate self-leadership objectives.
4. Explain the five sequential stages of self-leadership.
5. Distinguish three dimensions of self-leadership.
6. Illustrate the characteristics of self-leadership.
7. Identify self-leadership abilities.
8. Appreciate the usefulness of time management skill.
9. Assist organizational change causes.
10. Comprehend effective communication skill.
9. Benefits of self-leadership training module
1. Becoming more in self-control of your future.
2. Increase earning potential.
3. Develop of self-change.
4. Improve goal-setting skills.
5. Understand self-management.
6. Use interpersonal communication skills.
7. Improve time management skills.
8. Enhanced self- motivation.
9. Enhanced leadership ability.
10. Develop listening skills.
10. Areas covered under this module
1. Introduction.
2. Self-Leadership concepts and overview.
3. The three dimensions of self-leadership.
4. Self-Leadership abilities.
5. Self-Leadership characteristics.
6. Communication skills.
7. Time management skills.
8. Organizational change.

80
11. Summary for the self-leadership training module content
11.1 Introduction
Individuals cannot be reengineered, may be empowered by organizations, and leaders
to be innovative or courageous. All change should be self-change, they have to do it
themselves, self-change involves emotions and requires helping them to help themselves;
remember change requires self-leadership, leaders must look within themselves to decide
what they want, what they value, and where they stand or individual choice remains the key
to creating high-performance teams; a great team cannot be built with a collection of passive
members. Self-leadership based on knowing yourself and seeking reliable counsel. (1)
11.2. Self-Leadership concepts and overview
••••
Leadership is the process of directing the behavior of others toward the
accomplishment of some common objectives. "Leadership is influencing people to get
things done to a standard and quality above their norm and doing it willingly."(2)
••••
Self-leadership describe as the process of influencing oneself. Self-leadership is
defined as the influence people exert over themselves to achieve the self-motivation and
self-direction needed to behave in desirable ways.(3)
Self-leadership identified as “a
process through which individuals control their own behaviour, influencing and leading
themselves through the use of specific sets of behavioural and cognitive
strategies”.(2)
The practice of self-leadership is influenced by our unique thought patterns
and actions when combined, become the foundation for which we lead ourselves to
desired accomplishments.(1)
Self-leadership is a process that occurs within an
individual, rather than an external act. It is an expression of who we are as people(4)
••••
Self-Management is the “degree to which an individual takes responsibility for the
managerial aspects of his or her job above and beyond the mere execution of traditional
role responsibilities such as working toward pre-set goals and the self-administration of
consequences such as rewards and punishments."(4)
11.3. The three dimensions of self-leadership include
1. Behavioral focused strategies; seek to heighten an individual’s self-awareness so that
behavior can be managed, especially when confronted with necessary but unpleasant tasks,
it are characterized by self-observation, self-goal setting, self-reward, self-punishment,
cues, and practice. (3)
-
Self-observation; involves obtaining information about why and under what
circumstances we use certain behaviors.
-
Self-goal setting; focused approach used to change undesirable behaviors.
-
Self-reward; involving giving yourself something positive in return for achieving your
goals and can be as simple as saying to yourself “great job” or treating yourself to a
night out.
-
Self-punishment; self-applied consequences of behavior but involves negative rather
than positive applied results to decrease undesired behaviors.

81
-
Self-cues; the strategy of using physical objects or images to remind us of the things
that we need to do to achieve our objectives or behave in desirable ways.
2. Natural reward approach focuses on; natural reward seeks to utilize ones feelings of
competence, self-control, and purpose as motivators to accomplish undesirable, but
necessary tasks, the positive aspects of a given task or activity. Natural or intrinsic rewards
result when incentives are built into the task itself; such as these, an individual can
increase performance levels by focusing on the pleasant aspects of work. (5)
3. Constructive thought pattern approach; includes improving your belief system, using
positive self-talk, visualization, and using new or improved mental scripts. (6)
•••• Visualization; involving imagining the successful completion of tasks or events before
they are physically completed. (6)
•••• Evaluating beliefs & assumptions; propose that beliefs and assumptions should be
evaluated, controlled, and changed if the beliefs and assumptions result in negative or
non-productive results. An individual’s underlying beliefs and assumptions influence
how they respond or behave in a given situation and what to think about the world
around them. (6)
•••• Self-talk; represented by the statements we tell ourselves either out-loud or in our
minds. These statements “serve as a self-fulfilling prophecy, because what you tell
yourself everyday usually ends up coming true”. (7)
•••• Visualization; involving imagining the successful completion of tasks or events before
they are physically completed. (6)
•••• Evaluating beliefs & assumptions; propose that beliefs and assumptions should be
evaluated, controlled, and changed if the beliefs and assumptions result in negative or
non-productive results. An individual’s underlying beliefs and assumptions influence
how they respond or behave in a given situation and what to think about the world
around them. (6)
11.4. Self-Leadership abilities; individual should be able to effective communication, good
motivation, know his self-abilities, adaptability, decision making skill, delegation process,
and passion. Moreover, vision, emotional intelligence, empower, trustworthy, risks, focus and
follow through. (8, 9)
11.5. Self-Leadership characteristics; self-leadership characterized by compassion,
calmness, clarity, curiosity, confidence, courage, creativity, and connectedness.(10)
Moreover, characteristics of self-leadership effectiveness are comfort with ambiguity,
empathy, insight, persistence; frustration tolerance, effective communicators, politically
astute, able to use humour, emotional self-control, self-aware. (10, 11)
11.6. Communication Skills
Communication skills are essential for self-leadership to influence others. Poor
communication causes conflict, loss of relationships, productivity and profit. (12)
Communication means to create ‘shared meaning and understanding’ and yet most people
define communication as ‘getting your point across’. (13)
Communication should be easy, but
even when we all speak the same language and are from the same culture–misunderstanding
and confusion occurs. In today’s global world with people from different cultures with

82
different first languages all working together the problem has been amplified. It is essential
that every company has an effective communication skills training program because
communicating effectively takes real skill. (14)
Communication Skills Training that equips
participants with the mind-set and techniques to create shared meaning and understanding in
the workplace as well as teaching how to ‘get your point across.’ It is an effective
foundational program for all employees and especially supervisors, sales people, customer
service and those who work in teams. Effective communication skills can overcome ‘silo
mentality’ or ‘them and us’ thinking. Participants learn a communication model that starts
with the premise that people respond not to reality but to their internal mental map of reality.
With this realisation we learn to listen more effectively, prepare and deliver our
communication more precisely and ask effective questions to check for understanding. (14)
11.7. Time Management Skills
Time management is the act or process of planning and exercising conscious control over
the amount of time spent on specific activities, especially to increase effectiveness, efficiency
or productivity. Time management may be aided by a range of skills, tools, and techniques
used to manage time when accomplishing specific tasks, activities and goals complying with
a due date. This set encompasses a wide scope of activities, and these include planning,
allocating, setting goals, delegation, analysis of time spent, monitoring, organizing,
scheduling, and prioritizing. Initially, time management referred to just business or work
activities, but eventually the term broadened to include personal activities as well. A time
management system is a designed combination of processes, tools, techniques, and methods.
(15, 16)
Time management skills often include a time clock and give participants' insights into
their workforce, allowing them to see, plan and manage participants' time. Doing so allows
participants' to control labour costs and increase productivity. Time management skill
automates processes, which eliminates paper work and tedious tasks. (15, 16)
•••• Self-leadership time management strategies are including :( 17)
Goal setting.
Goal planning.
Goal achievement.
Decision making.
Problem solving.
Balanced action plan between professional and personal lives.
11.8 Organizational change
•••• Organizational change is probably one of the few constants organizational members
can rely on to happen now and in the future. Logically, those that implement change
would hope for a successful outcome that benefits the majority of those involved, as
change is an inevitable part of organizational life, it is refers to the making of changes in
a planned and managed or systematic fashion. (18)
Organizational change is the
changing of the way in which the group is organized. This can be something as simple as
an organization restructuring itself to some as complex as an imposed organizational
change occurring during a takeover. However, these internal changes might have been
triggered by events originating outside the organization environment. (18)

83
•••• Four Basic Change Management Strategies: (18)
1. Empirical-Rational; People are rational and will follow their self-interest once it is
revealed to them. Change is based on the communication of information and the
proffering of incentives.
2. Normative-Reductive; People are social beings and will adhere to cultural norms and
values. Change is based on redefining and reinterpreting existing norms and values, and
developing commitments to new ones
3. Power-Coercive; People are basically compliant and will generally do what they are
told or can be made to do. Change is based on the exercise of authority and the
imposition of sanctions
4. Environmental-Adaptive; People oppose loss and disruption but they adapt readily to
new circumstances. Change is based on building a new organization and gradually
transferring people from old one to new one.
REFERENCES
1. Moreland, J., (2011). Psychological type and self-leadership behaviours: a quantitative
correlation study. University of Phoenix. May, 2011.
2. 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(4) pp. 270-295
3. Politis, J. D. (2005). Self-leadership behavioural-focused strategies and team
performance: The mediating influence of job satisfaction. Leadership and Organization
Development Journal, 27(3), p.203-216.
4. Manz, C. & Neck, C. (2004). Mastering self-leadership: Empowering yourself for
personal excellence (3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
5. The Centre for Self-Leadership, (2010).www.selfleadership.org/glossary-of-terms.html
P.O.Box 3969, Oak Park, IL 60303, Email: info@selfleadership.org /
SelfLeadership.org
6. Houghton, J. D. & Yoho, S. K. (2005). Toward a contingency model of leadership and
psychological empowerment: When should self-leadership be encouraged? Journal of
Leadership and Organizational Studies, 11(4), 65-83.
7. Wiliams, S, Jr. (2011) professional selling: A trust-based approach. Adding value.
Self-leadership and teamwork. Module 10, 3E.
8. Harvard Management (2008)."Leadership Ability You Either Have It or You
Don't"http://blogs.hbr.org/hmu/2008/02/leadership-ability you-either-h.html. Higher
Education, Corporate Learning, Harvard Business Review, Copyright © 2012 All
rights reserved. Publishing is an affiliate of Harvard Business School Publishing.
9. Gillies, A. (2009). Key Elements of Powerful Leadership Ability, Published: 19th
March 2009, Copyright © 2012 Article Alley and respective owners. All rights
reserved. Source: http://alangillies.articlealley.com/7-key-elements-of-powerful-
leadership-ability 829475.html.
10. Robinson, C.(2003). Assessing Characteristics of Leadership Effectiveness – Self
Report Survey Advanced Leadership Consulting, copyright. 206.545. 1990 –
carl@leadershipconsulting.com.

84
11. Zimmerman, L. (2007). Eight Characteristics of Leadership, http://www.zimmerman-
lehman.com/leadership.htm, Copyright 2007 Lehman.
12. Hackman, M. & Johnson, C. (2009). Leadership: A communication perspective. Long
Grove, IL: Waveland Press, Inc. in details. From Wikipedia, the free encyclopaedia
Wikipedia® This page was last modified on 15 November 2012 at 13:06.
13. Rosa, S. (2011). Training Materials to Teach Communication Skills. Bringing
Hawaii’s Universal Values to the Art of Business. www.managingwithaloha.com.
14. Andrew, B. (2012). Self-Leadership International Singapore Communication
Excellence Singapore. http://www.selfleadership.com.sg/communication-
skills/commmunication-excellence-singapore/#comments. November 11, 2012.
15. Wikipedia, (2012) Time management From Wikipedia, 2012 the free encyclopaedia
Jump to: navigation, search this page was last modified on 7 November 2012 at 15:50.
16. Slavica, P. (2012). Improving your Time Management Skills, Proudly powered by
Word Press.. August 1, 2012 · 12:01 pm
17. Smith, L. (2008). Extraordinary-Self-Leadership-Means-Exceptional-Time-
Management. http://www.evancarmichael.com/Business-Coach/137/Extraordinary-
Self-Leadership-Means-Exceptional-Time-Management.html.
18. Fred, N. (2012). Change Management 101. http://quizlet.com/dictionary/chapter-14-
organizational-change/www.nickols.us., e-mail at fred@nickols.us. Web site at:
www.skullworks.com.

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