Foundations of Leadership Development

The framework · Chapter 1

The Self-Leadership Stance

Five daily actions that put you in a ready position to lead: start with yourself, be curious, access your resources, cultivate discipline, and show compassion. The Stance runs through every chapter of the book, and this page is its home on the web.

A ready position

In sports, your stance sets your balance before the play begins. A lineman crouches low. A sprinter loads the blocks. A gymnast squares her shoulders. Each one gets into a ready position before doing anything else, and the Self-Leadership Stance asks the same of you on an ordinary Tuesday afternoon, when the Wi-Fi dies five minutes before a presentation or a group project starts to go sideways.

The Stance is a practice. There will be days when you feel like leading and days when you would rather do anything else, and on both kinds of day the decision to get into the stance is yours. Think of the five actions as switches on a control panel you carry everywhere. When you face a challenge, ask whether one of the switches is off, and flip it.

Definition

Self-Leadership Stance (SLS). A practical framework of five daily actions that together form a ready position for leadership: start with yourself, be curious, access resources, cultivate discipline, and show compassion.

The Self-Leadership Stance: five actionsFive actions arranged on a ring with no fixed order: start with yourself (am I ready?), be curious (what am I not seeing?), access your resources (who or what can help?), cultivate discipline (what’s my plan?), and show compassion (am I being fair?).The Self-LeadershipStancefive daily actions1Start with YourselfAm I ready?2Be CuriousWhat am I not seeing?3Access Your ResourcesWho or what can help?4Cultivate DisciplineWhat’s my plan?5Show CompassionAm I being fair?
The Self-Leadership Stance: five actions, each with its core question. The ring is deliberate; there is no fixed order. After Fig. 1.3 in Chapter 1.

The five actions

Each action comes with one core question. The questions are the quickest way in. When something is going wrong, run down the list and notice which one you have skipped.

Action 1

Start with Yourself

Am I ready?

Before you try to fix the team, check yourself. How is your sleep, your food, your movement, your mindset? Recovery communities use the acronym HALT, for hungry, angry, lonely, and tired, as a quick self-check, and it works as well before a group meeting as it does in a crisis. Walking into a hard conversation, take sixty seconds. Breathe out slowly, drop your shoulders, and name your goal for the exchange.

Starting with yourself is maintenance, and it is what makes the other four actions possible. A depleted person judges faster, asks for help later, and gives up sooner.

In class

Eat beforehand, arrive prepared, and bring one question you want answered.

At work

Check your energy before a meeting and take sixty seconds to breathe.

Try it: Ask yourself what you control in the next ten minutes. Do just that.

Action 2

Be Curious

What am I not seeing?

Judgment gives you one story. Curiosity opens up the rest. Your roommate leaves dishes in the sink, and the quick verdict is that they are lazy; the curious question is what their week has looked like. A teammate shoots down your idea, and the curious question is what problem they can see that you have missed. A supervisor changes the specifications for the third time, and the curious question is what is driving the change and what good looks like by Friday.

Curiosity lowers the emotional temperature of a room and widens the path forward. It is also the action most people skip when they are tired, which is why it sits next to starting with yourself.

In class

Ask follow-up questions and look for alternative explanations.

At work

Ask what is driving a change before you react to it.

Try it: The next time someone disagrees with you, ask one question before you answer.

Action 3

Access Your Resources

Who or what can help?

You were never meant to do this alone. Very few things worth doing happen in isolation, and self-leaders connect their problems to the resources already in their lives. Those resources come in three kinds. People: professors, mentors, classmates, counselors, family, and friends. Tools: checklists, templates, apps, and calendar blocks. Structures: study groups, the writing center, tutoring, and peer networks.

In Chapter 1, Oliver Crocco tells the story of signing up for a triathlon while unable to swim laps, and of asking a friend named Brett, a strong swimmer, to teach him. He made it halfway across the pool on the first attempt. A few weeks later he was swimming laps with confidence. The lesson, he writes, is the humility to ask.

In class

Go to office hours, form a study group, use the writing center.

At work

Message a peer, pull up a template, call a mentor.

Try it: Keep a short list of people you can call when you are stuck, and save them as favorites in your phone.

Action 4

Cultivate Discipline

What’s my plan?

Discipline is execution: doing what you said you would do. It builds trust with yourself, which is why the book treats discipline and integrity as inseparable and gives them a chapter of their own (Chapter 4). The most useful tool here is the implementation intention, an if-then plan that anchors a behavior to a time, place, or cue. If it is 8:30 a.m. in the library, then I outline three headings for my paper.

Make the right thing easy to start and hard to skip. Put the phone in the bag. Block the sites. Track streaks, and count five days of twenty-five focused minutes as the win it is. Discipline protects your future self from your current mood.

In class

Time-block study sessions, write if-then plans, and track streaks.

At work

Break the task into twenty-five-minute blocks and send before perfecting.

Try it: Write one if-then plan on a sticky note and keep it where you work for seven days.

Action 5

Show Compassion

Am I being fair?

Compassion runs in two directions: warmth and patience extended to other people, and warmth and patience extended to yourself. It is warm and firm at the same time. You care, and you keep your commitments. When you miss a deadline, own it, fix one thing, and say how you will prevent a repeat. When a teammate has had a heavy week, rebalance the work and set a quick check-in. When you are the one who fell short, treat yourself like a teammate you respect.

The book is honest that none of us knows what we are doing all the time, the authors included. Compassion is what keeps the fire from burning out.

In class

Own mistakes and rebalance the group’s workload.

At work

Ask a clarifying question before you answer, and rest when you need to.

Try it: Do a three-step repair today: own it, fix one thing, name your prevention plan.

No fixed order

The five actions have no fixed order. Stuck on a project? Start with curiosity. Running on fumes? Start with yourself. Reeling from a mistake? Compassion first, then discipline. Unsure what to do at all? Call a trusted resource. Whatever the situation, the Stance asks one question: what is the next small action that would help right now?

Self-leadership requires no title, no credential, and nobody’s permission. It asks for the decision to start, the curiosity to keep learning, and the compassion to forgive yourself when you fall short. You already have what you need to begin.

Where the idea comes from

Self-leadership has a four-decade research history, and the Stance is the authors’ distillation of it into actions a first-year student can practice from wherever they are starting. The modern story begins with Charles Manz (1986), who described three families of strategies people use to direct their own behavior: behavior-focused strategies such as setting goals and tracking yourself, natural-reward strategies that make the task itself more engaging, and constructive-thought strategies that rewrite unhelpful self-talk. Neck and Houghton (2006) reviewed two decades of studies and found consistent links between self-leadership and self-efficacy, performance, and job satisfaction.

Lord and Hall (2005) and Day, Harrison, and Halpin (2009) connected the practice to leader identity, the story you hold about whether someone like you leads, which grows as your experience grows. Bailey, Barber, and Justice (2018) showed that self-leadership overlaps with self-regulation and also reaches beyond it into the proactive design of your own work. Two experiments showed that the strategies can be taught: a randomized trial by Konradt and colleagues (2019) found gains in self-leadership and well-being, and a mindfulness pilot by Sampl, Maran, and Furtner (2017) found lower stress and better performance than a comparison group. Chapter 1 walks through this history in full.

Show the references
  • Bailey, S. F., Barber, L. K., & Justice, L. M. (2018). Is self-leadership just self-regulation? Exploring construct validity with HEXACO and self-regulatory traits. Current Psychology, 37, 149–161. https://doi.org/10.1007/s12144-016-9498-z
  • Day, D. V., Harrison, M. M., & Halpin, S. M. (2009). An integrative approach to leader development: Connecting adult development, identity, and expertise. Routledge. https://doi.org/10.4324/9780203809525
  • Konradt, U., Brombacher, S., Garbers, Y., & Otte, K.-P. (2019). Enhancing student’s self-leadership through a positive psychology intervention? A randomized controlled trial using an idiographic perspective. International Journal of Applied Positive Psychology, 4, 149–167. https://doi.org/10.1007/s41042-019-00023-6
  • Lord, R. G., & Hall, R. J. (2005). Identity, deep structure and the development of leadership skill. The Leadership Quarterly, 16(4), 591–615. https://doi.org/10.1016/j.leaqua.2005.06.003
  • Manz, C. C. (1986). Self-leadership: Toward an expanded theory of self-influence processes in organizations. Academy of Management Review, 11(3), 585–600. https://doi.org/10.5465/amr.1986.4306232
  • Neck, C. P., & Houghton, J. D. (2006). Two decades of self-leadership theory and research: Past developments, present trends, and future possibilities. Journal of Managerial Psychology, 21(4), 270–295. https://doi.org/10.1108/02683940610663097
  • Sampl, J., Maran, T., & Furtner, M. R. (2017). A randomized controlled pilot intervention study of a mindfulness-based self-leadership training (MBSLT) on stress and performance. Mindfulness, 8, 1393–1407. https://doi.org/10.1007/s12671-017-0715-0