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Summary
 Introduction

Self-awareness is a fundamental aspect of our consciousness, which includes the ability to

recognize and understand our own thoughts, emotions, motivation and behavior. It's a form of
introspection into one’s own being, which allows us to perceive ourselves as distinct entities with
unique characteristics, experiences and perspectives. Self-awareness is what shapes how we
perceive ourselves and our interactions with the environment.
Self-awareness, along with being a passive state of self-reflection, is also a catalyst for personal
growth, development, and fulfillment. Acknowledging and accepting our true selves can align
our actions with our values and pursue meaningful goals. Self-awareness also helps us navigate
life's challenges with resilience and adaptability and equip us better to cope with stress, regulate
our emotions, and make better decisions. Cultivating self-awareness is a lifelong journey. It can
happen naturally, but there are practices and experiences which can facilitate it. Some are
meditation, journaling, therapy, etc. Engaging my introspective activities such as this can foster
self-awareness.
Self-awareness holds a particular significance in the realm of leadership. Leaders who possess a
sense of self-awareness are often better equipped to inspire and empower other people, build
cohesive teams and navigate complex challenges. Self-awareness is a cornerstone trait in
leadership development and distinguishes effective leaders from their counterparts. In today’s
dynamic and complex organizational climate, the importance of self-awareness in leadership cant
be overstated. By possessing a deep understanding of their own strengths, weaknesses, values,
and emotions, they are better equipped to navigate the challenges of leadership. By recognizing
this significance, the development of a reliable and valid instrument to measure self-awareness in
leaders becomes imperative.
The Leadership Self-Awareness Scale (LSA), is a comprehensive tool that is designed to
evaluate the self-awareness within leaders. The LSA scale offers a structured approach to
measure the depth and breadth of self-awareness among leaders through different domains.
This scale includes a range of dimensions, each targeting a specific facet of self-awareness which
is important for leadership. Including 22 items, measured on a 5 point likert scale, it measures
self-reflection, accountability, openness to self-improvement, feedback receptivity, and adaptive
leadership. Through carefully crafted items, it enables leaders to reflect on their inner workings,
prompting them to explore their thoughts, feelings and behaviors in leadership scenarios. Beyond
individual assessment, it can also be used as a tool for leadership development within
organizations. Whether it is used for coaching, training or talent management, it allows leaders to
identify their developmental needs, create interventions and track their progress. The LSA scale
provides a vital contribution to the field of leadership assessment, providing a means to gauge
self-awareness among leaders.
This report introduces the empirical research through which the scale has been developed, and
attempts to capture the multifaceted nature of self-awareness in the context of leadership. By
evaluating the various dimensions of self-awareness, the scale attempts to provide a

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comprehensive assessment tool that can facilitate leadership development and enhance
organizational effectiveness.
The development of this scale involved a meticulous process, along with an extensive review of
current literature, consultation with subject matter experts, and careful item generation and
refining. Following that, the scale underwent validation through review by experts in leadership
and HR. Their feedback informed further revisions to ensure the scale's clarity and relevance.
The next step involved the pilot testing for the scale, where the scale was administered to a
sample of leaders across organizations. The pilot aimed to assess the scale's reliability and
validity through item analysis.
This report outlines the objectives, methodology, and the outcomes of the pilot testing phase. It
provides insights into the theoretical aspects of the scale and its potential implications for
leadership research and practice. Finally, the goal is to contribute to the advancement of
leadership assessment tools and facilitate the cultivation of self-awareness among leaders, thus
fostering more effective and resilient organizations.

Rationale

The development of this scale stemmed from recognising the gap in existing measurement
instruments for self-awareness, specifically in the domain of leadership. Although there are
several scales that assess leadership competencies and behaviors, not a lot are targeted towards
self-awareness. This scale seeks to address this gap by offering an instrument focused on
assessing self-awareness, specifically in the leadership context. There are several other key
factors that highlight the necessity of this scale. Despite widespread recognition of
self-awareness as a fundamental trait of leadership, most leadership assessment tools often lack
focused measures that target self-awareness. By addressing this lack in literature and developing
this scale, we aim to provide researchers with an instrument to evaluate leadership competency.
By offering a validated assessment tool for measuring self-awareness in leaders, we can also
enhance organizational development. The availability of a tool that measures self-awareness in
leaders can also facilitate research on the topic, and inspire other researchers to take the initiative
to understand the concept more thoroughly and lead to them creating more comprehensive scales
based on the same. In light of these considerations, the development of this scale represents a
valuable contribution to the field of leadership studies.

Review of Literature

Self awareness is an important trait for effective leadership. (Wen et.al, 2021). It allows leaders
to have a deeper understanding of their strengths and weaknesses, along with an awareness of
their emotions and how it affects themselves and their team. Leaders with higher self-awareness
tend to make more informed decisions, demonstrate empathy towards subordinates and foster a
more inclusive and collaborative environment.

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Research has shown that self-awareness is often overestimated. (Eurich, T, 2018). Research by
Tasha Eurich shows that only 10-15% of people are actually self-aware, despite 95% believing
that they are. The study highlights the two types of self-awareness, internal and external. Internal
self-awareness is associated with how we view our own values, passions, aspirations, etc.
External self-awareness is the understanding of how other people view us in terms of the same
factors listed in internal self-awareness. Although we would assume that being high on one type
would mean being high on the other and vice versa, research shows that there is no correlation
between the two.

Research by Peter Hartung s attempts to determine the impact of self-awareness on behavior

through literature analysis and data collection (Hartung. P, 2020). Results from this study show
that, despite the widely accepted notion that self-awareness has an impact on leadership, research
volume for the same is scarce. 127 existing research studies show a strong positive impact of
self-awareness on leadership. The result of the survey on a small population has determined that
there is a broad measurable connection between self-awareness and leadership effectiveness.

A study by Crook and colleagues illustrates how the improvement of self-awareness can
contribute to the involvement of leaders to the change process in organizations. (Crook, N. et. al,
2021). LEaders tend to face obstacles, many that restrict their leadership due to the unrealistic
expectations due to the concept of romanticized heroic leadership. These obstacles can lead to
feelings of detachment from their organization. The study views that leadership development
occurs through the act of letting go of old behaviors and welcoming emergence and
experimentation. This study suggests a new practical and conceptual tool based on
self-awareness and other factors, namely, Theory O, which advances Theory U.

Despite the empirical research that suggests self-awareness is associated with successful
leadership and the presence of several scales that measure self-awareness, there is no specific
scale that measures self-awareness in the context of leadership (Ashley & Reiter-Palmon, 2012).
This study delves into a summary of 3 studies which highlight the need for an instrument for
self-awareness with special focus on leadership. The first 2 studies emphasize the impact of
self-awareness on team success & employee motivation. The third highlights the importance of
self-reflection and decision-making in self-awareness. The research aimed to develop and
validate a scale for measuring self-awareness in the context of leadership and leader
development. It resulted in a 54-item self-awareness scale, and a confirmatory factor analysis
provided evidence for a marginal fit.

Self-awareness allows leaders to understand their own strengths, weaknesses and emotions
(Showry & Manasa, 2014). By recognizing their own limitations and emotions, leaders make
better decisions, empathize with their team members and create a positive work environment.
Self-awareness is at the core of every individual (Leary, 2007). It describes our ability to
understand our strengths and weaknesses along with our emotions and their effect on the team

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and performance. By engaging in self reflection and seeking feedback from others, leaders can
successfully develop and enhance their self-awareness (Avolio & Gardener, 2005). This
self-awareness can lead to improved organizational commitment, work engagement, job
satisfaction, and overall team success.

Based on the sources provided, self-awareness plays a crucial role in effective leadership.
Through the above studies, we can come to a consensus that a leader’s self awareness is an
appropriate starting point to determine their authentic leadership development.

Original Scale Developed

1. I take time for self-reflection to assess my performance and identify areas for growth.
2. I actively listen to the perspectives of others, even when they differ from my own.
3. I am mindful of how my actions align with the goals and values of my organization.
4. I am comfortable admitting when I don't know something and seek to learn from others.
5. I take responsibility for my actions and their consequences.
6. I am open to exploring new perspectives and challenging my own assumptions.
7. I actively seek out opportunities for self-improvement and growth.
8. I encourage open and honest communication within my team to foster a culture of
self-awareness.
9. I actively seek feedback from my team members to understand how my actions impact
them.
10. I adjust my leadership approach based on feedback received from others.
11. I openly acknowledge and address my mistakes or shortcomings as a leader.
12. I demonstrate empathy and understanding towards the emotions and perspectives of
others.
13. I actively listen to the viewpoints of others without interrupting or dismissing them.
14. I adapt my communication style to suit the needs and preferences of different team
members.
15. I actively seek opportunities to learn and grow professionally.
16. I regularly reflect on my leadership practices and consider how they align with my
values.
17. I encourage open dialogue and discussion within my team to foster a culture of
transparency.
18. I am able to recognize when my personal biases may be influencing my decision-making
process.
19. I am receptive to differing opinions and willing to consider alternative perspectives.
20. I provide opportunities for team members to voice their concerns and suggestions.
21. I actively seek out opportunities to collaborate and learn from others.

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22. I prioritize the well-being and professional development of my team members.

Other Relevant Scales Identified

● Authentic Leadership Questionnaire (Walumbwa et al, 2008)

This 16 item questionnaire is designed to measure authentic leadership by assessing four

components, self-awareness, internalized moral perspective, balanced processing, and
relational transparency. Of 11 studies that employed the ALQ instrument, all tested for
reliability using the internal consistency approach only, and all studies reported good
Cronbach’s alpha values. All studies yielded alpha values greater than .70, indicating
respectable reliability, and many measured alpha values greater than .80 demonstrating
very good reliability. The good Cronbach’s alpha values across a variety of study
populations, cultures, and languages provided consistent and broad support for the
reliability characteristics of the ALQ. Here are the items of the ALQ:

1. I can list my three greatest weaknesses.

2. My actions reflect my core values.
3. I seek others' opinions before making up my own mind.
4. I openly share my feelings with others.
5. I can list my three greatest strengths.
6. I do not allow group pressure to control me.
7. I listen closely to the ideas of those who disagree with me.
8. I let others know who I truly am as a person.
9. I seek feedback as a way of understanding who I really am as a person.
10. Other people know where I stand on controversial issues.
11. I do not emphasize my own point of view at the expense of others.
12. I rarely present a "false" front to others.
13. I accept the feelings I have about myself.
14. My morals guide what I do as a leader.
15. I listen very carefully to the ideas of others before making decisions.
16. I admit my mistakes to others.

● Self-Awareness and the Evolution of Leaders: The Need for a Better Measure of
Self-Awareness, (Ashley, G. C., & Reiter-Palmon, R, 2012)

The present self-awareness scale with 54 items provides a departure point for studying
the effects of self-awareness on leader outcomes. The scale provides a better approach for
the study and understanding of self-awareness in leaders than the other measures not
designed for this purpose. A confirmatory factor analysis provided evidence for a

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 marginal fit. The Cronbach alpha for the entire scale was .85 (individual factors ranged
from .73 to .83).

● Measuring the Effects of Self-Awareness: Construction of the Self-Awareness Outcomes

Questionnaire (Sutton. A, 2016)

The SAOQ is a 38-item self report scale which is an attempt to capture the range of
effects that self-awareness has on an individual’s everyday life. The SAOQ data was
tested for suitability for factor analysis. The Kaiser-Meyer-Olkin (KMO) measure of
sampling adequacy was .74, indicating that a substantial proportion of the variance in the
items was likely due to underlying factors. Scale reliabilities were analyzed and four
scales with a reliability of α > .7 were retained.

● The Self-Reflection and Insight Scale (Grant, Franklin, & Langford, 2002)

The SRIS was developed as a measure of private self-consciousness which would assess
internal state awareness (insight) separately from self-reflection. It is a self-report 20-item
tool, consisting of three subscales including insight (8 items), need for reflection (6
items), and engagement in reflection (6 items). The content validity of the scale was
verified. Cronbach's alpha and the Intraclass Correlation Coefficient value for the
four-factor model was 0.87 and 0.79, respectively. EFA was conducted; a well-structured
model was achieved through the EFA.

● The Emotional Intelligence Scale (Schutte, N. S., Malouff, J. M., & Bhullar, N, 2009)
The EIS is a 33-item measure designed to assess an individual’s perceptions of the extent
to which s/he can identify, understand, harness, and regulate emotions in self and others.
Schutte et al. used a set of 62 items derived from the model of Salovey and Mayer, 1990.
Schutte et al. report an adequate internal consistency reliability (r = 0.87 to .90) and
acceptable test-retest reliability (r = 0.78).

Experts for Review

● Nishad Mehta, Larsen & Toubro

● Shruti Vairagkar, Larsen & Toubro
● Rajiv Sinha, Larsen & Toubro
● Himanshu Dhaka, Larsen & Toubro

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 Content Validity Ratio

Item No. Item CVR Status

value

1 I take time for self-reflection to assess my performance and 1 Accepted

identify areas for growth.

2 I actively listen to the perspectives of others, even when they 1 Accepted

differ from my own.

3 I am mindful of how my actions align with the goals and 0.5 Accepted
values of my organization.

4 I am comfortable admitting when I don't know something and 0 Rejected

seek to learn from others.

5 I take responsibility for my actions and their consequences. 0.5 Accepted

6 I am open to exploring new perspectives and challenging my 0.5 Accepted

own assumptions.

7 I actively seek out opportunities for self-improvement and 1 Accepted

growth.

8 I encourage open and honest communication within my team 0 Rejected

to foster a culture of self-awareness.

9 I actively seek feedback from my team members to understand 0 Rejected

how my actions impact them.

10 I adjust my leadership approach based on feedback received 0 Rejected

from others.

11 I openly acknowledge and address my mistakes or 1 Accepted

shortcomings as a leader.

12 I demonstrate empathy and understanding towards the 1 Rejected

emotions and perspectives of others.

13 I actively listen to the viewpoints of others without 0 Rejected

interrupting or dismissing them.

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14 I adapt my communication style to suit the needs and 0.5 Accepted
preferences of different team members.

15 I actively seek opportunities to learn and grow professionally. 0.5 Accepted

16 I regularly reflect on my leadership practices and consider how 0.5 Rejected

they align with my values.

17 I encourage open dialogue and discussion within my team to 0 Rejected

foster a culture of transparency.

18 I am able to recognize when my personal biases may be 1 Accepted

influencing my decision-making process.

19 I am receptive to differing opinions and willing to consider 1 Accepted

alternative perspectives.

20 I provide opportunities for team members to voice their 0.5 Accepted

concerns and suggestions.

21 I actively seek out opportunities to collaborate and learn from -0.5 Rejected
others.

22 I prioritize the well-being and professional development of my 0 Rejected

team members.

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 Finalized Scale

1. I take time for self-reflection to assess my performance and identify areas for growth.
2. I actively listen to the perspectives of others, even when they differ from my own.
3. I am mindful of how my actions align with the goals and values of my organization.
4. I take responsibility for my actions and their consequences.
5. I am open to exploring new perspectives and challenging my own assumptions.
6. I actively seek out opportunities for self-improvement and growth.
7. I openly acknowledge and address my mistakes or shortcomings as a leader.
8. I adapt my communication style to suit the needs and preferences of different team
members.
9. I actively seek opportunities to learn and grow professionally.
10. I am able to recognize when my personal biases may be influencing my decision-making
process.
11. I am receptive to differing opinions and willing to consider alternative perspectives.
12. I provide opportunities for team members to voice their concerns and suggestions.

Response Format

Responses are recorded on a 5-point Likert Scale

Key:
1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree

Consent Form

I agree to participate in the research study. I understand the purpose and nature of the study and I
am participating voluntarily. I understand that I can withdraw from the study at any time, without
any penalty or consequences.
(I agree/I disagree)

Debriefing

The Leadership Self-Awareness(LSA) is a scale that is designed to evaluate and measure the
self-awareness of leaders. It focuses on the leaders ability to reflect on their own behavior, listen
to others, adapt their leadership approach and create a culture of openness and growth in their

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company. The scale evaluates the individual on the dimensions of emotional intelligence,
communication proficiency, decision-making awareness, and feedback receptivity.

This survey consisted of two scales, the Leadership Self-Awareness(LSA) scale, which is
developed by me, and the Authentic Leadership Self-Assessment Questionnaire, which is an
established scale. Administering both allows me to compare the results of the pilot scale with
those of the established scale. This comparison helps to validate the reliability and validity of my
scale. If the results of the pilot scale closely match those of the established scale, it suggests that
the pilot scale is measuring the intended construct effectively.

Thank you so much for your participation! Your input will be incredibly valuable and contribute
to my research progress.

Sincerely, Sumona Bagchi

Methodology

Sample Size & Target Population

The target population for the pilot testing of the LSA included leaders from different
organizations and sectors from various different hierarchical levels. The leaders chosen were of
different ages, genders, cultural backgrounds. By recruiting a sample from such diverse areas, we
ensure the relevance of the scale across several populations.
The sample size was 35 individuals holding leadership positions between the age of 18-65. This
size allows us to get a diverse range of perspectives. The sample uses a diverse demographic to
ensure validity and reliability across different organizations and levels.

Sampling

For the pilot testing, purposive sampling has been used. Purposive sampling is selecting the
participants of the pilot based on the criteria relevant to the research. In this case, it is leaders
from across various organizations and hierarchical levels.
By selecting leaders from different organizations and levels, we can fulfill the criteria for
measuring self-awareness in the context of leadership. The inclusion criteria for this scale
requires the participant to be between the ages 18-65, employed and holding a leadership
position within their organization. Unemployed and under 18 are excluded from the sample. This
way, we can focus on evaluating only the individuals who are currently leaders and working.

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 Data Collection

For the pilot, we have employed the method of adding another scale along with the one we
developed. We have made this choice over counterbalancing, because counterbalancing makes
use of reordering the items systematically, which becomes impractical given the small size of the
sample. By giving the participants a second scale that measures the same construct as the one we
are developing, we can calculate construct validity. This method gives us more flexibility and
suits the study better given its constraints.
To collect the data, a google form was created containing the two scales. Consent was taken
within the form itself. First the developed scale was administered, and then the previously
standardized scale. The form was sent to the leaders through various media platforms online.

Procedure

For the development of the LSA, initially 22 items were generated through the literature review
of the topic and identifying the gaps in the literature. The items were reviewed by the guides and
finalized. Next this pool of items were given to review by experts and academics in the field of
leadership or psychology. After their reviews were collected, the CVR for each item was
calculated. Through CVR, we selected a pool of 12 final items for the scale.
Next the pilot study was conducted, where the LSA was administered along with the Authentic
Leadership Scale through google forms. The form included the consent form and debriefing.
This form was circulated through various media platforms online for the leaders to fill them.
Finally, the data from the responses was collected (N=35) and the psychometric properties for
the scale were calculated.

Scaling

The Leadership Self-Awareness Scale assesses the level of self-awareness in leaders. Its
objective is to measure the self-awareness in leaders and how it makes them a better leader. The
LSA utilizes a 5-point Likert Scale. It consists of a series of 16 statements which assess the
individual's self-awareness in their leadership role. It focuses on the leaders ability to reflect on
their own behavior, listen to others, adapt their leadership approach and create a culture of
openness and growth in their company. It aims to provide leaders with valuable insights into their
own strengths, weaknesses and areas for professional improvement. The scale evaluates the
individual on the dimensions of emotional intelligence, communication proficiency,
decision-making awareness, and feedback receptivity. The responses available to them are:

1 = Strongly Disagree
2 = Disagree
3 = Neutral

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4 = Agree
5 = Strongly Agree

The Authentic Leadership Questionnaire contains items about different dimensions of authentic
leadership. There are no right or wrong responses, so please answer honestly. Use the following
scale when responding to each statement by writing the number from the scale below that you
feel most accurately characterizes your response to the statement. It utilizes the same method as
the LSA, which is the 5 point Likert scale. The participants can respond on a scale of:

1 = Strongly Disagree
2 = Disagree
3 = Neutral
4 = Agree
5 = Strongly Agree

Data Analysis Method

The content validity was measured through CVR or Content Validity Ratio. The CVR is a
statistical tool which is used to assess the validity of items in a questionnaire or survey. The CVR
was used to evaluate the relevance of the item to the construct we are measuring, which is
self-awareness in leaders.

Administration & Scoring

The administration of the Leadership Self-Awareness Scale and The Authentic Leadership
Questionnaire was done through a self-report questionnaire in the form of a google form.
Participants are first given a consent form. After the consent form they are required to fill out the
12 items of the LSA after which they fill out the 16 items of ALQ. There is no limit of time
given to complete the questionnaire.
The scoring for both scales is done through the addition of all the responses on the scale. Each
item is measured on a 5 point scale which ranges from Strongly Disagree to Strongly Agree. This
means the scores on the LSA range from 5-60 and the scores on the ALQ range from 5-80. The
participants' score can be calculated through the simple addition of the scores of each item.

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 Psychometric Properties

Sr. no Reliability & Validity Values

1 CVR 0.75

2 Cronbach’s Alpha 0.82

3 Pearson Correlation Coefficient 0.71

4 Spearman Brown Coefficient 0.97

5 InterQuartile Range 9

Content Validity

Content Validity is measures through the Content Validity Ratio which is calculated through the
formula

CVR= (ne-N/2)/(N/2)

Where, ne= no.of experts who have marked the item relevant and N= total experts
The accepted value for the CVR is taken as anything above a 0.5.

The total CVR value is 0.75

The reliability for the scale is measured through three methods, Cronbach’s alpha, the Pearson
correlation and the Spearman Brown coefficient. Cronbach's alpha helps assess the internal
consistency of the items, the Pearson correlation examines the relationship between the different
items and the Spearman Brown coefficient evaluates the consistency of the responses between
the two halves of the scale. Together, they provide insights into the scale's reliability, and help
ensure its consistency and accuracy in assessing the construct it measures.

Cronbach’s Alpha

The cronbach’s alpha is calculated through the formula

(n/n-1) x (1-m/p)

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Where n is the number of items, m is the sum of item variances and p is the variance of all
scores.
The Cronbach’s alpha for the scale is calculated to be 0.82.

Pearson Correlation Coefficient

The Pearson Correlation is calculated by summing the scores of all odd and even items
separately and putting the values into the formula in Excel. The Pearson Product Moment
Correlation is 0.71.

Spearman Brown Coefficient

The Spearman Brown coefficient is calculated by using the Pearson Coefficient Correlation. The
formula for it is

nrxy/1=(n-1)rxy

Where, n= no.of items and rxy is the Pearson coefficient.

The Spearman-Brown coefficient for the study is 0.97.

InterQuartile Range

The Interquartile Range is calculated by subtracting Quartile 3 by Quartile 1. The IQR for the
scale is 9.

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 Discussion

The development and pilot testing of the LSA is a significant step towards acknowledging the
need for an instrument to assess self-awareness among leaders. Some key findings from the pilot
testing phase give us insights into the validity and reliability of the test. The reliability of the
scale was tested through 3 methods. The cronbach’s alpha to measure the internal consistency of
the scale. Internal consistency refers to the extent to which items within a measurement
instrument, such as a scale or questionnaire, are interrelated or measure the same underlying
construct consistently. In other words, it assesses the degree of agreement or correlation among
items intended to measure the same concept. With a cronbach’s alpha of 0.82, we can determine
that the internal consistency of the scale is high. The next measure calculated is the Pearson's
Product Moment Correlation Coefficient.The Pearson product-moment correlation coefficient,
often denoted as Pearson's r, is a statistical measure used to quantify the strength and direction of
the linear relationship between two continuous variables. It assesses the degree to which two
variables are linearly related to each other. By calculating the Pearson’s r, we can find out how
closely the items of the scale are related. With a Pearson’s r of 0.71, we can see that the items can
be said to be closely related. Then we calculate the Spearman-Brown Coefficient, which assesses
how closely the 2 halves of the scale are consistent with each other. With a Spearman-Brown
coefficient of 0.97, it can be determined that the two halves are highly consistent. The content
validity was determined through the Content Validity Ratio. With a CVR of 0.75, we can see that
the items can be determined as valid.

The findings of the pilot test can have various implications for the research and practice in the
field of leadership studies. It provides a structured and comprehensive approach to the measuring
of self-awareness among leaders. The LSA encompasses various dimensions such as
self-reflection, accountability, feedback receptivity, and adaptive leadership. This tool can serve
as a valuable instrument in leadership development programmes. By identifying a leader's
strength in the area of self-awareness, it is possible to identify areas of growth in them and create
targeted intervention programmes accordingly. It is also possible to track the leader's progress in
improvement through this tool. It can be possible to foster organizational effectiveness through
the use of the LSA. Leaders who exhibit higher self-awareness tend to be more effective in
handling challenges within their organization. By promoting self-awareness, the LSA scale
contributes to the cultivation of a positive organizational culture.

However, there are several limitations to the scale. Despite the promising reliability and validity
of the scale, it is important to acknowledge the fact that there were several drawbacks to the pilot
testing of the scale. The sample size for the test was extremely limited and it is not possible to
eliminate bias and contamination. The scale was also created in a very restricted time frame and
may not be as thorough as it should've been. The scale was also piloted in a single geographic
location and is limited to the city of Mumbai. Thus, it is not possible to determine the reliability

15
and validity of the scale in a cross-cultural context. There is a definite need for future validations
of the scale across a more diverse culture and context.

Conclusion

In conclusion, the pilot testing of the Leadership Self-Awareness Scale represents a significant
milestone in the development of a comprehensive instrument for assessing self-awareness among
leaders. The findings from the pilot testing phase provide valuable insights into the scale's
psychometric properties and practical utility, paving the way for future research and application
in leadership development initiatives. By fostering self-awareness among leaders, the LSA scale
contributes to the cultivation of more effective and resilient organizations poised for success in
today's dynamic and complex business environment.

References

Introduction

● Eurich, T. (2018). What self-awareness really is (and how to cultivate it). Harvard
Business Review, 4.
● Hall, D. T. (2004). Self-awareness, identity, and leader development. In Leader
development for transforming organizations (pp. 173-196). Psychology Press.
● Hartung, P. (2020). The impact of self-awareness on leadership behavior. Journal of
Applied Leadership and Management, 8, 1-21.
● Morin, A. (2011). Self‐awareness part 1: Definition, measures, effects, functions, and
antecedents. Social and personality psychology compass, 5(10), 807-823.

Review of Literature

● Ashley, G. C., & Reiter-Palmon, R. (2012). Self-awareness and the evolution of leaders:
The need for a better measure of self-awareness. Journal of Behavioral and Applied
Management, 14(1), 2-17.4
● Crook, N., Alakavuklar, O. N., & Bathurst, R. (2021). Leader,“know yourself”: bringing
back self-awareness, trust and feedback with a theory O perspective. Journal of
Organizational Change Management, 34(2), 350-365.
● Eurich, T. (2018). What self-awareness really is (and how to cultivate it). Harvard
Business Review, 4.
● Gardner, W. L., Avolio, B. J., Luthans, F., May, D. R., & Walumbwa, F. (2005). “Can you
see the real me?” A self-based model of authentic leader and follower development. The
leadership quarterly, 16(3), 343-372.
● Hartung, P. (2020). The impact of self-awareness on leadership behavior. Journal of
Applied Leadership and Management, 8, 1-21.

16
 ● Leary, M. R. (2007). The curse of the self: Self-awareness, egotism, and the quality of
human life. Oxford University Press.
● Showry, M., & Manasa, K. V. L. (2014). Self-Awareness-Key to Effective Leadership.
IUP Journal of Soft Skills, 8(1).
● Wen, X., Zhang, Q., Liu, X., Du, J., & Xu, W. (2021). Momentary and longitudinal
relationships of mindfulness to stress and anxiety among Chinese elementary school
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Standardized Scales

● Ashley, G. C., & Reiter-Palmon, R. (2012). Self-awareness and the evolution of leaders:
The need for a better measure of self-awareness. Journal of Behavioral and Applied
Management, 14(1), 2-17.
● Grant, A. M., Franklin, J., & Langford, P. (2002). The self-reflection and insight scale: A
new measure of private self-consciousness. Social Behavior and Personality: an
international journal, 30(8), 821-835.
● Schutte, N. S., Malouff, J. M., & Bhullar, N. (2009). The assessing emotions scale. In
Assessing emotional intelligence: Theory, research, and applications (pp. 119-134).
Boston, MA: Springer US.
● Sutton A. (2016). Measuring the Effects of Self-Awareness: Construction of the
Self-Awareness Outcomes Questionnaire. Europe's journal of psychology, 12(4),
645–658.
● Walumbwa, F. O., Avolio, B. J., Gardner, W. L., Wernsing, T. S., & Peterson, S. J. (2008).
Authentic leadership: Development and validation of a theory-based measure. Journal of
management, 34(1), 89-126.

17
 Appendix

● Experts identified for Review

● Expert Review Form
● Pilot test Form
● Pilot Test Responses
● Psychometric Calculations
● CVR

18
 CVR of Finalized Items

Item No. Item CVR

value

1 I take time for self-reflection to assess my performance and 1

identify areas for growth.

2 I actively listen to the perspectives of others, even when they 1

differ from my own.

3 I am mindful of how my actions align with the goals and values 0.5
of my organization.

4 I take responsibility for my actions and their consequences. 0.5

5 I am open to exploring new perspectives and challenging my 0.5

own assumptions.

6 I actively seek out opportunities for self-improvement and 1

growth.

7 I openly acknowledge and address my mistakes or shortcomings 1

as a leader.

8 I adapt my communication style to suit the needs and preferences 0.5

of different team members.

9 I actively seek opportunities to learn and grow professionally. 0.5

10 I am able to recognize when my personal biases may be 1

influencing my decision-making process.

11 I am receptive to differing opinions and willing to consider 1

alternative perspectives.

12 I provide opportunities for team members to voice their concerns 0.5

and suggestions.

19
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