Freefall, Self-Efficacy, and Leading in Dangerous Contexts

Abstract

We examined whether completion of a military Freefall parachuting program enhanced self-efficacy in the domains of leader self-control and leader assertiveness. The Freefall program was particularly suited for self-efficacy development because Freefall required personal mastery to overcome a substantial perceived risk. We surveyed participants at the beginning and end of the Freefall program. We also distributed a subsequent survey nine months later that allowed us to compare leader self-efficacy as a function of participation in Freefall and a similarly risky but less mastery-oriented Soaring program (i.e., flying gliders). The obtained results indicated that successful performance in Freefall, but not in Soaring, contributed to leader self-control and leader assertiveness. The implications for leading in dangerous and traditional contexts are discussed.

Notes

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¹At the time of this study, second-year cadets were routinely excluded from the Freefall program during the academic year. Consequently, the Phase 2 participants who reported partial or full completion of the Freefall program were also Phase 1 participants with rare or no exceptions. It is theoretically possible that a second-year cadet could have received a waiver and participated in the Freefall program during the nine-month period between Phase 1 and Phase 2. However, any effect based on this would be negligible.

²Participants also were asked to provide the last four digits of their Social Security numbers on the Phase 2 survey. This would have allowed those who participated in Phases 1 and 2 to be matched. Unfortunately, only 19 participants completed that portion of the inventory. We therefore constrained analyses to whether there were differences in leader self-efficacy as a function of Freefall and Soaring levels of participation.

³Cadets who participated in Soaring did so either during the summer or during the academic year. As a result, weather limitations combined with additional responsibilities that occur during the academic year made it more difficult for some cadets to complete Soaring.

Note. *p < .001.