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Answer & Explanation:1. Read Case 1 and Note 6 I uploaded first and answer those questions under the Case 1. 2. Then Answer the question below:
Read Case 1. Think of a servant leader you know (similar to Mrs. Noble). What servant leader behaviors would you say this person demonstrates? Based on the model of servant leadership (Figure 10.1), what outcomes have your selected servant leader attained? In other words, what did this person how has it affected you and your organization?( Please share a practice example of the theory from the workplace or other organization. )No overview of Servant Leadership. (Typically three or more fully developed paragraphs with appropriate citations). 1-2 pages required. You need to read the Case 1 and Note 6 I uploaded. You can use quote and list reference. Reference should not be used above 30% of whole paper. Only use the note 6 for reference. No outside sources. NO Plagiarism. It must be upload to the Turnitin website. If you don’t follow the rules, I will withdraw it. case_1_.docxnote_6.docxnote_6.docx
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Read Case 10.1
Think of a servant leader you know (similar to Mrs. Noble). What servant leader
behaviors would you say this person demonstrates? Based on the model of servant
leadership (Figure 10.1), what outcomes have your selected servant leader attained?
In other words, what did this person how has it affected you and your organization?
CASE 10.1
Everyone Loves Mrs. Noble
Sharon Noble is in charge of the main office at Essex High School, a position she has held
for nearly 30 years. She does not have a college degree, but that does not seem to hinder
her work as “secretary” for the school. She is an extravert, and people say her jokes are
corny, but she runs the office efficiently and well, getting along with teachers and students
and dealing with the rules and procedures that govern day-to-day Essex school life.
When people describe Sharon, they say that she is wise and seems to know just about
everything there is to know about the school. She understands the core curriculum,
testing, dress code, skip policy, after- school programs, helicopter parents, and much
more. If students want to have a bake sale, she tells them the best way to do it. If they
want to take Advanced Placement courses, she tells them which ones to take. The list of
what she knows is endless. For years parents have told one another, “If you want to know
anything about the school, go to Mrs. Noble—she is Essex High School.”
There is nothing pretentious about Mrs. Noble. She drives an old car and wears simple
clothes. Students say they’ve never seen her wear makeup. But nevertheless, she is still
“with it” when it comes to student fads and eccentricities. When students had long hair and
fringed vests in the 1970s, Sharon was cool with it. She never mocks students who are
“way out” and seems to even enjoy these students. When students wear clothes to get
attention because they feel ostracized, Sharon is accepting and even acknowledges the
“uniqueness” of their act, unless it violates the dress code. In those cases, she talks
nonjudgmentally with students about their clothing, guiding them to make different choices
to stay out of trouble.
Even though it isn’t technically in her job description, Mrs. Noble excels at helping juniors
prepare applications for college. She knows all the requirements and deadlines and the
materials required by the different universities. She spends hours pushing, nudging, and
convincing students to stay on task and get their applications submitted. She doesn’t care
if students go to Ivy League schools, state schools, or community colleges; but she does
care if they go on to school. Mrs. Noble regrets not having been able to attend college, so
it is important to her that “her” students do everything they can to go.
At times her job is challenging. For example, the principal made teaching assignments that
the faculty did not like, and Sharon was the one they shared their concerns with. She was
a great listener and helped them see the differing perspectives of the situation. One year,
when a student was in a car accident and unable to come to school for several months,
Sharon personally worked with each one of the student’s teachers to get her assignments,
delivered them to the student’s home, and picked them up when they were complete.
When the seniors held a dance marathon to raise money for cancer research, it was
Sharon who pledged the most, even though she didn’t make very much as the school’s
secretary. She wanted to make sure each senior participating had at least one pledge on
his or her roster; in most cases it was Sharon’s.
In 2010, the class of 1989 had its 25-year reunion, and of all the memories shared, the
most were about Sharon Noble. Essex High School had a won- derful principal, many
good teachers, and great coaches, but when alumni were asked, who runs the school?
The answer was always “Mrs. Noble.”
Questions
1.
What servant leader behaviors would you say Mrs. Noble demon- strates?
2.
Who are Mrs. Noble’s followers?
3.
Based on the model of servant leadership (Figure 10.1), what out- comes has Mrs.
Noble’s servant leadership attained?
4.
Can you think of someone at a school or organization you were part of who acted
like Mrs. Noble? Describe what this person did and how it affected you and the
school or organization.
5.
Think of a servant leader you know (similar to Mrs. Noble). What servant leader
behaviors would you say this person demonstrates? Based on the model of servant
leadership (Figure 10.1), what outcomes have your selected servant leader
attained? In other words, what did this person how has it affected you and your
organization?
10 Servant Leadership
DESCRIPTION
Servant leadership is a paradox—an approach to leadership that runs counter to common
sense. Our everyday images of leadership do not coincide with leaders being servants.
Leaders influence, and servants follow. How can leadership be both service and influence?
How can a person be a leader and a servant at the same time? Although servant leadership
seems contradic- tory and challenges our traditional beliefs about leadership, it is an
approach that offers a unique perspective.
Servant leadership, which originated in the writings of Greenleaf (1970, 1972, 1977), has
been of interest to leadership scholars for more than 40 years. Until recently, little empirical
research on servant leadership has appeared in established peer-reviewed journals. Most of
the academic and nonacademic writing on the topic has been prescriptive, focusing on how
servant leadership should ideally be, rather than descriptive, focusing on what servant
leadership actually is in practice (van Dierendonck, 2011). However, in the past 10 years,
multiple publications have helped to clarify servant leadership and substantiate its basic
assumptions.
Similar to earlier leadership theories discussed in this book (e.g., skills approach and
behavioral approach), servant leadership is an approach focus- ing on leadership from the
point of view of the leader and his or her behav- iors. Servant leadership emphasizes that
leaders be attentive to the concerns of their followers, empathize with them, and nurture
them. Servant leaders put followers f irst, empower them, and help them develop their full
personal capacities. Furthermore, servant leaders are ethical (see Chapter 13, “Leadership
Ethics,” for an extended discussion of this topic) and lead in
Servant Leadership Everyday Servant Leadership
226 LEADERSHIP THEORY AND PRACTICE
ways that serve the greater good of the organization, community, and society
at large.
Servant Leadership Defined
What is servant leadership? Scholars have addressed this approach from many different
perspectives resulting in a variety of definitions of servant leadership. Greenleaf (1970)
provides the most frequently referenced definition:
[Servant leadership] begins with the natural feeling that one wants to serve, to serve first.
Then conscious choice brings one to aspire to lead. . . . The difference manifests itself in the
care taken by the servant—first to make sure that other people’s highest priority needs are
being served. The best test . . . is: do those served grow as persons; do they, while being
served, become healthier, wiser, freer, more auton- omous, more likely themselves to
become servants? And, what is the effect on the least privileged in society; will they benefit,
or, at least, will they not be further deprived? (p. 15)
Although complex, this definition sets forth the basic ideas of servant lead- ership that have
been highlighted by current scholars. Servant leaders place the good of followers over their
own self-interests and emphasize follower development (Hale & Fields, 2007). They
demonstrate strong moral behav- ior toward followers (Graham, 1991; Walumbwa,
Hartnell, & Oke, 2010), the organization, and other stakeholders (Ehrhart, 2004). Practicing
servant leadership comes more naturally for some than others, but everyone can learn to be
a servant leader (Spears, 2010). Although servant leadership is sometimes treated by others
as a trait, in our discussion, servant leadership is viewed as a behavior.
Historical Basis of Servant Leadership
Robert K. Greenleaf coined the term servant leadership and is the author of the seminal
works on the subject. Greenleaf ’s persona and writings have significantly influenced how
servant leadership has developed on the practi- cal and theoretical level. He founded the
Center for Applied Ethics in 1964, now the Greenleaf Center for Servant Leadership, which
provides a clearing- house and focal point for research and writing on servant leadership.
Greenleaf worked for 40 years at AT&T and, after retiring, began exploring how institutions
function and how they could better serve society. He was
Being a Servant Leader Serving on Southwest
Chapter 10 Servant Leadership 227
intrigued by issues of power and authority and how individuals in organiza- tions could
creatively support each other. Decidedly against coercive leader- ship, Greenleaf advocated
using communication to build consensus in groups.
Greenleaf credits his formulation of servant leadership to Hermann Hesse’s (1956) novel
The Journey to the East. It tells the story of a group of travelers on a mythical journey who
are accompanied by a servant who does menial chores for the travelers but also sustains
them with his spirits and song. The servant’s presence has an extraordinary impact on the
group. When the ser- vant becomes lost and disappears from the group, the travelers fall
into disar- ray and abandon the journey. Without the servant, they are unable to carry on. It
was the servant who was ultimately leading the group, emerging as a leader through his
selfless care of the travelers.
In addition to serving, Greenleaf states that a servant leader has a social responsibility to be
concerned about the “have-nots” and those less privi- leged. If inequalities and social
injustices exist, a servant leader tries to remove them (Graham, 1991). In becoming a
servant leader, a leader uses less institutional power and control while shifting authority to
those who are being led. Servant leadership values community because it provides a faceto-face opportunity for individuals to experience interdependence, respect, trust, and
individual growth (Greenleaf, 1970).
Ten Characteristics of a Servant Leader
In an attempt to clarify servant leadership for practitioners, Spears (2002) identified 10
characteristics in Greenleaf ’s writings that are central to the development of servant
leadership. Together, these characteristics comprise the first model or conceptualization of
servant leadership.
1. Listening. Communication between leaders and followers is an interactive process that
includes sending and receiving messages (i.e., talk- ing and listening). Servant leaders
communicate by listening first. They recognize that listening is a learned discipline that
involves hearing and being receptive to what others have to say. Through listening, servant
lead- ers acknowledge the viewpoint of followers and validate these perspectives.
2. Empathy. Empathy is “standing in the shoes” of another person and attempting to see the
world from that person’s point of view. Empathetic servant leaders demonstrate that they
truly understand what followers are thinking and feeling. When a servant leader shows
empathy, it is confirming and validating for the follower. It makes the follower feel unique.
Unexpected Servant Leaders
228 LEADERSHIP THEORY AND PRACTICE
3. Healing. To heal means to make whole. Servant leaders care about the personal wellbeing of their followers. They support followers by help- ing them overcome personal
problems. Greenleaf argues that the process of healing is a two-way street—in helping
followers become whole, servant leaders themselves are healed.
4. Awareness. For Greenleaf, awareness is a quality within servant leaders that makes them
acutely attuned and receptive to their physical, social, and political environments. It
includes understanding oneself and the impact one has on others. With awareness, servant
leaders are able to step aside and view themselves and their own perspectives in the greater
context of the situation.
5. Persuasion. Persuasion is clear and persistent communication that convinces others to
change. As opposed to coercion, which utilizes posi- tional authority to force compliance,
persuasion creates change through the use of gentle nonjudgmental argument. According to
Spears (2002), Greenleaf ’s emphasis on persuasion over coercion is perhaps related to his
denominational affiliation with the Religious Society of Friends (Quakers).
6. Conceptualization. Conceptualization refers to an individual’s abil- ity to be a visionary
for an organization, providing a clear sense of its goals and direction. This characteristic
goes beyond day-to-day operational thinking to focus on the “big picture.”
Conceptualization also equips ser- vant leaders to respond to complex organizational
problems in creative ways, enabling them to deal with the intricacies of the organization in
relationship to its long-term goals.
7. Foresight. Foresight encompasses a servant leader’s ability to know the future. It is an
ability to predict what is coming based on what is occur- ring in the present and what has
happened in the past. For Greenleaf, foresight has an ethical dimension because he believes
leaders should be held accountable for any failures to anticipate what reasonably could be
foreseen and to act on that understanding.
8. Stewardship. Stewardship is about taking responsibility for the lead- ership role entrusted
to the leader. Servant leaders accept the responsibility to carefully manage the people and
organization they have been given to lead. In addition, they hold the organization in trust for
the greater good of society.
9. Commitment to the growth of people. Greenleaf ’s conceptualization of servant leadership
places a premium on treating each follower as a unique person with intrinsic value that goes
beyond his or her tangible contribu- tions to the organization. Servant leaders are committed
to helping each person in the organization grow personally and professionally. Commitment
Stewardship
Chapter 10 Servant Leadership 229
can take many forms, including providing followers with opportunities for career
development, helping them develop new work skills, taking a per- sonal interest in the their
ideas, and involving them in decision making (Spears, 2002).
10. Building community. Servant leadership fosters the development of community. A
community is a collection of individuals who have shared interests and pursuits and feel a
sense of unity and relatedness. Community allows followers to identify with something
greater than themselves that they value. Servant leaders build community to provide a place
where people can feel safe and connected with others, but are still allowed to express their
own individuality.
These 10 characteristics of servant leadership represent Greenleaf ’s seminal work on the
servant as leader. They provide a creative lens from which to view the complexities of
servant leadership.
Building a Theory About Servant Leadership
For more than three decades after Greenleaf ’s original writings, servant leader- ship
remained a set of loosely defined characteristics and normative principles. In this form it
was widely accepted as a leadership approach, rather than a theory, that has strong heuristic
and practical value. Praise for servant leadership came from a wide range of well-known
leadership writers, including Bennis (2002), Blanchard and Hodges (2003), Covey (2002),
DePree (2002), Senge (2002), and Wheatley (2002). At the same time, servant leadership
was adopted as a guiding philosophy in many well-known organizations such as The Toro
Company, Herman Miller, Synovus Financial Corporation, ServiceMaster, Men’s
Wearhouse, Southwest Airlines, and TDIndustries (Spears, 2002). Although novel and
paradoxical, the basic ideas and prescriptions of servant leadership resonated with many as
an ideal way to run an organization.
More recently, researchers have begun to examine the conceptual under- pinnings of servant
leadership in an effort to build a theory about it. These studies have resulted in a wide array
of models that describe servant leader- ship using a multitude of variables. For example,
Russell and Stone (2002) developed a practical model of servant leadership that contained
20 attri- butes, nine functional characteristics (distinctive behaviors observed in the
workplace), and 11 accompanying characteristics that augment these behav- iors. Similarly,
Patterson (2003) created a value-based model of servant leadership that distinguished seven
constructs that characterize the virtues and shape the behaviors of servant leaders.
Other conceptualizations of servant leadership have emerged from researchers’ efforts to
develop and validate instruments to measure the core dimensions of the servant leadership
process.Table 10.1 provides a summary of some of these studies, illustrating clearly the
extensiveness of characteristics related to ser- vant leadership.This table also exhibits the
lack of agreement among research- ers on what specific characteristics define servant
leadership. While some of the studies include common characteristics, such as humility or
empowerment, none of the studies conceptualize servant leadership in exactly the same
way. In addition, Table 10.1 demonstrates how servant leadership is treated as a trait
phenomenon (e.g., courage, humility) in some studies while other researchers regard it as a
behavioral process (e.g., serving and developing oth- ers). Although scholars are not in
agreement regarding the primary attributes of servant leadership, these studies provide the
groundwork necessary for the development of a refined model of servant leadership.
MODEL OF SERVANT LEADERSHIP
This chapter presents a servant leadership model based on Liden, Wayne, Zhao, and
Henderson (2008) and Liden, Panaccio, Hu, and Meuser (2014) that has three main
components: antecedent conditions, servant leader behaviors, and leadership outcomes
(Figure 10.1). The model is intended to clarify the phenomenon of servant leadership and
provide a framework for understanding its complexities.
Antecedent Conditions
As shown on the left side of Figure 10.1, three antecedent, or existing, con- ditions have an
impact on servant leadership: context and culture, leader attri- butes, and follower
receptivity. These conditions are not inclusive of all the conditions that affect servant
leadership, but do represent some factors likely to influence the leadership process.
Context and Culture. Servant leadership does not occur in a vacuum but occurs within a
given organizational context and a particular culture. The nature of each of these affects the
way servant leadership is carried out. For example, in health care and nonprofit settings, the
norm of caring is more prevalent, while for Wall Street corporations it is more common to
have competition as an operative norm. Because the norms differ, the ways ser- vant
leadership is performed may vary.
Dimensions of culture (see Chapter 16, “Culture and Leadership”) will also influence
servant leadership. For example, in cultures where power distance
232 LEADERSHIP THEORY AND PRACTICE Figure 10.1 Model of Servant Leadership
is low (e.g., Nordic Europe) and power is shared equally among people at all levels of
society, servant leadership may be more common. In cultures with low humane orientation
(e.g., Germanic Europe), servant leadership may present more of a challenge. The point is
that cultures influence the way servant leadership is able to be achieved.
Leader Attributes. As in any leadership situation, the qualities and dispo- sition …
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