{"id":4626,"date":"2018-10-14T12:29:29","date_gmt":"2018-10-14T19:29:29","guid":{"rendered":"https:\/\/create.twu.ca\/ldrs501\/?p=4626"},"modified":"2020-05-15T06:06:55","modified_gmt":"2020-05-15T13:06:55","slug":"response-to-change-makers-thoughts-on-transformational-servant-leadership-and-strategic-leadership-6","status":"publish","type":"post","link":"https:\/\/create.twu.ca\/ldrs501\/2018\/10\/14\/response-to-change-makers-thoughts-on-transformational-servant-leadership-and-strategic-leadership-6\/","title":{"rendered":"Response to “Change Makers, Thoughts on Transformational Servant Leadership and Strategic Leadership”"},"content":{"rendered":"

This is a response to Sea Breeze’s post:\u00a0https:\/\/create.twu.ca\/seabreeze\/2018\/10\/10\/change-makers-thoughts-on-transformational-servant-leadership-and-strategic-leadership\/<\/a><\/p>\n

I really enjoy the visionary role brought by Sea as being visionary and getting an assessment is the first step of the strategic leader development (Hughes, Beatty, & Dinwoodie, 2014). Also, visionary leadership, incorporated in transformational servant leadership (Atha et al, 2018), focuses on setting directions, motivating and aligning people (Cameron & Green, 2015). In the education domain, I believe being visionary as an educator and helping students find their personal visions are vitally important. Furthermore, I suggest we could think of adding stewardship and empowering (Northouse, 2016) to this aspect. From my observation, educators have different preferences concerning the curriculums or the age of the students\u00a0they are teaching. For instance, if the students are in the young ages, besides being visionary the educators also need to enact more stewardship to help students in the ways of thinking, learning and developing skills. When facing adult learners who are more independent in learning and rely more on personal experiences (Merriam, 2001), the educators will need to empower the learners and actively guide them to gain what makes sense to them (George, Page, & Willaume, 2018).<\/p>\n

However, I can hardly agree with Sea’s words in the last part of the blog. I understand the hard situation for Christians working in the public school system as other teachers might not have a personal relationship with Jesus. Nonetheless, holding the negative thought of having no expectations on others should not be the attitude adopted by a transformational servant leadership with strategic thinking. It is not appropriate to try to control other people’s belief or actions. But we could strategically influence the others and aim to better them unconsciously as finding faith in work and making commitments to personal growth are at the core of result-based transformational servant leadership (Atha, 2018). Moreover, we could resort to the dual developmental approach to reach the desired result by continuously building talent and learning skills for ourselves and creating a collective culture among the educators at the same time\u00a0(Hughes, Beatty, & Dinwoodie, 2014). Finally, I want to present my story as an example. I am a Christian and live in China where the main belief is\u00a0Buddhism. This situation is much more complicated than Christians in the Western public education system. But I never give up to affect the people around me. Although they may not share my belief, my colleagues start to think and behave as servant leaders due to the effort I put into building the shared mental model and collective practices. The transformational servant leaders allow and help people fully develop their potential (Douglas Atha, classroom teaching, August 7, 2018<\/span>), and the people influenced by them will see it\u00a0eventually.<\/span><\/p>\n

References<\/p>\n

Atha, D. (2018, July 30). Transformational servant leadership for results – Day one: <\/em>Introduction-Foundational faith, values and ethics <\/em>[PDF document]. Retrieved from http:\/\/learn.twu.ca\/pluginfile.php\/130150\/mod_resource\/content\/1\/2018_Day_1_Powerpoint.pdf<\/p>\n

Atha, D. L. (Ed.), Castellon, A., George, I., Laird, P., Mitchell, K., Page, D., Peregrym, D., Strong, H., Willaume, D., Wollf, R., Wu, T. (2018) MA leadership and MA in educational leadership monograph 2018. Unpublished manuscript. Trinity Western University: Langley BC.<\/p>\n

Cameron, E., & Green, M. (2015, March 28). Making sense of change management: A complete\u00a0<\/em>guide to the models, tools, and techniques of organizational change. <\/em>(4th<\/sup>ed.). Philadelphia,\u00a0PA: Kogan Page.<\/p>\n

Hughes, R. L., Beatty, C. K., & Dinwoodie, D. L. (2014). Becoming a strategic leader: Your role in your organization\u2019s enduring success<\/em>. San Francisco, CA: Jossey-Bass.<\/p>\n

Merriam, S. B. (2001). Andragogy and self\u2010directed learning: Pillars of adult learning theory. New directions for adult and continuing education<\/i>, 2001<\/i>(89), 3-14.<\/p>\n

Northouse, P. G. (2016). Leadership: Theory and practice<\/em>. Thousand Oaks, CA: Sage Publications.<\/p>\n\n

\n <\/div>\n\n","protected":false},"excerpt":{"rendered":"

This is a response to Sea Breeze’s post:\u00a0https:\/\/create.twu.ca\/seabreeze\/2018\/10\/10\/change-makers-thoughts-on-transformational-servant-leadership-and-strategic-leadership\/ I really enjoy the visionary role brought by Sea as being visionary and getting an assessment is the first step of the strategic leader development (Hughes, Beatty, & Dinwoodie, 2014). Also, visionary leadership, incorporated in transformational servant leadership (Atha et al, 2018), focuses on setting directions, motivating […]<\/p>\n","protected":false},"author":220,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[12,4,164],"tags":[],"class_list":["post-4626","post","type-post","status-publish","format-standard","hentry","category-health-education","category-ldrs501","category-post-2-1","has-post-title","has-post-date","has-post-category","has-post-tag","has-post-comment","has-post-author",""],"jetpack_featured_media_url":"","jetpack_shortlink":"https:\/\/wp.me\/p9GHJs-1cC","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/create.twu.ca\/ldrs501\/wp-json\/wp\/v2\/posts\/4626","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/create.twu.ca\/ldrs501\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/create.twu.ca\/ldrs501\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/ldrs501\/wp-json\/wp\/v2\/users\/220"}],"replies":[{"embeddable":true,"href":"https:\/\/create.twu.ca\/ldrs501\/wp-json\/wp\/v2\/comments?post=4626"}],"version-history":[{"count":2,"href":"https:\/\/create.twu.ca\/ldrs501\/wp-json\/wp\/v2\/posts\/4626\/revisions"}],"predecessor-version":[{"id":4886,"href":"https:\/\/create.twu.ca\/ldrs501\/wp-json\/wp\/v2\/posts\/4626\/revisions\/4886"}],"wp:attachment":[{"href":"https:\/\/create.twu.ca\/ldrs501\/wp-json\/wp\/v2\/media?parent=4626"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/create.twu.ca\/ldrs501\/wp-json\/wp\/v2\/categories?post=4626"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/create.twu.ca\/ldrs501\/wp-json\/wp\/v2\/tags?post=4626"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}