Category: Post 2.1

Hi Marcello, I wrote a response to you Saturday night but it did not go through or you have not been able to read it? So here it is again:

Response to Marcello 3.1

Hi Marcello,

Thank you for sharing your insights on some aspects of leadership in your role as principal in Paraguay. I found it interesting to hear about some challenges that you have faced in learning to work strategically with your team. Hughes, Beatty and Dinwoodie (2014) note “There is no doubt that working as a team at the top of an organization is not an easy thing to do” (p.201).  You write “It is not always an easy group to work with since we have inherited our position in the team through formal position. Hughes et al., (2014) mention that one of the reasons such top management teams might have difficulty working as a team is because the right mix of skills is often absent; instead, members are chosen based on their formal position (p. 201). Every member of the equipo directivo was hired for our job and then told by the board to work together as a Strategic Leadership Team (SLT).” I wonder if, you as principal, could speak to the board of directors and ask them to involve you more in the selection process for hiring your own administrative team?

According to Harris (2014) and Fullan (2012) distributed leadership has many benefits. As cited by Fullan (2012, p.27), “Either too much sameness or too much scatter is problematic. Interacting only with the like-minded or being hyperlinked to scads of strangers is dysfunctional. Creative collaboration has a sweet spot that consists of the right mixture of established relationships and newcomers. Within the collaborative cocktail, distributed leadership is pivotally important because it is the “social glue” that supports effective interdependent working” (Harris 2014, p.4).

“Much of my job these last few years has been trying to understand the mindset of my team members and trying to build their sense of confidence and ownership of the mission of the school. Besides our weekly meetings, we have also made time for an annual retreat, going out for dinner, traveling together every two years, and encouraging each other.” In what ways do you encourage each other? Do you think the annual retreat has helped your staff become more invested in the mission of the school?

I really like what you said here “As suggested by Lepsinger (2010) I have also allowed each member to express their point of view and share freely their thoughts and concerns to make them feel like key players in this leadership team (p. 14).” This reminds me of what Atha (2018) wrote “Utilize the team, bring everyone together, review collectively and by all means make problem solving the group activity it is meant to be” (p.14).

“One can get quite discouraged in one sense while making decisions today and not seeing the results, on the other hand, one might not realize what effects one small decision today might create in the future. As strategic leaders in our equipo directivo we occasionally fail to see things long-term and fail to reflect on the possibilities.” This sounds similar to a missionary I once supported. She worked with an American mission agency in Toulouse, France. She and her team-mates worked with North African Muslims who had come to France as refugees. After more than ten years in the field working with these people she became very disillusioned. It seems to be times like this when one must step back and re-evaluate what the mission and vision are and re-examine the Big Picture. Hughes et al., (2014) write “It’s often helpful for these teams to step back and refocus, gain the big-picture perspective and bring it into the foreground again (p.199).

 

“I would like to add another limiting factor in my team systems, “there is no blame.” We try to find someone or something to blame but do not take complete ownership of what has happened. Some team members are more willing to do so than others. Much of this has to do with the culture. Because of low self-esteem, people are less willing to confess shortcomings.” This problem makes me think about Atha’s (2018) view on leaders when he writes “leaders are like symphony conductors who endeavor to maintain a melodious performance in which the contributions of the various instruments are coordinated and sequenced, patterned and paced, while the orchestra members are having various difficulties, stage hands are moving music hands…” (p.16). According to your noted experiences, your staff are just learning how to play their instruments. I think it is important for teams to work cooperatively in order to be successful. Galbraith (2014) sums it up succinctly when he asserts “Success depends on teamwork” (p. 98). Perhaps your staff could use some strategic pro-d workshops on building up their esteem? You could also try fitting this topic of discussion in for your staff collaboration days.

Thanks for sharing Marcello! I am certain that your staff will follow your example, as you lead the way as a strategic transformational leader.

Reference:

Atha, D. (2018). Systems Thinking.  Course Learning Notes. Retrieved from https://create.twu.ca/ldrs501/unit-3-learning-activities/

Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy and change knowledge.

Toronto, ON: Pearson Canada.

Galbraith, J. R. (2014). Designing organizations strategy, structure, and process at the business unit and enterprise levels (3rd ed.). San Francisco, CA: Jossey-Bass.

Harris, A. (2014). Distributed leadership matters: Perspectives, Practicalities and Potential.

Thousand Oaks, CA: Corwin Press.

Hughes R., Colarelli-Beatty K. & Dinwoodie  D. (2014) Becoming a strategic leader. San Francisco: Jossey-

Bass Second Edition.

Hi Kamal, I posted this earlier in the week but you never noticed it. Here it is again.

Blog 2 Response to Kamal

Hi Kamal, thank you for your reflections on the organization and system of Fraser Health. You mentioned how vital it is for our words to be communicated wisely as you stated “I believe the manager has to be careful how it is communicated to the employee without coming across as minimizing their effort and belittling them. Communication is one of the barriers at times and which leads to a negative outcome.” When I reflect on this I think of teachers as managers and how our tone of voice needs to come across in a positive and pleasant tone in order to motivate our learners.  If we teachers sound agitated with our students they will tune out and stop learning. I’m wondering if it would be beneficial for teacher’s and in your case manager’s or perhaps even all employees got further training to learn how to better communicate. Communication is an important skill for life and it should be something everyone learns as part of their education.

“Team environment has a tremendous impact on the outcome of performance for both employees and leaders.”  I like the idea of team retreats for staff to help build a better rapport. In my experience, staff retreats were much more common in the private school system than in the public. It was a great bonding opportunity for all teaching staff and helped all staff buy-in to the school mission and vision. I’m certain because those schools took the time and made staff retreats a priority, they ended up getting a very engaged staff. I would like to see staff retreats occur in the public system but I wonder how a new and aspiring leader could make something like this happen within the confines of the union and tight school budget? I wonder, how effective your management team is at bringing this about?

You mentioned how a supportive environment encourages people and makes them more comfortable with trying new behaviors and taking on challenging assignments.” My principal is great at being supportive. He always comes across as positive and encouraging. He has a “we can make this happen” and “trust me” kind of attitude. There have been moments where I have had to talk to him about an important problem and he does not stress at all but looks back with great calm and levelheadedness. I sense right away that his behavior is due to his 30 + years in education (both as a teacher and as an administrator).  Hughes, Beatty and Dinwoodie (2014) note “People come together and bring multiple perspectives, different sets of data and information, and different experiences” (p.198). In this case, my principal brings a lifetime of teaching and administrating experience and is thus able to be an exemplary encourager and supporter.

After reading your blog it sounds like you have some great ideas but there has not been a chance for you to implement any of these ideas. I wonder why your management team is not making more of an effort to build up people. I agree with what you said “it is important to let employees know their opinion matters, their voice is being heard.” Words of affirmation are powerful. When I am affirmed it makes me feel renewed and ready to take on more challenges. Perhaps that is why I can work so well with our current administrative team. Do you think your management team could emulate the Costco method of success “Costco is successful because “it treats its store managers like entrepreneurs? They are allowed to make decisions and choices that meet the needs of the shoppers in their geographies” (Lepsinger, 2010, p.15). Lepsinger (2010) goes on to assert how important it is for leaders to ensure “everyone’s voice has been heard” (p.15).

Hughes R., Colarelli-Beatty K. & Dinwoodie  D. (2014) Becoming a strategic leader.

San  Francisco: Jossey-Bass Second Edition.

Lepsinger, R. (2010). Closing the execution gap. San Francisco: Jossey-Bass.

Ungerer, M., Ungerer, G, & Herholdt, J. (2016). Navigating strategic possibilities: Strategy

formulation and execution practices to flourish. Randburg: KR Publishing.

 

 

 

Blog 1

Change Makers

ldrs501

Post 2.1

ET2

How does Transformational Servant Leadership affect the development of strategic leadership directions in educational organization?

Transformational Servant Leadership (TSL) is a form of strategic leadership; the two forms of leadership work in sync with each other.  TSL supports the development of strategic leadership in educational settings in succinct ways.

First, TSL leaders are visionaries (George, Page and Williaume, 2018).  As visionary leaders, they look ahead and see what needs to be done.  Not only do they see the next steps but they also motivate others to surpass their expectations (George et al., 2018).  Likewise, according to the literature, “visioning is a strategic thinking skill” (Hughes, Beatty and Dinwoodie, 2014, p.77).  Strategic leaders also keep an eye on the future, planning and visualizing their hopes and dreams. Hugh et al., point out “having a vision is about seeing something. The greatest visionaries are those who are able to paint a picture of a more desirable future” (p.65). Vision is preeminent to strategic thinking and it is also a character trait of transformational leaders (George, Page and Williaume, 2018 and Hughes et al., 2014).

In education for example, educators are constantly keeping an eye on where students are currently, where they are in their unit and gauging how many more classes are needed before students are ready to be tested and move on.  At the same time educators are also thinking about the big picture and where they hope their students will arrive by the end of the unit and by the end of the school year.  Teachers must prepare unit plans in advance of teaching the unit and course outlines in September to help navigate both students and parents with what is expected.  Educators are strategic thinker’s constantly thinking about the school’s future while at the same time observing individual student’s potential and gently prompting them in the right direction.

Moreover, Hays (2008) (as cited in George et al., 2014) asserts that “TSL changes the role of teacher in relationship with students from one of teacher as authority, director, wielder of power, and one who has the last say to teacher who serves students and society: who gives them voice, puts their welfare before self, and serves the interests of learning” (p.13).  Evidently TSL has a tremendous effect on strategic leadership in educational settings.  The TSL leader has the best interests of her/his students at heart and is constantly working within certain parameters to ensure students are being built up and prepared to achieve their goals.  TSL leaders strategically lay aside their own agenda in order to help realize the goals of their students.

Second, TSL leaders are also adept at change (George et al., 2018). George et al., contend that TSL educators have a “deepened appreciation for change” (p.13).  Scholars Hughes et al., (2014) note strategic leaders find value in reframing (p.83).  They go on to say while some people have a “preference for methodical and cautious change” others prefer “change that is more expansive and immediate” (p.83).  Being aware of how one reacts to change can help forecast a person’s penchant for seeing things differently” (p. 83).

Lastly, George et al.’s, (2014) research acknowledged that servant teachers have “understandings that transcend the classroom and make the risk worthwhile” (p.13).  In the same way, according to Hughes et al., (2014) strategic leaders “help create a shared understanding” (p.84).  Administering a common understanding of their vision and mission helps propel these educational leaders in the right direction (Hughes et al.,).

What are the benefits of keeping servant leadership as a central focus in the use of the strategic leadership principles outlined in the principles of Strategic Leadership in the “Personal Learning and Leadership” Learning Activity, the tools outlined in the Hughes, Beatty and Dinwoodie text (pp. 52 – 103) and the various pre and week 1 reading materials in education?

There are numerous benefits for keeping servant leadership a central focus while applying the strategic leadership principles.

Claar, Jackson and TenHaken (2014) believe “servant leadership offers the potential to positively revolutionize interpersonal work relations and organizational life” (p.48).  The positive attributes of servant leaders like “humility, empathy, and agape love” are warm, cozy and inviting (p.48). Imagine working in such an environment where there is just kindness and self-less acts of love?

Goleman, Boyatzis and McKee (n.d.) assert that leaders who are positive and control their emotional intelligence “bring out everyone’s best” (p. 1).  To further the point, great leaders are often attributed with being able to “ignite our passion and inspire the best in us” (p.1).  These leaders have been able to harness their emotions and therefore are able to “drive the emotions of those they lead in the right direction” (p.1).

Furthermore, Goleman et al., (n.d) contend that when people feel good, they work at their best; it lubricates mental efficiency” (p.2).  Not only does it work as a healing salve but as Goleman et al., also point out “positive people can change our very physiology and our emotions” (p.2).

Servant leadership would therefore bring about more engagement from staff (Hughes et al., 2014, p.56).  Staff would feel loved and appreciated.  They would be encouraged to emulate their servant leader and would thus start performing at a higher level.

Servant leaders would create followers who would in turn transform the entire school into a caring place.  This would trickle down to the students who would become over time changed as well.

At staff meetings, there would be more participation and open-ness to experimenting with the new curriculum.  Negativity, pride, selfishness and gossip would all flee.  If servant leadership were the central focus of strategic leadership in schools, there would be a new revolution.

One critical thinking principle I think is helpful in tying the principles of critical thinking with transformational servant leadership in the development of organizational strategies in an educational organization is to think about the Big Picture:

Think Big Picture

I think it is wise to look at information presented and expand the view. Taking a look at the Big Picture helps one understand where the grassroots ideas originate. Transformational servant leadership (TSL) offers something which benefits many and in a Christian school setting it makes sense to instill these Christian values to the next generation.

The foundational base of transformational servant leadership lies in Jesus’ teachings as well as the writings of Robert Greenleaf (George et al., 2018).  I wonder if there would be much buy-in from the public school system, especially when someone highlights TSL’s Christian origins. Currently, in public school education, there is a significant movement to support other causes (ie. SOGI) which goes completely against Christian values. Why then would something with a Christian foundation be warmly embraced in our educational system? How would this be packaged and sold to public universities and teacher training programs?

Furthermore, it is my understanding that to emulate transformational servant leadership is something that can only naturally occur within a human when they have become born again. However, even born again Christians struggle to emulate Jesus’ humble servant-like attitude all the time.  I know that I am far off from being a bonafide servant leader.  I struggle with my flesh all the time and far too often think about meeting my own needs and wants before others.  How much harder then, for those who are not being led by the Holy Spirit to emulate Christ. Therefore, I think TSL is a great strategy to implement in educational settings and would work best in a Christian school environment where all teachers are at least on the same page and the Christian school community would rise up and eagerly support with little or no backlash.  For Christians working in the secular public school system, by nature they can promote TSL but should not expect all their colleagues to practice it, as I believe this would be futile if they do not have a personal relationship with Jesus.

 

References

Aveyard, H., Woolliams, M., & Sharp, P. (2015). A Beginner’s Guide to Critical Thinking and

Writing in Health and Social Care. Maidenhead: McGraw-Hill Education.

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.

Claar,V., Jackson, L., & TenHaken, V. (2014) Are servant leaders born or made? Servant

Leadership: Theory & Practice, 1, (1), 46-52. http://www.sltpjournal.org/uploads/2/6/3/9/26394582/5_claar_et_al_-_print_v1_i1_2.pdf

Goleman, D., Boyatzis, R., & McKee, A. (n.d.). Primal leadership realizing the power of

emotional intelligence. Retrieved October 8, 2018, from https://acarthustraining.com/documents/Primal_Leadership-by_Daniel_Goleman.pdf

Hughes, R. L., Beatty, K. C., & Dinwoodie, D. L. (2014). Becoming a strategic leader your role

in your organization’s enduring success (2nd ed.). San Francisco, CA: Jossey-Bass.

Blog 1

Change Makers

ldrs501

Post 2.1

ET2

How does Transformational Servant Leadership affect the development of strategic leadership directions in educational organization?

Transformational Servant Leadership (TSL) is a form of strategic leadership; the two forms of leadership work in sync with each other.  TSL supports the development of strategic leadership in educational settings in succinct ways.

First, TSL leaders are visionaries (George, Page and Williaume, 2018).  As visionary leaders, they look ahead and see what needs to be done.  Not only do they see the next steps but they also motivate others to surpass their expectations (George et al., 2018).  Likewise, according to the literature, “visioning is a strategic thinking skill” (Hughes, Beatty and Dinwoodie, 2014, p.77).  Strategic leaders also keep an eye on the future, planning and visualizing their hopes and dreams. Hugh et al., point out “having a vision is about seeing something. The greatest visionaries are those who are able to paint a picture of a more desirable future” (p.65). Vision is preeminent to strategic thinking and it is also a character trait of transformational leaders (George, Page and Williaume, 2018 and Hughes et al., 2014).

In education for example, educators are constantly keeping an eye on where students are currently, where they are in their unit and gauging how many more classes are needed before students are ready to be tested and move on.  At the same time educators are also thinking about the big picture and where they hope their students will arrive by the end of the unit and by the end of the school year.  Teachers must prepare unit plans in advance of teaching the unit and course outlines in September to help navigate both students and parents with what is expected.  Educators are strategic thinker’s constantly thinking about the school’s future while at the same time observing individual student’s potential and gently prompting them in the right direction.

Moreover, Hays (2008) (as cited in George et al., 2014) asserts that “TSL changes the role of teacher in relationship with students from one of teacher as authority, director, wielder of power, and one who has the last say to teacher who serves students and society: who gives them voice, puts their welfare before self, and serves the interests of learning” (p.13).  Evidently TSL has a tremendous effect on strategic leadership in educational settings.  The TSL leader has the best interests of her/his students at heart and is constantly working within certain parameters to ensure students are being built up and prepared to achieve their goals.  TSL leaders strategically lay aside their own agenda in order to help realize the goals of their students.

Second, TSL leaders are also adept at change (George et al., 2018). George et al., contend that TSL educators have a “deepened appreciation for change” (p.13).  Scholars Hughes et al., (2014) note strategic leaders find value in reframing (p.83).  They go on to say while some people have a “preference for methodical and cautious change” others prefer “change that is more expansive and immediate” (p.83).  Being aware of how one reacts to change can help forecast a person’s penchant for seeing things differently” (p. 83).

Lastly, George et al.’s, (2014) research acknowledged that servant teachers have “understandings that transcend the classroom and make the risk worthwhile” (p.13).  In the same way, according to Hughes et al., (2014) strategic leaders “help create a shared understanding” (p.84).  Administering a common understanding of their vision and mission helps propel these educational leaders in the right direction (Hughes et al.,).

What are the benefits of keeping servant leadership as a central focus in the use of the strategic leadership principles outlined in the principles of Strategic Leadership in the “Personal Learning and Leadership” Learning Activity, the tools outlined in the Hughes, Beatty and Dinwoodie text (pp. 52 – 103) and the various pre and week 1 reading materials in education?

There are numerous benefits for keeping servant leadership a central focus while applying the strategic leadership principles.

Claar, Jackson and TenHaken (2014) believe “servant leadership offers the potential to positively revolutionize interpersonal work relations and organizational life” (p.48).  The positive attributes of servant leaders like “humility, empathy, and agape love” are warm, cozy and inviting (p.48). Imagine working in such an environment where there is just kindness and self-less acts of love?

Goleman, Boyatzis and McKee (n.d.) assert that leaders who are positive and control their emotional intelligence “bring out everyone’s best” (p. 1).  To further the point, great leaders are often attributed with being able to “ignite our passion and inspire the best in us” (p.1).  These leaders have been able to harness their emotions and therefore are able to “drive the emotions of those they lead in the right direction” (p.1).

Furthermore, Goleman et al., (n.d) contend that when people feel good, they work at their best; it lubricates mental efficiency” (p.2).  Not only does it work as a healing salve but as Goleman et al., also point out “positive people can change our very physiology and our emotions” (p.2).

Servant leadership would therefore bring about more engagement from staff (Hughes et al., 2014, p.56).  Staff would feel loved and appreciated.  They would be encouraged to emulate their servant leader and would thus start performing at a higher level.

Servant leaders would create followers who would in turn transform the entire school into a caring place.  This would trickle down to the students who would become over time changed as well.

At staff meetings, there would be more participation and open-ness to experimenting with the new curriculum.  Negativity, pride, selfishness and gossip would all flee.  If servant leadership were the central focus of strategic leadership in schools, there would be a new revolution.

One critical thinking principle I think is helpful in tying the principles of critical thinking with transformational servant leadership in the development of organizational strategies in an educational organization is to think about the Big Picture:

Think Big Picture

I think it is wise to look at information presented and expand the view. Taking a look at the Big Picture helps one understand where the grassroots ideas originate. Transformational servant leadership (TSL) offers something which benefits many and in a Christian school setting it makes sense to instill these Christian values to the next generation.

The foundational base of transformational servant leadership lies in Jesus’ teachings as well as the writings of Robert Greenleaf (George et al., 2018).  I wonder if there would be much buy-in from the public school system, especially when someone highlights TSL’s Christian origins. Currently, in public school education, there is a significant movement to support other causes (ie. SOGI) which goes completely against Christian values. Why then would something with a Christian foundation be warmly embraced in our educational system? How would this be packaged and sold to public universities and teacher training programs?

Furthermore, it is my understanding that to emulate transformational servant leadership is something that can only naturally occur within a human when they have become born again. However, even born again Christians struggle to emulate Jesus’ humble servant-like attitude all the time.  I know that I am far off from being a bonafide servant leader.  I struggle with my flesh all the time and far too often think about meeting my own needs and wants before others.  How much harder then, for those who are not being led by the Holy Spirit to emulate Christ. Therefore, I think TSL is a great strategy to implement in educational settings and would work best in a Christian school environment where all teachers are at least on the same page and the Christian school community would rise up and eagerly support with little or no backlash.  For Christians working in the secular public school system, by nature they can promote TSL but should not expect all their colleagues to practice it, as I believe this would be futile if they do not have a personal relationship with Jesus.

 

 

 

 

 

References

Aveyard, H., Woolliams, M., & Sharp, P. (2015). A Beginner’s Guide to Critical Thinking and

Writing in Health and Social Care. Maidenhead: McGraw-Hill Education.

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.

Claar,V., Jackson, L., & TenHaken, V. (2014) Are servant leaders born or made? Servant

Leadership: Theory & Practice, 1, (1), 46-52. http://www.sltpjournal.org/uploads/2/6/3/9/26394582/5_claar_et_al_-_print_v1_i1_2.pdf

Goleman, D., Boyatzis, R., & McKee, A. (n.d.). Primal leadership realizing the power of

emotional intelligence. Retrieved October 8, 2018, from https://acarthustraining.com/documents/Primal_Leadership-by_Daniel_Goleman.pdf

Hughes, R. L., Beatty, K. C., & Dinwoodie, D. L. (2014). Becoming a strategic leader your role

in your organization’s enduring success (2nd ed.). San Francisco, CA: Jossey-Bass.

Blog 1

Change Makers

ldrs501

Post 2.1

ET2

How does Transformational Servant Leadership affect the development of strategic leadership directions in educational organization?

Transformational Servant Leadership (TSL) is a form of strategic leadership; the two forms of leadership work in sync with each other.  TSL supports the development of strategic leadership in educational settings in succinct ways.

First, TSL leaders are visionaries (George, Page and Williaume, 2018).  As visionary leaders, they look ahead and see what needs to be done.  Not only do they see the next steps but they also motivate others to surpass their expectations (George et al., 2018).  Likewise, according to the literature, “visioning is a strategic thinking skill” (Hughes, Beatty and Dinwoodie, 2014, p.77).  Strategic leaders also keep an eye on the future, planning and visualizing their hopes and dreams. Hugh et al., point out “having a vision is about seeing something. The greatest visionaries are those who are able to paint a picture of a more desirable future” (p.65). Vision is preeminent to strategic thinking and it is also a character trait of transformational leaders (George, Page and Williaume, 2018 and Hughes et al., 2014).

In education for example, educators are constantly keeping an eye on where students are currently, where they are in their unit and gauging how many more classes are needed before students are ready to be tested and move on.  At the same time educators are also thinking about the big picture and where they hope their students will arrive by the end of the unit and by the end of the school year.  Teachers must prepare unit plans in advance of teaching the unit and course outlines in September to help navigate both students and parents with what is expected.  Educators are strategic thinker’s constantly thinking about the school’s future while at the same time observing individual student’s potential and gently prompting them in the right direction.

Moreover, Hays (2008) (as cited in George et al., 2014) asserts that “TSL changes the role of teacher in relationship with students from one of teacher as authority, director, wielder of power, and one who has the last say to teacher who serves students and society: who gives them voice, puts their welfare before self, and serves the interests of learning” (p.13).  Evidently TSL has a tremendous effect on strategic leadership in educational settings.  The TSL leader has the best interests of her/his students at heart and is constantly working within certain parameters to ensure students are being built up and prepared to achieve their goals.  TSL leaders strategically lay aside their own agenda in order to help realize the goals of their students.

Second, TSL leaders are also adept at change (George et al., 2018). George et al., contend that TSL educators have a “deepened appreciation for change” (p.13).  Scholars Hughes et al., (2014) note strategic leaders find value in reframing (p.83).  They go on to say while some people have a “preference for methodical and cautious change” others prefer “change that is more expansive and immediate” (p.83).  Being aware of how one reacts to change can help forecast a person’s penchant for seeing things differently” (p. 83).

Lastly, George et al.’s, (2014) research acknowledged that servant teachers have “understandings that transcend the classroom and make the risk worthwhile” (p.13).  In the same way, according to Hughes et al., (2014) strategic leaders “help create a shared understanding” (p.84).  Administering a common understanding of their vision and mission helps propel these educational leaders in the right direction (Hughes et al.,).

What are the benefits of keeping servant leadership as a central focus in the use of the strategic leadership principles outlined in the principles of Strategic Leadership in the “Personal Learning and Leadership” Learning Activity, the tools outlined in the Hughes, Beatty and Dinwoodie text (pp. 52 – 103) and the various pre and week 1 reading materials in education?

There are numerous benefits for keeping servant leadership a central focus while applying the strategic leadership principles.

Claar, Jackson and TenHaken (2014) believe “servant leadership offers the potential to positively revolutionize interpersonal work relations and organizational life” (p.48).  The positive attributes of servant leaders like “humility, empathy, and agape love” are warm, cozy and inviting (p.48). Imagine working in such an environment where there is just kindness and self-less acts of love?

Goleman, Boyatzis and McKee (n.d.) assert that leaders who are positive and control their emotional intelligence “bring out everyone’s best” (p. 1).  To further the point, great leaders are often attributed with being able to “ignite our passion and inspire the best in us” (p.1).  These leaders have been able to harness their emotions and therefore are able to “drive the emotions of those they lead in the right direction” (p.1).

Furthermore, Goleman et al., (n.d) contend that when people feel good, they work at their best; it lubricates mental efficiency” (p.2).  Not only does it work as a healing salve but as Goleman et al., also point out “positive people can change our very physiology and our emotions” (p.2).

Servant leadership would therefore bring about more engagement from staff (Hughes et al., 2014, p.56).  Staff would feel loved and appreciated.  They would be encouraged to emulate their servant leader and would thus start performing at a higher level.

Servant leaders would create followers who would in turn transform the entire school into a caring place.  This would trickle down to the students who would become over time changed as well.

At staff meetings, there would be more participation and open-ness to experimenting with the new curriculum.  Negativity, pride, selfishness and gossip would all flee.  If servant leadership were the central focus of strategic leadership in schools, there would be a new revolution.

One critical thinking principle I think is helpful in tying the principles of critical thinking with transformational servant leadership in the development of organizational strategies in an educational organization is to think about the Big Picture:

Think Big Picture

I think it is wise to look at information presented and expand the view. Taking a look at the Big Picture helps one understand where the grassroots ideas originate. Transformational servant leadership (TSL) offers something which benefits many and in a Christian school setting it makes sense to instill these Christian values to the next generation.

The foundational base of transformational servant leadership lies in Jesus’ teachings as well as the writings of Robert Greenleaf (George et al., 2018).  I wonder if there would be much buy-in from the public school system, especially when someone highlights TSL’s Christian origins. Currently, in public school education, there is a significant movement to support other causes (ie. SOGI) which goes completely against Christian values. Why then would something with a Christian foundation be warmly embraced in our educational system? How would this be packaged and sold to public universities and teacher training programs?

Furthermore, it is my understanding that to emulate transformational servant leadership is something that can only naturally occur within a human when they have become born again. However, even born again Christians struggle to emulate Jesus’ humble servant-like attitude all the time.  I know that I am far off from being a bonafide servant leader.  I struggle with my flesh all the time and far too often think about meeting my own needs and wants before others.  How much harder then, for those who are not being led by the Holy Spirit to emulate Christ. Therefore, I think TSL is a great strategy to implement in educational settings and would work best in a Christian school environment where all teachers are at least on the same page and the Christian school community would rise up and eagerly support with little or no backlash.  For Christians working in the secular public school system, by nature they can promote TSL but should not expect all their colleagues to practice it, as I believe this would be futile if they do not have a personal relationship with Jesus.

 

 

 

 

 

References

Aveyard, H., Woolliams, M., & Sharp, P. (2015). A Beginner’s Guide to Critical Thinking and

Writing in Health and Social Care. Maidenhead: McGraw-Hill Education.

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.

Claar,V., Jackson, L., & TenHaken, V. (2014) Are servant leaders born or made? Servant

Leadership: Theory & Practice, 1, (1), 46-52. http://www.sltpjournal.org/uploads/2/6/3/9/26394582/5_claar_et_al_-_print_v1_i1_2.pdf

Goleman, D., Boyatzis, R., & McKee, A. (n.d.). Primal leadership realizing the power of

emotional intelligence. Retrieved October 8, 2018, from https://acarthustraining.com/documents/Primal_Leadership-by_Daniel_Goleman.pdf

Hughes, R. L., Beatty, K. C., & Dinwoodie, D. L. (2014). Becoming a strategic leader your role

in your organization’s enduring success (2nd ed.). San Francisco, CA: Jossey-Bass.

Blog 1

Change Makers

ldrs501

Post 2.1

ET2

How does Transformational Servant Leadership affect the development of strategic leadership directions in educational organization?

Transformational Servant Leadership (TSL) is a form of strategic leadership; the two forms of leadership work in sync with each other.  TSL supports the development of strategic leadership in educational settings in succinct ways.

First, TSL leaders are visionaries (George, Page and Williaume, 2018).  As visionary leaders, they look ahead and see what needs to be done.  Not only do they see the next steps but they also motivate others to surpass their expectations (George et al., 2018).  Likewise, according to the literature, “visioning is a strategic thinking skill” (Hughes, Beatty and Dinwoodie, 2014, p.77).  Strategic leaders also keep an eye on the future, planning and visualizing their hopes and dreams. Hugh et al., point out “having a vision is about seeing something. The greatest visionaries are those who are able to paint a picture of a more desirable future” (p.65). Vision is preeminent to strategic thinking and it is also a character trait of transformational leaders (George, Page and Williaume, 2018 and Hughes et al., 2014).

In education for example, educators are constantly keeping an eye on where students are currently, where they are in their unit and gauging how many more classes are needed before students are ready to be tested and move on.  At the same time educators are also thinking about the big picture and where they hope their students will arrive by the end of the unit and by the end of the school year.  Teachers must prepare unit plans in advance of teaching the unit and course outlines in September to help navigate both students and parents with what is expected.  Educators are strategic thinker’s constantly thinking about the school’s future while at the same time observing individual student’s potential and gently prompting them in the right direction.

Moreover, Hays (2008) (as cited in George et al., 2014) asserts that “TSL changes the role of teacher in relationship with students from one of teacher as authority, director, wielder of power, and one who has the last say to teacher who serves students and society: who gives them voice, puts their welfare before self, and serves the interests of learning” (p.13).  Evidently TSL has a tremendous effect on strategic leadership in educational settings.  The TSL leader has the best interests of her/his students at heart and is constantly working within certain parameters to ensure students are being built up and prepared to achieve their goals.  TSL leaders strategically lay aside their own agenda in order to help realize the goals of their students.

Second, TSL leaders are also adept at change (George et al., 2018). George et al., contend that TSL educators have a “deepened appreciation for change” (p.13).  Scholars Hughes et al., (2014) note strategic leaders find value in reframing (p.83).  They go on to say while some people have a “preference for methodical and cautious change” others prefer “change that is more expansive and immediate” (p.83).  Being aware of how one reacts to change can help forecast a person’s penchant for seeing things differently” (p. 83).

Lastly, George et al.’s, (2014) research acknowledged that servant teachers have “understandings that transcend the classroom and make the risk worthwhile” (p.13).  In the same way, according to Hughes et al., (2014) strategic leaders “help create a shared understanding” (p.84).  Administering a common understanding of their vision and mission helps propel these educational leaders in the right direction (Hughes et al.,).

What are the benefits of keeping servant leadership as a central focus in the use of the strategic leadership principles outlined in the principles of Strategic Leadership in the “Personal Learning and Leadership” Learning Activity, the tools outlined in the Hughes, Beatty and Dinwoodie text (pp. 52 – 103) and the various pre and week 1 reading materials in education?

There are numerous benefits for keeping servant leadership a central focus while applying the strategic leadership principles.

Claar, Jackson and TenHaken (2014) believe “servant leadership offers the potential to positively revolutionize interpersonal work relations and organizational life” (p.48).  The positive attributes of servant leaders like “humility, empathy, and agape love” are warm, cozy and inviting (p.48). Imagine working in such an environment where there is just kindness and self-less acts of love?

Goleman, Boyatzis and McKee (n.d.) assert that leaders who are positive and control their emotional intelligence “bring out everyone’s best” (p. 1).  To further the point, great leaders are often attributed with being able to “ignite our passion and inspire the best in us” (p.1).  These leaders have been able to harness their emotions and therefore are able to “drive the emotions of those they lead in the right direction” (p.1).

Furthermore, Goleman et al., (n.d) contend that when people feel good, they work at their best; it lubricates mental efficiency” (p.2).  Not only does it work as a healing salve but as Goleman et al., also point out “positive people can change our very physiology and our emotions” (p.2).

Servant leadership would therefore bring about more engagement from staff (Hughes et al., 2014, p.56).  Staff would feel loved and appreciated.  They would be encouraged to emulate their servant leader and would thus start performing at a higher level.

Servant leaders would create followers who would in turn transform the entire school into a caring place.  This would trickle down to the students who would become over time changed as well.

At staff meetings, there would be more participation and open-ness to experimenting with the new curriculum.  Negativity, pride, selfishness and gossip would all flee.  If servant leadership were the central focus of strategic leadership in schools, there would be a new revolution.

One critical thinking principle I think is helpful in tying the principles of critical thinking with transformational servant leadership in the development of organizational strategies in an educational organization is to think about the Big Picture:

Think Big Picture

I think it is wise to look at information presented and expand the view. Taking a look at the Big Picture helps one understand where the grassroots ideas originate. Transformational servant leadership (TSL) offers something which benefits many and in a Christian school setting it makes sense to instill these Christian values to the next generation.

The foundational base of transformational servant leadership lies in Jesus’ teachings as well as the writings of Robert Greenleaf (George et al., 2018).  I wonder if there would be much buy-in from the public school system, especially when someone highlights TSL’s Christian origins. Currently, in public school education, there is a significant movement to support other causes (ie. SOGI) which goes completely against Christian values. Why then would something with a Christian foundation be warmly embraced in our educational system? How would this be packaged and sold to public universities and teacher training programs?

Furthermore, it is my understanding that to emulate transformational servant leadership is something that can only naturally occur within a human when they have become born again. However, even born again Christians struggle to emulate Jesus’ humble servant-like attitude all the time.  I know that I am far off from being a bonafide servant leader.  I struggle with my flesh all the time and far too often think about meeting my own needs and wants before others.  How much harder then, for those who are not being led by the Holy Spirit to emulate Christ. Therefore, I think TSL is a great strategy to implement in educational settings and would work best in a Christian school environment where all teachers are at least on the same page and the Christian school community would rise up and eagerly support with little or no backlash.  For Christians working in the secular public school system, by nature they can promote TSL but should not expect all their colleagues to practice it, as I believe this would be futile if they do not have a personal relationship with Jesus.