Servant Leadership

Servant Leadership

Philip Callahan, PhD, NREMTP

Michael Marks, PhD, ABPP

Copyright 2009 © MMarksPCallahan

All Rights Reserved. No part of this publication can be reproduced in any form or by any means including scanning, photocopying, or otherwise, without prior written permission of the copyright holder.

Smashwords Edition

But they (the Veterans) come with a different set of life experiences – experiences that will be invaluable in your classes. They will be among the best of your students. The challenge for them and for all of us is to get them through the initial six months to a year. If we succeed in transitioning them, they will be invaluable contributors to your institutions.

Eric K. Shinseki

Secretary of Veterans Affairs

I would like to dedicate this text to my father, Joseph, a WWII veteran, Combat Medic, Purple Heart, and Bronze Star.

PC

To the Vietnam Veterans of western Montana. And to their children and grandchildren who answered the call to service.

MM

Acknowledgements

No one is more cherished in this world than someone who lightens the burden of another.

--Author Unknown

We would like to thank everyone who made this curriculum possible and helped make our load a bit lighter. This endeavor would never have come to fruition without the support of Mr. Jonathan Gardner, CEO, FAHCE, Dr. David Emelity, Chief of Mental Health and Alice Packard LCSW, Director of Clinical Programs at the Southern Arizona Veterans Administration Hospital. This project would not have been possible without the support of Dr. Terri Riffe, Dr. Kris Weatherly, Dr. Julie Paget, Dr. Erin Doktor, and the staff of the University of Arizona Teaching Center and College of Agriculture. And, a special thanks to our graduate intern, Nicholas Markel.

We would also like to thank Dr. John Schupp, Director of the Supportive Education for Returning Veterans (SERV), for his enthusiasm and encouragement. In the times when this innovative curriculum was looked upon with confusion and people were dismissive of our vision for returning veterans, Dr. Schupp was there with his undaunting spirit to push us on. His sacrifice to make the SERV known to American universities and colleges nationwide is heroic.

The curriculum would not have been possible without our students. Your dedication to make sure that the veterans, who come after you, will have a solid foundation to pursue their academic dreams is as inspiring as your willingness to serve all of us. Generations of veterans will owe you a debt of gratitude and they will truly, stand on the shoulders of giants. To know you as warriors, students, and mentees has been one of the greatest honors of our lives. You have made this project the most important thing we have done professionally.

Finally, we would like to thank our wives and partners. Their sacrifice and support cannot be measured. Their willingness to surrender valuable time, so we could pursue this vision, is a gift that we can never repay.

Table of Contents

Servant Leadership Overview

1. Reading Research

2. Understanding Leaders and Leadership

3. Planning a Project

4. Trait-based Leadership

5. Five Practices of Exemplary Leadership

6. Stress and Leadership

7. Project Description

8. Situation in Leadership

9. Project Design

10. Individual Differences and Corporate Culture

11. Shared Values

12. Shared Values and Situation

13. Envisioning the Future

14. Transformational Experiences

15. Challenging the Process

16. Transformation and Innovation

17. Reflection

18. Integrative Leadership

19. Reflection

20. Systems Model

21. Enabling Others

22. Review of Concepts and Project

23. Encouraging Others

24. Asking the Right Questions about Leadership

25. Project Reflection

26. Make a Presentation

27/28/29. Make a Presentation

30. Final Reflection

Servant Leadership Overview

The goal of the servant leadership course is to provide an introduction to the effects of knowledge, behavior, social influence, and decision making related to leadership. This course introduces a broad range of readings addressing practical and theoretical leadership principles. Individuals will be expected to critically examine readings and associated videos/movies. The expectation is that you will apply principles from the course to a field project where emphasis will be placed on enhancement of self-awareness and leadership capabilities through the documented development and assessment of the field project.

A traditional journaling approach versus that of a setting where papers are passed-in in either a real or virtual (electronic) manner poses logistical issues that should be considered at the outset of this course. In particular, such tools as blogging lend themselves to a journaling approach and certainly can be used. Additionally, the 200 to 400 word commentaries that appear frequently in this course allow for opportunities to interact at a mentor-mentee or at a facilitator level , but only if these commentaries are shared rather than as appearing as static elements in the journal. Hence, opportunities either through a traditional submission of paper or through some electronic means needs to recognized and agreed upon. The environment will determine your methods.

Resources

A number of the leadership readings come from American Psychologist’s January, 2007, Special Issue on Leadership, but can be located individually in PDF format on the WWW.

Four videos are used to illustrate various aspects of leadership and include Shoes of the Fisherman, Twelve O’clock High, The Kid, and 12 Angry Men. The chapter structure provided on these videos is used to identify or index particular portions of the videos for review.

The Leadership Challenge Workbook is used for documenting project development. Refer to Kouzes, J. M., & Posner, B. Z. (2003) The leadership challenge workbook. San Francisco: Jossey-Bass.

1. Reading Research

1.1 Objective

Identify key structural elements of a research article for effective reading.

The objective is the learning intent of this session. As you read this objective and participate in the activities that follow, attempt to relate this objective to the current activity and the broader concept presented as the Whole Task Objectives. The Whole Task Objectives typically span three sessions with each of the three sessions contributing to your overall understanding of the Whole Task Objective.

Whole Task Objectives

Apply and test methods to increase reading comprehension and learning.

Understand the purpose of measurement and obtaining measures.

Relevancy

Reading research articles can be daunting for the uninitiated particularly when the article is peppered with statistics and discipline specific charts. So, developing an effective process for reading research becomes important in order to: use your time efficiently, determine the importance of the article; and to use search engines efficiency for finding comparable research.

Always read something that will make you look good if you die in the middle of it.

-- P. J. O'Rourke

Pretest

Have you spent much time reading research? If so, what technique do you use to efficiently read the material. Explain.

Activity

Research writing occurs in many formats that are specific to both the methods being used in the research and the discipline or branch of learning. For simplification we will identify two types of research articles you will probably encounter in your studies. First, a research study is intended to discover or interpret some matter that typically is used to advance