Servant Leadership and Teaching in an E-learning Environment

Servant Leadership

• Greenleaf (1977) states, “The servant leader is a servant first. It begins with the natural feeling that one wants to serve. The conscious choice brings one to aspire to lead. The best test is: do those served grow as persons, do they, while being served, become healthier, wise, freer, more autonomous, more likely themselves to become servants”(p. 13).

• Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. New York: Paulist Press

Servant Leadership

Patterson, K. A. (2003). Servant leadership: A theoretical model (Doctoral dissertation, Regent University, 2003). Dissertation Abstracts International, 64 (02), 570. (Publication No. 3082719)

Transformational Leadership

• Idealized Influence • Intellectual Stimulation• Individual Consideration • Inspirational Motivation

Bass, B. M., & Avolio, B. J. (1990). Developing transformational leadership: 1992 and beyond. Journal of European Industrial Training, 14, 21-27.

Functional Learner AutonomyFunctional Learner Autonomy -- Is a range of ability and willingness to participate in selecting and shaping learning experiences in which the learner may function independently or in concert with others.The degree to which an individual is engaged in functional learner autonomy is expressed in the extent that the learner optimizes the learning process by making efficient and appropriate use of their personal resources and the resources of others. Confessoree, G. J. (1992). An introduction to the study of self-directed learning. In G. J. Confessore & S. J. Confessore (Eds.), Guideposts to self-directed learning: Expert commentary on essential concepts (pp. 1-6). King of Prussia, PA: Organization Design and Development.

Functional Learner Autonomy

Functional Learner Autonomy

DysfunctionalLearner Dependence

DysfunctionalLearner Independence

Confessoree, G. J. (1992). An introduction to the study of self-directed learning. In G. J. Confessore & S. J. Confessore (Eds.), Guideposts to self-directed learning: Expert commentary on essential concepts (pp. 1-6). King of Prussia, PA: Organization Design and Development.

Desire

Resourcefulness

Persistence

Initiative

Autonomous Learning

Confessoree, G. J. (1992). An introduction to the study of self-directed learning. In G. J. Confessore & S. J. Confessore (Eds.), Guideposts to self-directed learning: Expert commentary on essential concepts (pp. 1-6). King of Prussia, PA: Organization Design and Development.

Resourcefulness Subscales

Learning Priority

Deferring Gratification

Resolving Conflict

Future Orientation

Planning

Evaluating Alternatives

Anticipating Consequences

Carr, P. B. (1999). The measurement of resourcefulness intentions in the adult autonomous learner (Doctoral dissertation, The George Washington University, 1999). Dissertation Abstracts International, 60, (11), 3849. (Publication No. AAT 9949341)

Initiative Subscales

Goal Directedness

Action Orientation

Overcoming Obstacles

Active Approach

Self-Starting

Ponton, M. K. (1999). The measurement of an adult‘s intention to exhibit personal initiative in autonomous learning (Doctoral dissertation, The George Washington University, 2000). Dissertation Abstracts International, 60 (11), 3933. (Publication No. 9949350)

Persistence SubscalesVolition

Self-Regulation

Goal Maintenance

Derrick, M. G. (2001). The measurement of an adult‘s intention to exhibit persistence in autonomous learning (Doctoral dissertation, The George Washington University, 2001). Dissertation Abstracts International, 62 (05), 2533. (Publication No. 3006915

Staged Self-Directed Learning Model (Grow, 1991)

Stage Student

Stage 1

Stage 2

Stage 3

Stage 4

Dependent

Interested

Involved

Self-Directed

Teacher

Authority,Expert

Motivator,Guide

Facilitator

Consultant,Delegator

Examples

Coaching with immediate feedback.Drill. Informational Lecture. OvercomingResistance.

Inspiring lecture plus guided discussion.Goal setting and learning strategies.

Discussion facilitated by teacher whoParticipates as equal. Seminar.Group projects.

Internship, dissertation, individual Work or self-directed study-groups.

Match versus Mismatch in Learner Stages and Teacher Styles

(Grow, 1991)

DependentLearner

InterestedLearner

InvolvedLearner

Self-DirectedLearner

Authority,Expert

Motivator,Guide

Facilitator Consultant,Delegator

Match

Match

Match

Match

NearMatch

NearMatch

NearMatch

NearMatchMismatch

Mismatch

Mismatch

Mismatch

SevereMismatch

NearMatch

NearMatch

SevereMismatch

Teacher/Servant Leadership

Characteristics• Listening• Empathy• Holistic Interaction• Awareness• Authenticity• Persuasion

Teacher/Servant Leadership

Characteristics• Conceptualization• Foresight• Stewardship• Commitment to People• Community

How would you see these characteristics being exercised in

an e-learning environment ?

Questions

Some preliminary observations

Listening:Actively listens to students with more than the ear, but

also the heart. The response to the listening involves an

assessment of the students’ individual needs, which may be

personal, spiritual, physical, emotional, and academic. Derrick, G., & Jordan, H. (2003, Summer).

http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard. Retrieved April 15, 2008, from http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard: http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard

Listening

• Do not make assumptions• Asked for clarification• Stay away from “you

wrote” and use but “My understanding of what you have written is this my correct”?

• Look for the issue behind the issue

Empathy: demonstrates genuine care and concern about

the student, the ability to relate and understand

what the student is experiencing cognitively,

affectively, and physically.Derrick, G., & Jordan, H. (2003, Summer).

http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard

.

Empathy• Share your story• Encourage• Affirm your understanding of the

struggle of the student balancing act of being, full-time employee, family member, and member of the community

• Listen but not lower the bar in terms of standards.

• Do not offer solutions unless the requested

Authenticity

Holistic Interactionencourages cognitive and

spiritual growth

Holistic Interaction

• Emphasize that it is not the grade it is about the learning. Learning is of greater value than a grade and has its own rewards.

• It’s not about memorizing data is about exercising wisdom

• Learning should result in change• Help connect the dots knowledge,

character, and skill

Awareness:

• The first job of a leader is to define reality, last to say thank you and, in between, to be a debtor and a servant.“ -- Max DuPree

• Reality in terms of who they are.• Reality in terms of the world they

live in at this time

Persuasion: Challenging the students

in their analytical and independent thinking and

learning.

Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard

.

Persuasion

• Ask questions to make them rethink and/or more credibly defend their conclusion

• Restate the rationale of their position

Foresight: Meets the needs of

the student in advance, and take a proactive approach.

The academic, learning process is

only part of the part of the ultimate goal; it is not the end result but

the beginning.

Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard

.

Foresight

• Keep the vision and mission of the learning before the student.

• Do not wait for the student to ask for help but take the initiative if there appears to be a problem.

• Take the initiative in voice communication or in face to face communication

Stewardship:Understands the role of teacher is a sacred trust

Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard

.

Commitment to people: Inspires

others to serve one another and the

community in which they live and

participate. Learning should lead to service.

Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard

.

Community: Seeks in expanding their vision beyond

themselves and immediate

circumstances, to encourage others to

become leaders in the broader global

community.Derrick, G., & Jordan, H. (2003, Summer). http://characterclearinghouse.fsu.edu/index.php/articles/perspectives/73-servant-professorship-the-theology-of-the-chalkboard.

Questions