Madison aug 2014 transformational and servant leadership v6

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Presenting an overview of transformational and servant leadership in the online classroom

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Madison aug 2014 transformational and servant leadership v6

  1. 1. A Review of Current Literature on Transformational and Servant Leadership as Applies to Distance Education Bill Davis, MA, CM Lora Reed, PhD Andree Swanson, EdD Forbes School of Business, Ashford University
  2. 2. INTRODUCTION
  3. 3. Introduction  Presenting an overview of the literature that our team found on: ◦ classroom leadership, ◦ transformational leadership, and ◦ servant leadership in the online classroom.
  4. 4. PURPOSE AND BACKGROUND
  5. 5. Purpose  The purpose was to conduct a literature review on the areas of: ◦ Classroom leadership +online classroom ◦ Transformational leadership + online classroom ◦ Servant leadership + online classroom
  6. 6. Results of Research  Limited to no results when the researchers incorporated the online element ◦ Classroom leadership +online classroom ◦ Transformational leadership +online classroom ◦ Servant leadership +online classroom
  7. 7. Background  Our research involved the classroom leadership perspectives ◦ Faculty roles  [e.g., King’s (1993) “sage on the stage” and “guide on the side”], ◦ Burns’ (1978) model of transformational leadership. ◦ Greenleaf’s ([1970] 1991) model of Servant Leadership, (Burns, 1978; Greenleaf, [1970] 1991; King, 1993)
  8. 8. CLASSROOM LEADERSHIP STYLE
  9. 9. Classroom Leadership  Facilitating learning through creating and sustaining a climate wherein students engage in distinct collaborative learning communities.
  10. 10. Classroom Leadership (cont)  The function of these leadership styles ◦ creation of trust, ◦ meaningful relationships, and ◦ reciprocal learning experiences ◦ reaching students at their appropriate developmental level Trust Recipro cal learning experien ce Reaching students Relatio n-ships
  11. 11. Classroom Leadership (cont)  The role of classroom leaders as developers of future leaders is considered. Classroom leaders develop Future leaders
  12. 12. TRANSFORMATIONAL LEADERSHIP STYLE
  13. 13. TRANSFORMATIONAL LEADERSHIP Vision Motivation Organization
  14. 14. Transformational Leadership • Model the way • Inspire a shared vision • Challenge the process • Enable others to act • Encourage the heart • Provide idealized influence • Inspirational motivation • Intellectual stimulation • Individualized consideration Weiss, 2011
  15. 15. Transformational Leadership & the Online Classroom • Pounder (2008) conducted a study on transformational leadership in the classroom. • Positive relationship between this style of leadership and desirable outcomes in the classroom. • A sample of instructors at a Lingan University in Hong Kong classrooms. • Used a multifactor leadership questionnaire. • Survey Results • Scores on each of the transformational classroom leadership dimensions were significantly and positively correlated with scores on each of the classroom leadership outcomes.
  16. 16. Transformational Leaders • Provide consideration. • Mentor followers by teaching and sharing knowledge and skills. • Show emotional concern and support. • Provide a vision and mission. • Instill pride, gain respect, trust, communicate high expectations and express purposes in simple ways. • Provide intellectual stimulation. • Give personal attention.
  17. 17. SERVANT LEADERSHIP STYLE
  18. 18. SERVANT LEADERSHIP Vision Service Encouragement All Stakeholders
  19. 19. According to Robert Greenleaf  “…the focus of leadership should be on serving rather than leading.  In contemporary definitions of servant leadership, the emphasis in “serving” expands beyond employees to include customers, investors and all stakeholders in an organization” (http://www.concordiaonline.net/what-is-servant-leadership/)
  20. 20. Servant Leadership Style  Term coined by Robert K. Greenleaf (1970)  Differentiated from all other leadership theories by the motivation – to serve, rather than to lead  Ultimate objective to create next generation of servant leaders.
  21. 21. Leo as a Leader and Model  Greenleaf (1970) used Leo, the mountain guide from Herman Hesse’s ([1956] 2011) novel, Journey to the East, as his model for the servant leader. ◦ Notably, it was not until Leo left the troupe, and it fell apart, that the group began to realize he had been leading them all along. ◦ Leo had sustained the group, empowering them, unleashing them to do that which they had envisioned possible.
  22. 22. Servant Leadership: A Form of Ethical Leadership  Merton (1969, p. 2616) asserted, “Leaders lead as they have been led. But to perhaps a greater extent, styles of leadership are a function of the situation and the character of the organization; it is through the incessant process of self-reflection and organizational selection that particular personality types find themselves cast in leadership roles.”
  23. 23. Servant Leadership = Ethical Leadership  Chosen to lead because of the ethical leadership they model in organizations.  Other styles of ethical leadership include, but are not limited to… ◦ transformational, ◦ authentic, and ◦ spiritual
  24. 24. CONCLUSION
  25. 25. Conclusion  Through elements of transformational leadership and servant leadership applied in the online classroom, faculty will be more successful in developing future leaders
  26. 26. FUTURE RESEARCH
  27. 27. A Gap Exists in the Literature  Our interest is servant leadership in the online classroom  A gap exists for this topic when considering ◦ Higher education ◦ Online classroom
  28. 28. References  Are in the note section of this PowerPoint presentation.  Google URL to this presentation: ◦ http://goo.gl/rDMQnN
  29. 29. Authors  Bill Davis, MA, CM, is an instructor for the Forbes School of Business at Ashford University. He teaches a variety of business courses focusing on leadership and management. He has presented at several conferences on transformational leadership and student engagement. Recently, Bill presented on video in the online classroom for the VII International Guide Conference at Universidad Panamericana, Guatemala City, Guatamala.  Lora Reed, PhD, is an assistant professor for the Forbes School of Business at Ashford University. She was named one of the first three Greenleaf Scholars in Servant Leadership (2009) for her ongoing research with 911 emergency dispatchers. Lora is the Program Chair for Human Resources Management in the Forbes School of Business. She has authored numerous books, articles and presentations on Servant Leadership. She serves as Director of Research for the 911 Wellness Foundation.  Andree Swanson, EdD, is an assistant professor for the Forbes School of Business at Ashford University. She teaches graduate-level business courses and is the Program Chair for the Bachelors of Arts in Business Leadership. Her areas of interest are in emotional intelligence and servant leadership.

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