Havens_Charles_Capstone_Project

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Running head: SERVANT LEADERSHIP: A DEAN’S APPROACH
Servant Leadership: A Dean’s Approach
Charles I. Havens
Lincoln Christian University
OL 700 NET 01 Capstone Project in Organizational Leadership
Dr. Shane Wood
April 24, 2015

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SERVANT LEADERSHIP: A DEAN’S APPROACH
Abstract
There are many different styles of leadership that Deans and other higher education leaders could
use to facilitate their organization. Leadership styles can range from being coercive to
transformative. This paper will examine the worldview and cultural aspects of higher education
leadership, several different leadership styles, and then present a leadership development plan for
a servant style of leadership that would help to increase the leadership abilities of a higher
education leader.

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Table of Contents
Abstract.......................................................................................................................................... 2
Chapter 1 ....................................................................................................................................... 5
Issue ............................................................................................................................................ 5
Reasoning.................................................................................................................................... 6
Organizational Context ............................................................................................................... 6
Preferred Outcome ...................................................................................................................... 6
Chapter 2 ....................................................................................................................................... 7
Secular Humanism...................................................................................................................... 7
Postmodernism............................................................................................................................ 7
Individualism Index .................................................................................................................... 8
Power Distance Index ................................................................................................................. 9
Uncertainty Avoidance Index ................................................................................................... 10
Chapter 3 ..................................................................................................................................... 11
Distributive Leadership............................................................................................................. 11
Trait and Behavior Theories ..................................................................................................... 13
Power and Influence Theories................................................................................................... 13
Cognitive Theory ...................................................................................................................... 14
Transformational Leadership .................................................................................................... 15
Servant Leadership.................................................................................................................... 16
Chapter 4 ..................................................................................................................................... 19
Session 1 – What is a Leadership Development Plan? ............................................................. 20

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Session 2 – What Are Some Leadership Styles? ...................................................................... 21
Session 3 – What is Servant Leadership? ................................................................................. 22
Session 4 – Meet Their Needs?................................................................................................. 25
Session 5 – Challenges in Leadership....................................................................................... 28
Session 6 – Community and Beyond ........................................................................................ 34
Session 7 – Future Leaders Needed .......................................................................................... 36
Chapter 5 ..................................................................................................................................... 38
Project Implementation............................................................................................................. 38
Measure of Success................................................................................................................... 39
References.................................................................................................................................... 41

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Servant Leadership: A Dean’s Approach
Within the area of higher education leadership there are wide arrays of leadership styles
that can be seen expressed on a daily basis. This capstone project will be examining some of
these different styles, by contrasting the positives and negatives of these styles. This project will
then look at servant leadership as a leadership style that could help enhance the leadership style
toolbox of a higher education leader. Finally this project will present a leadership development
plan that will help to introduce and facilitate the use of the servant leadership style into higher
education institutions, mainly the Washburn Institute of Technology.
Chapter 1
There are many different leadership styles that exist within higher education; all of them
strive to try to provide for the students, faculty, and organization in the best way possible. This
training plan will help leaders to ensure that their followers, whether other professionals or
students, have every opportunity to succeed in their tasks. Some leadership styles, such as
transformative, focus on the needs of the organization over the individual, whereas other
leadership styles, such as servant leadership, focus on the individual needs (Keith, 2010, p. 2).
Issue
The topic of leadership styles of deans within higher education is very important, because
colleges and universities have a large impact on the development of the next generation. This
project will compare and contrast some of the different styles of leadership that deans possess.
This paper will then present research to examine the different leadership styles that fit the
position of dean. After looking at the different leadership styles that will fit this position, it will
present a leadership development plan for existing and future deans to use that would help guide
them into the servant leadership style.

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Reasoning
In today’s world, higher education leadership needs to re-examine their leadership styles,
deans in higher education should be at the front line of this process. The deans that are leading
the younger generation are usually from a different generation (Wheeler, 2012, p. 10). This can
cause a large gap between the mentality of the students and that of the administration; this is a
problem that should be reconciled. Bridging this gap would increase the retention rate while also
increasing the enjoyment of both parties.
Organizational Context
The organization that will be used to examine and apply this research and techniques
toward is Washburn Institute of Technology (Washburn Tech). Washburn Tech is a department
within Washburn University in Topeka, Kansas. At Washburn Tech, the focus is on career and
technical education. Washburn Tech has gone under the description of vocational college
before, even though it has been attached to Washburn University for eight years. While most of
the departments at Washburn University have a single dean in charge of the area, Washburn
Tech has six deans spread throughout the institution. Since there are so many deans, the
institution can see a wide array of leadership styles. Many of the deans at Washburn Tech are
authoritative or coercive in nature. This causes separation between the parent organization,
Washburn University, and Washburn Tech.
Preferred Outcome
Through the development and research of this paper, this project will be able to develop a
training plan to help deans and other leaders release the potential of their followers. This
training plan will help leaders to ensure that their followers, whether other professionals or
students, have every opportunity to succeed in their tasks. Based on my preliminary research, I

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believe that servant leadership would best serve the deans in this task. It would allow the deans
to build up a better sense of community within their department while removing any barriers that
stand in the way of progress.
Chapter 2
"Colleges and universities defined the role and reflect on the moral and organizational
aspects of their mission statements. The large and small issues relative to culture are important
to the success of the leader. Leaders must understand the culture and value diversity” (Nica,
2013, p. 191). There are many different types of philosophies that are present within higher
education; some of these philosophies are based on worldviews while others are based on
different leadership style approaches.
Secular Humanism
In secular higher education schools, the secular humanism worldview is very popular
(Wheeler, 2012, p. 15). While secular humanism is very optimistic in their philosophy and tries
to rally around everyone to achieve their goals, they do not see that there is a place for God
within higher education goals (Wheeler, 2012, p. 16). Instead they believe that knowledge and
technology are what has caused humans to be the predominant force in the world. Science and
technology can solve any problem that the individual faces. Because of this belief within science
and technology feelings are often discarded and not relied upon as a true base of an individual's
personal status.
Postmodernism
Another prevailing worldview within higher education is postmodernism (Diamond,
2002, p. 323). This is reflected in the amount of diversity training that higher education
institutions are presenting.

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An academic leader must believe in the values that are evident in the multicultural
population of the college or university. Colleges and universities must provide the means
for various ethnic minorities to celebrate their cultures. The academic leader must
understand the goals of the faculty and how each faculty member contributes to the
attainment of them. (Nica, 2013, p. 192)
By allowing all of the individuals to celebrate their own cultures and their own faith beliefs the
higher education institutions are supporting diversity but also supporting a postmodernism view.
Everyone has their own belief in their own realities, and along with that comes their own truth.
"To promote diversity in academic leadership, the colleges or universities should be a microcosm
of the total society” (Nica, 2013, p. 193).
At Washburn Tech there has never been any talk about what the worldview of the
organization is or how it would like to be aligned. These worldviews that have been listed are
based on personal observation and research into the different worldviews. The individuals
within the organization hold a very diverse worldview, and would be too many to describe in any
type of detail.
Individualism Index
Individualism is very dominant in the realm of higher education (Diamond, 2002, p. 156).
While there is some sense of teamwork through the use of sports and community, within the
individual classrooms, department, and schools there is a sense of individualism that reigns. The
professor is seen as king of the classroom, the dean monarch of the department. It can be hard to
get individuals to work together to accomplish an outside goal. The campus as a whole is seen
as an individual project, whereas each student is individually trying to graduate from whatever

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program they are enrolled in. This type of separation prevents many students and faculty from
pairing up to achieve larger goals (Davis, 2014, p. 4).
There is also a sense of individualism within the lives of the students. While the students
may team up to work on projects, there is a sense of individualism within their quest for grades.
"The purpose of learning is not so much to know how to do as it is to know how to learn. The
assumption is that learning and life never end; even after school and university it will continue”
(Hofstede, 2001). Therefore, as we are preparing students to become lifelong learners, we are
also promoting a sense of individualism within our students to help prepare them for the modern
world (Hofstede, 2001).
Power Distance Index
Within some areas of education there is a definite sense of high power (Hofstede, 2001).
Titles are used constantly in higher education institutions (Persichitte, 2013, p. 15). If by some
chance there is a professor who does not have a doctorate, the rest of the faculty will look down
upon them until they have achieved that prestigious rank. When Washburn University and
Washburn Tech joined together in 2008 there was a lengthy discussion about what the instructors
at Washburn Tech were to be called. Under the old program, when Washburn Tech was a
vocational school, the instructors were considered teachers in the local school district. Due to
changes in state funding and state law the instructors could no longer be considered teachers.
The professors at Washburn University refused adamantly to allow the instructors at Washburn
Tech to be called anything that could possibly be confused with a professor at Washburn
University. Therefore, the instructors were labeled Technical Instructors so that there would not
be any confusion.

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Without even considering the relationship between professors and technical instructors, there is
evidence within higher education that there is a high power distance index. The relationship
between teachers and students is usually one of power. "The educational process is teacher
centered; teachers outline intellectual paths to be followed” (Hofstede, 2001). In the classroom
there is supposed to be a strict order, with the teacher initiating all communication (Hofstede,
2001). While this type of control is not always in place within higher education, it is a common
practice.
Uncertainty Avoidance Index
Many higher education institution falls into the high-risk avoidance category (Hofstede,
2001). There are countless pages in our school catalogs dedicated to rules and regulations; some
Christian colleges even require morality contracts. The students and the faculty know the rules,
they know what can and cannot be done, and there are severe consequences for failing to meet
them. Even our syllabi are considered contracts with the students; if they fail to satisfy the
syllabus they will fail the class.
Within higher education, institutions with a high uncertainty avoidance index are viewed
as though they have all of the answers (Hofstede, 2001). Many higher education institutions,
including Washburn University, use this type of environment to influence the learning of the
students. This way the learning outcomes of the program are exactly what the institution strives
for. While there are some programs that allow for individuality within the content, most of the
programs at Washburn Tech use very strict guidelines and curriculum. For example, there are
only so many ways that you can rebuild a motor or put in an IV (Intravenous).
The culture at Washburn Tech is one of a community, but there is a definite sense of
separation between Washburn Tech and Washburn University. While there are some

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occurrences of Washburn Tech students using the university and their facilities, these are the
rarity. Instead Washburn Tech students hear comments that when they finish at Washburn Tech
they can come up to the university level or there are students sent to Washburn Tech because
they are not ready for the university yet. If the leaders at Washburn Tech and Washburn
University were able to focus on the needs of the students rather than their own feelings of where
the students belong, then the students would be able to achieve their greatest potential. This
leadership development plan will help to introduce the leaders to a leadership style that will
accomplish that ideal of caring.
Chapter 3
There are many different leadership theories that are available within higher education
institutions. "New approaches to leadership in higher education are being explored as
universities face the dual challenges of competing in a globally competitive world all at the same
time designing opportunities to build and develop sustainable leadership” (Jones, Lefoe, Harvey,
& Ryland, 2012, p. 67). This chapter will examine several different leadership theories,
including distributive leadership, transformative leadership, and servant leadership.
Distributive Leadership
Distributed leadership and collaborative leadership theories can be considered closely
related. Both leadership theories take the stance of sharing the leadership role with the other
people within the group. “Leadership is a shared influence process to which several individuals
contribute” (Scardino, 2013, p. 3). By distributing the leadership load to a diverse group of
individuals, it allows the decision-making process to become a team challenge rather than an
individual responsibility. “Leadership arises from the interactions of diverse individuals, which

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together form a group or network in which essential expertise is a dispersed quality” (Ameijde,
Nelson, Billsbury, & van Meurs, 2009, p. 765).
In order for this style of leadership to be successful the individuals within the group must
have a diverse set of skills. “One of the defining principles of distributed leadership is that it
arises from the interactions of diverse individuals in a setting where expertise is a dispersed
quality” (Ameijde et al., 2009, p. 766). Unfortunately within higher education institutions most
departments are made up of people who possess the same set of leadership skills. The problem
also arises when the team does not recognize each other as leaders; if this occurs within the
distributive leadership theory, there is no increase in performance over traditional vertical
leadership (Ameijde et al., 2009, p. 770).
If the distributive theory of leadership were to be successful, it would require that the
entire team be on the same page and focus on the same goals. “A clearly defined goal was
another condition, which was found important in order to enable effective distributed leadership
to emerge” (Ameijde et al., 2009, p. 777). The distributive leadership would fail to present any
results if the team were to work in opposing directions since there is no defining direction within
the team.
Another barrier to the distributive theory of leadership is a lack of communication within
the organization. “A number of teams which reported problems in gaining external information
were found to lack the ability to make important decisions or identify issues and obstacles, in
some cases resulting in interventions from external decision makers or cancellation of the
project” (Ameijde et al., 2009, 776). Since all projects are completed through the use of
teamwork, information from external sources is essential to this decision-making process.

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Without the external information, the opinions of the team members would become a place of
debate within the project.
Trait and Behavior Theories
Some of the most prominent leaders within higher education institutions are seen as
charismatic, because of their people skills, speaking skills, or their personality. “College leaders
were seen as effective when they were perceived as competent, legitimate, value driven, of
complex mind, respectful listeners, and open to influence” (Kezar, Carducci, & McGavin , 2006,
p. 14). Since leaders are chosen based on their behavioral traits, there are some traits that seem
to be more appreciated within higher education; for example, being strong, a risk taker,
relational, caring, and collaborative.
In terms of behavioral theories of leadership, deans should focus on goals, vision,
planning, and motivating people to action. “Leaders must focus on direction setting and vision”
(Kezar et al., 2006, p. 19). This can be accomplished through their personal traits, behaviors,
and collaboration. “Leaders should work with people, recognize the shared governance
environment, listen, and the open influence” (Kezar et al., 2006, p. 120).
One issue with trait and behavior theories is that each department within the higher
education institution requires different traits and behaviors in order to be effective. “Leadership
in different units and levels requires distinctive leadership approaches” (Kezar et al., 2006, p.
115). Since every leader is different, it would be difficult to distinguish a certain set of
characteristics or traits that a leader should develop an order to be successful within a multitude
of departments.
Power and Influence Theories
Within the realm of higher education institutions, power is one of the most effective and

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widely used leadership styles (Diamond, 2002, p. 172). "Power is the capacity to fulfill a desire
by influencing another in a way that is safe and action from the respondent that would lead to the
payment of the desire” (Scardino, 2013, p. 19). In recent years, the type of power and influence
approaches used and seen as effective in higher education have shifted from directive to mutual
and two-way power and influence processes (Kezar et al., 2006, p. 116).
“A leader who possesses power, judiciously punishes and rewards, demonstrates
expertise, maintains appropriate distance, and develops charisma and public presence is
especially likely to be a success” (Kezar et al., 2006, p. 119). This type of control within a
department is seen as very demanding and political. “In this environment, leaders are
encouraged to develop their political skills and their ability to negotiate, build alliances, manage
conflict, and influence new stakeholders” (Kezar et al., 2006, p. 119). These new stakeholders
within the department could range from internal sources to external resources that are looking to
manipulate or use the institution. “Faculty, unions, and trustees all play a significant role in
shaping the power dynamics that affect leadership processes and need to be given special”
(Kezar et al., 2006, p. 122).
Since deans are seen as mid-level leaders within higher education institutions they are
constricted by power theory leadership above them and below by stakeholders. “Mid-level
leaders end up as negotiators and are constrained more by power and conflict” (Kezar et al.,
2006, p. 109). Therefore, the ability to make decisions is hampered by power on both sides.
Cognitive Theory
"In higher education, cognitive approaches to the study of leadership have been most
used in the past 15 years” (Kezar et al., 2006, p. 125). Since higher education institutions are
staffed with people who have PhDs or other terminal degrees, the ability to think and reason is a

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top priority within leadership. “Cognitive theories of leadership focus on the thought processes
of individuals involved in leadership, seek to understand how individuals attribute actions and
outcomes to leaders, and underscore the importance of perception and cognition in general to
leadership” (Kezar et al., 2006, p. 130). Since the individual’s leadership thoughts are seen to be
influential of their leadership styles, their individual role views are very influential on the way
that they approach their various tasks (Kezar et al., 2006, p. 132).
“Most college leaders have a power and influence or behavioral view of leadership,
meaning that they conceptualize the task with limited complexity and are not embracing the
plethora of concepts necessary to be successful as a leader” (Kezar et al., 2006, p. 133). These
leaders are unable to look beyond the leadership styles that they learn through their education
and experiences. They remain stagnant in their leadership styles and do not embrace new ideas.
"Because most academic leaders emerge from a disciplinary perspective, these differences are
extremely important for understanding the cognitive orientations of leaders in the leadership
process in college and universities” (Kezar et al., 2006, p. 138).
When there is a difference between the leader’s worldview and the followers, there is a
significant decrease in the perception of effectiveness within the leadership group. If the
followers do not see that the leader’s cognitive frame is in line with the goals and values of the
organization then the leader will not be accepted as successful (Kezar et al., 2006, p. 143).
Essentially if the leader is not producing the fruit that the group is looking for, that leader will be
seen as unsuccessful in any attempt that they make, thereby limiting their leadership abilities.
Transformational Leadership
"Transformational leadership was described as a process where leaders can influence a
change in the fundamental awareness of their associates while considering a new outlook on

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themselves, and on the various opportunities and challenges in their environment” (Scardino,
2013, p. 15). Transformational leadership tries to transform organizations, in order to align
individuals with the organizations values and goals. This does not preclude the individual from
having their needs met, but those needs must align with the organization’s needs at the base
level.
Within higher education the Dean is responsible for transforming the individual
department into this concept of organization synergy. “Deans set direction and empower others,
actions clearly embedded in transformational leadership constructs” (Kezar et al., 2006, p. 44).
There are some areas within higher education where transformational leadership is likely to be
successful. "Leaders that embrace a more transformational view of leadership -- seeking to
empower others, develop trust, create motivation, and work to transform the values and
preferences of the organizational culture -- were better able to provide leadership for diversity”
(Kezar et al., 2006, p. 47). Transformational leadership is particularly important for issues that
challenge the status quo such as equity, diversity, technology, and assessment (Kezar et al., 2006,
p. 48).
“Transformational leadership helped build satisfaction among staff and faculty and
increased morale, while transactional leadership helped build the infrastructure of the
organization and build capacity and resources” (Kezar et al., 2006, p. 50). Since
transformational leadership helps to align the group's goals and vision, there is significant
increase in the teamwork of that group. In doing so there is a higher satisfaction with the work
that is being completed by the group and the group is able to witness the fruit of their endeavors.
Servant Leadership
The concept of servant leadership shares a great deal of traits with transformative

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leadership, but with one major difference. Transformative leadership looks to transform the
followers into the ideals of the organization, while servant leadership looks to serve the followers
while hoping to achieve the ideals of the organization. “The concept of servant leadership is
fundamental to education because educational leaders provide services, mentorship, advising,
and general assistance day-to-day to students while they facilitate their own personal and
academic potential throughout the institutional curricula” (Scardino, 2013, p. 22). Those who
are leaders within higher education look to serve their students throughout their career. Since the
overall customer of higher education is the student, it should be fairly easy for higher education
institution to accept the ideal of serving the customers.
“The difference between servant leadership and other leadership styles is not the quality
of decision servant leaders make, but the responsibility and follower consultation that is
exercised by servant leaders” (Scardino, 2013, p. 25). Instead of focusing on the responsibilities
and power of the leadership position, instead a servant leader looks to their followers to see their
responsibilities. “A leader's values, perceptive, and concern should be focused on whom and
what he or she is responsible for, as opposed to his or her desires” (Scardino, 2013, p. 32).
There are many choices that a leader can make throughout the course of their career; one of the
major choices that they have to decide upon is what type of leader they are going to be.
Taylor-Gillham concluded that leadership in an educational environment needs a strong and
thorough narrative providing first-hand accounts of how servant leaders compose an educational
environment that is founded in the quality, integrity, and attentiveness to the human spirit, and
facilitating organizations where ownership and responsibility is shared by all who are a part of
them. (Scardino, 2013, p. 28)

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The leaders within higher education institutions should come to the conclusion that they
are there to serve the students, to help the students involved achieve their highest potential, and
to see the greatest amount of success possible. Those leaders should choose to be servant leaders
who focus on the students rather than the accolades and privileges that accompany higher
education leadership positions. Even though there are several different leadership styles that a
higher education leader can choose from, and should choose from depending upon the situation,
servant leadership provides the greatest amount of individuality in dealing with their followers.
Table 1. Leadership Style Comparison
Leadership Style Pros Cons
Distributive Style of
Leadership
Everyone gets a say Can lack direction
Decisions are team based Must have a diverse set of
skills
Trait and Behavior Theories Charismatic leader Different characteristics are
needed for different positions
Power and Influence Theories Very political Constriction from higher
authorities
Gets stuff done Coercive in nature
Cognitive Theory Leader is usually the smartest Stuck in leadership styles
they have learned through
their education

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Decrease in effectiveness
when there is a difference in
worldviews
Transformational Leadership Organization's goals are the
focus
Followers have to adjust to
meet organization's needs
Increase in satisfaction and
teamwork
Servant Leadership Focuses on the needs of the
individual
Can be seen as weak
Allows for group decisions
Helps followers achieve there
greatest potential
Every leadership theory has a place and a time to be used, but there are some leadership
styles that are appropriate for a larger amount of time. Servant leadership is one of those
leadership styles that should be used constantly rather than sporadically (Scardino, 2013, p. 145).
Therefore, the rest of this project will focus on servant leadership as a constant replacement
leadership style.
Chapter 4
Throughout this chapter this project will layout the different sessions that will be used to
introduce and develop the higher education leaders into the servant leadership style of leadership.
Each of these sessions should be spaced out through out a period of time no smaller than two
months. This type of spacing would allow the leaders to take the concepts discussed back to the

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office with them to reflect and put into practice. The groups themselves should be limited to a
group of four; this is due to several factors including the small number of Deans at Washburn
Tech and to facilitate a chance to grow closer and foster honesty within the group.
Session1 – What is a Leadership Development Plan?
The reasoning behind the development of a leadership development plan is essential to
the cooperation of leaders in higher education. Earlier this project discussed the reasoning
behind this project and the cultural and worldview implications of leadership within the context
of Washburn Tech. This session will focus on the following questions:
 Why do we need to plan for leadership development?
 How does a leadership development plan affect our ability to lead?
 How can this help me to become a better leader at Washburn Tech?
 When should we examine our need to improve our leadership?
Leadership Development Plans. The process of trying to develop leaders can be a
difficult one, especially within higher education. Often the leaders have accepted their position
in the organization and reluctantly accept leadership positions (Wheeler, 2012, p. 14). If we can
foster a culture of leadership development within higher education organizations it will help to
strengthen the organizations future.
Leadership development programs can significantly strengthen the institution by
fostering a team approach to solving institutional problems, by increasing the
effectiveness and efficiency of its human resources, and by creating a ready pool of
qualified professionals for top-level positions. (McDade & Lewis, 1994, p. 77)

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This type of leadership development is already evident within servant leadership, since servant
leadership focuses partially on creating more servant leaders. Even though it is part of the
servant leadership style, it is still wise to create an actual leadership development plan.
"Training and development programs directed to staff represent an institutional
investment in the skills and careers of nonacademic personnel" (McDade et al., 1994, p.64).
Nonacademic personnel are typically attracted to educational institutions because the expectation
that the organization will care about them more than the employers in the private sector
(McDade et al., 1994, p. 89). When higher education institutions refuse to invest in their staff,
this lack of attention soon creates a sense of low morale.
Employee satisfaction is not the only reason for leadership development programs; it also
makes sense from a financial standpoint. "If you spend time and resources of faculty and staff
development, you will get a huge return on investment in terms of creativity, productivity,
morale, and self-renewing energy” (Diamond, 2002, p. 185). Consider the end goal for higher
education institutions; they are about the preservation, transmittal, and proliferation of
civilization. In this case civilization cannot be changed by things, but instead by people thinking
about, talking about, and tinkering with things, and also teaching others to think, talk, and thinker
(Diamond, 2002, p. 435). Leadership development programs allow for the continuance of these
goals.
Session2 – What Are Some Leadership Styles?
This session will focus on the different leadership styles that were previously discussed in
this project. The group will reflect on their own leadership styles, along with why they chose
that particular style. Throughout the session the questions that will guide this conversation are:
 What is a leadership style?

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 What are some different leadership styles?
 What is my leadership style?
 Why did I choose my leadership style?
 How do the different leadership styles affect Washburn Tech?
 How do we determine an appropriate leadership style?
Session3 – What is Servant Leadership?
Session three will examine the ideals of servant leadership and how this style of
leadership can help the leaders at Washburn Tech. The content of this session will focus on the
previous definition of servant leadership and additional content. The session will focus on the
following questions:
 What are the qualities of a servant leader?
 How do you become a servant leader?
 What does it mean to serve others?
 How can servant leadership provide motivation?
Service to Others. “A servant leader is servant first. It begins with the natural feelings
that one wants to serve, to serve first” (Greenleaf, 1970, p. 62). Servant leadership is all about
meeting the needs of the followers that the leaders are charged with, both professionally and
individually. Since leaders within higher education started their career path because they wanted
to affect change in people's lives, servant leadership is one of the best ways to accomplish this
task.
The question then becomes, what is service? There are many different definitions of
service, from the dictionary version to the biblical view of service. “One meaning is to defer or
to wait on. Another focuses on to aid, help, or assist. Still another dimension is ministering and

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fulfilling others” (Wheeler, 2012, p. 26). Service within servant leadership does not mean to
bow down to the followers and cater to every whim of their personality, instead it means to help
build up your followers into the greatest people that they can be. By doing this it allows the
servant leader to focus on the perspective of ministering in fulfilling others-way beyond the
traditional concept of service (Wheeler, 2012, p. 28).
Some servant leaders claimed that in order to be a servant leader there has to be a calling
towards that type of leadership. “A call to service is often heard in conversations with faculty
members about their teaching, research, and service” (Wheeler, 2012, p. 35). While a calling is
not required in order to become a good servant leader, a calling does have a certain set of
benefits that extend beyond the traditional leadership styles. “One of the strengths of a calling is
that those called are willing to endure many setbacks or inconveniences because of their
commitment to a higher purpose or goal” (Wheeler, 2012, p. 36). When a leader is called, they
are able to stand against the tide of change and political influences that often affect the other
leadership styles within higher education.
Another reason why leaders choose the servant leadership style is because of the
relationships and sense of community that this style of leadership develops. “Successful leaders,
and servant leaders in particular, understand that they lead to relationships with others”
(Wheeler, 2012, p. 29). By creating a sense of relationships within the department or area of
influence, it will allow the servant leader to better understand the nature of their followers.
“Servant leaders understand that the nature of the unwritten organizational contract, sometimes
referred to as a psychological contract, has changed over time” (Wheeler, 2012, p. 38). The old
adage of separating work from home has blurred over the last several years. Followers are now
looking for a chance to feel fulfilled within their work as with their home life.

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Power, while always an influence within the leadership realm, within servant leadership
is seen from a different perspective. “From a power perspective, servant leaders understand that
they are working to develop the power of the group so that people have such strong identification
that they will be governed by a group's expectations” (Wheeler, 2012, p. 45). Therefore power
no longer rests within the individual leader's hands; instead the entire group gets a sense of
power because the group is meeting their objectives and goals. It would be better to describe
power and servant leadership as power with rather than power over (Wheeler, 2012, p. 45).
With servant leadership the employee morale is very essential to the leader’s decision-making
process. In doing so it allows the leader to be able to focus on the working environment and its
influence. “Nothing is more discouraging than to have an administrator who constantly paint
discouraging picture and engenders little or no hope” (Wheeler, 2012, p. 43). When the working
environment is seen as positive or a rewarding place to be people will sacrifice in order to
become a part of that group. “People are willing to give up concrete rewards, including salary, in
order to be part of the effort” (Wheeler, 2012, p. 33).
At Washburn Tech, the idea of service is both present and absent. It is present in the
sense that the administration is likely to provide needed resources to the individuals when issues
arise that affect Washburn Tech as a whole. Such as when a program receives a sizeable grant
that will increase the financing for the organization. Service is absent on the day-to-day projects
that the instructors are focused upon. For example, there are several instructors that have not had
their leader in their classroom for several years. While some instructors are satisfied with this
setup, there is a distinct lack of service with this type of autonomy. In order to correct this
problem the leadership at Washburn Tech needs to focus on service towards their followers or
instructors instead of always focusing on the needs of the organization.

25
Session4 – Meet Their Needs?
The idea of teamwork is one of the root qualities of servant leadership, mainly in the
concept of meeting the needs of others. In this session the group will focus on working with
others and meeting their needs. This session will focus on the following questions:
 What does it mean to meet the needs of others?
 What needs can or should we meet?
 How do we listen to our followers?
 How can we better meet the needs of our followers at Washburn Tech?
Meeting the Needs of Others. One of the main tenets of servant leadership is meeting
the needs of the followers. “A leader's values, perspectives, and concerns should be focused on
whom and what he or she is responsible for, as opposed to his or her desires” (Scardino, 2013, p.
45). This type of redirection of focus does not mean that there is no chance for the servant leader
to grow, but instead the growth of the servant leader is seen through the growth of their
followers.
In order to help serve followers in meeting their needs, the leaders need to become more aware
of the younger generations needs and goals. “Part of the difficulty with academic traditions is
that what was good for us when we were students and developing professionals is often seen as
what is good for students today” (Wheeler, 2012, p. 49). While older generations were happy in
completing the organizations goals because of the organization’s needs, the younger generation
has a different set of priorities. “Considerable work on new student suggests that we might want
to reconsider what their highest priority needs are” (Wheeler, 2012, p. 49). In doing so the
leaders are meeting their individual needs instead of trying to project our needs onto their lives.

26
One of the most pointed implications is to become aware of whether leaders are preparing the
students for tomorrow's world or today's world.
Part of meeting the needs of our followers, is to listen actively to what their needs are.
“To a servant leader, listening requires putting the focus on the other person and actively
listening and exploring his or her thoughts and feelings” (Wheeler, 2012, p. 53). The focus is not
on making judgments but just understanding. Too often leaders listen and make judgments or
decisions based upon the facts that they gather from the conversation. Instead, leaders should be
looking to empathize or understand what the individual is going through and how they can serve
followers in these situations. “Servant leaders listen intently to others to recognize and clarify
the needs and concerns of an individual or a group” (Scardino, 2013, p. 44). This differs from
other leadership styles, because several other leadership styles are based on the concept of what
can you do for me. “Contrast this with the transactional nature of much of what happens in
institutions today in which there is an expectation that for every action there will be a payoff”
(Wheeler, 2012, p. 60).
The ability to listen to followers allows the servant leaders to become more in tune with
their followers. “Servant leaders should consider instilling in their minds the interest of the
people they serve, and learn to value their thoughts, feelings, beliefs, behaviors, hopes, fears, and
what they value as much as a leaders value their own interest” (Scardino, 2013, p. 48). If a
servant leader is able to accomplish these tasks, they will be able to build a sense of community
that is heavily influenced by a sense of open communication.
There are several levels of needs that the servant leader should attain to meet, including
both professional and personal. Since the leaders are serving within an organization the
professional needs should be the highest priority. “Servant leaders continually identify

27
associates’ gifts, discuss professional niches, and look for ways to keep staff energized and seen
their role in the bigger picture” (Wheeler, 2012, p. 61). Meeting the professional needs of a
follower can require such tasks as evaluation, professional development, and counseling. “A
servant leader is committed to having the conversations and facilitating the experiences to have
the less-aware and poor self-monitoring faculty members understand the situation and play an
active role in reshaping their careers” (Wheeler, 2012, p. 59). This ability to meet the
professional needs of followers will create a stronger group by allowing the followers to excel in
their professional growth.
Personal needs within the organization have been a recent introduction into leadership
theories. “Considering the amount of time people spend in the institution, many faculty
members and staff are seeking a place that meets their personal and spiritual needs as well”
(Wheeler, 2012, p. 53). Since people are at work more often than before or are able to relate
with organizations on a more personal basis, the need to serve those personal needs becomes
more self-evident. Within higher education it is common for employees to heavily embrace the
sense the community that is evident on almost every higher education campus. “Now spirituality
has become important business and in organizations that want to attract and keep people who
want the organization's values to reflect their values” (Wheeler, 2012, p. 50).
While the servant leader should attempt to serve the needs of their followers, there are
some needs that cannot be addressed within the organization. “Certainly there may be aspects
that are not appropriate or possible to address in the organization” (Wheeler, 2012, p. 62). But,
just because the leader cannot serve those needs, it does not mean that the leader cannot listen
and empathize with the follower. “Listen and keep an open mind. It has helped me immensely
to remind myself to set aside my own preferences in a given situation in order to hear the

28
perspectives and preferences of my faculty” (Wheeler, 2012, p. 63). Servant leaders know their
people because they are unafraid to have conversations about the range of professional, personal,
and spiritual issues.
“The key concept is your role as a facilitator, which is to help people clarify a problem or
situation, identify ways they can address it, and provide encouragement for them to carry out the
solution” (Wheeler, 2012, p. 62). The way in which servant leaders lead followers are through
meeting their needs, this does not mean that the leader needs to fix the problems themselves
instead they are looking for ways to guide their followers. “As the administrator you are not
taking the situations on as your problem but encouraging and developing the skills in others to be
effective problem solvers” (Wheeler, 2012, p. 63).
Washburn Tech has done a fairly decent job of meeting the needs of their followers.
Within the professional sense, the faculty and staff have numerous abilities to be able to attend
workshops, seminars, and other programs to help develop our professional abilities. While there
are several areas within personal issues that could be developed, there is a sense of community
within Washburn Tech, and several ways in order to get help. For example, Washburn Tech has
a care closet that provides money and food to students and faculty so that the individuals do not
have to choose between providing for their family or their education. Washburn Tech also has a
shared leave program that allows faculty and staff to draw from a pool of sick hours if there is a
need, such as a serious illness.
Session5 – Challenges in Leadership
There are many challenges that present throughout the course of being a leader; this
session will focus on some of these challenges. While it would be difficult to focus on every
challenge possible, the group can discuss any problem that they choose. This session will focus

29
mainly on decision-making and how to avoid putting the ends first. This will be accomplished
by focusing on the following questions:
 What are some challenges of leadership?
 What are some specific challenges that leaders at Washburn Tech face, and how can we
cope with them?
 How do we make decisions?
 Who should we include in the decision making process?
 How do we ensure that we are not putting the followers last?
Decision Making. Within servant leadership the ideal of group dynamic is essential to
the decision-making process. “Rather than have external forces and authorities prescribe what
the quality factors will be and how to measure them, these departments or units decide
themselves what is important and then relate them to any external expectations” (Wheeler, 2012,
p. 64). This type of internal regulation is essential to allowing the group to maintain
individuality while still adhering to the organization's overall goals and vision. “The advantage
is that the department is more in control of his destiny and how various aspects that together
rather than just responding to impose expectations” (Wheeler, 2012, p. 68). By having a known
group personality end will allow the group as a whole to weather decisions that have adverse
effects.
Since servant leadership is focused upon meeting the needs of the individual, it makes
sense that the decision-making process is completed around the idea of including the individuals
in the process. “If there is a decision that affects the life of the unit, then servant leaders will
seek a consensus or a near consensus decision because it builds a sense of community and
common purpose” (Wheeler, 2012, p. 74). By including as many people as possible into the

30
decision-making process it will increase the likelihood that the decision will be accepted instead
of meeting opposition. “Without a clear and compelling process, fallout from the decisions and
arrangements will usually be carried into the future” (Wheeler, 2012, p. 69). The process of
collaboration in the decision making process can help the group accept failure, since everyone
had the chance to influence the decision.
Sometimes there are decisions that are passed down from higher leadership that must be
followed. In these situations, the servant leadership style is reflected upon how the leader
responds to these issues. “Servant leaders make sure that people understand why the decision
was made and then involve people and how it will be interpreted and carried out” (Wheeler,
2012, p. 79). Servants understand that they are part of a larger higher education institution and
support the institutional goals by working through why the decision was made and how the unit
can respond (Wheeler, 2012). Unfortunately, not every decision can be made upon the group’s
dynamics or personal understanding, there are times when decisions have to be made and
followers have to abide. “Servant leaders understand that these handed down decisions are just
part of the whole experience and make the best of them” (Wheeler, 2012, p. 77).
“The more that people can be involved and expected to take responsibility and decision-
making the better for their long-term commitment and growth” (Wheeler, 2012, p. 77). While
the servant leader should attempt to include as many people into the process as possible, there
are certain people that should be regularly included in the decision-making process. “Those
closest to the action and most informed always are included in the process” (Wheeler, 2012, p.
82). By including as many people as possible into the decision-making process it will allow for
decisions to be accepted rather than rejected. “In this decision-making process, it is important to
receive everyone's input, and hope, if there has been effective leadership and opportunities to

31
clarify any issues along the way, the decision may be a consensus or near consensus” (Scardino,
2012, p. 82).
In every leaders career there are decisions that have to be made with little chance to query
the followers. “There are times when decisions have to be made quickly because of a narrow
window of opportunity or time frame that is restrictive” (Wheeler, 2012, p. 77). If the servant
leaders have a track record of involvement, associates are confident that they have the
understanding and perspective to make effective decisions. “Servant leaders work to keep
people informed and involved so they understand what is on their plate and what may be a
consideration that will require quick action” (Wheeler, 2012, p. 78). Even when a decision is
made quickly the logic behind the decision should be shared with the individuals within the
group to help them understand why the decision was made and how it will affect them.
At Washburn Tech the decision-making process is sometimes a group dynamic and
sometimes an individual choice. When it comes to decisions within the individual programs that
are taught at Washburn Tech, the decisions are made by the instructors and supported by the
administrative staff. The decisions are brought before different boards, including curriculum,
disciplinary, and Dean's, in order to help get a better understanding of how the decisions will
affect the organization and the students. There are also times where the leaders in higher
education at Washburn Tech will consult the followers on some of the decision-making
processes; for example, the events systems technology program is moving this year and the
instructors have been consulted about the layout of the new work location. In order to increase
the likelihood of a group decision-making process within Washburn Tech the Dean and other
leaders need to ensure that they are including people in the decision-making process or at least
distributing information about why the decision was made.

32
Means are as Important as Ends. One aspect of servant leadership that is essential to
understanding is the idea that the ends are not as important as the means. “An analogy for
leaders is that this effort is like ‘investing in the bank’ putting money in so that there is money to
draw on when needed. The more one invests the more one can expect in return” (Wheeler, 2012,
p. 94). In other words leaders want to run over followers in order to achieve their goals. “What
administrators often do is to draw from the human resource bank without putting back, which
alienates others and is unsustainable” (Wheeler, 2012, p. 97). Since servant leaders focus on the
needs of their followers instead of their own personal needs, they are less likely to over
withdrawal from the human resource bank. Instead, servant leaders will be seen depositing more
into their followers’ accounts, thereby increasing their wealth.
One way to build up the worth of followers is through professional development. In the
past, it seems that people were seen as renewable resources in that organizational leaders could
continue to invest in them for future roles as well as in the present work. Today, even with all
the emphasis on positive psychology and strengths, much of the evaluation process still focuses
on weaknesses. (Wheeler, 2012, p. 99)
Professional development within higher education has a stigma of being classes and
endless seminars about teaching pedagogy and other topics. Instead, professional development
within servant leadership should include focusing on both the strengths and weaknesses. While
the professional development may still include seminars and classes, it could also include other
programs that would help increase the effectiveness of the follower.
Motivation within higher education can help a follower build up their human resource
account. “Generally people improve through increasing their skills, knowledge, and motivation.
If they have the motivation, skills, and knowledge they will be successful, especially in a

33
supportive environment” (Wheeler, 2012, p. 100). It seems as if the environment in higher
education has gotten more externally focused. One is expected to promote oneself with many
faculty members concluding that without the selling of self, you will lose out in the promotion
system (Wheeler, 2012, p. 94). By doing so the followers and leaders are focusing on
themselves instead of on the individuals within the group. “This focus on external rewards and
recognition seems to be the opposite of the servant leadership approach. The servant leader is
more likely to stand back and to espouse that those involved did it themselves” (Wheeler, 2012,
p. 95). Another major issue with using external rewards as motivation is that the effort can
appear to be manipulation (Wheeler, 2012, p. 95). By providing external rewards the leaders are
showing their power over the individuals, especially if they withheld external reward those who
do not live up to their standard. “Servant leadership is not going to register for those not oriented
toward making a difference in others' lives” (Wheeler, 2012, p. 96).
“The means used to reach the goal is a crucial consideration” (Wheeler, 2012, p. 100).
Washburn Tech has several areas within the means that they are very successful at, for example,
professional development within Washburn Tech is very supported and encouraged. There is
also very little negative feedback from the administration unless it is warranted. Although there
are several areas where the ends do overcome the means, for example, Washburn Tech recently
had a chef who was released because they had told the Dean “no” too many times. This led to
the ends becoming more important than the means, because the Dean chose to release the chef
instead of listening to the reasoning behind the objections. Although this is a single case of the
ends out weighing the means, this action has affected the entire organization. There is now a
sense of fear if the followers question the dean. In order for Washburn Tech to show that the

34
means matter just as much as the ends, they will need to allow for open communication within
the organization.
Session6 – Community and Beyond
Since service is essential to the progress of servant leadership, this session will deal with
how to take servant leadership outside of the organization. This can be seen in acts of service or
by leaving a legacy within the community. This session will focus on the following questions:
 Who should be involved in leaving a legacy?
 Why is it important to serve outside of the organization?
 Why is it important to leave a legacy?
 How can we leave a better legacy in Topeka, Kansas from Washburn Tech?
Leaving a Legacy. Leaving a legacy to society refers to the commitment to do good not
only to the organization to which one belongs, but to the larger community as well (Scardino,
2013, p. 45). The ability to leave a legacy has always been a tenant of servant leadership. The
idea of being able to make a difference within the world, community, an organization is essential
to the ability to serve those around you.
This is my thesis: caring for persons, the more able and less able serving each other, is
the rock upon which a good society is built. Whereas, until recently, hearing was largely
person-to-person, now most of it is mediated through institutions, often large, complex,
powerful, and interpersonal: not always competent; sometimes corrupt. If a better society
is to be built, one that is more just and loving, one that provides greater creative
opportunity for people, then the most open course is to raise both the capacity to serve
and the very performance as servant of existing major institutions buy new regenerative
forces operating within them. (Greenleaf, 1972, p. 2)

35
“There has been a shift from community service to service learning to servant leadership” (Keith,
2010, p. 4). The ability to leave a legacy within a community is a part of servant leadership;
most people are looking for ways to incorporate their organization that they are tied to into their
community service ideals. The issue arises within the organization's desire to focus upon the
rankings of their organization instead of focusing upon the legacy that their organization is
leaving. “Too often I think that applications are reversing the process to emphasize the rating
criteria instead of focusing on what is most important terms of service and legacy” (Wheeler,
2012, p. 129).
The organization itself does not have to be the only source of legacy within the
organization. Instead the individuals within the organization can show a sense of legacy through
their actions.
Because being a servant begins at the individual level, those involved in service
organizations are committed to being responsible citizens in organizations and Society,
taking leadership in followership roles, deciding what activities meet the highest priority
needs of those served, building sustainability and one's work, keeping an eye on the
future, and encouraging and preparing for leadership succession. (Wheeler, 2012, p. 134)
By the individuals within the groups taking a servant leadership stance they will be leaving a
legacy that will extend beyond their personal careers. “Servant leaders take their stewardship
role seriously. They are committed to keeping a long-term perspective and making a
contribution to society” (Wheeler, 2012, p. 135).
Leaving a legacy is something that Washburn Tech is very focused on at this current
time. Washburn Tech has been inviting organizations into their doors to allow them to have a
chance to use our facilities to further their community service. For example, Washburn Tech has

36
Boy Scouts who participate in a community merit badge university. Washburn Tech has also
been very active in several construction projects throughout the city. These projects are free and
help to increase the sense of community within the Topeka area. Washburn Tech also supports
any of the individuals who try to serve the community in their actions. For example, Washburn
Tech has several individuals, who run 5K's for different organizations. Their information is
quickly distributed throughout the organization and they receive an outpouring of support. Most
of these changes have occurred since the installation of the current dean. Washburn Tech is
opening their doors to the community more than ever before.
Session7 – Future Leaders Needed
One of the major tenets of servant leadership is to create more servant leaders. In order
to create more followers the servant leaders will learn how to pass on what the group learns to
their followers. This session will focus on the following questions:
 Who are the potential leaders?
 Why should we create more servant leaders?
 How do we create more servant leaders at Washburn Tech?
Creating More Servant Leaders. One final aspect of servant leadership is the ideal of
copying yourself. If an organization wants to continue to grow in its servant leadership style it is
essential that the servant leader create more servant leaders throughout their career.
“Commitment to the growth of people refers to proactive involvement in making sure that people
are growing in the organizations” (Scardino, 2013, p. 57).
An easy way to accomplish this task is through modeling the behaviors that a servant
leader reflects. “Servant leaders live their lives according to their values and principles. There is
a congruence of rhetoric, action, in behavior” (Wheeler, 2012, p. 149). If a servant leader says

37
they are going to be honest with people and they're going to be straightforward, they are.
“Servant leaders understand there are times when alternatives are being debated at a higher level
or there is not sufficient information so people will have to wait for clarification or decision”
(Wheeler, 2012, p. 152). Communication within servant leadership is essential to the success of
the organization, without clarification or information the group will begin to distrust the servant
leader and see them as using the information as a power tool. “Servant leaders know the people
have to cooperate and collaborate to meet the mission and goals of the unit or institution”
(Wheeler, 2012, p. 151).
Another process for passing on the ideals of servant leadership is through professional
development. There are several universities that are beginning to teach servant leadership.
“Implementation of servant leadership programs has been instituted in universities and colleges”
(Scardino, 2013, p. 62). These types of professional development programs can range from
individual programs to workshops for the entire organization. “The level of involvement or
participation in the workshop about servant leadership is correlated to how the students will
eventually be receptive to the servant leadership approach” (Scardino, 2013, p. 63). Through
these workshops leaders are able to create more servant leaders. It would also be useful for
leaders to recognize the followers that fit into the calling of servant leadership. This recognition
could be accomplished through the use of evaluations. “Evaluations can be used to identify and
encourage collegiality, which builds better interactions and unit culture” (Wheeler, 2012, p. 155).
There is no sense of creation of servant leaders or even leaders at Washburn Tech. While there
is a Leadership Institute attached to Washburn University, the people who complete the program
are not singled out for leadership opportunities. In order for Washburn Tech to begin to create
more leaders they will need to be able to let the new leaders slowly take the leadership reins. In

38
doing so, it will allow the new leaders to get a chance to practice the lessons that they have
learned, while also allowing the leaders to analyze their progress.
Chapter 5
This project will help to solidify the sense of community that the Dean of Washburn Tech
is trying to instill within the organization. While there will be some resistance to change from
different individuals within the organization, this change is essential to the continued success of
Washburn Tech. If Washburn Tech is seen as a servant organization than the organization’s
enrollment numbers will only continue to increase.
Project Implementation
This project will be implemented at Washburn University in the fall of 2015. It will
begin by including the Deans of Student Services, Dean of Instruction, Dean of Administration,
and the Virtual College Dean. The Leadership Institute of Washburn University will support this
project both financially and resourcefully. This will allow the project to get a significant footing
within the leadership of Washburn Tech, and possibly allow the project to migrate into
Washburn University’s leadership.
Another source of information and distribution is the Center for Teaching, Excellence,
and Leadership (CTEL) at Washburn University. This organization has been actively involved
in both campuses and likes to provide chances for faculty and staff to better themselves through
projects like this. Since this project is more on the dean level of leadership, rather than the
faculty level, this project will first be presented through the Leadership Institute, and upon a
successful completion; it will be introduced through CTEL.
After the initial group has completed the project successfully and a precedent has been
set, the Dean of Washburn Tech and a three other Deans from the University will complete the

39
project together. This will allow for a sense of community to develop between the entities. After
the completion of the project by that group the project will then be opened up to both Washburn
Tech and Washburn University as a whole.
Measure of Success
In order to examine the effectiveness of this project, there will be two surveys that will
follow the completion of the program. The first survey will be completed a week after the
completion of the project. This survey is looking to see the effectiveness of the delivery process,
along with the overall content. In this survey will include such inquisitions as:
 Was the content useful?
 Will you use servant leadership in the future?
 What can we do to improve this program?
The second survey will be sent to the participants six months after the completion of the
project. This survey will focus on the implementation of the project content. This survey will
simply ask to see what percentage of participants is still actively using some part of servant
leadership in their daily leadership duties. The threshold of success will be a 75%
implementation rate. This would allow for a significant change in the style of leadership at
Washburn Tech.
Leadership development programs have the potential to stimulate growth for their
institutions if they have the right combination of goals, support, and staff (Diamond, 2002, p.
442). It is important for higher education institutions to understand that changes will not come
quickly; instead, like most changes in higher education, it'll be gradual and incremental.
Therefore, when it comes to changes within the leadership of higher education institutions
patience is necessity.

40
Higher education leaders need to be willing to not only affect change within their
students and faculty but also within their own leadership styles. A higher education leader who
focuses merely on the goals and values of the organization will soon find that they are distancing
themselves from the students and faculty. Instead, they should be striving to help their faculty
and students achieve their best. This is generally accomplished through becoming the best
leaders that they can be, which can be accomplished through leadership development programs.

41
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