PPDGJ: Chapter 2 LEADERSHIP AS SERVICE A New Model for Higher Education in a New Century KENT A. FARNSWORTH

Chapter 2
Leadership as a Quest to Serve
Most of our mission statements are to "serve, help, help, and develop." However, so much administrative time is spent attracting donors, caring for grass, eyeing legislators and complying with regulations that most visionary desires have been drained of position and profession. It's time to find it again, and some people have to reignite the spirit of leadership based on service. They find that truly satisfying leadership, problem solving, and constantly productive are stewardship, calling. Not a divine call possible, but a spiritual one,
Leadership roles do not have to combine leadership that is largely religious. However, at least the oriental philosophies mentioned are as easy as social and political as religion, and social and political leaders such as Gandhi and Martin Luther King showed how easy elements of spirituality can be transferred to secular leadership.

Greenleaf acknowledges that change and institutional development generally depend on a single leader. At this initial stage, only a few understand vision, and even fewer may want to fully participate in realizing it. In this more pragmatic manifestation of leadership, Greenleaf acknowledges that leaders must carry a lot of responsibility, but consciously try to create an atmosphere by asking for full input and recognizing its value as equal to his own.

Some people argue that religious leadership remains impractical and counterproductive given the reality of the academy. I believe that, for the most part, these challenges are only a reflection of the crisis in Greenleaf's leadership, which can change the way we think, relate, and do.

But to return to service-centered leadership, it takes courage and willingness to take risks, to share power while remaining responsible, to be a prey for those who want to fight, and to recognize service-based leadership that makes leaders very vulnerable.

This leader must be willing to assume responsibility for decisions made collaboratively. Male or female
must open the environment to invite and accept the best thinking from everyone, but when the recommendation doesn't seem right, and things don't go according to plan, the leader must be willing to step forward and say, "This happens and becomes my responsibility."

This greater struggle can bring higher education towards greater meaning in what we do, satisfaction in doing so is also in results. And we have that choice. We can recapture the vision and spirit that triggers our initial excitement about being a servant in the education sector. We can expand the first spirit of service in building a new leadership approach that will change our institutions, our profession, and public trust in what we do.

Leadership, such as philosophy and literature, must be art. Leadership is an invitation to serve. There will be internal helplessness and dissatisfaction, public attention and cynicism, the door to vision directed at service to each individual but still the leader as the main servant.

"Good" and "effective" leadership and leadership approaches have met these standards. In assessing effectiveness in the past, won't we include among the most important questions: "How strong is the influence of leadership that has happened?" And "How positive are these effects on the development of civilization?" If so, service-centered leadership is the most enduring and influential leadership approach in history. It is time to rediscover and apply its principles to education.


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