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to and flowing into Leo’s, nourishing it and strengthening it. It seemed that, in time. . .only one would remain: Leo. He must grow, I must disappear. (p. 24). This quote seemed to present a quandary in light of Greenleaf’s test of servant leadership. If the test of servant leadership is that those helped grow as persons, becoming more autonomous, wiser, freer, and healthier, does the narrator’s desire to “disappear” negate this test? Must those growing in the garden unquestioningly take upon themselves the servant characteristics they see displayed in others? Is that the lesson Greenleaf divined that caused him to declare “the servant-leader is servant first—as Leo was portrayed”? (2002, p. 23). Taken in light of the present study and connectedness to the greater themes of love and nurturing of the human spirit, the narrator’s desire to disappear may be the very key to the presence of Leo’s true servant leadership. The narrator in Hesse’s novel seemed to have made the essential servant leader shift of putting others before the self here. The only way to help Leo grow is to serve him with love, to have Leo’s needs put before his own. This in no way indicated the need for blind or uncreative service, but placed the ego aside in light of a higher goal, a quality that makes servant leadership unique (Sendjaya and Sarros, 2002; Parameshwar, 2005). Until the transformation of the narrator, Leo’s servant leadership appeared good as it related to the example he sets to others, but was not proven. Not until the final change of mindset did the lesson of servant leadership really seem to be confirmed. Likewise, the admonitions of Jesus Christ that leaders be servants were necessarily founded in his example of service, but the evidence of Christ’s true servant leadership may be found rather in the lives of the disciples and others who have consequently taken and lived the admonition. 29
More grounding necessary Issues surrounding modern servant leadership-Weeds In spite of the growing literature base of servant leadership, it remains a burgeoning field, with much groundwork to be done. Much of the literature of the past thirty years has been to establish the theory in recognised thought (Laub, 1999). Even while this is the case, much of the literature is problematic in that it is what might be termed “popular literature” and offers a fairly one-sided positive view of servant leadership. Some scholars have deemed Greenleaf’s descriptions as inadequate for research alone, and too broad for individual application, arguing that Greenleaf did not base his ideas in tested research (Reinke, 2004; Farling, Stone & Winston, 1999). “Greenleaf developed the concept of servant leadership from an intuitive insight…However, he provided no empirically grounded definition for the term. Instead, he merely proposes that the ‘servant-leader is servant first.’ This open-ended definition leaves researchers with many unanswered questions” (Reinke, 2004, ¶ 4-5). Greenleaf’s vague description has proved problematic in establishing servant leadership as a viable theory in modern academic thought. Defining servant leadership In order to pave the way for increased empirical evidence, and hence more acceptance of servant leadership in academic thought, much focus in the literature has been given to defining the concept for use in academic dialogue. This, Laub (2004, August) argues, is necessary to widespread acceptance of servant leadership, If we are to pursue research and scholarship in the field of leadership, or within the sub-field of servant leadership, we must be clear on our use of concepts and terms. We must state our understandings clearly and boldly and welcome the challenge that should inevitably come from other theorists and definition-makers. Our textbooks should be able to confidently state definitions that have been developed through the crucible of scholarly debate and then they should use those 30
Page 1 and 2: NURTURING SERVANT LEADERS IN RELIGI
Page 3 and 4: Table of Contents Table of Contents
Page 5 and 6: CES and teaching tools.............
Page 7 and 8: List of Tables Table 1 2004-2005 CE
Page 9 and 10: vii
Page 11 and 12: opportunity to finish this degree c
Page 13 and 14: (seasons), Church Educational Syste
Page 15 and 16: thesis represents a personal journe
Page 17 and 18: leadership in which the servant lea
Page 19 and 20: viewed as a key element in the prod
Page 21 and 22: Part of the inadequacy of our many
Page 23 and 24: who have planted the good word of G
Page 25 and 26: Chapter V presents the findings of
Page 27 and 28: Early missionaries found success am
Page 29 and 30: together to give them his last coun
Page 31 and 32: established an expanded institute p
Page 33 and 34: of data gathering there were 1758 s
Page 35 and 36: also helps teachers learn how to mi
Page 37 and 38: Chapter III: Literature Review The
Page 39 and 40: Ye know that they which are account
Page 41: Servant Leadership, now in its sixt
Page 45 and 46: uilt sufficiently on studies conduc
Page 47 and 48: Exploring paradox Servant leadershi
Page 49 and 50: the actions of a servant-first scho
Page 51 and 52: Unfortunately, with increasing mate
Page 53 and 54: Significance of the study The curre
Page 55 and 56: Chapter IV: Methodology The objecti
Page 57 and 58: context plays an important role in
Page 59 and 60: Chosen participants fell into two g
Page 61 and 62: have at times been divided in analy
Page 63 and 64: Focus groups Focus groups were cond
Page 65 and 66: Data analysis Data for this project
Page 67 and 68: Figure 1 Garden Elements Admirers S
Page 69 and 70: particular selection method was to
Page 71 and 72: Overall, the list shows a trend tow
Page 73 and 74: all. By being able to teach it, I
Page 75 and 76: Family The importance of the family
Page 77 and 78: One of my favourite people in one o
Page 79 and 80: highlights one director’s belief
Page 81 and 82: CES and the relationship with self
Page 83 and 84: teach when I was out on the mission
Page 85 and 86: CES and confidence Four volunteer t
Page 87 and 88: CES and integrity When asked what i
Page 89 and 90: share that night she remembered and
Page 91 and 92: While the differences of people wer
Page 93 and 94:
cultures to some degree and were ab
Page 95 and 96:
of service in the garden from the f
Page 97 and 98:
From participant answers, it would
Page 99 and 100:
evelation. As members of the Church
Page 101 and 102:
whole person. In speaking of the wh
Page 103 and 104:
CES was a way in which the purposes
Page 105 and 106:
wisdom is portrayed as “antitheti
Page 107 and 108:
new opportunities to learn, to enga
Page 109 and 110:
Chapter VII: Application of Finding
Page 111 and 112:
Participants also indicated that th
Page 113 and 114:
the significance of what was said,
Page 115 and 116:
Chapter VIII: Conclusions and Recom
Page 117 and 118:
Study strengths and weaknesses This
Page 119 and 120:
Looking ahead: A personal reflectio
Page 121 and 122:
Clark, J. R., Jr. (1992). The chart
Page 123 and 124:
Intellectual Reserve. (1994). Teach
Page 125 and 126:
112 Rieser, C. (1995). Claiming ser
Page 127 and 128:
Appendices Appendix A-Structure of
Page 129 and 130:
Appendix C-Participant Information
Page 131 and 132:
Mobile: 021-1822-371 Email: Lesley_
Page 133 and 134:
Zealand context, at least one year
Page 135 and 136:
Appendix E-Director Consent Form Co
Page 137 and 138:
Appendix G- Translated Information
Page 139 and 140:
126 ‘E anga fēfē ha‘aku kau k
Page 141 and 142:
Áho: Approved by the Auckland Univ
Page 143 and 144:
Leadership.” What do you feel are
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