Servant leadership: History, a conceptual model, multicultural fit, and the servant leadership solution for continuous improvement

Purpose Practitioners, organisations and policy makers in health and social care settings are increasingly recognising the need for trauma-informed approaches in organisational settings, with morbidity and financial burdens a growing concern over the past few years. Servant leadership has a unique focus on emotional healing, service to others as the first priority, in addition to the growth, well-being and personal and professional development of key stakeholders. This paper aims to discuss Trauma Informed Servant Leadership (TISL). Design/methodology/approach A targeted review of the servant leadership and trauma-informed care literature was conducted. Relevant studies, including systematic review and meta-analysis, were sourced, with the resulting interpretation informing the conceptual model. Findings Although there are general guidelines regarding how to go about instituting trauma-informed approaches, with calls for organisational leadership to adapt the often cited six trauma-informed principles, to date there has not been a leadership approach elucidated which takes as its starting point and core feature to be trauma informed. At the same time, there is a paucity of research elucidating trauma outcomes for service users or employees in the literature when a trauma-informed approach is used. However, there is a large body of evidence indicating that servant leadership has many of the outcomes at the employee level that trauma-informed approaches are attempting to attain. Thus, the author builds on a previous conceptual paper in which a model of servant leadership and servant leadership supervision are proposed to mitigate against compassion fatigue and secondary trauma in the health and social care sector. The author extends that research to this paper by recasting servant leadership as a trauma-informed model of leadership that naturally operationalises trauma-informed principles. Research limitations/implications A lack of primary data limits the extent to which conclusions can be drawn on the effectiveness of this conceptual model. However, the model is based on robust research across the differential components used; therefore, it can act as a framework for future empirical research designs to be studies at the organisational level. Both the servant leadership and trauma-informed literatures have been extended with the addition of this model. Practical implications TISL can complement the trauma-informed approach and may also be viable as an alternative to trauma-informed approaches. This paper offers guidelines to practitioners and organisations in health and social care on how to operationalise important trauma-informed principles through leadership. Social implications This conceptual model may help reduce the burden of trauma and re-traumatisation encountered by practitioners and service users in health and social care settings, impacting on morbidity. Originality/value To the best of the author’s knowledge, this is a novel approach, the first of its kind.

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Identification of Servant Leadership Components: Providing a Conceptual Model

Iranian Journal of Educational Sociology ◽

10.29252/ijes.2.2.124 ◽

2019 ◽

Vol 2 (2) ◽

pp. 124-130

Author(s):

Javad Heydarian ◽

Alireza Chenari ◽

Kourosh Parsa Moin ◽

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...

Keyword(s):

Servant Leadership ◽

Conceptual Model ◽

Leadership Components

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CONCEPTUAL MODEL OF QUALITY-BASED EDUCATION FINANCING MANAGEMENT IN MODERN PESANTREN

Jurnal Pendidikan dan Kebudayaan ◽

10.24832/jpnk.v5i2.1629 ◽

2020 ◽

Vol 5 (2) ◽

pp. 131-152

Author(s):

Nurhamzah ◽

Nurwadjah Ahmad E.Q. ◽

Muhibbin Syah ◽

Suryadi

Keyword(s):

Conceptual Model ◽

Continuous Improvement ◽

Internal Audit ◽

Boarding School ◽

Case Method ◽

Education Financing ◽

Analysis Technique ◽

Educational Financing ◽

Financial Income ◽

Cross Case Analysis

Penelitian ini bertujuan untuk mengidentifikasi model konseptual manajemen pembiayaan pendidikan berbasis mutu di pesantren modern. Penelitian ini menggunakan metode multikasus karena ada dua lokus penelitian, yaitu Pesantren Daarut Tauhiid Bandung dan Pesantren Modern Sahid Bogor. Adapun teknik pengumpulan data dilakukan dengan cara wawancara. Sedangkan teknik analisis adalah analisis lintas kasus. Hasil penelitian menunjukkan bahwa model konseptual manajemen pembiayaan pendidikan berbasis mutu di pesantren modern dilakukan mulai dari perencanaan, pengorganisasian, pelaksanaan, pengawasan, pertanggungjawaban, dan perbaikan berkelanjutan pembiayaan pendidikan. Perencanaan pembiayaan pendidikan berpedoman pada tiga hal, yaitu rencana pengembangan yayasan, rencana strategis (renstra) yayasan, dan program kerja pesantren. Pengorganisasian pembiayaan pendidikan secara struktural terdapat pembagian tugas antara pengelola dan pengawas internal pembiayaan. Dalam melaksanakan pembiayaan pendidikan, para pengelola pembiayaan secara konsisten berpedoman pada prinsip-prinsip pencatatan penerimaan dan pengeluaran keuangan. Sedangkan dalam pengawasan pembiayaan pendidikan, audit internal dilakukan secara berkala. Pertanggungjawaban pembiayaan pendidikan diwujudkan dengan pelaporan penggunaan pembiayaan yang tepat waktu, akurat, transparan, dan akuntabel. Perbaikan berkelanjutan pembiayaan pendidikan dilakukan dengan dua tahap, yaitu bulanan dan tahunan. Dengan demikian, model konseptual manajemen pembiayaan pendidikan berbasis mutu di kedua pesantren modern dilakukan secara komprehensif-integral. The purpose of this study was to identify the conceptual model of quality-based educational financing management in modern pesantren (Islamic boarding school). This study used a multi-case method because there were two research locations, namely the Pesantren Daarut Tauhiid in Bandung and the Pesantren Modern Sahid in Bogor. The data collection techniques was taken by interview and the analysis technique used a cross-case analysis. The results showed that the conceptual model of quality-based educational financing management in modern pesantren was carried out starting from planning, organizing, implementing, monitoring, accountability, and continuous improvement of educational financing. Educational financing planning was guided by three points, namely the foundation’s development plan, the foundation’s strategic plan (renstra), and the pesantren’s work program. In educational financing organization, structurally, there was a division of tasks between the manager and the financing internal supervisor. Educational financing implementation was consistently guided by the principles of recording financial income and expenditure. Educational financing was supervised by conducting internal audit regularly. Educational financing accountability was performed by reporting the use of financing timely, accurate, transparent, and accountable. Continuous improvement of educational financing was carried out monthly and annually. To conclude, conceptual model of quality based-education financing management at both pesantren is implemented comprehensively and integrally.

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Can Infusing Servant Leadership into Supervision Mitigate Against Employee Burnout?

Journal of Values-Based Leadership ◽

10.22543/0733.142.1357 ◽

2021 ◽

Vol 14 (2) ◽

Author(s):

Daryl Mahon

Keyword(s):

Servant Leadership ◽

Conceptual Model ◽

Compassion Fatigue ◽

Social Care ◽

Secondary Trauma ◽

Primary Data ◽

Practice Research ◽

Employee Burnout ◽

Health And Social Care ◽

Conceptual Paper

Purpose: The present conceptual paper sets out to answer the question, can a model of servant leadership be infused within supervision in order to mitigate employee burnout and negative stressful experiences in the health and social care sector. Design/Approach: A brief targeted review of the literature was undertaken to assess the extent of burnout in the health and social care sectors. The supervision literature was also explored for possible gaps in effectiveness. The outcomes associated with servant leadership were distilled, focusing on employee wellbeing and how these are linked to burnout. Findings: The literature suggests that burnout and related concepts such as secondary trauma and compassion fatigue impact these professions disproportionately. At the same time, servant leadership is suggested to mitigate some of these factors. The author presents a conceptual model of servant leadership supervision consisting of an ideographic model of servant leadership, Servant Leadership Scale-28 (SLS-28), using the most recent meta-analysis defining this construct, and previously validated measures in the extant literature to inform its design. A Servant Leadership Supervision Scale (SLSS) is also presented aligning its use to several of the core characteristics of servant leadership practice. Research Implications/limitations: This conceptual model may help reduce burnout of health and social care sector employees. It is the first articulated servant leadership supervision model specifically put forward to reduce burnout in this population. Limitations are considered in light of the conceptual paper having no primary data.

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