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Service-learning: developing servant leaders.

Article Excerpt
Abstract

This study evaluated the effects of student service-learning experiences on the development of Servant Leadership competencies. Students assessed their leadership competency based on the characteristics associated with Servant Leadership: empathy, integrity, self-awareness, influence, vision, development of others and community building. The service-learning group viewed themselves more favorably than the group not engaging in service-learning. Strategies for incorporating service-learning into the curriculum are also discussed.

Introduction

As technology, globalization, and shifting workforce demographics continue to reshape the world of work, the need for effective leadership becomes paramount for navigating its complexity (Marquardt & Berger, 2000; Morrison, Rha, & Helfman, 2003). In response, the study of leadership has given rise to a substantial body of research and has become an increasingly popular subject in undergraduate, graduate, and executive education programs (Doh, 2003).

How does one learn to become a better leader? Proponents of experiential learning argue that although a classroom education helps the learner acquire knowledge about leadership, it is not sufficient for translating concepts into skills required of effective leaders. A practical component may help (Mitchell & Poutitiane 2002; Doh, 2003). Connaughton, et. al. also maintain that leadership competencies are best developed over time through a program that fosters personal integration of theory and practice, and suggest a model of leadership development that is both reiterative and reflective (2003).

Service-learning, popular in a variety of academic settings, is an educational model that encourages learners to actively apply what they are learning as they work to meet a community need. It is a pedagogical strategy that provides an avenue for students to develop leadership skills as they work through practical challenges outside of the traditional classroom. Service projects, developed with community partners, are linked to academic content. According to the National Service Learning Clearinghouse:

Service-learning combines service objectives with learning objectives with the intent that the activity changes both the recipient and the provider of the service. This is accomplished by combining service tasks with structured opportunities that link the task to self-reflection, self-discovery, and the acquisition and comprehension of values, skills, and knowledge content (2004).

Learning occurs experientially through the process of action and reflection, resulting not only in academic and cognitive development but in personal and social development as well (Eyler & Giles, 1999; Kayes, 2002). This approach allows for issues to be addressed contextually rather than abstractly, providing a richer, more meaningful learning experience which more closely reflects the real world students will encounter.

Numerous studies have reported that service-learning experiences can enhance a variety of competencies typically associated with leadership effectiveness--communication, self-knowledge and awareness, critical thinking, sense of personal efficacy, and ethics and moral decision-making (Eyler & Giles, 1999; Astin &...

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