# data[].attributes.attachment_link.keywords[]
Boats and boating--Equipment and supplies

# data[].attributes.headline
Educational Leadership Philosophy for School 

# data[].attributes.subject
Educational Leadership Philosophy for School 

# data[].attributes.attachment_link.readable_text
School Mission

A school mission statement often includes their focus and commitment on a daily basis. A school leader's mission should always be student-centered. They should always be focused on bettering the students they serve. You want every activity that occurs in your building to revolve around what is best for the students. If it is not beneficial for the students, then there is no reason that it should continue or even begin to happen. Your mission is to create a society of learners where students are constantly challenged by teachers as well as their peers. You also want teachers who accept a challenge to be the best they can be on a daily basis. You want teachers to be facilitators of learning opportunities for students. You want students to experience meaningful personal growth every day. You also want to involve the community in the learning process, because there are many community resources that can be utilized to promote growth throughout a school.

School Vision

A school vision statement is an expression of where a school is going in the future. A school leader must realize that it is typically best if vision is implemented in small steps. If you approach it as one large step, then it will likely overwhelm and consume you as well as your faculty, staff, and students. The first thing you have to do is to sell your vision to the teachers and the community and get them to invest in it. Once they truly buy into your plan, then they can help you carry out the rest of the vision. You want all stakeholders to be looking to the future while focusing on the now. As a school, we want to set long-term goals that will ultimately make us better, while maintaining focus on the current task at hand.

Special Education Programs

Understanding the importance of special education programs is vital to a school administrator. As a school leader, it is essential to know and care about the legal guidelines established by Public Law 94-142, the Individuals with Disabilities Education Act of 1973, and other related laws. You also need to make sure that all of those laws are being carried out within your building and that every student is given fair treatment based upon their Individualized Education Program (IEP). It is critical that you make the students who are being served in special education relevant and that you value their learning as much as any other student in your building. It is equally pertinent to work hands-on with the special education teachers in your building and be willing to assist them with any problems, struggles, or questions that may arise.

# data[].attributes.attachment_link.title
Crafting an Educational Leadership Philosophy for Administrators

# data[].attributes.attachment_link.description
A school mission statement often includes their focus and commitment on a daily basis. A school leader's mission should always be student-centered. They should always be focused on bettering the students they serve. You want every activity that occurs in your building to revolve around what is best for the students.

# data[].attributes.attachment_link.title
Transformational Leader v. Servant Leader

# data[].attributes.attachment_link.title
Lesson 4: Advantages of Servant Leadership

# data[].attributes.attachment_link.description
We made this short video to help leaders and colleagues at Barclaycard to learn more about Servant Leadership. Our people loved it so we decided to share it with everyone. Let us know what you think, leave a comment, share your story about leadership in your organisation or team. Enjoy!

# data[].attributes.attachment_link.title
What is Transformational Leadership - Irina Ketkin

# data[].attributes.attachment_link.description
Ever wonder what Transformational Leadership is? This video explains the main principles behind the model and gives some quick guides on how to become a Transformational leader. Facebook: https://www.facebook.com/ketkin LinkedIn: https://www.linkedin.com/in/iketkin Google +: https://plus.google.com/u/1/+IrinaKetkin YouTube: http://www.youtube.com/c/IrinaKetkin www.IrinaKetkin.com

# data[].attributes.headline
Transformational & Servant Leadership Comparison

# data[].attributes.subject
Transformational & Servant Leadership Comparison

# data[].attributes.headline
Role of Servant & Transformational Leadership 

# data[].attributes.subject
Role of Servant & Transformational Leadership 

# data[].attributes.attachment_link.readable_text
George P. Allen, PharmD, a W. Mark Moore, PharmD, b Lynette R. Moser, PharmD, c Kathryn K. Neill, PharmD, d Usha Sambamoorthi, PhD, e and Hershey S. Bell, MD, MS f

Abstract

A variety of changes are facing leaders in academic pharmacy. Servant and transformational leadership have attributes that provide guidance and inspiration through these changes. Servant leadership focuses on supporting and developing the individuals within an institution, while transformational leadership focuses on inspiring followers to work towards a common goal. This article discusses these leadership styles and how they may both be ideal for leaders in academic pharmacy.

Keywords: servant leadership, transformational leadership, leadership

INTRODUCTION

METHODS

The original debate topic of a preferred style of leadership in academic pharmacy was discussed and developed in September 2014. Five team members conducted a literature review to identify references. Keywords included leadership style, servant leader, transformational leader, servant leadership, service leadership, and transformational leadership. The literature search was completed in December 2014. Resources searched were PubMed, Google Scholar, EBSCO, and the Harvard Business Review. References of selected articles were used to identify additional resources, and authors' collections of books were searched. More than 50 sources of information were used in the development of the point and counterpoint discussions. The discussion question was refined over several weeks to determine the final point and counterpoint arguments that were presented in a debate format in February 2015 at the American Association of Colleges of Pharmacy (AACP) Interim Meeting in Austin, TX.

POINT: SERVANT LEADERSHIP IS PREFERRED TO TRANSFORMATIONAL LEADERSHIP IN ACADEMIC PHARMACY

Greenleaf describes the servant leader as one who "begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead." Servant leadership can be a philosophy, a set of leadership practices, and a set of leadership qualities (). Since 1995, authors have defined and refined the characteristics of a servant leader. Although Russell and Stone distinguished at least 20 attributes of servant leadership, Spears summarized 10 characteristics of servant leaders as: listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community. While the theory of servant leadership resembles other leadership theories, none of the other theories encompass all the characteristics of a servant leader. A servant leader shares power, puts the needs of others first, helps individuals develop and optimize performance, is willing to learn from others, and forsakes personal advancement and rewards. Servant leaders concentrate on performance planning, day-to-day coaching, and helping people achieve. They provide vision, and their team understands their expectations and desired outcomes. The ultimate responsibility of the servant leader is the enduring investment of the leader's life in the lives of those who follow. As the ancient Chinese philosopher Laozi said "A leader is best when people barely know he exists; when his work is done, his aim fulfilled, they will say: we did it ourselves."

Table 1.

Shared governance is expected and widely practiced in academic pharmacy. Leaders who seek power do not truly develop others, and power must be shared to succeed. However, servant leadership makes shared governance feasible and less formidable. In a turbulent organizational landscape, employers utilize shared governance as they rely on employees to be creative, autonomous problem solvers. A servant leader builds teams, listens, heals, persuades and empowers followers until a consensus is reached. A servant leader ensures successful shared governance by building effective teams. Indeed, servant leadership promotes team effectiveness. For example, using the servant leadership questionnaire, the team effectiveness scale, and structural equation modeling, servant leadership was positively associated with the effectiveness of the team.

In addition to upholding the key features of the academic enterprise, servant leadership produces results. For example, servant leadership and job satisfaction have a strong relationship for faculty and nonfaculty members. Studies also suggest increased organizational commitment under servant leadership, with productivity increasing by as much as 50%.

The servant leadership model is not without its critics. Some critics posit that servant leaders may fall short when compared to transformational leaders when business environments are extremely competitive, experience rapid change, require risk taking, and involve a careful balance of organizational and individual goals. However, in 2011 servant leadership was practiced by half of the top-10 companies ranked by Forbes Magazine: SAS (1), Wegmans Food Market (3), Zappos.com (6), Nugget Market (8) and Recreational Equipment Incorporated (9). The size of the company was not a factor as the servant leader organizations ranged in size from 1200 to 167 000. In 2014, one-third of the top 35 companies practiced servant leadership, most of which are household names: Marriott, FedEx, Southwest Airlines, AFLAC, Starbucks, Men's Wearhouse, Nestle, ServiceMaster, UPS, GE. Thus, servant leadership produces results in numerous industries in ever-changing environments.

Academic pharmacy calls for servant leadership because it thrives on shared governance and development of individuals. In addition, academic pharmacy is now being re-engineered and restructured. The profession has moved from a product orientation to a patient focus. Clinical training requirements have greatly expanded. Providing high-quality and safe medical care with continuous quality improvement is expected. Service to the patient requires academic pharmacists to be servant leaders with empathy, kindness, healing, and persuasion.

COUNTERPOINT: TRANSFORMATIONAL LEADERSHIP IS PREFERRED TO SERVANT LEADERSHIP IN ACADEMIC PHARMACY

The transformational leadership model was conceived in part by James MacGregor Burns in 1978 and Bernard Bass in 1985. A major distinction between transformational leadership and servant leadership is the focus of the leader (). Whereas a servant leader focuses on his or her followers, a transformational leader primary focuses on the organization and collective goals, and organizational growth and development is a priority. Despite this focus on the organization, the needs of followers are not ignored. Indeed, a transformational leader empowers and inspires followers to share a collective organizational vision, and encourages behaviors such as intellectualism, innovation, creativity, and risk-taking, and the development and success of followers is an important outcome. A transformational leader serves as a role model, mobilizes commitment, and uses motivation, encouragement, inspiration, and charismatic influence to develop followers and the organization.

Transformational leadership consists of four key behavioral components. The first is charismatic leadership or idealized influence. A transformational leader places an emphasis on the needs of others, serves as an inspirational role model, instills pride and optimism, and emphasizes commitment, alignment around a shared purpose, high ethical and moral standards, and respect and trust. As a result, such leaders are admired, respected, trusted, and viewed as a role model by their followers. The second behavioral component is inspirational motivation. The leader articulates an organizational vision, demonstrates a sincere and passionate commitment to that vision and related goals, and clearly communicates expectations. The leader is enthusiastic, optimistic, motivational, and inspirational. Idealized influence and inspirational motivation foster alignment around shared goals within an environment of high ethical and moral standards that supports and strengthens shared governance within an academic community. The third behavioral component is intellectual stimulation. A transformational leader encourages creativity, innovation, risk-taking, and a willingness to abandon inefficient systems, and followers are stimulated to question assumptions, approach issues in novel ways, and creatively solve problems. Academic freedom, lifelong learning, and scholarship flourish within an environment that encourages intellectual stimulation. The fourth behavioral component is individualized consideration. A transformational leader evaluates and considers the distinct needs of each individual follower, creates a supportive environment that is focused on followers' achievement and growth, and uses coaching, mentoring, creation of new development opportunities, and continuous feedback to empower followers and help them achieve their potential. Principles such as motivational interviewing and counseling impact followers' interactions with students and patients within an academic health care environment.

A transformational leader uses the four behaviors to motivate followers. Motivation is dependent on followers aligning with the vision, mission, and collective goals of the organization. The transformational leader is able to unite and align followers around collective goals that promote a collaborative approach to problem solving and resource management. To achieve this, followers must trust, admire, and respect their leader, and be motivated to perform beyond expectations. Together, these factors will drive the success of the organization.

Critiques of the transformational leadership model propose that a transformational leader's focus on the organization may lead to an environment in which the leader devotes excessive time to evaluating performance and protecting hierarchies within the organization, thus "weeding out" underperforming employees who fail to contribute to the efficiency of the organization, rather than creating sustainable growth. However, a transformational leader focuses on the growth and development of individual followers, resulting in followers who succeed. In addition, followers of a transformational leader, because of their increased organizational commitment, will be motivated to outperform expectations.

The most important characteristic of a transformational leader arguably is charisma. But what if a leader lacks charisma? Current descriptions of the transformational leadership model prefer the term "idealized influence," which results from the use of intellectual stimulation, inspirational motivation, and individual consideration. Leaders who employ these behaviors and develop emotional bonds with followers are then perceived as charismatic.

The potential for "moral shortcomings" in a transformational leader is also proposed. A transformational leader may choose to adopt unethical behaviors or behave immorally. However, a transformational leader is devoted to the collective good, empowerment of followers, and to a culture of shared values and goals, and thus immoral behavior would not be acceptable. In a seminal work describing the transformational leadership model, Burns stated, "[transformational] leadership occurs when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of motivation and morality."

Ultimately, both servant and transformational leadership styles value human resources and support followers' individual development. However, academic pharmacy, in which challenges from students, community stakeholders, and the health care system arise constantly, represents the type of dynamic environment for which transformational leadership is an ideal fit. Transformational leadership values risk taking, innovation, and intellectualism. It strives to change the status quo, is best suited for changing environments facing incredible external pressures, and creates an "empowered, dynamic organizational culture."

Leaders from a variety of backgrounds demonstrate transformational leadership through dynamic change. Franklin Roosevelt led the country through a time of turmoil and uncertainty following the Great Depression by establishing his New Deal. Henry Kaiser was a founder of medical transformation on a population level with the initiation of the Kaiser Foundation and Kaiser Permanente. Andrew Carnegie's philanthropic legacy heralded new opportunities for the arts and future leaders. Henry Ford created a corporate model in the transportation industry that survives more than 100 years later. Bill Gates revolutionized the electronic age through his work with Microsoft, and he and his wife Melinda, set an example for philanthropic models of educational transformation through their foundation. Walt Disney revolutionized the entertainment industry and engaged members of families from the youngest to the oldest with adventures that resonate regardless of time or vantage through movies and theme parks.

As outlined above, academic pharmacy is experiencing unprecedented pressures to adjust to rapid changes in education, research, and the health care environment. Risk-taking attitudes and behaviors required to successfully navigate a rapidly changing environment are key elements of transformational leaders, who are better suited to navigate individual and organizational decisions when change is required. Additionally, transformational leaders within a service-oriented industry typically demonstrate highly effective emotional intelligence. Leaders with more emotional intelligence are rated as more effective by followers and shape better climates of service. This enhances the leader's ability to mediate between an organization's goals and those of the individual. Such leaders anticipate reactions employees may exhibit, and therefore, are ready to adapt and incorporate components that address emotional reaction. This ability allows a transformational leader to change inefficient financial, educational, or human resources systems in a more aggressive manner than followers in a servant leadership model would tolerate. Communication skills that target conflict resolution and recognize employees' needs are essential to transformational leaders. Ultimately, no organization can be successful without a committed team. By focusing on the success of the "we" and not the "I," transformational leaders unite their followers in a shared vision for the organization and empower their workers to achieve team goals. Thus, this strategy is best suited to academic pharmacy.

CONCLUSION

Determining the most appropriate leadership model for academic pharmacy is open to debate. The skill set required of servant and transformational leaders is different. A servant leader is one who leads from behind by supporting the development of individuals in the organization while a transformational leader provides a common goal and vision and develops individuals to meet those goals. Servant leadership would be congruent with developing faculty members, encouraging scholarship and innovation in teaching, and building toward producing pharmacists who develop empathy with patients and motivates patients to develop healthy lifestyle choices. The transformational leader is uniquely qualified to move an organization during a time of high external pressures. The transformational leader emphasizes intellectual stimulation, innovation, and creativity in a way that can effectively develop faculty members to be successful in the competitive promotion and tenure process. Leaders in academic pharmacy must evaluate which leadership model fits the needs of their environment as well as their individual skill set.

ACKNOWLEDGMENTS

We would like to acknowledge the American Association of Colleges of Pharmacy for providing the Academic Leadership Fellows Program and giving us the opportunity to participate in the Fellow Debates at the 2015 AACP Interim Meeting.

REFERENCES

3. Accreditation Council for Pharmacy Education. Accreditation standards and key elements for the professional program in pharmacy leading to the doctor of pharmacy degree: Standards 2016. Released Feb. 2, 2015. https://www.acpe-accredit.org/pdf/Standards2016FINAL.pdf. Accessed August 31, 2015.

4. Interprofessional Education Collaborative expert panel. Core competencies for interprofessional collaborative practice: report of an expert panel. Washington, DC: Interprofessional Education Collaborative; 2011. http://www.aacn.nche.edu/education-resources/ipecreport.pdf. Accessed August 31, 2015.

9. Greenleaf RK. [ Servant Leadership - A Journey into the Nature of Legitimate Power and Greatness. Costa Mesa, CA: Paulist Press; 1977. Google Scholar]

12. Blanchard K. Reflections on Encourage the Heart. In: Kouzes and Posner, eds. Christian Reflections on the Leadership Challenge. San Francisco, CA: Jossey-Bass; 2004:101-116.

15. Wilson JK. Patriotic Correctness: Academic Freedom and Its Enemies. Boulder, CO: Paradigm Publishers; 2008.

17. Ortberg N. Reflections on Enable Others to Act. In: Kouzes and Posner, eds. Christian Reflections on the Leadership Challenge. San Francisco, CA: Jossey-Bass; 2004:85-98.

22. Drury S. Teacher as servant leader: a faculty model for effectiveness with students. Proceedings of the 2005 Servant Leadership Research Roundtable. 2005 [ Google Scholar]

26. Romig DA. [ Side by Side Leadership: Achieving Outstanding Results Together. Austin, TX: Bard Press; 2001. Google Scholar]

36. Kahaleh AA, Mort J, Traynor A. Designing, implementing, and refining student leadership development programs in pharmacy curricula[webinar].

45. Bass BM. New paradigm of leadership: an inquiry into transformational leadership. Alexandria, VA: Army Research Institute for the Behavioral and Social Sciences. 1996. [ Google Scholar]

58. Burns JM. [ Leadership. New York, NY: Harper & Row; 1978. Google Scholar]

Articles from American Journal of Pharmaceutical Education are provided here courtesy of American Association of Colleges of Pharmacy

# data[].attributes.attachment_link.title
The Role of Servant Leadership and Transformational Leadership in Academic Pharmacy

# data[].attributes.attachment_link.description
George P. Allen, PharmD, a W. Mark Moore, PharmD, b Lynette R. Moser, PharmD, c Kathryn K. Neill, PharmD, d Usha Sambamoorthi, PhD, e and Hershey S. Bell, MD, MS f A variety of changes are facing leaders in academic pharmacy. Servant and transformational leadership have attributes that provide guidance and inspiration through these changes.

# data[].attributes.attachment_link.title
Great leadership starts with self-leadership | Lars Sudmann | TEDxUCLouvain

# data[].attributes.attachment_link.readable_text
The more that you, as a leader, manage each of these areas, the higher your emotional intelligence. So, let's look at each element in more detail and examine how you can grow as a leader.

Emotional Intelligence in Leadership

1. Self-awareness

If you're self-aware, you always know how you feel, and you know how your emotions and your actions can affect the people around you. Being self-aware when you're in a leadership position also means having a clear picture of your strengths and weaknesses, and it means behaving with humility.

So, what can you do to improve your self-awareness?

Keep a journal. Journals help you improve your self-awareness. If you spend just a few minutes each day writing down your thoughts, this can move you to a higher degree of self-awareness.

2. Self-regulation

Leaders who regulate themselves effectively rarely verbally attack others, make rushed or emotional decisions, stereotype people, or compromise their values. Self-regulation is all about staying in control.

This element of emotional intelligence, according to Goleman, also covers a leader's flexibility and commitment to personal accountability.

So, how can you improve your ability to self-regulate?

Hold yourself accountable. If you tend to blame others when something goes wrong, stop. Make a commitment to admit to your mistakes and to face the consequences, whatever they are. You'll probably sleep better at night, and you'll quickly earn the respect of those around you.

Practice being calm. The next time you're in a challenging situation, be very aware of how you act. Do you relieve your stress by shouting at someone else? Practice deep-breathing exercises to calm yourself. Also, try to write down all of the negative things you want to say, and then rip it up and throw it away. Expressing these emotions on paper (and not showing them to anyone!) is better than speaking them aloud to your team. What's more, this helps you challenge your reactions to ensure that they're fair!

3. Motivation

Self-motivated leaders work consistently toward their goals, and they have extremely high standards for the quality of their work.

How can you improve your motivation?

Re-examine why you're doing your job. It's easy to forget what you really love about your career. So, take some time to remember why you wanted this job. If you're unhappy in your role and you're struggling to remember why you wanted it, try the Five Whys technique to find the root of the problem. Starting at the root often helps you look at your situation in a new way. And make sure that your goal statements are fresh and energizing. For more on this, see our article on Goal Setting.

4. Empathy

For leaders, having empathy is critical to managing a successful team or organization. Leaders with empathy have the ability to put themselves in someone else's situation. They help develop the people on their team, challenge others who are acting unfairly, give constructive feedback, and listen to those who need it.

If you want to earn the respect and loyalty of your team, then show them you care by being empathic.

How can you improve your empathy?

Respond to feelings. You ask your assistant to work late - again. And although he agrees, you can hear the disappointment in his voice. So, respond by addressing his feelings. Tell him you appreciate how willing he is to work extra hours, and that you're just as frustrated about working late. If possible, figure out a way for future late nights to be less of an issue (for example, give him Monday mornings off).

5. Social Skills

Leaders who do well in the social skills element of emotional intelligence are great communicators. They're just as open to hearing bad news as good news, and they're experts at getting their team to support them and be excited about a new mission or project.

Leaders who have good social skills are also good at managing change and resolving conflicts diplomatically. They're rarely satisfied with leaving things as they are, but they don't sit back and make everyone else do the work: they set an example with their own behavior.

So, how can you build social skills?

# data[].attributes.attachment_link.title
Emotional Intelligence in Leadership - Learning How to Be More Aware

# data[].attributes.attachment_link.description
Relating to others is vital in today's workplace. Learn how to build your emotional intelligence (EI) with this article.

# data[].attributes.attachment_link.readable_text
Anyone trying to come up to speed on emotional intelligence would have a pretty easy time of it since the concept is remarkably recent, and its application to business newer still. The term was coined in 1990 in a research paper by two psychology professors, John D. Mayer of UNH and Peter Salovey of Yale. Some years later, Mayer defined it in HBR this way:

# data[].attributes.attachment_link.title
How Emotional Intelligence Became a Key Leadership Skill

# data[].attributes.attachment_link.description
A reading list to bring you up to speed.