Andrews University Digital Commons @ Andrews University Professional Dissertations DMin Graduate Research 2019 Servant Leadership Development Model for Staff at the University of the Southern Caribbean Lloyd Eric Jacott Andrews University Follow this and additional works at: https://digitalcommons.edu/dmin Part of the Higher Education Administration Commons, and the Practical Theology Commons Recommended Citation Jacott, Lloyd Eric, "Servant Leadership Development Model for Staff at the University of the Southern Caribbean" (2019). Professional Dissertations DMin.edu/dmin/731 This Project Report is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Professional Dissertations DMin by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact repository@andrews.
ABSTRACT SERVANT LEADERSHIP DEVELOPMENT MODEL FOR STAFF AT THE UNIVERSITY OF THE SOUTHERN CARIBBEAN by Lloyd Eric Jacott Adviser: Sylvan Lashley ABSTRACT OF GRADUATE STUDENT RESEARCH Professional Dissertation Andrews University Seventh-day Adventist Theological Seminary Title: SERVANT LEADERSHIP DEVELOPMENT MODEL FOR STAFF AT THE UNIVERSITY OF THE SOUTHERN CARIBBEAN Name of researcher: Lloyd Eric Jacott Name and degree of faculty adviser: Sylvan Lashley, PhD Date completed: May 2019 Problem Concerns have been raised by students regarding the unsatisfactory nature of customer service from administrative departments within the University of the Southern Caribbean such as Finance and Admissions. An investigation into this matter, using a focus group design was conducted by Brent Marshall for his Master’s Thesis (2013) through the School of Business. However, prior to this an exit report of graduating students was conducted by the Department of quality assurance (2012). The findings of these two investigations provide the basis for implementing the servant leadership development model for staff at the Admissions, Records and Recruitment Departments of the University of the Southern Caribbean.
Method A servant leadership development model was designed and delivered for employees at the Admission, Records and Recruitment department of the University of the Southern Caribbean, to train and equip the staff to serve their customers (external and internal) as servant leaders. The idea was to bring participants up to speed with the servant leadership skills and principles; providing a roadmap so the information can be translated from head to heart and from hand to habit. Throughout the duration of this project implementation, nine participants consented and were invited to post-seminars to reflect on the learning experience through one on one interviews, leadership self- assessments, seminar evaluations to ascertain the effectiveness of the servant leadership development model. Data were evaluated employing a mix method approach.
Both a qualitative and quantitative methodologies were integrated to ascertain from both participants as well as from their customer’s vantage point the impact of the intervention (Servant leadership development model). Results This study revealed the involvement of employees from the Admissions Records and Recruitment departments within the University of the Southern Caribbean learning and seeking to replicate servant leadership in their interface with customers and colleagues. Emerging data uncovered participants increased awareness and appreciation of practicing servant leadership within the context of their departments. Interview results have elucidated participants’ acknowledgement that they have already been replicating the servant leadership principles imparted throughout the course of the project implementation.
Employees agreed that practicing servant leadership engendered a winning partnership; improved relationship with colleagues as well as customers. Consequently, some have suggested that this project be made available to the entire cartography of stakeholders within the University. Conclusion As a consequence of employees’ involvement in this servant leadership development model; their reflections on its structured and engaged learning process as well as the feedback obtained from customers uncovered that the practice of servant leadership is of value to the organizational infrastructure and human engineering skill of the service providers from the Admissions, Records and Recruitment departments. Consequently, further examination of servant leadership to being adopted as the dominant leadership philosophy for staff within the University context is warranted and endorsed.
Andrews University Seventh-day Adventist Theological Seminary SERVANT LEADERSHIP DEVELOPMENT MODEL FOR STAFF AT THE UNIVERSITY OF THE SOUTHERN CARIBBEAN A Professional Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Ministry by Lloyd Eric Jacott May 2019 SERVANT LEADERSHIP DEVELOPMENT MODEL FOR STAFF AT THE UNIVERSITY OF THE SOUTHERN CARIBBEAN A professional dissertation presented in partial fulfillment of the requirements for the degree Doctor of Ministry by Lloyd Eric Jacott APPROVAL BY THE COMMITTEE: _______________________________ _________________________________ Adviser, Director, DMin Program Sylvan Lashley Kleber D. Gonçalves _______________________________ _________________________________ Susan Chand Dean, Seventh-day Adventist Theological Seminary Jiří Moskala _______________________________ _03/21/19_________________________ Richard Sylvester Date approved TABLE OF CONTENTS LIST OF FIGURES. vii LIST OF TABLES. 1 Description of the Ministry Context.
1 Statement of the Problem. 3 Statement of the Task. 5 Description of the Project Process. 6 Definition of Terms.
11 Servant Leadership in the Life of Abraham. 13 Servant Leadership in the Life of Moses. 17 Moses Presents Leadership Expectations of Prospective Kings. 22 Servant Leadership in the Life of Nehemiah.
23 Jesus and Servant Leadership. 26 Servant Leadership in the Life of the Apostle Paul. 32 Servant Leadership in the Writings of Ellen G. 39 Servant Leadership Theories.
43 Spirituality in the Work Place. 47 Servant Leadership: Welcomed Alternative. 49 Contemporary View on Servant Leadership. 51 Servant Leadership and Customer Satisfaction.
53 Internal Customer Satisfaction. 53 External Customer Satisfaction. APPLICATION OF METHODOLOGY. 63 Rationale of the Servant Leadership Model.
65 Origin of Servant Leadership Model. 67 Purpose of the Project (Servant Leadership Model). 69 Vision Casting Amongst the Authorizers. 70 Implementation of the Servant Leadership Model.
72 Content of the Servant Leadership Model. NARRATIVE OF INITIATIVE IMPLEMENTATION. 86 Project Implementation Details. 87 Buy-in From Authorizers.
88 Voluntary Consent of Participants. 88 Pre- and Post-Customer Satisfaction Survey. 89 Relevant Information E-mailed to Participants. 91 Servant Leadership 101: Servant Leadership Course.
98 Servant Leadership Development Seminars. 98 Personal Pre and Post Leadership Self-assessment. EVALUATION AND LEARNING. 113 Summary of Project Manuscript.
113 Description of Methods to Evaluate the Intervention. 114 Interpretation of Data. 116 Leadership Self-assessment. 119 Theme 1, Servant Leadership Qualities Every Participant Possesses.
120 Theme 1: Servant Leadership Qualities all Participants have in Common. 120 iv Theme 2: Some of the Servant Leadership Qualities in Which They are Deficient. 120 Theme 3: Some of the Servant Leadership Qualities That Have Revealed an Increase. 121 What are my Greatest Leadership Skills and Strength?.
122 What Leadership Skills I Need to Work on Improve?. 122 Results of the Seminar Evaluation. 123 Theme one, Statements all Participants Report Agreement. 123 Statements With Fluctuating Outcomes.
124 What was the Most Effective and Interesting Aspect of the Seminar?. 124 Types of Sessions Desired. 125 Other Aspects of the Seminar to be Improved. 125 Pre and Post Customer Satisfaction Survey.
126 Theme one: Customers’ Perception of Service Quality. 127 Theme two: Character Qualities of Customer Service Employee. 128 Theme Three: Competency of Customer Service Employee 10, 11 and 15. 129 Theme Four: Customer Turnover.
130 Theme Five: Customers’ General Comments. 130 Conclusions Drawn From the Data. 131 Summary of Other Conclusions. 133 Theological Conclusions: Chapter 2.
133 Theoretical Conclusion: Chapter 3. 134 Methodological Conclusions: Chapter 4. Customer Satisfaction Survey. Leadership Skills Inventory.
IRB Letters and Certificate. IRB Informed Consent Form. Description of Interview Questions. Interview Informed Consent Form.
Servant Leadership 101 Lesson Series. Interview Questions and Answers. Leadership Self-assessment Resultsl. Leadership Self-assessment Transcribed Data.
Seminar Evaluation Results. Seminar Evaluation Results Transcribed Data. Customer Satisfaction Survey Results (Quantitative). Customer Satisfaction Survey Results (Qualitative).
236 vi LIST OF FIGURES 1. Inverted Pyramid Model. 105 LIST OF TABLES 1. Compare and Contrast Leadership and Management.
Characteristics of Servant Leadership. 105 vii ACKNOWLEDGEMENTS I do concur that “success is a group’s project.” Hence, I am obliged to express heartfelt gratitude to the many individuals who have played a vital role in the formulation and successful completion of this project manuscript. To begin, I am thankful to God for His grace and the right support system to accomplish this task. My beloved wife, Grace of 24 years and two sons, Lloyd Jr and Erik who have had to be patient with me over the duration of this study program.
My first advisers: Dr. Clinton Valley and Dr. Noel Brathwaite who started me on this journey; followed by Dr. Sylvan Lashley sharing his expertise on the conceptual framework of servant leadership and Dr.
Susan Chand who guided me through the rigors of the qualitative methodology. This was skillfully augmented by Dr. Jimmy Kijai who voluntarily provided guidance in the manipulation of data as well as the quantitative method of data analysis. I am indebted to those who also sacrificially aided in organizing and proofreading the data including: Dr.
Carlton Drepaul, Dr. Ray Walker and Dr. Joel Pina and Mrs. Camile Mc Ewen Small.
I am very grateful to the Caribbean and Caribbean Union, the A. Steve Nash and Mr. Robert Benjamin (AU.) for the minor scholarships. I am grateful for The University of the Southern Caribbean, my employer, who provided not only financial assistance, but also the time and travel authorizations.
My context support group was very helpful and the participants from the Admissions Record and Recruitment Departments, who have graciously volunteered to be part of this project. Last but by no means least, my professors: David Penno, Skip Bell, Jon Dybdhal, and Stanley Patterson who have been all very helpful in imparting knowledge and great wisdom. Patterson contributed his formatting skills in a timely fashion and made a huge difference. viii CHAPTER 1 INTRODUCTION Description of the Ministry Context The University of the Southern Caribbean (USC) is located in Maracas Valley in Trinidad and Tobago and has been providing Christian tertiary education for the past 85 years.
It was founded in 1927and was called the East Caribbean Training School. The primary purpose for its existence then was to train youth of the Caribbean Union Conference. Two years later, it became Caribbean Training College. It was in 1945 that the College developed a well-defined College preparatory program of instruction so that in 1947, Caribbean Training College was officially declared a junior college, offering two-year post-secondary certificates in theology, teacher training, and business and secretarial science.
In 1956, the college again assumed a new name: Caribbean Union College. In September 1970, an important academic extension was instituted at Caribbean Union College. The two-year junior College program in Theology was extended to a four-year program, leading to the Bachelor of Theology degree. Subsequent changes included the conferring, since 1985, of Bachelor of Arts, Bachelor of Science, Bachelor of Business Administration, and Associate degrees in a wide range of disciplines, in affiliation with Andrews University, Michigan, USA.
1 A significant change in status was received in February 2006 when the University was registered with the accreditation council of Trinidad and Tobago (ACTT) and was officially conferred the title of “University” in May 2012, the University was awarded full institutional accreditation by ACTT. USC then became the first private, faith based and the third accredited University in the Republic of Trinidad and Tobago. It has six Schools; employs approximately 400 multi-cultural faculty and staff members, including Indian, African, European, and Hispanics; and a current student population of over 3,000. The mission of USC is “transforming ordinary people into extraordinary servants of God and humanity.” It is the only faith- based University in Trinidad and Tobago.
My involvement with USC started in 2007 as an Assistant Dean of Men. This lasted for about a year, and then I joined campus ministries, where I have been serving as Chaplain for the past eight years. This adds up to nine years of service.