Emotional Intelligence Optimizes Servant-Leaders' Implementation of DEI Initiatives

Introduction

How does Servant Leadership make a difference? Researchers found transformational models, including Servant Leadership, have guided educational leaders for several decades, specifically encouraging leaders to support organizational members in empowering ways (Davis, 2003; Farling, Stone & Winston, 1999; Spears, 2010). While both leadership models exhibit common characteristics, differences exist between the two. “Transformational leadership involves strong personal identification of followers with the leader” (Rosenbach & Taylor, 1998, p. 3). The transformational leader motivates “followers to perform beyond expectations by creating an awareness of the importance of designated outcomes…” (p. 3) whereby “all followers share values and beliefs and are able to transcend self-interest and tie the goal to the higher-order needs of self-esteem and self-actualization” (p. 3). As a result, followers create a mental image of the shared vision, converting shared goals into effective action. Transformational leadership calls for a transforming experience for the leader and for the follower.

By contrast, Servant Leaders are value-driven and character-driven. These qualities are typically exhibited through “increased service to others; a holistic approach to work; promoting a sense of community; and the sharing of power in decision-making” (Greenleaf, 1997, p. 4). Proponents of Servant Leadership emphasize collaboration and integrity, whereby communication and persuasion skills become extremely important (Smith, Montagno, & Kuzmenko, 2004). The Servant Leader aspires to see the follower move toward what Maslow described as self-actualization (1943). Therefore, what differentiates a Servant Leader from a transformational leader is the deep desire to pursue a preferred future from “the basis of humility, empathy, compassion, and commitment to ethical behavior” (Lad & Luechauer, 1998, p. 64). Effective leadership is less likely without the presence of high emotional intelligence and experiential components expressed within the tenets of Invitational Education (Anderson, 2016).

From the primary desire to serve, the Servant Leader wants to help his or her followers “grow healthier, wiser, freer, more autonomous, and more likely themselves to become servants” (Greenleaf, 1977, pp.13-14). While the desire to serve is the primary motivation of the Servant Leader, the conscious choice to meet other people's highest priority needs ground any aspiration to lead (Greenleaf, 1977). Thus, Servant Leadership epitomizes a desire for social justice. Listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to growth of people, and building community are essential attributes of the Servant Leader (Spear, 2002). People with high emotional intelligence are more likely to exhibit these attributes (Bradberry & Greaves, 2009).