Twu Global Leaders 300 Leadership As Service Unit 5 Today's ✓ Solved

Twu Globalldrs 300leadership As Serviceunit 5todays Lecturewe Will

Identify the core assignment: this task involves analyzing leadership as a service model, inspired by Jesus' example, focusing on performance coaching, the four stages of learning, and similarities between carpentry and leadership. The reflection includes discussing Jesus’ hands in servant leadership, explaining core coaching skills, analyzing a coaching demonstration, exploring the stages of learning, and applying these concepts to personal experience.

Sample Paper For Above instruction

Introduction

Leadership as a service emphasizes humility, purpose, and the nurturing of others, resonating deeply with the example set by Jesus Christ. Examining how Jesus used his hands to serve provides profound insights into effective leadership. Additionally, the performance coaching model elucidates how leaders can develop others through guiding, observing, and evaluating. Understanding the four stages of learning empowers leaders to tailor their approach, ensuring growth at every level. Comparing leadership to carpentry uncovers practical analogies about vision, evaluation, and passing the torch. Applying these principles enables aspiring leaders to serve effectively, fostering development and transformation in their teams and communities.

Jesus’ Hands as a Model of Servant Leadership

Jesus' hands exemplify servant leadership through acts of compassion, service, and sacrifice. He healed the sick, cleansed lepers, fed the hungry, washed disciples' feet, and ultimately hung from the cross to save humanity. Each action demonstrated humility, sacrificial love, and a commitment to serving others. From these acts, leaders today learn that authentic leadership is grounded in service and love rather than authority and control. Jesus’ hands communicated his heart—compassion, patience, and purpose—highlighting that true leadership is rooted in serving others' needs, pointing them toward divine love and salvation. His example underscores that effective leaders nurture and uplift those they serve, inspiring change with humility and purpose.

The Leader as a Performance Coach

Performance coaching involves guiding individuals through goal setting, daily feedback, and periodic evaluation. As Blanchard emphasizes, a leader’s role is to provide direction, support, and encouragement, helping others realize their potential. Core coaching skills include active listening, powerful questioning, and providing feedback—tools that distinguish coaching from other leadership skills by fostering self-awareness, motivation, and commitment. Questions help clarify goals, explore obstacles, and motivate action, enabling individuals to find their own solutions rather than being merely told what to do. This collaborative process enhances ownership, accountability, and growth, making coaching an essential skill for servant leaders aiming to empower others.

The Coaching Demonstration and Observations

In the coaching demonstration, the coach used attentive body language—leaning forward, maintaining eye contact, nodding—which conveyed engagement and respect. The coachee responded with open postures and expressive gestures, fostering trust. The coach’s use of open-ended questions facilitated reflection and exploration, exemplifying active listening and empathy. Such body language signals genuine interest, creating a safe space for honest dialogue, vital for effective coaching. The demonstration illustrated that physical cues reinforce verbal communication, enhance rapport, and promote openness—critical factors when leaders coach employees or colleagues to develop skills and overcome challenges, embodying the servant leadership model.

Powerful Coaching Questions

Four key questions I found powerful include: "What is the aim of this discussion?" because it clarifies purpose; "What would you like to see happen?" as it fosters vision; "What is your first step?" promoting action; and "On a scale of 1 to 10, how convinced are you?" to assess motivation. These questions are powerful because they stimulate reflection, clarify goals, encourage ownership, and reveal motivation levels, essential for guiding meaningful change and growth in coaching relationships.

The Four Stages of Learning: Personal Reflection and Leadership Application

Currently, I see myself at different stages in various areas. As a novice in certain technical skills, I recognize my need for foundational guidance. In seeking mentorship, I am an apprentice—learning through practice and feedback. At times, I function as a journeyman when independently executing tasks but still cautious about risks. Finally, I aspire to reach the master stage, where I can teach others and pass on knowledge confidently. Understanding these stages helps me implement tailored coaching strategies for team members at different levels. As a leader, I would assess individuals’ needs and adapt my approach—offering instruction, encouragement, or delegation—aligned with their stage of development. This framework ensures ongoing growth and effective mentorship, fostering a culture of continuous learning and service-oriented leadership.

Conclusion

Leadership rooted in service, exemplified by Jesus, and supported by coaching principles and developmental stages, offers a powerful approach to fostering growth and effecting positive change. By embodying humility, vision, and intentionality, leaders can inspire their teams to excel, embodying the core values of servant leadership. Recognizing the various stages of learning enables adaptable, context-sensitive coaching, ultimately empowering individuals to reach their full potential and contribute meaningfully to their organizations and communities.

References

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• Greenleaf, R. K. (1977). Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness. Paulist Press.
• Whitmore, J. (2009). Coaching for Performance. Nicholas Brealey Publishing.
• Heifetz, R., & Laurie, D. L. (1997). The Work of Leadership. Harvard Business Review, 75(1), 124-134.
• Bass, B. M. (1999). Two decades of research and development in transformational leadership. European Journal of Work and Organizational Psychology, 8(1), 9-32.
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