Case Learning Outcomes Bytheendofthiscasestudy.docx

Case
Learning Outcomes
By the end of this case study, students will better
understand:
• the characteristics of servant leadership;
• servant leadershipas a style leaders can use to
lead others and organizations;
• how leaders can effectively use the
characteristics of servant leadershipto positively
affect the
leadershipprocess.
Introduction
This case study focuses on servant leadership,
specifically the servant leadershipof Nelson
Mandela.
Throughout his life, Nelson Mandela displayed many
servant leadershipcharacteristics, but his
leadershipbehaviors also cast doubt on his servant
leadershipat various points in his life. Nelson

Mandela was, without doubt, a greatleader, but
was he a true servant leader? Before
analyzing Nelson
Mandela’s servant leadershipabilities, it is
necessary to be familiar with the history of
South Africa and
the issue– apartheid – that influenced Mandela
more than any other.
A brief history of South Africa
When the Union of South Africa cameinto
existence in 1910, African Blacks and other
people of color
were barred from becoming members of the new
Parliament. In 1912, the African National
Congress
(ANC) was formed in an attempt to give
minorities a voice and to protest the laws
that essentially gave
all political power to the White minority; laws
that would eventually lead to apartheid, an
Afrikaans
word meaning “the state of being apart”. South
Africa gained its independence from Great
Britain in
1934, and the Nationalist party, which
appealed to extreme Afrikaner nationalists, was
formed around

that time.
In 1948, the Nationalist partywon the
Parliamentary elections and remained in power
for the next fifty
years. The Nationalist partymade apartheid the
official ideology for the new government and
for their
fifty-year reign(South African Histroy Online, 2015).
Examples of legislation passed by the
Nationalist
partyto advance apartheid included:
• The Group Areas Act of 1950 (enforced the
racial division of land);
• The Population Registration Act of 1950
(classified all citizens by race);
• The Pass Laws of 1952 (restrictedmovementof
Blacks).
The Nationalist partygoal was to develop a policy
of “separate development”: the division of the
Black
population into ethnic nations, each of which
was to have its own homeland and eventual

independence. All of this was to be decided, of
course, by the Nationalist partyin ways that
would likely
keep the White minority in power indefinitely
(South African Histroy Online, 2015).
The next thirty years featured constant clashes
between Blacks and White authorities as
the Black
majority attempted to abolish apartheid and gain basic
rights. Although Indian and Asian populations
were also involved, Blacks formed the majority of
those impacted. In 1961 the United Nations
passed
economic sanctions against South Africa to support
the abolishment of apartheid, but the Nationalist
Party did not relent. Over the years many
members of the ANC were arrested and jailed
and acts of
sabotage were frequentlycarried out against the
government. The violence hit a peak on June
16, 1976
when the police fired on a crowd of youth
who were protesting the requirement that they be
instructed

in Afrikaans; hundreds of children were killed,
and the country exploded with violent uprisings.
South
Africa and its apartheid policy were at the
forefront of world attention because of such
actions (South
African Histroy Online, 2015) .
Attempts were made over the next fifteen years to
control the violent protests and end the
sanctions
that were impacting the country. Finally, in 1990 the
Prime Minister of South Africa, F.W. de
Klerk, lifted
restrictions on thirty-three opposition groups,
including the ANC (which had been banned in
1952).
Negotiations led to changes that began to
dismantle White minority rule and, in 1993, an
agreement
was reached on a Government of National Unity
that would allow the old and new regimes to
operate
as partners. Apartheid was on its deathbed in South
Africa but did not die until the 1994 elections
when
the ANC won the majority of seats in Parliament. At
that time,Nelson Mandela was elected the

President of South Africa. The theory of servant
leadershipcan be applied to better understand
Mandela’s leadership.
Servant Leadership Theory
Servant leadershiptheory evolved from the thoughts
and writing of Robert Greenleaf (1970, 1972,
1977)
and focuses on a leader’s concern for the needs
of their followers, and their ability to empathize
with
and nurture their followers (Northouse, 2016); Spears
(2002) was a mentee of Greenleaf and used
his
writings and conversations to identify ten
characteristics of servant leadership.
1. Listening. Communication between leaders and
followers is an interactive process that focuses
on servant leaders listening first, before responding.
2. Empathy. Empathy is the ability for servant

leaders to understand how their followers feel,
their
pointof view, and how they truly thinkand see a
situation. Empathic leaders make their
followers feel included and understood.
3. Healing. Servant leaders want to make those
they lead whole by helping them with their
problems and having true concern for their well-being.
Healing is a two-way process where both
servant leaders and followers help each other.
4. Awareness. Servant leaders have a greatsense of
their own strengths and weaknesses and the
impact they may have on others. Servant leaders
also have situational awareness and
appreciatethe many othervariables that impact the
leadershipprocess in a given situation.
5. Persuasion. Persuasion is the ability of servant
leaders to gain trust and have others to
accomplish tasksand goals without using the
authority of their leader position. Persuasion is
the
opposite of coercion.
6. Conceptualization. Servant leaders create visions
for an organization and a clear sense of

the
organization’s purpose. Conceptualization requires servant
leaders to thinkbeyond day-to-day
operations and provide a compelling future
direction for an organization.
7. Foresight. Foresight is the ability of servant
leaders to understand future opportunities
and risks
and holds leaders accountable for mitigatingrisks
and taking advantage of opportunities.
8. Stewardship.Stewardship is the responsibility of
servant leaders to sustain others and their
organizations for the future. Leaders who demonstrate
good stewardship strive to leave
whatever they were responsible for in better
condition than when they became responsible
for
it.
9. Commitmentto the growth of people. Servant
leaders focus on developing the potential in
others. Personal and professional growth of each
person under their leadershipbecomes a
central pointof a servant leader’s actions.

10. Building community. Servant leaders develop
within others the sense that they are
members of
somethingthat is greater than their selves. Servant
leaders create organizations where
everyone feels that their contributions serve a greater
good beyond their personal goals and
accomplishments (Northouse, 2016; Spears, 2002).
Greenleaf (1970, p. 15) also provided a definition
and litmus test for servant leadership:
[Servant leadership] begins with the natural feeling
that one wants to serve, to serve first.
Then
conscious choice brings one to aspire to lead .
. . The difference manifests itselfin the care
taken
by the servant—first to make sure that other
people’s highest priority needs are being
served.
The best test . . . is: do those served
growas persons; do they, while being served,
become

healthier, wiser, freer, more autonomous, more likely
themselves to become servants? And,
what is the effect on the least privileged in society;
will they benefit, or, at least, will they not be
further deprived? (cited in Northouse, 2016)
Since Greenleaf’s research, many others
(Barbuto & Wheeler, 2006; Dennis &
Bocarnea, 2005; Laub,
1999; Sendjaya, Sarros, & Santora, 2008; Wong
& Davey, 2007; van Dierendonck &
Nuijten, 2011) have
provided insights from their research to servant
leadership, most with similar results. Servant
leaders
are guided by the central themes of selflessness
as a leader and a priority focus on
the welfare and
growth of those under their supervision. These
leader actions can have a positive effect on
the
leadershipprocess given the right context and
appropriate leader characteristics.
Servant leadership theory critics
By its very name, servant leadershiphas a
paradoxical nature – being a leader

and servant at the same
time – and connotes following rather than leading
(Northouse, 2016). The altruistic overtone of
servant
leadershipleadsone to surmise that leaders put
everyone before themselves while the true
nature of
servant leadershippromotes leaders fulfilling others'
needs and not their every desire. There is
also
debate on the characteristics of servant leadership,
similar to debates regarding the trait approach.
Many argue that servant leadershipis somewhat of
an oxymoron and that leaders should exercise
their
rights in their given position of formal
authority. Regardless of the view, servant
leadershiphas become
increasingly popular as a form of leadership,
especially within non-profitand spiritual
organizations.
Nelson Mandela: Background
Nelson Mandela was born in 1918 in the village of
Mvezo in Umtata, then a part of South
Africa’s Cape

Province. He was a member of the Thembu Royal
tribe of South Africa; the Thembus were part of
the
Xhosa people, the second largest cultural group
in South Africa. His original forename was
Rolihlahla, a
Xhosa term colloquially meaning “troublemaker”,
but in later years he became known by
his clan name,
Madiba. Baptized a Methodist, Mandela was given
the English forename of “Nelson” by his teacher
at
the local Methodist Christian School he attended as a
youth. After his father died when Nelson
was nine
his mother took him to live with a local Thembu
Chief and his wife,who raised him to
adulthood. It was
during his teen years that he became devoted to
Christianity and developed his love of African
history.
Legal development
Mandela was interested in becoming a lawyer and he
started with the help of Lazar Sidelsky, a

White
partner in the Johannesburg firm of Witkin,
Sidelsky, and Eidelman (Sampson, 1999, p.
29). The firm
handled cases from both Black and White clients.
Sidelsky was impressed by Mandela, describing
him as
“. . . conscientious, never devious, tidy in
person and mind”. In turn, Mandela remembered
Sidelsky as
the first White man to treat him as a human
being, and also the man who trained him to
serve his
country (Sampson, 1999, p. 29). Here Mandela
possibly cameto realize that not all Whites
were against
Blacks who desired a progression to equality.
This example displays Mandela’s ability to
have empathy
and awareness.
Mandela worked with Sidelsky while working on
his BA degree, which he obtained in 1943.
He began
work on a law degree at the University of
Witwatersrand, and though he did not complete
the degree,

Mandela did work as a lawyer for a number of
years while studying law. He did eventually
receive his
LLB from the University of South Africa in
1989.
Political development
In 1943, Mandela became interested in politics
when his friend, Gaur Radebe, organized a
boycott of
Johannesburg buses because of a fare increase
(the third one in threeyears). He recognized
the
economic impact such a fare increase had on the
lower classes of South Africans, and became
active on
their behalf. Mandela and ten thousand Blacks joined
the boycott, which left buses empty for
nine days
and resulted in fares being rolled back (Sampson,
1999, p. 35). Mandela learned from this event
about
the power of the boycott and demonstrated the
servant leadershipcharacteristic of building
community. It also brought him into contact with
the ANC, and he became familiar with its
leaders. At

that time Mandela, along with someof his colleagues,
became interested in forming a Youth League
of
the ANC, with the goal of pressing the more
conservative ANC into action – the kind of
action that had
been so successfulwith the bus boycott. The Youth
League formally launched in 1944 and its
formation
firmly committed Mandela to ANC politics
(Sampson, 1999, p. 38). With these
developments, Mandela
was beginning to realize that action, and not
politics, was the only way to lead his people to
freedom;
that they would never gain equality using the
currently established methods of formal protest.
As such,
Mandela illustrated his servant leadershipcharacteristics of
foresight, conceptualization, and
commitment to the growth of people as he
saw the Youth League as a vehicle to
mobilize young South
Africans.

Defiance Campaign
In 1952 the ANC and its Youth League, with
Mandela’s leadership, launched its Defiance
Campaign: a
civil disobedience campaign that would use non-violent
means to bring about change. The plan
was to
have Black youth deliberately defy the
government’s racial laws and invite
imprisonment in order to get
the government to repeal six laws that impacted
Blacks more than any others (Sampson, 1999,
p. 63).
Mandela had high expectations for the Defiance
Campaign. As one of the ANC Youth
League’s leaders he
was arrested for the first time shortly after the
campaign began and spent two nights in
jail where he
was appalled by the prison conditions and never
forgot witnessing a prisoner fall, break
his ankle, and be
left to spend the nightin extreme pain.
Despite the ANC’s intentions, the Defiance
Campaign eventually backfired. It gave the
government an

excuse to impose much harsher laws, and
Mandela was arrested again, and he and twenty
other
Defiance Campaign leaders were tried and found guilty
of violating the Suppression of Communism
Act.
Although the leaders only received suspendedsentences,
the Defiance Campaign was essentially over by
the end of 1952. The Defiance Campaign may not
have affected apartheid, but it did establish the
ANC
as a forcein South Africa. Mandela was
credited with helping turn the ANC into a
national organization
capable of working against apartheid.
The Defiance Campaign was one of many events
Mandela led or participated in whose purpose
was to
disrupt the government of South Africa and
forcean end to apartheid. In 1961, for
example, under
guidance from the leaders of the ANC, he formed
a military organization, Umkhonto we Sizwe,
or “Spear
of the Nation”, to organize acts of sabotage against
the government (Sampson, 1999, p. 146).

He was
arrested for treason in 1956 but was acquitted in a
trial that lasted until 1961. One of his lawyers
at the
trial, Sydney Kentridge, cameto admire Mandela. “It
was then that I first realized . . . that he
was a
natural leader of men. He was firm, courteous,
always based on thought and reason”
(Sampson, 1999, p.
130). Mandela’s ability to listen, empathize
with,and persuade others was critical to his
defense and
demonstrated key servant leadershipcharacteristics.
Appeal for calm
As already stated, Greenleaf (1970) defined one of
the tests of servant leadershipas “what is
the effect
on the least privileged in society, will they benefit, or,
at least, will they not be further deprived?”
One
characteristic of a servant leader is the ability
to empower others, to encourage personal and

professional growth in followers. An incident in
1993, before he was elected President,
highlights
Mandela’s ability to influence his followers. A
Black activist, Chris Hani, was murdered by
a White
supremacist, Janusz Waluś, who later was arrested
after being identified by a White Afrikaner
woman.
The murder outraged Blacks who threatened revenge
against the White government. Mandela
appealed
for calm:
Tonight I am reaching out to every single
South African, black and white, from the
very depths of
my being. A white man, full of prejudice and
hate, cameto our country and committed a
deed
so foul that our whole nation now teeters on
the brink of disaster. A white woman, of
Afrikaner
origin, risked her life so that we may know,
and bring to justice, this assassin. The cold-
blooded
murder of Chris Hani has sent shock waves

throughout the country and the world. …
Now is the
time for all South Africans to stand together
against those who, from any quarter, wish to
destroy what Chris Hani gave his life for – the
freedom of all of us. Our decisions and actions
will
determine whether we use our pain, our grief and our
outrage to move forward to what is the
only lasting solution for our country - an elected
government of the people, by the people
and
for the people (Shoemaker, 2014).
Waluś later admitted that his goal was to trigger a
race war that would derail the negotiations
already
underway to create the elections that likely would
end White minority rule. Nelson’s speech helped
keep in check the anger Blacks felt because of
the murder. He also used this situation to force
the
Apartheid government to agree on the election
date for the new government, and that helped
appease
the angry nation.

Imprisonment and influence
In 1962 Mandela was arrested and found guilty of
leaving the country without a passport and
was
sentenced to five years in prison. While serving
that sentence, police raided a farmhouse
near the
Johannesburg suburb of Rivonia, where hand-written
documents by Mandela were found that
advocated a guerrilla war against the government
(Sampson, 1999, p. 184). In 1964 he
was found guilty
of sabotage and was sentenced to life in prison.
He would serve twenty-seven years in
prison, mainly at
Robben Island. Mandela’s commitment to
building community overshadowed his rational
thought
process and resulted from his frustration with the
lack of progress in eliminating apartheid in
South
Africa. This example may leave doubt regarding
Mandela’s servant leadershipcharacteristics.

Strini Moodley, an activist with the Black
Consciousness movementin South Africa, was
jailed in 1976 at
Robben Island in a cell across from Mandela.
Interviewed years later, he was asked
“What was it about
Nelson Mandela, at that point, before you’d
even set eyes on him, how would you characterize
that
mystique, that hold that he had over a young activist
like yourself?”
He responded:
We, who cameout of the universities and were
involved, the youth in the mid-to-late ‘60 s,
always held Robert Sobukwe and Nelson Mandela
and people like that in awe. We thought
thesewere the leaders of the revolution. They were
the people who had continued the carrying
of the torch, and our job was to pick up that
torchand continue with their work. We had
tremendous respect for them. . . In all
my discussions in my meetings, I made it
quiteclear that
we recognized the legitimacy of our leaders on

Robben Island. We had oftencalled for their
release. We based whatever we did on what we
had read about the work Nelson Mandela had
done in the ANC Youth League (Carlin, n.d.).
Later, he characterized Mandela’s role with the
Youth League as being morein line with
the Black
Consciousness movement, a move awayfrom
pacifism to more action and direct actions.
Mandela’s
servant leadershipcharacteristics of conceptualization,
stewardship, foresight, and building community
were evidenced in his Youth League leadership.
Mandela’s Motives
As a Black man in South Africa Nelson
Mandela suffered from racism, discrimination, lack of
legal rights,
and penalties for political activism. Oppressive laws
that stripped Blacks of basicfreedoms were the
norm, and he experienced thesewithout exception.
Mandela’s foresight allowed him to realize
that
non-violent protest would never change
anything. His law practice revealed to him
continual injustices

suffered by Blacks in South Africa, and that
the law was his chiefweapon to correct those
injustices.
“The law was used in South Africa”, Mandela would
explain as President forty years later, “not as
an
instrument to afford the citizen protection,
but rather as the chiefmeans of his
subjection. As a young
law student, it was one of my ambitions to try to
use my professional training to help tilt the
balance
just a wee bit in favour of the citizen”
(Sampson, 1999, p. 77).
The Rivonia speech
During his sabotage trial Mandela was permitted to
make a statement from the dock; this became
his
famous Rivonia speech. For four hours he spoke,
uninterrupted, explaining his beliefs and
political ideas,
and the reasons he did what he did. He admitted
helping to form Spear of the Nation, and he

admitted
that he planned sabotage: “I planned it as a
result of a calm and sober assessment of
the political
situation that had arisen after many years of
tyranny, exploitation, and oppression of my
people by the
Whites” (Mandela, 1964, para. 5). However, earlyin
his speech he provided a major reason
for his
actions over the years:
In my youth in the Transkei I listened to
the elders of my tribe telling stories of
the old days.
Amongst the tales they related to me were those of
wars fought by our ancestors in defense of
the fatherland…. I hoped then that life might
offer me the opportunity to serve my people
and
make my own humble contribution to their
freedom struggle. This is what has motivated me in
all that I have done in relation to the charges
made against me in this case (italics added)
(Mandela, 1964, para. 4).

The last statement reveals his empathy, foresight,
awareness, and commitment to the growth of
his
people – all characteristics of a servant leader.
The driving forcebehind his actions was to
create a
better life for Black South Africans through
the elimination of Apartheid.
Mandela’s speech further detailed how the ANC
tried peaceful, non-violent protest against
apartheid
policies and laws, and how the government
responded with harsher laws, restrictions, and
shows of
force; in turn, Mandela and the otherANC leaders
cameto realize that violent protest was their
only
recourse to forcechange:
We of the ANC had always stood for a non-
racial democracy, and we shrank from any action,
which might drivethe racesfurther apartthan they
already were. But the hard facts were that
fifty years of non-violence had brought the African
people nothing but more and more

repressive legislation, and fewer and fewer rights.
…
At the beginning of June 1961, after a long and
anxious assessment of the South African
situation, I, and somecolleagues, cameto the
conclusion that as violence in this country
was
inevitable, it would be unrealistic and wrong
for African leaders to continue preaching peace
and non-violence at a time when the Government
met our peaceful demands with force
(Mandela, 1964, para. 20–22).
Mandela went on to state that the ANC itselfwould
not engage in violent protest, so the Spear
of the
Nation was developed to deploy sabotage and guerilla
warfare against the government. He ended
his
speech with a strong statement of belief and
ideals:
During my lifetime I have dedicated myself to
this struggle of the African people. I have

fought
against white domination, and I have fought
against black domination. I have cherished
the ideal
of a democratic and free society in which all
persons live together in harmony and with equal
opportunities. It is an ideal which I hope to
live for and to achieve. But if needs be, it
is an ideal
for which I am prepared to die (Mandela, 1964,
para. 114).
Mandela’s Presidency
Nelson Mandela was found guilty of sabotage
against the government and was sentenced to
life in
prison, but remained the symbolic leader of the
anti-apartheid movementduring his imprisonment.
He
continued to believe in the cause of equal
rights for Blacks and he continued to preach
non-violent
protest by smuggling political statements out to
the ANC partywhenever possible. He did earn a
Bachelor of Law degree from the University of
London during his imprisonment and he spent

much of
his prison time mentoring otherinmates and even someof
the prison guards.
The White government’s strategy was simple: keep
Black leaders out of sight, in prison,
and the driveto
end Apartheid would cease. This was not to be
the case. The desire for Black freedom
unleashed by
Mandela and otherANC leaders could not be
suppressed. During his imprisonment the anti-
Apartheid
protests and clashes against the government
continued; the country slowly descendedtowards
what
seemed to be an inevitable race war. Mandela, though
cut off almost entirely from the world, became
the most prominent symbol of the fight for Black
freedom. In 1985, facing internal and
external
pressures, President P.W. Botha offered Mandela a
conditional pardon; he would be released
from
prison if he renouncedviolent protest. Mandela
rejected this; his response was a rebuke to
the

Apartheid government: “What freedom am I being
offered while the organization of the people
remains
banned? Only free men can negotiate. A prisoner cannot
enterinto contracts” (Nath, 2013).
International support against Apartheid increased through
the use of sanctions and boycotts. These had
a harsh impact on South Africa’s economy, as
well as encouraging continued internal resistance to
the
government’s policies.
In 1989 F.W. de Klerk replaced Botha as South
Africa’s president and one of his first acts was to
un-ban
liberation movements and to order the release of
political prisoners. Mandela was released,
unconditionally, from prison in 1990. During
the next four years Mandela, now the leader of
the ANC,
negotiated with de Klerk to hold democratic
elections in South Africa, but violent clashes
between

Blacks and the government continued. In April
1993 the Chris Hani assassination, described earlier,
forced the government to finally agree on an
election date and, in April 1994 democratic
elections for all
South Africans were held. The ANC garnered 62% of
the popular vote and, on May 9, Nelson
Mandela
was elected President of South Africa during
the first meeting of the new National Assembly.
Mandela
and de Clerk, for their joint efforts to end
apartheid, won the Nobel Peace prizein 1993.
Uniting the nation
The pain and long history of apartheid for both Blacks
and Whites was difficult to overcome.One
example of Mandela’s determination to unitethe
nation was the 1995 Rugby World Cup, held in
South
Africa. He encouraged both Whites and Blacks to
support the predominantly Afrikaner South Africa
team, the Springboks (a team that was basically
shunned by South African Blacks because its

players
were almost all White). The Springboks won the
world championship and Mandela attended the
game
and the trophy presentation wearing the jersey
(with the same number as that of the White
SA team
captain, Francois Pienaar) and hat of the South
African team. Mandela thus became one with
his own
people and the perceived oppressor, turning his
back on old prejudicesand promotingconciliation
among all South Africans (Cleary, 2013, para.
3); this became a recurring theme of his
efforts to reunite
South Africa while he was in office.
A second example of Mandela’s efforts to
unitethe country was the creation of the Truth
and
Reconciliation Commission, formed in 1995 to review
and investigate those who had perpetrated
apartheid crimes during the past thirty-four years.
It was a mechanism designed to help all
South
Africans deal with the wrongs of the past. However,
Mandela’s government created it not to

extract
revenge for Apartheid but rather to forgive those
who carried out Apartheid practices. It was
Mandela’s
attempt to move the country past Apartheid through
forgiveness, listening, and healing, demonstrating
again a servant leadershipapproach to leadership
through such a difficult situation.
In 1996 Mandela presided over the enactment of a
new South African constitution, which
established a
strong central government based on majority
rule and prohibiteddiscrimination against minorities,
including Whites.
Although Mandela only served one term as President of
South Africa, he remained a champion for
peace
and social justice until his death on December 5,
2013, at the age of 95. He stepped down
after only one
term because, at age 80 at the end of his term,
he believed he was too old to govern. There

may have
been another reason for the single term:
"There’s no question in anybody’smind that if Nelson
Mandela had wanted to govern South
Africa for the rest of his life, he could have
done it,” said PeterLewis, director of African
Studies
at the John Hopkins School of Advanced International
Studies in Washington. By stepping down,
Mandela “signaled that he wanted a democratic
South Africa that wasn’t just multiracial,
but a
country that livedby the rule of law and democratic
principles" (Wild & Cohen, 2013).
This revealed a belief that others needed to
step forward and assume leadershiproles,
demonstrating
servant leadershipcharacteristics of awareness and
foresight that, to promote a democracy, many
must
be engaged and involved in its course. He
rejected power to enable others to lead.
These actions by
Mandela illustrate the positive power servant
leadershiphad on his leadershipand how servant

leadershipcan have a positive influence on the
leadershipprocess.
Summary
Throughout his life, Nelson Mandela displayed many
servant leadershipcharacteristics and was an
effective leader. His decisions to use guerrilla warfare
and violence to overthrow apartheid cast doubt at
times on his ability to exemplify servant
leadership. At one pointin his life he
acknowledged that the
tenants of servant leadership– including empathy –
were not advancing the cause of his people
and
thus he advocated othermethods. While imprisoned,
Mandela fortified his servant leadership
characteristics and upon his release from prison,
Mandela rose to the higher position of
leadershipas
the President of South Africa while displaying
many servant leadershipcharacteristics. Mandela
embraced forgiveness and holistically embodied the
characteristics of servant leadershipwith a firmly
established moral compass of compassion for
everyone. Nelson Mandela was an effective leader,

but
was he always a servant leader? Did his servant
leader qualities help him in the leadershipprocess
throughout his life?
Discussion Questions
1. DiscussNelson Mandela as a servant leader
prior to his imprisonment in 1962 in accordance
with Greenleaf’s definition of servant leadership.
2. DiscussNelson Mandela as a servant leader
after he was released from prison in 1990 in
accordance with Greenleaf’s definition of servant
leadership.
3. Discussthe characteristics of servant leadershipthat
Nelson Mandela best exemplified.
4. Discussthe characteristics of servant leadershipthat
Nelson Mandela least exemplified.
5. Is servant leadershiptruly a unique form of
leadershipor a form of leadershipto be used by
an

effective leader in the right context?
Bibliography
Barbuto, J. E., Jr., & Wheeler, D. W. (2006).
Scale development and construct clarification of
servant
leadership. Group & Organization Management,
31(3), 300–326.
Carlin, J. (n.d.). Strini Moodley Interview.
Retrieved from
http://www.pbs.org/wgbh/pages/frontline/shows/mandela/prison
/moodley.html
Cleary, M. (2013). Nelson Mandela Seized the
Opportunity of the Rugby World Cup 1995.
Dennis, R. S., & Bocarnea, M. (2005).
Development of the servant leadershipassessment
instrument.
Leadership & Organization Development Journal,
26(8), 600–615.
Greenleaf, R. K. (1970). The servant as leader.
Westfield, IN: The Greenleaf Center for Servant
Leadership.
Greenleaf, R. K. (1972). The institutionas servant.

Westfield, IN: The Greenleaf Center for Servant
Leadership.
Greenleaf, R. K. (1977). Servant leadership: A
journey into the nature of legitimate power
and greatness.
New York, NY: Paulist Press.
Laub, J. A. (1999). Assessing the servant
organization: Development of the servant
organizational
leadershipassessment (SOLA) instrument. Dissertation
Abstracts International, 60 (02), 308.
(UMI No. 9921922).
Mandela, N, (1964). Nelson Mandela's Statement from
the Dock at the Opening of the Defense
Case in
the Rivonia Trial. Retrieved from
http://www.anc.org.za/show.php? id=3430
Nath, V. (2013). Nelson Mandela: He Sacrificed
His Freedom so Others Could Be Free.
Retrieved from
http://www.foreignpolicyjournal.com/2013/12/11/nelson-
mandela-he-sacrificed-his-freedom-
so-others-could-be-free/

Northouse, P.G. (2016). Leadership theory and
practice (7th edition). Thousand Oaks, CA: SAGE
Publications.
Sampson, A. (1999). Mandela: The authorized
biography. New York, NY: Vintage Books.
Schoemaker, P.(2014). Nelson Mandela as a
Strategic Leader. Retrieved from
http://www.europeanbusinessreview.com/? p=477
Sendjaya, S., Sarros, J. C., & Santora, J. C.
(2008). Defining and measuringservant leadership
behaviour
in organizations. Journal of Management Studies,
45(2), 402–424.
South African History Online (2015, no author).
Retrieved from http://www.sahistory.org.za/
Spears, L. C. (2002). Tracing the past, present,
and future of servant-leadership. In L. C.
Spears
& M. Lawrence (Eds.), Focus on leadership:
Servant-leadership for the 21st century (pp. 1–16).
New

York,NY: John Wiley & Sons.
van Dierendonck, D., & Nuijten, I. (2011). The
servant leadershipsurvey: Development and
validation of
a multidimensional measure. Journal of Business
and Psychology, 26(3), 249–267.
Wild, F., & Cohen, M. (2013). Mandela’s
One -Term Presidency Bucked Decades-Old
African Trend.
Retrieved from http://www.bloomberg.com/news/articles/2013-
12-06/mandela-s-one-term-
presidency-bucked-decades-old-african-trend
Wong, P.T.P., & Davey, D. (2007). Best
practices in servant leadership. Paper
presented at the Servant
Leadership Research Roundtable, Regent University,
Virginia Beach, VA. Retrieved from
http://www.regentuniversityonline.com/acad/global/publications
/sl_proceedings/2007/wong-
davey.pdf
Group Project
Instruction:

You and your team members should choose a problem statement
and apply statistical techniques to solve it. The following step
by step instruction will guide you to complete this activity:
Step 1: Find an appropriate dataset. You can collect your own
data or use a publically available dataset. There are several
free sources that you can find online. For example you can look
into https://www.kaggle.com/datasets and select one of the
available datasets from this website.
Step 2: Calculate the summary statistics for the data that you
chose in step 1. For example calculate mean, median, mode,
standard deviation, percentiles, etc. Explain what you can
understand from the descriptive statistics.
Step 3: Create meaningful charts for the data that you selected
in step 1. For example create bar charts or pie charts or scatter
plots. Explain what you can understand from the charts.
Step 4: Create a confidence interval for the mean of variables in
your dataset. Use the appropriate method from chapter 8 for
your data.
Step 5: Create at least two hypotheses to test for your data.
Chose the appropriate method from chapter 9 or 10. Explain
your hypothesis and explain your results.
Note: maximum number of group members is 5.
Deliverables:
1. You need to create a Word document that explains all the 5
steps above that you took for your project in details. Submit
your Word document in Canvas before the presentation day.
2. Prepare PowerPoint slides or any other format that you are
comfortable with to present your project in class on presentation

day. Divide the sections of your presentation among your team
members. All team members have to participate in the
presentation and deliver parts of the work. Submit your slides in
Canvas before the presentation day.
Rubric for Group Project
Rubric for Statistics Projects
Points Possible
Introduction/Title:
10
Title is clear and in the form of a question
2
Introduction clearly describes the question that is being
investigated
4
Introduction clearly states the hypotheses for the question of
interest
4
Data Collection:
10
The method of data collection is clearly described
4
The method of data collection includes measures to reduce
bias/confounding/variability
3
The quantity of data collected is appropriate
3
Graphs and Summary Statistics:
20
Appropriate graphs are used (help answer the overall question
of interest)
4

Graphs are accurate and neat with meaningful title
4
Graphs are easy to compare (same scale, colors, etc.)
4
Appropriate summary statistics are calculated
4
Summary statistics are calculated
4
Model Fit
20
Model is analyzed and presented correctly
10
Hypotheses are clearly stated
5
Appropriate method in used to test the hypotheses
5
Discussion and Conclusions:
10
Conclusion clearly and correctly addresses the question of
interest
5
Conclusion is supported by the appropriate inferential procedure
5
Overall Impression:
10
Report is organized to answer the question of interest
5
Report is visually appealing and shows effort
3
Question of interest is non-trivial and well-formed

2
Oral Presentation:
20
Presentation is well organized
5
Presentation is thorough
5
Questions are handled appropriately
5
All team members participate in oral presentation
5

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