| Servant leadership can become an important part of | | | | leadership. How are they different? How does our |
| the life of an organization. But too often, managers and | | | | culture look at people who are in positions of |
| leaders are asking how to implement a servant | | | | leadership? How does it see the servants? Is it similar |
| leadership training course in their organization. | | | | to how the 'untouchables' are treated in a primitive |
| The easiest approach would be to pay a visit to your | | | | Indian society? |
| training manager and HR department and ask them to | | | | Secondly, you should integrate the principles of servant |
| design a module on servant leadership then require | | | | leadership into your own organizational setting. How |
| every single person in the organization to go through | | | | can your subordinates become servants within the |
| that training. | | | | organization? Who do they seek to serve? How can |
| The more difficult approach is to make servant | | | | they ensure excellence without demeaning |
| leadership as an integral part of the organizational | | | | themselves? |
| culture. How do you do that? | | | | Lastly, do include an application part of the training |
| You show it by example. When your people see that | | | | course. In this final part of the course, the trainees |
| you don't flinch in becoming a servant even if you are | | | | should be able to become servants and look after the |
| one of the top leaders of the organization, they will | | | | important needs of others while ensuring that the |
| respect you more and they will come to understand | | | | needs of the organization are also met. |
| what you are exactly trying to do. | | | | When you have figured these things out, then you |
| The next part then would be for you to identify the | | | | better engage your training department to roll this |
| components of this training course. First and foremost, | | | | training course into action. |
| you should include a juxtaposition of servanthood and | | | | |