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Guillermin Library
Liberty University
Lynchburg, VA 24502

LIBERTY BAPTIST THEOLOGICAL SEMINARY

DEVELOPING A LEADERSHIP TRAINING PROGRAM

FOR THE LOCAL CHURCH IN THE
TWENTY-FIRST CENTURY

A Thesis Project Submitted to

Libeliy Baptist Theological Seminary

in partial fulfillment of the requirements

for the degree

DOCTOR OF MINISTRY

By

Randall Frank Gilman

Painted Post, New York

Apn12003

tr
LIBERTY BAPTIST THEOLOGICAL SEMINARY

THESIS PROJECT APPROVAL SHEET

GRADE

MENTOR

READER
To my family and church for their sacrifice

of time and unwavering support

The local church is the hope of the world and its future rests

primarily in the hands of its leaders

Bill Hybels, Courageous Leadership

 CONTENTS

LIST OF TABLES ............................................................................................................. ix

ABSTRACT ........................................................................................................................ x

Chapters

1. DEVELOPING A LEADERSHIP TRAINING PROGRAM

FOR THE LOCAL CHURCH ............................................................................. 1

Early Experiences .................................................................................................... 1

Rationale Why this Project Should be Done ........................................................... 5
The Statement of the Problem ................................................................................. 6
The Statement of Limitation ................................................................................... 7
The Theoretical Basis .............................................................................................. 7
The Statement of Methodology ............................................................................... 8
The Review of the Literature ................................................................................ 12
Sample QuestiOlmaires .......................................................................................... 18

2. THE PRACTICAL AND BIBLICAL FOUNDATIONS FOR

LEADERSHIP TRAINING ............................................................................... 19 .,

The Practical Foundation ...................................................................................... 19

The Biblical Foundation ........................................................................................ 23
Conclusion ............................................................................................................. 34

3. THEORIES OF LEADERSHIP DEVELOPMENT ............................................. 35

Maximum Impact List Theories ............................................................................ 36

Other training Theories ......................................................................................... 49
Conclusion ............................................................................................................. 55

4. LEADERSHIP STyLES ....................................................................................... 56

Leadership Styles Explored ................................................................................... 56

Other Leadership Style Factors ............................................................................. 61
Conclusion ............................................................................................................. 65

VI
CONTENTS (Continued)

5. THE DEFINITION OF LEADERSHIP ................................................................ 66

Management Verses Leadership ........................................................................... 67

BOl11 Verses Made ................................................................................................. 69
Attitude Verses Action .......................................................................................... 72
Conclusion ............................................................................................................. 76

6. THE STRUCTURE OF LEADERSHIP TRAINING ........................................... 77

Step 1: Identify the Purpose for the Training Program ......................................... 77

Step 2: Detelmine What Type oftraining Program Best Fits the Organization ... 79
Step 3: Decide Which Training materials Will Be Used ...................................... 81
Step 4: Provide Developmental Activities ............................................................ 82
Step 5: Determine the Program Specifics ............................................................. 87
Step 6: Align Structures to Reinforce the Program ............................................. 10'2
Step 7: Evaluate the Leadership Training Program ............................................ 10'3
Step 8: Plan for the Next Generation of Leaders ................................................ 10'5
Conclusion

7. AN EXAMPLE OF LEADERSHIP TRAINING ............................................... 10'6

The Purpose ......................................................................................................... 10'8

The Goals ............................................................................................................ 10'8
The Program Activities ....................................................................................... 10'9
The Progralll Details ............................................................................................ 110'
Year One Topics .................................................................................................. 112
Year Tvvo Topics ................................................................................................. 113
January Introduction Meeting ............................................................................. 114·
January Group Meeting ....................................................................................... 118
February Group Meeting ..................................................................................... 127
March Group Meeting ......................................................................................... 136
April Group Meeting ........................................................................................... 144
May Group Meeting ............................................................................................ ISO'
June Group Meeting ............................................................................................ 156
July Group Meeting ............................................................................................. 163
August Group Meeting ........................................................................................ 170'
September Group Meeting .................................................................................. 171
October Group Meeting ...................................................................................... 176
November Group Meeting .................................................................................. 181
December Group Meeting ................................................................................... 186

SUMMARY AND CONCLUSION ................................................................................ 187

Vll
CONTENTS (Continued)

Appendix

A. PERFORMANCE EVALUATION PROCESS .................................................. 18 8

B. DEVELOPMENTAL RELATIONSHIPS .......................................................... 199

C. LAWS OF LEADERSHIP .................................................................................. 203

D. ENCYCLOPEDIA OF CHARACTER QUALITIES ......................................... 206

E. LEADERSHIP STyLES ..................................................................................... 210

F. PROGRAM SURVEyS ...................................................................................... 215

G. LEADERSHIP RESOURCES ............................................................................ 220

BIBLIOGRAPHy ........................................................................................................... 225

Vlll
 TABLES

Table Page

1. Skills That Define Leadership Capacities ............................................................. 51

2. Management Functions Verses Leadership Functions .......................................... 68

3. Leadership is More Ali Than Science ................................................................... 68

4. Four Categories of Leadership .............................................................................. 71

5. Characteristics of Admired Leaders ...................................................................... 73

6. Natural and Spiritual Leadership Characteristics .................................................. 74

7. Assessment of Current Leadership Qualities (For Potential Leaders) .................. 91

8. Program Specifics Worksheet ............................................................................. 100

IX
 ABSTRACT

DEVELOPING A LEADERSHIP TRAINING PROGRAM FOR THE

LOCAL CHURCH IN THE TWENTY-FIRST CENTURY

Randall F. Ginnan

Liberty Baptist Theological Seminary, 2003

Mentor: Dr. Frank Schmitt

A review of the current literature demonstrates that there are a variety of

definitions of leadership, styles of leadership, and theories of leadership training. The

purpose of this project is to review these definitions, styles and theories and propose a

structure to develop that would be beneficial in constructing a leadership training

program. This stmcture will then be utilized to develop an actual training program to be

used by the North Baptist Church of Coming, New York.

x
 1

DEVELOPING A LEADERSHIP TRAINING

PROGRAM FOR THE LOCAL CHURCH

As this study begins it's exploration of the topic of developing a leadership

training program for the local church, several questions must be asked. Why is this

particular project needed? Is it actually impOliant enough to study? What are the practical

implications of conducting such a project? The answers for these questions come alive in

a meaningful way as a look is taken at the personal experiences in the field ofleadership

and leadership development of a young pastor.

Early Experiences

Early experiences can have a tremendous impact on the development of an

individual's understanding ofpatiicular areas. This young pastor encountered early

church experiences, early pasturing experiences, and experiences with pastors that

affected his thinking in the field oftraining leaders.

Early Church Experience

This young pastor had been aware of and interested in leadership issues inside of

the local church since he was in high school. Growing up in an evangelical Baptist

1
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church, leadership issues were readily available for all to observe. In his early

experiences in church life he saw a leadership "tug-o-war" between the pastors and the

lay leaders. This did not happen all the time, but on a very regular basis. Many of the

issues being discussed, debated or fought over were not of a doctrinal nature, but for the

most pati were more to do with how to approach leading the church. In many cases, as a

teen, he observed that both sides, as well intentioned as they were, were lacking in basic

leadership training or understanding.

The pastors that he observed serving his church (he could recall eight of them)

would be theologically trained and had a love for the Lord and His ministry. But, on

many occasions it was apparent that they led by position only. Because they were "the

pastor" they felt that their leadership should be followed with no questions asked,

whether or not they were making the right decision. I Unfortunately, often times they did

not possess the skill in dealing with boards, dealing with church issues or in dealing with

church conflict. Many times their leadership did not seem to be leading in the correct

direction.

On the other hand, he also remembered seeing church board members elected at

times for less than noble reasons. Some were asked to serve on the board because of how

much they contributed to the church coffers, others were asked because it might

encourage them to be more faithful in church attendance, still others were asked because

they held a position of influence in the community, and even others were asked to serve

on the board because everyone liked them as a Sunday School teacher. Looking back, he

could remember that some of these men were wonderful godly examples of a Christian.

lThe impOliance of the scriptures, such as 1 Tim. 5: 17-19 or I Thess. 5: 12-13, which underscore
the pastoral leadership role in the church and the respect that is deserving of that role is not clown played.
But, leadership is more than a position.
 3

But, many of them were not "leaders" and no one was helping them to become leaders.

He still recalls thinking, "There must be a better way."

Early Pastoring Experience

At age twenty-five, after this young man had completed his formal education in

Bible school and seminary, he found himself about to embark on his first pastorate. He

was excited to be leading the flock of God. He naively thought that he would only have to

set the right direction, wave the Christian flag and his Bible, shout "charge" and the

whole congregation would gladly follow him to take on the "gates of Hell". Although

that is what he thought, that is not what happened.

His first board included a principal, a businessman, a plumber, and a carpenter.

Each was a man who loved the Lord and wanted God's best for the church. However,

their leadership styles were often weak, often opposing to one another or sometimes non-

existent.

The principal wanted to negotiate everything and have a consensus before a

decision could ever be made. Then, when there was consensus, whether right or wrong,

that must be God's will. The businessman always wanted to see how a decision affected

the "bottom line" first. His view was that if something cost too much it must not be God's

will. Then, the carpenter was action oriented. He wanted to dive into everything and

make changes with minimal discussion and just make things happen. His view was, "at

least things are moving". It might not be in the correct direction, but at least things are

moving. "Who needs a meeting? Just do something." Finally, we come to the plumber.
 4

He was honest enough to admit, "I never said I was a spiritual leader. I know I am not.

But, I was elected."

There were times it felt as though that board was running in circles. This young

pastor's fOlmal education did not necessarily help in leading the group nor bling the

leadership potential out of the men. He knew he could lead a worship service, but he did

not feel confident in leading this group of men in the decision making process. This

novice pastor remembers thinking, "There must be a better way."

He eventually embarked on further pastoral education. As he began his doctoral

work he began to be exposed to more teaching on leadership and shown examples of

leadership. He took what he was leaming and began in a small way to try to help apply it

to his situation with the board. He basically attempted to develop and disciple that board.

Although this attempt was met with mixed enthusiasm, the board enjoyed growing

spiritually together.

However, after several months he began to see that even though they were

growing in their knowledge of the Bible and were more active in ministry, his effOlis

were not necessarily making them into better leaders. During crucial decision making

times they often reverted into the leadership pattems that they leamed in the work place.

Pattems that they were comfOliable with. These pattems were anything but Christian, but

it was what they knew. The pastor had trained them to read the Scriptures with more

understanding and to pray with more fervor, but he had not really helped them to become

better leaders.
 5

Experience With Pastors

At about this time the young pastor began ministering with an organization that

required him to travel and meet with large numbers of pastors. He began immediately

hearing that the issues that he had faced with his church board were the same issues that

other churches were dealing with as well. At first, he was just relieved to lmow that he

was not the only one going through this, but that it was a common problem. Then, he

tried to help and meet with some of the pastors and their churches and help them deal

with the conflicts that they were experiencing. Quickly, he saw that all he was doing was

helping them handle the current difficulty. He began to wish he could help them in a

long-tenn way.

This pastor noticed that a similar pattern could be found in most of the situations

he dealt with. It was the same thing he was facing. These churches had pastors and board

members that had not been trained to be leaders.

Rationale Why this Project Should be Done

There is a leadership vacuum in our Westem culture today that not only affects

the political, economic and social areas of society, but it also affects the local church. The

church is an organization that needs strong, competent leadership at every level of

administration and ministry to be able to function in the most fruitful manner possible.

Waiting for good leaders to walk through the doors is not a strategy that should

be relied upon. Training capable leaders inside the church provides a stability that camlOt

be replaced. By developing a leadership training program for the local church it enables

this process to be canied out in a systematic and consistent manner.

 6

The Statement of the Problem

Some might ask, "What will this project do?" This project will assist in

developing a complete method of training the men and women in leadership in the local

church. This is extremely important to the author, who was that young pastor dealing

with leadership issues.

As they grow in their leadership ...

l) They will have stronger, more stable families,

2) They will be of greater value in their workplace,

3) They will be stronger leaders and members of their communities,

4) They will provide greater leadership in their respective areas of ministry inside

of the church,

5) They will be better board members, committee members and more effective

ministry leaders,

6) They will help to relieve some of the "leadership load" from the pastoral staff,

7) They will help motivate, encourage and keep accountable the staff in leadership.

Having more adequately trained leaders in areas of ministry and leadership at

a church will be of great value to the entire congregation and to its entire staff of pastors.

In addition to the reasons mentioned above, as the author works on this project and

implement it into the life of his church, he will be stretched to grow in his own leadership

abilities as well. Having growing leaders in any congregation will force their entire staff

to be constantly growing as well.

 7

The Statement of Limitations

What issues will not be addressed in this project? Every project and study has its

limits. No project can do or cover everything. The topic can be explored in many ways

and from many directions, but every project must nan'ow its scope.

This project will not attempt to be a pastoral training program. Although many

ofthe topics and philosophies that will be covered in the program could be used for lay or

professional ministry, training pastors is not its intent. However, when some of the men

go through this process they can more readily envision themselves serving the Lord in a

full-time capacity.

This project is not designed to specifically train businessmen, missionaries or

community leaders for their roles in society. There are already established developmental

programs for each of these fields. However, all businessmen, missionaries or community

leaders will enhance their value in whatever role they function in by going through such a

training program. It will broaden their view of leadership wherever they are serving.

The Theoretical Basis

What is the relationship between this topic and any theoretical field and any

biblical data that cOlTesponds to it?

The theoretical and practical topic of leadership training or development is very

popular today in both the business world and in the church world. In the business field,

leadership and leadership training is a billion dollar a year venture, From Harvard

Business School, to leadership think tanks, to political figures, to educational leaders,

writing on the topic of leadership is in vogue today

 8

In the church, seminars, books and videos are multiplying on the topic of

leadership and the need for more leaders to emerge. Both the church and the secular

society that will encourage the individual to grow to their potential in the arena of

leadership seek after motivational speakers and courses.

The Bible is full of leadership examples and lessons as well. It shows the impact

and holds forth the value of training leaders. It high-lights the leadership of Moses and

his delegating leadership to others; it shows the mentOling of a Elijah by taking Elisha

under his wing; it explores the leading of the disciples by Jesus; and it shows the

influence of a Paul on younger leaders like Timothy and Titus.

The business world does a proficient job of identifying the processes for

leadership training. And the church has shown a desire to develop the character and soul

ofthe leader. The goal of the world seems to be focused on the "process", while the

church focuses on the "person" the leader is. This project would like to combine some of

the practices ofleadership development seen in the business world with the character

growth and spiritual development of the church world.

The Statement of Methodology

The goal of the project is to demonstrate how to develop a leadership training

program. Observing the description of the design for the project and noting the chapter

summaries can see the method of reaching this goal.

Description of Design for the Project

This project will research the topic of developing a leadership training program

by reviewing the current literature and training programs that are available today. It will
 9

compile and analyze materials gemlane to the topic. The end product will be a handbook

for developing a leadership training program for the local church. It will provide the

foundation, rationale and resources for creating and implementing a leadership-training

program.

Chapter Smmnaries

This project will explore seven chapters that lead to a culmination of a

leadership training program. It will also include seven helpful appendices.

Chapter One: Developing a Leadership Training Program for

the Local Church.

Chapter one will give an overview and introduction to the project to be

discussed. It will include a description of what the question at hand is and how it will be

answered. It will also include a rationale and scope of the study. This chapter will also

review other materials related to the topic.

Chapter Two: The Practical and Biblical Foundations or leadership Training.

This chapter will explore the "practical" foundations for leadership training. It

will discuss why leadership is important to all organizations. Whether a business,

educational institution, volunteer organization or a church there is the desperate need for

leadership and leadership training and development. There is a distinct lack of leaders

today in all of these types of organizations.

 10

Chapter two will also study the "Biblical" foundation for leadership

development. The pages of Scripture contain not only examples ofleadership, but

demonstrate various leadership training scenarios in action. The examples of Moses,

Elijah, Jesus, Paul and others will be explored as well as their training methods.

Chapter Three: Theories of Leadership Development.

Various theories ofleadership training will be explored in this chapter. There are

several popular training styles in common use today. Skill-based training, conceptual

training, interpersonal training, character training, action leaming, and 360-degree

feedback, and other theories ofleadership training will be investigated. Their application

for the local church will also be examined.

Chapter Four: Leadership Styles.

There are several classical leadership styles that are commonly referred to in

leadership discussions. It is impOliant to know the positive and negative effects of each.

style. A brief look will also be taken as to how personality types and spiritual gifting

factor in to the leadership styles.

Chapter Five: The Definition of Leadership.

In this vital chapter there will be a wide range of topics addressed. It will

conclude by establishing a working definition of leadership. To accomplish this several

impOliant questions must be answered. Are leadership and management the same or

different functions? Are leaders bom or made? Is leadership more action or attitude?
 11

Chapter Six: The Structure for Leadership Training.

Every leadership training program must have a structure that will enable it to

have the optimal chance for success. Eight prioritized steps will be discussed. By

following these steps, any organization can put in place its own developmental program.

This section will include many of the nuts and bolts of developing a training plan.

Chapter Seven: A Sample Leadership training Program.

An example of a leadership training program will be presented for examination.

By observing what the North Baptist Church of Coming, New York is using as its

program the reader will see how this church has put together all of the various elements

that the previous chapters have described.

Conclusion:

A summary of the project will draw together all the elements of the study.

Appendix A: Performance Evaluation Process.

A sample of a series of 360-degree feedback evaluations are reviewed.

Appendix B: Developmental Relationships.

Two aspects of relationships that affect development are included.

Appendix C: Laws of Leadership.

John Maxwell's Laws for leadership are presented for observation.

 12

Appendix D: Encyclopedia of Character Qualities.

Fifty important character qualities are defined.

Appendix E: Leadership Styles.

Bill Hybe1s offers some altemative styles to leadership.

Appendix F: Program Surveys.

Evaluation is a key to continued improvement in any program. Two examples of

surveys are presented. One is focused on the participant and one is focused on the

instructor.

Appendix G: Leadership Resources.

This helpful section highlights leadership resources that are available to those in

pursuit of continued leadership training and growth.

The Review of the Literature

The author has reviewed many volumes and atiicles in preparing to research

this topic. The following represent some of the more selected sources.

Books

Bruce, A.B. The Training of the Twelve: Timeless Principles for Leadership
Development. (Revised Edition) Grand Rapids: Kregel Publications, 2000.

This classical volume studies the principles and practices that Christ utilized in

selecting, training and relating to His disciples.

 13

Conger, Jay A. and Beth Benjamin. Building Leaders: How Successful Companies
Develop the Next Generation. San Francisco: Jossey-Bass Publishers, 1999.

It provides a helpful book that gives insight and examples of major corporations

and how they develop leaders for the market place. It highlights three commonly used

training methods and explores how to be more effective in the implementation of them.

Damazio, Frank. Timothy Training Program: Equipping Leaders for the Twenty-first
Century Church. Portland, Oregon: City Bible Publishing, 1997.

This hands-on-training program gives great insight on how to spiritually prepare

leaders in the church. It includes helpful lesson plans.

McCauley, Cynthia D., Russ S. Moxley, and Ellen Van Velsor. Handbook of Leadership
Development. San Francisco: Jossey-Bass Publishers, 1998.

This volume outlines connnonly used leadership development expeliences, such

as: 360-degree feedback, skill-based training, action learning, and development

relationships. It is also helpful in its approach to evaluating the impact of a training

program.

Kouzes, James M. and Barry Z. Posner. The Leadership Challenge. (Third Edition) San
Francisco: Jossey-Bass Publishers, 2002.

This CUlTent writing on leadership is a standard for business leadership training

practices. From its discussion on Five Practices o/ExemplaJY Leadership to its review of

the Ten Commitments a/Leadership it proves itself a wealth of infonnation.

---
14

Maxwell, John C. Developing the Leaders Around You: How to Help Others Reach
Their Full Potential. Nashville: Thomas Nelson Publishers, 1995.

This motivational book exhorts the reader to realize that he canl10t go it alone

and that there are others around them that have leadership potential. Maxwell does an

extemporary job in setting the premise and priority of developing leaders in your

organization.

Maxwell, John C. The 21 Indispensable Qualities ofa Leader: Becoming the Person
Others Will Want to Follow. Nashville: Thomas Nelson Publishers, 1999.

This volume does a good job of highlighting the topic of what qualities a leader

should have. It explores both personal qualities and spiritual qualities.

Wilkes, C Gene. Jesus On Leadership: Discovering the secrets of servant leadership from
the life of Christ. Wheaton, Illinois: Tyndale House Publishers, Inc., 1998.

With all of the high-powered teaching on leadership dynamics in the world

today, this book serves as a good counter balance. It reminds the reader what' real

leadership is all about.

Jones, Laurie Beth. Jesus CEO: Using Ancient Wisdom for Visionary Leadership. New
York: Hyperion Press, 1995.

Jones explores the leadership approach that Jesus took. It has some helpful

insights.

Reiland, Dan. Joshua's Men: One Year's J oumey of Mentoring Men in Leadership and
Spiritual Formation. San Diego: Injoy (out of print), 1996.
--
15

This leadership training program does an excellent job of grounding men in their

spiritual lives as well as exposing men to leadership material. It provides materials for

lessons and homework for the participants.

Journals and Magazine Aliic1es

Brodin, Becky. "Five Habits of Highly Effective Leaders". Discipleship Journal 26

(1993): 29-32.

Five essential mind-sets of the leader are investigated. This readable article is

helpful on several levels.

Fisher, Richard, and John Mack. "The Finnwide 360 Degree Performance Evaluation
Process at Morgan Stanley". Harvard Business Review (Oct. 29,1998): 1-16.

This useful article explores one of the current popular methods ofleadership

development and evaluation. The authors utilize a case study as their backdrop.

Hybels, Bill. "Up to the Challenge." Leadership Journal (Fall 1996): 56-62.

Hybels explains how that nowhere are the demands and rewards of leadership

greater than in the church. It explains how that the church is the most leadership-intensive

enterprise in society.

Kotter, John P. "Leading Change: Why Transformation EffOIis Fail". Harvard Business
RevieYlJ, (March-April 1995): 57-68.
 16

Kotter discusses the difference between managers and leaders as well as other

leadership roles and functions.

Pemick, Robert. "Creating a Leadership Development Program: Nine Essential Tasks."

Public Management. 84 (Aug. 2002): 10-17.

This article outlines how businesses should structure their developmental

programs. It is a helpful, nuts-n-bolts approach to training.

Safferstone, M.l "The Leadership Investment: How the W orId' s Best Organizations
Gain Strategic Advantage Through t,eadership Development". Choice 7 Mar 2001,
1312.

Safferstone demonstrates the incredible value in training leaders inside of an

organization. It requires time and expense for an organization to do so, but its benefits are

overwhelming.

Theses

It is often helpful to review other doctoral theses to detennine what other

research has been done in an area of study. Sometimes there is a wealth of material on a

given topic; while with other topics seem to be void of academic research. There were no

theses written for Liberty Baptist Theological Seminary on the topic of developing a

leadership training program for the local church.

However, when the scope of the search is broadened several interesting

discoveries are made. The majority of the theses written on leadership training in the

local church focus on specific tasks such training Sunday school teachers, or training
 17

small group leaders, or even developing and training evangelism leaders. The following

theses are closer to the topic at hand, but still are specialized to a degree:

Hixon, David G. "Developing and Training Church Leaders through the Process of
Mentoring." D.Min. thesis, Southwestem Baptist Theological Seminary, 1996.

This project focuses on just the discipling and mentoring process of growing

future leaders.

Ioset, Mark Campbell. "Developing a Program of Leadership Training for Elders of

Smaller Churches." D.Min. thesis, Pittsburgh Theological Seminary, 1986.

This work is specific in its type of leadership training (elders) and its range of

application (smaller churches).

Liu, Stephen C.K. "Developing a Leadership Training Program for Median Adults in
Tsim Sha Tsui Baptist Church, Hong Kong." D.Min. thesis, Southwestem Baptist
Theological Seminary, 1988.

Lui's project is specialized in several key areas. First, the age range is narrowed

(median adults). Secondly, the type of religious background is limited (Baptist church).
Finally, the ethnic range is very specific (oriental culture in Hong Kong).

The following three theses are similar in scope to this project.

Adams, Thomas David. "Developing Lay Leadership Training at the Falmouth Baptist
Church, Falmouth, Virginia." D.Min. Thesis, Southwestem Baptist Theological
Seminary, 1994.

Jokiman, Joshua Bob. "Developing Leadership in the Local Church." D.Min. thesis,
Fuller Theological Seminary, 1987 .
 18

Schmautz, Raymond L. "A Theological and Practical Approach to Developing Church

Leaders." D.Min. thesis, Talbot School of Theology, 1986.

Sample Questionnaires
For the project described above there will not be the use or need of

questiomlaires or surveys.
 2

THE PRACTICAL AND BIBLICAL FOUNDATIONS

FOR LEADERSHIP TRAINING

The old adage that "everything rises and falls on leadership" has always been

true. But, in today's public and private worlds, with a seeming lack ofleadership, this

saying has become increasingly poignant. Training leaders has become a paramount

concem for most organizations. The church is 110t exempt trom the need to train strong

leaders. There are two main foundations for this imperative to develop sound leadership

training programs, the practical and the biblical.

The Practical Foundation

It is a matter of practical concem for all organizations to have the strongest

leadership possible. When a group has strong leadership in place, it will make sound

decisions; it will cast a clearer vision; it will set challenging and attainable goals; and it

will see more return on their effOlis. This can be gleaned from most areas of society, past

and present.

19
 20

History

Effective leadership has always been a factor in determining the outcome of

events in history. Whether discussing Napoleon, Washington or Hitler, leadership

becomes the central issue. Abraham Lincoln proved to be the right leader that was needed

for a badly divided nation. Despite criticism at every tum, he brought the United States

through its darkest hour. In the midst of the struggle, Lincoln continually searched for

other strong leaders to surround himself with. His choice of General Ulysses S. Grant as

the commander of his army may have been his greatest leadership decision of his career.

Grant understood how important it was to have well train officers and solders

under his command. When he was promoted to lieutenant general in 1864 and given the

command of the Union anny he stated, "While I have been eminently successt"lll in this

war ... no one feels more than I how much of this success is due to the energy, skill, and

the hannonious putting f01ih of that energy and skill, of those whom it has been my good

fortune to have occupying subordinate positions under me."]

Almost eighty years earlier John Adams and the other founding fathers

recognized the need to have strong people coordinating the vital eff01is of gaining

freedom for the nation. Adams pronounced, "An enterprise can never be planned and

carried on without abilities (of skilled people). (And those people must have) principle or

they cmmot have the confidence enough in each other.,,2

I Al Kaltman, Cigars. Whiskey and Winning: Leadership Lessons/i'om General Ulysses S. Grant
(Paramus, NJ: Prentice Hall Press, 1998). 195.

2 Donald T. Philips, The Founding Fathers On Leadership (New York, NY: Warner Books,
1997),43.
 21

Public Service

Many public debates have been held conceming the matter of the influence and

leadership held by those in public office. Colin Powell, Secretary of State, has emerged

as a capable leader at a time when world events are precarious and the potential dangers

are many. He too sees the need for having effective leaders in place in all organizations.

"Our world has changed-probably in ways that we can't begin to understand. One thing

is clear, though, is that our various enterprises, both public and private, will need strong

and effective leaders going forward. They will need those leaders at every level and in all

functions. ,,3

Fonner mayor of New York City, Rudolph Giuliani, upon reflecting on his

leadership role after the attack on September 11,2001 said, "The axiom about good

teamwork making each member of a team better really proved true. I can barely describe

what it meant to me to know that I could tum something over to someone and know that

it would get done, without having to hector or micromanage.,,4

Business

The business world has been sensing a greater need for fom1alleadership

training since the 1950's. Although the names of Bill Gates, Ted Turner and Lee Iocca

come to mind as men who have shown tremendous leadership using their own styles,

30ren Haran, The Leadership Secrets ofColfill Powel (New York: McGraw-Hill, 2002), 13.

4Rudolph W. Giuliani, Leadership (New York: Hyperion Press, 2002), 98 .

 22

there is still a feeling that "leadership talent is scarce.,,5 "Today strong leadership is often

viewed as one of the most important keys to organizational growth, change, and

renewal.,,6

The Church

As pastor of one of the nations largest evangelical churches, Bill Hybels has

commented on, taught about and written much on the subject ofleadership inside the

local church. His analysis is that, "The local church is the hope of the world and its future

rests plimarily in the hands of its leaders.,,7 Hybels goes on to state that the demands of

leadership are perhaps the greatest inside the church. "I believe the church is the most

leader-intensive enterprise in society."s

J olm Maxwell, noted speaker and author to church leaders around the world

declares that no one can or should go it alone in leadership. But that, "The key to

sUlTounding yourself with other leaders is to find the best people you can, then develop

them into the best leaders they can be. Great leaders produce other leaders.,,9 .

No matter what field an organization may be a pati of, whether public or private,

5 Jay A. Conger and Beth Benjamin, Building Leaders: How Successfit! Companies Develop the
Next Generation (San Francisco: Jossey-Bass Publishers, 1999), xi.

6 I bid., 1.

7Bill Hybels, "Courageous Leadership," (Grand Rapids: Zondervan, 2002), 27.

R1bid. "Up to the Challenge." Leadership Journal (Fall 1996): 56-61.

9John C. Maxwell, Developing the Leaders Around You: Hall' to Help Others Reach Their Full
Potel/tial (Nashville: Thomas Nelson Publishers, 1995),3.
 23

secular or religious, Maxwell states that there are seven practical reasons why leaders

need to be trained. J0

1. Those closest to the leader will detennine the success level of that leader.

2. An organization's growth potential is directly related to its persOlmel potential.

3. Potential leaders help carry the load.

4. Leaders attract potential leaders.

5. Leaders who mentor potential leaders multiply their effectiveness.

6. Developed leaders expand and enhance the future of the organization.

7. The more people you lead the more leaders you need.

The Biblical Foundation

As we study the pages of Scripture, we see example after example of leadership

training. Although it is not called "leadership development" or "leadership training", the

process is observed taking place none-the-less. The following is not meant to be an

exhaustive exegetical or expositional study. But, it is meant to show that in both the Old

Testament and in the New Testament ample support is given to this vital function of

leadership training and thus lays an important foundation.

IOIbid., 3-13.
 24

The Principle of Leadership Training Taught

Several New Testament passages deal directly with the topic of training others

for the express purpose of carrying out ministry and leadership among the congregation.

Two such passages are Ephesians 4:11-13 and 2 Timothy 2:2.

Ephesians 4:11-13

And He Himself gave some to be apostles, some prophets, some evangelists, and
some pastors and teachers, for the eqldpping of the saints for the work of
ministry, for the edifying of the body of Christ, till we all come to the unity of
the faith and of the knowledge of the Son of God, to a perfect man, to the
measure of the stature of the fullness of Christ. 11

Paul teaches the church four key principles of church leadership in this passage:

1. God provides gifted leaders to the body of Christ (the church).

God's desire is to see His church well cared for. When the people ofIsrael were

without leadership in the book of Judges, God provided judges to give guidance. Christ

wept over Israel, pmiially because they were as a flock with no shepherd (Matthew 9:36).

God has always been deeply interested in having adequate leadership provided for His

people, whether in the Old Testament or today.

2. God's purpose for these leaders is to equip the saints for the work of the

ministry.

The leaders of the church are not to be doing all the work of ministry, but

developing others to help calTY out that work. The natural tendency for the leaders is to

llAlI quotations are from the New King James Version of the Bible.
 25

do the work themselves, just as the natural tendency for the congregation is to watch

them do the work. After all, the leaders are gifted in the work of the ministry and they

have a heart for it. In many cases the leaders have been to specialized training to help

them lmow how to lead and do the ministry.

A large amount of time is required to train others to do the work. Many times it

is easy for the leader to fall into the trap that he can save time by doing it himself. And it

may be true for today. But, ultimately, it is more efficient and profitable for the church to

invest in the equipping of their people.

3. The result of the equipping process is a church body that is edified (built up)

and brought to maturity.

This process of training helps every believer to grow to maturity in his or her

faith and to grow in his or her usefulness for the advancement of the kingdom of God.

They are better prepared and able to teach, preach, evangelize, minister to one another

and to lead inside the Body of Christ.

4. This process will be complete when, and only when, each individual is brought

to maturity.

Since we will not be fully complete until we see Christ, the process of equipping

the saints effectively never ends until He calls the Church unto Himself. So, the church

and its leaders need to continue to train and equip the next generation to minister and to

lead.
 26

2 Timothy 2:2:

And the things that you have heard from me among many witnesses, commit
these to faithful men who will be able to teach others also.

Paul instructs Timothy about an important cycle that must be present in any

healthy church. The mature believers in the congregation must train others who will in

tum train others as well.

Paul ~ Timothy ~ Faithful Men ~ Others

(trained) (who trains) (who train)

Church Leaders Faithful Members Others

(train) (who train)

As this cycle of training continues, not only does the church have members who

are taught the principles of God's Word, but it also has a fom1at to train up its next group

ofleaders. Every church is one generation from extinction (or at least ineffectiveness)

unless this process continues functioning.

Both of these passages are often used when discussing discipleship and helping

an individual go from being a new babe in Christ to being spiritually mature. But, these

scriptures can also apply to the training of leaders in a profound way.

 27

The Principle of Leadership Training Demonstrated

Not only is the principle ofleadership training taught, but also it is demonstrated

in both the Old and New Testaments.

Moses and Joshua

Moses and Joshua have one ofthe most unique relationships in scripture. Moses

leads the people ofIsrael out of Egypt and through the deseli for forty years. It is Joshua,

who after watching, following and leaming from Moses, leads the nation into the

Promised Land. Joshua's years of training at the side of his mentor, Moses, prepared him

for the task that was before him.

Joshua: Moses' general

Exodus 17 recounts the legendary story ofIsrael's battle with Amalek. Joshua

was the ar111y's general under the prayerful watch of Moses. He carefully followed

Moses' instructions and won the victory. When the battle was over, God instructed

Moses to build a memorial describing the victory. This was done, in pari, for Joshua's

benefit (Ex. 17:14).

Joshua: Moses' assistant

As Moses ascends the mountain of God in Exodus 24 to receive the law written

on stone, it is Joshua who alone joins him. Joshua is designated as the servant of Moses.

He may have only joined Moses part way up the mountain, but he was able to observe the

man of God and his relationship with their Creator over the next forty days.
 28

Joshua: Moses' spy

In Numbers 13, Moses sends twelve spies into the land and Joshua is only one of

two who return with a positive report. This would be an experience that would come in

very handy for Joshua years later when he needs to do some intelligence gathering

(Joshua 2).

Joshua: Moses' successor

When Moses and Aaron had disqualified themselves from being able to go into

the Land the Lord had promised the people of Israel, Joshua was inaugurated as the future

leader before the people. In Numbers 27, God pointed out that His Spirit was upon

Joshua for this task. After years of observing Moses' service and relationship to the

Almighty God, he would soon be ready himself for the mantel ofleadership (Joshua I).

The time and training that Moses invested in Joshua would help mold him into the leader

that God and the nation would need. This is a great example of leadership training over a

span of forty years.

Elijah and Elisha

In First and Second Kings we are given another clear example of leadership

training in process. Elijah, nearing the end of his ministry, is instructed by the Lord to

select and train his own successor. "Then the LORD said to him: 'Go, retum on your way

to the Wilderness of Damascus; and when you an-ive ... Elisha the son of Shaphat of Abel

Meholah you shall anoint as prophet in your place. '" (1 Kings 19:15,16).
 29

Upon hearing the invitation from Elijah, Elisha enthusiastically left all behind

and began to follow God's prophet and to serve him (lKings 19:19-21). To "follow" and

"serve" did not mean that Elisha was now Elijah's personal slave and elTand boy. He was

much more than that. Elijah was told to "anoint" Elisha to be a prophet. There was a

special significance to tbis anointing. To "anoint" (mashah) someone meant to (1)

consecrate them or separate them for God's service, (2) to show that they were authorized

by God himself and held in special regards, and (3) to indicate God's enabling through
· Sp11'1t.-
1lIS .. j?

So, Elisha listened to Elijah teach and speak on issues of life, he watched Elijah

deal with vmious situations and people, he observed his mentor's love for God and God's

Word, and he even began to imitate Elijah's life. By living with and working with Elijah,

he could study the aged prophet's walk with God first hand.

When it became apparent that Elijah's ministries as prophet to the nation of

Israel and teacher to Elisha were almost over, Elisha refused to leave his mentor's side.

When given one more request from Elijah, Elisha was not afraid to make it a large

request. "Please let a double portion of your spirit be upon me." (2 Kings 2: 10) He asked

this out of a humble heart, feeling he would need as much enabling as possible to do what

God had called him to dO. 13

By watching the relationship between Elijah and Elisha, several important

leadership development principles are gleaned. First, in selecting potential leaders to train

12 Gleason L. Archer, R. Laird Harris, and Bruce Waltke, eds., Theological Workbook olthe Old
Testament, vol. 2 (Chicago: Moody Press, 1980), 107.

l3.1ohn F. Walvoord and Roy B. Zuck (Editors). The Bible Knmvledge COllllllentlllY: An
Exposition of the Scriptures: Old Testament (Wheaton, f11inois: Victor Books, 1986),540.
 30

we need to stay sensitive to God's leading. It would have been natural for Elijah to begin

looking on his own for a replacement, but he listened carefully to God's instruction.

There are times a leader can get caught up in assessing abilities and comparing test scores

and forget to let God lead the way. Yes, a leader needs to do due diligence in recruiting

future leaders, but he needs to stay sensitive to the Spirit's guidance.

Second, it is obvious from this account that mentoring relationships have

tremendous impact. It is popular today to read the top selling books, listen to the latest

tapes and attend the noted seminars. But, the investment in the life of another individual

is still the most effective means of fruit-bearing leadership training. Other resources are

helpful and needed in most cases, but they should not be substituted for interpersonal

exchange and relationship building.

Third, a leader does not need to be afraid of challenging those he is training in

leadership. Elijah instructed Elisha three times to stay behind. But, each time Elisha

declared his loyalty and expressed his desire to stay by his teacher's side. "As the LORD

lives, and as your soul lives, I will. not leave you!" (2 Kings 2:6). Disciples need to be

challenged with hard choices and hard tasks at times. If Elisha had not continued with

Elijah he would have never seen God's might and power the way it was revealed in the

chariot of fire nor would he have received the double blessing from God.

The impact of Elijah in the life of Elisha is seen immediately. In the very first

scene after Elijah's dramatic exit, Elisha is observed imitating his mentor's life and

ministry be dividing the Jordan River with Elijah's mantle. He would go on to be a bold

and effective spokesman for the Lord. Elijah's investment paid great dividends.
 31

Paul the lVIentor

Throughout the pages of the New Testament the Apostle Paul plays an integral

pmi in training a number of young men. Most of them were young pastors or ministers in

whom Paul was investing his time and energy. In just the book of Colossians ten young

men are mentioned. Some are mentioned elsewhere and are given various assignments

from Paul.

Tychicus (4:7): A faithful minister and co-worker.

Onesimus (4:9): A faithful brother in Christ and messenger.

Aristarchus (4:10): Fellow prisoner and co-worker.

Mark (4:10): Valuable co-worker and cousin of Barnabas.

Jesus Justus (4:11): Fellow worker.

Epaphras (1 :7; 4: 12): Leader of the Colossian church.

Demas (4:14): Follow worker. (Later forsakes Paul).

Luke (4:14): The beloved physician who was Paul's last companion.

Nymphas (4:15): Fellow worker from Colossians.

Archippus (4: 17): Fellow worker.

This list does not include the two most famous of his leadership trainees,

Timothy and Titus. Both eventually become pastors and Paul sends them detailed

instructions (in the letters that bare their names) and encouragement in serving the

church. Paul had tremendous impact in not only sharing the message of Jesus Christ

boldly, but also in training the next generation of church leaders in Asia Minor.
 32

Jesus and His Disciples

The greatest example of leadership training in the entire Bible is that of Jesus

Christ and his twelve disciples. For over three years Jesus developed this group of men

from various backgrounds into a force that would be known as "these who have tumed

the world upside down." (Acts 17:6)

Jesus used many means to build his team into leaders for the kingdom.

Jesus taught his disciples.

Using methods that ranged from sennons, to stories, to illustrations, to

analogies, to parables Jesus taught truth to his band. Beginning with the Sennon on the

Mount (Matthew 5-7,) Christ declared kingdom living principles to his men as well as the

crowds. Whenever he spoke to the masses he also knew his disciples were listening.

Often, at the end of the day of teaching, he would follow-up any oftheir questions that

they might have.

Jesus taught on a wide range of topics such as: heaven, hell, giving, serving,

leading, hypocrisy, salvation, pride, evangelism, prayer, faith, discipleship and much

more.

Jesus modeled truth to his disciples.

One distinct advantage the disciples had is that not only did they hear Jesus'

words, but also they could see him in action. "In the training of the twelve for the work of

the apostleship, hearing and seeing the words and works of Christ necessarily occupied
 33

an important place. Eye and ear witnessing of the facts of an unparalleled life was an

indispensable preparation for future witness-bearing.,,14

Jesus served his disciples.

The common examples ofleaders during the time of the disciples, and often

today, were of men who lorded their position over their followers. Jesus demonstrated

that there was another way to lead, by serving.

The famous passage from John 13 relays the account of Jesus washing the

disciples feet. This was a task reserved for servants, not for leaders. Jesus told them he

was giving them an example to follow and that they should wash one another's feet. He

went on to tell them, "And whoever desires to be first among you, let him be your slave--

just as the Son of Man did not come to be served, but to serve, and to give His life a

ransom for many." (Matthew 20:27-28)

JesLls assigned tasks to his disciples.

Not only did Jesus teach, model and serve his disciples, but he also gave them

0ppOliunities to practice what they were leaming. In Luke 10 the disciples were sent out

by two's (this time not only the twelve, but the group of seventy was included) to

minister for the Father. When they retumed they did so with great joy (Luke 10: 17) and

with many questions. They had the chance to see first hand how God could use their lives

to advance the kingdom. The group could inquire from their teacher why celiain things

worked well and why some things did not tum out so well.

14A.B. Bruce, The Training of the T~welve: Timeless Principlesfor Leadership Del'elopment
(Revised edition) (Grand Rapids: Kregel Publications, 2000), 41.
 34

At the feeding of the five thousand Jesus had the disciples handle crowd control

as well as food distribution. This was no small task considering the fact that, including

the women and children, there may have been as many as twenty thousand on hand.

The training of the disciples is a wonderful example of complete leadership

training. The effect on these men led all but one to serve God with their entire existence.

Most of them gave their lives for the One who gave his life for them.

Conclusion

By looking at these two foundations, that of the practical and of the biblical,

there is compelling evidence that leadership training is a must for today's church. Not

only is it proven that there are measurable results to be gained, it is the pattern that is

given in Scripture.
 3

THEORIES OF LEADERSHIP DEVELOPlVIENT

There are many theories in use today in the business world and the church world

for training leaders. Most of them have some measure of success and most of them also

have some weaknesses. In a recent study] done by Linkage Inc. the nine programs with

the most impact in the business arena (as described by the pmiicipants) were:

1. Action Leaming
2. Cross Functional Rotations
3. 360-degree Feedback
4. Exposure to Senior Executives
5. Extemal Coaching
6. Global Rotations
7. Exposure to Strategic Agenda
8. Fonnal Mentoring
9. Informal Mentoring

Many other theories ofleadership training are very popular and in demand today

even though they are not included on the impact list. We will explore both those on the

impact list and several of those that are not.

When observing the major theories of formal leadership training we must ask

the question, "Can they be applied to the church setting'?" "Could they be used to train

IOavid J. Giber, Louis L. Carter, and Marshall Goldsmith, cds .. Linkage fnc. 's Best Practices in
Leadership Development Handbook (San Francisco: Jossey-Bass/Pfciffer, 2000), xiv.

35
 36

Christian leaders?" As could be expected, some theories avail themselves more readily

than others for use in the church.

Maximum Impact List Theories

The nine top theories from the Linkage Inc.'s study will be explored in this

section. Each theory will be briefly reviewed and some application possibilities provided.

Action Lean1ing

Action leaming has emerged as the "hottest" approach in the leadership field. Case
studies from Motorola, Imasco, Colgate-Palmolive, and others highlight this
dynamic approach. These companies ... have found that the fastest and most lasting
leaming is produced when people are engaged in finding real solutions to real
?
problems.-

The Theory Explored

Action leaming has become popular among business and industry circles

because of its immediate and mutual benefits for the employer doing the training and the

employee being trained. It emphasizes leaming by doing. Those going through the

training process are given tasks to do or problems to resolve within the organization. The

trainees are more motivated to leam the skills to handle the problem, more interested in

researching to find the solution, and it keeps their attention focused on a tangible result

that will directly affect them. Those being trained enjoy this approach because they are.

not just leaming some far off theory, but leaming sO~11ething practical.

2 Ibid., xvi.
 37

Companies are delighted to see that the investment they are making in training

leaders pays back dividends very quickly when using the action learning process.

Research has also shown that adults are most motivated to leam when they see that it is

relevant to their lives. 3 Choosing appropriate leaming projects becomes the key to a

successful program.

The action leaming process can be with a group or conducted on an

individualized basis. Some of the most meaningful development can take place as a "job

assignment". Research into what makes a job developmental has identified five broad

sources of challenge related to leaming: 4

1. Job transitions

2. Creating change

3. High levels of responsibility

4. Nonauthority relationships

5. Obstacles

Problems arise with the action leaming method when projects are poorly chosen,

projects are poorly managed, or there are negative relationship dynamics involved. There

can also be a tendency for the training to focus on such a very small area that even if the

results obtained are desirable, there is no guarantee that the leaming process can be

canied over to other areas. One other concem would be that if not carefully managed the

3Jay A. Conger, anel Beth Benjamin, Building Leaders: Holt' S'uccess(id Companies Develop the
Next Generation ( San Francisco: Jossey-Bass Publishers, 1999), 211.

4Cynthia D. McCauley, Russ S. Moxley, anel Ellen Van Velsor, eels., Halldbook of Leadership
Del'elopmellt. ( San Francisco: Jossey-Bass Publishers, 1998), 131.
 38

end product of the training could be the development of good problem solving managers

instead of training good leaders.

The Application to the Church

Churches are filled with activity each week. Whether on Sunday morning or all

through the week healthy churches are active churches. This lends itself for the use of the

action leaming method of leadership training.

Many churches only use a teaching and spiritual discipleship method to train

their leaders. But. as has been seen above, adults leam faster and more effectively when

there is action involved. Of course, all those who are being trained for leadership inside

the church should have areas of ministry already existing. Assigning them tasks to carry

out or problems to solve in their area of ministry would be a very natural process.

Projects could range from reviewing new Sunday School materials to exploring

a new way of using the existing space in the church facilities to organizing the church ice

cream social. The key principle is to intentionally have project assignments to

supplement the leadership training process.

Cross Functional Rotations

When an individual masters their own function they are considered proficient.

But, leaders must gain insights that broaden their perspective. Cross functional rotations

foster developing a view of the bigger picture.

 39

The Theory Explored

This next theory ofleadership training involves taking individuals from one area

of industry or business to observe other areas of function, whether inside of their

organization or inside another organization. This can be as simple as one depmiment head

spending time in another department of the same company and observing how they

operate or helping them to solve current issues they may have. Or it can be as involved as

traveling to see how other companies handle this same function. The goal is to glean

insights from others who are doing similar or near similar functions.

Even if the functions are dissimilar there are principles of operation that are

helpful to learn. By observing dissimilar depmiments a broader view of the entire

company is achieved. It is easy to develop tunnel vision unless other methods of

operating are observed.

This writer has lived in the Corning, New York area for most of his life and has

observed that Corning Inc., a FOliune 500 company, will send its Infonnation

Tec1mology (IT) officers to observe the IT depmiments of other companies around the

country such as Boeing, Microsoft, IBM and others. Also, while working on the campus

of Libeliy University while in seminary he saw that department heads of the University

would visit other departments to see how they operated. Both of these examples proved

to be beneficial to both organizations.

The Application to the Church

It is always valuable to understand what roles others have and how they carry

out their tasks. Church staff members could learn from one another how they administrate
 40

their ministry areas; Sunday School teachers could learn teaching tips and teclmiques

from one another; a church board may benefit from observing how another church

approaches evangelism; or a missionary in the jungle can glean from missionaries from

the mountain regions. We can benefit from one another's creativity.

360-degree Feedback

This theory of development has been written about prolifIcally in the past

decade in numerous fields. Beneficial applications can be found for those who carefully

implement this system.

The Theory Explored

To gain a complete understanding of the 360-degree feedback theory a thorough

observation of(1) the description of the program, (2) the evaluation criteria, and (3) the

evaluation cautions must be made.

Research has shown that feedback is an essential element for any learning

program. 5 Whether in the classroom or the workplace effective feedback can be a

powerful tool in growing and maintaining leaders. In the fast pace oflife adequate

feedback for leaders is usually non-existent.

The system of 360-degree feedback, sometimes known as multi-rater feedback,

is used to solicit opinions and perspectives concerning another individual's development

or effectiveness. The individual being rated will select from three to twenty raters. The

group of raters will include subordinates, peers, and supervisors. The raters are given a

5 Conger and Benjamin, 38.

 41

survey that lists a series of questions, topics or qualities that are to be assessed. The

individual will also conduct a self-evaluation. When the data is gathered it is compiled

into a summary to be shared with the individual.

The results are oftell very powerful. When one person gives feedback it can be

considered helpful or even dismissed as only one opinion. However, iftwenty people are

all saying the same thing it adds tremendous weight to the feedback.

In commenting on Morgan Stanley's fi1111 wide 360-degree Performance

Evaluation Process the company's chai1111an (Richard Fisher) and president (John Mack)

stated,

The objective of the annual Perfo1111ance Evaluation Process is to provide every

employee with quality performance feedback. We continue to believe strongly that
candid feedback serves as the foundation for creating development plans for each
individual that help the finn meet one of its most important goals: the continuous
professional development of its employees. This development remains one of the
cIitical success elements of the firm. 6

Evaluation criteria:

One of the biggest challenges in using this method of feedback is choosing the

evaluation cIiteria. What characteristics should be evaluated? Some surveys have as

many as eighty questions on numerous topics, while other surveys are more general in

nature. Morgan Stanley chose four main areas to evaluate: professional skills,

management and leadership skills, relational orientation, and teamwork. While others

6 M. Diane Burton, "The Firmwide 360 Degree Perfom1ance Evaluation Process at

Morgan Stanley," Harvard Business Review (Oct. 29, 1998): 1-16.
 42

surveys simply ask for an individual's three greatest strengths and three greatest

weaknesses (see Appendix A).

Evaluation cautions:

Although this method of feedback is in wide use today and can provide in depth

and powerful results, it can be very time consuming. Many groups abandon this model

for the sake of time even though they see the benefits it produces. Confidentiality ofthe

summary results and of the raters' input is a must to maintain the credibility of the

program.

The Application to the Church

If managed carefully 360-degree feedback can be a powerful growth tool for

those in ministry and training for leadership in a ministry. The benefits of its use with

church staff members can readily be seen. It would be encouraging to be reminded of

one's strengths and gifts. It would be stretching to be supportively shown one's

weaknesses. This can be a tremendous tool to shape and mold potential and new leaders.

The biblical principle of "speak the truth in love" would need to be held in high regard.

Exposure to Senior Executives

It has been said that the things that will change a person the most fom one year

to the next are the people they meet and the books that they read. Being exposed to

successful people expands the awareness and potential of growing leaders.

 43

The Theory Explored

By exposing the senior executives to the leaders that are being trained it is hoped

that the executives' vision, drive, work ethic, and goals will be observed and copied. It

also provides motivation to grow personally as well as develops a sense ofteam.

Everybody wants to be part of something bigger than themselves. By seeing the

executives they feel com1ected in a greater way to the organization as a whole. 7

The Application to the Church

Great results can be received by exposing young leaders or those being trained

in leadership to the godly examples of the senior staff of the church. Some pastors have

very little contact with their people or staff. However, if the staff member or pastor is

conducting the training the optimal benefit will be realized. The greater the exposure, the

greater the influence will be. If the senior staff members are not conducting the

leadership training themselves, every effort should be made to include them at special

times through the process.

External Coaching

External coaching has been used successfully in most major fields of study.

Bringing in teachers and experts from outside the organization to instruct those inside the

organization can pay great dividends.

71n much of the research on leadership training a major theory is called Developmental
Relationships. For this report it is noted that the maximum impact theories of Exposure to Senior
Executives, F01111al MentOling and Informal Mentoring would all fall under that theory. (see Appendix B)
 44

The Theory Explored

Internal coaching by supervisors and senior peers is essential to the development

of potential leaders. However, when external coaching is used, there is a higher degree of

enthusiasm and learning that takes place. There is an interesting dynamic that happens

when an outside coach is used. They may teach the exact same principles as the internal

coaches, but it canies more weight when it comes from the "expeli".

It also gives an air that something special is taking place. The trainee will study

more, listen more carefully and carry out assignments more faithfully when an external

coach is used. The external coach can be used for a one-time event or even for phone or

electronic follow-up consultations.

The Application to the Church

This method can be applied to the church in a number of ways. First, the trainer

could take the leadership training group to a conference to be exposed to exceptional

teachers. Promise Keepers has been an effective tool for many churches. Leaders such as

John Maxwell and Bill Hybels conduct leadership conferences all across the United

States and Canada. This writer has taken individuals from his ministry to Lay Leadership

conferences with good results.

Second, have an in house conference. Invite a noted speaker into the church for

a one day or weekend conference, or broadcast a satellite fed program into your facility.

By having a function at the church it will make it more accessible and affordable to a

greater number of people with either approach.

 45

Global Rotations

In a world that is drawn together more closely than ever before having a global

understanding is important for the leader to grasp.

The Theory Explored

We tend to see the world and leadership only through our North American eyes.

But, with communication systems, available transportation and global resources available

to churches and businesses alike, leaders needs to broaden their perspective.

By using business trips and managing long-distance multi-country projects, the

leader is able to gain a new awareness of other cultures. In some businesses it is highly

recommended for all in leadership to spend some time on foreign trips or even to transfer

to one of the company's foreign plants for at least a minimal amount oftime.

Through these experiences, people develop the ability to listen, put others at ease,
communicate orally and in writing across language baniers (perhaps through
translators), and recognize that others make sense of events differently from one's
prefened viewpoint. Experiencing, not just knowing, that differences in perspectives
exist is an early step towards developing "global" skills. 8

The Application to the Church

This model ofleadership training can and needs to be more emphasized in the

church of the twenty-first century. By understanding the perspective of other cultures

inside of the universal body of Christ, an individual gains a more balanced approach to

the Great Commission. This can be applied in the church by several means:

-Being involved in a short-tenn missions trip.

R McCauley, Moxley, amI Van Velsor" 391.

 46

€II Helping to organize the annual missions conference.

-Serving on the missions committee .

• Housing foreign missionmies in their home.

This valuable training is neglected in the majority of evangelical churches in

America. Only about 5% of churches have a mission's conference or conduct a ShOli-

tenn mission trip. 9

Exposure to Strategic Agenda

To expand an individual's productivity they must expand their thinking.

Exposure to the strategic agenda helps accomplish this goal.

The Theory Explored

It has been discovered that by exposing those in leadership training and

development to the strategic agenda of the organization (if there is one), that they will

develop more quickly. They capture the vision, goals and future of the organization. They

see how everything fits together. Without this exposure it is natural for individuals to

merely focus on their day-to-day tasks. They never see the "big" picture. It is also

common for individuals to move in opposite directions unless they are aware that there is

an organizational direction that all are expected to be moving towards.

9 Kenneth Moon, Winning Strategies: Helping the Church Fulfill the Great Commission
(Atlanta: World Thrust, 1984), 21.
 47

The Application to the Church

All churches are to carry out the Great Conunission and glOlify God in the

process. 10 But, very few churches communicate their purpose well. In Rick WalTen's

book, The Purpose Driven Church, he proposes five main purposes for every church. I I

But, having purposes is one thing and effectively communicating this strategic agenda is

another thing. When people know where the church is going and what the church is all

about it is easier for everyone to row in the same direction. The people will gain an

enthusiasm when they feel connected to that purpose. Those in leadership training in the

church are prime fields for extensive exposure to the church's purposes.

FODnal Mentoring

Mentoring can increase the developmental rate of the young leader. Formal

mentoring maximizes the desired i-esults .

The Theory Explored

Fonnal mentOling is the approach of assigning a senior staff member to the

training of a junior staff member to foster their leadership development. The mentor plans

a strategy to best meet the needs of the individual being trained. Assigmllents, reviews of

progress, and teaching times are arranged. This stage can have an apprentice feel to it. It

is a valuable tool for the developing leader.

IOMatthew 28: 19-20 and 1 Corinthians 10:31.

II Richard Warren, The Purpose Driven Church: Growth Without Compromising Your L'vfessage
& /o.i1issiol1 (Grand Rapids: Zondervan Publishing House, 1995),49.
 48

The Application to the Church

We often think of discipleship when we think of formal mentoring inside of the

church. A more mature Christian spends time with a newer believer, or group of new

believers, and helps them leam to pray, read the Bible, to share their faith as well as many

other skills to help them grow in the Lord. They set up a regular meeting time and place

and give assignments and answer questions about the faith. There are a wide variety of

materials that can be used today.

Leadership training can and should be conducted on a fonnal basis in the church

as well. A structured plan for leadership growth can be established with assignments,

leaming activities, and discussion on leadership issues a part of the program.

Informal Mentoring

Informallife-on-life sharing can bring dramatic results. As fonnal mentoring

produces increased growth in new leaders in a regimented way, informal mentoring

proceeds at a different pace and intensity.

The Theory Explored

Infonnal mentoring is less structured, but can be as valuable as the fom1al

mentoring process. It allows an experienced member of the organization to casually

oversee an inexperienced member. It often has more of a colleague-to-colleague feel to it.

It helps provide continued growth and supervision and allows the inexperienced member

a sense that they are not all of the sudden on their own now that the f0l111al training is

over.
--
49

The Application to the Church

Infonnal mentoring happens in most churches on a regular basis. Mature

believers model and teach less expelienced believers how to follow Christ. Where f0l111al

mentoring would include lesson books and assignments, infonnal mentoring in the

church would be more leading by example. But, doing so in an intentional way with

special individuals for specific results. This type of modeling should be encouraged to

take place on a regular basis. It has been said that everyone needs a "Timothy" (younger

believer) to influence, a "Barnabas" (peer) to keep us accountable and be a source of

encouragement, and a "Paul" (mature believer) who can build into our lives.

Other Training Theories

The Linkage Inc. 's impact list theories are not the only major theories practiced

today. The following are several popular theories.

Skill-Based Training

When it comes to your potential for leadership, it helps to have grown up with
parents who set challenging goals, translated failure into "how to succeed next
time," lived with high standards and helped their kids appreciate diverse points
of view. But if this was not your experience, there's plenty of research showing
that leadership skills can also be developed and mastered. 12

The Theory Explored

It is often thought that leaders are bom not made. And although there are some

leaders that seem to be bom with natural skills and abilities to lead others effectively, it is

12Avolio, Bruce. "Study Says Leadership Skills are Bom and Made ". Work alId Family Lile, (9
Sept 2001),2.
 50

becoming increasing accepted that leadership can be learned. Bmce Avolio, noted author

on leadership issues, agrees that leadership can be learned,

John Maxwell, in his book Developing the Leader Within You also states,

Leadership is not an exclusive club for those who were "born with it." The traits are
the raw materials ofleadership can be acquired. Link them up with desire and
nothing can keep you from becoming a leader. 13

Skill-based training can be defined as, "a development experience in which

individuals gain knowledge and practice behaviors necessary to hone present skills or to

develop new ones.,,14

Bmce points out several strategies to help enhance skills training programs. lS

1. Visualize the obstacles you will face.

2. Set goals and find someone who will hold you to them.

3. Seek and incorporate feedback from your colleagues.

4. Reflect on your best and worst moments.

5. Broaden your model of leadership to include a full range of styles.

6. Honor high ethical standards.

Research has revealed several different lists of capabilities a leader should have.

Once this has been detennined, a strategy to teach and practice the skills can be designed.

The skills list can change depending on the field the organization is in. A church based

13Maxwell, John C. Developing the Leaders Around You: How to Help Others Reach Their Full
Potential ( Nashville: Thomas Nelson Publishers, 1995), ii.

14 McCauley, Moxley, and Van Velsor, 107.

15 Avolio, 2.
 51

program would differ from that of a school or a manufacturing industry. The following is

one example of defining skills to be developed. 16

Table 1. Skills That Define Leadership Capacities.

Leadership Capacity Skills

Ability to interact socially Conflict management
Negotiation
Influencing
Team building
Active listening
Communication
Ability to give feedback
Adaptation
Creativity Ability to see alternative solutions
Ability to question assumptions
Ability to explore ambiguity
Critical evaluation Ability to think analytically
and systematic thinking Ability to detect problems
Problem solving
Empowerment Goal setting
Ability to motivate others through
Participative decision making

Application to the Church

Skill-based training is used in a variety of ways inside of the local church.

Sunday School teachers are shown how to prepare and present a class lesson; ushers are

taught how to greet, escOli individuals to available seating; and deacons are trained how

to administer communion. But, the same training does not happen on a regular basis for

leadership in the church.

Several methods of incorporating this theory into the leadership training

thinking of the church would be: 17

16 McCauley, Moxley, and Van Velsor" 110.

 52

-Teaching leadership skill to the church boards.

-Teaching leadership skills to ministry coordinators in the church.

-Teaching leadership skills to potential leaders in the church.

Conceptual Training

Conceptual training is probably the most widely used of all the training theories.

By grasping the "concepts" of leadership function an individual is nearer the goal of

being a productive leader.

The Theory Explored

The goal of conceptual training is to make the individual aware of what a leader

does. It is desired that by this "leadership development through a cognitive understanding

of the phenomenon,,18 that it will be clearly understood that there is a difference between

managing and leading. Programs such as The Leadership Challenge 19 are designed to

stimulate the trainee's thinking on the field ofleading, but then let them find learning

experiences on their own. It will essentially teach the content of leadership, but has little

if any learning activities.

17 See appendix C for an alternate list of skills (laws) for leadership from John Maxwell.

18Jay A. Conger, Learning to Lead: The Art ofTran"~fonnil1g l'vfallagers into Leaders (San
Francisco: Jossey-Bass Publishers, 1992),48.

19James M. Kouzes, and Barry Z. Posner, The Leadership Challenge. Third Edition (San
Francisco: Jossey-Bass Publishers, 2002).
 53

Application to the Church

The church is very good at teaching content on a variety of subjects. But,

teaching the practical side has some times fallen ShOli of the made. When it has come to

the topic of leadership, the conceptual method is used the most. Principles about the

character of a leader and the spiritual aspects of being a godly leader are expounded

upon. But, rarely are the skills necessary for leadership taught.

Conceptual training is good as far as it goes. But, it should be combined with

another system of leadership training that helps show how to put into practice the theory

of leadership.

Character Training

There has been much debate about the need for character in a leader. It has been

a time honored prerequisite for leadership.

The Theory Explored:

Because of recent public leaders who have led with a lack of moral integrity, there has

been a revival of character training in regards to leaders. Character and integrity go hand

in hand.

In his book, Character Counts, Rod Handley points out that character is the

most vital attribute that a leader has. He indicates that there are seven disciplines that will

keep character on track.2o

20 Rod Handley, Character Counts-Who's Counting YOllrs? (Grand Island, Nebraska: Cross
Training Publishing, 1999), 30.
 54

• Bible reading

• Prayer

-Fasting

.Solitude

-Fellowship

-Scripture memory

• Accountability

To be able to lead, followers need to be able to trust the heart of their leader.

When people cannot trust the leader's integrity it is hard to follow their direction. Herbeli

Spencer underscores the need for character in his distinctions between reputation and

character. 21

The circumstances amid which you live determine your reputation; the truth you believe
determines your character.

Reputation is what you are supposed to be; character is what you are.

Reputation is the photograph; character is the face.

Reputation comes over one from without; character grows from within.

Reputation is what you have when you come to a new community; character is what
you have when you go away.

Your reputation is learned in an hour; your character does not come to light for a year.

Reputation is made in a moment; character is built in a lifetime.

Reputation grows like a mushroom; character grows like an oak.

A single newspaper report gives you your reputation; a life oftoil gives you your
character.

Reputation makes you rich or makes you poor; charactel' makes you happy or makes
you miserable.

21Source unknown.
 55

Reputation is what men say about you on your tombstone; character is what angels say
about you before the throne of God.

Application to the Church

The church does a tenific job of training character as a foundational element for

leaders. But, the training need not stop there. Ifleadership skills are not taught along with

character traits, the individual will be a wonderful person to be around, but they may be a

tenible leader. Yet if character is not taught, the person may be able to lead, but may not

be worth following. (see appendix C and D for a list of character traits)

Conclusion

All of the various theories explored have some unique strengths and can be used

successfully in numerous settings, whether in business or in the church. However, very

few of the leadership training models can stand-alone. Combining several ofthe theories

together would be preferable to using one singular training method. When several

approaches can be used in tandem with one another there is great variety in the program

and the strengths of each of the theories can be capitalized upon.

Ifpossible, incorporating elements from most of the theories would be

beneficial. There would need to be a balance struck between the amount of time and

energy spent on the implementing of various leadership training programs and the results

desired and the results achieved .

 4

LEADERSHIP STYLES

Every leader has a style. The attitudes, characteristics, methods, and behaviors

that set an individual apart as a leader can be described as their leadership style.

Understanding how a leader operates in various leadership roles is vital to the continued

success of that leader. This knowledge can provide needed infomlation to assist in either

capitalizing on their strengths or improving their weaknesses.

Leadership Styles Explored

Although there may not be a quantifiable best style, there are several styles that

have been commonly used throughout history. The following is a brief review of these

styles as well as a discussion of several factors that have influence on leadership styles.

The Autocratic Leader

The autocratic leader dominates the situation and is generally seen as being "in

charge" of the organization or group. Their view is final and little input is accepted. This

style can range in extremes from a "father-like concem" for the group to "99 percent

inflexibility".l

ITed W. Engstrom, The Making afa Christian Leader (Grand Rapids: Pyranee Books. 1976),
73.

56
 57

The leader with an autocratic style does not like to delegate responsibility or

authority to others. This leader often feels that they need to tell others what to do in most

situations and how to think about those situations as well.

Autocratic leaders would answer the following questions in the affirmative:

-Do you feel the need to be in control at all times?

-Do you prefer others to be listeners and followers only?

_Do you feel uncomfOliable when you are not making the final decisions?

This style ofleadership is beneficial in situations where there is no time for

consensus or input from others. When decisions need to be made quickly and decisively,

the autocratic method would be best utilized. Some situations that might require the

autocratic style would be the military, emergency rescue, and some coaching scenarios.

The autocratic leadership style is least productive when trying to build

relationships, trying to teach independence, or attempting to foster team spirit within an

organization.

The Authoritative/Democratic Leader

The authoritative leader desires the input and pmiicipation of many of the group

members. This leader seeks to enable people to take responsibility and is willing to

delegate the necessary authOlity.

 58

Authoritative leadership motivates the group members to participate in the

decision making process and to actively pursue the organizational outcomes. It fosters

two-way communication between the various levels of management.

Authoritative/democratic leaders would answer the following questions in the

affirmative:

oDo you provide members the opportunity to actively involve themselves?

oDo you seek to involve others in the plamling process?

oDo you feel comfortable in letting go?

The authoritative style ofleadership fits well in most situations where there is

time for dialogue and relating among the group members. It helps to build teamwork and

trusting relationships. This style is the most often recommended for the optimal results.

The Laissez-faire Leader

The laissez-faire leader gives the maximum amount of freedom and autonomy to

subordinates, but also provides the minimum amount of direction or communication. This

leader is very passive and is least likely to confront an individual or an issue. Difficult

issues are shelved for future consideration or passed on to others to handle.

Those following the laissez-faire leader are often frustrated because of the lack

of input or direction given. The subordinates' level of motivation decreases through time

while their level of frustration increases.

Laissez-faire leaders would answer the following questions in the affinnative:

.Do you feel uncomfOliable when you are providing more than minimal
direction?
 59

-Are you reluctant to provide needed guidance to the point of refusing to get
involved unless there is a crisis?

-Do you prefer lack of conflict to productivity?

The laissez-faire style works best when the leader is only temporary or is in a

maintaining function. But, in most leadership situations, this method is the least desirable

to use. In most cases, it is not leadership at all.

The Situational Leader

The situationalleader2 will adapt their leadership depending on the situation at

hand. The assessment process includes: (1) an understanding of what the group or

organization's needs are; (2) a knowledge of what challenges are about to be faced; and

(3) a sense of the maturity level ofthe group. Determining whether the leader will use the

autocratic, authoritative/democratic, or laissez-faire style ofleadership depends on what

the assessment reveals.

This style of leadership is the most difficult style to utilize. Most leaders will use

what style they are the most comfortable with. But, the situational leader serves the group

by being the type of leader that is most needed at the time. This will cause the leader to

move outside of his or her comfort zone.

The Servant Leader

One day Jesus was discussing various issues with the disciples when the

question of who would be the greatest among them arose. Jesus responded, "If anyone

2 Neal F. McBride, How to Lead Small Groups (Colorado Springs: Navpress, 1990),38-39.
 60

desires to be first, he shall be last of all and servant of all." (Mark 9:35) The way Jesus

described leadership then, is also important for today. Servant leadership is not only what

Jesus taught, but it is how he led. His example of serving his disciples (foot washing) and

the crowds (healing their needs) who followed him speaks clearly to those who would be

leaders today.

It can become an issue of plide when the topic of leadership is discussed and

taught. It can be easy to focus on position, influence, and popularity and be difficult to

focus on remaining humble in spirit and serving others. But, Jesus Christ gives Christian

leaders the example of servant leadership to follow. "For even the Son of Man did not

come to be served, but to serve, and to give His life a ransom for many." (Mark 10:45)

"The principle of service is what separates true leaders from glory seekers.,,3

After studying the example of Christ's servant leadership, C. Gene Wilkes

proposes seven principles to lead as Jesus led: 4

1. Jesus humbled himself and allowed God to exalt him.

2. Jesus followed his Father's will rather than sought a position.

3. Jesus defined greatness as being a servant and being first as becoming a slave.

4. Jesus risked serving others because he trusted that he was God's Son.

5. Jesus left his place at the head table to serve the needs of others.

6. Jesus shared responsibility and autholity with those he called to lead.

7. Jesus built a team to carry out a worldwide vision.

3 Laurie Beth Jones, Jeslls CEO: Using Ancient Wisdom for Visionwy Leadership (New York:
Hypelion Press, 1995),250.

4c. Gene Wilkes, JeSllS On Leadership: Discovering the Secrets ofServantLeadershipfi'olll the
L({e of Christ (Wheaton, Illinois: Tyndale House Publishers, Inc., 1998), 11-12.
 61

No matter what leadership style an individual may have, servant leadership

needs to be integrated into it. It is part of what makes Christian leaders spiritual leaders.

Other Leadership Style Factors

There are several other factors that playa significant role in leadership style.

Although an individual may possess one of the above leadership styles, personality and

spiritual gifting will affect how that style is practiced.

Personality

Personality is that intangible quality that every individual has that makes them

unique from others. One's personality has the power to attract others, distract others, or to

repel others. "An attractive personality is essential for successfulleadership."s A leader

that is going to be successful must be keenly aware of how their personality affects those

they lead.

A well balanced, appealing personality is preferable whether an individual

utilizes an autocratic, authoritative/democratic or laissez-faire leadership style. It is not

difficult to extrapolate how an autocratic leader, with an aggressive and harsh personality,

would affect those who are following him or her.

Personality is composed of a combination of an individual's emotional, physical,

mental, and spiritual characteristics. A leader can, and should, conduct a regular self-

SElmer L. Towns, Becoming a Leader: How to Develop Leadership (Lynchburg, VA: Church
Growth Institute, 1986),37.
 62

study to detennine ifthere are qualities that need to be polished up or qualities that need

to be dramatically changed.

Dr. Elmer Towns suggests the following characteristics as essential to

developing an attractive Christian leadership personality.

1. Sympathy and Ability to Understand.

2. Self-Respect as Expressed in Personal Appearance.

3. Cordiality and Friendliness.

4. Tact.

5. Optimism, Enthusiasm, and Courage.

6. Vitality and Vivacity.

7. Thoroughness, Artistly, and Earnestness.

8. Kindness, Courtesy, and Consideration.

9. Poise, Patience, Tolerance, and Self-Control.

10. Sense of Humor.

11. Regularity and Promptness.

12. Originality and Initiative.

13. A Spirit of Co-operation

14. Self-Confidence and God-Reliance.

Spiritual Gifting

Spiritual gifting plays an impOliant role as to how the Christian approaches

leadership and leadership style. How an individual sees and responds to situations may be
 63

determined by the spiritual gift they possess. There are nine basic spiritual gifts that are

commonly discussed in evangelical circles. A brief explanation ofthese gifts follows. 6

Evangelists have the Spilit-given capacity and desire to serve God by leading

people beyond their own natural sphere of influence to the saving knowledge of Jesus

Christ. These aggressive soul winners seek the lost.

Prophets have the Spilit-given capacity and desire to serve God by proclaiming

God's truth. These hell-fire-brimstone preachers point out sin.

Teachers have the Spirit-given capacity and desire to serve God by making

clear the truth of the Word of God with accuracy and simplicity. These scholars expound

the doctlines and teachings ofthe Bible.

Exhorters have the Spirit-given capacity and desire to serve God by motivating

others to action, by urging them to pursue a course of conduct. These "how-to" teachers

give the application of God's Word.

Pastor/shepherds have the Spirit-given capacity and desire to serve God by

overseeing, training, and caring for the needs of a group of Christians. These leaders who

feed their flocks and coach their teams are pastors, Sunday School teachers, and group

leaders.

Mercy-Showers have the Spirit-given capacity and desire to serve God by

identifying with and comfOliing those who are in distress. These comfOliers understand

and uplift their fellow Christians.

6Larry Gilbert, Team Evangelism: How to bdluence YOllr Loved Ones for Christ "when You
don't have the Gift of Evangelism (Lynchburg: Church growth Institute, 1991).44.
 64

Servers have the Spirit-given capacity and desire to serve God by rendering

practical help in both physical and spiritual matters. These helping hands meet the

practical needs of their fellow Clllistians and church ministries.

Givers have the Spirit-given capacity and desire to serve God by giving their

material resources far beyond the tithe, to further the work of God. These financial aides

meet the financial needs of their fellow Christians and church ministries.

Administrators have the Spirit-given capacity and desire to serve God by

organizing, administrating, promoting, and leading the various affairs of the church.

These take-chargers lead the church, its task groups (committees), and it ministries.

It would be easy to imagine how a person's spiritual gift would color how they

see various situations. As an example, if a leader has one of the gifts that are very hands

on (mercy, serving) they would tend to be driven to get more involved in a situation

themselves, verses delegating or administering others to handle the need. This could keep

them from other vital leadership functions.

On the other hand, a leader with the gift of administration would organize others

to meet the same need and achieve the same results. The two gifted individuals have

different motivations. The mercy-shower is driven to be the one showing the mercy. The

administrator is driven to organize the situation. The administrator can seem less caring

of individuals and more driven by schedules, planning, and organizing. No matter what

the gift an individual has, they need to assess how it affects their leadership style.
 65

Conclusion

God has provided a variety of styles, personalities, and spiritual gifts to be used

by the leader in their ministry of leadership. There is a diverse combination of

possibilities that can constitute an individual's leadership style. Many of the

combinations have positive results.? However, some combinations are detrimental to

positive leadership. Careful thought and evaluation must be taken in order to maximize

the effectiveness of one's leadership. It takes time and effort to fully understand the

complexities of style, but the results are very beneficial.

7 See appendix E for more combinations ofleadership styles.

 5

THE DEFINITION OF LEADERSHIP

Definitions of leadership are as plentiful as those who would offer such

definitions. If you were to ask twenty different individuals for their definition of

leadership, you would probably receive twenty different answers. Researchers on the

topic ofleadership have generated over 350 definitions in the last three decades.

Jay A. Conger, in his practical book Learning to Lead, goes so far as to propose,

"Leadership is largely an intuitive concept for which there can never be a single, agreed-

upon definition.,,1 As much as this may be true, to develop successful leadership training

programs there must be at least be a working definition to stari from.

Several questions must be contemplated in constructing a definition of

leadership. Is there a difference between leadership and management? Is leadership bom

or leamed? Is leadership more an action or an attitude? In answering these questions

about leadership, a clearer definition will hopefully come into view.

IJay A. Conger, Learning ta Lead: The Art a[Transfarming Managers inta Leaders (San
Francisco: Jossey-Bass Publishers, 1992), 18.

66
 67

Management Verses Leadership

There has been much debate as to the differences, or if there really are any,

between being a manager and being a leader. Some would argue that without leaders

there would be nothing new to manage. While others assert, that without managers

overseeing the details, there would be nothing left to lead.

Both functions are necessary for successful, productive activity in an

organization. John P. Kotter claims, "Leadership and management are two distinctive and

complementary systems of action. Each has its own function and characteristic

activities."] These two functions need to go halld-in-hand.

Kotter details the main differences between management and leadership as they

approach four key activities (Table 2).3

The two functions are not mutually exclusive. The best managers have some

leadership characteristics and the best leaders have some management charactelistics.

Dan Reiland points out the subtle difference between the two (Table 3).4

2John P. Kotter, "What Leaders Really Do" Hal1 Jard Business Review (May-June 1990):
3.

3I bid.4-9.

4 Dan Reiland. Joshua's Mell: One Year's Journey of Mentoring Men in Leadership and Spiritual
Formation (San Diego: lnjoy. 1996), Lesson I-Leadership Is More Than.
 68

Table 2. Management Functions Verses Leadership Functions

Activity Management Leadership

Creating an agenda Planning and budgeting Establishing direction

Capacity to achieve Organizing and staffing Aligning people-

plan communicationing the
plan

Ensuring the plans Controlling and problem Motivating and

accomplishment solving 111spmng

Outcomes Produces a degree of order Producing and coping

with change

Table 3. Leadership Is More Art Than Science

Managers Leaders

Depend on data and detail Depend on intuition and instincts

Focus on goals and proj ects Focus on people

Is something someone does Is essentially what a person is

Operate within the chain of command Transcend the chain of command

Possess fonnal authority Possess acceptance authority

Are more often the administrators Are more often the agents of change
of change

Concentrate on maximizing results Move the organization in new directions,

from existing functions and systems never contained by existing resources
 69

It can be seen by these examples that leadership and management are

complementary to one another, but are indeed separate and distinct functions. Leaders

can leam management skills and managers can leam leadership skills, but their functions

are different.

Born Verses Made

The question of whether leaders are bom or made is vital to the leadership

landscape. Ifleadership is only genetic, then the whole approach to training leaders will

make a dramatic shift. It would focus on simply drawing out the ability that is already

there, verses attempting to teach leadership skills and functions.

Experience does show the casual observer that some leaders seem to be bom

with a personality, intuition, and other dynamics that lend to the belief that leaders are

born. And it must be conceded that genetics do provide certain traits that are

advantageous to those who would lead. Much of an individual's intelligence, personality

and energy level would be affected by their genetics.

But genetics does not seem to be the only factor. Family dynamics would also

play an important factor in the make-up of a potential leader. Leadership modeling, the

view of self, and interpersonal relating are all affected by early childhood pattems.

The personal experiences an individual encounters also have enomlOUS impact

on how they lead. Experiences, whether educational, occupational, or relational, all play

important developmental roles. Even the personal difficulties faced can be a factor that

affects leadership effectiveness.

 70

Personal desire, or the drive to grow as a leader, can outweigh other factors that

do not seem advantageous to becoming a leader. Some individuals seem to overcome the

disadvantages they may have encountered in other factors.

It may be more probable that there are a number of factors on the continuum of

leadership growth that come into play than just genetics. An effective leader needs to be

able to master a set ofleadership skills, display certain positive personality traits, have a

high degree of personal dlive, and acquired adequate experience.

Because of genetics and family background, some individuals simply have a

head stmi on the leadership continuum. But, the majority of leaders who did not have the

same advantages can stillieam to be the most effective leaders they can be. Those who

did not have the "correct" gene mix can stillieam skills and traits, gaining experience,

and developing the desire to grow. For those with a "head stali", leadership may always

seem to be more natural to them. But, effective leadership is not beyond the grasp of

those who would strive for it.

Jolm Maxwell stakes claim to the position, "Leadership is not the exclusive club

for those who were born with it.,,5 Leadership is something that can be developed and

leamed. He describes four categories of leadership (Table 4).6

5John C. Maxwell, Developing the Leader Within You (Nashville: Thomas Nelson Publishers,
1993), x.

6 Ibid, xi-xii.
 71

Table 4. Four Categories of Leadership

Leadership Category Characteristics

The Leading Leader eIs born with leadership qualities.

eHas seen leadership modeled throughout life.
eHas leamed added leadership through training.
eHas self-discipline to become a great leader.

Note: Three out of four ofthese qualities are acquired.

The Leamed Leader eHas seen leadership modeled most oflife.

eHas leamed leadership through training.
eHas self-discipline to be a great leader.

Note: All three qualities are acquired.

The Latent Leader eHas just recently seen leadership modeled.

• Is leaming to be a leader through training.
III Has self-discipline to become a good leader.

Note: All three qualities are acquired.

The Limited Leader eHas little or no exposure to leaders.

eHas little or no exposure to leadership training.
eHas desire to become a leader.

Note: All three qualities can be acquired.

In Christian leadership circles, there is also discussion as to leadership being a

"gift". Romans 12:6-8 lists seven gifts that are endowed by the Holy Spirit.

Having then g~fts differing according to the grace that is given to us, let us use
them: if prophecy, let us prophesy in propOliion to our faith; or ministry, let us
use it in our ministering; he who teaches, in teaching; he who exhorts, in
exhortation; he who gives, with liberality; he who leads, with diligence; he who
shows mercy, with cheerfulness.
 72

This passage shows that the gifts given to the Body of Clllist are to be used with

all faith in the One who gave them. Leading is one ofthe gifts. (See chapter four on the

discussion of Administration)

On the topic of the gift ofleadership, Bill Hybels states,

People supematurally gifted to lead must yield themselves fully to God. They
must cast powerful, biblical, God-honoring visions. They must build effective,
loving, clearly focused teams. They must fire up the follower to give their
absolute best for God. And they must insist with pit bull detemlination that the
gospel be preached, the lost be found, the believers be equipped, the poor
served, the lonely be enfolded into community, and God get the credit for it all. 7

Effective leaders are those who, whether bom with genetic advantages or not,

whether gifted by the Holy Spirit or not, have developed the skills, traits and experiences

necessary for the task.

Attitude Verses Action

There has been much debate as to whether leadership is more a function of proper

attitudes or a function of proper actions.

Attitude

It has been said that anyone can have the position of a leader, but without the

proper attitudes, they will never lead successfully. 1. Oswald Sanders claims that for the

Clll"istian leader there must be an attitude of humility, "Tme greatness, tme leadership, is

7Bill Hybels, Courageous Leadership (Grand Rapids: Zondervan, 2002), 27-28.

 73

achieved not by reducing men to one's service but in giving oneself in selfless service to

them."s

In their classic work The Leadership Challenge, Kouzes and Posner demonstrate

that there are characteristics that followers most admire about leaders. Most of these are

attitudes or values held by the leader. 9 Kouzes and Posner's results were tabulated from

surveying individuals on six continents about what seven characteristics they admired the

most.

Table 5. Characteristics of Admired Leaders.

Characteristic Percentage of Respondents

Selecting that Characteristic

Honest 88
Forward-looking 71
Competent 66
Inspiring 65
Intelligent 47
Fair-minded 42
Broad-minded 40
Supportive 35
Straightforward 34
Dependable 33
Cooperative 28
Determined 24
Imaginative 23
Ambitious 21
Courageous 20
Caring 20
Mature 17
Loyal 14
Self-Controlled 8
Independent 6

SJ. Oswald Sanders, Spiritual Leadership. Revised (Chicago: Moody Bible Institute, 1980). 15.

9James M. Kouzes, and Barry Z. Posner, The Leadership Challenge, Third Edition (San
Francisco: Jossey-Bass Publishers. 2002). 25.
 74

Sanders also proposes that there are several natural and spiritual leadership

characteristics that every Christian leader should possess.!O

Table 6. Natural and Spiritual Leadersh.ip Ch.aracteristics

Natural Spiritual

Self-confident Confident in God

Knows men Knows God
Makes own decisions Seeks to find God's will
Ambitious Self-effacing
Originates own methods Finds and follows God's methods
Enj oys commanding others Delights to obey God
Motivated by personal Motivated by love for God
considerations
Independent God-dependent

Action

It has been said that there are three kinds of people in the world. Those who

make things happen, those who watch what's happening, and those who don't lmow what

just happened. Leaders make things happen.

Conger elaborates on this model when he says, "Leaders are individuals who

establish direction for a working group of individuals, who gain commitment from these

group members to this direction, and who then motivate these members to achieve the

direction's outcomes."!! There are specific actions that leaders take in his view.

Bill Donahue gives meaningful purpose to the tasks for the Christian leader.

"Biblical leadership is the task ofleading God's people into mutual ministry with one

iO rbid,35.

iiConger, 18.
 75

another for the purpose of building up the body of Christ and reaching out to the

world.,,12

Ted Engstrom also provides an extensive guide to the leader's actions by

declaring that a leader is,

One who guides activities of others and who himself acts and perforn1s to bring
those activities about. He is capable ofperfonning acts which will guide a group
in achieving objectives. He takes the capacities of vision and faith, has the
ability to be concerned and to comprehend, exercises action through effective
and personal influence in the direction of an enterplise and the development of
the potential into the practical and/or profitable means. 13

John Maxwell presents his view very succinctly, "Leadership is influence. That's

it. Nothing more; nothing less.,,14

It seems clear that although there are actions that a leader must take, there are also

attitudes that must accompany them. With the COlTect attitude only, an individual may

have a group of people who enjoy being around them, but never really lead them

anywhere. With the correct actions only, a leader may be headed in the right direction,

but have no one willing to follow them. Action and attitude go hand-in-hand and

complement each other.

12BiIl Donahue, The Willow Creek Guide to Leading L(fe-Changing Small Groups (Grand
Rapids: Zondervan, 1996), 37.

13Ted W. Engstrom, The Making ofa Christian Leader (Grand Rapids: Pyranee Books, 1976),
24.

14Maxwell, 1.
 76

Conclusion

After answering the questions at the stmi of this chapter, finding an adequate

definition for leadership is still a difficult assignment. It has been seen that leadership and

management have complementary but separate skills and functions. It was also observed

that although some individuals are bom with leadership advantages, the necessary skills,

traits, experiences, and drive can all be adequately obtained. Finally, it was noted that

there are specific actions and attitudes that leaders must have to be effective.

Working through the process of discovering these answers for the questions this

chapter posed did shed light on developing a working definition for leadership. A leader

is someone who sets a direction for the group, properly communicates the direction to the

group, and supports and motivates the group to keep heading in the proper direction. For

Cluistian leaders, it involves using God given instructions and principles (the Bible),

using God given gifting (Spiritual gifts), and following tbe leading of the Holy Spirit.
 6

THE STRUCTURE FOR A LEADERSHIP

TRAINING PROGRAM

Every leadership training program must have a structure that will enable it to

have the optimal chance for success. Eight prioritized steps will be discussed in this

chapter. By following these steps, any organization can put into place its own training

program. This section will include many of the nuts and bolts of a leadership training

plan.

Step 1: Identify the Purpose for the Training Program.

What are the needs and goals of having a leadership training program? What is

expected to result from implementing a training program?

The purpose for conducting a leadership training program can be as varied as the

churches that implement them. Every church and organization is different in shape, size,

and structure. All these variables tend to affect the goals for the training program. It is

helpful to determine if the program is focusing on specific or general training needs.

77
 78

Specific Leadership Needs

Many groups have already identified their needs in tenns ofleadership. There

are gaps in ministry areas t11at they would like to fill or there is a need to develop further

the leaders that are currently serving. Some ofthe specific leadership training needs could

include:

-Sunday School leaders

.Small groups leaders

-Outreach leaders

.Board and committee members

- Worship leaders

-Ministry coordinators (ushers, greeters, nursery, etc.)

\\I Pastoral staff

General Leadership Needs

General leadership training needs can include present or future leaders.

Present Leaders

Every church or organization already has leaders in place whether or not they

have been trained. It benefits the church to have opportunities to continue the leadership

development of those currently in leadership positions. It also creates continuity and

camaraderie when all the leaders have gone through the same leadership training process.
 79

Future Leaders

There will always be a need to develop new leaders within an organization. By

conducting leadership training for potential future leaders the organization is building

leadership strength for future needs. This must be seen as a priority to the leadership

training program.

Goals

The overall goal of a leadership training program should be 1) to develop

participants to their full leadership potential, 2) to encourage spiritual growth, 3) to build

Christian character, 4) to enhance a sense of community within the leadership of the

church, 5) to prepare future leaders, and 6) to strengthen the ministry as a whole.

Step 2: Determine What Type of Training Program

Best Fits the Organization.

What are the organization's key ministry characteristics? Every church and

Christian organization has its own personality and style. What may work for one group

may not be a good fit for another group. Each organization must detennine what best fits

their ministry. The following questions may be helpful in detennining the leadership

personality or philosophy ofthe organization:

1. What is the Cllll"ent leadership style?

.Autocratic

.Authoritative/democratic

• Laissez-faire
 80

2. What is the current view of leadership training?

-The CUlTent leadership embraces training others and delegating

responsibility and authOlity.

-The current leadership is threatened by growing leaders and holds

tightly on to all leadership responsibility and authority.

-Leadership is given to the most able leaders or leadership is seen as

a function of seniority solely.

3. Who will be conducting the training?

Several key items will be affected by deciding whether the senior

pastor, an associate pastor, or a graduate of the program is used to

conduct the training program. It will effect the time, scope,

commitment, and expertise available.

4. What fonl1at for training will best meet the perceived need?

-One-on-one training or in groups?

-Large or small training groups?

-Training by correspondence or in person?

• In service or pre-service training?

-Training for men, women, or both?

-Training men and women separately or mixed?

-Regular or infrequent training session?

There will be a clearer vision for the type of program that is needed when this

list of questions has been answered. Some ministries will imitate what other ministries
 81

are doing for training, but they fail to take into account that the other ministry may have

different needs that they are addressing.

Step 3: Decide Which Training Materials Will Be Used.

What materials will be used to train the group? There are many options as to the

materials that can be used to train leaders. Some resources may be found in the church

library, regional and national denominational headquarters, or in the library oflocal Bible

colleges.

Training materials can include books, workbooks, tapes, and videos. These can

be located on the intemet or with help from the local Clu'istian bookstore.

Neal McBride proposes several questions that should be asked before acquiring

materials. I

-Do I want to write my own materials or use published materials?

-If published resources are used, how must they be adapted to fit my situation?

-How does the material help in meeting the groups' purpose and goals?

.Are the materials suitable for the intended purpose?

-Are the materials appropriate given my leaders' abilities and backgrounds?

-Is cost a factor in selecting published materials?

-Is everyone expected to use the same materials?

ill What methods are used to distribute the materials to my leaders?

INeal F. McBride, !-low fo Build a Small Groups MillisflY (Colorado Springs: Navpress, 1995).
95.
 82

Once the decision has been made about what materials to use for the training

program, the organization must not become a slave to it. Using materials as they are

written is profitable most of the time. However, the trainers must feel free to adapt it to

the needs of the program.

Step 4: Provide Developmental Activities.

What elements should be included in a training program? Having lectures and

dispensing information is necessary, but it should not be the only means of teaching the

principles of leadership. There is a wide-range of learning activities or segments that can

be added to the training process. One should keep in mind the theories of leadership

development that were discussed in chapter tln'ee. The following is a brief sample of

options:

Group Meetings

Utilizing leadership training groups has an advantage over one-on-one training.

Individualized training is sometimes the only option available. Both possess the process

of "iron sharpening iron", but it is multiplied when the training takes place in a group.

The pmiicipants see that there are others at the same stage that they are. This tends to

help keep them motivated. The fellowship and camaraderie of a regularly meeting group

adds an air of excitement.

Group dynamics and logistics become more complicated than meeting one-on-

one, but the results are definitely enhanced. It also provides a format to train numerous

leaders over the same amount of time.

 83

Accountability

h1cluding accountability to the training process yields quicker results. There is a

built in accountability in the group just by showing up. The entire group provides a

positive peer pressure by their regular attendance, active pmiicipation, completed

assignments, positive attitude about the group, openness in sharing, and mutual

encouragement.

Accountability Questions

Many groups find it beneficial to have a designated "accountability" segment of

the meeting time. Pre-selected questions can be asked and the group members can

volunteer responses or the leader can require all to answer. Sample accountability

questions could ask.

Since we last met:

-Have you completed the class assignments?

-Have you had a regular time with the Lord?

-Have you watched anything that you should not have?

.How has your family time been?

.Have you shared your faith with anyone?

.How has yOUI' thought life been?

-Have you been faithful to the Spilitual disciplines?

 84

Other questions can be tailored to the materials or topics that are being covered

at the time. The questions can be selected by the leader or by the group members

themselves.

Confidentiality

Confidentiality inside the group is a must. Accountability will only work when

the participants know that everything that is said in the group remains in the group. When

there is confidence in the other group members, accountability will be a powerful tool.

Accountability Time

When the group blOWS that accountability will be a regular part ofthe group

training they will corne ready to share their experiences and growth. If they perceive that

it is only a hit-or-miss possibility of being asked the accountability questions, the

paliicipants will not take advantage of its potential benefits.

Limit the amount of time the group spends on this activity. Twenty to thiliy

minutes should suffice. Every question does not need to be asked every session. This is

especially true ifthere is a long list of questions. The group will fill whatever amount of

time the leader allows.

Assignments

Educational professionals discovered a long time ago that assigning homework

to their pupils has many benefits. This is true for the participants of the leadership

training program. It enables them to be thinking and working on the material between
 85

training sessions. The types of assignments can vary as much as the instmctor's

creativity. The following is a short sample of effective assignments:

- Reading leadership books or articles

-Reading biographies of great leaders (historical or religious)

III Listening to leadership tapes

-Keeping ajoumal

-Of spiritual walk

-Of leadership experiences

-Of their impressions of the leadership of others

- Prepming to help lead in the next meeting

-Creating a commercial to teach a segment ofthe material

.Preparing a devotional to present to the group

Projects

Class time is important, but having additional projects to work on as a group can

also be beneficial. Some groups will look for service projects in the community or in the

church that they can complete together. Working for a soup kitchen, a homeless shelter,

Habitat for Humanity, with church shut-ins, at outreach events, or in organizing a church

fellowship will tie the group together and stretch their leadership skills.

Prayer Partners

Assigning a prayer partner within the group (or allowing them to choose) will

help the pmiicipants remain motivated and accountable between training sessions. The
 86

goal of the prayer partners is to have them contact one another at least once between

meetings. They are to see how one another are doing on assigmnents, with their personal

walk or at horne.

Fellowship Activities

It is helpful to schedule several fun fellowship events for the group during the

training process. This allows everyone to relax and laugh together. It also builds ties with

the instructor and classmates that cannot be made during the sessions. The possible

choice of events is endless. It can be as simple as pizza and games at someone's horne. It

could be a picnic and miniature golf. It could be dinner at a nice restaurant and attending

a local Christian concert. This would be an appropriate time to include the spouses of the

participants.

One-On-One Meetings

It is beneficial for the instructor to meet one-on-one with the group members.

This allows the instructor to accomplish several items:

eTo evaluate how the participant feels about the group experience

eTo develop a closer relationship with the participant

eTo evaluate ifthere are any other goals the pm1icipant would like to achieve

eTo provide personal encouragement and motivation

 87

Step 5: Determine the Program Specifics.

What details about the leadership training program must be predetelmined?

Every group that meets on a regular basis must have certain details clearly miiculated to

the group members. The following list of twelve items provides a good foundation for

detennining most of the logistical details. EvelY group may have different solutions to

their stmctural needs, but each group must answer them.

Group Fonnation

Hovv does the training group begin? How often does another group start? There

are many ways to begin a leadership training group.

Publicly Announced or Privately Invited

Every organization must decide if the leadership training process is something

that it would like to make available to evelyone or whether it would like to select those

who go through the process. There are positive aspects of both approaches.

Everyone can benefit from some level of leadership training. Everyone

influences others in whatever role they play in the organization. However, if an

individual is not ready for such intensive training they can become discouraged and

disillusioned quickly.

Some individuals need more discipleship and grounding before they are ready to

think about leadership training. Others need more time to mature personally, and still

others have not been in the organization long enough to wan-ant training them for

leadership. If these are concerns of the organization, then private invitation recruitment
 88

would be the best method to employ. However, great pains need to be taken not to give

the appearance of the leadership training to be an elitist group.

Ifthe training program is publicly announced there will be numerous volunteers.

But, if some do not meet the minimum qualifications, whatever they may be, the difficult

task oftuming them away awaits.

Starting Groups

Some organizations begin a new cycle oftraining at a given point on the

calendar. September and January seem to be popular statiing times for leadership training

groups (or any kind of group). Some organizations begin a new training session when a

prescribed number of eligible candidates have been identified, while others begin at the

predetermined starting date no matter how many participants are ready.

Program Leadership

Who will lead the leadership training program? The natural choices are the

senior pastor, a member of the pastoral staff, or a respected, successful graduate of the

training program. Factors that playa pati of the choice ofleaders are 1) time availability,

2) other current responsibilities, 3) commitment to leadership training, 4) personality, and

5) giftedness.

Tfthe senior pastor is not leading the training program he should be brought in

from time to time for exposure to the training group. He may have a word of

encouragement for the group or have a special topic he would like to present. Even if he

could attend one of the fellowship activities he could keep a repore with the group.
 89

Participants

What are the requirements to participate in the group? No matter how the group

is fomled (public millouncement or private invitation) there should be some basic

qualifications to participate in the training process.

F.A.T.

It has been said that good leaders are F.A.T. 2

F = faithful

A = available

T = teachable

This would be at least a good starting point for qualifications needed.

Homogeneous or Heterogeneous

Homogeneous groups work best for a variety of reasons. By homogeneous, it is

meant that the group has age (range of five to ten years) and social status in COlmnon.

Although, in some settings it is advantageous to have divergent members, in the type of

intense training that has been discussed a homogeneous membership will benefit the

group the most. If the group is too diverse, it can tend to focus on the points of difference

instead of on the topic before it. But, heterogeneous groups have been made to work.

Separate men or women's groups work the best, especially ifthe accountability

segments are utilized. A group with their spouses can be effective as well. However,

mixed gender groups should be avoided if the spouses are not included.

2McBride. 111.
 90

Qualities

In discussing how to place the best people around you for leadership purposes

General Colin Powell states, "Look for intelligence and judgment and most critically, a

capacity to anticipate, to see around comers. Also look for loyalty, integrity, a high

energy drive, a balanced ego and the drive to get Up.,,3

There are many ways of approaching the topic of participant qualifications or

qualities. Some organizations prefer a highly detailed process, while other organizations

would rather admit anyone interested. The advantage of having some fmm of minimal

requirement is that it gives the participant, the leaders, and the group the best chance of

succeeding.

John Maxwell offers an assessment scale for potentialleaders. 4 Maxwell states

that any score below a 60 would probably not be ready for leadership training.

3Colin Powell, The Leadership Secrets o/Colin Powell (New York: McGraw-Hili, 2002),168.

4Joh11 C. Maxwell, Developing the Leaders Around You: How to Help Others Reach Their Full
Potential (Nashville: Thomas Nelson Publishers, 1995), 41.
 91

Table 7. Assessment of Current Leadership Qualities

(For Potential Leaders).

Scale

0= Never 1 = Seldom 2 = Sometimes 3 = Usually 4 = Always

l. The person has influence. 0 1 2 3 4

2. The person has self-discipline. 0 1 2 3 4
3. The person has a good track record. 0 1 2 3 4
4. The person has strong people skills. 0 1 2 3 4
5. The person has the ability to solve problems. 0 1 2 3 4
6. The person does not accept the status quo. 0 1 2 3 4
7. The person sees the big picture. 0 1 2 3 4
8. The person has the ability to handle stress. 0 2 3 4
9. The person displays a positive spirit. 0 1 2 3 4
10. The person understands people. 0 1 2 3 4
11. The person is free of personal problems. 0 1 2 3 4
12. The person is willing to take responsibility. 0 1 2 3 4
13. The person is free from anger. 0 1 2 3 4
14. The person is willing to make changes. 0 1 2 3 4
15. The person has integrity. 0 1 2 3 4
16. The person is growing closer to God. 0 1 2 3 4
17. The person has the ability to see what has to be
done next. 0 1 2 3 4
18. The person is accepted as a leader by others. 0 1 2 3 4
19. The person has the desire and ability to keep
learning. 0 1 2 3 4
20. The person has a mamler that draws people. 0 1 2 3 4
21. The person has a good self-image. 0 1 2 3 4
22. The person has a willingness to serve others. 0 1 2 3 4
23. The person has the ability to bounce back when
problems arise. 0 1 2 3 4
24. The person has the ability to develop other
leaders. 0 1 2 3 4
25. The person takes initiative. 0 1 2 3 4

Total Points: - - - - - - - -
 92

Program Size

How large should the training group be? The type offonnat that the

organization decides to utilize will determine the size of the group. If a training program

is primarily dispensing information to the group with minimal feedback, the size of the

group can be fairly large. However, ifthere is going to be a high level of interaction

(including accountability), then the group size would need to smaller. Five to nine

pariicipants would be the ideal size for a leadership training program.

Neal McBride in his handbook on small groups presents guidelines for ideal

groups sizes. 5

IDEAL GROUP-SIZE GUIDELINES

Type of Group Recommended Group Size

Relationship-oriented Groups 3 to 15; a limit of 12 is ideal

Content-oriented Groups 3 to 30; a limit of 15 is ideal
Task-oriented Groups 3 to 15; a limit of 6 to 8 is ideal
Need-oriented Groups 3 to 20; a limit of 12 is ideal

The size will also be regulated by the training leader's preferences. Each trainer

may feel comfortable with differing sizes of groups. It takes skill in leading a group to be

able to keep seven to ten individuals engaged and pariicipating in group activities and

discussions.

)McBridc, 82.
 93

Training Availability

Is the group open or closed? Can new paliicipants be included once the group

has begun? For some types of groups it is desirable to keep the membership open.

However, with a leadership training group there are several factors that must be

considered when considering adding new members.

-How much material has already been missed?

Since the principles that are being taught are important, the new

participant will need to be caught up. This is extra time for both trainer

and participant.

-Will the individual mix well with the existing group?

Some individuals have no problem acclimating when they have missed

a session. Other individuals will always feel they are not pali of the

group.

III Will the group accept new members?

If the group has shared with one another on a deep level they may not

respond well with a new participant being added.

In general, if an individual misses more than the first session, they should wait

for the next group to be formed. The tendency to try to include participants beyond this

point should be resisted.

 94

Training Frequency

Hovv often does the group meet together? The most common meeting

frequencies are weekly, bi-weekly, and monthly. Each one has its advantages and

disadvantages.

Weekly

Many groups will meet weekly. This is the most common fonnat for small

groups. This is especially important when it is a relationship-oriented group. Meeting on

a weekly basis allows for greater continuity.

However, with our busy, fast pace culture, a weekly meeting may be difficult for

individuals to commit to. Some churches will provide the training on a night where the

group members have already reserved the time (Wednesday or Sunday evenings).

Bi-weeJdy

Meeting bi-weekly fits into individual schedules more readily. The meeting may

go a little longer since it meets less often.

Monthly

Meeting monthly is the least common method of training. It has the advantage of

being able to work into most individual's schedules. The group can meet up to three or

four hours and still be acceptable.

 95

The disadvantage is that there can be less continuity unless other measures are

taken to keep the group tied together. The use of prayer pminers, email cOlTespondence,

and occasional one-on-one meetings would be desirable.

Training Schedule

When does the group meet together? There needs to be a consistent time and day

of the week that the group can plan on meeting. The trainer can choose a time or the

group can establish the time and day. There is no right answer to this question. Different

groups have successfully used every possible option of time and day.

Training Location

Where will the group meet? There are numerous settings that can be conducive

for leadership training. Using private homes or the church are the most frequently used

sites. Private homes offer a relaxed atmosphere, which can be beneficial to many group

fon11ats. The same home, whether the trainer's or a participant's, can be used for all

meetings, or the location can rotate. However, in homes there are more details that need

to be checked on. If the site changes from one time to the next, great care must be taken

to clearly communicate to the group members.

The church is a site that all the participants will be familiar with and is already

set up for meetings. While it offers a more fon11al setting, it has fewer details that need to

be confin11ed.

Some groups are able to find suitable aitemative sites. Some businesses or

individuals have facilities that are made for group meetings. This choice alleviates the
 96

responsibility of anyone preparing their private home for the meeting, yet it is a special

place to meet other than the church.

Meeting Length

How long vvill the training session go? The length of time a group meets may

vary depending on how often the group meets. The ideal time for most kinds of groups to

meet is one and a halfhours. Leadership groups may need to meet at least two hours.

When groups meet for a shOlier amount of time it is usually insufficient for both the

relational aspects and the task aspects of the group to be adequately addressed. When

groups meet for a longer time fatigue can become an issue.

Groups that only meet monthly may meet up to four hours. A variety of

activities are needed for longer group meetings. Including prayer time, refreshment time

(or meal time), fellowship time, discussion time, and teaching time helps to break up the

meeting. The instructor needs to be consciously aware of the group's fatigue level when

conducting longer sessions.

Fonnat and Agenda

What does the group do when it meets? The agenda for each session needs to be

well thought through. A good meeting does not just happen. It is the process of

identifying the elements that are needed for the meeting, scheduling an appropriate

amount of time for each element, and sticking to the schedule.

 97

Meeting Elements

Deciding on what elements to include in the meeting and scheduling the proper

time for each element can be a challenging process.

Possible Meeting Elements

.Welcome sPrayer time

eLeadership lesson III Refreshments/meal

• Discussion of homework III AIIDouncements

.Fellowship time/sharing .Administrative details

.Accountability time eAdjOUl11 meeting

Variety of Elements

There are several ways to keep the group meetings fresh for the pmiicipants .

• Vary the order of the meeting agenda elements

.Assign the responsibility for certain elements to pmiicipants

-Do something creative and unexpected occasionally

.Pray in differing fonnats occasionally

Details of Elements

Some ofthe meeting elements require more planning than others .

• Will there be refreshments or a meal?

• Who brings the refreshments/meal?

-Who orders materials for the group?

oDo group members cover the cost for the refreshments or materials?
 98

Agendas

90-Minute Fom1at

7:00 -7:10 Arrival and welcome

7:10-7:15 Announcements
7:15 -7:40 Lesson
7:40 - 8:00 Discuss homework
8:00 - 8:10 Accountability
8:10 - 8:20 Prayer time
8:20 - 8:30 Refi'eshments and fellowship
8:30 Adjoum

Four-Hour FOlmat

6:00 - 6:45 Arrival and dinner

6:45 -7:15 Accountability
7:15 - 8:00 Leadership lesson
8:00 - 8:20 Dessert/break
8:20 - 8:30 Announcement
8:30-9:15 Discuss homework
9:15-9:45 Prayer
9:45 - 10:00 Adjoum

Life Cycle of Training

How long M,il! the training process go? How long will it remain a group? It is

important that there is an end point to the training. Some groups meet for a few weeks,

while others will meet for several years. Individuals will find it difficult to commit to the

group if they do not know how long they are committing for.

The length of the training will depend on the type of material being used and the

goal of the training process. Leadership training is not done quickly. A one-year to two-
 99

year program is reconm1ended. A second year may allow for more flexibility to the

training process.

Program Budget

What are the budget needs for the program? There will be expenses incurred

for the basic start up and maintaining of the training program. Every church and

organization will have its own system of compiling a reasonable budget. McBride

suggests several areas of expense include:

-Administrative (paper, postage, telephone, etc.)

-Resources (books, manuals, workbooks, etc.)

-Publicity (poster, mailings, brochures, etc.)

-Recruiting and training (retreat facilities, refi.'eslnnents, materials, etc.)

- Miscellaneous

Other matters to be considered for the budget process are:

-Will the church purchase a program or put together its own?

- Will the leader and participants purchase their own books and materials or will

the church supply them?

• Who covers the cost of refreslm1ents?

 100

Table 8. Program Specifics Worksheet

Complete the worksheet as completely as possible.

1. Group Formation.

How does the training group begin?

Public Announcement

Private Invitation

How often does another group start?

September

January

Other -------------------

2. Program Leadership.

Who will lead the leadership training program?

3. Participants.

What are the requirements to participate in the group?

4. Program Size.

How large should the training group be? _________________

5. Training Availability.

Is the group open or closed?

 101

Program Specifics Worksheet (continued)

6. Training Frequency.

How often does the group meet together?

Weekly Bi-weekly Monthly Other _ _ _ _ __

7. Training Schedule.

When does the group meet together?

Day _ _ _ _ _ _ _ _ __ Time - - - - - - - -

8. Training Location.

Where will the group meet?

Church Homes Other - - - - - - - - - - - -

9. Meeting Length.

How long will the training session go? ______________

10. Format and Agenda.

What does the group do when it meets'?

11. Life Cycle of Training.

How long will the training process go? _____________

12. Program Budget,

What are the budget needs for the program?

Administrative:
Resources:
Publicity:
Recmiting and training:
Other:
 102

Step 6: Align Structures to Reinforce the Program.

Does the organizational structure help or frustrate future leaders? To benefit the

most from implementing a training program it should be designed to actually allow the

individuals who have received the training to be used in areas ofleadership. There are

many levels ofleadership within any organization. There are also many areas of

responsibility within all the areas of ministry. Immediate impact will be felt by inserting

individuals who have been trained in leadership into places of responsibility.

Unfortunately, many organizations never utilize those who have been trained in

leadership. This frustrates those who have been trained and creates a negative momentum

for the program.

Bill Hybels asserts, "J believe that most churches (and organizations)

unintentionally undennine the expression of the leadership gift.,,6 He indicates that this is

done in two main ways. First, leadership is not taught. Second, churches tend to have

goveming systems that frustrate gifted leaders.

Step 7: Evaluate the Leadership Training Program.

Evaluation is an important ongoing process for the long-tenn success of the

leadership training program. Every program can be improved with some timely and

careful evaluation. However, many organizations skip this step. By doing so they do not

reap the full benefit for future groups. Evaluating the program promotes quality and

builds accountability.

6 Bill Hybels. "Up to the Challenge." Leadership Journal (Fall 1996): 61.
 103

McBride suggests that the three key areas to be evaluated are: 7

lit The goals- Were they met?

I» The participants' attitudes and opinions- Was the process beneficial and
positive?

" The details - How did all the administrative and organizational details work?

One method of evaluation is to take the Program Spec~fics Worksheet and

review the results of each item. Another method is to provide a survey to the participants.

(See appendix F)

Step 8: Plan for the Next Generation of Leaders.

How will you plant the seed for future leaders? Creating a leadership climate is

more than just recmiting for the training program. It is setting an atmosphere where

leadership is recognized and valued. By creating this kind of an atmosphere, potential

leaders will rise to the surface more rapidly. There are at least eight ways to cultivate a

leadership climate.

1. Talk about leadership. Whatever the leader talks about is perceived to be

important. The leader must talk to others in private and in public about the

need for more leaders and developing leaders.

2. Model leadership. The leader must be a living example of a growing leader.

The leader will not be perfect, but needs to be striving to practice sound

leadership principles.

7McBride, 173.
 104

3. Preach on leadership. The leader must speak on the topic ofleadership from

the scriptures at appropriate times. Whether from the pulpit on a Sunday

moming or at church retreats, speaking on leadership will be very

productive.

4. Promote the existence of the training group. The existence of a training

program should be readily known by all in the church. This can be done by

having the scheduled meetings amlOunced in the bulletin and church

calendars, by having participants and graduates share testimonies, and

publicly recognizing the accomplishments of the training group.

5. Require minimal leadership training for leadership positions. Individuals

selected by the church for leadership positions can be required to pmiicipate

in at least a shorter version of the training program. Some existing leaders in

the organization may never feel they have the time to go through the entire

program. Through time the church can create such a leadership climate

where it is observed that most of the leaders are selected from the graduates

of the leadership training program.

6. Have other leaders on the look out for potential leaders. Fewer potential

leaders will fa11 through the cracks when a11 the existing leaders are talking

about leadership and looking through the organization for individuals with

leadership potential.

7. Teach leadership to the boards. Ongoing training should be given to the

boards. It can be done in an annual leadership retreat or by discussing

leadership principles for a few minutes at every board meeting.

 105

8. Create opportunities for growth. Allow individuals who are not in

recognized leadership roles to have opportunities to develop skills. Leaders

who are in charge of an area of ministry or a proj ect can delegate

responsibility to various others. Individuals with leadership potential will

stand out when given a chance.

Conclusion

Not every organization will have the same structure in implementing a

leadership training program, but every organization must have some structure. It provides

the optimal chance for success. By following these steps, any organization can put into

place its own training program. These eight steps can be adapted to most types of

churches and organizations.

1
 7

A SAMPLE LEADERSHIP

TRAINING PROGRAM

An example of a leadership training program is now presented for examination.

By observing what the North Baptist Church of Coming, New York is using as its

program the reader will see how this ministry has put together all of the various elements

that the previous chapters have described.

This example provides:

(1) Agendas for all meetings

(2) Teacher lesson plans

(3) Student handouts (fill in pages)

(4) Homework assignments

(5) Homework assignment sheets

(6) Ideas for leading each meeting

This program can be adapted for use with men or women. The example of

lessons for year two show specific lessons ideas (the lesson for year two are not included)

that are geared towards men. The reader can readily imagine how to convert it for

women.

106
 107

The

Pro ram

A Progranl Designed to Help

Developing Leaders Soar!

"Those who wait on the LORD shall renew their strength;

they shall mount up with wings like eagles, ((

Isaiah 40: 31
 108

The Purpose

The Eagles Program is designed to provide leadership training to the CUlTent and

potential leaders of the North Baptist Church. It combines a focus on four important

areas:

1) Character development

2) Spiritual fOlTIlation

3) Learning leadership principles and skills

4) Developing group unity and accountability

The Goals

The goals of the Eagles Program are:

1) To have pmiicipants develop a clear understanding of and appreciation for

sound leadership.

2) To have participants develop their full leadership potential.

3) To have graduates use their leadership abilities in the various ministries at

NOlih Baptist Church, in other local Christian ministries, in community

organizations, and in their work places.

4) To encourage spiritual growth.

S) To enhance a sense of community within the leadership of the church.

6) To prepare future leaders.

7) To strengthen the ministry as a whole.

 109

The Program Activities

The Eagles Program is a one or two year program that begins in the month of

January. It includes a vatiety of different activities. Each activity is designed to promote

specific leaming and development.

Group Meetings: The monthly group meeting is the core ofthe program. It is here that

the group is taught leadership lessons and principles. Discussions conceming various

related topics will draw participants to interact with the materials. The group will gain a

sense of unity as it meets each month.

Meals And Refreshments: The group will have dinner each time it meets. This will

build fellowship.

Accountability: The valuable tool of accountability will be utilized by allowing the

individual group to decide on appropriate accountability questions to be asked by the

instructor to the group each meeting.

Assignments: Each month there will be at least one homework assignment required to be

completed by the patiicipants. The assigtll1ents may include reading a portion of a book,

listening to an audiotape, preparing a presentation, or providing the refreshments or meal.

Pro.jects: The gt·oup will have several projects to work on together throughout the year.

They will be based on the purposes of the church. Each group will discuss and choose

their projects.

Prayer Partners: Each pmiicipant will be paired with a patiner. The partners are to make

contact with one another once each week between gt"OUP meetings. The purpose is to

makes sure that both mdividuals are keeping up with their reading and accountability

areas.
 110

Fellowship Events: Three times during the year (January, August and December) the

group will get together with their spouses for a fellowship event.

One-On-One Meetings: The instructor will conduct one-on-one meetings with each of

the pmiicipants three times through the year.

The Program Details

Group Formation? The Eagles Program is by invitation only. It is not to be thought of

as an elitist group, but a group ofthose who have shown leadership potential. There are

some individuals who are not ready for this level of commitment or training. They may

be very ready for a men's Bible study. A new group will ideally begin in January.

September can also work well. The same instructor should conduct no more than two

f,rroups at the same time.

Who Leads the Group? Ideally, the senior pastor would lead at least the first group. But,

associate pastors can direct the program as well. Even program graduates can adequately

provide leadership.

Who Can Participant? The participants should be those who have shown some spiritual

maturity and leadership potential.

Group Size? The group can range from five to nine participants, with seven being the

ideal number.

Adding New Members? Once the group has begun it is difficult to allow new members

to join. An exception can be made if the potential new member has only missed one

session and, in the instructor's opinion, will be a compatible fit to the group.
 111

Group Meetings? The group will meet once per month for four hours. The meetings can

rotate between group members' homes or the church. The group and the instructor can

decide the night of the week for the group meeting. Once a night of the week is chosen, it

should remain consistent throughout the year.

How Long Does A Group Last? The Eagle's Program is a one or two year program.

Year one is a basic class. Year two goes into a little more depth. At the end of year one a

paliicipant can enlist in year two or not.

Materials And Costs? The instructor is responsible for getting all books, materials, and

notebooks into the hands of the group members. The participants are responsible for the

cost of the books. The church will cover the cost for the instructor and any scholarships

that the instructor may suggest.

Meals And Refreshments? The group members will rotate the responsibility for

planning and providing for the meal for the evening. The other group members will

donate $3 per night toward the expense of the meal.

 112

The EAGLES Program

Year One Topics

MONTH TOPIC ASSIGNMENT

January Introduction Husband and wives fellowship

January Leadership The 21 Irrefutable Laws Leadership,

Read chapters 1-7.

Febmary Leadership The 21 Irrefutable Laws Leadership,

Read chapters 8-14.

March Leadership The 21 In'efutable Laws Leadership,

Read chapters 15-21.

April Character Read the biography of your choice

and share the principles you leamed.

May Spiritual Disciplines Spiritual Disciplines for the Christian

Life, Read chapters 1-4.

June Spiritual Disciplines Spiritual Disciplines for the Christian

Life, Read chapters 5-8.

July Spiritual Disciplines Spiritual Disciplines for the Clu'istian

Life, Read chapters 9-13.

August Fellowship Eagles' Picnic

September Evangelism Becoming A Contagious Clu'istian

October Evangelism Becoming A Contagious Christian

November Potential Listen to and report on one (1)

cassette tape provided to you.

December Reflection and Celebration DilU1er

Celebration
 113

The EAGLES Program

Year Two Topics

MONTH TOPIC ASSIGNMENT

January Leadership Developing The Leader Within You,

Read chapters 1-5.

February Spiritual Disciples Developing The Leader Within You,

Read chapters 6-10.

March People Skills Listen to and repmi on one (1)

cassette tape provided to you.

April Living On Purpose The On Purpose Person, Read first

half ofthe book.

May Men's Issues The On Purpose Person, Read the

second half of the book.

June Communication Special presentation assignment

July Being A Husband If Only He Knew,

Read the whole book.

August Fellowship Eagles' Picnic

September Being A Dad Seven Secrets of Effective Fathers,

Read the whole book.

October Group Choice

November Group Choice

December Reflection and Celebration Dinner

Celebration
 114

January Introduction Meeting

COUPLE'S SOCIAL
AGENDA
Desseli and fellowship

Introductions

Names and where you went on your first date (with wife or in general)

Review Joshua's Men vision purpose

Handout monthly topics sheet

Handout books, notebooks and homework (The 21 Irrefutable Laws of

Leadership- Pmi 1) (mention cost)

Explain dinners (mention cost)

Have them fill out infonnation sheet

Handout group name list

Announce dates

Answer any questions

Close in prayer
 115

Eagles Program

A. The Eagles Program Purpose

eCharacter development.

-Spiritual f0l111ation.

-Learning leadership principles and skills.

-Developing group unity and accountability.

B. Mission Statement

"We commit one year to the development of our leadership potential and
Christian character formation."

C. Expectations:

1. What are your expectations for this program?

2. Pastor Randy's expectations:

a. I believe in you, pray for you and am expecting a great year with
you!

b. Your responsibility is commitment!

-attendance
-assignments
-projects
-prayer pm1ners
-on time in respect of others investment
-what you put in you will get out

d. 100% suppOli for each other

e. Confidentiality

3 . You will be stretched and you will be changed.

 116

Eagles Program

General Information Sheet

NAME:
-----------------------------------------------
ADDRESS:
-------------------------------------------

PHONE: _____________ EMAIL: _ _ _ _ _ _ _ _ _ __

BIRTH DATE: ANNIVERSARY: - - - - - - - - - - -

OCCUPATION: _________________________________________

EDUCATION:
------------------------------------------
Major Where When

WIFE'S NAME: _______________________________________

CHILDREN'S NAMES: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

SPIRITUAL GIFTS:
--------------------------------------
HOBBIES/INTERESTS:
-----------------------------------

COUNTRIES TRAVELED TO:

-------------------------------

EXPECTATION FROM THE EAGLES PROGRAM:

 117

Eagles Program
Dinner List

January: Pastor Randy

February: Pastor Randy

March:

April:

May:

June:

July:

August:

September: _ _ _ _ _ _ _ _ _ _ _ _ __

October:

November: ----------------------------

December: Pastor Randy

 118

January Group Meeting

Agenda

6:00 - 6:45 Arrival and dilmer

6:45 - 7:30 Leadership lesson
7:30 - 8:00 Accountability
8:00 - 8:20 Desselilbreak
8:20 - 8:30 Announcement
8:30-9:15 Discuss homework
9:15 - 9:45 Prayer
9:45 - 10:00 Adjoum

1. Keep the dinner simple. The men will be using these first two sessions to see what
is expected from them on their meal nights.

2. The dinner conversation may need to be supplied with an icebreaker question the
first few meetings. ("What was your first job?" "First car?", "How did you come
to North Baptist Church?", etc.)

3. Distlibute the lesson notes for Leadership Is More Than.

4. When leading the discussion on tonight's lesson allow for ample feedback.

5. Carefully explain the role of accountability in this session. Have group discuss
possible questions for you to ask them the next time you meet.

-Since we last met how has your time with the Lord been?
-Since we last met how has your family time been?
-Since we last met have you watched anything you should not have?

6. Carefully announce the time and place of the next meeting. Give homework
assigml1ent (The 21 Irrefittable Laws of Leadership- Pari 2) and remind of who
has the dirmer next time.

7. Discuss the homework (J oIm Maxwell's The 21 Irrefutable Laws ofLeadership).

Not every question needs to be covered. Try to discem where their real interests
and questions are.

8. During prayer time take requests from the group. Tonight just take volunteers to
pray.
 119

Leadership Is More Than

This is a contrast between two ways of leading. All are true, but some are more than
others.

I. Leadership is more vision than analysis.

A. Analysis is studying what is. (Detailing today)

Vision is seeing what can be. (Dreaming about tomorrow)

B. Analysis is captured on paper.

Vision is captured in the heatis of people.

C. Analysis is in response to problems.

Vision overcomes problems.

II. Leadership is more people than projects.

The ultimate mission ofthe Christian leader is to develop people to maturity in

Christ. Projects and programs are a means to accomplish the task.

III. Leadership is more art than science.

A. Managers depend on data and detail.

Leaders depend on intuition and instincts.

B. Managers focus on goals and projects.

Leaders focus on people.

C. Management is something a man does.

Leadership is essentially what a man is.

D. Managers operate within the chain of command.

Leaders transcend the chain of cOlmnand.

E. Managers possess fonnal authority.

Leaders possess acceptance authority.

 120

F. Managers are often more administrators of change.

Leaders are more often agents of change.

G. Managers concentrate on maximizing results from existing functions and

systems.

Leaders move the organization in new directions, never contained by

existing resources.

Leadership is not better than management. Leaders are not better than managers.
There is a difference though. The best managers have leadership skills and the best
leaders have managerial skills.

IV. Leadership is more responsibility than privilege.

As you go up in leadership you give up more lights. Time, leisure and

freedom are less. Work and responsibility are more.

V. Leadership is more service than ranI\..

Matthew 20:25-28 - Jesus was King, but he served.

Our task is to be a servant leader. Our service is leadership.

VI. Leadership is more reflection than reaction.

A leader must take time to think. We must have a "fierce" commitment to

think. Leaders must be proactive.

Anticipate problems Brainstorm resources

Imagine possibilities Anticipate success

VII. Leadership is more risk than caution.

Leaders don't play it safe. Leaders will make more mistakes than followers,
because they are willing to try new ways. There is a difference between a
calculated risk and a careless one.

VIII. Leadership is more giving than receiving.

Leaders give themselves away. They share what has been given to them.
Mature leaders find joy in giving their life away.
 121

IX. Leadership is more vulnerable than protective.

People follow a leaders hearL They can only see it if the leader allows
himself to be seen. This is done by being transparent and vulnerable. If they
cannot see your hemi they don't know if they can trust and follow you.

X. Leadership is more lonely than popular.

There is loneliness from being responsible. Others may become jealous,

difficult decision will come the leaders way, and they have the leadership
load.

Times for solitude:

Reflection time
Prayer time
Creative time
Study time
Planning time

XI. Leadership is more love than power.

Leadership is influence and influence is power. Power is not evil; it becomes

good or evil based on how it is used. Jesus had power and used it for good.
Satan has power and misuses it.

XII. Leadership is more grace than law.

Give others the benefit of the doubt.

Take the high road, even if personally attacked.
Offer forgiveness no matter what.
Rejoice in others success.

(Lesson adapted from Dan Reiland's Joshua's Men)

 122

Leadership Is More Than

1. Leadership is more ________ than _ _ _ _ _ _ __

A. Analysis is - - - - - - - what is.

Vision is - - - - - - - what can be.

B. Analysis is captured on _ _ _ _ _ _ __

Vision is captured in the _ _ _ _ _ _ _ _ _ of people.

C. Analysis is ill _________ to problems.

Vision _ _ _ _ _ _ _ _ _ _ problems.

II. Leadership is more _______ than _ _ _ _ __

The ultimate mission of the Chri sti all leader is to develop people to
- - - - - - - in Christ.

III. Leadership is more ali than science.

A. Managers depend on _____ and _ _ _ _ _ __

Leaders depend on - - - - - - - and - - - - - - - - -

B. Managers focus on _ _ _ _ _ _ _ and _ _ _ _ _ _ __

Leaders focus on - - - - - - - - - -

C. Management is something a man _ _ _ _ _ _ __

Leadership is essentially what a man _ _ _ _ _ __

D. Managers operate - - - - - - - - the chain of command.

Leaders - - - - - - - - - the chain of command.

E. Managers possess _ _ _ _ _ _ _ _ authority.

Leaders possess _ _ _ _ _ _ _ _ _ authority.

F. Managers are often more __________ of change.

b
 123

Leaders are more often _______ of change.

G. Managers concentrate on maximizing results from existing functions and

systems.

Leaders move the organization in new directions, never contained by

existing resources.

Leadership is not better than management. Leaders are not better than managers.
There is a difference though. The best managers have leadership skills and the best
leaders have managerial skills.

IV. Leadership is more ________ than __________

V. Leadership is more ________ than __________

VI. Leadership is more _ _ _ _ _ _ _ _ than __________

VII. Leadership is more _ _ _ _ _ _ than _________

VIII. Leadership is more _______ than _________

IX. Leadership is more _______ than _ _ _ _ _ _ _ __

X. Leadership is more _______ than _ _ _ _ _ _ __

Xl. Leadership is more _______ than _ _ _ _ _ _ __

XII. Leadership is more ______ than _ _ _ _ __

...------------......----.....................
p
124

The 21 Irrefutable Laws of Leadership

Application Guide

Introduction:

1. The laws can be learned.

2. The laws can stand-alone.
3. The laws catTy consequences with them.
4. The laws are the foundation of leadership.

Chapter 1: The Law of the Lid.

Leadership ability determines a person's level of effectiveness.

Your leadership ability-for better or for worse- always determines your effectiveness and
the potential impact of your organization.

1. Explain the law in your own words and context.

2. In what two ways can you increase your effectiveness?

(1)
(2)

3. List several ways in which you could increase your level ofleadership.

Chapter 2: The Law of Influence

The true meaSllre o./leadership is injluence-nothing more, nothing less.

1. Explain the five myths of leadership?

(1) The management myth.

(2) The entrepreneur myth.
(3) The knowledge myth.
(4) The pioneer myth.
(5) The position myth.

2. Who are the influencers in your life?

 125

3. Who do you influence?

Chapter 3: The Law of Process

Leadership develops daily, not in a day.

1. How is the statement-"Leadership is like investing-it compounds"- true?

2. What are the four phases ofleadership growth?

Phase one- I don't what I - - -

Phase two- I what I don't know.
Phase three- I and know and it stmis to - - - -
Phase four- I simply because of what I know.

3. Am I learning in the area of leadership?

Chapter 4: The Law of Navigation

Anyone can steer the ship, but it takes a leader to chart the course.

1. How adept are you at seeing down the road? Explain.

2. Navigators go tlu'ough a process in order to give the trip the best chance of success.

(1) They draw on past _ _ _ __

(2) They to what others have to say.
(3) They examine the before making - - - - - - -
(4) They make sure that their conclusions represent both and

3. What was the navigation strategy?

P A
L H
A E
N A
D
 126

Chapter 5:The Law of E.F. Hutton

When the real leader speaks, people listen.

1. Explain the "Claude" principle.

2. People become leaders because of...

(1) Character-Who they are.

(2) Relationships-Who they know
(3) K.nowledge-What they know.
(4 ) Intuition-What they feel.
(5) Experience-Where they've been.
(6) Past Success-What they've done.
(7) Ability-What they can do.

Chapter 6: The Law of Solid Ground

Trust is the foundation o.fleadership.

1. Can you name a leader you do not trust? Why do you not trust them?

2. What makes you trust someone?

3. Character makes trust possible. Character cOlmmmicates ...

(1) Consistency.
(2) Potential.
(3) Respect.

4. A leader must recognize when it's too late.

Chapter 7: The Law of Respect

People natllrallyfollovl' leaders stronger than themselves.

When people respect someone as a person, they admire him. When they respect someone
as a friend, they love him. When they respect them as a leader, they follow him.

1. Who do you naturally lean towards for leadership? Why?

2. Who seems to come to you for leadership? Why?

 127

February Group Meeting

Agenda

6:00 - 6:45 Arrival and dinner

6:45 - 7:30 Leadership lesson
7:30 - 8:00 Accountability
8:00 - 8:20 Desseli/break
8:20 - 8:30 Announcement
8:30-9:15 Discuss homework
9:15-9:45 Prayer
9:45 - 10:00 Adjourn

1. Keep the dilmer simple again. The men will be using these first two sessions to see
what is expected from them on their meal nights.

2. The dinner conversation may need to be supplied with an icebreaker question the first
few meetings. ("What was your first job?" "First car?", "How did you come to North
Baptist Church?" etc.)

3. Distribute the lesson notes for Spiritual Leadership.

4. When leading the discussion on tonight's lesson allow for ample feedback.

5. Carefully explain the role of accountability again this session. This will be the first
time the group has actually answered the questions. They will be seeing ifit is safe.
Allow for volunteers to respond this time.

6. Carefully announce the time and place of the next meeting. Give homework
assignment (The 21 Irrefutable LCllvs of Leadership- Part 3) and remind of who has the
dinner next time.

7. Discuss the homework (The 21 lrrefittable Laws of Leadership- Part 2). Not evelY
question needs to be covered. Try to discem where their real interests and questions
are.

8. During prayer time take requests from the group. Tonight have everyone pray.

9. Be sure to start setting one-on-one meetings with the individual men.

 128

SPIRITUAL LEADERSHIP
J. Oswald Sanders

1. AN HONORABLE AMBITION.

"To aspire to leadership is an honorable ambition. "

1 Timothy 3:1

"Are you seelang great things for yourself? Do not seek them."
Jeremiah 45:5

Two Kinds of Ambition

1) Man-centered 2) God-centered

True greatness, true leadership, is achieved not by reducing men to one's service
but in giving oneself in selfless service to them.

The true spiritual leader is concemed infinitely more with the service he can
render God and his fellowmen than the benefits and pleasures he can extract from life. He
aims to put more into life than he takes out of it.

2. THE SEARCH FUR LEADERS

Where have all the leaders gone?

4. THE DIFFERENCE BETWEEN SPIRITUAL AND NATURAL LEADERSHIP

"Leadership is the capacity and will to rally men and women to a common
p1l77Jose, and the character which inspires cOl~fidence. " Lord
Montgomery

Holy Spirit empowered personality. A blending of natural and spiritual qualities.

 129

Natm"al Spiritual

Self-confident Confident in God

Knows men Also knows God
Makes own decisions Seeks to find God's will
Ambitious Humble
Independent God dependent

6. PAUL'S VIEW OF LEADERSHIP

1 Tim 3:2-7

The leader must be wen rounded.

Social Qualifications (Good reputation) Moral Qualifications

Mental Qualifications (prudent-sound minded) Personality Qualifications

Domestic Qualifications Maturity Qualifications

8. QUALITIES NEEDS FOR SPIRITUAL LEADERSHIP.

1) Discipline 7) Integtity 13) Tact

2) Vision 8) Sincerity 14) Inspirational
3) Wisdom 9) Humor 15) Executive ability
4) Decision 10) Anger 16) Good listener
5) Courage 11) Patience
6) Humility 12) Friendship

10. THE INDISPENSABLE REQUIREMENT

"Select...seven men .. fllll of the Spirit... And they chose Stephen, a manful! of .. the
Holy Spirit." Acts 6:3,5

Only Spirit-filled men can exercise spiritual leadership.

 130

15. THE COST OF LEADERSHIP.

The world does not, or only minimally, thinks of a cost of leadership. They think
more of the rewards and benefits.

1) Self-sacrifice 1 Ji13:16 Mark 10:44-45 2 Cor 4:8-11

2) Loneliness

3) Fatigue

4) Criticism

5) Rejection

6) Pressure

7) Cost to others

21. THE PERILS OF SPIRITUAL LEADERSHIP

There are occupational hazards in all callings, but in spiritual leadership some
may be very subtle.

1) Pride Test of precedence

Test of sincerity
Test of criticism

2) Greater temptations

(Lesson adapted ii-om J. Oswald Sander's Spiritual Leadership)

 131

SPIRITUAL LEADERSHIP
J. Oswald Sanders

1. AN HONORABLE AlVIBITION.

Two Kinds of Ambition

1) ___-centered 2) _ _ -centered

True greatness, true leadership, is achieved not by reducing men to one's

_ _ _ .1 but in oneself in selfless to them.

The true spiritual leader is concerned infinitely more with the service he can
render God and his fellowmen than the and he can extract
from life. He aims to put more into life than he takes out of it.

2. THE _ _ _ _ _ _ FOR LEADERS

Where have all the leaders gone?

4. THE _ _ _ _ _ _ BETWEEN SPIRITUAL AND NATURAL

LEADERSHIP

"Leadership is the capacity and 'will to rally men and women to a common
pUl1Jose, and the character vvhich inspires cOl!fzdence. " Lord Montgomery

Holy Spirit _ _ _ _ _ personality. A blending of ____ and

qualities.

Natural Spiritual
 132

6. _ _ _ _ _ _ VIEW OF LEADERSHIP

The leader must be well rounded.

_ _ _ _ Qualifications _ _ _ _ _ Qualifications
_ _ _ _ Qualifications _ _ _ _ _ Qualifications
_ _ _ _ Qualifi cations _ _ _ _ _ Qualifications

8. QUALITIES NEEDS FOR SPIRITUAL LEADERSHIP.

1) Discipline 7) Integrity 13) Tact

2) Vision 8) Sincerity 14) Inspirational
3) Wisdom 9) Humor 15) Executive ability
4) Decision 10) Anger 16) Good listener
5) Courage 11) Patience
6) Humility 12) Friendship

10. THE INDISPENSABLE REQUIREMENT

Only _ men can exercise spilitualleadership.

15. THE _ _ _ _ _ OF LEADERSHIP.

The world does not, or only minimally, thinks of a cost of leadership. They think
more of the rewards and benefits.

1) Self-_ _ _ __ 1 In 3:16 Mark 10:44-45 2 Cor 4:8-11

2) _____-.___ _
3) _ _ _ _ __
4) _ _ __
5) _ _ _ _ _ _
6)_
7) _ _ __

21. THE PERILS OF SPIRITUAL LEADERSHIP

[here are occupational hazards in all callings, but in spiritual leadership some
may be very subtle.

1) Pride Test of precedence

Test of sincerity
Test of criticism

2) Greater temptations
 133

The 21 Irrefutable Laws of Leadership (Part 2)

Chapter 8: The Law of Intuition
Leaders evaluate everything with a leadership bias.

1. How well do you read situations? Are you usually cOlTect?

2. Leaders read situations and respond to them. But, informed intuition is vital. How do
you become informed?

3. Leadership is a combination ofleamed skills and natural ability. Leaders leam to

read ...

(1) ... their situation

(2) ... the trends
(3) ... their resources
(4) ... the people
(5) ... themselves

Think of examples of how you put these to practice.

4. Explain the Three Levels of Leadership Intuition.

(l) Those who naturally see it.

(2) Those who are 11luiured to see it.

(3) Those who will never see it.

Chapter 9: The Law of Magnetism

Who YOli are is who YOll attract.

1. Effective leaders are always on the look out for good people. What qualities would
you look for?

s
 l34

2. Good leaders look for others to help in their areas of weakness. What areas would you
need help in?

3. People you attract and who will follow you probably match you in many of the
following areas.

(1) Attitude (4) Values

(2) Generation (5) Life experience
(3) Background (6) Leadership ability

Chapter 10: The Law of Connection

Leaders touch a heart before they askfor a hand.

1. Since the heati comes before the hand, how well do you connect.. .

... with individuals?

... with an audience or group?

2. Maxwell states "The tougher the challenge, the greater connection" or cOlmection
needed. Give an example where you have experienced this to be true.

Chapter 11: The Law Of The Inner Circle

A leader's potential is determined by those closest to him.

1. Who are those in your "inner circles"?

2. What kind of effect do they have on you? Are they helping you grow or slowing you
down?

3. Who are you helping by being in their inner circle?

 135

Chapter 12: The Law Of Empowerment

OnZv secure leaders give power to others.

1. How did Hemy Ford break this law?

2. Is it easy or hard for you to empower others?

3. Give an example of someone who empowered you?

Chapter 13: The Law Of Reproduction

It takes a leader to raise up a leader.

1. David could reproduce giant killers; Bill Walsh could produce football coaches; what
qualities do you have that you could reproduce in others?

2. What qualities would you like to have built into you?

Chapter 14: The Law Of Buy-In

People buy into the leader, then the vision.

1. On pages 147 and 148 it explains the equation:

Leader + Vision = Result

Can you think of examples in your life that fit the four scenarios proposed?
 136

March Group Meeting

Agenda

6:00 - 6:45 An-ivaI and dinner

6:45 -7:30 Leadership lesson
7:30 - 8:00 Prayer
8:00 - 8:20 Desseli/break
8:20 - 8:30 Announcement
8:30-9:15 Discuss homework
9:15-9:45 Accountability
9:45 - 10:00 Adjoul11

1. Keep an eye on the dinner details. This is the first night one of the men will be
preparing the meal. Give plenty of encouragement. Don't forget to take up money for
the dinner.

2. The dilmer conversation may not need to be supplied with an icebreaker question
tonight.

3. Distribute the lesson notes for The Art of Se(f-Leadership.

4. When leading the discussion on tonight's lesson allow for ample feedback.

5. Notice that the accountability time and the prayer time have been changed for variety.
During the prayer time have the group divide into pairs to pray.

6. Carefully announce the time and place of the next meeting. Give homework
assignment (Read a biography on a leader and be ready to repOli) and remind of who
has the dinner next time.

7. Discuss the homework (The 21 Irrefittable Lmvs o.fLeadership- Part 3). Not every
question needs to be covered. Try to discel11 where their real interests and questions
are.

8. During accountability time have everyone answer this time. There may not be time for
all the questions.

9. Discuss with the group ideas for doing an outside service project.
F'
137

The Art Of Self-Leadership

The 360-Degree Leader

When the topic of leadership is mentioned, most leaders think of the people who are
under their care. It is the leader's first instinct. In tenns of a compass- they think south.

What many people do not realize is that to lead well, a leader actually needs to be able to
lead in all directions-north, south, east, and west.

NOlih- leading those who are over them.

East and west- leading those who are in peer group.
Middle- leading yourself.

1. Who Is Your Toughest Leadership Challenge? You.

"David strengthened himself before the Lord." (1 Samuel 30:6)

How much time and energy should leaders invest in each direction?

Self - Leading themselves: 50%

Divide the remaining time between the other areas.

The best gift you can give the people you lead is a healthy, energized, fully
surrendered, and focused self.

2. Is My Calling Sure?

Stay in touch with the direction that God is leading you in.

3. Is My Vision Clear?

How can we lead people into the future if the vision is fuzzy?

Conduct an annual Vision Night. It is a time to present what direction God is

leading the ministry in the next year. It forces the leaders to really seek God for
direction.

The vision for the leader and the follower must be crystal clear.

4. Is lVIy Passion Hot?

It is the leader's responsibility to keep his passion hot. Do whatever you need to
do. Read whatever you need to read.
 138

5. Am I Developing My Gifts?

Pop Quiz: What are your three top gifts?

We are accountable before God for utilizing and honing our gifts.

6. Is My Character Submitted To Christ?

Leadership requires moral authority.

7. Is lVIy Pride Subdued?

"God opposes the proud but gives grace to the humble." 1 Peter 5:5

The best way to find out if your pride is affecting your leadership-ask.

Ask your teammates, your spouse, your small t:,'roup, and your board members.

8. Am I Overcoming Fear?

Fear can be immobilizing.

9. Are My Interior Issues Undermining My Leadership?

All of us have experienced wounds, losses, and disappointments. God uses it to

shape us.

We need to deal with and accept our interior issues.

10. Is My Pace Sustainable?

The truth is that we all have to accept the fact that the only person who can put a
sustainable schedule together for us is us.

Is there ample time for God, self, spouse, and children?

11. Is My Love For God And People Increasing?

How's your heart? Is it cold towards others?

(Lesson adapted from Bill Hybels' Courageous Leadership)

 139

The Art Of Self-Leadership

The 360-Degree Leader

When the topic ofleadership is mentioned, most leaders think of the people who are
under their care. It is the leader's first instinct. In tenns of a compass- they think - - -

North- Leading those who are ______ them.

East and west- leading those who are in _ _ _ _ _ _ __
Middle- Leading _ _ _ _ __

1. Who Is Your Toughest Leadership Challenge? _ _ __

"David strengthened himself before the Lord." (1 Samuel 30:6)

How much time and energy should leaders invest in each direction?

Self - Leading themselves: - - - - - -

Divide the remaining time between the other areas.

The best gift you can give the people you lead is a healthy, energized, fully
sunendered, and focused self.

2. Is My _ _ _ _ _ _ _ _ _ _ Sure?

3. Is lVly _ _ _ _ _ _ _ _ _ Clear?

How can we lead people into the future if the vision is _ _ _ _ _ _ ?

Conduct an annual Vision Night.

The vision for the leader and the follower must be - - - - clear.

4. Is My _ _ _ _ _ _ _ _ _ Hot?

It is the leader's responsibility to keep his passion hot. Do whatever you need to
do. Read whatever you need to read.

5. Am I Developing My _ _ _ _ _ _ _ _ _ ?

Pop Quiz: What are your three top gifts?

 140

6. Is My Character Submitted To Christ?

7. Is My _ _ _ _ _ _ _ Subdued?

"God opposes the proud but gives grace to the humble." 1 Peter 5:5

The best way to find out if your pride is affecting your leadership-_ __

8. Am I Overcoming Fear?

Fear can be immobilizing.

9. Are My __________ Undermining lVIy Leadership?

All of us have experienced wounds, losses, and disappointments. God uses it to

shape us.

10. Is My Pace _ _ _ _ _ _ _ _ _ _ ?

The truth is that we all have to accept the fact that the only person who can put a
sustainable schedule together for us is us.

Is there ample time for:

11. Is My Love For God And People _ _ _ _ _ _ _ _ _ _ ?

How's your heart? Is it cold towards others?

...------------......----.....................
 141

The 21 Irrefutable Laws of Leadership (Part 3)

Chapter 15: The Law Of Victory
Leaders find a way for the team to win.

t. How easily are you discouraged by problems? Rate yourself:

1- Never 2- Almost never 3- Once in a while 4- Almost always 5- Always

2. What happens to the group when the leader can't pull victories out of difficult
situations?

In the work place?

In church?

3. Do you tend to be pessimistic or optimistic when confronted with adversity?

Chapter 16: The Law Of The Big Mo

A;Jomentll111 is a leader's bestfriend.

1. Explain why momentum is important.

2. Explain why each of these are true:

Momentum makes leaders look better than they are.

Momentum helps followers perform better than they are.

Momentum is easier to steer than to start.

Momentum is the most powerful change agent.

Chapter 17: The Law Of Priorities

Leaders understand that activity is not necessari~y accomplishment.

1. List the things you consider as your priorities.

a ..___________________________________
 142

2. How would you apply the three "R's" to your work?

... your family?

... your church?

Chapter 18: The Law Of Sacrifice

A leader must give up to go up.

1. On page 188 Maxwell states that, "Sacrifice is constant in leadership. It is an ongoing

process, not a one-time payment." What have you had to sacrifice when you were in
situations of leadership?

2. On page 189 Gerald Brooks says, "When you become a leader, you loose the right to
think: about yourself." What are the positive and negative aspects of this truth?

Chapter 19: The Law Of Timing

When to lead is as important as what to do and 'where to go.

1. "Reading a situation and knowing what to do are not enough to make you succeed in
leadership. Only the right action at the right time will bring success."(pg 203) We have
all made leadership mistakes before, we often grow the most from our mistakes. Think
tlu'ough several of your mistakes (if you have any) from the past and use the chari on
page 198 to detelmine which quadrant the mistake would fall into. No, you don't have to
write them down.

Chapter 20: The Law Of Explosive Growth

To add grovl't/z, lead followers-to multiply, lead leaders.

1. In the example of Papa Jolm's there were three stages:

1) Personally growing as a leader

2) Training other leaders
3) Training leaders to train other leaders
 143

2. Where do you see yourself today?

3. The key to this principle is to invest in others. Who are you investing in or would like
to invest in?

Chapter 21: The Law Of Legacy

A leader's lasting value is measured by succession.

1. If you were to leave your job today-what would they remember you for tomorrow?

2. Since none of us are anywhere near retiring-we still have time to change or add to our
legacies. If you knew you where going to be gone in one year what would you do
different today?

Conclusion
1. Personnel detemline the potential of the organization.

2. Relationships determine the morale of the organization.

3. Structure determines the size of the organization.

4. Vision detemlines the direction of the organization.

5. Leadership detennines the success of the organization.

 144

April Group Meeting

Agenda

6:00 - 6:45 An'ival and dinner

6:45 -7:30 Leadership lesson
7:30 - 8:00 Accountability
8:00 - 8:20 Desseli/break
8:20 - 8:30 Announcement
8:30 - 9:30 Presentations
9:30 - 10:00 Prayer

1. Keep an eye on the dinner details. Discuss service project ideas.

2. The dinner conversation may not need to be supplied with an icebreaker question
tonight.

3. Distribute the lesson notes for Character Counts.

4. The accountability time should be very comfOliable by now. Add new questions if
there are topics that are important to the group.

5. Carefully announce the time and place of the next meeting. Give out new book
(Spiritual Disciplines for the Christian L~le) homework assigmnent (Part 1) and remind
of who has the dinner next time.

6. Biography presentations. Be very encouraging.

7. During prayer time have everyone pray this time.

8. Make sure you are still meeting one-on-one with individual men.
 145

Character Counts
Many notable leaders have fallen to temptation in recent years. Many people are sinking
in quicksand situations which grieve the Holy Spirit. Their character is questionable at
best.

1. Character Counts: Count On It!

By reading the newspaper poles, it is hard to detemline if character truly matters

anymore. It appears that society will place a premium on character in the years to
come. There is even a resurgence of teaching character within the public school
system.

Ability may get you to the top, but character will keep you there.

Character cannot be purchased. It is a quality of a life lived.

Fame is a vapor. Popularity is an accident. Money takes wings. Those who cheer
you today will curse you tomorrow. The only thing that endures is character.

Christians are as likely as non-Christians to falsify tax retums, to plagiarize, bribe,

shift blame, ignore construction specifications, illegally copy software, steal from
to the workplace and to selectively obey the laws of the land.

2. Integrity: "Being," Not Just "Doing".

Integrity means wholeness, entireness or completeness.

Integrity literally means you have a complete soul.
God is into making integers; Satan is into making fractions.
There are 16 references to integrity in the Bible.
Positive example is Job.
Negative example is Abraham and Sarah when they lie to the king (Gen. 20).
1) Integrity is a serious issue.
2) Unbelievers can often exhibit greater integrity than believers.
3) God delights in those who demonstrate integrity.

3. Character Manifestation: Love One Another As Ourselves.

A transfomled life is seen in one's character.

-Being on time
-Retuming correct change
··Honoring your commitments
-Setting a good example
-Being committed to the well-being of others
-Sacrificing personal pleasures if necessary

....------------...............................
r
146

-Being accountable for one's actions

Do the light thing!

Deut. 6:18
Ps 106:3
Hosea 14:9
2 Thess. 3:13

Character and integrity are not shOli-tenn disciples.

4. Adversity: Turning Tragedy Into Triumph.

<& Do not become prideful and vindictive by taking things into your own hands.

(Rom 12:9)
oDon't react, reflect. (Psalm 46:19)
-Let God deepen you; don't allow Satan to destroy you.
ClILet God make you better; don't allow Satan to make you bitter.
-Don't be self-absorbed; be self-abandoned.

Ways God uses adversity

1) To teach us obedience
2) To train us for reigning days
3) To test our faith
4) To tum tragedy into ultimate triumph

5. Failures: Taking Responsibility For Sin.

6. Obscurity: An Opportunity, Not An Obstacle.

7. Success: Ego "Edging God Out".

8. Compromised Character: A Crack In The Dam Threatens All.

-Our courage is crushed

-God's blessing is withheld
-Our secrets will be revealed and exposed to all

9. Benefits Of Character: A Clear Conscience.

10. Character Restoration: Confess, Forgive And Learn From The Past.

(Lesson is adapted from Rod Handley's Character Counts)

 147

Character Counts
Many notable leaders have fallen to temptation in recent years. There are many people
are sinking in quicksand situations which grieve the Holy Spirit. Their character is
questionable at best.

1. Character Counts: Count On It!

Ability may get you to the _ _ _ , but character will you there.

Character camlOt be - - - - - -, It is a of a life lived.

Fame is a vapor. Popularity is an accident. Money takes wings. Those who cheer
you today will curse you tomOlTOw. The only thing that endures is character.

2. Integrity: " ________," Not Just " ________"

Inte,6'l-ity means - - - - - - - -, entireness or - - - - - - - -

God is into making integers; Satan is into making _ _ _ _ _ _ __

There are references to integrity in the Bible.

Positive example is Job.
Negative example is Abraham and Sarah when they lie to the king (Gen. 20).
1) lntegr-ity is a serious issue.
2) Unbelievers can often exhibit gr-eater integr-ity than believers.
3) God delights in those who demonstrate integr-ity.

3. Character
-------------- : Love One Another As Ourselves.
A transformed life is seen in one's character.

Do the right thing!

Deut. 6: 18
Ps 106:3
Hosea 14:9
 148

4. Adversity: Turning Tragedy Into Triumph.

Ways God uses adversity

1) To teach us _ _ _ _ _ _ _ __
2) To train us for reigning days
3) To test our _ _ _ _ _ _ __
4) To tum tragedy into ultimate _ _ _ _ __

5. ___________ : Taking Responsibility For Sin.

6. _ _ _ _ _ _ _ _ _ : An Opportunity, Not An Obstacle.

7. ___________ : Ego "Edging God Out".

8.
- - - - - - - - - Character: A Crack In The Dam Threatens All.
-Our courage is crushed
-God's blessing is withheld
-Our secrets will be revealed and exposed to all

9.
- - - - - - - - - - Of Character: A Clear Conscience.

10. Character _____ : Confess, Forgive And Learn From The Past.
 149

Biographies Of Great Leaders

The assignment for next month is to study the biography of the leader of your choice.

1. Select the biography with plenty of time for study.

2. The biography can be from the political, religious, military, or business field. The
individual should be readily recognizable to the group. If you need assistance, see the
instructor for a list of more possible names to choose from.

3. Read and study the biography.

4. Prepare a ten-minute presentation for the group.

5. Over the next two months group members will give the presentations.

Ideas for biographies:

Historv Religion Military

George Washington John Wesley Alexander the Great

Thomas Jefferson Billy Graham Colin Powell
Teddy Roosevelt George Muller NOlman Schwarzkopf
Mar1in Luther King, Jr. Martin Luther George Patton

Politics Business Sports

George W. Bush Lee Iacocca Jo1m Wooden

John F. Kelmedy Henry Ford Vince Lombardi
Rudolph Giuliani Joe Torre
Ronald Reagan
 150

May Group Meeting

Agenda

6:00 - 6:45 AlTival and dinner

6:45 -7:30 Leadership lesson
7:30 - 8:00 Accountability
8:00 - 8:20 Desselilbreak
8:20 - 8:30 Announcement
8:30 - 9:15 Discuss homework/Presentations
9:15 - 9:45 Prayer
9:45 - 10:00 Adjoum

1. Dinner should be going fine by now.

2. Distribute the lesson notes for Hovv to Win Friends and I}~flllence People.

3. During accountability time have everyone answer. Have they been meeting with their
prayer partners?

4. Carefully ailliounce the time and place of the next meeting. Give homework
assignment (Spiritual Disciplines·for the Christian LVe- Part 2) and remind of who has
the dinner next time.

5. Discuss the homework (Spiritual Disciplinesfor the Christian LVe- Part 1). Not every
question needs to be covered. Try to discem where their real interests and questions
are. Keep in mind that there may be one or two presentations left from last month.

6. During prayer time this month - take one request at a time and call on someone to
pray. Then take another request.
 151

HOW TO WIN FRIENDS AND INFLUENCE PEOPLE

Dale Carnegie

Six Ways To Make People Like You

RULE 1: Become genuinely interested in other people.

RULE 2: Smile.

RULE 3: Remember that a man's name is to him the sweetest and most important sound
in any language.

RULE 4: Be a good listener. Encourage others to talk about themselves.

RULE 5: Talk in tenns of the other man's interests.

RULE 6: Make the other person feel important- and do it sincerely.

Twelve Ways Of Winning People To Your Way Of Thinking

RULE 1: The only way to get the best of an argument is to avoid it.

RULE 2: Show respect for the other man's opinions. Never tell a man that he is wrong.

RULE 3: If you are wrong, admit it quickly and emphatically.

RULE 4: Begin in a friendly way.

RULE 5: Get the other person to say, "yes, yes" immediately.

RULE 6: Let the other man do a great deal of the talking.

RULE 7: Let the other man feel that the idea is his.

RULE 8: Try honestly to see from the other person's point of view.

RULE 9: Be sympathetic with the other person's ideas and desires.

RULE 10: Appeal to the nobler motives.

RULE 11: Dramatize your ideas.

RULE 12: Throw down a challenge.

 152

Nine Ways To Change People Without Giving Offense

Or Arousing Resentment

RULE 1: Begin with praise and honest appreciation.

RULE 2: Call attention to people's mistake indirectly.

RULE 3: Talk about your own mistake before criticizing the other person.

RULE 4: Ask questions instead of giving direct orders.

RULE 5: Let the other man save face.

RULE 6: Praise the slightest improvement and praise every improvement. Be "hearty in
your approbation and lavish in your praise."

RULE 7: Give the other person a fine reputation to live up to.

RULE 8: Use encouragement. Make the fault seem easy to correct.

RULE 9: Make the other person happy about doing the thing you suggest.

(Lesson adapted from Dale Camegie's How to Wi~l Friends and b~fluence People)

Use the same sheet for discussion.

 153

SPIRITUAL DISCIPLINES
FOR THE CHRISTIAN LIFE
Study Guide - Part 1

Chapter 1: The Spiritual Disciplines ... For The Purpose Of Godliness.

1. Describe a time when you disciplined yourself in order to reach a specific goal, or
when you did not discipline yourself and failed to reach a specific goal.

2. In the past, how have you felt about the spiritual disciplines? Be honest.

3. Explain the importance of 1 Peter 1: 15-16 on the believer's life. How would the
disciplines affect this?

4. Which disciplines have you practiced with success? Which ones have you struggled
with? Which ones have you never tried? Be honest.

Chapter 2: Bible Intake (Part One)

1. Describe the Bible intake that took place- or didn't take place- in your home and
church as you were growi ng up. Has that affected your view of Bible intake today? If so,
how?

D
 154

2. Have you developed a consistent pattem of Bible intake in your life? If so, describe
what you do.

3. Does your family have a consistent pattem of Bible intake in your life? If so, describe
what you do.

4. What could you do today to improve your intake of God's Word in the areas of
reading, healing and studying?

Chapter 3: Bible Intake (Part Two)

1. Read Proverbs 22: l7-19 and describe why we should keep God's Word within us and
ready on our lips?

2. When was the last tune you were involved in regular memorization of God's Word?
How did it go?

3. What does God promise to Joshua in Joshua 1:8?

4. If you are regularly meditating on God's Word what is your system? If you don't have
one what would be some first steps of starting one?
 155

Chapter 4: Prayer

1. It is believed that many Christians pray for 7 minutes a day or less even though they
know the benefits of it. Why do you think that is so?

2. When your prayer time falls off how does it affect you? What are your feelings and
concems at that time?

3. What is the impOliant relationship between prayer and Bible meditation?

4. What is your greatest hindrance to prayer?

 156

June Group Meeting

Agenda

6:00 - 6:45 Arrival and dilmer

6:45 -7:30 Leadership Jesson
7:30 - 8:00 Prayer
8:00 - 8:20 Dessert/break
8:20 - 8:30 Announcement
8:30-9:15 Discuss homework
9:15-9:45 Accountability
9:45 - 10:00 Adjoul11

1. Discuss how the group proj ect went during dinner.

2. Distribute the lesson notes for The Requirements a/a Leader.

3. Notice that the accountability time and the prayer time have been changed for variety.
During the prayer time have the group divide into pairs to pray.

4. Carefully announce the time and place of the next meeting. Give out homework
assignment (Spiritual Disciplines - Part 3) and remind of who has the dinner next time.

5. Discuss the homework (Spiritual Disciplines - Part 2).

 157

The Requirements of a Leader

1. Intimate Fellowship with Father.

IiIJesus was the most secure individual who ever walked on the emih. One of the main
reasons for this was his intimate relationship with the Father.

-As a boy he told his mother, "I must be about my Father's business."

IiIHe was secure in the father's love.

John 5:20
"For the Father loves the Son, and shows Him all things that He Himself does; and He
will show Him greater works than these, that you may marvel."

-He was dependent on the Father for all that he did.

John 5:19
"Then Jesus answered and said to them, "Most assuredly, I say to you, the Son can do
nothing of Himself, but what He sees the Father do; for whatever He does, the Son also
does in like manner."

How well do we know our Father?

2. Knowing God's Timing.

-Jesus always knew the right timing.

"The hour has come." Jolm 17:1

-Jesus did not go before or after the Father's timing.

3. God-given Authority.

eIn the leadership of Jesus we see that the person whom God calls is given divine
authority.

Mark 1:22
"And they were astonished at His teaching, for He taught them as one having authority,
and not as the scribes."
 158

Mark 11:28
'And they said to Him, "By what authority are You doing these things? And who gave
You this authority to do these things?" ,

.Authority and power- Jesus was given both to glorify the Father.

4. Clarity of Purpose.

-Jesus was focused on the purpose of bringing man back to God. He was to glorify the
Father in canying out his pUl1)ose. Nothing else got in the way of this purpose .

• As we grow in the knowledge of the Father's will, our purpose gets clearer.

5. Purity of Motive.

-Jesus focused on the goal of glorifying God.

"I have glorified You on e31ih." John 17:4

oWhat taints our motives?

6. The Goal of a Leader.

8Jesus wanted to finish the work given to him by God.

"I have finished the work that you have given me to do." John 17:4

Solomon Determined to Build

Solomon Began to Build.

Solomon Finished.

oThe leader needs to demonstrate that serving the Lord is a real joy and a delight.

7. Stewardship.

oJesus knew that God gave the men entrusted to him.

CIIThe requirements of good stewards: faithfulness and wisdom.

(Lesson is adapted tI'om Campbell McAlpine's The Leadership of Jesus)

 159

The Requirements of a Leader

1. Intimate
--------------------- with Father.

How well do we know our Father?

2. Knowing God's ____________

3. God-given _ _ _ _ _ _ _ _ _ _ __

-Authority and

4. Clarity of _ _ _ _ _ _ _ _ _ __

5. Purity of _ _ _ _ _ _ _ _ __

- What taints our motives?

6. The -------------------- of a Leader.

-Jesus wanted to the work given to him by God.

-The leader needs to demonstrate that serving the Lord is a real ____ and a delight.

7. Stewardship.

-Jesus knew that the men entrusted to him were -----------------------

eThe requirements of good stewards: _____________ and _______________
 160

SPIRITUAL DISCIPLINES
FOR THE CHRISTIAN LIFE
Study Guide - Part 2

Chapter 5: "Vorship

1. What thoughts does the word vvorship bring to your mind? Is the connotation positive
or negative? Why?

2. Think about a time when you really felt close to God in worship. What do you think
made that time special?

3. Desclibe what it means to you to "worship" God in vain? Do you ever find yourself
doing just that?

4. What can you do to fully focus on God to worship Him?

Chapter 6: Evangelism

1. W11at images does the word evangelism bling to mind?

2. Why does God command us to evangelize?

 161

3. Why do you think most Christians are afraid to share their faith? From 1 - 10 (l
being very confident and 10 being full cardiac anest) how comfOliable are you in sharing
your faith?

4. In what ways could you make evangelism a spiritual discipline?

Chapter 7: Serving

1. What in your mind is a servant?

2. Do you agree that most people who serve receive little recognition? Why is that so?

3. What promise does God make about our service for Him in 1 Cor. 15:58?

4. What do you think your Spiritual gift is?

Chapter 8: Stewardship

1. What things hinder you from using your time the way God would have you use it?
What are your time wasters?
 162

2. What does Proverbs 5:11-13 and 24:33-34 say about lost time and opportunity?

3. Why do you think people have difficulty managing their money? What cultural things
contribute to that?
 163

July Group Meeting

Agenda

6:00 - 6:45 Arrival and dinner

6:45 -7:30 Leadership lesson
7:30 - 8:00 Accountability
8:00 - 8:20 Dessed/break
8:20 - 8:30 Announcement
8:30-9:15 Discuss homework
9:15 - 9:45 Prayer
9:45 - 10:00 Adjoul11

Notes

1. Distribute the lesson notes for The 21 Indispensable Qualities of a Leader.

2. Carefully announce the time and place of the next meeting. Remember it is a picnic.
Plan on a suitable site where miniature golf or some other activity could be held. This
is a dish to pass dinner and wives are invited. Give out new book (Becoming a
Contagious Christian) and homework assignment (Pad 1). There is no handout sheet.

3. Discuss the homework (Spiritual Disciplines - Pad 3).

4. Be sure to continue to schedule individual meetings.

 164

The Qualities of a Leader

There are qualities that a leader can recognize, develop, and refine that will help others
want to follow them. These principles need to be mastered to be more successful in
leadership.

Quality 1 Character: Be A Piece Of The Rock.

How a leader deals with the circumstances of life tells you many things about his
character.

What must every person know about character?

1) Character is more than talk.

Action is the real indicator of character.

2) Talent is a gift, but character is a choice.

There are some things we have no control over. There are many other things that
we do have control over. As you live your life and make choices today, you are
continuing to create your character.

3) Character brings lasting success with people.

Followers do not trust leaders whose character they know to be flawed.

4) Leaders cannot rise above the limitations of their character.

To improve your character, do the following:

.Search for the cracks

• Look for pattems
.Face the music
.Rebuild

Quality 2 Charisma: The First Impression Can Seal The Deal.

Most people think of charisma as something mystical, almost indefinable. Like other
traits, it can be developed. Charisma is the ability to draw people to you.

To develop charisma:
1) Love life
2) Put a "10" on every person's forehead
r
165

3) Give people hope

4) Share yourself

Roadblocks to building charisma:

-Pride - Nobody wants to follow a leader who thinks he is better than everyone else.
-Insecurity - If you are uncomfOliable with who you are, others will be too.
-Moodiness - Ifpeople never know what to expect from you, they stop expecting
anything .
.. Perfectionism - People respect the desire for excellence, but dread totally unrealistic
expectations.
oCynicism - People don't want to be rained on by someone who sees a cloud around
every silver lining.

To improve your charisma:

1) Change your focus - In conversations with others, concentrate on them.

2) Play the first impression game - Intentionally try to make good impressions.
3) Share yourself - Think how you can add value to the lives of five people.

Quality 3 Commitment: It Separates Doers From Dreamers.

People do not follow uncommitted leaders.

What is the true nature of commitment?

1) Commitment starts in the heali.

2) Commitment is tested by action.
3) Commitment opens the door to achievement.

Four Types of People

.Cop-outs - People who have no goals and do not commit.

eHoldouts - People who don't know if they can reach their goals, so they're afraid to
commit.
-Dropouts - People who start toward a goal but quit when the going gets rough .
• All-outs - People who set goals, commit to them, and pay the price to reach them.

(Lesson is adapted from John Maxwell's The 21 Indispensable Qualities afa Leader)
 166

The Qualities of a Leader

There are qualities that a leader can recognize, develop, and refine that will help others
want to fo1low them. These principles need to be mastered to be more successful in
leadership.

Quality 1
---------------------- : Be A Piece Of The Rock.
How a leader deals with the circumstances of life tells you many things about his

What must every person know about character?

1) Character is more than

-------------------

2) Talent is a ----------------, but character is a ----------------

3) Character brings lasting ___________________ with people.

Followers do not trust leaders whose character they know to be flawed.

4) Leaders cannot rise above the - - - - - - - - - - - - - - - - - of their character.

To improve your character, do the following:

eSearch for the - - - - - - - - - - - - - - - -

.Look for - - - - - - - - - - - - -
-Face the music
•- - - - - - - - - - - - - - - - -

Quality 2 ___________ : The First Impression Can Seal The Deal.

Most people thinl<: of charisma as something mystical, almost indefinable. Like other
traits, it can be developed. Charisma is the ability to draw people to you.

To develop charisma:
1)
2)
3)
4)
 167

Roadblocks to building charisma:

.Pride - Nobody wants to follow a leader who thinks he is better than everyone else.
-Insecurity - If you are uncomfortable with who you are, others will be too.
-Moodiness - If people never know what to expect from you, they stop expecting
anything .
• Perfectionism - People respect the desire for excellence, but dread totally umealistic
expectations .
• Cynicism - People don't want to be rained on by someone who sees a cloud around
every silver lining.

To improve your charisma:

1) Change your ___ - In conversations with others, concentrate on them.

2) Play the first impression game - Intentionally try to make good impressions.
3) Share - Think how you can add value to the lives of five people.

Quality 3 _________ : It Separates Doers From Dreamers.

PeopJe do not follow uncommitted leaders.

What is the true nature of commitment'?

1) Commitment starts in the __________

2) Commitment is tested by __________
3) Commitment opens the door to ___________

Four Types of People

People who have no goals and do not commit.

People who don't know if they can reach their goals, so they're
afraid to commit.

_ _ _ _ _ _ _ - People who start toward a goal but quit when the going gets rough.

_ _ _ _ _ _ _ - People who set goals, commit to them, and pay the price to reach
them.
 168

SPIRITUAL DISCIPLINES
FOR THE CHRISTIAN LIFE
Study Guide - Part 3

Chapter 9: Fasting

1. Have you ever attempted to fast for a spiritual reason? How was your experience?

2. What would be something you would be interesting in fasting for?

3. What things hinder you from fasting?

Chapter 10: Silence and Solitude

1. Why do you think that so many of us are uncomfortable with our own thoughts?

2. Read Mark 6:31. Do you receive enough physical and spiritual rest? What steps can
you take to have time alone with God to restore your body and spirit?
»
169

Chapter 11: JournaHng

1. How might joumaling aid you in your spiritual walk?

2. Why is self-accountability so important in our Christian walk?

3. What type ofjoumaling fonnat would be most suitable for you? Why?

Chapter 12: Learning

1. What things do you do personally to be an intentionalleamer?

2. What role do you think parents play in teaching their children to become intentional
learners?

.,
 170

August Group meeting

Agenda

5:00 Set up crew and cooks (if needed) alTive.

6:00 - 6:45 Arrival and dimler
6:45-7:15 Testimonies and prayer
7:30 - 9:00 Fun activity

1. This is designed to be a fun and infonnal meeting. With spouses present it will be a
special time.

2. After the dinner it is good for the spouses to hear about what has been going on in the
group. Have the group share what they have learned or what they appreciate about the
group. Spouses could share about what differences in their husbands they have noticed.

3. Plan a fun activity. Plan to make it special. If you play miniature golf, divide into
teams and average the team scores. Detennine a winner a present a small trophy.
---
171

September Group Meeting

Agenda

6:00 - 6:45 Arrival and dilmer

6:45 -7:30 Leadership lesson
7:30 - 8:00 Accountability
8:00 - 8:20 Desseli/break
8:20 - 8:30 Amlouncement
8:30 - 9:30 Discuss homework
9:30 - 10:00 Prayer

Notes

1. Keep an eye on the dinner details. This is the first night one of the men will be
preparing the meal since the picnic.

2. Distlibute the lesson notes for A Bold Witness For Christ.

3. Have the group divide in two halves, Have them share accountability in the smaller
groups.

4. Carefully announce the time and place of the next meeting. Give homework
assignment (Becoming A Contagious Christian - Part 2 and to prepare their testimony
to share with the group. Their testimony should include three parts: life before Christ,
how they came to know Christ, and how their life has changed since coming to Christ.
They will have ninety seconds to share for each point. ) and remind of who has the
dinner next time. There are no handout sheets.

5. Discuss the homework (Becoming A Contagiolls Christian -Part 1). Show the video
dramas if available. Keep the time in mind when showing the video clips. Remember
that there were no handout sheets this time. Simple review each chapter.
 172

A Bold Witness For Christ

"The evangelism harvest is always urgent. The destiny of men and of nations is always
being decided. Every generation is strategic. We are not responsible for the past
generation, and we cannot bear full responsibility for the next one; but we do have our
present generation. God will hold us responsible as to how well we fulfill our
responsibilities to this age and take advantage of our opportunities."
Billy Graham

I. A Christian Leader's Lifestyle Must Include Telling Others About

Christ.

A. It is the core of the definition of the word Christian. Mark 16:15

B. It is amplified by the definition of a leader.

Responsible to model and influence others.

II. Five Hindrances To Sharing Your Faith.

A. Lack of knowledge - "I don't know how."

A cure for the lack of knowledge

-Testimony
-Tracts - keep available .
• Text -memorize a passage to help in witnessing.

B. Fear - "I am afraid."

-Physical fear - of being hamled

-Emotional fear - rejection
• Intellectual tear - embalTassed because do not know answers

C. Apathy - Indifference towards others.

D. A bad experience. A time of failure.

E. Drifting into the comfort zone.

Rev. 2 - Loosing first love.

 173

III. God Supplies The Power If You Will Supply The Obedience.

A. You do not save anyone.

B. Your responsibility is to tell people about Jesus and invite them to trust Jesus
as the Savoir.

C. God's Spirit supplies the empowering you need.

D. Your primary expression of God's power in evangelism is through prayer.

IV. Five Principles To Help You Share Your Faith In Christ.

A. Cultivate you sensitivity (Acts 8:25-26).

B. Be available and willing to talk about your faith (Acts 8:27-29).

C. Take the initiative (Acts 8:30).

D. Practice tactfulness (Acts 8:31).

E. Be direct and when the time is right, don't back down (Acts 8:35).

V. Lifestyle Evangelism Is The Most Effective And The Only Style That
Lasts.

A. You must make a detennined conm1itment.

B. Be naturaL

C. Keep a list of unsaved friends to maximize your effOlis.

D. Remember your lifestyle is an evangelistic tool whether you like it or not.

E. Never loose sight of the fact that you can make a difference.

(Lesson adapted from Dan Reiland's Joshua's Men)

 174

A Bold Witness For Christ

"The evangelism harvest is always urgent. The destiny of men and of nations is always
being decided. Every generation is strategic. We are not responsible for the past
generation, and we cannot bear full responsibility for the next one; but we do have our
present generation. God will hold us responsible as to how well we fulfill our
responsibilities to this age and take advantage of our opportunities."
Billy Graham

I. A Christian Leader's Lifestyle Must Include Telling Others About

Christ.

A. It is the - - - - - - - - - - - - of the ----------------- of the word Christian.

Mark 16:15

B. It is --------------- by the ----------------- of a leader.

Responsible to model and influence others.

II. Five Hindrances To Sharing Your Faith.

A. Lack of
----------------------

A cure for the lack of knowledge

411
---------------------
B. _____________________

• fear
------------------
•
----------------- fear
111 __________________ fear

C. ____________________

D. A ________________ expenence.

F. Drifting into the _________________ zone.

 175

III. God Supplies The Power If You Will Supply The Obedience.

A. You do not anyone.

B. Your responsibility is to people about Jesus and _ _ _ __
them to trust Jesus as the Savoir.

C. God's _ _ _ _ _ supplies the _ _ _ _ _ _ _ you need.

D. Your primary expression of God's power in evangelism is through _ _ __

IV. Five Principles To Help You Share Your Faith In Christ.

A. Cultivate you _ _ _ _ _ _ _ (Acts 8:25-26).

B. Be _ _ _ _ _ _ and _ _ _ _ _ _ _ to talk about your faith (Acts

8:27-29).

C. Take the _ _ _ _ _ _ _ (Acts 8:30).

D. Practice _ _ _ _ _ _ _ (Acts 8:31).

E. Be direct and when the time is right, don't _ _ _ _ _ _ _ _ (Acts 8:35).

V. Lifestyle Evangelism Is The Most Effective And The Only Style That
Lasts.
A. You must make a - - - - - - - - commitment.

B.Be _ _ _ _ _ _ __

C. Keep a list of _ _ _ _ _ _ _ friends to _ _ _ _ _ _ your efforts.

D. Remember your _ _ _ _ _ _ _ is an evangelistic tool whether you like

it or not.

E. Never loose sight of the fact that you _ _ _ make a _ _ _ _ _ __

r

176

October Group Meeting

Agenda

6:00 - 6:45 An-ivaI and dinner

6:45 -7:30 Discuss homework
7:30 - 8:00 Accountabili ty
8:00 - 8:20 Dessertlbreak
8:20 - 8:30 Am10l111cement
8:30-9:15 Leadership lesson
9:15 - 9:45 Prayer
9:45 - 10:00 Adjoum

1. The dilmer conversation may need to be based on a second group service project.

2. The group members are to share testimonies tonight. There is no designated block of
time for them. Have someone share their testimony at the end of each segment through
the evening.

3. Notice that the lesson and the homework times are changed. This is for variety.

4. Distribute the lesson notes for The 21 Indispensable Qualities of a Leader-Pmi 2.

5. Carefully announce the time and place of the next meeting. Give homework
assignment and remind of who has the dinner next time. The homework is to listen to a
leadership cassette tape. Have several available to choose from. Each person is to take
a tape and study it. Next meeting they will give a 10-minute repOli to the group.

6. Discuss the homework (Becoming A Contagious Christian - Part 2).

7. During prayer time have everyone share one personal request. Have the person on their
right pray for them.
 177

The Qualities of a Leader

Part 2

Quality 4 Communication: Without It You Travel Alone.

Developing excellent communication skills is absolutely essential to effective leadership.

The leader must be able to share knowledge and ideas to transmit a sense of urgency and
enthusiasm to others.

To become a more effective communicator:

1) Simplify your message

Don't try to impress people with your style. Be clear, be clear, and be clear.

2) See the person

Focus on those you are communicating with.

3) Show the truth

Let it show that you are convicted about this truth.

4) Seek a response

The goal of communication is action. Give the audience something to feel,

something to remember, and something to do.

Quality 5 Competence: If You Build It, They Will Come.

Competence goes beyond words. It's the leader's ability to say it, plan it, and do it in
such a way that others know that you know how.

To cultivate competence:

1) Show up every day

2) Keep improving

3) Follow through with excellence

Quality is never an accident.

4) Accomplish more than expected

 178

5) Inspire others

Three Types of People

-Those who can see what needs to happen.

-Those who can make it happen.

-Those who can make things happen when it really counts.

To improve your competence:

1) Get your head in the game - do not become detached.

2) Redefine the standard - do not cut comers.

3) Find three ways to improve - be intentional about it.

Quality 6 Courage: One Person With Courage Is A Majority.

When facing tough decisions, courage is the difference maker.

Truths About Courage

-Courage begins with an inward battle.

Every test begins within you .

• Courage is making things right, not just smoothing them over.

-Courage in a leader inspires commitment from followers .

• Your life expands in proportion to your courage.

To improve your courage:

1) Face the music - do something stretching.

2) Talk to that person - don't avoid confrontation.

3) Take a giant step - don't be afraid to do what you really want to do.

(Lesson is adapted from John Maxwell's The 21 Indispensable Qualities a/a Leader)
 179

The Qualities of a Leader

Part 2

Quality 4
---------------------- : Without It You Travel Alone.
Developing excellent conummication skills is absolutely essential to effective leadership.
The leader must be able to share knowledge and ideas to transmit a sense of urgency and
enthusiasm to others.

To become a more effective communicator:

1) _________________ your message

Don't try to impress people with your style. Be clear, be clear, be clear.

2) See the _ _ _ _ _ _ _ ___

Focus on those you are communicating with.

3) Show the _______________

Let it show that you are _____________ about this truth.

4) Seek a _ _ _ _ _ _ _ _ __

The goal of communication is action. Give the audience something to feel,

something to remember, and something to do.

Quality 5 _ _ _ _ _ _ _ _ _ : If You Build It, They Will Come.

Competence goes beyond words. It's the leader's ability to say it, plan it, and do it in
such a way that others know that you know how.

To cultivate competence:

1) Show up _ __

2) Keep _ _ _ _ _ _ _ _ _ __

3) Follow througb witb excellence

is never an accident.

4) Accomplish _______ than expected

 180

5) Inspire others

Three Types of People

GThose who can - - - - - what needs to happen.

eThose who can it happen.

"'Those who can make things happen when it really _ _ _ _ _ _ __

To improve your competence:

1) Get your head in the game - do not become _ _ _ _ _ _ __

2) Redefine the standard - do not - - -

3) Find three ways to improve - be about it.

Quality 6 : One Person With Courage Is A Majority.

When facing tough decisions, courage is the difference maker.

Truths About Courage

-Courage begins with an _ _ _ _ _ _ _ battle.

Every test begins within you.

-Courage is making things _____ , not just _______ them over.

-Courage in a leader inspires _ _ _ _ _ _ _ _ from followers .

• Your life expands in _ _ _ _ _ _ _ _ to your courage.

To improve your courage:

1) Face the music - do something _ _ _ _ _ _ _ __

2) Talk to that person - don't avoid _ _ _ _ _ _ __

3) Take a giant step - don't be _ _ _ _ to do what you really _ _ _ _ to do.

 181

November Group Meeting

Agenda

6:00 - 6:45 An'ival and dinner

6:45 -7:30 Leadership lesson
7:30 - 8:00 Accountability
8:00 - 8:20 Dessertlbreak
8:20 - 8:30 Almouncement
8:30 - 9:30 Discuss homeworkirepOlis
9:30 - 10:00 Prayer

1. The dilmer conversation may need to be based on how the second group service project
went.

2. Distribute the lesson notes for Principles for Reaching Your Potential.

3. There is no homework for the next session.

4. Discuss the homework (Listening repOlis). Start this section earlier if possible. Keep
the rest of the evening moving along at a good pace to give ample time here.

5. During prayer time have everyone share one personal request. Have the person on their
right pray for them.

6. Remind then that the December meeting is a diImer at your home. They are to bring a
dish to pass, their spouse, and two gag gifts.

7. Begin getting a feel from the group about who would be interested in the second year.
 182

PRINCIPLES FOR REACHING YOUR POTENTIAL

Successful and unsuccessful people do not vary greatly in their capabilities. They vary in
their desire to reach their potential.

Exercise: Write down the number (from 1 to 10) that you feel is your potential. _ _ __

Observations:
(1) Whatever you choose - you are not reaching it.
(2) You probably chose a number too low.
(3) You can climb higher with desire and by learning principles.

Two questions that need to be asked:

1. What is my potential?

2. Why is it important to reach my potential?

(1) To please God.

The chief way that we are disloyal to God is when we make small what He
intended to make large through us.

''And whatever you do in word or deed, do all in the name of the Lord
Jesus, giving thanks through Him to God the Father." Co13:17

"Finally then, brethren, we request and exhort you in the Lord Jesus, that,
as you received from us instruction as to how you ought to walk and
please God Oust as you actually do vvalk) that you may excel stillmore."
1 Thess 4:1

"Do you not lazow that those who run in a race all run, but only one
receives a prize? Run in such a way that you will win." 1 Cor 9:24

Understand the Biblical description of contentment:

(2) To help others

Principles For Reaching Our Potential

1. Be yourself - then be all you can be.

2. Keep growing.

"Man's mind, once stretched by a new idea, never regains its original
dimensions. " Oliver Wendell Holmes
 183

3. Accept the pressure ofthe moment or the position.

Lincoln became a military strategist after he came to the White House. He was
forced to develop this area of his thinking because of the pressure ofthe Civil
War, and the ineptitude of his early generals.

Three Zones we live in ...

Challenge Zone - I try to do what I haven't done -

I reach my potential = tomorrow

ComfOli Zone - I do what I know I can do - I realize my purpose = today

Coasting Zone - I don't do what I've done - I rely on my past = yesterday

4. Don't expect the expert to always be right.

An expert is a man who will know tomorrow why the things he predicted
yesterday didn't happen.

5. Expect great things to happen.

Our limitation is often our expectation.

Remember ... We see what we are prepared to see = attitude

What we see is what we get = accomplishment

6. Devote yourselfto something you do well.

People who reach their potential spend more time asking, "What am I doing
well?" rather than "What am I doing wrong?"

Exercise: List three things you do well in your job.

7. Don't take shortcuts.

ShOlicuts cut short our...

(1) Experience (4) Discipline

(2) Gratitude (5) Exposure

(3) Maturation (6) Reliance upon God

(Lesson adapted from John Maxwell's audiotape -Reaching Your Potential)
--
184

PRINCIPLES FOR REACHING YOUR POTENTIAL

Successful and unsuccessful people do not vary greatly in their capabilities. They vary in
their desire to reach their potential.

Exercise: Write down the number (from 1 to 10) that you feel is your potential. _ _ __

Observations:
(1) ____________________________________________

(2) _____________________________________________

(3) ____________________________________________

Two questions that need to be asked:

1. What is my potential?

2. Why is it impOliant to reach my potential?

(1) __________________

(2) _________________

Principles For Reaching Our Potential

1. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___

2. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ___

"Nfan's mind, once stretched by a new idea, never regains its original
dimensions. " Oliver Wendell Holmes

3.

Lincoln became a military strategist after he came to the White House. He was
forced to develop this area of his thinking because of the pressure of the Civil
War, and the ineptitude of his early generals.
 185

Three Zones we live in ...

------------------ Zone - I try to do what I haven't done - I reach my

potential = _ _ _ _ _ _ __

__________________ Zone - I do what I lmow I can do - I realize my

purpose = ________________

__________________ Zone - I don't do what I've done - I rely on my

past = _ _ _ _ _ _ _ _ __

4.

An expert is a man who willimow tomorrow why the things he predicted

yesterday didn't happen.

5.

Our limitation is often our expectation.

Remember... We see what we are prepared to see = ________

What we see is what we get = -------------------

6. ______________________________________________________

People who reach their potential spend more time asking, "What am I doing
well?" rather than "What am I doing wrong?"

Exercise: List three things you do well in your job.

(1) Are you doing them more or less?

(2) Are you developing them more or less?
(3) Are you bringing others around who complement your strengths?

7.

Shortcuts cut short our...

(1) (4)

(2) (5)

(3) (6)
 186

December Group Meeting

Agenda

6:00 - 6:15 Aniva1

6:15 -7:00 Dinner
7:00 -7:30 Activity
7:30 - 8:00 Desseli/testimonies
8:00 - 8:30 Prayer
8:30 Adjoum

1. Keep the evening relaxed. This evening can be refreshing during a busy time of year.

2. Play "Dirty Santa" or some other way of exchanging gag gifts.

3. During the desseli time have the couple share testimonies about the year in the Eagles
program. Some may express interest in enlisting for a second year.

4. Close the year with a time of prayer. Pray for individual requests and for the continued
success of the group members.

5. As the members leave give them a small leadership reminder (book or bookmark, etc.)
 SUMMARY AND CONCLUSIONS

At the outset of this study it was stated that there is a leadership vacuum in the

westem culture today that not only affects the political, economic and social areas of

society, but it also affects the local church. The church is an organization that needs

strong, competent leadership at every level of administration and ministry to be able to

function in the most fruitful manner possible.

After observing the foundations of leadership training, theories of leadership

training, leadership styles, and the definition ofleadership this project proposes a

practical approach to leadership training. Exhibiting a solid structure to follow and

showing an example of a working training program, the reader given the basic building

blocks for constructing their own training program.

Leadership training is a rewarding and productive venture for those who are

willing to invest the proper amount oftime planning, conducting, and refining a workable

training program. There will be successes and frustrations. But, by following the

leadership ofthe greatest leadership trainer of all, Jesus Christ, the hope for the church

and its leaders will look bright.

187
 APPENDIX A

PERFORMANCE EVALUATION PROCESS

188
 189

Exhibit 1. Annual Self-Evaluation Form

ANNUAL SELF-EVALUATION

Name:
Title:
Department:
Date:

This Self-Evaluation is an important tool in your ongoing personal and professional

development. Your thoughtful and candid self-evaluation will help your supervisor to
acquire a full and accurate understanding of your progress toward agreed-upon goals and
objectives, your role in specific projects, relationship development and your contributions to
the organization as a whole. It will also allow you to identify attributes you feel need
development to increase your professional effectiveness.

Please keep a copy of the self-evaluation for use during the Performance Review Discussion
and for future reference. (Use the space provided on this form only.)

I. GOALS & ACCOMPLISHMENTS

Comment on your role in achieving your goals and objectives. Consider any
of the following that are relevant:

'r Important new responsibilities * Problems/ challenges

* Major new projects 'r Perform.ance
* Key relationships / enhanced * Satisfaction
* New program development * Budget control/profit
enhancement * Equipment usage / risk
 190

II. CONTRIBUTE TO ORGANIZATION

Comment on your contribution to the organization as a whole. Include all relevant
responsibilities.

III. PROFESSIONAL DEVELOPMENT

In light of your progress toward your goals and your contributions to the organization:

1. What do you consider to be your three greatest strengths?

2. What attributes should you develop to enhance your professional effectiveness?

3. What skills and abilities are currently underutilized which you would like to put to
greater use?

4. What are your longer-term career goals?

5. What training, other job experience(s) and/or management support would help
you reach your goals and improve your effectiveness?

Signed: Date: _ _ _ _ _ _ _ __

(All exhibits are adapted from "The Firmwicle 360 Degree Performance Evaluation Process at Morgan
Stanley." by M. Diane Burton)
 191

Exhibit 2. Short Evaluation Form

SHORT EVALUATION FORM

Evaluatee: Evaluation
Department Period:
BEGIN: (MONTH/YEAR) END: (MONTHIYEAR)
Evaluator: Project!
Date: Assignment:

COMMENTS ON OVERALL PERFORMANCE:

.. Please describe the evaluatee's primary Overall Performance/Strengths as well as the evaluatee's most
important Development Areas.
e Pay particular attention to the categories listed (refer to the criteria matrix for a description of the
specific criteria)

Professional Skills: Management Skills:

.. Ministry & Program Knowledge .. Global Thinking
.. Analytical/Quantitative Problem Solving " Leadership & Management of People
Skills Eo Evaluation, Development & Coaching
.. Creativity It Management of Diverse Workers
" Initiative & Commitment .. Management of Organization's Resources
.. Judgment & Decision Making .. Time Management
.. Versatility " Planning
.. Oral/Written Communication Skills
.. Professionalism
.. Team Player Skills

Three Greatest Strengths (provide examples):

Three areas in need of further developl1lent. Indicate suggestions for developing those
areas:

Signed (Evaluator):
 192

Exhibit 3. Long Evaluation Form

LONG EVALUATION FORM

This evaluation is base on (check one):
Evaluatee: Extensive Involvement
Department: Normal Involvement
Evaluator: Limited Involvement (Do not fill the Skills Evaluation
Date: section, i.e., any boxes, if you check this)
Unable to Evaluate (explain on reverse side)

Not observed Data insufficient to make an evaluation

Unsatisfactory Overall performance was unsatisfactolY; failed to meet job requirement and standards
of excellence
Needs Performance is fully satisfactory in most respects, but development is required to
Improvement achieve Firm standards of excellence
Good Performance meets all job requirements and standards of excellence
Very good Pelformance exceeds job requirements and standards of excellence in many areas
Outstanding Ex::;eptional performance which consistently and in all areas exceeds job requirements
and standards of excellence

Seeks
Improvement

Pmfess;on,' Skills:
Ministry & Program Knowledge
~
Problem solving skills
Creativity
Initiative & Commitment
Judgment & Decision Making .
Versatility
Oral Communication Skills
Written Communication Skills
Professionalism

Commercial Orientation:
Relationship Management
Cross-Selling/Selling
Commercial Instincts/Revenue
Contribution
Enhance PBT/Expense Control
Adherence to Firm's Policies/Limits
DpRI Exp.r.lltion Proip.r.t MRnROp.mp.nt

Management Skills:
Global Thinking
Leadership & Management of People
Evaluation, Development & Coaching
Management of Organization Resources
Adherence to Firm's Resources
Time Management
Planning

One Firm Contribution:

Team Player Skills
f:nntrihlltp,,< tn M!': P" FxtprnRI-rpIRtp.rI

~o~v~e~ra=I~I~R~a~ti~ngg~:__________________~1 IL-________________________________________________~
 193

Three greatest strengths (provide examples):

Three areas most in need for further development. Indicate suggestions for development of
these areas:

Signed (Evaluator):
 194

Exhibit 4. Annual Upward Evaluation Form

ANNUAL UPWARD EVALUATION

Evaluatee/Title
Department:
Date:

This Evaluation is Based on (check one):

Extensive Involvement
Normal Involvement
Limited Involvement
Unable to Evaluate

This Upward Evaluation form should be completed on professionals who have closely
supervised your work. The primary purpose is developmental - to help your manager pinpoint
managerial and leadership strengths and development areas.

Your comments are submitted anonymously and will be maintained in strict confidence. No
manager will receive an upward report Lmless at least three evaluations are submitted.

Instructions

Complete the skills evaluation section by checking one box for each criterion. Please use the
following scale:
Not observed Data insufficient to make an evaluation.
Unsatisfactory Overall performance was unsatisfactory, failed to meet job requirements and
Firm standards of excellence
Needs Improvement Performance is fully satisfactory in most respects, but development is required
to achieve Firm standards of excellence.
Good Performance meets all job requirements and Firm standards of excellence.
Very Good Performance exceeds job requirements and Firm standards of excellence in
Many areas.
Outstanding Exceptional performance which consistently and in all areas exceeds job
requirements and Firm standards of excellence.
 195

Leadership/Management Skill Section

Not Unsatis Needs Very
Observed -isfactory Improvement Good Good Outstanding
I. LEADERSHIP
1. Establishes Direction
• Develops & communicates a positive vision
of the unit's future & engages people in the
vision
• Maintains consistent focus on clients/users
• Keeps staff informed of changes & developments
2. Builds Commitment
• Provides sufficient resources & organizational
support
• Recognizes time commitments of other projects;
balances real deadlines & minimizes artificial ones
• Invites information, questions, suggestions &
opinions from staff
• Ensures appropriate participation of junior
members in meetings, phone calls, etc.
• Builds mutual respect & trust among team
members
• Confronts conflict situations honestly & directly
3. Creates High Performance
• Challenges conventional wisdom; takes prudent
risks; seeks continuous improvement
• Empowers people by delegating clear & full
authority & accountability
• Inspires enthusiastic efforts & highest levels of
achievement
• Treats a diverse workforce with sensitivity,
fairness & respect
• Fosters collaboration & cross-selling, builds
partnerships across organizational lines
• Effectively deals with pressure & crises
4. Leads by Example
* Leads by example; has high credibility
• Shows patience & understanding
* Exhibits tough-minded ness & the ability to make
difficult business decisions
* Possesses required professional!technical!
product knowledge & skills
* Strives to grow professionally; seeks & accepts
development feedback
II. MANAGING PERFORMANCE
5. Defines Expectations
* Establishes & communicates clear individual!team
performance objectives & expectations
* Clearly indicates the highest priority & corrective
assignments
6. Provides Feedback
* Provides insightful, real-time positive & corrective
feedback
* Expresses appreciation for a job well done;
recognizes value of contribution
* Active & accurate listener
7. Improves Current Performance
* Spends sufficient time teaching & coaching
* Keeps abreast of key activities without excessive
"checking up"
8. Coaching for Development
* Acts as mentor, takes time to discuss career/
development
* Challenges people to expand their role &
maximize their abilities & contribution
* Develops leadership capabilities of staff

9. Overall Rating
 196

1. To be a more effective manager/leader and for the greatest impact, what should
this person stop doing?

2. To be a more effective manager/leader and for the greatest impact, what should
this person continue doing?

3. To be a more effective manager/leader and for the greatest impact, what should
this person start doing?
 197

Exhibit 5. Evaluation and Development Summary Form

EVALUATION & DEVELOPMENT SUMMARY

Evaluatee: Evaluation Director:

-------------------
Title: Signature: __________________
Date: Date:
------------------

Review of Annual Performance

L PERFORMANCE SUMMARY, INCLUDING ACCOMPLISHMENTS:

Consider objectives identified in prior year's Summary as well as objectives set

earlier this year. Refer to Self-Evaluation where applicable.

H. EVALUATION THEMES:

A. Strengths Comments

1.

2.

3.

B. Development Areas Comments

1.

2.

3.
 198

EVALUATION & DEVELOPMENT SUMMARY

Goals and Objectives for Upcoming Year

III. FUTURE PERFORMANCE OBJECTIVES:

A. Goals (List important business and commercial targets):

B. Professional Development Goals (List important development suggestions to

enhance evaluatee's professional effectiveness):

IV. CAREER GOALS: (Comment on evaluatee's short-term and long-term career goals
as described in the self-evaluation):

V. EVALUATEE'S COMMENTS:

Evaluatee's Signature: _ _ _ _ _ _ _ _ _ _ _ _ __ Date: _ _ _ _ _ _ _ __

 APPENDIXB

DEVELOPMENTAL RELATIONSHIPS

199
 200

Exhibit 1. Forms of Developmental Relationships:

When to use them, and Potential Problems

Form When to Use It Potential Problems

One-on-one Senior managers have time, Lack of integration with other management
mentoring experience, and expertise to development strategies in organization
share with junior managers
Senior managers may not have skills
Junior managers need exposure or motivation to teach others
to persecitves and job
demands of senior managers Potential for role conflict between
boss and mentor

May narrow opportunities for other

developmental relationships

May cause resentment for managers

who have not been asked to pmiicipate

Peer coaching Individuals lleed familiarity Coaching needs of the targeted

with issues and perspectives in managers may not complement each
other functions or parts of the other
organization
Organizational climate may not promote
Individuals need coaching to open communication between colleagues
get up to speed in a business
knowledge or technical area Managers may feel resentful at being
asked to coach and assist other
Improved cross-group managers
communication is desired
Managers may not have the time or
Peers going through similar motivaiton to participate
experiences need opportunities
to leam from and suppOIi each
other

Executive High-level executive has no Experience and sills of coach may

coaching peers or boss who can serve as not meet needs of executive
coach
May be too expensive
Need expertise of professional
skilled in behavioral change May UndeJ111i ne others' confidence
strategies in executive if coaching not kept
 201

confidential
Want a concentrated peliod of
coaching on a particular skill

Coaching Potential coaches are in short Some managers may need more
in groups supply individualized developmental attention

Anticipate that peers can learn Potential coaches may lack skills, timc,
and benefit from each other or motivation to mentor group

[ncreased cohesion among Requires a fair amount of time and

group members is desired planning to be effective

Potential for conflict between group coach

and supervisors of patiicipants

(Both exhibits are adapted from "Handbook of Leadership Development",

edited by Cynthia D. l'VlcCauley, Russ S. Moxley, Ellen Van Velsor.
 202

Exhibit 2. Roles Played by Others in Developmental Relationships

Element Role Function

Assessment Feedback provider Ongoing feedback as person works to learn

and improve

Sounding board Evaluation of strategies before they are

implemented

Point of comparison Standards for evaluating own level of skill

or performance

Feedback interpreter Assistance in integrating or making sense of

feedback from others

Challenge Dialogue partner Perspectives or points of view different

from own

Assigment broker Access to challenging aSSigIU11ents (new

jobs or additions to CUlTent one)

Role model Examples of high (orLow) competence in

areas being developed

SuppOli Counselor Examination of what is making learning and

development difficult

Cheerleader Boost in own belief that success is possible

Reinforcer Fon11al rewards for progress toward goas

Cohort Sense that you are not along in your

struggles and that, if others can achieve
their goals, you can, too.
 APPENDIXC

21 LAWS OF LEADERSHIP

203
 204

1. The Law of the Lid: Leadership Ability Determines a Person's Level of

Effectiveness.

2. The Law of Influence: The True Measure of Leadership Is Influence-

Nothing More, Nothing Less.

3. The Law of Process: Leadership Develops Daily, Not in a Day.

4. The Law of Navigation: Anyone Can Steer the Ship, But It Takes a Leader
to Chart the Course.

5. The Law of E. F. Hutton: When the Real Leader Speaks, People Listen.

6. The Law of Solid Ground: Trust Is the Foundation of Leadership.

7. The Law of Respect: People Naturally Follow Leaders Stronger Than

Themselves.

8. The Law of Intuition: Leaders Evaluate Everything with a Leadership Bias.

9. The Law of Magnetism: Who You Are Is Who You Attract.

10. The Law of Connection: Leaders Touch a Heati Before They Ask for a
Hand.

11. The Law of the Inner Circle: A Leader's Potential Is Determined by Those
Closest to Him.

12. The Law of Empowerment: Only Secure Leaders Give Power to Others.

13. The Law of Reproduction: It Takes a Leader to Raise Up a Leader.

14. The Law of Buy-In: People Buy Into the Leader, Then the Vision.

15. The Law of Victory: Leaders Find a Way for the Team to Win.

16. The Law ofthe Big Mo: Momentum Is a Leader's Best Friend.

17. The Law of Priorities: Leaders Understand That Activity Is Not Necessarily
Accomplishment.

18. The Law of Sacrifice: A Leader Must Give Up to Go Up.

19. The Law of Timing: When to Lead Is As Important As What to Do and

~Whereto Go.
 205

20. The Law of Explosive Growth: To Add Growth, Lead Followers-To

Multiply, Lead Leaders.

21. The Law of Legacy: A Leader's Lasting Value is Measured by Succession.

(Adapted from "The 21 Inefutable Laws of Leadership" by John C. Maxwell)

 APPENDIXD

ENCYCLOPEDIA OF CHARACTER QUALITIES

206
 207

1. ATTENT[VENESS: Showing the worth of a person by giving undivided

attention to his word and emotions.

2. OBEDIENCE: Fulfilling instructions so that the one I am serving will be fully

satisfied and pleased.

3. CONTENTMENT: Realizing that God has provided everything I need for my

present happiness.

4. ORDERLINESS: Leaming to organize and care for personal possessions.

5. REVERENCE: Leaming to give honor where it is due and to respect the

possessions and property of others.

6. FORGIVENESS: Clearing the record of those who have wronged me and not
holding their past offenses against them.

7. GRA TEFULNESS: Making known to others in what ways they have benefited
by life.

8. FAITH: Developing an unshakable confidence in God and acting upon it.

9. TRUTHFULNESS: Eaming future trust by accurately reporting past facts.

10. SECURITY: Structuring my life around what is etemal and Calmot be destroyed
or taken away.

11. MEEKNESS: Leaming to live with power under control.

12. CAUTION: Seeing future consequences for present actions.

13. PATIENCE: Accepting a difficult situation without demanding a deadline to

remove [t.

14. DEPENDABILITY: Fulfilling what I consented to do even ifit means

unexpected sacrifice.

15. DETERMINATION: Purposing to accomplish goals in time regardless ofthe

opposition.

16. PUNCTUALITY: Showing respect for other people and the limited time that
they have.

17. DISCERNMENT: The ability to understand why things happen to me and

others.
 208

18. LOYALTY: Using difficult times to demonstrate my commitment to others or

what is right.

19. CO MP ASSI 0 NS: Investing whatever is necessary to heal the hurts of others by
the willingness to bear their pain.

20. ALERTNESS: Being aware of the events raking place around me so that I can
have the right responses to them.

21. THRIFTINESS: Not letting myself or others spend that which is not necessary.

22. RESPONSIBILITY: Knowing and doing what is expected from me.

23. VIRTUE: LGaming to build personal moral standards which will cause others to
desire a more moral life.

24. TOLERANCE: Learning to accept others as a valuable individual regardless of

tbeir maturity.

25. FAIRNESS (EQUITY): Looking at a decision from the viewpoint of each

person involved.

26. JOYFULNESS: Learning how to lift the spirits of others and to be pleasant
regardiess of the outside circumstances.

27. WISDOM: Learning to see and respond to life from another's perspective; the
application of knowledge.

28. SELF-CONTROL: Bringing my thoughts, words, actions and attitudes into

constant obedience in order to benefit others.

29. DISCRETION: The ability to avoid words, actions and attitudes which could
result in undesirable consequences.

30. DILIGENCE: Visualizing each task as a special assignment and using all my
energies to accomplish it.

31. ENDURANCE: The inward strength to withstand stress to manage what occurs
in my life.

32. DEFERENCE: Limiting my fi-eedom to speak and act in order not to offend the
tastes of others.

33. SINCERITY: Eagerness to do what is right without ulterior motives.

34. GENEROSITY: Realizing that all I have belongs to God and may benefit others.
 209

35. HUMILITY: Seeing the contrast between what is perfect and my inability to
achieve it.

36. ENTHUSIASM: Learning what actions and attitudes please others and
becoming excited about doing them.

37. INITIATIVE: Recognizing and doing what needs to be done before I am asked
to do it.

38. LOVE: Leaming to serve the basic needs of others without motive or personal
reward.

39. CREATIVITY: Applying wisdom and practical insights to a need or task.

40. DECISIVENESS: Leaming to finalize difficult decisions on the basis of what is

right.

41. SENSITIVITY: Knowing what words and actions will benefit others.

42. THOROUGHNESS: Realizing that each of our tasks will be reviewed.

43. RESOURCEFULNESS: Using wisely that which others would nornlally

overlook or discard.

44. FLEXIBILITY: Learning how to cheerfully change plans when unexpected

conditions require it.

45. AVAILABILITY: Knowing and doing what is expected of me.

46. HOSPITALITY: Cheerfully sharing food, shelter and my life with whom I
come in contact.

47. GENTLENESS: Learning to respond to needs with kindness, personal care and
love.

48. BOLDNESS: Demonstrating the confidence that doing what is right will bring
ultimate victory regardless of present opposition.

49. PERSUASIVENESS: Using words which cause the listener's spirit to confirm
that he is hearing truth.

50. COURAGE: Fulfilling my responsibilities is spite of being afraid.

(Adapted ti·om "Character Counts, Who's Counting Yours'?" by Rod Handley)

 APPENDIXE

LEADERSHIP STYLES

210
 211

1. THE VISIONARY LEADERSHIP STYLE

Visionary leaders shamelessly appeal to anybody and everybody to get on
board with their vision. They talk about it, write about, and burn white-
hot for it themselves. They are idealistic, faith-filled leaders who
wholeheartedly believe that if they cast their vision clearly enough and
often enough it will become reality. They are not easily discouraged or
detelTed.

Visionary leaders mayor may not have the natural ability to fonn teams,
align talents, set goals, or manage progress toward the achievement of the
VISIOn.

2. THE DIRECTIONAL LEADERSHIP STYLE

The strength of these leaders is his or her uncmmy, God-given ability to

choose the right path for an organization as it approaches a critical
intersection.

3. THE STRATEGIC LEADERSHIP STYLE

Strategic leaders have the God-given ability to take an exciting vision and
break it down into a series of sequential, achievable steps. This gift of
leadership allows an organization to march intentionally toward the
actualization of its mission.

Strategically oriented leaders form a game plan that everybody can

understand and participate in. Then they challenge team members to
"work the plan."
 212

A strategic leader will also strive to bring the valious subgroups of an

organization into alignment so that all the organization's energy will be
focused toward realizing the vision.

4. THE MANAGING LEADERSHIP STYLE

The managing leader salivates at the thought of bringing order out of

chaos. He or she finds deep satisfaction in monitoring and fine-tuning a
process, and motivates team members by establishing appropliate mile
markers on the road to the destination.

5. THE MOTIVATIONAL LEADERSHIP STYLE

They have that God-given ability to keep their teammates fired up. They
are on the constant lookout for "sagging shoulders and dull eyes," and
they move quickly to inject that right kind of inspiration into those who
need it most. They have a keen sense about who needs public recognition
and who needs just a private word of encouragement. They seem to Imow
exactly when a pmiicular team member would get a necessary boost from
a day off, an office move, a title change, or a training opportunity.

Motivational leaders don't get bitter or vengeful when morale sinks. They
view it as an opportunity to dream of new ways to inspire and lift the
spirits of everyone on the team.

6. THE SHEPHERDING LEADERSHIP STYLE

The shepherding leader is a man or a woman, who builds a team slowly,

loves team members deeply, nmiures them gently, suppOlis them
consistently, listens to them patiently, and prays for them diligently. This
kind of leader draws team members into such a rich community
 213

experience that their hearts begin to overflow with good will that
energizes them for achieving their mission.

7. THE TEAM-BUILDING LEADERSHIP STYLE

The team-building leader lmows the vision and understands how to

achieve it, but realizes it will take a team ofleaders and workers to
accomplish the goal. Team-builders have a supernatural insight into
people that allows them to successfully find and develop the right people
with the right abilities, the right character, and the right chemistry with
other team members. Then good team-builders know how to put these
people in the right positions for the right reasons, thus freeing them to
produce the right results.

8. THE ENTREPRENEURIAL LEADERSHIP STYLE

Entrepreneurial leaders may possess any of the other leadership styles, but
what distinguishes these leaders from the others is that they function
optimally in start-up mode. If these leaders can't regularly give birth to
something new they begin to lose energy. Once a venture is up and
operational, once the effOli requires steady ongoing management, once
things get complicated and require endless discussions about policies,
systems, and controls, then most entrepreneurial leaders lose enthusiasm,
focus, and sometimes even confidence.

9. THE REENGINEERING LEADERSHIP STYLE

These leaders are gifted by God to thrive on the challenge of taking a

troubled situation - a team that has lost its vision, a ministry where people
are in wrong positions, a department trying to move forward without a
 214

strategy - and tUl11ing it around. This leader says, "This is my lucky day.
I get to stati reengineeling this mess."

Reengineering leaders love to patch up, tune up, and revitalize hurting
departments or organizations. But when everything is back on track and
operating smoothly, these leaders mayor may not be motivated to stay
engaged. Some of them are content to stick around and enjoy the fruits of
their labors, but many prefer to find another depatiment or organization
that needs to be overhauled.

10. THE BRIDGE-BUIDLING LEADERSHIP STYLE

Bridge-building leaders make important contlibutions to large

organizations such as parachurch ministries, denominations, and
educational institutions because they have the unique ability to bring
together under a single leadership umbrella a wide range of constituent
groups. This enables a complex organization to stay focused on a single
mlSSlOn.

(Adapted from "Courageous Leadership" by Bill Hybels)

 APPENDIXF

PROGRAM SURVEYS

215
 216

Leadership Training Program Evaluation

Participant Survey

Thank you for being a part of the training program this year. You can help us to continue
to improve the training program by taking a few moments to complete this survey. Please
be as thorough as you can be and then retum your completed survey to your instructor.

1. How would you describe your experience with the group?

2. Do you feel you have grown as a leader'? Why or why not?

3. Do you have any suggestions that might improve the training program?

4. Evaluate the following aspects of the training program:

Group discussions:

Homework assigtU11ents:

Refreshments/meals:
 217

Prayer time:

Accountability:

Leadership lessons:

Length of meetings:

5. What did you enjoy the most about the program?

6. What did you enjoy the least?

7. Would you recommend the program to others?

Name
 218

Leadership Training Program Evaluation

Instructor Survey

Thank you for being a part of the training program this year. You can help us to continue to
improve the training program by taking a few moments to complete this survey. Please be as
thorough as you can be and then return your completed survey to the program director.

1. How would you describe the overall experience with the group?

2. How would you describe the growth of the participants?

3. Do you have any suggestions that might improve the training program?

4. Evaluate the following aspects of the training program. What worked well? What did
not work well?

Group discussions:

Homework assignments:

Refreshments/meals:
 219

Prayer time:

Accountability:

Leadership lessons:

Length of meetings:

5. What did you enjoy the most about the program?

6. What did you enjoy the least?

7. Would you recommend any of the participants as future instmctors?

Name
 APPENDIXG

LEADERSHIP RESOURCES

220
 221

Resources

Leadership Organizations

Center For Creative Leadership

The Center for Creative Leadership is the world's largest institution devoted to leadership
research and education. It has created practical tools and programs for the development of
effective leaders. Its mission is to advance the understanding, practice, and development
of leadership for the benefit of society worldwide.

Assessment Tools:

Benchmarks: Is a comprehensive 360-degree tool for middle to upper-level management.

Sldllscope: Is designed to assess managerial strengths and development needs.

Prospector: Is designed to measure an individual's ability to leam and take advantage of

growth experiences.

EdgeWork: It is a simulation that helps workgroups address issues of real-life work.

Looldng Glass Inc.: Is a simulation that provides participants the 0PPOliunity to leam
leadership lessons.

Programs:

Leadership Development Program: It helps managers and executives enhance their

leadership skills.

Foundations of Leaders hip: Helps leaders to acquire the ability 0 set and communicate
clear direction, motivate, provide coaching and feedback, and assist others to succeed.

Website: www.ccl.org

In.ioy

This site contains John Maxwell's leadership resources. It includes all Maxwell's books
and several other unique resources. Testing, teaching materials and skill enhancement
resources are available.
 222

Injoy Life Club: A monthly aUdiotape leadership club for those in ministry. Back issues
can be ordered.

The Pastor's Coach: This is a bi-monthly email newsletter designed to help in ministry
suppOli and encouragement by assisting those in ministry with ideas on equipping and
ways to better serve the body of Christ. It addresses thought-provoking questions and
situations. Our goal is to present peliinent and relative infoffi1ation that will assist you in
viewing your ministerial leadership challenges in a new way.

Maximum Impact Club: A monthly aUdiotape club designed to assist the business
professional in developing leadership skills.

Leadership Wired: This semimonthly email newsletter is designed to assist you by

addressing thought-provoking questions and topics built around the areas of developing
leaders, adding value, equipping leaders, and expressing insight. in developing your
personal leadership skills and also provides cutting edge ideas and information to assist in
developing those around you.

Thrive Today: A monthly audiotape Living a life of purpose and influence that God
intends for you as a Christian woman, presents a unique set of challenges that can be
quite daunting. Meeting these challenges boldly and moreover; ensuring the fruit of an
abundant life, is well within your reach.

Website: www.injoy.com

Willow Creek Association

This site of Bill Hybels' leadership resources. It includes books, audio books, studies,
drama skits, message transcripts, conference materials, and videos. There are mountains
of materials for leaders.

Website: www.willowcreek.com

Willow Creek Association Leadership Training Center

This is a four-week on campus course in leadership for ministry. Imagine being part of a
unique community where men and women from around the world come together to
observe, envision, be challenged and trained to lead effective youth ministries within the
local church that will reach and lead this generation to Christ.

Website: www.wcastudentministries.com
 223

Additional Websites

About Management

This site contains tips for increasing your leadership by enhancing your managelial skills.
It includes articles, forums, chat rooms, classified section, and newsletters. Many items
are free, but some are by subscription. This website managed by F. John Reh. F. John
Reh is a broadly experienced management professional and an Internet Management
Consultant.

Website: www.management.about.com

Eagle's Flight: Learning that Powers Performance.

This site is devoted to uncovering the behaviors that produce world-class leaders. It
contains leadership articles, Internet resources, and book reviews.

Website: www.eaglesflight.com

Leadership.Com

Leadership.com is revolutionizing business by helping leaders take full advantage of the

most valuable assets of any company: its people and their knowledge. Leadership.com
provides the tools every leader needs to create successful organizations:

Website: www.leadership.com

Leadership Challenge

A host of materials have sprung from Kouzes and Posner to develop leaders. Books,
audiotapes, video classes, and skills assessments are all available.

Websites: www.leadershipchallenge.com
www.cnnlearning.com

Leadership Journal

Contains numerous articles and resources. Can subsclibe to the quarterly joumal at this
site.

W ebsites: www.leadershipjournal.net
 224

Leadlink: Online Leadership Resources

This page contains over seventy (70) Intemet links, list of servers (discussion forum),
atiicles and class handouts, and sample instruments for leadership assessment

Website: www.leadershipres.com

Newsletters

Leadership Weeldy

Is a weekly email newsletter.

Website: leadershipjoumal.net

Link & Learn Newsletter

Website: www.linkageinc.com/newsletter

Transforming Solutions

Connection to a score of Christian resources.

Website: www.transformingsolutions.orglleadership
 BIBLIOGRAPHY

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