The Church: Leading by Example

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The Church Leading by Example

• The church must model out the racial, tribal and
  other unities needed by the nation.
• The Church must be the prophetic conscience of
  the nation
• The Church must be the evangelistic agency to the
  nation.
• The Church must be the main instrument of peace
  and reconciliation in the nation
• The Church must uphold Christian principles for
  personal public life
• The Church must care compassionately for the
  powerless, poor, marginalised, oppressed and
  needy, and embrace their causes before the
  powerful
• Source Michael Cassidy Christian Leadership in
  a Country of Diversity

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Biblical Principles of Leadership

• An Effective Christian Leader
• Has spiritual commitment personal faith
• Is a listener to God- through daily scripture
  reading and prayer
• Is a humble person
• Has integrity and leads by example
• Has a servant spirit

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Biblical Principles of Leadership

• An Effective Christian Leader
• Is a person of justice, fair play. Honours
  dignity, equality and all people.
• Is willing to pay the price
• Sees the big picture
• Knows the source of their strength
• Shares power

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Leadership Myths

1. Leadership is a rare skill
2. Leaders are born, not made
3. Leaders are created by extraordinary
   circumstances
4. Leadership exists only at the top of an
   organisation
5. The leader controls, directs, prods, manipulates
6. Leaders are charismatic
7. It is immoral to seek power

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The five levels of leadership- J. Maxwell

• Each leader needs to work through the following
  levels.
• POSITION
• PERMISSION
• PRODUCTION
• PEOPLE DEVELOPMENT
• PERSONHOOD

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Level 1 Position

• The only influence you have is that which comes
  with a title.
• People who stay at this level get into Real
  leadership is being the person others will gladly
  and confidently follow.
• A person may be in charge because he/she has been
  appointed and has the authority to be THE
  PRIEST
• Real leadership is being the person others will
  gladly and confidently follow
• A real leader knows the difference between being
  the boss and being the leader.
• They have territorial rights, focus on protocol,
  tradition, and demand respect which they have not
  necessarily earned.
• Leaders on the Position Level often lead by
  intimidation.

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Level 2 Permission

• Leadership is getting people to work for you
  when they are not obligated.
• A person on the Permission Level leads by
  interrelationships. The agenda is not the pecking
  order, but personal relationships. On this level,
  time, energy, and focus are placed on the
  individuals needs and desires.
• People who are unable to build solid, lasting
  relationships will soon discover that they are
  unable to sustain effective leadership
• To sustain a leadership based on permission uou
  need to spend time with them. You need to know
  their personal backgrounds. You need to create a
  way so that they feel free to communicate with
  you.

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Level 3 ProductionLeading by doing

• On the third level of leadership, things begin to
  happen - good things.
• Profit increases. Morale is high. Needs are being
  met. Goals are being realized.
• People follow production leaders because of what
  they accomplish. People are drawn to successful
  project.
• So the productive level is about being able to
  lead a team of people as no person can get
  everything done on their own
• People might be willing to work with a successful
  project leaders, but without a relationship they
  will jump out of the way if the project starts to
  fail.

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Level 4 People Development

• A leader is great, not because of his or her
  power, but because of the ability to empower
  others. Success without a successor is failure.
• Since every leader is different, the true leader
  can be recognized because somehow or other
  his/her people consistently demonstrate superior
  performance.
• A workers main responsibility is doing the
  work himself.
• A leaders main responsibility is developing
  others to do the work.

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Level 5 Personhood

• The fifth level of leadership, personhood, is the
  level that can be achieved only through extreme
  dedication, personal vision, and hard work. Only
  a lifetime of proven leadership will allow us to
  sit at level 5 and reap the rewards that are
  eternally satisfying.
• Personhood is a level reserved for those who have
  spent years growing people and organizations. The
  key characteristic of leaders who have achieved
  personhood is respect.
• People follow leaders here because of who they
  are and what they represent. They are admired and
  followed not because of their position, but
  because of their disposition.
• You cannot place yourself on the Personhood
  Level. Only others can do that. The best you can
  do is dedicate yourself to working your way up
  through the levels of leadership

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People Development

• SUCCESSFUL LEADERS ARE PEOPLE DEVELOPERS. PEOPLE
  DEVELOPERS ASK THE RIGHT QUESTIONS ABOUT PEOPLE
• Am I building people or am I building my dream
  and using people to do it?
• Do I care enough to confront people when it will
  make a difference?
• Am I listening to people with more than my ears
  am I hearing more than words?
• What are the major strengths of this individual?
• Have I placed a high priority on the job?
• Have I shown the value the person will receive
  from this relationship?

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A successful people developer

• Realises that people are his or her most valuable
  asset.
• Places a priority on developing people
• Becomes a model for others to follow
• Pours leadership efforts into the top 20 percent
  of his or her people
• Exposes key leaders to growth opportunities
• Is able to attract other winners/producers of the
  same goal
• Surrounds himself or herself with an inner core
  that complements his or her leadership.

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Action Learning
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My leadership Journey

• Using the Journey on the following pages as a
  guide reflect on and track your leadership
  journey in the church. At each stage or period
  highlight the key events and happenings and the
  role models that influenced your development.
• Use the following as guidelines.
• How your values were shaped
• Your experience of the institutional church
• Your experience of doctrine
• Your spiritual development
• Your own emerging theology
• The role model leaders who impacted on your life
• The contribution you made as a Christian leader
• The role you would like to play as a Christian
  Leader
• Draw your journey in the space below and then
  transfer it to a piece of newsprint. Use
  colours, symbols and metaphors to explain the
  various happenings in your life.
• Share your journey with a buddy

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10 characteristics of a servant-leader

1. Listening
2. Empathy
3. Healing
4. Awareness
5. Persuasion
6. Conceptualisation
7. Foresight
8. Stewardship
9. Commitment to the growth of people
10. Building community

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Visionary Leadership

• Vision is about possibility, not probability
• Vision attracts human energy
• Vision must be articulated clearly

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INTEGRITY

• The dictionary defines integrity as
• the state of being complete, unified.
• Integrity builds trust
• Integrity facilitates high standards
• Integrity results in a solid reputation, not just
  image
• Integrity means living it myself before leading
  others
• Integrity helps a leader be credible, not just
  clever
• Integrity is a hard-won achievement

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HOMEWORK

• Reflect on your own integrity as a leader and
  your own leadership as a servant and visionary
  leader.
• Prepare something to share with the group about
  yourself as a leader tomorrow.

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Unbuntu a new paradigm for leadershipUbuntu
ngumuntu ngabantu

• Ubuntu is built upon the following principles
• Unity
• Collective work and responsibility
• Empowerment Ubuntu encourages empowerment,
  discipline and purpose
• Purpose

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The African tree a model for leadership

• Leadership legitimacy
• -participation
• -responsibility
• -spiritual authority
• -transparency
• -accountability
• -legitimacy
• Communal enterprise
• -common vision
• -commitment to vision
• -common values
• Value sharing
• -respect and dignity
• -interconnectedness
• -continuous integrated development
• -collectivism and solidarity

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Sources of conflict

• Resources
• Pyschological needs
• Values
• Divergent goals
• Incongruent role expectations and behavioural
  norms

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Mapping the conflict

• Step 1 Whats the problem?
• Define the problem in broad terms e.g. where the
  issue is someone in the workplace who is not
  doing their fair share of the job, the problem
  can be stated as workload division.
• Dont define the problem in terms proposing a
  yes/no, either/or choice. Keep the problem
  definition open-ended.
• Step 2 Who is involved?
• Identify the major parties involved. These could
  be individuals, groups or organisations.
• Step 3 What do they really want?
• For each major party, you then list the
  significant needs and fears that are relevant to
  the issue. In this way you clarify the real
  motivations behind the position that has been
  taken. Both needs and fears motivate needs move
  people toward something, fears move them away
  from it.
• Sometimes its difficult for people to get off
  their solutions and go back to needs. Shift them
  by asking a question such as Your answer to the
  problem is to do X. What needs will be met?

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Five styles of handling conflict
WIN-LOOSE Competition I try to dominate you and control the relationship
LOSE- WIN Giving in I let you dominate me and control the relationship
LOSE-LOSE Avoidance I try to keep the conflict out of the relationship OR I act as though there is no relationship
WIN A BIT- LOSE A BIT Compromise We see ourselves as being on different sides, with a problem to solve
WIN-WIN Co-operation or partnership We see ourselves as being on the same side, with a problem to solve together
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How to read your map

• look for new learnings and insights
• look for common ground similar needs or
  interests
• look for a common vision build on the values
  and ideas that are upheld by all.
• look for the areas of difficulty that most need
  attention
• look for what it would take to make wins for all
  parties
• Now design win/win solutions, which meet as many
  of the needs and address as many of the fears of
  all parties as possible

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EI- Personal Competence

• These competencies determine how we manage
  ourselves.
• Self-Awareness - Knowing ones internal states,
  preferences, resources and intuitions
• Emotional Awareness Recognising ones emotions
  and their effects
• Accurate self-assessment Knowing ones
  strengths and limits
• Self-confidence A strong sense of ones self
  worth and capabilities
• Self-Regulation - Managing ones internal state
• Self-control Keeping disruptive emotion and
  impulses in check
• Trustworthiness Maintaining standards of
  honesty and integrity
• Conscientiousness Taking responsibility for
  personal performance
• Adaptability Flexibility in handling change
• Innovation Being comfortable with novel ideas,
  approaches, and new information.
• Motivation -Emotional tendencies that guide or
  facilitate reaching goals
• Achievement drive Striving to improve or meet a
  standard of excellence
• Commitment Aligning with the goals of the group
  or organisation
• Initiative Readiness to act on opportunities
• Optimism Persistence in pursuing goals despite
  obstacles and setbacks

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EI- Social Competence

• Empathy - Awareness of others feelings, needs,
  and concerns
• Understanding others Sensing others feelings
  and perspectives, and taking an active interest
  in their concerns
• Developing others Sensing others development
  needs bolstering their abilities
• Service Orientation Anticipating, recognising,
  and meeting customers needs
• Leveraging Diversity Cultivating opportunities
  through different kinds of people
• Political awareness Reading a groups emotional
  currents power relationships
• Social Skills - Adeptness at including desirable
  responses in others
• Influence Wielding effective tactics for
  persuasion
• Communication Listening openly and sending
  convincing messages
• Conflict management Negotiating and resolving
  disagreements
• Leadership Inspiring and guiding individuals
  and groups
• Change catalyst Initiating or managing change
• Building bonds Nurturing instrumental
  relationships
• Collaboration and cooperation Working with
  others toward shared goals
• Team Capabilities Creating group synergy in
  pursuing collective

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Becoming an Emotional Intelligent leader

• Accept the EI and people connection
• Admit the need to change
• Use the spiritual transformational power of EI
• Expand your EI horizon
• Develop a change strategy

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10 EI things we need from people people need
from us-

1. Communication
2. Community
3. Intimacy
4. Laughter
5. Love
6. Passion
7. Sharing
8. Support
9. Touch
10. Trust

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Leadership and ManagementTwo sides of a coin  

• The person in a leadership position cannot be an
  effective leader if he or she is an incompetent
  manager
• The managerial work of someone who co-ordinates
  day-to-day management functioning is undermined
  if there is no holistic view of the
  organisations long-term development.
• The functions of leadership and management are
  inseparable.

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Differences between Leadership and Management
Leadership Management
Guides Motivates Initiates Anticipates Builds vision Creates Moves forward Inspires Develops the team Breaks boundaries Co-ordinates Organizes Maintains Stabilises Realises Structures Establishes how to do and limits Handles problems Makes sure tasks completed Sets boundaries  
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Leadership Styles
Consultative I ask, you answer, I explain, and I
decide.
Autocratic I tell, you listen and I decide.
Laissez-faire You decide as you please-dont
worry me.
Democratic I raise issues, we discuss and we
decide.
Situational Lets look at the situation first
before we tackle the problem.
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Autocratic Style

• Task centred style
• Spends less time on explanations and discussions
  and more on orders.
• Use it when the decision would not change with
  input from others
• Advantages gets things done quickly.
• Disadvantages can distance participants. It
  does not allow participants to thing for
  themselves. Often just and easy option.

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Democratic Style

• Leader involves team in decision making
• Advantage everyone gets a say this motivates
  and develops participants
• Disadvantage sometimes not appropriate to the
  situation

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Laissez Faire

• Leave a group to make a decision
• Works best when people are capable and motivated
  and there is no requirement for a central
  co-ordinated.
• Sometimes not appropriate and they need to make
  decisions and followers are looking for stronger
  leadership

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Situational Leadership

• Look at motivation and capability of the team
• The leaders' perception of the follower and the
  situation will affect what they do rather than
  the truth of the situation.
• The leader's perception of themselves and other
  factors such as stress and mood will also modify
  the leaders' behaviour.

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Discovering your leadership style

• The Visionary style
• The Directional style
• The Strategic style
• The Managing style
• The Motivational style
• The Shepherding style
• The Team-building style
• The Entrepreneurial style
• The Re-engineering style
• The Bridge-building style

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Male and Female Styles of Leadership

• Eagly and Johnson (1990), concluded that women
  were often found to lead in a more
  interpersonally oriented leadership style and men
  were found to lead in a more task-oriented style.

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LOCAL CHURCH MANAGEMENT

• The 5 essential for management excellence in the
  local church-
• Specific strategies
• Realistic resources
• Empowered people
• Clear communication
• Practical policies and procedures

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THE 4 FUNCTIONS OF MANAGEMENT

• PLANNING
• ORGANISING
• DIRECTING (LEADING)
• CONTROLLING

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Planning

• The language of planning
• The words aims, objectives, goals and
  targets are often used interchangeably - They
  all What is important is not what they are
  called, but the time scale involved.
• An aim is an overall objective or goal what the
  organisation would achieve if it was 100 per cent
  successful. It defines why the organisation
  exists, its purpose, and its reason for being.
• This is sometimes called the organisations
  mission, as expressed in a mission statement or
  statement of core purpose.
• Objectives are what the organisation wants to
  achieve within certain time periods. All of the
  organisations objectives, whether long, medium
  or short term, and all its activities should be
  in line with its core purpose.
• The time periods for strategic objectives in a
  fairly well established small or medium sized
  organisation might be three to five years for
  long term, two to three years for medium term,
  and 12 to 18 months for short term. For a larger
  organisation long term might be as long as 10 or
  20 years, while for a new organisation long term
  might be as short as one year.
• Short term or immediate objectives (for this
  year, this month, this week) might be called
  objectives, goals or targets.

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Types of planning

• Development Planning long term, with a broad
  overview of policies, current activities and new
  activities.
• Action or Tactical Planning steps to implement a
  strategic plan or reach long term goals.
• Recurrent or Cyclical Planning for events or
  activities which occur regularly or must be
  regularly undertaken, for example yearly
  planning, termly planning.
• Project Planning for a specific, time-limited
  piece of work.
• Operational Planning to keep the school and
  functioning smoothly and able to carry out the
  work it has to do.
• Day to day Planning specific actions needing to
  be done immediately.
• Contingency Planning allowing for the unforeseen.

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Planning action spiral
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Learning to delegate

• Identify a whole taskto one person
• Identify the actual outcome you want expect
• Identify the rightindividual for this project
• Meet to outline results any limitations
• Dont underestimateones potential to do things
  for you
• Make sure they understand what is expected
• Make arrangements for feedback
• Make sure they come with recommendations
• Avoid surprises