erich baumgartner dept of leadership & educ administration andrews university
TRANSCRIPT
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Designing Leadership Development
Erich BaumgartnerDept of Leadership & Educ AdministrationAndrews University
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Why Develop Leaders?
Because the church is growingBecause the church is not growing
“. . . is a person with a God-given capacity and a God-given responsibility to influence God’s people towards the fulfillment of His purposes.” (J. R. Clinton, 1987, The Making of a Leader)
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A Leader is . . .
A person who has an unusual degree of power to create the conditions under which other people must live and move and have their being — conditions that can either be as illuminating as heaven or as shadowy as hell. A leader is a person who must take special responsibility for what’s going on inside him- or herself, inside his or her consciousness, lest the act of leadership create more harm than good.” Parker Palmer, Leading From Within,1990, p. 7.
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Growth Configuration Factors
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There has to be a balance between 1. Membership growth2. Extension of the leadership base3. Improvement of the quality of leadership
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Growth Configuration Factors
1. Membersh
ip Growth
2. Leadership Base
3. LS Q Factor
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Growth Configuration FactorsExplosive Precarious Growth
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Growth Configuration FactorsOld Slow Growth
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Growth Configuration FactorsSolid, But Slow Growth
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Growth Configuration FactorsFast, Sustainable Growth
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Growth Configuration FactorsBalanced Growth
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Types of Leaders
Type 1: Small group/ministryType 2: Coordinator of group systemsType 3: Congregation/district leaderType 4: Regional/nationalType 5: International
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Five types of leaders
Type 1 Small group or ministry
Intensive, face to face
Type 2 Coordinator Intensive, direct and indirect
Type 3 Pastor Less intensive, direct and indirect
Type 4 Region Extensive, mostly indirect
Type 5 International context
Extensive, mostly indirect
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Five types of leaders
Type 1 Small group or ministry
Intensive, face to face
Type 2 Group of grs Coordinator
Intensive, direct and indirect
Type 3 Pastor Less intensive, direct and indirect
Type 4 Region Extensive, mostly indirect
Type 5 International context
Extensive, mostly indirect
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A Clarifying Question
How do we develop different types of leaders?
Thesis:Different types of leaders
have different needs
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Three Types of Education
Formal: classroom, diploma, degree (e.g. BA in Theology)
Nonformal: short-term, individualized or group training for a purpose (e.g. church growth seminar)
Informal: what we learn by absorption from someone modeling behaviors and attitudes, life-related (father modeling honesty or integrity)
Each model can be helpful, but each has different strengths and is needed in different proportions.
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Three Types of Education
Formal
Informal Nonformal
Stable, Based on Tradition
Structured Planned
Staffed Financed
Functional, Arising from
Need
Knowledge
SkillsValues
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Different Strengths
Formal EducationKnowledge (Knowing Dimension)
Nonformal EducationSkills (Doing Dimension)
Informal EdcuationValues (Being Dimension)
Use the strengths of each model in designing leadership development programs targeted to different types of leaders
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Why Most Programs Don’t Work
Too optimistic about the ability of people to changeToo naïve about the ability of organizational change
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Cognitive & Emotional
Cognitive Change: Ideas, concepts, intellectual, wordsCan change in a short time
Emotional Change:Habits, attitudes, values, feelings associatedAnchored deeply, change slowly
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The Human Brain
From Goleman: Primal Leadership
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Organizational Culture & Mindset
Double (Triple) Loop Learning
Problem Solution
Underlying Cause
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Developing Leadership Capacity
Individual level Empowering problem solving
Organizational structure level Finding structural solutions
Organizational culture levelChanging the culture
Difficulty 1
Difficulty 2
Difficulty 3
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Traditional Versus TransformationalEducationTraditional
Going to schoolStudents are passive recipientsTeacher is the expertTransmission of knowledgeKnowledge is the basis for doingEvaluation is based on knowing NOT doing
TransformationalLearning in many settingsStudents are active learnersTeacher facilitates learningExperiential learning cycleKnowing integrated with doingEvaluation is based on doing
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Experiential Learning Cycle
Experience
Reflection
Theory
Experimentation
Kolb, 1987
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Steps
Theory
Model
Practice
Coach
Leadership Training
80% 5-15% 5%Know Do Teach
80% 5-15% 5%
80+% 80% 5-15%
80+% 80% 80%
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For Further Information
Contact:Erich BaumgartnerAndrews Leadership ProgramBerrien Springs, MI [email protected]/leadership