The Church: Leading by Example

1. The church must model out the racial, tribal and other unities
needed by the nation.
2. The Church must be the prophetic conscience of the nation
3. The Church must be the evangelistic agency to the nation.
4. The Church must be the main instrument of peace and
reconciliation in the nation
5. The Church must uphold Christian principles for personal
public life
6. 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:
1. Has spiritual commitment & personal
faith
2. Is a listener to God- through daily
scripture reading and prayer
3. Is a humble person
4. Has integrity and leads by example
5. Has a servant spirit
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Biblical Principles of Leadership
An Effective Christian Leader:
6. Is a person of justice, fair play.
Honours dignity, equality and all
people.
7. Is willing to pay the price
8. Sees the big picture
9. Knows the source of their strength
10. 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.
1. POSITION
2. PERMISSION
3. PRODUCTION
4. PEOPLE DEVELOPMENT
5. 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 individual’s 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: Production
Leading 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 worker’s main responsibility is doing
the work himself. “
 “A leader’s 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

1. Am I building people or am I building my dream and using

people to do it?
2. Do I care enough to confront people when it will make a
difference?
3. Am I listening to people with more than my ears; am I
hearing more than words?
4. What are the major strengths of this individual?
5. Have I placed a high priority on the job?
6. 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 leadership
Ubuntu 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: What’s 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”.
 Don’t 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 it’s 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 learning’s 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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 Mapping the Co nflict

Who: Who:

Ne e ds Ne e ds

Fe ars Fe ars

Is s ue s

Who: Who:

Ne e ds Ne e ds

Fe ars Fe ars

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 EI- Personal Competence
These competencies determine how we manage ourselves.
Self-Awareness - Knowing one’s internal states, preferences, resources and intuitions
 Emotional Awareness: Recognising one’s emotions and their effects
 Accurate self-assessment : Knowing one’s strengths and limits
 Self-confidence: A strong sense of ones self worth and capabilities

Self-Regulation - Managing one’s 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 group’s 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 Management
Two 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 organisation’s long-term
development.
 The functions of leadership and
management are inseparable.
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 Differences between Leadership and Management

Leadership Management
Guides Co-ordinates
Motivates Organizes
Initiates Maintains
Anticipates Stabilises
Builds vision Realises
Creates Structures
Moves forward Establishes how to do and limits
Inspires Handles problems
Develops the team Makes sure tasks completed
Breaks boundaries Sets boundaries

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 Leadership Styles
Autocratic Consultative
“ I tell, you listen and I decide.” “I ask, you answer, I explain, and I decide.”

Laissez-faire
“You decide as you please-don’t
worry me.”

Democratic Situational
“I raise issues, we “Let’s look at the situation first
discuss and we decide.” 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 organisation’s 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
organisation’s 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
o Identify a “whole task”to one person
o Identify the actual outcome you want & expect
o Identify the “right”individual for this project
o Meet to outline results & any limitations
o Don’t underestimateone’s potential to do things
for you
o Make sure they understand what is expected
o Make arrangements for feedback
o Make sure they come with recommendations
o Avoid surprises

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