May 2-6, 2011 Phone: Bethel Seminary of Bethel University Location: Bethel Seminary St. Paul

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1 Ministry Leadership Foundations Greg Bourgond, DMin, EdD InMinistry Course: ML602 May 2-6, 2011 Phone: Bethel Seminary of Bethel University Location: Bethel Seminary St. Paul SYLLABUS - COURSE DESCRIPTION This course explores the nature of Christian leadership development and its importance for enhancing the establishment of ministry foundations in the life of the transformational leader. Leadership emergence theory, a theory grounded in the comparative study of many life histories of biblical, historical and contemporary leaders forms the basis of analysis. This theory arises as a direct result of the strong admonition given in Hebrews 13:7-8 to reflect on the lives of spiritual leaders. "Remember your leaders, who spoke the word of God to you. Consider the outcome of their way of life and imitate their faith." The development of a Christian leader takes a lifetime. God processes or shapes a leader in terms of leadership character, leadership skills and leadership strategy. The processes that God uses can be studied, categorized and characterized. They can be integrated around a time-line of a leader that shows development from the big picture, lifetime perspective. Patterns can be observed as God develops the leader over a lifetime. In light of these patterns, three umbrella variables, (1) processing, (2) time, and (3) patterns of response form the backbone of this course. Individual concepts embedded in leadership emergence theory, such as various process items, the unique time-line, personal response patterns, boundaries, giftedness development pattern, sense of destiny, personal ministry philosophy, ultimate contributions, and many more, are examined with a view toward understanding one's own shaping as a transformational leader. These concepts will also aid in establishing foundations for ministry, which can support a leader for a lifetime of effective Kingdom service. Students will study leadership emergence theory concepts in order to identify them in his or her emergence as a leader. Application of these concepts to the student's life will be most revealing as students develop a personal case study. This case study will include numerous items that will help focus students' leadership development at whatever phase of development they may find themselves. In addition to applying leadership emergence theory concepts to his or her own life, each student will develop a familiarity with the concepts in order to "read" with understanding the leadership emergence of biblical characters, historical characters, contemporary characters, or those characters they are seeking to lead themselves. The student will become conversant with leadership emergence theory to the extent that its concepts and theories can be utilized in ministry. Leadership emergence theory will especially be helpful in describing, predicting and prescribing the students own leadership emergence in order to maximize their service to God and finish well. Because ministry foundations is a curricular component of the Master of Arts in Transformational Leadership, the concepts studied in this course will be integrated with other leadership courses, as well as disciplines in the Center for Biblical and Theological Studies and the Center for Spiritual and Personal Formation. Bourgond, ML602 Page 1

2 Toward this end, Ministry Leadership Foundations will give focused attention to the Relationship component of the 4-R Leadership Model presented in ML513 - Introduction to Transformational Leadership. Students will be presented the opportunity to discover how their emergence as a Christian leader intersects with the leadership capacity elements studied through the DICE +1 framework (dynamic determination, intellectual flexibility, characterological soundness, emotional well-being, and partner-up ability). Understanding how Christian leaders develop over a lifetime can raise awareness levels of the personal and/or interpersonal dynamics that may hinder or enhance one's personal leadership formation. COURSE FORMAT Ministry Foundations will coincide with the general directives of the InMinistry format. This online course with an intensive week will facilitate learning for a student cohort participating in the Master of Arts in Transformational Leadership degree program. Various learning methods will be implemented such as: discussion forums, personal case studies, peer interaction, reading-response exercises, personal reflection, and student-instructor interaction during the intensive week. This course will seek a balance between the students' cognitive, affective, and behavioral dynamics of development related to the course learning goals of Ministry Foundations. ** Note of Encouragement: Though the reading is initially heavy in the early weeks of the course it provides necessary foundational information that will be needed prior to our intensive week together. However, the reading will taper off greatly after the intensive week providing more time to compile the Personal Case Study. If you hang in there, it will all come together! REQUIRED READING Clinton, J. Robert The Making of a Leader. Colorado Springs, CO: Navpress. ISBN pages This book represents the tip of the iceberg regarding Leadership Emergence Theory (LET). This body of research evolved over time as J. Robert Clinton and his team applied grounded theory methodology to case studies of biblical, historical, and contemporary Christian leaders to ascertain how God develops a leader. At the time of this publication over 600 case studies had been completed yielding over 13 different core areas of research. To date over 3700 case studies have been completed adding much to the base of LET. Clinton, J. Robert Leadership Emergence Theory (Reference). Barnabas Publishers. ISBN X 460 pages This manual is a reference document for the various concepts, structures, methods, processes, strategies, and principles that comprise Leadership Emergence Theory (LET). Essentially, it provides great detail explain a basic developmental framework L = f (p, t, r) where L is a given leader, f means "function of", p means processing, t means time, and r means response patterns. Therefore, each leader goes through similar development as a function of time, processing, and response to the processing. The book is written in a form for quick reference to concepts and terms and is not meant to be read from cover to cover although that can be done. Where The Making of a Leader above is the tip of the iceberg this manual is what lies under the surface. Hagberg, Janet O. and Robert A. Guelich (2004). The Critical Journey, 2nd edition. Salem, WI: Sheffield Publishing. ISBN pages This book describes the critical journey or spiritual journey to maturation as a follower of Christ and as a leader. The authors address the struggle to find meaning and wholeness, the crisis of values and Bourgond, ML602 Page 2

3 identity at mid-life, the quest for self-actualization, the healing of early religious experiences, and questions about the spiritual journey. Walling, Terry (2008). Stuck! Navigating the Transitions of Life and Leadership. ChurchSmart Resources. ISBN pages Transitions occur in the lives of all committed Christ followers. They are the moments and days that lie between what is and what is to come. Transitions are in the seam between one development phase and the next. They deepen one's trust and dependency on God and help Christ followers better recognize God's voice and calling in their life. As you walk through this book, some of the following questions will be addressed: What is a transition? How do I know if I am in a transition? What is the pathway through the transition? How does God use the transition to shape my life and direction? How do I know when the transition is over? What can I expect in the future? "Stuck!" is about finding God in new ways and discovering his purposes, while at the same time, surviving and navigating through a time of transition. Course Reader: This consists of supplemental articles including case study examples (Available in Course Documents on Blackboard) This consists of supplemental articles including case study examples (photocopied, mailed and charged to student's account). This is a large file which you will need to download and open rather than trying to open in Blackboard. The following articles are included in the reader. Lifecycle of a Leader (1-31) The Time-line (32-53) Getting Perspective (54-139) Understanding Spiritual Giftedness ( ) Ministry Insights ( ) Boundary Processing ( ) Ministry Philosophy ( ) The Ultimate Contribution ( ) Social Base Processing ( ) Moodle Course Materials With the exception of the required reading texts all materials are included under Course Documents. They include ML602 Course Reader (explained above) Finishing Well Articles: Most leaders do not finish well. J. Robert Clinton and his team have studied the lives of Christian leaders (biblical, historical, contemporary) using grounded theory methodology. They have identified characteristics of those who have finished well, barriers to finishing well, and enhancements (lessons for us) on how to finish well. The 4-R Model of Transformation Leadership Practice: Dr. Mark McCloskey has developed a model of transformational leadership practice based on biblical theology and transformational theory. The 4-R Model begins with our relationships, overflowing into community leadership roles, calling upon the leader to exercise leadership responsibilities and eventually producing contextually defined results. The Model also addresses the DICE + 1 leader and the critical factors that make up an effective leader: dynamic determination, intellectual flex-ability, characterlogical soundness, emotional well being, and partner-up-ability. Bourgond, ML602 Page 3

4 Process Items (Folder): God uses process items to shape us as leaders. God uses his chisel or scalpel over the course of our lives to develop a Christ-centered leader. This folder contains descriptions and definitions of the 51 process items identified by J. Robert Clinton and his team. This folder contains three documents that describe each of the 51 process items in three different formats alphabetically, by formation categories, and by more detailed descriptions and definitions. Response Patterns: Response patterns describe how a leader 'responds' to God's processing: A pattern is something that is repetitive over time and hence recognizable. Sometimes it is made up of a combination of things like behaviors, attitudes or qualities that combine to become characteristics of a person or a shaping process. These patterns, when observed, are helpful for their evaluative insights and their predictive qualities. Twenty-six response patterns are addressed in this document. Spheres of Influence: This document describes the three spheres of influence available to the leader -- direct, organizational, and indirect. Sphere of influence refers to the totality of people being influenced and for whom a leader will give account to God. Sphere of influence can be measured in terms of extensiveness (refers to quantity), comprehensiveness (refers to the scope or breadth of things being influenced), and intensiveness (the depth to which influence extends to each item within the comprehensive influence). As the leader grows and moves through each phase of development the spheres expand as well. Ultimate Contribution(s): This document addresses twelve possible legacies you might live and leave when God calls you home. Legacy is the aroma left in the nostrils of those God has called you to influence. This is the aroma that should linger long after you are gone. Sensing what your contribution(s) might be in advance helps you to live intentionally to that end. Intensive Classroom Presentation (PPT): A copy of the slides I will use in class will be available on February 2, 2009 at 8:00 AM in the Course Documents of the Black Board course. You should print these out in handout 3 slides per sheet form for taking notes during the class sessions. These resources will provide valuable reference for the development of your personal case study. This case study will constitute the project required for this course. GOALS OF THE COURSE A. Students will come to understand the importance of establishing healthy ministry foundations in order to become a transformational leader in light of leadership emergence theory. B. Students will also be presented the opportunity to discover how concepts discussed in Ministry Foundations intersect with transformational theory and especially the framework of the 4-R Leadership Model as well as DICE +1. C. Students will become conversant with a wide range of leadership emergence concepts so as to apply them to the analysis of his or her life, or the lives of others as demonstrated by a completed personal case study. D. Students will become proactive in their own development processes associated with Ministry Foundations the rest of their lives. Concepts such as focal elements and personal life mandates should move the student toward a personal proactive transformational leadership stance. E. Students will go through the paradigm shift from seeing ministry as primarily doing to seeing ministry as primarily flowing out of being. Students will also come to understand more of what being means uniquely for themselves in terms of personality, ultimate identity, giftedness, values, and ministry structure insights. F. Students will learn to glean and value leadership lessons from the lives of others with a view toward developing their own ministry philosophy. Bourgond, ML602 Page 4

5 ASSIGNMENTS A. Required Reading and Discussion Forums: The reading assignments include all recommended course texts (with the exception of Leadership Emergence Theory (LET) which will be used as a reference), as well as the Course Reader. It will be imperative for students to have read the texts before arriving for the first class session to master the various principles and issues presented throughout the course. The reading from the Course Reader will also provide helpful examples and instructions for the student's development of a personal case study. In addition to assigned readings, two Discussion Forums will provide a means to address critical principles and issues raised by both the instructor and students. During the course, each student will be expected to make two postings for each of the two Discussion Forums. One of the two postings will be made in response to the discussion forum question posted by the instructor. The other posting will be made in response to any posting of another student. This adds up to four postings, two for each Discussion Forum. Students will be graded on (1) the number of times they participate in the Discussion Forums, (2) the quality level of their interaction with the posted question, and (3) the quality of their engagement with the responses of other students. B. Personal Case Study: The majority of the submitted work is in the form of a running, personal case study. Students will build a personal case study of their own emergence as a leader by looking through the lens of leadership emergence theory. Assignments of analysis and reflection will pertain to major concepts studied throughout the duration of the quarter. These assignments will be done week by week so that by the end of the quarter the entire case study will (for the most part) be completed. Students will simply compile the individual assignments into a completed personal case to be turned in for a final grade. Specific instructions for the individual case study items are included in the Course Documents section under the heading "SUPPLEMENTAL CASE STUDY INSTRUCTIONS." Length of the case study will vary according to the desire of the student. All sections of the case study are to be double-spaced unless noted otherwise. This assignment will be graded according to the following criteria. (1) The student's demonstrated level of understanding of the course material. (2) The integration of the course material into the assignments, including readings, class discussions, and where appropriate, Discussion Board interactions with fellow students. (3) The demonstrated degree of rigor and depth with which the student processes the issues and challenges associated with each assignment. In other words, does the student s written work clearly demonstrate that he or she has personally grappled with the lifeissues raised in each assignment? During the quarter, students will be invited to submit samples of their work for evaluation by the instructor without the work being graded. Individual items that make up the case study include the following: 1. Overview Phase Chart: the development of a personal timeline which gives indication of uniqueness of personal development, as well as an overview of components studied from leadership emergence principles. 2. Narrative Capsule: written narrative of what is pictorially described on the overview phase chart according to the major developmental phases and sub-phases from the student's personal time-line. 3. Analysis of Process Items: description of various process items selected in the overall development of the student. 4. Analysis of Response Patterns: description of various response patterns selected in the overall development of the student. 5. Ministry Insights Analysis: description of various ministry experiences of the student, which can provide insight into unique methods associated with the student's ministry. 6. Giftedness Venn Diagram: giftedness diagram that gives indication of spiritual gifts, natural abilities and acquired skills. Bourgond, ML602 Page 5

6 7. Boundary Analysis: description of one phase of boundary that significantly enhanced leadership formation. 8. Destiny Process Analysis: description of process items that have led to an enhanced awareness of a unique sense of destiny, which can provide evidence of life purpose. 9. Life Purpose Paragraph: gives indication of ultimate purpose for one s life and ministry. 10. Ultimate Contribution Analysis: a projection of the "lasting legacies" the student would want to leave behind as a leader. C. Critical Book Review: Students are expected to complete a critical book review for two of the four texts used for the course: (1) Hagberg and Guelich (The Critical Journey) and (2) Terry Walling (Stuck!). The reports are to be double-spaced with a one and one-half margin on the left and a one-inch margin on the right, top and bottom of the pages. The report must not exceed two pages (one-sided sheets), and must be at least one and one-half pages. This exercise will be quite challenging, as it will force you to analyze, synthesize and evaluate a rather large body of material in a relatively concise format. Additionally, the exercise asks you to articulate the core of the author's intent and integrate the content of the book with other course material. GRADING Grading on this assignment will reflect the student s demonstrated success in appropriately integrating the full range of course material into his or her analysis, synthesis and evaluation of each book. In other words, the critical book review should reflect that the student has (1) carefully read the book in question, (2) fully integrated other appropriate course material into the assignment, and (3) specifically and clearly addressed each facet of the book format. The format for the book report will include the following: 1. Course name, your name (you would be surprised how many students forget this small detail!) and date in the upper left corner (first page). 2. Give author, book title, publisher, city and year of publication. 3. Tell something about the author that may be helpful in understanding the content of the book. 4. Give a short summary of the contents of the book by the following: a. Thesis of the book in one sentence (not a run-on sentence please) b. Major sections of the book in short summary paragraphs, showing how each section develops an aspect of, or gives support for the main thesis. 5. Evaluate the relative importance of the book, e.g., its relevance for our course of study, and for your personal growth. Be sure to defend your evaluation. 6. React and respond to the author's thesis and its development (positively, negatively or both) in relation to your own story, values, opinions, experience and perspective. Once again, be sure to defend your reactions and responses. A total of 100 points are possible. Each assignment/grading category reflects both the percentage of the class grade, as well as the number of points allocated for the particular category. A final grade of "A" (95-100) is reflective of an extremely high demonstrated quality level for graduate studies with reference to the areas of (a) class preparation and participation, and (b) accomplishment of the course assignments according to the stated criteria for each assignment as communicated on this syllabus. A final grade of "B" (85-87) is reflective of an average demonstrated quality level for graduate studies. A final grade of "C" is reflective of a below average demonstrated quality level for graduate studies. Grading points per assignment will be determined as follows: A. Satisfactory Participation in Two Discussion Forums (5 points each) 10% B. Personal Case Study 70% Bourgond, ML602 Page 6

7 1. Overview Phase Chart... 5% 2. Narrative Capsule... 5% 3. Analysis of Process Items 5% 4. Analysis of Response Patterns 5% 5. Ministry Insights Analysis 5% 6. Giftedness Venn Diagram 5% 7. Boundary Analysis 5% 8. Destiny Process Analysis 5% 9. Life Purpose Paragraph 5% 10. Dark Side Profile & Workshop 20% 11. Ultimate Contribution Analysis 5% C. Two Book Reports (10 points each) 20% INTENSIVE SCHEDULE The course will be conducted in the intensive format. Students are expected to have read the required texts prior to coming to the intensive. Class will begin promptly at 8:30 AM with one break in the morning. Lunch will be from 12:00 to 1:00 PM. Class will once again begin promptly at 1:00 PM and conclude at 4:30 PM each and every day. The student should not plan to leave early on Friday. Class will conclude at 4:30 PM on the final day. Flight arrangements should be scheduled for departure after 4:30 PM on Friday. Pre-Intensive Read all the required texts with the exception of Leadership Emergence Theory (LET). Familiarize yourself with the structure, form, and contents of LET. It will be helpful to know where to go to find the pertinent information you need. Familiarize yourself with the contents of the Course Reader. Read the first article in the reader entitled The Lifecycle of a Leader. It is written primarily in story form and will give you a good grasp of the concepts for the course. Read the article The 4-R Model of Transformational Leadership Practice with the goal of becoming conversant about the 4-R model and the DICE + 1 framework. Two Discussion Forums have been set up in Blackboard for your required participation. One forum deals with Finishing Well and the other Spheres of Influence. Everyone participates in the discussion forums. Questions or statements will be presented for each forum. Substantive comments must indicate an understanding of the subject matter gleaned from the readings and other supplemental material (either pursued by the student or offered by the professor). Lessons learned from the readings and other materials should show integration. One substantive comment must be submitted for each question or statement. Responses must be submitted in reply to comments from other students. For example, you must submit a comment for each question or statement of the professor. Secondly, you must reply (substantively) to at least three other students on any one comment they Bourgond, ML602 Page 7

8 make. So, besides your comments to the questions and/or statements of the professor I should be able to read at least one additional comment to another student. Begin immediately responding to the questions and statement posed in the Discussion Board of Blackboard. Two topics are identified finishing well and spheres of influence. Complete two book reports mentioned above. These reports will be handed in on the first day of the intensive. Intensive May 2-6, 2011 Monday Tuesday Wednesday Thursday Morning Course Orientation Assumptions Calling Finishing Well Afternoon Leadership Defined Spiritual Authority Morning Leadership Emergence Ministry Timeline Afternoon Processing Response Boundaries Morning Afternoon Structural Components of Case Study Overview Phase Chart Narrative Capsule Analysis of Process Items Analysis of Response Patterns Ministry Insights Analysis Giftedness Venn Diagram Boundary Analysis Destiny Process Analysis Life Purpose Paragraph Ultimate Contribution Analysis Bourgond, ML602 Page 8

9 Morning - Ministry Philosophy Afternoon - Work on Overview Phase Chart Friday Morning - Work on Overview Phase Chart Afternoon - Course Wrap-up NOTE: The professor reserves the right to change the order of the topics and the topics themselves as needed during the intensive. Post Intensive Prepare a personal case study in accordance with the Supplemental Case Study Instructions (see Course Documents in Blackboard), this syllabus, and guidelines given by the instructor during the intensive. This case study should include a minimum of 25 pages and not exceed 50 pages in length. The document should be double-spaced with appropriate margins. A title page and table of contents should be included and will not be counted in the page length requirement for the project. The document should evidence integration on what you have read and what was covered in the classroom. The project should be submitted as an attachment to an to me (Bourgond@aol.com) (unless otherwise approved by the instructor) by the end of the course. The project will be graded within 2 weeks of receipt. Accessibility: Please contact the instructor as soon as possible if disability-related accommodations are needed. Accommodations for students with documented disabilities are set up through the office of Disability Services. Contact Kathy McGillvray, Director of Disability Services at (651) Academic Course Policies: Please familiarize yourself with the catalog requirements as specified in Academic Course Policies document found on the Registrar's website at: You are responsible for this information, and any academic violations, such as plagiarism, will not be tolerated. Course Evaluations: All courses are evaluated, and the completion of the course evaluation is required to be part of students final grade. An with a link to the survey will be delivered on May 31 through the students' Bethel account. A follow-up will be sent June 6. The survey will be active from May 31-June 10. Student course assessments are an important part of course development and enhancement. In order to recognize the value of your input and to encourage you to provide that input, your completion of the course assessment will be included as a factor in your final course grade. Review the course syllabus for how this will be calculated. For any questions regarding the course evaluation process, please go to Bourgond, ML602 Page 9