Cbf fellows session_1 copy

CBF Fellows

Session 1 August 20-‐23, 2012

Faculty Introductions

•  Terry Hamrick •  Ka’thy Gore Chappell •  Bill Wilson •  Beth Kennett • Chris Gambill

The Coopera9ve Bap9st Fellowship

Who We Are

CBF is a fellowship of Bap9st Chris9ans and churches who share a passion for the Great Commission of Jesus Christ and a commitment to Bap9st principles of faith and prac9ce.

What We Do

Help you and your church find where your God-‐given passion and God’s mission meet. Because at that holy intersec9on, lives are changed.

Our Vision and Mission

Our Vision Being the presence of Christ in the world Our Mission Serving Christians and churches as they discover and ful!ll their God-given mission

Our Core Values

•  Baptist Principles •  Biblically-based

Global Missions •  Resource Model •  Justice and

Reconciliation •  Lifelong Learning

and Ministry •  Trustworthiness •  Effectiveness

How We Partner

The Fellowship partners with •  15 theology schools/seminaries with combined enrollment of about 2,000 students.

•  More than 600 CBF-‐endorsed chaplains and pastoral counselors serving in various seMngs.

•  150 global missions partners •  Bap9st iden9ty partners

About Us

The Fellowship has a paid staff of about 50 employees plus more than 135 field personnel who serve worldwide. The Fellowship is based in Atlanta, partnering with 18 state and regional CBF organizations that have combined budgets of more than $3 million.

MISSION

CORE VALUES

Congregationally-‐Based Client-‐Centered Approach

Thought Leaders Flexible and Responsive Multiple Ministries Sustainable Ministry

VISION Will be the premier thought leader and the provider of resources and services for healthy faith leaders and faith communities.

Opening doors to hope and wholeness with faith communities, lay leaders and clergy.

Center for Congregational Health®

At the center of the Center?

www.healthychurch.org

Our Primary Ministries

•  Intentional Interim Training •  Coaching and Coach Training •  Consulting & Consultant Training •  Leadership Development •  Spiritual Formation

Quick Facts •  FY11, the Center provided:

•  coaching for 540 clients •  consultation for 180 faith communities •  educational events for 524 individuals

•  Since 1992, the Center has: •  worked in 44 states •  assisted ministry in 4 foreign countries •  served 19 denominations

Fellows Introduc9ons

•  Write your name on a tent card •  Share in your group:

– Three basic facts about themselves – Something that excites you about being a Fellow

•  Close in prayer with the members of your small group

Influences on Leadership Development

Discussion Questions

•  Find a partner you do not know well and share your answers to these questions: •  Who is an example for you of good

leadership? What do you learn from this example?

•  Who is the “best” leader in your church? What do you learn from this example?

Group Norms

•  Individual reflec9on, (Learner Guide, p. 11) •  Prepare to share with the large group

Metaphor Maps of Our Lives

•  Draw a picture of “your life” with its opportunities and challenges

•  Artistic ability will not be penalized •  Everyone will share their map and

interpret it for the group •  (3 minute time limit!)

Learning Goals

What do you hope to learn through Young Leaders?

Leadership in Action Simulation Exercise

SESSION 1, DAY 2

Analy9cal Bible Study

•  Genesis 37:1-‐10 •  Learner Guide, p. 17

Architecture for Leadership Development

Responsibility for Program Design

•  The old way: •  A chain from denomination to congregation

•  The new way: •  A web (network) linking congregation to

congregation

Sources for Leadership Training

•  My Way

•  Our Way

•  In Theory

•  Your Way

Architecture of Leadership

!

The Value of Architecture

•  Assessing your needs as a leader •  Assessing programs and activities you

lead or engage it

The Three “M’s”

What makes a good leader?

Brainstorming and discussion

The best leaders are . . .

•  Emotionally mature •  Spiritually centered •  Well timed •  Not needing to always be in charge •  Convinced leadership is about

contribution, not position

What do leaders do?

Clarify Mission •  Set the target •  Focus on the end •  Establish the

vision

What do leaders do?

Raise Morale •  Relationships are

important •  Relationships

provide energy to power the church

•  The spirit of the church indicates morale

What do leaders do?

Model the Way •  Walk the talk •  Exhibit integrity

People Need Leaders to exhibit . . .

•  Clarity

•  Concern

•  Consistency

Bifocals: A dual perspective approach •  Examine Yourself

•  Examine Your Context

Self Care for the Minister

Clergy Self-Care

What Stresses You?

•  Discuss in your group: – What are the stresses in your family? – What are the stresses in your work? – What are the stresses in other key rela9onships (colleagues, etc.)?

Sources of stress

•  Expectations vs reality •  Unclear boundaries •  Uncompleted tasks •  Workaholism •  Peter principle •  Intangibility •  Identity confusion •  Few perks

•  Multiples roles •  Conflict •  Interruptions •  Seriousness •  Playing it safe •  Admin overload •  Loneliness •  Others?

Stress Inventory

Learner Guide, p. 29

How much stress is right for you?

To Little Stress

Creative Stress

Too Much Stress

Rust Out

Stress Threshold

“Over” Stress

IS •  over use of adjustment •  too much novelty, flux,

or change

RESULTS IN •  loss of perception •  loss of options •  regression to infantile

behavior •  fatigue and depression •  physical illness

Stress Responses

•  Fight/Flight •  Adrenaline is pumped into body •  Sugar and cholesterol are emptied into the

system •  The body is ready for action

How do you manage stress?

•  Complete the worksheet in the Learner’s Guide, p. 31

Strategies to Manage Stress •  Spiritual Formation - practice of the disciplines

of prayer and worship •  “Letting Go” Techniques: biofeedback,

meditation, yoga •  Support Group or Network •  Regular and Vigorous Exercise •  Routes to Detachment: get your mind off of

work with a hobby, etc. •  Monitor Intake of food and ideas

Burnout

The Disease of the Overcommitted

Burnout

IS •  over use of your

listening and caring capacities

•  too many needy people; too much responsibility

RESULTS IN •  physical and emotional

fatigue •  cynicism •  disillusionment •  self-depreciation

Focusing on Burnout

•  Compete the inventory in the Learner’s Guide, pp. 33-‐41

How do you prevent burnout?

•  Complete the worksheet in the Learner’s Guide, p. 42.

Strategies to Manage Burnout

•  Spiritual Formation •  Time Out: daily, weekly, yearly •  Trusted Supervision •  Coaching •  Exercise regimen •  Other strategies?

Self-care: Polarity Management

Barry Johnson and Roy Oswald

What is a polarity?

•  An issue with two “poles” •  Things that seems mutually exclusive but actually require both for success – Breathing in and breathing out – Rest and work – Others?

Care for Others Care for Self

- -

+ +


+ +

- -


+ +

- -

Spiritual self-care

Practicing what you preach

Leadership and Time

What demands your 9me?

•  Think about the demands that compete for your 9me.

•  Complete the worksheet in the Learner’s Guide, p. 48.

Time and Ministry

•  Working for a congregation is a “total life” experience •  Family, work, and play blend together

•  Time is valued differently •  Time is money for most of the world •  In congregations, time often has little value •  In reality, we often live in both worlds

Evaluating Your Use of Time

SUN MON TUE WED THU FRI SAT

Worship

Worship

Staff Meeting and Office Hours

Hospital Visitation and/or Office Hours



Sermon Preparation

Sermon Preparation

Prayer Meeting

Committee Meeting

Member Visitation

Office Hours

Office Hours

UNITS OF TIME – CHART AND SUMMARY

• Each major section of the day is a unit - morning, afternoon, evening • A full time job is 10 units; ministers usually work 12-14 units • An ‘X’ indicates personal time off; at least 7 blocks for personal time, including at least 3 consecutive blocks . • Use units as a measure of how much you are willing to work and compute compensation on a percentage of the units compared with a full time minister

X

X Office Hours

X

X X

X

X

Manage Your Units of Time

•  Ministers typically work 12-14 units •  Block at least 7 units for personal time •  Block 3 consecutive units off each week •  Practice stewardship by not over-

functioning in the congregation

SUN MON TUE WED THU FRI SAT

UNITS OF TIME – WORKSHEET

To create a Personal Mission Statement:

www.franklincovey.com/msb

© 2004 FranklinCovey 65

Key Ques9ons

•  Which ac9vi9es support what mafers most to me?

•  How do I stay focused on what mafers most?


Life Management Quadrants


•  Study for tomorrow’s exam.

•  Pay overdue cell-phone bill.

•  Work on project due today.

•  Visit a roommate or family member who has been in in an accident.

•  Go on a date with a friend.

•  Work on an essay due in 30 days.

•  Call home.

•  Visit with academic advisor.

•  Engage in idle conversations.

•  Respond to all instant messages.

•  Respond to all phone calls.

•  Spend time on trivial questions.

•  Engage in too much TV, Web surfing or video games.

•  Engage in time-wasters.

•  Become absorbed in escape activities.

•  Procrastinate.

The Bermuda Triangle of Time


Saying Yes and No


Yes

No

Learning about you

The WorkPlace Big Five

Big Five Supertraits and Subtraits

“Every individual nature has its own beauty.”

-‐-‐Ralph Waldo Emerson

Where did the Big Five model originate?

Big Five Development 1933-‐1968

•  Louis Thurstone’s address to 1933 APA mee9ng – 18,000 words in English – A befer way?

•  Gordon Allport (1936) 4,500 words •  Ernest Tupes and Raymond Cristal (USAF 1961)

Big Five Development: 1968-‐1981

•  Walter Mischel, Personality and Assessment (1968)

•  1970’s: Personality Psychology in Exile – Behaviorists in Charge

Big Five Development: Technology

New Computers, Programs, Factor Criteria •  1968 = SPSS Solware for mainframes •  1977 = Apple microcomputer available •  1981 = IBM PC available •  1984 = SPSS solware for IBM •  1984 = Macintosh computer •  1990 = SPSS solware for Macintosh

Big Five Development: 1985-‐present

•  Paul Costa & Robert McCrae (1985) add A & C to earlier NEO (1976)

•  Howards write and publish, The Owner’s Manual for Personality at Work (Bard Press, © 2001)

•  Howards launch The WorkPlace Big Five ProFile ™ (2001)

How do we know the Big Five model is valid?

Who endorses the Big Five model?

•  The psychological community has reached “near consensus” on the model’s validity

•  Digman and Inouye (1986, p. 116) call it, “a finding consistent enough to approach the status of law.”

How much can we trust the model?

•  Consistency of measurement: Reliability = .9 •  Validity: It can predict future performance •  Global applicability: Valid in English, Spanish, Italian, German, Portuguese, Dutch, Chinese, Japanese, Korean, Hebrew, Turkish, Shone, Finnish, Swedish, Czech, Polish, Russian, French, Norwegian, Hungarian, Icelandic, and Taiwanese.

What about the MBTI?

•  16 “Types” lack construct validity •  Preferences are actually a con9nuum •  Original validity studies can’t be replicated •  Reliability is low (inconsistent results) •  Vague terminology supports the Forer effect (personal valida9on fallacy)

Where do we get our personalities?

Nature – Nurture Summary

____% Inherited ____% Environmental ____% Other:

•  Emergenesis (Epistasis)....(i.e., chance) •  Maturational differences (need situation to bring out trait) •  Natural self submerged (from fear, ambition, etc.)

•  By six years of age, broad personality traits are apparent.

Nature – Nurture Summary

60 % Inherited 20 % Environmental 20 % Other:

•  Emergenesis (Epistasis)....(i.e., chance) •  Maturational differences (need situation to bring out trait) •  Natural self submerged (from fear, ambition, etc.)

•  By six years of age, broad personality traits are apparent.

Continuums

•  A scale, not a “yes-no” measurement •  Measures by gradient or degrees •  End points of a scale:

Higher likelihood of exhibiting characteristics or behavior

•  The closer to the middle of the scale, more likely to exhibit a combination of characteristics or behaviors

Introduction to the WorkPlace Big Five ProFile™ Continuum 7% 24% 38% 24%

7%

0 25 -- 35 - 45 = 50 = 55 + 65++ 75 100

Low Range High Range Mid Range

What are the Big Five Supertraits?

N: Need for StabilityThe degree to which we respond to stress

--(7%) - (24%) = (38%) + (24%) ++(7%)

N: Need for Stability

0-35 36-45 46-55 56-65 66-100

Resilient (N-) Responsive (N=) Reactive (N+)

Estimate where you think you scored on this supertrait

E: ExtraversionThe degree to which we tolerate sensory stimulation from people/situations

--(7%) - (24%) = (38%) + (24%) ++(7%)

E: Extraversion

0-35 36-45 46-55 56-65 66-100

Introvert (E-) Ambivert (E=) Extravert (E+)


O: OriginalityThe degree to which we are open to new experiences/ways of doing things

--(7%) - (24%) = (38%) + (24%) ++(7%)

O: Originality

0-35 36-45 46-55 56-65 66-100

Preserver (O-) Moderate (O=) Explorer (O+)


A: AccommodationThe degree to which we defer to others

--(7%) - (24%) = (38%) + (24%) ++(7%)

A: Accommodation

0-35 36-45 46-55 56-65 66-100

Challenger (A-) Negotiator (A=) Adapter (A+)


C: ConsolidationThe degree to which we push toward goals

--(7%) - (24%) = (38%) + (24%) ++(7%)

C: Consolidation

0-35 36-45 46-55 56-65 66-100

Flexible (C-) Balanced (C=) Focused (C+)


Your Personal Big Five Feedback Report

Page 1

Displays your scores on the

Big Five

Supertraits

Page 2

Displays your scores

on the Big Five

Supertrait & 4 Subtraits

for N: Need for Stability

Page 3


on the Big Five


for E: Extraversion

Page 4


on the Big Five


for O: Originality

Page 5


on the Big Five


for A: Accommodation

Page 6


on the Big Five


for C: Consolidation

Page 7

Composite Page


on the Big Five

5 Supertraits &

24 Subtraits

Understanding Your Traits

Big Five Line-ups & Explorations

Need for Stability Exercise

•  You have just picked up the telephone in your office to hear the angry voice of one of your congregation leaders asking, "Why have you not been to visit Mary Smith? She’s at the point of death in the hospital and the family needs you! They thought you would have been there an hour ago!”

•  Thoughts/Feelings: •  Plans to deal with this issue:

Extraversion Exercise

•  You have just been told that your congregation wants to honor you. To do so, they want you to plan an event to honor yourself.

•  With the other people in your group, plan out what you consider to be the perfect way for the congregation to honor you. •  Expense is no object. •  The size of the event, who’s invited, the location, the

format to honor you, etc., are all strictly up to you. •  You must make plans; you may not donate the money.

Originality Exercise

•  Your group has just been given an object. Your task is to thoroughly describe the object until time has been called.

•  List everything that is said by anyone in your group during the time allowed.

•  Keep your voices low so other groups can’t overhear you •  Record every single comment made in your group

Accommodation Exercise

•  You are part of a 7-member staff team that has been invited by a congregation member to participate in a week-long conference at a very posh resort. Everyone has been very excited about the upcoming trip. Unfortunately, one week before the event is to begin, the sponsor has announced that the cost is more than they anticipated and only 5 of the 7 team members may now attend the conference. What will you do?

•  Record all your team responses in the order that you discuss them.

Consolidation Exercise

•  It is late afternoon at the end of the week and you are trying to finish your sermon. You only have two hours left because of other commitments. You are about half finished, and you probably need no more than one hour to complete it. The deacon chair comes to you and says, “The vice- chair and I need to talk to you about the meeting next Monday night. I know this is sudden but both of us are going out of town tomorrow, and we need to do it now. Can you meet with us?”

•  List your group’s responses to this request and the reasons for your responses.

Which of your Supertraits help your ministry the most?

•  How do your supertraits help or hinder you in performing your ministry?

•  Do you feel your scores are too high or too low?

•  Work with a partner to brainstorm compensation strategies to address your needs: •  Support, develop or compensate

Utilizing the Big Five

•  What do you think is the biggest strength that you bring to your ministry?

•  In what area do you need help from others to work more effectively?

Jesus, Paul and the Big Five

•  How would you score Jesus on the Big Five?

•  How would you score Paul on the Big Five?

Comparison of Two Individuals--Factors Only

44

53

71

49

49

57

47

62

41

54

10

20

30

40

50

60

70

80N

O

CA

E

Jesus Paul

Day 4

Our Primary Ministries

•  Intentional Interim Training •  Coaching and Coach Training •  Congregational and Staff

Consultation •  Leadership Development •  Spiritual Formation

Coaching

Goal: To help individuals to

recognize their strengths and weaknesses, discover their dreams, and set the goals and steps to realize them

Sample Coaching Design

•  Client matched with trained coach •  Coach listens, observes, and customizes

approach to individual client needs •  Client maintains responsibility for

outcomes they seek •  Two, 1-hour confidential telephone

meetings per month

Dawn Hall Administration

Coordinator

Robin Danner Events Coordinator

Support Staff

The Talking Chair

•  Complete the worksheet in the Learner’s Guide on p. 78

•  Prepare to share your commitments with your table group and the faculty

Assignments

•  LPI 360 •  Read Difficult Conversations by Stone,

Patton and Heen •  Leading Change, by John Kotter •  Prepare a brief case study about a

congregational conflict you have experienced or observed

Closing worship

Education

Cbf fellows session_1 copy