Chr leadership-presentation

Hope Africa - Christian Leadership and ManagementHope Africa - Christian Leadership and Management 11
The Church: Leading by ExampleThe Church: Leading by Example
1.1. The church must model out the racial, tribal and other unitiesThe church must model out the racial, tribal and other unities
needed by the nation.needed by the nation.
2.2. The Church must be the prophetic conscience of the nationThe Church must be the prophetic conscience of the nation
3.3. The Church must be the evangelistic agency to the nation.The Church must be the evangelistic agency to the nation.
4.4. The Church must be the main instrument of peace andThe Church must be the main instrument of peace and
reconciliation in the nationreconciliation in the nation
5.5. The Church must uphold Christian principles for personalThe Church must uphold Christian principles for personal
public lifepublic life
6.6. The Church must care compassionately for the powerless,The Church must care compassionately for the powerless,
poor, marginalised, oppressed and needy, and embrace theirpoor, marginalised, oppressed and needy, and embrace their
causes before the powerfulcauses before the powerful
Source: Michael Cassidy Christian Leadership in a Country of DiversitySource: Michael Cassidy Christian Leadership in a Country of Diversity

Biblical Principles of LeadershipBiblical Principles of Leadership
An Effective Christian Leader:An Effective Christian Leader:
1.1. Has spiritual commitment & personalHas spiritual commitment & personal
faithfaith
2.2. Is a listener to God- through dailyIs a listener to God- through daily
scripture reading and prayerscripture reading and prayer
3.3. Is a humble personIs a humble person
4.4. Has integrity and leads by exampleHas integrity and leads by example
5.5. Has a servant spiritHas a servant spirit

Biblical Principles of LeadershipBiblical Principles of Leadership
An Effective Christian Leader:An Effective Christian Leader:
6.6. Is a person of justice, fair play.Is a person of justice, fair play.
Honours dignity, equality and allHonours dignity, equality and all
people.people.
7.7. Is willing to pay the priceIs willing to pay the price
8.8. Sees the big pictureSees the big picture
9.9. Knows the source of their strengthKnows the source of their strength
10.10. Shares powerShares power

Leadership MythsLeadership Myths
1.1. Leadership is a rare skillLeadership is a rare skill
2.2. Leaders are born, not madeLeaders are born, not made
3.3. Leaders are created by extraordinaryLeaders are created by extraordinary
circumstancescircumstances
4.4. Leadership exists only at the top of anLeadership exists only at the top of an
organisationorganisation
5.5. The leader controls, directs, prods,The leader controls, directs, prods,
manipulatesmanipulates
6.6. Leaders are charismaticLeaders are charismatic
7.7. It is immoral to seek powerIt is immoral to seek power

The five levels of leadershipThe five levels of leadership
- J. Maxwell- J. Maxwell
Each leader needs to work through the following levels.Each leader needs to work through the following levels.
1.1. POSITIONPOSITION
2.2. PERMISSIONPERMISSION
3.3. PRODUCTIONPRODUCTION
4.4. PEOPLE DEVELOPMENTPEOPLE DEVELOPMENT
5.5. PERSONHOODPERSONHOOD

Level 1: PositionLevel 1: Position
 The only influence you have is that which comes with a title.The only influence you have is that which comes with a title.
 People who stay at this level get into Real leadership is beingPeople who stay at this level get into Real leadership is being
the person others will gladly and confidently follow.the person others will gladly and confidently follow.
 A person may be in charge because he/she has been appointedA person may be in charge because he/she has been appointed
and has the authority to be ‘THE PRIEST”and has the authority to be ‘THE PRIEST”
 Real leadership is being the person others will gladly andReal leadership is being the person others will gladly and
confidently followconfidently follow
 A real leader knows the difference between being the boss andA real leader knows the difference between being the boss and
being the leader.being the leader.
 They have territorial rights, focus on protocol, tradition, andThey have territorial rights, focus on protocol, tradition, and
demand respect which they have not necessarily earned.demand respect which they have not necessarily earned.
 Leaders on the Position Level often lead by intimidation.Leaders on the Position Level often lead by intimidation.

Level 2: PermissionLevel 2: Permission
 ““Leadership is getting people to work for you when they areLeadership is getting people to work for you when they are
not obligated.”not obligated.”
 A person on the Permission LevelA person on the Permission Level leads byleads by
interrelationshipsinterrelationships. The agenda is not the pecking order, but. The agenda is not the pecking order, but
personal relationshipspersonal relationships. On this level, time, energy, and focus. On this level, time, energy, and focus
are placed on theare placed on the individual’s needs and desires.individual’s needs and desires.
 PeoplePeople who are unable to build solidwho are unable to build solid, lasting relationships, lasting relationships
will soon discover that they are unable to sustain effectivewill soon discover that they are unable to sustain effective
leadershipleadership
 To sustain a leadership based on permission uou need to spendTo sustain a leadership based on permission uou need to spend
time with them. You need to know their personal backgrounds.time with them. You need to know their personal backgrounds.
You need to create a way so that they feel free toYou need to create a way so that they feel free to
communicate with you.communicate with you.

Level 3: ProductionLevel 3: Production
Leading by doingLeading by doing
 On the third level of leadership, things begin to happen - goodOn the third level of leadership, things begin to happen - good
things.things.
 Profit increases. Morale is high. Needs are being met. GoalsProfit increases. Morale is high. Needs are being met. Goals
are being realized.are being realized.
 People follow production leaders because of what theyPeople follow production leaders because of what they
accomplish. People are drawn to successful project.accomplish. People are drawn to successful project.
 So the productive level is about being able to lead a team ofSo the productive level is about being able to lead a team of
people as no person can get everything done on their ownpeople as no person can get everything done on their own
 People might be willing to work with a successful projectPeople might be willing to work with a successful project
leaders, but without a relationship they will jump out of theleaders, but without a relationship they will jump out of the
way if the project starts to fail.way if the project starts to fail.

Level 4: People DevelopmentLevel 4: People Development
 A leader is great, not because of his or her power, butA leader is great, not because of his or her power, but
because of the ability to empower others. Successbecause of the ability to empower others. Success
without a successor is failure.without a successor is failure.
 Since every leader is different, the true leader can beSince every leader is different, the true leader can be
recognized because somehow or otherrecognized because somehow or other his/her peoplehis/her people
consistently demonstrate superior performance.consistently demonstrate superior performance.
 ““A worker’s main responsibility is doingA worker’s main responsibility is doing
the work himself. “the work himself. “
 ““A leader’s main responsibility isA leader’s main responsibility is
developing others to do the work.”developing others to do the work.”

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

People DevelopmentPeople Development
SUCCESSFUL LEADERS ARE PEOPLE DEVELOPERS.SUCCESSFUL LEADERS ARE PEOPLE DEVELOPERS.
PEOPLE DEVELOPERS ASK THE RIGHT QUESTIONS ABOUT PEOPLEPEOPLE DEVELOPERS ASK THE RIGHT QUESTIONS ABOUT PEOPLE
1.1. Am I building people or am I building my dream and usingAm I building people or am I building my dream and using
people to do it?people to do it?
2.2. Do I care enough to confront people when it will make aDo I care enough to confront people when it will make a
difference?difference?
3.3. Am I listening to people with more than my ears; am IAm I listening to people with more than my ears; am I
hearing more than words?hearing more than words?
4.4. What are the major strengths of this individual?What are the major strengths of this individual?
5.5. Have I placed a high priority on the job?Have I placed a high priority on the job?
6.6. Have I shown the value the person will receive from thisHave I shown the value the person will receive from this
relationship?relationship?

A successful people developerA successful people developer
 Realises that people are his or her most valuableRealises that people are his or her most valuable
asset.asset.
 Places a priority on developing peoplePlaces a priority on developing people
 Becomes a model for others to followBecomes a model for others to follow
 Pours leadership efforts into the top 20 percent of hisPours leadership efforts into the top 20 percent of his
or her peopleor her people
 Exposes key leaders to growth opportunitiesExposes key leaders to growth opportunities
 Is able to attract other winners/producers of the sameIs able to attract other winners/producers of the same
goalgoal
 Surrounds himself or herself with an inner core thatSurrounds himself or herself with an inner core that
complements his or her leadership.complements his or her leadership.

Action LearningAction Learning

My leadership JourneyMy leadership Journey
Using the Journey on the following pages as a guide reflect on and track your leadership journey in the church.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 yourAt each stage or period highlight the key events and happenings and the role models that influenced your
development.development.
Use the following as guidelines.Use the following as guidelines.
 How your values were shapedHow your values were shaped
 Your experience of the institutional churchYour experience of the institutional church
 Your experience of doctrineYour experience of doctrine
 Your spiritual developmentYour spiritual development
 Your own emerging theologyYour own emerging theology
 The role model leaders who impacted on your lifeThe role model leaders who impacted on your life
 The contribution you made as a Christian leaderThe contribution you made as a Christian leader
 The role you would like to play as a Christian LeaderThe 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 andDraw 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.metaphors to explain the various happenings in your life.
Share your journey with a buddyShare your journey with a buddy

10 characteristics of a servant-leader10 characteristics of a servant-leader
1.1. ListeningListening
2.2. EmpathyEmpathy
3.3. HealingHealing
4.4. AwarenessAwareness
5.5. PersuasionPersuasion
6.6. ConceptualisationConceptualisation
7.7. ForesightForesight
8.8. StewardshipStewardship
9.9. Commitment to the growth of peopleCommitment to the growth of people
10.10. Building communityBuilding community

Visionary LeadershipVisionary Leadership
 Vision is about possibility, not probabilityVision is about possibility, not probability
 Vision attracts human energyVision attracts human energy
 Vision must be articulated clearlyVision must be articulated clearly

INTEGRITYINTEGRITY
The dictionary definesThe dictionary defines integrity as:integrity as:
““the state of being complete, unified.”the state of being complete, unified.”
 Integrity builds trustIntegrity builds trust
 Integrity facilitates high standardsIntegrity facilitates high standards
 Integrity results in a solid reputation, not justIntegrity results in a solid reputation, not just
imageimage
 Integrity means living it myself before leadingIntegrity means living it myself before leading
othersothers
 Integrity helps a leader be credible, not justIntegrity helps a leader be credible, not just
cleverclever
 Integrity is a hard-won achievementIntegrity is a hard-won achievement

HOMEWORKHOMEWORK
 Reflect on your own integrity as a leader andReflect on your own integrity as a leader and
your own leadership as a servant and visionaryyour own leadership as a servant and visionary
leader.leader.
 Prepare something to share with the groupPrepare something to share with the group
about yourself as a leader tomorrow.about yourself as a leader tomorrow.

Unbuntu –Unbuntu – a new paradigm for leadershipa new paradigm for leadership
Ubuntu ngumuntu ngabantuUbuntu ngumuntu ngabantu
Ubuntu is built upon the followingUbuntu is built upon the following
principlesprinciples
 UnityUnity
 Collective work and responsibilityCollective work and responsibility
 Empowerment: Ubuntu encouragesEmpowerment: Ubuntu encourages
empowerment, discipline and purposeempowerment, discipline and purpose
 PurposePurpose

The African tree – a model forThe African tree – a model for
leadershipleadership
 Leadership legitimacyLeadership legitimacy
-participation-participation
-responsibility-responsibility
-spiritual authority-spiritual authority
-transparency-transparency
-accountability-accountability
-legitimacy-legitimacy
 Communal enterpriseCommunal enterprise
-common vision-common vision
-commitment to vision-commitment to vision
-common values-common values
 Value sharingValue sharing
-respect and dignity-respect and dignity
-interconnectedness-interconnectedness
-continuous integrated development-continuous integrated development
-collectivism and solidarity-collectivism and solidarity

Sources of conflictSources of conflict
 ResourcesResources
 Pyschological needsPyschological needs
 ValuesValues
 Divergent goalsDivergent goals
 Incongruent role expectations and behaviouralIncongruent role expectations and behavioural
normsnorms

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

Five styles of handling conflictFive styles of handling conflict
WIN-LOOSEWIN-LOOSE CompetitionCompetition I try to dominate you andI try to dominate you and
control the relationshipcontrol the relationship
LOSE- WINLOSE- WIN Giving inGiving in I let you dominate me andI let you dominate me and
control the relationshipcontrol the relationship
LOSE-LOSELOSE-LOSE AvoidanceAvoidance I try to keep the conflict out ofI try to keep the conflict out of
the relationship OR I act asthe relationship OR I act as
though there is no relationshipthough there is no relationship
WIN A BIT- LOSE A BITWIN A BIT- LOSE A BIT CompromiseCompromise We see ourselves as being onWe see ourselves as being on
different sides, with a problemdifferent sides, with a problem
to solveto solve
WIN-WINWIN-WIN Co-operation or partnershipCo-operation or partnership We see ourselves as being onWe see ourselves as being on
the same side, with a problemthe same side, with a problem
to solve togetherto solve together

How to read your mapHow to read your map
 look for new learning’s and insightslook for new learning’s and insights
 look for common ground – similar needs or interestslook for common ground – similar needs or interests
 look for a common vision – build on the values and ideas thatlook for a common vision – build on the values and ideas that
are upheld by all.are upheld by all.
 look for the areas of difficulty that most need attentionlook for the areas of difficulty that most need attention
 look for what it would take to make wins for all partieslook for what it would take to make wins for all parties
Now design win/win solutions, which meet as many of the needsNow design win/win solutions, which meet as many of the needs
and address as many of the fears of all parties as possibleand address as many of the fears of all parties as possible

W h o :
N e e d s
F e a r s
W h o :
N e e d s
F e a r s
W h o :
N e e d s
F e a r s
W h o :
N e e d s
F e a r s
I s s u e s
M a p p i n g t h e C o n f l i c t

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

EI- Social CompetenceEI- Social Competence
EmpathyEmpathy -- Awareness of others’ feelings, needs, and concernsAwareness of others’ feelings, needs, and concerns
 Understanding others:Understanding others: Sensing others’ feelings and perspectives, and taking an activeSensing others’ feelings and perspectives, and taking an active
interest in their concernsinterest in their concerns
 Developing others:Developing others: Sensing others’ development needs & bolstering their abilitiesSensing others’ development needs & bolstering their abilities
 Service Orientation:Service Orientation: Anticipating, recognising, and meeting customers’ needsAnticipating, recognising, and meeting customers’ needs
 Leveraging Diversity:Leveraging Diversity: Cultivating opportunities through different kinds of peopleCultivating opportunities through different kinds of people
 Political awareness:Political awareness: Reading a group’s emotional currents & power relationshipsReading a group’s emotional currents & power relationships
Social SkillsSocial Skills -- Adeptness at including desirable responses in othersAdeptness at including desirable responses in others
 Influence:Influence: Wielding effective tactics for persuasionWielding effective tactics for persuasion
 Communication:Communication: Listening openly and sending convincing messagesListening openly and sending convincing messages
 Conflict management:Conflict management: Negotiating and resolving disagreementsNegotiating and resolving disagreements
 Leadership:Leadership: Inspiring and guiding individuals and groupsInspiring and guiding individuals and groups
 Change catalyst:Change catalyst: Initiating or managing changeInitiating or managing change
 Building bonds:Building bonds: Nurturing instrumental relationshipsNurturing instrumental relationships
 Collaboration and cooperation:Collaboration and cooperation: Working with others toward shared goalsWorking with others toward shared goals
 Team Capabilities:Team Capabilities: Creating group synergy in pursuing collectiveCreating group synergy in pursuing collective

Becoming an Emotional IntelligentBecoming an Emotional Intelligent
leaderleader
 Accept the EI and people connectionAccept the EI and people connection
 Admit the need to changeAdmit the need to change
 Use the spiritual transformationalUse the spiritual transformational
power of EIpower of EI
 Expand your EI horizonExpand your EI horizon
 Develop a change strategyDevelop a change strategy

10 EI things we need from people &10 EI things we need from people &
people need from us:-people need from us:-
1.1. CommunicationCommunication
2.2. CommunityCommunity
3.3. IntimacyIntimacy
4.4. LaughterLaughter
5.5. LoveLove
6.6. PassionPassion
7.7. SharingSharing
8.8. SupportSupport
9.9. TouchTouch
10.10. TrustTrust

Leadership and ManagementLeadership and Management
Two sides of a coinTwo sides of a coin
 The person in a leadership positionThe person in a leadership position
cannot be an effective leader if he orcannot be an effective leader if he or
she is an incompetent managershe is an incompetent manager
 The managerial work of someoneThe managerial work of someone
who co-ordinates day-to-daywho co-ordinates day-to-day
management functioning ismanagement functioning is
undermined if there is no holisticundermined if there is no holistic
view of the organisation’s long-termview of the organisation’s long-term
development.development.
 The functions of leadership andThe functions of leadership and
management are inseparable.management are inseparable.

Differences between Leadership and ManagementDifferences between Leadership and Management
LeadershipLeadership ManagementManagement
GuidesGuides
MotivatesMotivates
InitiatesInitiates
AnticipatesAnticipates
Builds visionBuilds vision
CreatesCreates
Moves forwardMoves forward
InspiresInspires
Develops the teamDevelops the team
Breaks boundariesBreaks boundaries
Co-ordinatesCo-ordinates
OrganizesOrganizes
MaintainsMaintains
StabilisesStabilises
RealisesRealises
StructuresStructures
Establishes how to do and limitsEstablishes how to do and limits
Handles problemsHandles problems
Makes sure tasks completedMakes sure tasks completed
Sets boundariesSets boundaries

Leadership StylesLeadership Styles
Autocratic
“ I tell, you listen and I decide.”
Democratic
“I raise issues, we
discuss and we decide.”
Situational
“Let’s look at the situation first
before we tackle the problem.”
Consultative
“I ask, you answer, I explain, and I decide.”
Laissez-faire
“You decide as you please-don’t
worry me.”

Autocratic StyleAutocratic Style
 Task centred styleTask centred style
 Spends less time on explanations andSpends less time on explanations and
discussions and more on orders.discussions and more on orders.
 Use it when the decision would not changeUse it when the decision would not change
with input from otherswith input from others
 Advantages: gets things done quickly.Advantages: gets things done quickly.
 Disadvantages: can distance participants. ItDisadvantages: can distance participants. It
does not allow participants to thing fordoes not allow participants to thing for
themselves. Often just and easy option.themselves. Often just and easy option.

Democratic StyleDemocratic Style
 Leader involves team in decision makingLeader involves team in decision making
 Advantage – everyone gets a say thisAdvantage – everyone gets a say this
motivates and develops participantsmotivates and develops participants
 Disadvantage – sometimes not appropriate toDisadvantage – sometimes not appropriate to
the situationthe situation

Laissez FaireLaissez Faire
 Leave a group to make a decisionLeave a group to make a decision
 Works best when people are capable andWorks best when people are capable and
motivated and there is no requirement for amotivated and there is no requirement for a
central co-ordinated.central co-ordinated.
 Sometimes not appropriate and they need toSometimes not appropriate and they need to
make decisions and followers are looking formake decisions and followers are looking for
stronger leadershipstronger leadership

Situational LeadershipSituational Leadership
 Look at motivation and capability of the teamLook at motivation and capability of the team
 The leaders' perception of the follower and theThe leaders' perception of the follower and the
situation will affect what they do rather thansituation will affect what they do rather than
the truth of the situation.the truth of the situation.
 The leader's perception of themselves andThe leader's perception of themselves and
other factors such as stress and mood will alsoother factors such as stress and mood will also
modify the leaders' behaviour.modify the leaders' behaviour.

Discovering your leadershipDiscovering your leadership
style:style:
 The Visionary st yleThe Visionary st yle
 The Direct ional st yleThe Direct ional st yle
 The St r at egic st yleThe St r at egic st yle
 The Managing st yleThe Managing st yle
 The Mot ivat ional st yleThe Mot ivat ional st yle
 The Shepherding st yleThe Shepherding st yle
 The Team-building st yleThe Team-building st yle
 The Ent repr eneur ial st yleThe Ent repr eneur ial st yle
 The Re-engineering st yleThe Re-engineering st yle
 The Br idge-building st yleThe Br idge-building st yle

Male and Female Styles ofMale and Female Styles of
LeadershipLeadership
 Eagly and Johnson (1990), concluded thatEagly and Johnson (1990), concluded that
women were often found to lead in a morewomen were often found to lead in a more
interpersonally oriented leadership style andinterpersonally oriented leadership style and
men were found to lead in a more task-men were found to lead in a more task-
oriented style.oriented style.

LOCAL CHURCH MANAGEMENTLOCAL CHURCH MANAGEMENT
 The 5 essential for management excellenceThe 5 essential for management excellence
in the local church:-in the local church:-
 Specific strategiesSpecific strategies
 Realistic resourcesRealistic resources
 Empowered peopleEmpowered people
 Clear communicationClear communication
 Practical policies and proceduresPractical policies and procedures

THE 4 FUNCTIONS OFTHE 4 FUNCTIONS OF
MANAGEMENTMANAGEMENT
 PLANNI NGPLANNI NG
 ORGANI SI NGORGANI SI NG
 DI RECTI NG (LEADI NG)DI RECTI NG (LEADI NG)
 CONTROLLI NGCONTROLLI NG

PlanningPlanning
The language of planningThe language of planning
 The words ‘aims’, ‘objectives’, ‘goals’ and ‘targets’ are often used interchangeably - They allThe words ‘aims’, ‘objectives’, ‘goals’ and ‘targets’ are often used interchangeably - They all
What is important is not what they are called, but theWhat is important is not what they are called, but the time scaletime scale involved.involved.
 AnAn aimaim is an overall objective or goal: what the organisation would achieve if it was 100 peris 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.cent successful. It defines why the organisation exists, its purpose, and its reason for being.
 This is sometimes called the organisation’sThis is sometimes called the organisation’s missionmission, as expressed in a, as expressed in a mission statementmission statement oror
statement of core purposestatement of core purpose..
 ObjectivesObjectives are what the organisation wants to achieve within certain time periods. All of theare 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 beorganisation’s objectives, whether long, medium or short term, and all its activities should be
in line with its core purpose.in line with its core purpose.
 The time periods for strategic objectives in a fairly well established small or medium sizedThe 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,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 10and 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.or 20 years, while for a new organisation long term might be as short as one year.
 Short term or immediate objectivesShort term or immediate objectives (for this year, this month, this week) might be called(for this year, this month, this week) might be called
objectives, goals or targets.objectives, goals or targets.


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

Planning action spiralPlanning action spiral

Learning to delegateLearning to delegate
o Identify a “whole task”to one personIdentify a “whole task”to one person
o Identify the actual outcome you want & expectIdentify the actual outcome you want & expect
o Identify the “right”individual for this projectIdentify the “right”individual for this project
o Meet to outline results & any limitationsMeet to outline results & any limitations
o Don’t underestimateone’s potential to do thingsDon’t underestimateone’s potential to do things
for youfor you
o Make sure they understand what is expectedMake sure they understand what is expected
o Make arrangements for feedbackMake arrangements for feedback
o Make sure they come with recommendationsMake sure they come with recommendations
o Avoid surprisesAvoid surprises

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