INTERNATIONAL INSTITUTE OF CHRISTIAN DISCIPLESHIP

Equipping members for Global Mission and Outreach

General Conference Sabbath School and Personal Ministries

Community Services & Urban Ministry Certification ProgramSyllabus & Teaching Notes

CS 06 Organizational Leadership and Team Development

2 contact hours

Developed by Sung Kwon, MPAExecutive Director, North American Division

Adventist Community Services

©2011 General Conference of Seventh-day Adventists®

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Table of Contents

PageForward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Module Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

How to Use the Module Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Module Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Student Requirements for the Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Outline and Notes for the Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Source of Further Enrichment and Equipping. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

References and Extra Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

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Forward

What is International Institute of Christian Discipleship (IICD), and how this module fits in the IICD Community Services & Urban Ministry Curriculum:The International Institute of Christian Discipleship (IICD) is a component of the General Conference Sabbath School and Personal Ministries Department. IICD is an umbrella under which various types of training can be offered online that will fit within the purview of religious education, church leadership, global mission, and outreach. This module contains teaching notes and an accompanying PowerPoint presentation that instructors anywhere in the world can adapt and present to locals who desire to be better equipped to serve their communities. However, these modules are not restricted to teachers. Anyone can read the notes and learn much about community service. For more information, go to www.sabbathschoolpersonalministries.org, and click on Personal Ministries and then on International Institute of Christian Ministries.

This module is part of the curriculum for the International Institute of Christian Discipleship (IICD) certificate in Community Services & Urban Ministry. This curriculum lays the groundwork for community-based ministry, whether it be from a local church or from a nonprofit organization.

The North American Division Nonprofit Leadership Certification Program (NLCP) provides the coursework for further study in community-based ministry, which goes into greater depth, detail, and breadth. Certification at this level consists of attending classes for approximately 80 contact hours, spread out over two separate entire weeks. For more information go to www.communityservices.org.

Module DescriptionSince the old command and control model is dead, this module presents concepts on how to influence and inspire your workers, and help them to succeed, thus helping your organization to succeed.

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How to use the module materials:Module Syllabus and Teaching Notes: This material contains the talking points for your presentation, which are structured around the accompanying PowerPoint slides.

PowerPoint slides: The slides help reinforce the talking points, and are closely coordinated with them.

PowerPoint slide handouts: If possible, it is helpful for the students to have a copy of the PowerPoint slides (3 slides/page) with lines to the side of them to take notes.

Materials you will need for your presentation:* Module Syllabus and Teaching Notes * The PowerPoint presentation.* If possible - Handout format of the PowerPoint presentation – 3 slides/page

Module Objectives

At the conclusion of this module participants will be able to:

(Know) Define leadership from various perspectives. Describe central elements of leadership. Compare various models of leadership, such as societal and industrial

models. Contrast myths and realities concerning organizational change. Explain Glenn Parker’s four team player styles. List the characteristics of the leader-follower dynamic. Recognize when to be a leader and when to be a follower. Identify ways to increase their effectiveness as a team player. Identify ways to increase the effectiveness of their team. Describe roles in five levels of leadership: Highly capable individual,

contributing team members, competent manager, effective leader, and Jesus Christ (the head).

Explain Kolb’s Learning Styles. Contrast the functions of management and leadership. Describe major research approaches to leadership. Explain primary processes in leadership.

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Practice the process of mentoring and empowerment. Identify guidelines for using various types of power. Develop technical, interpersonal and conceptual leadership skills. Evaluate their own leadership qualities and ethics.

(Feel)

Have an open heart and mind to address their blind spots as leaders, and adjust their leadership qualities and methods as needed, by God’s grace.

Be willing to be a follower or a leader, as the situation demands. Have a balanced attitude of concern for people and concern for

results.

(Do) Express their next steps toward living out the elements of leadership

presented in this module. Pray for the Holy Spirit’s infilling to live out the elements of

leadership presented in their module.

Textbook

Cohen, W. A. (2009), Drucker on Leadership: New Lessons from the Father of Modern Management: Jossey-Bass

Student Requirements for the Module

1. Attend all the classes and participate in the group activities.2. Read the textbook to become acquainted with the central elements of

leadership. 3. Write a paragraph that expresses your next steps in carrying out in

your local church/organization what you learned in this module.

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Outline and Notes for the Module

Slide Commentary

1. Title The title of this module.

2. Instructor Info Who am I?

3. An Assessment of the Problem

Leadership is always in high demand and short supply. We keep sending more and more people to leadership conferences and seminars—but little seems to change.

Why is that? In my humble opinion it is because we are training mechanics to work on machinery of the church industry—when we need a new engine.

4. Outline Read slide

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Slide Commentary

5. What is Leadership?

What is leadership? Since the beginning of mankind—perhaps, even in heaven—"leadership" has been an integral part of all lives, even among the animal kingdom.

To some degree, in trying to define its identity throughout history, it has been somewhat difficult to define true leadership. In general, today's society defines the attributes of leadership as hero, remarkable accomplisher, motivator, influencer, etc., and we've even gone so far as to develop various leadership programs, workshops, publications, and books to equip a person or group on how to become more effective in leadership.

6. Different Perspectives

Joseph Rost (Rost, 1991) shares an interesting observation: "The word leadership is used in scholarly and popular publications, organizational newsletters and reports, and also in the media, to mean very different things that have little to do with the considered notion of what leadership actually is."

How is leadership defined? Are you focusing more on performance rather than character? Or is it both? Could leadership be defined as servant, instead of ruling class?

7. Different Perspectives

Read slide. Both Rost (1991) and Winter (2003) suggest that leaders should influence others to do things that are required of them, instead of being told what they must do.

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Slide Commentary

8. The Societal Model of Leadership

Throughout the development of society, from agricultural, industrial technology, the information age, etc., we need different types of organizations, which will expect different types of leadership.

Therefore, the way of thinking and the way of working affects the expectations of leadership's role and responsibilities, not to mention the various sectors of our society that demand their own separately defined leadership characteristics, such as political, military, religious, business, academic, etc. The definition of leadership, therefore, is a mere image of our expectations and desires, portraying in form a person's traits, characteristics, behavior, etc.

9. The Industrial Model of Leadership

Nevertheless, whether its leadership definition or organizational structure, it's clear that we should continually seek for the true meaning of leadership—leading servants. As Jesus came to serve, we ought also to follow in his footsteps and let our lives influence the lives of others. Then constituents will follow, not because they have to, but because they want to.

Fred & Renda Smith (2007) once said, "People don't care how much you know, until they know how much you care." Leadership is to lead by integrity and influence, and my prayer is that we will equip and develop ourselves to become a more effective servant leader for our God and His ministry.

10. Definitions of Leadership: 21st Century

Leadership is an influence. It is relational, not coercive. People want to follow you, not because they have to, but because they want to.

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Slide Commentary

11. A Definition of Leadership Influence

...as opposed to “coercive,” which is using force, or having the power to use force, to make people do things against their will.

12. Multidirectional Relationship

Leadership exits in multi-directional, not just top-down in hierarchical structure. It is based on competencies of each individual, regardless of their status or position.

13. Non-coercive Relationship

Leadership is not solely based on authority or power, but on trusted relationships. It happens in a safe environment where everyone is appreciated and heard.

14. Myths and Realities Concerning Organizational Change

There are several myths in organizational behaviors, and leadership should understand it and how it affects people in the organization.

14. Myth 1:

Reality:

In other words—it’s about best interest in individual benefits and effects of changes.

15. Myth 2:

Reality:

NIMBY-ism (Not In My Back Yard), is very much a reality in most people in the organization.

16. Myth 3:

Reality:

Most people don’t want to be labeled as a “difficult person” to work with. Therefore, people tend to agree and move on with changes, even if it is not based on principles.

17. Myth 4:

Reality:

In general, people are skeptical and cynical. The societal perspective and media drive people to be reserved. People consider alternative options, even when they appear to be supportive.

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Slide Commentary

18. Myth 5:

Reality:

Most organizations operate based on tradition, mechanical, and systematical structure, instead of effectiveness and efficiencies.

This is one of the reasons, why the industrial organizational model became bureaucratic and compartmentalized.

19. Myth 6:

Reality:

Most organizations do not engage in innovative ways of assimilating systemic changes. Organizational cultures are foreign to change. People want to maintain the status quo, and prefer a predictable, familiar, and formulated cause-and-effect organizational structure.

20. Myth 7:

Reality:

Instead of having a clearly defined mission and vision that’s value-driven, most organizations react to the external influencing factors, such as financial, societal, and situational demands. Organizations should define core values of the organization and focus on the principles to enhance its purpose of existence.

21. Myth 8:

Reality

Organizations should invest in equipping and developing leadership with long-term commitment.

22. Leadership Development

Slide Title

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Slide Commentary

23. Level of Leadership: Highly Capable Individual

Individual: Makes productive contributions through talent, knowledge, skills, and good work habits:

The Four Temperaments help describe individuals:

Popular Sanguine – People PersonPowerful Choleric - LeaderPerfect Melancholic – Deeply ThoughtfulPeaceful Phlegmatic – Easy Going

24. Level of Leadership:Contributing Team Members

Team: Contributes individual capabilities to the achievement of group objectives, and works effectively with others in a group setting.

Styles of group members are: Contributors, Collaborators, Communicators, and Challengers. (From Glenn Parker www.glennparker.com)

25. Contributor – Task Oriented

The Contributor is a task-oriented team member who enjoys providing the team with good technical information and data. You do your “homework,” push the team to set high performance standards, and use your resources wisely. Most people see you as dependable, although at times you may get bogged down in details or data. The Contributor often does not see the big picture or the need for a positive team climate.---------------------------------------------------------Usually people see you as However, occasionally you areDependable ShortsightedSystematic Data boundProficient A perfectionistEfficient NarrowPragmatic Cautious

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Slide Commentary

26. Collaborator – Goal Oriented

The Collaborator is a goal-directed team member who sees the vision, mission, or goal of the team as paramount. You are flexible and open to new ideas, willing to pitch in and work outside your defined role and able to share the limelight with other team members. Most people see you as a “big-picture” person but they believe that at times you may fail to periodically revisit the mission. The Collaborator often does not give enough attention to the basic team tasks and overlooks the individual needs of other team members.---------------------------------------------------------Usually people see you as However, occasionally you are

Forward Looking Too future Cooperative Not task focused Independent Unrealistic Flexible Unconcerned Imaginative A dreamer

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Slide Commentary

27. Communicator – Process Oriented

The Communicator is a process-oriented team member who is an effective listener. You are a facilitator of involvement, conflict resolution, consensus building, feedback, and the creation of an informal, relaxed climate. Most people see you as a positive person but find that at times you may see process as an end in itself. The Communicator often does not confront other team members or give enough emphasis to completing task assignments and making progress toward team goals.---------------------------------------------------------Usually people see you as However, occasionally you are

Encouraging Impractical Enthusiastic Vague Supportive Manipulative Humorous Not sufficiently serious Relaxed Not bottom-line focused

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Slide Commentary

28. Challenger – Question Oriented

The Challenger is the team member who questions the goals, methods, and even ethics of the team. You are willing to disagree with the leader or higher authority and encourage the team to take well-conceived risks. Most people appreciate the value of your candor and openness, although at times you may not know when to back off an issue. The Challenger often becomes self-righteous and tries to push the team too far.---------------------------------------------------------Usually people see you as However. occasionally you are

Candid Rigid Honest Arrogant Principled Self-righteous Assertive Aggressive Ethical Unyielding

29. Surveys available…

Glenn Parker – Parker Team Player Survey - Go to www.glennparker.com

The PTPS is an 18-item, easy-to-use self-assessment instrument that helps individuals identify their primary team player style.

The SOAP allows each person to check his or her perceptions with other team members, peers, supervisors or subordinates.

Another option: Campbell-Hallam Team Development Survey – Go to http://www.ccl.org/leadership/assessments/TDSOverview.aspx

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Slide Commentary

30. Increasing your Effectiveness As a Team Player

Affirm people’s strengths and maximize its potential.

Everyone has strengths and weaknesses. Leaders should focus on their strengths and incorporate them into the organizational dynamics to support each other in fulfilling the organizational vision.

31. Increasing your Team’s Effectiveness

Team members must engage in all layers of the organization and decision-making process. The process should be inclusive and intentional.

32. Level of Leadership: Competent Manager

Manager: Organizes people and resources toward the effective and efficient pursuit of predetermined objectives.

Another model which explains the different types of team members that a manager would be organizing is the Gregorc 4-Quadrant Model (Concrete Sequential, Abstract Sequential, Abstract Random and Concrete Random).

For more information on this model, see the pdf entitled “Concrete - Abstract - Sequential – Random: Applying the Gregorc 4-Quadrant Model to Teamwork,” by Steve Wille.

This article is included in the materials for this module (used by permission), or go to http://www.colorfulleadership.info/papers/concrete.pdf.

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Slide Commentary

33. Level of Leadership – Effective Leader

Leader: Catalyzes commitment to and vigorous pursuit of a clear and compelling vision, stimulating higher performance standards.

Executive: Builds enduring greatness through a paradoxical blend of personal humility and professional will – INFLUENCE

34. Level of Leadership – J.C.

J.C. – Our Lord Jesus Christ. The head of the organization is our Lord Jesus Christ, and the values and principles of the Kingdom of God must be experienced in every aspect of our organizational system.

35. Layers of Leadership

The leadership is not hierarchical, and its organizational structure should be flat. As God is the head of the organization and there are many parts of body, all are important. We have to learn to collaborate with each unit of the organization.

36. Kolb’s Learning Styles

More on David Kolb's model:

The David A. Kolb styles model is based on the Experiential Learning Theory, as explained in his book Experiential Learning: Experience as the source of learning and development (1984).[5] The ELT model outlines two related approaches toward grasping experience: Concrete Experience and Abstract Conceptualization, as well as two related approaches toward transforming experience: Reflective Observation and Active Experimentation. According to Kolb’s model, the ideal learning process engages all four of these modes in response to situational demands. In order for learning to be effective, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, however, they tend to develop strengths in one experience-grasping approach and one experience-transforming approach. The resulting learning styles are combinations of the individual’s preferred approaches. These learning styles are as follows:

Converger; Diverger; Assimilator; Accommodator;[6].

Convergers are characterized by abstract conceptualization and active experimentation. They are good at making practical applications of ideas and using deductive reasoning to solve problems[6].

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Slide Commentary

Divergers tend toward concrete experience and reflective observation. They are imaginative and are good at coming up with ideas and seeing things from different perspectives[6].

Assimilators are characterized by abstract conceptualization and reflective observation. They are capable of creating theoretical models by means of inductive reasoning[6].

Accommodators use concrete experience and active experimentation. They are good at actively engaging with the world and actually doing things instead of merely reading about and studying them[6].

Kolb’s model gave rise to the Learning Style Inventory, an assessment method used to determine an individual's learning style. An individual may exhibit a preference for one of the four styles – Accommodating, Converging, Diverging and Assimilating – depending on their approach to learning via the experiential learning theory model [5]. (Retrieved on 2-17-11 from http://en.wikipedia.org/wiki/Learning_styles#David_Kolb.27s_model. For references indicated by the footnotes, go there.)

A short summary:CE: Concrete Experience - FeelingRO: Reflective Observation - WatchingAC: Abstract Conceptualization - ThinkingAE: Active Experimentation – Doing

CE to RO: DivergingRO to AC: AssimilationAC to AE: ConvergingAE to CE: Accommodating

Continuum:Process – How we do thingsPerception – How we think about things

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Slide Commentary

37. A Definition of Leadership: Relationship

In order for individual and community development to succeed, it is necessary to influence people’s behavior. Therefore, leadership should be requiring leaders to improve their skills, not so much their technical skills that develop methodology, but to focus on educational and structural aspects of understanding a person’s problems and circumstances.

The ability to support and analyze a situation, and recognize the diversified points of view, is one of the most important leadership characteristics of change agents and coaches.

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Slide Commentary

38. A Definition of Leadership: Change Makers

For a leader to become a change maker, great competency is required, and a strategic plan should be invested in this change.

John Kotter (Kotter & Cohen, 2002) said, “…the central issue is never strategy, structure, culture or system. All those elements, and others, are important. But the core of the matter is always about changing the behavior of people, and behavior change happens in highly successful situations mostly by speaking to peoples’ feelings.”

Before any program or project is initiated, especially for project implementation, the process requires major changes in people’s behavior, attitudes, and perspectives of the program.

Douglas K. Smith (D. K. Smith, 1997) said, “Most change efforts fall far short of their potential. Usually that’s because leaders fail to address the deep behavioral changes they are seeking.” Change requires people to implement it. Without focus on personal commitment, a leader should not expect successful tangible outcomes.

J. Willard Marriott (J. Willard Marriott, 1997) was asked: “How do you manage to be fair and nice to people and yet demand excellence from them?” He replied, “Well, it’s tough-minded management, which basically says that you treat people right and fair and decent, and in return they give their all for you.” It is motivation and influence that lead people to excellence. To grow people, we must invest our resources, time and commitment.

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Slide Commentary

39. A Definition of Leadership: Mission

Youngil Lim (Lim, 1999) , a student of Korean productivity methods, has identified four emphases at the very heart of their approach:

1) Spiritual values – an integral part of organization, philosophy, policies, methods, and practices.

2) Self-confidence – a basic asset that fuels innovation, energy, and creativity.

3) Fitness – physical, mental, and spiritual, and the programs needed to achieve it.

4) Happiness – stimulated by fitness, confidence, involvement, and group activities.

40. Leadership in Organizations

Read Slide

41. Leaders Influence Leaders influence through not only their performance but through their characters. People must be connected, instead just being related to each other as co-workers.

42. Leaders Influence (Cont’d)

Leadership should be exercised through all people in the organization and their leadership skills should be developed.

43. Characteristics of the Leader and Followers

Every person should be a leader and a follower. One should know when and where each role must be demonstrated.

All of us want to become a leader and not a follower, but according to biblical concepts, we should be a leading-servant, as our Lord has come to serve not to be served only.

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Slide Commentary

44. Functions of Management vs. Leadership

Both involve influence, working with people, being concerned with effective goal accomplishment.

The difference between management and leadership:Managers are people who do things right.Leaders are people who do the right thing.

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Slide Commentary

45. Major Research Approaches

1. Trait: This approach emphasizes attributes of leaders such as personality, motives, values, and skills.

2. Behavior: Begins to pay closer attention to what managers actually do on the job. How managers spend their time and the typical pattern of activities, responsibilities, and functions for managerial jobs. Leadership effectiveness depends in part on how well a manager resolves role conflicts, copes with demands, recognizes opportunities, and overcomes constraints.

3. Power-Influence: Examines Influence process between leaders

and other people. Leaders act and followers react.

The amount and type of power possessed by a leader and how power is exercised.

How leaders influence the attitude and behavior of followers.

Effectiveness for getting people to do what the leader wants.

4. Situational: Facilitative, Collaborative, Directive.

5. Integrative: Examines why the followers of some leaders are willing to exert exceptional effort and make personal sacrifices to accomplish the group objective or mission.

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Slide Commentary

46. Level of Conceptualization for Leadership

1. Individual: Self-management/control – position and title.

2. Dyadic: Relationship between a leader and another individual/follower – relationship.

3. Group: Group effectiveness provides important insights about leadership processes and relevant criteria for evaluating leadership effectiveness – permission.

4. Organizational: A group usually exists in a larger social system. The survival and prosperity of an organization depends on effective adaptation to the environment – products and services.

47. Four Primary Processes in Leadership

Leaders should focus on four primary leadership functions of the organization in decision making, influencing, building relationships, and exchanging information. It is interconnected and should be intentional.

48. Perspectives on Effective Leadership Behavior

Read slide

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Slide Commentary

49. Three-factor Model

1. Task: Primarily concerned with accomplishing the task, utilizing personnel and resources efficiently, and maintaining orderly and reliable operations.

2. Relations: Concerned with improving relationships and helping people, increasing cooperation and teamwork, increasing subordinate job satisfaction, and building identification with the organization.

3. Change: Concerned with improving strategies, decisions; adapting to change in the environment; increasing flexibility and innovation; making major changes in processes, products, or services; and gaining commitment to the changes.

50. Three-dimensional Model

In contrast to the interconnected Three-Factor Model, the Three-Dimensional Model is based on an industrial organization’s model—departmental and compartmentalized.

It is better to be interconnected and to operate collectively and corporately.

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Slide Commentary

51. Process of Mentoring

1. Awareness (Center circle): Mentors need to know who they are as children of God – need to be secure in their identity in Christ.

2. Freeing Up: Mentors need to search for an understanding of their needs as individuals and as leaders. God is calling them to leadership. Not ability. It is availability.

3. Visioning: Mentor and Mentee begin to gain clarity and focus on God’s vision for the mentee’s life – change in mentee’s attitude, values, energy level and passion.

4. Implementing: The mentor is assisting with organizational design and development, with leadership skill and strategic planning. This stage also involves team building and team strategies.

5. Sustaining: Focuses on assisting the mentee to know how to lead and continue to sustain the vision.

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Slide Commentary

52. Nature of Participative Leadership

Facilitative: A = B. C.Collaborative: A = AB, ACDirective: A = A

Facilitative leadership (smoothes the path and encourages) is based on group discussion. Even though I have an agenda, if the group presents a better way of working and thinking, it is priority and I will adopt the recommendation and set aside my thoughts. This is the time to be a motivator and to encourage others to lead. For example, where a leader participates in a meeting with an A agenda, but comes out of the meeting with a B solution.

Collaborative leadership (works together and joins forces) is basically looking for ways to merge ideas and working strategies rather than to keep challenging others with my plans and programs. This is the time to strengthen the working relationship, developing a sense of accomplishment and oneness. For example, a leader participates in a meeting with an A agenda but comes out of the meeting with an AB solution.

Directive leadership (dictates and instructs) is based on the mission to see the big picture when the group doesn’t necessarily understand it in the same way. This is the time to lead the team with charisma, challenging them beyond their imagination. For example, a leader participates in a meeting with an A agenda and comes out of the meeting with an A solution.

53. Power Types Read slide.

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Slide Commentary

54. Guidelines for Using Reward Power

Reward:

The target person complies in order to obtain rewards controlled by the agent.

55. Guidelines for Using Coercive Power

Coercive:

The target person complies in order to avoid punishments controlled by the agent.

56. Guidelines for Using Legitimate Authority

Legitimate:

The target person compiles because he or she believes the agent has the right to make the request and the target person has the obligation to comply.

57. Guidelines for Using Expert Power

Expert:

The target person complies because he or she believes that the agent has special knowledge about the best way to do something.

58. Guidelines for Using Referent Power

Referent:

The target person complies because he or she admires or identifies with the agent and wants to gain the agent’s approval.

59. Leadership Skills Read slide.

60. Three-Category Taxonomy of Leadership Skills

There are categories of taxonomy of leadership skills that leaders should understand and develop.

61. Technical Skills As a knowledge worker and knowledge technologist, a leader should know all technical aspects of his/her responsibility.

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Slide Commentary

62. Interpersonal Skills

Leading organizations is about leading people. People skill is a crucial component of success in organizational growth. It’s important for a leader to understand how and why people behave in certain ways.

63. Conceptual Skills Leaders should consistently teach/provide continuing education for those they are leading. Also the leaders should themselves consistently take continuing education to keep up on the latest. Theory and real life experience must accompany the analytical ability of leadership. The leader must be able to conceptualize the circumstances and working environment to continually enhance and improve.

64. Summary Now we will contextualize with charts and lists some of the concepts we have covered in this seminar.

65. Personality Characteristics, Behaviors, and Effects on Followers of Charismatic Leadership

Leadership must be demonstrated not only through performance but also through characteristics in behaviors, charismatic personality, and influence on followers.

In order to be a good leader, you also need to be a good follower. The situation and environment decides when you lead or follow.

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Slide Commentary

66. Leadership Factors

Transformational leadership is effective and desirable, compared to transactional or non transactional. Leaders should influence, motivate, intellectually stimulate and individually consider his/her followers.

67. Leadership Skills Necessary at Various Levels of an Organization

Technical Skill: Deals WITH THINGS.

Human Skill: Having knowledge about and being able to work WITH PEOPLE.

Conceptual Skill: Broadly speaking, it is ability to work WITH IDEAS and concepts.

It is important for leaders to have all three skills, but depending on where they are in the management structure, some skills are more important than others.

68. Three Components of the Skill Model

An effective leader needs to demonstrate leadership skills in all these three components: Individual attributes, competencies, and leadership outcomes.

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Slide Commentary

69. The Leadership Grid

Authority-Compliance Management: Heavy emphasis on task and job requirement and less emphasis on people, except to the extent that people are tools for getting the job done.

Country Club Management: De-emphasizing production, low concern for task accomplishment, but high concern for interpersonal relationships.

Impoverished Management: Leader who is unconcerned with both the task and interpersonal relationships.Middle-of-the Road Management: Compromisers, who have an intermediate concern for the task and people who do the task.

Team Management: Strong emphasis on both tasks and interpersonal relationships. It promotes a high degree of participation and teamwork in the organization, and satisfies a basic need in employees to be involved and committed to their work.

Paternalism/Maternalism: Reward and approval are bestowed to people in return for loyalty and obedience, failure to comply leads to punishment – Benevolent Dictator.

Opportunism: A leader who uses any combination of the basic five styles for the purpose of personal advancement.

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Slide Commentary

70. The Four Situational Leadership Styles

Directive Behaviors: TaskSupportive Behaviors: Relationship

Directing: Leader focuses communication on goal achievement and spends a smaller amount of time using supportive behaviors. Providing instructions.

Coaching: Leader focuses communication on both goal achievement and maintenance of subordinates’ socio-emotional needs. Giving encouragement and soliciting subordinate input.

Supporting: Not focuses on goals but uses supportive behaviors that bring out the employees’ skills around the task to be accomplished. Listening, praising, asking for input and giving feedback.

Delegating: Leader offers less task input and social support. Facilitate employee's confidence and motivation in reference to the task.

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Slide Commentary

71. 21st Century Major Leadership Traits:

In closing, these leadership skills are the bottom line:

Intelligence: Intellectual ability – strong verbal, perceptual, problem solving, social judgment.

Self-Confidence: Ability to be certain about one’s competencies and skills – self-esteem, self-assurance, belief that one can make a difference.

Determination: Desire to get the job done, initiative, persistence, dominance, proactive – capacity to persevere in the face of obstacles.

Integrity: Quality of honesty and trustworthiness. They are loyal, dependable, and not deceptive. Integrity makes a leader believable and worthy of our trust.

Sociability: Friendly, outgoing, courteous, tactful and diplomatic. Has interpersonal skills.

72. Sung Kwon Contact information of the author of this module.

Source of Further Enrichment & Equipping

Participants are strongly encouraged to attend Levels I and II, Basic and Advanced Curriculum, of The North American Division Nonprofit Leadership Certificate Program (go to www.communityservices.org) where they will further explore and discuss the process of strategic planning and program development for church and community-based ministry, along with other important components of holistic ministry. Also, ADRA International provides a curriculum for an advanced level of preparation in social ministry via the ADRA Professional Leadership Institute (APLI). This institute consists of graduate level modules in areas of emergency relief, rehabilitation, health, education, and sustainable development. For more information, contact Herb Eisele at Herbert.Eisele@adra.org.

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References and Extra Reading

Barker, R. A. (2002). On the nature of leadership: University Press of America.

Benfari, Robert (1999). Understanding and changing your management style. Jossey Bass.

Bolman, Lee (2008). Reframing organizations. Jossey Bass.

Brinckerhoff, P. C. (2002). Mission-based marketing: Positioning your not-for-profit in an increasingly competitive world (2nd Edition ed.): Wiley.

Burns, James (2010). Leadership. Harper Perennial Modern Classics.

Drucker, P. F. (2003). Corporate entrepreneurship: Cambridge University Press.

Drucker, Peter (2008). The essential Drucker. Harper Business.

Foster, R. J. (1988). Celebration of discipline: The path to spiritual growth (3rd edition ed.): Harper San Francisco.

Kirkpatrick, D. L. (2006). Evaluating training programs: The Four Levels (3rd ed.): Berrett-Koehler Publishers.

Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press.

Kotter, J. P., & Cohen, D. S. (2002). The heart of change: Real-life stories of how people change their organizations. Boston: Harvard Business School Press.

Learning Styles – David Kolb – retrieved from http://en.wikipedia.org/wiki/Learning_styles#David_Kolb.27s_model

Lim, Youngil (1999). Technology and productivity: The Korean way of learning and catching up. The MIT Press.

Maxwell, J. C. (2005). Developing the leader within you: Tomas Nelson.

Marriott, J. Willard, & Brown, Kathi Ann (1997). The spirit to serve Marriott's way. HarperCollins Publishers.

Pue, Carson (2005), Mentoring leaders. Baker Books.33

Rost, J. C. (1991). Leadership for the twenty-first century: Praeger Paperback.

Smith, D.K. (1999). Make Success Measurable!: A Mindbook-Workbook for Setting Goals and Taking Action. John Wiley & Sons, Inc.

Smith, Fred, Sr. & Smith, Renda (2007). Breakast with Fred. Regal.

Stogdill. R. M. and Bass. B. M (1982). Stogdill’s handbook of leadership: A survey of theory and research. Macmillan USA

Walker, J. R. and Miller, J.E. (2010). Supervision in the hospitality industry: Leading human resources. John Wiley & Sons, Inc.

Wille, Steve, “Concrete - Abstract - Sequential – Random: Applying the Gregorc 4-Quadrant Model to Teamwork.” http://www.colorfulleadership.info/papers/concrete.pdf

Winter, Graham (2003). High performance leadership: Creating, leading and living a high performance world. John Wiley & Sons, Inc.

Yukl, G. A. (2004). Flexible leadership: Creating value by balancing multiple challenges and choices. Jossey Bass.

Yukl, G. A. (2006). Leadership in organizations (6th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.

Team Development Survey Instruments and Resources on the Web

Glenn Parker – Parker Team Player Survey - www.glennparker.com

Campbell-Hallam Team Development Survey – http://www.ccl.org/leadership/assessments/TDSOverview.aspx

Leading Missional Churches - http://www.missionalchurch.org/resources/leading.html

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