MIN 5310 The Biblical Foundations of Leadership Syllabus Course Professor: Dr. Roy King Email: rking@ciu.

.edu Phone: (803) 807-5302 Winter 2013: January 22-25, 2013 (Atlanta)

COURSE DESCRIPTION: This course will provide a biblical perspective for leadership ministry in churches and organizations. Special attention will be given to laying a biblical foundation and creating a leadership development grid, so that you will have a framework for lifelong leadership learning. INTRODUCTION: It was the late 1980s and I was crying. This was not something I did very often in my 30s and certainly not in front of other people. But here I was unable to hold back tears and being comforted by Richard who served on the staff of a growing church with me. Most of what I poured out was a deep sense of disappointment. I was disappointed with myself; again I had fallen short of what I expected a leader in the church to be and do. I felt weak and all of the fight had been wrung out of me. I was ready to quit. I had not committed a moral failure. There was no blatant sin that could ouster a ministry leader. But I had lost heart. As Richard first listened he then joined me in identifying a similar sense of being very disappointed with the fruit of ministry. We had gone to different universities but had very similar experiences. He had been involved in the Navigators and I had been very involved in Campus Crusade for Christ, now CRU. We had both had life transforming encounters with Jesus Christ and had given our hearts freely to love him. Following him included being a witness to his claims and helping others become growing and reproducing followers. Those college days of ministry had included some relational messes, rejection, indifference and disappointment with those who started the race and then evaporated. But we had also witnessed a number of changed lives. We saw men and women set free and energized by the Spirit of Christ. We walked with fellow students marrying, changing majors, and pursuing career paths all marked by their love for Christ and his cause. Being a part of what God was doing energized us. Every week there was a new story of Gods saving grace redeeming a seeking soul. Richard and I landed on the same church leadership team, first as volunteers, and then our roles had grown into fulltime paid staff. We were now serving side by side with our senior pastor and two other pastoral staff. But over a two-year period our joy had been slowly eroding. Something was lost. It might be easy to throw some blame on our senior leader, the elders, or even the expectations of many in the congregation. But that day, sitting across from each other, we knew the drift was in large measure our own doing. That day we started a journey together to regroup and to start from the ground up rethinking what God expects of leaders in his church. We now live in different cities, have served in other leadership roles, and over twenty years have gone by. We still stay in touch and whenever we talk there is a deep bond that only can be forged in processing pain together. We seldom revisit the agonizing 1980s and the scars have faded. We both 1

have too much to process of Gods gracious work in the present and our dreams for the future. But without a doubt the dark season was a pivotal moment in my own learning that has carried forward to the course I teach today on Biblical Foundations of Leadership. COURSE OBJECTIVES: Students in this course will: 1. Be able to reproduce the biblical framework presented in class and begin to build a leadership philosophy customized to Gods work in their life. 2. Demonstrate the four essential leadership skills: 1. Study & Sharing of the Bible as the foundation for leadership perspective 2. Prayer as the critical means of partnership with God in his work of building his church 3. Problem-Solving with creativity and discernment with the Holy Spirit in all of the challenges of leadership 4. Witness to the life giving good news in Jesus Christ our Lord 3. Demonstrate a commitment to and clarity in communicating the 12 critical activities of life giving leadership: 1. Trusting Christ 2. Enduring with Christ 3. Giving to God and Others 4. Seeing/hearing aligned with Christs perspective 5. Bowing before Christ and others 6. Daily: Receiving from Christ directly and through others 7. Daily: Freely giving what is received 8. Weekly: Resting in Christ 9. Weekly: Working alongside Christ 10. Relating to others to demonstrate trustworthiness 11. Changing with others to be actively engaged in what God is doing 12. Building the church with others under Christ This course assumes: 1. Almost every person has a definition, and with it a set of expectations, of what leaders are to be and do. 2. Most have never really examined those views. 3. Many Christians have absorbed, and to a large degree approach, their leadership more from this cultural and life experience base of knowledge than a well-crafted biblical view. 4. I have chosen to define Gods view of leadership as life giving leadership and will make a case for how he defines leadership by how he leads. 5. God leads so that those following receive effective and vibrant, i.e., fruitful life. This fruit gives glory to him, the caretaker of the vineyard with Christ as our vine and us as his branches. 6. This study should challenge much of your inherited view of leadership and bring you to a crossroads of turning from your current view of leadership and embracing a different path to follow. 7. I do believe in the principle of all truth is Gods truth and that at times in familial, governmental, educational, military, economic, sport and any other arena where leadership exists, there will be some values and practices that align with biblical leadership. But I also hold that these same classrooms where we learn how to lead are polluted with our sinfulness. And most of this sin shows up in how we use power (primarily authority), and in the motives of the leaders hearts. 2

8. We often use leadership practices, which are easily consumed by the followers because they align with our Creators design, but then we can twist these practices to ungodly ends of power and wrong motives. 9. Like many aspects of Gods truth Gods leadership truths appear childlike in simplicity, but when applied from the heart they flow outward to life; abundant life. 10. This course succeeds if you sort through your leadership philosophy, values and practices like sorting old clothes in your closet and throw out some items and go to God for some new perspective. COURSE TEXTS: 1. Roy King. Time Management is Really Life Management. Columbia: LeaderSpace, 2009. ISBN10: 1448656249 / ISBN-13: 978-1448656240 2. Robertson McQuilkin. The Five Smooth Stones: Essential Principles for Biblical Ministry. Nashville: Broadman & Holman, 2007. ISBN: 978-0-8054-4518-3 3. Peter Scazzero. The Emotionally Healthy Church: A Strategy for Discipleship That Actually Changes Lives. Grand Rapids: Zondervan, 2003. ISBN: 0-310-24654-7. Online Texts: 1. Bill Hybels, Audio Messages Gauges, Gifts, & Games 2. Articles by Roy King and others are in a shared Evernote Notebook on the course site. When you select the link Evernote will give you an option of opening a free account or simply viewing the shared notebook. You may choose either option. COURSE ASSIGNMENTS: Students completing these assignments can evaluate their progress in achieving the course objectives. Approach these assignments as case studies to engage the practices of study, prayer, and problem solving. Pre-Campus Coursework: 1. The Bible & Ethnic Unity: Worth: 10% of final grade Due: January 4, 2013 Summary: After you have completed your reading of Unit One of Five Stones, download the article & list of passages from the course website. Study the passages and answer this question: Should Every Local Congregation Be Intentional in Being as Diverse as the Community? Give reasons why or why not supported from Scripture. Length: Not to exceed 600 words 2. A Biblical Perspective of Growth & Gifts: Worth: 5% of final grade Due: January 11, 2013 Summary: After you have completed your reading of Units Two and Three of Five Stones, download the article & list of passages from the course website. Write plans for an individual, family, and congregation that outline a lifestyle of growth and the use of spiritual gifts. Length: Not to exceed 600 words

3. Practicing Living in Unity and Purity: Worth: 10% of final grade Due: January 18, 2013 Summary: After you have completed your reading of Units Four and Five of Five Stones, download the article & list of passages from the course website and answer the following question: How can a local congregation practice unity and purity within the congregation and with the church at large in how they teach about and practice: Baptism, Communion, Marriage, Women Contributing to Leadership? Length: Not to exceed 1,200 words 4. Personal & Corporate Prayer Strategy: Worth: 5% of final grade Due: January 18, 2013 Summary: After you have complete your reading of the Five Stones, download the article & list of passages from the course website and follow the instructions for a personal time of prayer. Draft a plan for a congregational prayer strategy for individual, family and congregational prayer experiences. Length: Not to exceed 600 words On-Campus Coursework: 5. Scripture Meditations - Trusting, Enduring, & Giving: Worth: 5% of final grade Due: January 22, 2013 in class Summary: Download the article & list of passages for this assignment from the course website. Study the passages and bring at least 3 insights or questions related to effective leadership to class from your study. 6. Scripture Meditations - Seeing/Hearing & Bowing: Worth: 5% of final grade Due: January 23, 2013 in class Summary: Download the article & list of passages for this assignment from the course website. Study the passages and bring at least 3 insights and 3 questions related to effective leadership to class from your study. 7. Scripture Meditations - (Daily) Receiving & Giving, (Weekly) Resting & Working: Worth: 5% of final grade Due: January 24, 2013, in class Summary: Download the article & list of passages for this assignment from the course website. Study the passages and bring at least 3 insights or questions related to effective leadership to class from your study. 8. Scripture Meditations Relating, Changing, Building: Worth: 5% of final grade Due: January 25, 2013 in class Summary: Download the article & list of passages for this assignment from the course website. Study the passages and bring at least 3 insights or questions related to effective leadership to class from your study.

Post Campus Visit Coursework: 9. Reporting Integrating Notes and Review Articles: Worth: 2% of final grade Due: February 1, 2013 Summary: Read the Review Articles located on the course website. Fill in or add to your notes as needed. Cut and paste items for use in your Capstone Project. Report online that you completed the review process. 10. Reporting Integrating Notes and Review Articles B: Worth: 2% of final grade Due: February 8, 2013 Summary: Read the Review Articles located on the course website. Fill in or add to your notes as needed. Cut and paste items for use in your Capstone Project. Report online that you completed the review process. 11. Complete the EHC Inventory: Worth: 2% of final grade Due: February 15, 2013 Summary: Read The Emotionally Healthy Church chapters 1 -3. Download and complete the EHC inventory. Upload it to the course website. 12. Creating Inventories: Worth: 2% of final grade Due: February 15, 2013 Summary: Download the instructions for this assignment from the course website. Create an Inventory to Use in Developing Life Giving Leaders. Upload your inventory to the course website. 13. Complete the Relating/Changing Inventory: Worth: 2% of final grade Due: February 22, 2013 Summary: Download the inventory from the course website, complete and upload it. 14. Create the Essential Questions for Change Agents: Worth: 2% of final grade Due: February 22, 2013 Summary: Download the instructions & examples from the course website. Create a list of questions and upload them to the course website. 15. Create a Plan for Making Disciples & Reproducing Leaders: Worth: 2% of final grade Due: February 22, 2013 Summary: Download the instructions for this assignment from the course website. Interview at least 2 ministry leaders similar to the context where you are or will be developing leaders. Create a plan including: Curriculum, Detecting, Inviting, Training, Supporting, and Transitioning Leaders. 16. Complete the Witness Inventory: Worth: 2% of final grade Due: March 1, 2013 Summary: Download the inventory from the course website. Complete it and submit it. 17. Creating A Plan for Leading in Salt and Light: Worth: 2% of final grade Due: March 1, 2013 5

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Summary: Download the instructions from the course website. Interview two ministry leaders involved in outreach and create a plan for mobilizing for Acts 1:8 levels of witness and service. Upload your plan to the course website Report Book Selected: Worth: 2% of final grade Due: March 8, 2013 Summary: Review the list of book choices and select one book to read. Report your choice on the course website. Report Viewed Lectures: Worth: 2% of final grade Due: March 8, 2013 Summary: Download the PowerPoint for each lecture. View the lectures (less than 20 min each). You will record your completion by filling out a lecture reporting quiz. Upload Book Application: Worth: 5% of final grade Due: March 22, 2013 Summary: Download the instructions before reading your book. Create your Leadership Application and submit it by uploading it to the course website. Length: not to exceed 500 words Capstone Project (Upload March 29 20% of final grade) Worth: 20% of final grade Due: March 29, 2013 Summary: Download the instructions & examples from the course website. Create Your Leadership Portfolio and upload it to the course website. Be sure and use the outline below and make sure your subheadings are visible: i. FOUNDATION OF MY LEADERSHIP 1. My Leadership Commitment 2. My Leadership Values 3. My Leadership Questions ii. How I will Continue to Develop the Leadership Skills: (The 4 Nouns) 1. Study 2. Prayer 3. Problem-Solving w/ Creativity and Discernment 4. Witness And practice these in a community of Christ Followers iii. How I will receive and give life giving leadership over a lifetime by: (The 12 Verbs) 1. Trusting 2. Enduring 3. Giving 4. Seeing/hearing 5. Bowing 6. Daily: Receiving 7. Giving 8. Weekly: Resting 9. Working 10. Relating 11. Changing 12. Building 6

Assignment Rubrics Assignment 1-4 Rubric: Grading Criteria Assignment Completed 15 points Integrates Principles from Five Stones 30 points Interaction w/ biblical passages 30 points Personal & Leadership Application 25 points

100% On Time Principles from 3 or more of the chapters 5 or more passages referenced Both clear and well presented

50% 48 hours or less late Principles from 2 chapters 4 passages referenced Both present but lacks specifics

25% More than 48 hours late Principles from 1 chapter 3 passages referenced One present

Assignments 5-8 Rubric: Grading Criteria Assignment completed on time? 10 points Summary of study of passages 30 points Personal or leadership insights included? 30 points Questions included? 30 points Assignments 9-11 Rubric: Grading Criteria Assignment completed? 100 points

100% On Time 3 or more referenced 3 or more 3 or more

50% 48 hours or less late 2 passages referenced 2 2

25% More than 48 hours late 1 passage referenced 1 1

100% On Time

50% 48 hours or less late

25% More than 48 hours late

Assignments 12-15 Rubric: Grading Criteria Assignment completed? 10 points Ready to use tool or plan? 45 points Summary of Explanation on how it could be used? 45 points

100% On Time Complete & Clear Workable instructions on how to use

50% 48 hours or less late Complete but lacks clarity Lacks clarity

25% More than 48 hours late Incomplete but good start Incomplete but attempted

Assignment 16-19 Rubric: Grading Criteria Assignment completed? 100 points Assignment 20 Rubric: Grading Criteria Assignment completed? 15 points Summary of book content? 35 points Personal & leadership application included? 50 points

100% On Time

50% 48 hours or less late

25% More than 48 hours late

100% On Time Complete Both well developed

50% 48 hours or less late Lacks some of the main ideas of the book Both present but lacks specifics

25% More than 48 hours late Attempted but lacks overview understanding Only one present

Assignment 21 Rubric: Grading Criteria Assignment completed? 15 points Foundational philosophy of leadership (3 sections) included? 35 points Essential Skills (4) included? 25 points Activities included? 12 points

100% On Time All 3 All 4 All 12

50% 48 hours or less late 2 covered well 3 9 to 11

25% More than 48 hours late 1 covered well 2 5 to 8

Weekly Course Schedule (Number of hours is the estimated workload) Pre-Course Work December 31-January 18, 2013 Workload 27 hours Unit One: Foundational Leadership Skills - Study, Prayer, Problem-Solving w/ Creativity & Discernment and Witness in Community Work To Complete Assignment to Upload (Due Fri @ 5 pm unless noted) Week 1 Watch: Introduction & Overview Video 1: The Bible & Ethnic Unity (4 hrs.) 12/31-1/4 Complete: Personal introduction (upload photo) Read: Appendix A on How to Read Read: Five Stones Unit 1 (4 hrs.) Week 2 Watch: Introduction Video 2: Growth & Gifts (4 hrs.) 1/7 1/11 Read: Five Stones Unit 2 -3 (5 hrs.) Week 3 Watch: Introduction Video * Special Note 3: Unity & Purity * Topics Covered: 1/14 1/18 complete Meditation 1 before first class time Baptism, Communion, Marriage, together See Assignment #5. Gender Read: Five Stone Unit 4 -5 (5 hrs.) 4: Personal & Corporate Prayer (5 hrs.) One Week Intensive January 22-25, Tuesday 8:00 am Friday 5 pm Workload = 40 hours Unit Two: Life Giving Leadership (12 verbs) Day One Bring Meditations To Class Each Day 5: Meditation 1 (1 hrs.) 1/22 Scripture Meditation 1 Trusting, Enduring, (9 hrs.) Giving Day Two Scripture Meditation 2 Seeing/Hearing & 6: Meditation 2 (1 hrs.) 1/23 Bowing (9 hrs.) Day Three Scripture Meditation 3 Daily Receiving / 7: Meditation 3 (1 hrs.) 1/24 Giving Weekly Resting / Working (9 hrs.) Day Four Scripture Meditation 4 Relating, Changing, 8: Meditation 4 (1 hrs.) 1/25 Building (9 hrs.) Post Course Work Monday, January 28 Friday, March 29 Workload = 68 hours Unit 3: Review of Nouns (Doing) & Verbs (Being) of Life Giving Leadership Week 5 Watch: Introduction Video 9: Report Integrated Class Notes and 1/28 2/1 Read: Review Articles Trusting, Enduring, Review Articles Giving, Seeing/Hearing, Bowing (5 hrs.) Week 6 Read: Review Articles (Daily), Receiving / 10: Report Integrated Class Notes & 2/4 -2/8 Giving (Weekly), Resting / Working, (1 hr.) Personal Self Leadership Plan Listen: Hybels Gauges, Games, Gifts(1 hr.) Read: Time Management Is Life Management ( 4 hrs.) Week 7 Read: Emotionally Healthy Church Chapters One 11: EHC Inventory (1 hrs.) 2/11-2/15 to Four (2 hrs.) 12: Create Inventories (3 hrs.) 9

Read: EHC 5-7 (3 hrs.) 13: Relating/ Changing Inventory (1 Read: Review Articles - Relating, Changing, and hrs.) Building (1 hr) 14: Changing Directing, Grieving (2 Scan: EHS web resources (1 hr) hrs.) Reread: Five Stones Unit 2, Chapters 17 18 (1 15: Building Making Disciples, hr) Reproducing Leaders (2 hrs.) Week 9 Read: Emotionally Healthy Church 8-12 (2 hrs.) 16: Witness Inventory (1 hr.) 2/25 3/1 Reread: Five Stones Unit 4 (1 hr) 17: Building Salt & Light (3 hrs.) Unit 4: Integrating Understanding & Practice Week 10 Select: Book to Read (.5 hr.) 18: Report Book Selected 3/4 - 3/8 Read: Book Selected (5 hrs) View: Lectures - Discerning Assignments, Treasuring Unity, and Protecting Purity (1 hr.) Outline: Capstone Project (1.5 hr.) Reread: Five Stones Chapters 19-20 (1 hr.) Read: Articles (1 hr.) Week 11 Draft: Capstone Project (5 hrs.) 19: Report Viewed Lectures 3/11 3/15 View: Lectures Leading w/ Clarity & Conviction*, Cultivating Faith, Hope, Love & Humility, Engagement of Mission (1 hr.) Week 12 Write: Book Application (2 hrs.) 20: Upload How Book Application 3/18 3/22 Continue: Draft Capstone Project (6 hrs.) Week 13 Complete: Final Draft Capstone Project (10 hrs.) 21: Upload Capstone Project 3/25 3/29 *Topics to be addressed: Scripture, Prayer, Holy Spirit Relationship, Time, Money, Heart of Self & Others Week 8 2/18 2/22

Student Workload: (note specific hours are found in the Weekly Course Schedule (# hrs.) so you can plan your study time. 1. Pre-Course Assignments 2. 4 Days of Intensive Teaching (36 in class and 1 each evening in Scripture meditation) 3. Post Course Assignments TOTAL COURSE WORKLOAD 27 hours 40 hours 68 hours 135 HOURS

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GRADING Each submission is graded on a scale of 0 to 100 per the letter scale found in the Seminary Academic Catalog. See individual assignments for specific grading criteria. ASSISTANCE AVAILABLE Students with physical, emotional, ADHD, or learning disabilities who need academic accommodations should make requests through the Academic Success Center. These requests will be kept confidential and will be used only to provide academic accommodations. Because many accommodations require early planning, requests should be made as early as possible. You may contact the Academic Success Center by phone at 1-803-807-5611, or by email at academicsuccess@ciu.edu. If you already receive services through ASC please contact that office so they can help make your academic experience in this course as successful as possible.

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APPENDIX A: Book Notes by David Mays (See more book notes at www.davidmays.org ) READING ON THE RUN: Continuum Reading Concepts which Help the Busy Leader Read Selectively to Acquire Information by: Dr. J. Robert Clinton. Self-Published, 1987, 52 pp. (held by Mashburn Memorial Library, AZUSA Pacific University, Azusa, CA 91702) Many of Dr. Clintons writings can be ordered from The Fuller Seminary Bookstore or by contacting the author. http://www.fullerseminarybookstore.com Clinton, professor of leadership at Fuller School of World Mission, was introduced to in-depth reading through Mortimer J. Adlers book, How to Read a Book. Alternatively, he felt the need to develop approaches to obtain information from books by less intense study. This book looks like it could be a course outline. Reading for pleasure requires word-by-word reading. To obtain useful information does not require that one get lost in word by word reading or constructing lists of information to be repeated. Instead, reading for information requires the ability to overview, extrapolate, draw implications, move rapidly through material looking for selected ideas, etc. In short, the purpose of reading should control the reading methodology. You have read a book using continuum reading concepts when you have assessed the level it should be read at and you read only as much as necessary at that level to obtain useful information from the book. (45) The reading continuum: (5) 1. Scan overview of contents 2. Ransack new ideas, specific ideas 3. Browse some in-depth contextual analysis 4. Pre-Read determine thematic intent, structural intent 5. In-Depth Read analysis of thematic content, evaluation analysis 6. Study repeated work in the book, comparative analysis Each level assumes the book has been read at the previous level. Scan reading involves a review of the contents, introductory information, dust cover, information on the author, and thumbing through the book to note any conclusions, summaries, charts, quotes, illustrations, etc., to get a cursory understanding of what the book is about and how it is organized. (7) After scan reading one might make notes on the author, the authors perspective, the books organization, the authors intent, and an assessment of the value of further reading. (10) Closed scanning refers to reading while looking only for a pre-selected topic of interest. Open scanning refers to reading while looking for new ideas. (13)

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After ransack reading one might make notes on new ideas of helpful information, a contrasting or differing idea on the pre-selected topic, something of interest on some other topic, and evaluation of the value of further reading. (18) Browse reading is dipping into certain portions of a book to study in detail some discussion of a topic in its contextual treatment. Frequently I will browse the preface and introduction of a book then browse the conclusion of it and do whatever other browsing or ransacking needed to fit the conclusions into the overall context of the book. (20) Pre-reading should produce A statement describing the kind of book A statement giving the authors intent and methodology. A statement identifying the major subject and how it weaves together the major ideas Statements indicating the intent of each major section and its contribution An evaluation of miscellaneous helps available (29) In-depth reading should produce six evaluation statements: 1. Show where the author is uninformed (giving examples) 2. Show where the author is misinformed (giving examples) 3. Show where the author is illogical (giving examples) 4. Show where the authors analysis is incomplete (giving examples) 5. Show the authors strengths 6. Show the relevance of the book to todays needs (33) You should be able to persuade a potential reader as the value or lack of value in reading it. (36) Studying a book is a special in-depth approach to the reading of a book which involves pre-reading, reading, and background research on materials and ideas used in the book. This kind of reading is usually limited to Essential works which will significantly affect your ministry (basal books in your field). Works which are complex in concepts and/or structure and which usually require more than several read-throughs. (40) A basal book is one that covers a category thoroughly from a theoretical perspective and serves as a standard for comparing other books. (41) Effective leaders maintain a learning posture throughout their lives. (45) Frequently, God significantly affects a leader through some interaction with written ideas. (45) ________________________ David Mays, Great Lakes Regional Director (deceased 2012) ACMC (Advancing Church Mission Commitment) http://www.davidmays.org

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