As I write this, we are just hours away from the beginning of what I call “Happy-Thanks-Merry,” that period in the calendar year when secular and religious holidays align to create five golden weeks of charitable giving (and non-charitable spending). It was during this time last year that I heard the single most tantalizing statement I’ve ever heard in a council, session, or board meeting—an elderly woman’s announcement to the group that “the tree this year is monkeys.”
leadership
Aligning our Congregational Systems
I’ve consulted with about 100 congregations and other organizations in the last 27 years, and in the last five years I’ve noted a distinct trend. Congregational and other organizational leaders used to contact me with a vague request for mediation or consulting services because “we have a conflict and we need help to resolve it.” In recent years, however, leaders have been much more likely to specifically request strategic planning or structure review processes—and often both together. I’ve experienced this shift as an encouraging move towards proactive rather than reactive intervention processes in congregations and other organizations.
Mobilizing for Ministry
Fair or unfair, the younger generations have negative assumptions about the way committees function. Teams, however, are something they understand and embrace. Most Millennials and Gen-Xers have been involved in team sports from an early age. Many workplaces today are organized into teams. The high-tech industry, for example, has made billions of dollars using creative, self-managing teams. So when asked to serve on a team in a congregation, younger people understand what they are agreeing to do. A committee feels a bit foreign to them.
Three Traits of Effective Congregational Leaders
by David Brubaker
Over the 27 years that I’ve consulted with congregations and other organizations, I’ve noticed three consistent traits of effective congregational and organizational leaders—whether lay or ordained. These traits are present with such consistency I’ve come to believe that together they constitute a required set of core characteristics of effective leaders. Fortunately, these traits can be developed by any congregational or organizational leader—as highly effective leaders are made, not born.
You Disappointed Me
by Susan Beaumont
A volunteer agrees to complete a task but fails to deliver, or delivers a less than satisfactory outcome. A leader violates an established behavioral standard. What do you do? How do you redeem the situation?
Disappointment is inevitable when people are involved in ministry, but disappointment doesn’t have to be the final word. Delivering an effective feedback message in the face of disappointment can turn the situation around and introduce accountability into the volunteer relationship.
Supervision Myth Busters
Pastors generally do not enter ministry with a strong desire to supervise the work of others. For many, supervision is a necessary job, a burden to be tolerated on the way to the good stuff. If you are struggling in your role as supervisor, you may be harboring false assumptions about supervision—myths that get in the way of a healthy supervisory approach.
Examining these myths and replacing them with more truthful assumptions is the first step in developing an effective supervisory style. The act of supervision becomes easier, and a more natural expression of your authentic personality, when you begin with the right assumptions.
How to Give Away Your Power
by Dan Hotchkiss
It’s relatively easy to find people willing to do tasks. It’s hard to cultivate real leaders—people to take charge of projects and gather others to get something done. As one pastor put it, “We have willing workers, but I can’t seem to create leaders. I can delegate work, but I don’t know how to delegate authority.” To delegate effectively, you need to balance three things: authority, guidance, and accountability. This is true for delegating tasks, and truer still for delegating leadership. Until we learn to bring people to full competence in little things, we can’t lead them to full competence in bigger things. Learning to delegate tasks completely is a necessary step toward readiness to delegate power.