andrews university faith integrated curriculum and...

© 2008, Calvin Joshua

Andrews University

School of Education

FAITH INTEGRATED CURRICULUM

AND LESSON PLAN ON

ORGANIZATIONAL DEVELOPMENT

by

Calvin N. Joshua

[email protected]

July 07, 2008


Abstract

This is a lesson plan to teach one three hour session on Christian Organizational Development,

from a curriculum for the graduate students preparing to serve as administrators, leaders, and

pastors in India. The passion for church growth and evangelism in the Seventh-day Adventist

Church is directly related and proportional to the health and function of the church as an

organization. While the church is a divine organization, the human dimension is manifested as an

integral part of the Adventist Church. Therefore, the Adventist Church is also a human

organization that will require the best kind of administration.


CONTENTS

Abstract ............................................................................................................................................1

INTRODUCTION ...........................................................................................................................4

Premises ...................................................................................................................................4

Philosophy ...............................................................................................................................4

Rationale ..................................................................................................................................5

SOCIAL AND CULTURAL CONTEXT OF INDIA .....................................................................6

Diversity ..................................................................................................................................6

Governance ..............................................................................................................................6

Tension in Christian Management ...........................................................................................7

DESIRED RESULTS AND ACCEPTABLE EVIDENCE .............................................................9

STRATEGY TO INTEGRATE FAITH ........................................................................................10

Instruction Rationale .............................................................................................................11

Learning Experience/Procedure ............................................................................................11

Interactive Lecture ........................................................................................................11

Role activity ..................................................................................................................11

ASSESSMENT ..............................................................................................................................12

REFERENCES ..............................................................................................................................13

APPENDIX A ................................................................................................................................14

APPENDIX B ................................................................................................................................15

APPENDIX C ................................................................................................................................18

APPENDIX D ................................................................................................................................20

APPENDIX E ................................................................................................................................23

APPENDIX F.................................................................................................................................25

APPENDIX G ................................................................................................................................33

APPENDIX H ................................................................................................................................35

BIBLIOGRAPHY ..........................................................................................................................38


INTRODUCTION

Premises

I am a Seventh-day Adventist educator and I acknowledge that Jesus is coming soon to

save mankind and recreate the world of sin to original state of love and harmony; and most

importantly to recreate His own image in human beings which was lost due to sin. In order to

effectively carry on the task assigned to the Adventist Church, there is a need to manage the

Adventist Church as an effective and vibrant divine—human organization.

Philosophy

My philosophy of education is Christ-centered and it derives from the Word of God

amplified in the writings of Ellen G. White. There are three dimensions of Adventist education

namely, formal education, informal education, and non-formal education. These three

dimensions of education are biblical, historical, and essential to work together from the time a

child is conceived, to the time when the child enters family, home, Sabbath Schools, church

activities and ministries, schools, colleges, universities, and other divine avenues. The learners

are prepared to render generous service to church and society as a responsible citizen and a

faithful member of the church.

Restoration of mankind to the image of God may be realized in all three dimensions. I am

encouraged by the definition of integration of faith and learning: “integrating of faith and

learning is the process of infusing the formal, informal, and non-formal curriculum with God-

centered, Christian worldview” (Korniejczuk, p. 14). It is my philosophy that Adventist Church

recognizes that God works through in all these three dimensions of education. I have selected the

formal education to present the curriculum to teach Christian Administration and Leadership.


Rationale

I believe that the Seventh-day Adventist church is a divine than human organization. It is

a divine organization because Jesus Christ is the head of the church. At the same time, it is also a

human organization because the Adventist Church is the body of Jesus Christ. There is no use of

head without the body or the body without a head.

While the divine organization is never found wanting, it is the human organization of the

church that has problem to deal with. I would like to emphasize the need of good administration

in the human dimension of the Adventist Church by teaching a course to prepare the pastors and

leaders who are under the ministerial training. A movement needs a leader but an organization

needs administrator. Administrator is a leader but a leader is not necessarily an administrator. In

India, Mahatma Gandhi was a leader but he could not have governed India even for one day. It

was done by Jawaharlal Nehru. Therefore, a Christian organization is required to meet a very

high standard in any part of the world.

Administration of the Adventist Church as an organization involves certain distinct

leadership qualities to follow the vision of the founder—Lord Jesus Christ. He has endowed

spiritual gifts for the church to function. The more diverse a group is, greater the need to have the

right kind of administration. People, both believers and non-believers, are watching how

Adventist Church functions.

I want to integrate faith and learning in organizational development so that those who are

called to administer, will have developed a passion for administration and possess the needed

knowledge, experience, education, and competencies of administration. Adventist administrators

practice faith based leadership and accountability skills to be faithful stewards. Good

administrative skills require pastors to make judgments and anticipate the consequences.


SOCIAL AND CULTURAL CONTEXT OF INDIA

Diversity

In India, many cultures and faiths, ways of life, dress and food habits, traditions and

rituals, are united. Different Indian religions such as Hinduism, Buddhism, Jainism, Sikhism,

Islam, Christianity, a variety of sects, and varying tribal religious beliefs are like petals of one

flower. This diversity extends over to the languages as well. The four major language families -

the Indo-Aryan, the Dravidian, the Tibeto-Burman and the Austro-Asiatic - promote multi-

lingual, multi-cultural diversity and respect, all these co-exist in cultural harmony.

It is beyond the scope this paper to address the symbols, artifacts, values, and

assumptions in every culture in a country where the accident of the birth determines irrevocably

the whole course of a man’s social order and domestic relations. It is unique that people know

what they must do throughout life to eat, drink, dress, marry and give in marriage in accordance

with the usages of the community into which they were born. One is tempted at first sight to

assume that the one thing a person may be expected to know with certainty, and to disclose

without much reluctance, is the name of the caste, tribe, or race to which the person belongs. It

is important to know the heart beat of Hinduism and how a son is very important to the family. A

Hindu must marry and beget children to perform his funeral rites, lest his spirit wanders.

Governance

The Indian political, economic and socio-cultural contexts occur under conditions of a

multi-structural whole. Its economy centers around agriculture wherein feudal, pre-capitalist and

capitalist structures co-exist. Its political system is the manifestation of the local panchayat

(governing) system with a combination of international political systems. Its socio-cultural


make-up is the combination of great traditions with little traditions. Its industry is a spectrum,

ranging from Information Technology to small-scale industries. Its legal system ranges from the

local panchayat system and tribal customary laws to the district, state, high and supreme courts.

Its people are composite groups, a combination of caste and class, of jatis and non-jatis.

In such a setting where collective sharing of cultures contradicts collective rights and

group identities, a discussion on cultures in transition is bound to encounter complexities.

Culture in any society is dynamic, influenced by contact through language, education and

religious practice. Language encompasses a group's cultural practices, which are complex and

varying across social groups.

Tension in Christian Management

It is one thing to discuss in general the Scripture teaching about stewardship and

leadership that are applicable to the role of an administrator. It is quite another thing to consider

how faith is integrated in the work of an administrator when the situation is complicated and

diversified, and sometimes ambiguous (Cafferky, 2008). When an administrator in the Indian

context comes face to face with the reality, for each significant principle of administration, there

is plausible and even contradictory principle for the same situation (Simon, 1946). An

administrator should be familiar with what it means to integrate faith when facing the

complexities of an administration. If there is a hidden truth to be found in the midst of crisis or

complexity, an administrator has a mandate to dig out the truth, and honor it.

I will teach the tension involved in a Christian administrator between caring for the needs

of the individual and caring for the needs of the organization. I will present the demands of the

organizational development and the existence of organizational tensions to make meaningful


decisions in the context of ambiguity. Managers manage not just people but the relationships

between the people (Johnson, 1988, p. 16).

It is no surprise that the members of the Adventist Church reflect unity in diversity,

differing in color, culture, language, education, experience, and caste. However, the members

and leaders exhibit discord and disunity due to lack of faith in their thought process and

lifestyles. The pastors who experience the divine call to serve as leaders should integrate faith in

all their decision and communications. They should be properly trained and equipped to serve as

Christian managers, administrators, and leaders. There are organizational structures in the

Adventist Church which require leaders and managers to be knowledgeable, teachable, and

accountable (Rothwell & Sullaivan, 2005, p. 26).

The Seventh-day Adventist Church growth has crossed one million-mark in India during

2005 and has gained a momentum which requires multidimensional approach to maintain the

trend as a successful organization in the years to come. What is one million amidst a mass of

1400 millions of people and how can the church accomplish missio Dei? A great work has to be

accomplished before the coming of Jesus and it is vital to have an effective organization to carry

forward the divine mandate.

Further, India is expanding into global economy and the Indian leaders are able to excel

in world arena of knowledge and skill. India as a nation moves forward with so much of

aspiration and dream. Therefore, to provide excellent leadership, Adventist Church leaders

should be able to understand the know-how to be builders of the church and developers of the

organization. Failing which, church leaders would emerge as substandard leaders and fail to

understand the dynamics of society, education, employment, re-construction and expansion. I

plan to teach a formal course on Christian Organizational Development.


DESIRED RESULTS AND ACCEPTABLE EVIDENCE

Desired Results Acceptable Evidence

As a result of this session pastors will be familiar with:

1. The components of thinking in an organization.

2. Terminologies and functions of an organization.

3. Rationale for organizational structure.

1. Actively respond to prompt questions with regard to terminologies and functions.

2. (a) Reflective writing: how pastors will function if they were elected president of conference. (b) Write the one change that pastors will make personally to help the SDA church.

3. Role play to illustrate their understanding of the rationale for the organizational structure.


STRATEGY TO INTEGRATE FAITH

Instruction Rationale

In this formal educational course on Christian Organizational Development, the future

and aspiring administrators, pastors, and leaders are given instruction integrating faith in the

mission of the Adventist Church as a divine-human organization. Knowledge is imparted as

though received from schools of management but faith is integrated so that the pastors are able to

understand the usefulness of Christian administration in the Seventh-day Adventist Church as an

organization.

There are many valuable principles applicable for a good administration. Any principle

found good and are not contrary to the principles of Christian faith should be followed without

further delay to bring about the best administration in church governance. The church growth,

fulfillment of the gospel commission, and saving of the souls are a matter of great priority, which

do not provide reason for substandard administration in the church of God. There is no short cut

to the success in developing an organization. Organizational development in the Adventist

Church should be a burning desire of a Christian administrator.

Inefficient administrators, leaders, and pastors should not hide behind ignorance, thus

misleading the organization at the pretext of religious piety. Pastors should be willing to practice

the principles of organizational development to bring progress to church growth and contribute

sincerely by integrating faith as faithful stewards in all facets of administration. There is no

reason for Adventist administrators to wear the mantle of technocrats seen in the business world.

If enough of faith is integrated in Christian administration, there would be very little gap for the

devil to confuse and distract the church of God. Adventist Church is born to expect great things


from God and attempt great things for God. Every administrator should learn how to integrate

faith into Christian administration. For more information, see Appendix D and E.

Learning Experience/Procedure

Interactive Lecture

The teacher uses power point and prompt questions to define and analyze organizational

structure. The pastors will be engaged by one of the following options:

1. Match the terminologies and meaning.

2. Fill in the blank.

3. Discuss and respond.

Role Activity

The role play has been designed using an example from Adventist organizational

structures to help pastors creatively engage in and understand the dynamics and potentials of

organizational development.


ASSESSMENT

The assessment of the session is presented here to reflect how well the pastors are able to

understand the importance and terminologies of organizational development. All learning should

culminate with creative manifestation of materials learned. Now that a new concept and a new

skill have been learned, what can be created from the combination of learner and things learned?

To what degree are pastors able to integrate with the learning to create something new in the

ministry? The rubric for the assessment is presented. Connecting to the Concept experientially,

this lesson begins with learner engagement. This critical step sets up the success of the session

and the unit lesson, ultimately, pastor performance and recall. Assessment keys: The focus is on

active listening, dialogue, and reflection. To what degree are learners engaged in and enthusiastic

about concepts and experiential activities? Are they fascinated? If this is done well, it will greatly

improve the learner’s recall.

Terminologies and Functions of an Organization

Engagement and Enthusiasm. Active listening, dialogue, reflection

Exemplary (A) The pastor is connected to the concept at a high level. Enthusiasm is evident. Pastor listens with high focus to each speaker, and can readily paraphrase and extend thoughts and ideas throughout the session.

Good (B) The student is connected to the concept and is sometimes enthusiastic. The student listens to each speaker, and can paraphrase and extend thoughts and ideas when prompted.

Suitable (C) The student is connected to the concept and engaged when reminded. The student listens and contributes to the group and stays engaged through most of the session.

Not yet (D) Personal meaning is not established. The student is not sufficiently engaged in the session or discussions.


REFERENCES

Cafferky, M. E. (2008). The Individual-Community Tension in Christian Leadership. Paper

presented at the 6th SDA Business Teachers Conference

Johnson, S. (1988). Value Driven People: a Christian approach to management. Dallas, TX:

Probe Books.

Rothwell, W. J., & Sullaivan, R. L. (2005). Organization Development In W. J. Rothwell & R. L.

Sullaivan (Eds.), Practicing Organization Development: A Guide For Consultants. San

Francisco, CA: Pfeiffer.

Simon, H. A. (1946). The Proverbs of Administration. Public Administrative Review, 6(Winter),

53-67.


APPENDIX A

DESIRED COURSE RESULTS AND ACCEPTABLE EVIDENCE

Desired Results Acceptable Evidence As a result of this session pastors will be familiar with:

1. The components of thinking in an organization.

2. Terminologies and functions of an organization.

3. Rationale for organizational structure.

1. Actively respond to prompt questions with regard to terminologies and functions.

2. (a) Reflective writing: how pastors will function if they were elected president of conference. (b) Write the one change that pastors will make personally to help the SDA church.

3. Role play to illustrate their understanding of the rationale for the organizational structure.

As a result of this session pastors will know: 1. Why faith must be integrated into every

aspect of an Adventist organization? 2. What is faith integration? 3. How can pastors and leaders deliberately

introduce/support faith integration in local Adventist Churches?

4. What can be expected when faith is integrated into the Adventist Church organization?

1. Clear and critical explanation of why faith must be integrated into the content area of resources.

2. Application of faith integration into resources.

3. Write how you interpret faith in teaching and learning of the local church?

4. Refinement of faith integrated, ministry resources, resulting in a creative visioning of expected results.

As a result of this workshop pastors will: 1. Utilize resources to implement faith

integration throughout their ministry, administration and leadership.

2. Develop one faith-integrated sermon/ counsel/response/or materials for their own believers, churches, and/or administration.

3. Write sermons and share inspiration to other churches through media ministries.

1. Implementation of a minimum of one ministry resource in a practice faith integrated seminar session (15 minutes).

2. Development of a minimum of one faith integrated unit in one ministry area.

3. Submission of at least one faith integrated sermon on the Adventist Church and ministry.

As a result of these sessions pastors will have an enduring understanding of:

1. Seventh-day Adventist Church as divine-human organization.

2. God is doing everything He promised for His church. Pastors/ believers are obligated to do their part in order to celebrate the “secret of success is the union of divine power with human effort” (PP, 509).

1. Written an explanation of the Seventh-day

Adventist Church as a divine and human organization.

2. Verbally share their idea of how to make a difference in the Seventh-day Adventist Church organization.

APPENDIX B

COMPONENTS OF THE COURSE

A three hour—one semester course on Christian Organizational Development is

developed for the pastors pursuing masters in Christian Administration and Leadership at Spicer

Memorial College, India. The students are young pastors who have completed under graduation

in religious philosophy. They are hoping to serve as administrators and leaders in the church to

provide the needed organizational development, reinforcement, and expansion of the Lord’s

work.

CHRISTIAN ORGANIZATIONAL DEVELOPMENT


Module 1Foundations

Module 2Guidelines for Planned Change

Module 3Dimensions of Organizational

Change

Module 4Special Issues in Adventist

Organization

MODULE ONE – FOUNDATIONS

Lesson 1•Organizational Development

Lesson 2•Human Resources Management‐‐Clergy/Laity

Lesson 3Competencies of Organizational Development

Lesson 1

Organizational Development (OD)

Why does it concern the Adventist Church?

What is Organizational Development?

What are the terminologies

of OD?


Lesson 2

Human Resources Management

Why do we need to optimize clergy and laity?

How can we bring together

human resources and

OD?

How can we integrate

church growth in OD?

Lesson 3

Competencies of OD

Competencies and their importance

Comparision of competency clusters

Characterisitics OD



APPENDIX C

COURSE OUTLINE ON CHRISTIAN ORGANIZATIONAL DEVELOPMENT

MODULE 1 – FOUNDATION

Week 1 Organization Development in Adventist Church. Models for Change: How can church cope in changes? Why care about Adventist church as an organization?

Week 2 Human Resource Management—clergy and laity Church growth as an organization development.

Week 3 Competencies of OD. Can Adventist Pastors and Leaders learn new skills? Organization Development from the View of leadership. Future responsive perspective for Adventist Church.

2 – GUIDELINES FOR PLANNED CHANGE

Week 4 Marketing and promoting developing Adventist church as an organization: Nine steps.

Week 5 Pre-Launch in OD: Clarity of agreements, relationships, and feelings. Misunderstanding of the organization, power structure, clashing of work styles and setbacks. Elements and essence of pre-launch.

Week 6 Launch on OD: organization assessment and action Planning. Importance of understanding organizations and what it takes to build them. Fundamentals of building successful organizations.

Week 7 Implementation and Continuing the Change Effort Dealing with resistance and unanticipated consequences.

Week 8 Evaluation of competencies for conducting evaluation Barriers for evaluation.

Week 9 Separation: New administration of conference or Union—psychological issues.


MODULE 3 – DIMENSIONS OF ORGANIZATIONAL CHANGE

Week 10 Taking Organization Culture Seriously: What is organizational culture and how does it work. What is organizational health? Leader-centered development interventions. Three levels of personal development.

Week 11 Team Building: Past, Present, and Future Understanding team dynamics Training and team building Creation and intervention in of large units characteristics of large interventions. Whole organization transformation: The Five Truths of Change.

MODULE 4 – SPECIAL ISSUES IN ADVENTIST ORGANIZATION

Week 12 Global ministries and organization development Values, ethics, and practice in the development.

Week 13 Bringing every mind into the ministry and realize the positive revolution in church growth. Introduce Appreciative Inquiry concept. Challenging traditional approach.

Week 14 Technology in the organization development The human element in organizational change Complexity of Personal Change Practicing internal organizational development .

Week 15 Adventist work for the times in which we live. Class Project Presentation.


APPENDIX D

FORMATION OF PASTORS

This instruction is presented in English as the medium of instruction and it is a formal

education to those in the seminary. This instruction is meant to prepare administrators who will

build schools, hospitals, publishing houses, public relations, projects, colleges, and universities,

churches, and above people in the Adventist Church. The pastors will seek God like never before

to pay attention to everything within the perspective of Christian administration and integrate

faith in following God in all ministry decisions.

I have organized a graduate program on Christian Administration and leadership. In it, I

plan to teach one of three hour courses called Christian Organizational Development. This course

is divided into four modules and names of the modules are: Foundation, Guidelines of planned

change, Dimensions of organizational change, and Special issues of religious organization. The

first module—Foundation, is divided into three sessions of three hours each. The first session is

called Organizational Development for which I present a curriculum in this paper using the

design called formations but best known as 4MAT.

Dr. Bernice McCarthy created 4MAT instructional design system in 1979. It is widely

acclaimed as one of the best work on learning styles in the world. Pastors are likely to have

different learning styles. By understanding and recognizing these differences, pastors can gain a

better understanding of different approaches in learning. Understanding 4MAT quadrant

preferences and the natural cycle of learning, pastors can sustain an effective and productive

ministry.

• 4MAT Quadrant 1: Provides personal connect and attend to the experience—provide

pastors time to share.


• 4MAT Quadrant 2: Begins a conceptual delivery process and provides facts, details, data,

and validation.

• 4MAT Quadrant 3: The hands on learning experience. A serious application where the

learning move from training to education.

• 4MAT Quadrant 4: Learners refine, expand, and renew the learning experience. They can

adapt it, as needed.

This section deals with application of the instructional design that is meaningful,

informative, provocative, and that will lead to the creative use of the materials learned on

organizational development. Something happens when pastors learn. Something catches their

attention, and draws them. They try to figure out what happened and they try to describe the

experience. Then they fit into their understanding of other things that have happened to them.

Later, they draw conclusions and add those conclusions to their learning, which becomes their

way of dealing with that experience when it happens again.

Pastors are like any other human beings are born to learn. Brain is designed to make

connections. Each time pastors learn they are exposed to something new. They perceive their

newness through the lens of who they are as individuals. They add something new, each learning

returns to experience again. This goes on and pastors move from experience, to thoughts about

experience, and then to integration. When pastors perceive something new, some are happy to

perceive through experience and others through abstracting. When pastors experience something

new, some of them process reflectively (internally) and others actively (by trying it out). Thus,

perceiving and processing result in a four quadrants—natural cycle of learning that all people go

through when they learn anything.


First, pastors go through experience, then, they process it internally. It is followed by

arranging and storing information. Then, the pastors try it out. All have preference with regard to

how they perceive and process. Some perceive with senses and feelings, while others prefer

abstract and facts. Some process reflectively while others reflect actively.


APPENDIX E

Four Types of Learning Styles

There are four types of pastors according to their learning styles on the basis of the

instructional design 4MAT:

1. Imaginative Pastors: they perceive through sense and feeling and process reflectively.

• They seek meaning, clarity, and connect new experience to past experience.

• They are insightful, working for harmony, learning by listening, sharing ideas.

• They seek commitment and demonstrate concern for people.

• They absorb reality, culture, develop good ideas, and mentor people.

• They tackle problems by reflecting alone and then brain storming with others.

2. Analytical Pastors: They perceive through thinking and processing reflectively.

• They form theory, concepts, and theology by integrating their observations.

• They are eager learners in traditional learning environments because lecture

and reading modes suit them.

• They are excellent in details, sequential thinking, and work for clearly defined

goals and tackle problems with step by step procedures.

• They need continuity and certainty and are uncomfortable with judgments

based on personal feelings.

• They form reality; they create structures out of chaos; and they thrive on

making sense out of confusing information.

3. Common Sense Pastors: They perceive through thinking and process through actions.

• They seek usefulness, results, learn by testing philosophies and

interpretations, and are practical and believe if it works, use it.


• They excel in down-to-earth problem-solving and have a limited tolerance for

fuzzy ideas.

• They experiment, tinker with things, and need to know how things work.

• They edit reality, cut right to the heart of things.

• They tackle problems by acting (often without consulting others).

4. Intuitive Pastors: They perceive through sense and feeling and process through action.

• They seek to influence others, learn by trial and error, believe in self-

discovery; and are flexible and adaptable.

• They are risk takers, at ease with all types of people, and often reach accurate

conclusions in the absence of logical justification.

• They demonstrate openness with new ideas and have a high ability to sense

positive, new directions.

• They enrich reality by adding their own ideas to what is and they tackle

problems by intuiting possibilities.


APPENDIX F

POWERPOINT ON ORGANIZATIONAL DEVELOPMENT

Power point 1 - Organizational Development

Calvin N. Joshua

EDFN 688 Integration of Faith and Learning

Power point 2 - Adapted from the Source

Rothwell, W. J., & Sullaivan, R. L. (2005). Organization Development In W. J. Rothwell

& R. L. Sullaivan (Eds.), Practicing Organization Development: A Guide For

Consultants. San Francisco, CA: Pfeiffer.

Rothwell, W. J., & Sullaivan, R. L. (2005). Models For Change. In W. J. Rothwell & R.

L. Sullaivan (Eds.), Practicing Organization Development: A Guide For Consultants.

San Francisco, CA: Pfeiffer.

Power point 3 - Why Pastors Care about OD

It is worth asking this question: why should a pastor care about organization

development?

To answer that question, it is worth devoting some time to reflect on what changes are

occurring in any organization including Adventist Church, why change is occurring so

fast, and what effects, those changes are having in the ministry.

Do administrators of religious organizations pay attention to the changes in their

organizations?

Power point 4 - What Changes Are Occurring?

One study identified six key trends for their relative importance on the present and future

workplace and workforce (Rothwell, Prescott, & Taylor, 1998):


Changing technology

Increasing globalization

Continuing cost containment

Increasing speed in market change

Growing importance of knowledge capital

Increasing rate and magnitude of change

Power point 5 - Why Is Change Occurring So Fast?

Time has become a key strategic resource.

The challenge of the future is to help pastors and leaders adopt to change, often in real

time and as events unfold.

Time has become important precisely because changing technology provides many

possible strategic advantages to Christian organizations.

Changing technology is also a driving force for the information explosion—and vice

versa.

Power point 6 - What are the Effects of Changes?

There are many effects of change:

One effect is that change begets more change.

A second effect is that so much change has prompted an increasing amount of cynicism

about change.

A third effect is growing stress on individuals and their families.


Power point 7 - Should the Adventist Church Care About OD?

Pastors should care about organization development because it is rapidly emerging as a

key business topic—if not the key business topic.

The ability to manage change successfully may set leaders apart from followers.

And there is clearly a need for improvements in demonstrating that competency. After

all, the track record of change efforts is not so good.

Power point 8 - Reasons Why So Change Efforts Fail

Adapted from Zackrison and Freedman (2003) :

1. Ill-advised interventions

2. Inappropriate use of external consultants

3. Self-centered consultant

4. The wrong type of consultant

5. Solving with symptoms

6. Providing first aid to terminally ill patients

7. Dead elephants are ignored

8. Management was incapable of managing the change

Power point 9 - Reasons (continued)

9. Management was incapable of keeping the change going

10. Lack of key stakeholder support

11. Consultant uneducated or disinterested in change processes

12. Inadequate or inappropriate evaluation

13. Confusion between “od” and “OD”

14. Confusion between techniques and processes


15. Focusing on improving processes instead of on improving the outputs that those

processes produce

Power point 10 - What is Change Management?

In the simplest sense, change management means the process of helping a person, group,

or organization to change.

Does Seventh-day Adventist Church need the skills to manage changes as an

organization?

Power point 11 - What is Organization Development?

Here are a few chronologically organized definitions that represent a range of ways to

understand OD:

Organization development is an effort (1) planned, (2) organization-wide, and (3)

managed from the top, to (4) increase organization effectiveness and health through (5)

planned interventions in the organization’s “processes,” using behavioral-science

knowledge (Beckhard, 1969, p. 9).


Organization development is a response to change, a complex educational strategy

intended to change the beliefs, attitudes, values, and structure of organizations so that

they can better adapt to new technologies, markets, and challenges, and the dizzying rate

of change itself (Bennis, 1969, p. 2).


Most people in the field agree that OD involves consultants who try to help clients

improve their organizations by applying knowledge from the behavioral sciences—

psychology, sociology, cultural anthropology, and certain related disciplines. Most would


also agree that OD implies change and, if we accept that improvement in organizational

functioning means that change has occurred, then, broadly defined, OD means

organizational change (Burke, 1982, p. 3).


Organization development is a top-management-supported long-range effort to improve

an organization’s problem-solving and renewal processes, particularly through a more

effective and collaborative diagnosis and management of organization culture—with

special emphasis on formal work team, temporary team, and intergroup culture—with the

assistance of a consultant-facilitator and the use of the theory and technology of applied

behavioral science, including Action Research (French & Bell, 1990, p. 17).


Organization development is a system wide application of behavioral science knowledge

to the planned development, improvement, and reinforcement of the strategies, structures,

and processes that lead to organization effectiveness (Cummings and Worley, 2001, p. 1).


Organization development is “a systemic and systematic change effort, using behavioral

science knowledge and skill, to transform the organization to a new state” (Beckhard,

1999 as cited Anderson and Anderson, 2001b, p. xv).

Power point 17 - Characteristics of OD

Organizational Development:

Is long-range in perspective

Should be supported by top managers

Effects change chiefly, though not exclusively, through education


Emphasizes employee participation in diagnosing problems, considering solutions,

selecting a solution, identifying change objectives, implementing planned change, and

evaluating results

Power point 18 - Special Terms in Organization Change and Development?

Change

Change Agent

Client

Culture

Intervention

Sponsor

Stakeholder

Power point 19 - Definition of Change

Change:

Is a departure from the status quo.

Implies movement toward a goal, an idealized state, or a vision of what should be and

movement away from present conditions, beliefs, or attitudes.

How can change be defined in Adventist Church as an Organization?

• Power point 20 - Definition of Change Agent: A change agent:

Is a person or team responsible for beginning and maintaining a change effort

Is defined by Cummings and Worley (2001, p. 669) as “a person who attempts to alter

some aspect of an organization or an environment”


May come from inside an organization, in which case they are called internal

consultants, or they may come from outside an organization, in which case they are

called external consultants.

Who is the change agent in the Adventist Church?

• Power point 21 - Definition of Client: The client is the organization, group, or

individuals whose interests the change agent primarily serves.

Power point 22 - Who is the client in the Adventist Organization?

Definition of Culture

Corporate culture means basic assumptions and beliefs that are shared by members of an

organization, that operate unconsciously, and that define in a basic “taken-for-granted”

fashion an organization’s view of itself and its environment. These assumptions and

beliefs are learned responses to a group’s problems. They come to be taken for granted

because they solve those problems repeatedly and reliably (Schein, 1985, pp. 6–7).

Define and discuss culture in the Adventist Church organization?

Power point 23 - Definition of Intervention

An intervention:

Is a change effort or a change process

Implies an intentional entry into an ongoing system

Is defined by Cummings and Worley (2001, p. 672) as “any action on the part of a

change agent. [An] intervention carries the implication that the action is planned,

deliberate, and presumably functional. Many people suggest that an OD intervention

requires valid information, free choice, and a high degree of ownership of the course of

action by the client system.”


How can you define or understand intervention in the Adventist Church?

Power point 24 - Definition of Sponsor

A sponsor is one who underwrites, legitimizes, and champions a change effort or OD

intervention.

Who is the sponsor and who are the stakeholders in Adventist Church?

Can you consider members as the human sponsors?

Who is the divine sponsor? What is God’s plan for SDA Church? Discuss.


APPENDIX G

ROLE PLAY

Session Assignment After the class instruction

Assignment adapted from:

Rothwell, W. J., & Sullaivan, R. L. (2005). Organization Development In W. J. Rothwell & R. L. Sullaivan (Eds.), Practicing Organization Development: A Guide For Consultants. San Francisco, CA: Pfeiffer.

Form teams of 5 or 6 pastor each.

Prepare an oral presentation of a conferene, based on directions appearing below. No presentation should exceed 10 minutes.

The team oral presentation counts for fifty percent the score for the class (other fifty percent is for the “one page” personal reflection of the class and readings to be submitted in the next class).

Directions for the Assignment

Michigan Union Conference is an Adventist organization that has undergone a massive change. Appoint a secretary of the organization as a role play and interview him. Major organizational change efforts have been involved in recently. The organization development principles were used in the change efforts and change effort was handled well. There were some change efforts that the leaders wished they had known before. Prepare a team presentation to report on the answers you will receive to these and other questions you would had asked. Pastors are encouraged to be creative in this assignment. Specific recommendations for improving change efforts in the organization are welcome.

In the presentation, every team will: (1) Explain the relationship between this class topic and the

integration of faith. (2) Clearly state objectives for the session. (3) Show how the topic and the

reading for the session is important to Adventist administrators. (4) Deliver information

effectively. 5. Use materials to illustrate key points. (6) Maintain a psychologically supportive

environment. (7) Demonstrate enthusiasm for the subject.


Evaluation of Team Oral Presentation

Students’ Names: Date:

Directions: This evaluation form is intended to provide presenters with feedback about class perceptions of the effectiveness of instructional methods and materials used in their presentations. In the left column below, teacher will fill in the box with the number that most accurately describes my reactions to the presentation.

Scale Strongly Agree = 5

Agree = 4 Neutral = 3 Disagree = 2 Strongly Disagree = 1

Purpose, Objectives, and Structure

1. The presenters explained the relationship between this presentation and the topic of Adventist organization.

2. The objective questions for this presentation were clearly stated.

Session Delivery

4. The information contained in the presentation was delivered effectively.

5. The presenters made an effort to be creative.

6. Important ideas were emphasized in the presentation.

7. The presenter maintained a psychologically supportive environment during the presentation.

8. The presenter demonstrated enthusiasm for the subject.

9. To the extent possible with the topic of the presentation, the presenter was effective in relating and integrating faith in church administratyion.

10. The presentation methods helped to hold my interest.


APPENDIX H

CHRISTIAN ADMINISTRATOR

Preamble

I realize that no two organizations are the same - just as no two people are the same. As a result, Church is able to tailor approaches and services to fulfill the gospel commission.

Christian ministry existed without any kind of organizations and therefore, every organization should be reminded that God can accomplish His work without human organization.

With extensive experience in human resource management, organizational and leadership development, and individual counseling and coaching, church is uniquely positioned.

The younger generation of pastors and leaders has the sacred responsibility to grow individually and organizationally to serve the church as a means and not an end in itself.

In these competitive times it is important to constantly pursue goals which enhance our personal and professional competence. Church growth should the passion for all.

It is in the interest of faster church growth and evangelism that churches should exhibit the evidence of a faith based administration and organizational development.

Mission

The mission of Christian Administration and Leadership is to develop strategic partnerships with believers and church organizations to support mutual growth and success.

Vision

Partner with individuals and church administrations to integrate faith and learning to champion organizational development.

Guidelines for a Christian Administrator

Christian organization should be founded on ten principles which provide the lens through which all pastors and leaders should learn to look. Administrators and leaders should hold these ideals in all that they do, ultimately believing that such principles, when applied to individuals and organizations, will result in the greatest possible church growth, organizational development, and future success.

1. Coexistence – I believe that if there is no coexistence, there is no existence at all. The cross of Calvary provides valid reason for coexistence.

2. Gratefulness – I believe that member should remain grateful for the privilege to work together for growth and development in the church.


3. Humility - I believe that relationships are best formed when all believers are equally

committed to the goal and no one person overshadows another.

4. Integrity – I believe honesty and openness are vital in everything I do. I measure all actions by these high standards.

5. Opportunity – I believe that opportunity to serve and lead should be given for everyone to express their giftedness and preparedness for the advancement of missio Dei.

6. Obsession – I believe that obsession is the driving force in realizing purpose. With passion comes the energy to achieve the unachievable; expect the un-expectable.

7. Perseverance – I believe that through perseverance toward a common goal, extraordinary results will occur.

8. Purpose – I believe that individuals and organizations were created for a purpose that the greatest sense of fulfillment is realized only through the pursuing that purpose.

9. Respect – I believe that Church is multi-cultural, multi-linguistic, multi-racial, multi-colored and multi-national organization. Respect for all means we are united.

10. Service – I believe that service is the cornerstone for making a difference in the lives of others. Service involves sacrifice for a common goal.

Christian Organizational Development

Church is a divine and human organization. As a human Organization, its development is defined as a purpose driven ministry, organization-wide management from the top to bottom at times and bottom to top in some other times. The approach to increase organization effectiveness and administrative health, through planned interventions and instructions in the organization's processes, using biblical principles wherever applicable, and management and administrative behavioral science knowledge whenever they are needed.

Christian Organizational development partners with cell groups, small and big churches, and companies of believers in working to achieve organizational goals of the church by providing support to administrators, and mentoring pastors, individuals, teams and the church as a whole.

Church as an organization should often employ a variety of approaches to meet the overall objective of maximizing operational effectiveness as an agency for the salvation of mankind. Christian administrator should try to excel in management and administration which include as: Strategic Planning; Teamwork; Leadership; Facilitation Skills; New Supervisor Skills; Leading Change; Communication Skills; Project Management; Customer Service; Selling Skills Training, Organizational and reorganizational change; Transition management; leadership selection and


appraisal system; organizational climate survey; team conflict intervention and management; career mapping; and others.

Leadership Development

Leadership development is a multi-faceted endeavor. Christian Administration and Leadership department approaches the development of leaders from five perspectives:

1. Spiritual gifts: The Adventist Church makes intentional effort to integrate faith in the leadership of Jesus Christ as the Head of the Church. And, make the best efforts to identify and utilize ALL the spiritual gifts endowed by God for the operation of the church.

2. Skill Enhancement: Skill enhancement can be tailored to meet the specific needs of the individual or group. Areas of leadership development which can be presented in one hour sessions and up to two day workshops include: Strategic Planning, Teamwork, Leadership, Facilitation Skills and New Supervisor Skills.

3. Personal and Professional Health: Effective leadership requires maintaining a healthy balance in life. This approach will work with individuals and organizational leaders in establishing healthy balance in multiple areas of life and developing accountability to help ensure balance is maintained.

4. Self Identification: Self discovery is essential for administrators and leaders to identify who they are. It is through this continuous pursuit of understanding that the most impact can be made as a leader. Self discovery is increased through any one of the assessment instruments such as Myers-Briggs Type Indicator.

5. Team Building: Team building is required for leaders to be most influential. By understanding the members of the team, leaders can meet the needs of the individuals and foster the greatest levels of team success.


BIBLIOGRAPHY

Anderson, D., & Anderson, L. A. (2001). Beyond the Change Management: Advanced strategies

for today's transformational leaders. San Francisco: Pfeiffer.

Anderson, L. (2001). Setting The Vision. In J. D. Berkley (Ed.), Leadership Handbook Of

Management And Administration. Grand Rapids, MI: Baker Books.

Anderson, L. (2001). Staff Organization. In J. D. Berkley (Ed.), Leadership Handbook Of

Management And Administration. Grand Raoids, MI: Baker Books.

Asimakoupoula, G. E. (2001). Responsibility To The Larger Church. In J. D. Berkley (Ed.),

Leadership Handbook Of Management And Administration. Grand Rapids, MI: Baker

Books.

Burke, W. W. (2005). Implementation And Continuing The Change Effort. In W. J. Rothwell &

R. L. Sullaivan (Eds.), Practicing Organization Development: A Guide For Consultants.

San Francisco, CA: Pfeiffer.

Cummings, T. G., & Worley, C. G. (2005). Organization Development and Change (8 ed.).

Cincinnati, OH: South-Western.

Day, K. W. (2001). Authority And Responsibility. In J. D. Berkley (Ed.), Leadership Handbook

Of Management And Administration. Grand Rapids, MI: Baker Books.

Daykin, N., Byrne, E., Soteriou, T., & O'Connor, S. (2008). The Impact of Art, Design, and

Environment in Mental Healthcare: a systematic review of the Literature. 128, 2(85-94).

Dessler, G. (2002). A Framework For Management. Upper Saddle River, NJ: Prentice Hall.


Eisen, S., Cherbeneau, J., & Worley, C. G. (2005). A Future Responsive Perspective For

Competence Practice In OD. In W. J. Rothwell & R. L. Sullaivan (Eds.), Practicing

Organization Development: A Guide For Consultants. San Francisco: Pfeiffer.

Eoyang, G. H. (2005). Human Systems Dynamics: Competencies In A Complex World. In W. J.

Rothwell & R. L. Sullaivan (Eds.), Practicing Organization Development: A Guide For

Consultants. San Francisco, CA: Pfeiffer.

Fisher, J. L., & Koch, J. V. (1996). Presidential Leadership. Phoenix, AZ: American Council On

Education And The Oryx press.

Hammer, R. R. (2001). Working With A Constitution. In J. D. Berkley (Ed.), Leadership

Handbook Of Management And Administration. Grand Rapids, MI: Baker Books.

Johnson, D. W. (2001). The Purpose Of Personal Management. In J. D. Berkley (Ed.),

Leadership Handbook Of Management And Administration. Grand Rapids, MI: Baker

Books.

Osborne, L. W. (2001). Managing Church Government. In J. D. Berkley (Ed.), Leadership


Papalia, D. E., Olds, S. W., & Feldman, R. D. (2004). Human Devlopment. New York: McGraw

Hill.

Shelley, B. L. (2001). The Meaning Of Church Vocation. In J. D. Berkley (Ed.), Leadership



White, E. G. (1943). Gospel Workers. Hagertown, MD: Review and Herald Publishing

Association.

andrews university faith integrated curriculum and...

Documents