HOW TO BE A CHRISTIAN LEADER LEAD 106

INTRODUCTION
What Is Leadership?
Leadership The ability to influence a group toward the achievement of goals.
“Leadership is the art of getting someone else to do something you want done because he wants
to do it” - Dwight D. Eisenhour
“Not the cry but the flight of the wild duck leads the flock to fly and to follow”.
(Chinese proverb quoted by John Adair, 1989)
Leadership is the process of motivation other people to act in particular ways in order to achieve
specific goals.
“Every French soldier carries a marshal’s baton in his knapsack”.
Napoleon Bonaparte: He believed that under the right circumstances soldier in the army had the
potential to be a general and lead the army in his absence. Whether you hold that belief or not,
the plain fact is that “natural” leaders don’t just happen, nor does anyone have a divine right to
lead or rule.
The basis of good leadership is honorable character and selfless service.

Leaders and Leadership

• Are leaders born?
• We often hear of a person being a “natural born leader.” Is there such a thing?
• Do small children demonstrate leadership skills in their play and interactions?
• If so, how did they acquire this skill?
• Can people learn how to be a leader?
• If so, what skills are learned? (Remember learning means a change in behavior has occurred)
• What might be the measurements?
Good leaders are made not born. Develop after a long process of self-study, education, training
and experience .They learn to become, know and do certain things that inspire others to greater
heights

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To be successful, you have to convince your followers that you are worthy of being followed;
otherwise you will end up as one taking a walk alone!
To inspire your team or club into higher levels of teamwork, there are certain things you must be,
know and do. These may not come naturally and will have to be acquired through continual work
and study.
What is Christian leadership?
What should a Christian leader be like? There is no finer example for Christian leadership than
our Lord Jesus Christ. He declared, “I am the good shepherd. The good shepherd lays down his
life for the sheep” (John 10:11). It is within this verse that we see the perfect description of a
Christian leader. He is one who acts as a shepherd to those “sheep” in his care.

When Jesus referred to us as “sheep,” He was not speaking in affectionate terms. In truth, sheep
rank among the dumbest animals in creation. A stray sheep, still within earshot of the herd,
becomes disoriented, confused, frightened, and incapable of finding its way back to the flock.
Unable to ward off hungry predators, the stray is perhaps the most helpless of all creatures.
Entire herds of sheep are known to have drowned during times of flash flooding even in sight of
easily accessible higher ground. Like it or not, when Jesus called us His sheep, He was saying
that without a shepherd, we are helpless.

The shepherd is one who has several roles in regard to his sheep. He leads, feeds, nurtures,
comforts, corrects and protects. The shepherd of the Lord’s flock leads by modeling godliness
and righteousness in his own life and encouraging others to follow his example. Of course, our
ultimate example—and the One we should follow—is Christ Himself. The Apostle Paul
understood this: “Follow my example, as I follow the example of Christ” (1 Corinthians 11:1).
The Christian leader is one who follows Christ and inspires others to follow Him as well.

The Christian leader is also a feeder and a nourisher of the sheep, and the ultimate “sheep food”
is the Word of God. Just as the shepherd leads his flock to the most lush pasture so they will
grow and flourish, so the Christian leader nourishes his flock with the only food which will
produce strong, vibrant Christians. The Bible—not psychology or the world’s wisdom—is the
only diet that can produce healthy Christians. “Man does not live on bread alone but on every
word that comes from the mouth of the LORD” (Deuteronomy 8:3).

The Christian leader also comforts the sheep, binding up their wounds and applying the balm of
compassion and love. As the great Shepherd of Israel, the Lord Himself promised to “bind up the
injured and strengthen the weak” (Ezekiel 34:16). As Christians in the world today, we suffer
many injuries to our spirits, and we need compassionate leaders who will bear our burdens with
us, sympathize with our circumstances, exhibit patience toward us, encourage us in the Word,
and bring our concerns before the Father’s throne.

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Just as the shepherd used his crook to pull a wandering sheep back into the fold, so the Christian
leader corrects and disciplines those in his care when they go astray. Without rancor or an
overbearing spirit, but with a “spirit of gentleness” (Galatians 6:2), those in leadership must
correct according to scriptural principles. Correction or discipline is never a pleasant experience
for either party, but the Christian leader who fails in this area is not exhibiting love for those in
his care. “The LORD disciplines those he loves” (Proverbs 3:12), and the Christian leader must
follow His example.

The final role of the Christian leader is that of protector. The shepherd who was lax in this area
soon found that he regularly lost sheep to the predators who prowled around—and sometimes
among—his flock. The predators today are those who try to lure the sheep away with false
doctrine, dismissing the Bible as quaint and old fashioned, insufficient, unclear, or unknowable.
These lies are spread by those against whom Jesus warned us: “Watch out for false prophets.
They come to you in sheep's clothing, but inwardly they are ferocious wolves” (Matthew 7:15).
Our leaders must protect us from the false teachings of those who would lead us astray from the
truth of the Scripture and the fact that Christ alone is the way of salvation: “I am the way, the
truth, and the life. No one comes to the Father except through Me” (John 14:6).

Objective - To become aware of a number of basic group leadership skills necessary for leading
a unit or group.
Explanation - Participants are required to begin to develop basic group leadership skills that are
necessary for leading and directing a unit or group in the successful completion of tasks required
by their class program or curriculum.
These skills may be highlighted by a discussion of the following topics.
1. Modeling positive Christian attitudes and values
2. Basic dynamics of a small group
3. Role, function, task and maintenance of group leaders
4. Identifying and dealing with personalities that destroy group cohesion
5. Motivating individuals (refer to seminar on vision mission and motivation)

Modeling Positive Christian Attitudes and Values

Young people growing up in today’s world are faced with many choices. They are required to
make some sense out of all the uncertain and confusing aspects of life by learning to assess,
appreciate, and acquire that which constitutes real value. In this context we tend to refer to the
word “value” as denoting those beliefs, purposes, and attitudes that are chosen thoughtfully and

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acted upon. Because we live in a dynamic society in which rapid change occurs, it is perhaps
wise for us to focus our religious education on the process of valuing, rather than just the
particular “values” themselves.
Approaches to Valuing
Following are some ways that have often been advocated for helping young people develop
values:
• Modeling– Setting an example, either directly, by the way adults behave, or indirectly, by
pointing to good models in the past or present, such as Washington’s honesty or the patience of
the Greek Ulysses’s wife. (E.g. compassion of mother theresa). John 13:15 “for i have given
you an example that ye should do as i have done to you.”
• Persuading and convincing– By presenting arguments and reasons for this or that set of
values, and by pointing to the fallacies and pitfalls of other sets of values. *Nb people can still
choose wrong path after. Acts 24:25 felix trembled, “almost persuaded” by paul. “instead of
permitting his convictions to lead him to repentance, he sought to dismiss these unwelcome
reflections.” Aa 426,427
• Setting Limits– By giving children choices only among values “we” accept, such as asking
children to choose between helping wash the dishes or helping clean the floor, or by giving
children choices between a value we accept and one no one is likely to accept, such as asking
children to choose between telling the truth and never speaking to anyone again.
• Inspiring– By dramatic or emotional pleas for certain values, often accompanied by models of
behavior associated with the value.
• Making Rules and Regulations– Intended to contain and mold behavior until it is
unthinkingly accepted as “right”, as through the use of rewards and punishments to reinforce
certain behavior.
• Advising– Cultural or religious dogma presented as unquestioned wisdom or principle, such as
saying that something should be believed because “our people have always done it this way.”
• Moralizing– Telling “the way it ought to be” is a nice and easy method. It’s simple and easy
to explain situations and experiences through which you have passed. Usually involves appeals
to conscience, that still, small voice that arouses feelings of guilt but doesn’t suggest the “right”
way, such as telling a child that he should know better or that he shamed his parents.
Other methods could be listed that have been used in the past to assist in the formation of beliefs,
attitudes, and behavior. Leaders must seek to understand the following process by which young
people can be taught to formulate their own set of values without the need for indoctrination or a
predetermined set of values being forced upon them.
This “valuing process” is to:

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• Encourage children to make choices, and to make them freely
• Help them to discover and examine available alternatives when faced with choices
• Help children weigh alternatives thoughtfully, reflecting on the consequences of each
• Encourage children to consider what it is that they prize and cherish
• Give them opportunities to make public affirmations of their choices
• Help them to examine repeated behavior or patterns in their life
Group Discussion
1. Discuss the ways that values are transferred from adults to children and determine, in your
view, which ways are most effective.
2. Develop a list of the ten most significant values important to young people of various ages and
discuss how you would use the above resource material as a basis for helping develop their
positive Christian attitudes and values. Some values to consider for starters: Commitment,
Honesty, Honor and Integrity, Craftsmanship, Love, Responsibility, Devotion, Courage, Self-
control, Reliability.
Basic dynamics of a small group
A group - Two or more individuals interacting and interdependent, who have come together to
achieve particular objectives.
Recently social scientists have given much attention to “group process”, trying to isolate the
reasons why some groups are effective and others are not. Their studies have revealed that each
group has its own unique pattern of forces. These forces pertain to:
• How the group members relate to each other
• The way the group makes a decision
• Group communication problems
Even though these problems may not be present in each group, the leader will be most effective
if he or she is prepared to deal with them. All the research on group process has revealed some
interesting principles about group behavior. Understanding these principles is vitally important
for every leader. Some of the most impressive facts are as follows:
• For a group to be effective, its members must be able to exchange ideas freely and clearly. Its
members also must feel involved in the decision-making.
• Just because all the members of a group are capable individuals, they will not necessarily
function effectively as a group.

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• It is possible to help a group grow to maturity. By using proper techniques, a group of
individuals can be channeled into effective work, and internal conflicts that hinder group
effectiveness can be broken down.
• Any group can benefit from a skilled and dedicated leader. However, an effective group leader
must understand that each member is responsible for contributing to the total task of leadership.
No group can become fully productive until each group member assumes responsibility for the
way the group acts.
Most groups are faced with specific tasks, and the group exists primarily to accomplish these
tasks. Many times group members get so caught up in completing the task that they do not
remember to keep the group in proper running condition. As people in the group work together
to accomplish a task, they are doing something to and with the other members of the group.
Every group consists of a complex network of changing relationships between individuals.
Therefore, in any group there is a need to have a continuing, growing awareness of itself as a
group. Each group member must make an effort to develop and maintain positive relationships. It
is up to the leader to help the group recognize these twin functions and to make them work
effectively. The leader can assume different postures within the group. His or her behavior can
range from almost complete control of the decision-making process within the group to almost
complete control by the members. Ideally the control within the group will be a blend between
leader and members. However, these functions must be filled, because fulfilling of these
functions permits the group to not only satisfy the needs of its members and keep the group
going, but also to move the group toward its objectives.
Role, function, task and maintenance of group leaders
There are specific leadership methods that help the group achieve and accomplish these task and
maintenance functions. As previously stated, one purpose of the group is to accomplish its goal
or to complete its task. The other purpose is to keep the group in proper running condition or to
maintain the group. There are people in every group that use the various leadership methods that
help the group achieve and accomplish these task and maintenance functions. The leadership
functions concerned with completing the tasks are:
• Initiator/contributor– one who gets things started.
• Information seeker– one who asks questions.
• Information giver– one who gives answers.
• Coordinator– one who keeps things rolling.
• Facilitator– one who points the group toward its goal. He or she keeps the group moving in the
right direction.
• Summarizer– one who pulls together related ideas. He or she restates highlights of discussions.

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• Consensus tester– one who sends up “trial balloons” to see if the group is nearing a conclusion
or one who measures to see how much agreement has been reached.
The leadership roles that maintain the group and get members to work with each other are:
• Encourager– one who gives support to others in the group to keep them functioning together.
• Harmonizer– one who keeps group members working toward the same goal.
• Gatekeeper– one who keeps the group aware of the subject at hand. They attempt to keep
communication channels open and draw out non- participants and hold back overly verbal
participants. • Standard setter– one who expresses what he/she wants the group to achieve. Sets
limits for the group’s activities and behavior between group members. Helps resolve conflicts
effectively.
A proper understanding of these leadership roles not only helps the designated group leader but
also the members. Each leadership role is important, has its place within the group, and must be
fulfilled if the group is to be healthy. Groups are more likely to operate at maximum efficiency
when these roles become the responsibility of all members rather than just the designated leader.
Sometimes one individual may perform many of these roles during the lifetime of the group. In a
mature group, it usually makes no difference who performs a particular role as long as all the
appropriate roles are performed.
Group discussion
1. Discuss how these group principles relate to your role as a Pathfinder, Adventurer, or Youth
leader.
2. Engage in the group exercise “Operation Heartbeat” and use the Process Observation Report
Form (PORF) as a way of evaluating group process in the assigned exercise. Assess what
influence the various factors raised in the PORF have on the effectiveness with which a group
operates together.
“Operation Heartbeat”
Situation --You are a member of a medical team of heart specialists who perform heart
transplant operations. At the present moment you have six people on your waiting list who
qualify for a donor heart that has just become available from a road-accident victim.
List of Possible Recipients
1. 22-year-old male, single, national football champion and potential Olympic track medalist.
2. 55-year-old female, high government official and head of country’s welfare and women’s
affairs, single mother with one university-aged daughter living at home.
3. 48-year-old male, a multinational business CEO, married with two sons.

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4. 33-year-old female, mother of three children, diabetic.
5. 17-year-old female high-school student who lives with alcoholic father.
6. 30-year-old male, homosexual, university professor, national director of a government
research program on AIDS. All the above desperately need this heart, and, for various reasons,
each has no more than three weeks to live if a heart transplant is not performed for them. Due to
conditions of this available heart, you have ten minutes to decide on the recipient and contact
them for immediate surgery. Notes for discussion, evaluation, and decision:

Process Observation Report Form (PORF)

A. Communication 1. How well did people express themselves verbally and nonverbally? 2. Did
people listen to the person speaking and understand their meaning? 3. What pattern of
communication was used (One: one; one: group; all through a leader)? 4. What was the content
(cognitive or effective)?
B. Leadership 1. Major roles (record names of participant who fits best) Avoider
Blocker Coordinator Dominator Evaluator
Follower Gatekeeper Harmonizer Information-
processor Recognition-seeker
C. Climate 1. Group tone (accepting and warm, cold and ignoring, etc.) 2. Cohesiveness (how
well you worked together)
D. Goals
1. Explicitness (clearly understood by everyone)
2. Commitment to agreed-upon goals
E. Situation Variables 1. Group size 2. Time limit 3. Physical facilities
Identifying and Dealing with Personalities that Destroy Group Cohesion
• Blocker- resists, stops group, reacts negatively to suggestions
• Fighter -aggressive, jealous, deflates egos, holds grudge, disrupts work of others, shows
hostility against group
• Dominator - dogmatic/rigid, interrupts others, acts superior
• Inattention - failure to listen, short attention span
• Lack of enthusiasm
• Nonparticipant - acts indifferently, passively goes off on tangent, doodler, dreamer, withdraws
from group by whispering, is afraid of failure, non-acceptance

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 • Clown - fools around, gets status by blaming others, mimics others, distracts group from goals
or individual in group
• Clique - several band and gang up on others, tries to assert authority, gossip
• Hyperactivity - constantly squirm, leaves the group during discussions, poor
organization/leadership
Group Discussion 1. Discuss ways to deal with any or all of the above distractions that create
conflict within the group. Add to the above list any additional factors that affect your group’s
current operation
CONCLUSION
“Under the plan God has ordained for the church, leadership is a position of humble, loving
service. Church leadership is ministry, not management. Those whom God designates as leaders
are called not to be governing monarchs, but humble slaves; not slick celebrities, but laboring
servants. Those who would lead God's people must above all exemplify sacrifice, devotion,
submission, and lowliness. Jesus Himself gave us the pattern when He stooped to wash His
disciples' feet, a task that was customarily done by the lowest of slaves (John 13). If the Lord of
the universe would do that, no church leader has a right to think of himself as a bigwig.”

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