Most Leaders are cognisant of their mortality. These leaders often become acutely aware of the need for succession planning to ensure the continuation of their vision. This was true of Jesus who prayerfully selected, trained, mentored, coached and mobilised 12 disciples to continue the work he began (Mark 1 v 16; Luke 5 v 1-11; John 1 v 43 – 51). The same is true of Paul who mentored Timothy (2 Timothy 2 v 1 – 7) and others to become his successor. Moses mentored Joshua, Elijah Elisha, Barnabas Paul, and the Biblical list is inexhaustible.
Without this process vision die, organisation loose direction and decline, and leadership voids are created. This process allows for the intentional recognition and selection of those with leadership potentials, engaging them in leadership tasks whilst ensuring they are managed and supervised in a learning environment where the emphasis is on acquiring leadership skills, character formation and becoming theologically sound. The accomplishment of this can only be achieved where there are mature leaders who are willing to train other leaders. It takes a leader to develop a leader. For emerging leaders to grow and develop they need proximity to and interaction with seasoned, wise, effective veteran leaders who will not be reticent in the passing on of their skills and experience.
The programme theological framework is based on God’s enabling grace, redemption, hope and total dependence on God’s guidance, anointing, and the individual’s call to ministry. It is theologically informed by these scripture: Philippians 3 v 17; 1 Corinthians 4 v 15 – 16; 1 Corinthians 11 v 1; Deuteronomy 6 v 4 – 8; Matthews 7 v 24 – 27; Titus 2 v 1-8; 2 Timothy 4 v 12; Ephesians 6 v 12; 2 Timothy 3 v 10 – 11. These scriptures speak to training, instructing, mentoring and the need for emerging leaders to follow the footprints of their spiritual leader and or predecessor. The need for accountability, character formation and practical action in addition to the personal discipline of prayer, fasting, bible study, devotion and commitment to the life of a servant minister is evident in these readings.
Rationale for the ITCC Emerging Leaders Training Programme
Leaders must be trained by mature leaders who are able to:
- invest their time and energy in passing on to the Emerging Leaders their prized experience and leadership skills;
- ensure they are theologically sound;
- engage them in contextual theological preparation to keep them on par with their contemporaries in the historical churches.
Overarching Aims of the Programme
To develop and equip Emerging Leaders with the skills necessary to manage a Christ-centred Organisation in the 21st century by:
- Providing the Emerging Leaders with the fundamental principles and theories of Leadership and Management;
- Enabling students to gain insight into the theology and biblical models of Leadership and Management;
- providing students with practical experience in management and administration by observing leaders at work in a contemporary setting;
- enabling Emerging Leaders to self- appraise their developmental and personal needs;
- enabling Emerging Leaders to examine different personality types and to explore different leadership styles and techniques;
- explore issues relating to the church in contemporary society, e.g. ethics, values differing church views and world views;
- equip the student with a framework of theological reflection using a range of models, in the practice of Christian ministry and in a variety of settings;
- develop the Emerging Leaders ability to reflect critically on personal and corporate spiritual experience, and on the relationship between faith and wider contemporary issues;
- offer specific vocation-based opportunities to critique knowledge and identify ministry pathways;
- cultivate the discipline of independent analytical thought, reflection, reading and research, with skills to discern appropriate resources and apply them;
There are several schools of thought on how Emerging Leaders should be developed. These being:
- Classroom training on the theories of leadership;
- Practical – give them jobs/responsibilities to enable them to discover their leadership abilities;
- One-on-one developmental mentoring;
- A combination of all the above
- At ITCC a combination approach will be adopted. The programme will be 3 pronged.
- Selection, training and supervising of mentors within the local churches.
- Monthly classroom programme of training around the issues of leadership and allied topics and their application in the 21st century.
- One on one mentoring of the Emerging Leaders combined with an appropriate ministry placement.
The module will begin with an exploration of the Emerging Leader personal identity and how they are perceived by others. Teaching will them be centred on discipleship and the changing role of the church in the post- modern era; differing and sometimes conflicting expectations of the Church by society. Attention will be given to the essential aspects of the Black Majority Church history, governance issues, doctrines, values, beliefs and other relevant issues.
Theories of personality, character formation and leadership styles will be developed drawing heavily from Biblical characters including Moses, Deborah, Joshua, David, Paul, Nehemiah, and Jesus.
The programme will cover the following topics over a period of 4 semesters in the classroom and a 50-hour community placement to augment learning:
- My identity through Christ; self -esteem issues;
- Discipleship/mentoring/ coaching;
- The African & Caribbean Diaspora;
- An overview of Church history;
- History of the Black Majority Churches;
- Essential aspects of the NTA as a credible 21st century Organisation;
- The role of the church in post -modern society and the ambiguous sometimes contradictorily expectations by members and non-members;
- Theories of personality, character formation and leadership styles;
- Leadership emergence and development for a changing church and world culture;
- The church environment, the world around us, politics with reference to war and peace, ethics, morality, and conformity issues;
- Interfaith and multi faith issues in contemporary society;
- Ministry pathways e.g. preaching, teaching, worship, music, mission, youth ministry, administration, leadership and management;
- The theories and concepts of teamwork;
- Charity Laws;
- Basic book-keeping skills;
- Public speaking and media skills;
- Strategic thinking, vision, planning and managing;
- The theories and concepts of change management;
- Engaging with the community.
Learning & Teaching Strategy
The learning and teaching strategy aim to provide students with a supportive and challenging environment directed towards the learning outcomes of the programme. The teaching strategies are varied and students are invited to reflect on their own experiences and to apply knowledge gained from those experiences to enhance their learning.
The programme encourages contextual learning, in which the experience of the student is brought into interaction with the curriculum. Through this process, understanding and knowledge, skills and spirituality are developed in ways which draw on both the disciplines of study and the practical experience of students. Recognition of the inter-relation between practice and the theory and how these interplay and add to the richness of the study is acknowledged.
Students will achieve the intended learning outcomes above through the following teaching and learning means: lectures, seminars, class discussions, and supervised work placement, guest lecturers from various traditions, the use of visual materials and electronic sources.
ITCC Library opens ½ hour before and after each lecture and at other times by appointment only.
Modes of Delivery
At ITCC A flexible approach will be adopted to meet the needs of individual students. These include lectures, seminars, presentations, role play, demonstrations, class discussions, assignments, work placement (where indicated), directed reading, casework, videos, case studies, and tutorials. Programmes are participant centred and deliberately designed to enable students to reflect on the contents and to draw more out of it either during group discussions or in their own study time.
Assessment will include 8 x 1500 words written assignments based on the summative assessment methods above and a Portfolio of 3000 words.
Students receive feedback for formative and summative assessments at individual and group tutorials, and at informal individual and group sessions. Summative feedback is recorded on the official feedback sheet of the Institute and is returned to students within 4 weeks of the receipt of submitted work.
The Portfolio, based on the work placement, is a document that catalogues information e.g. vision statement, philosophy, facilities, the ethos and dynamics of the work place, student’s performance as perceived and evaluated by the student and the supervisor, student’s contribution to the work place and use of supervision. It is intended to bring together a variety of academic skills including synthesis and evaluation of theory, collection and analysis of data within an ethical framework, organisation of material and the effective management of time to complete the project on time.
The programme will be delivered over a period of 24 weekends i.e. 7:o0 pm to 9:30 pm Fridays and 10:00 am to 3:30 pm Saturdays – one weekend per month except August and December. A residential week end will be incorporated.