ANN HARRIS

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Mission Statement: Regent University serves as a center of Christian thought and action to provide excellent education

through a Biblical perspective and global context equipping Christian leaders to change the world.

SECTION 1: COURSE OVERVIEW

Regent University School of Divinity

Doctor of Ministry Program

PMIN 701 – Minister’s Life & Calling (3 Credits) Spring 2019: March 18 – May 11 (8 weeks)

Location (Online)

Instructor: Russell W. West, Ph.D. Instructional Coach: Dr. Larry Asplund Location: Nashville, TN - CENTRAL TIME Location: St. Augustine, FL – EASTERN TIME Office hours: Appointments, Set by Email. Phone: 629.200.1104, Appointments, Set by Email.

Course Description Examines and assesses ethical issues affecting leaders’ lives and work. Provides tailored personal/professional assessment, refocusing and growth. Emphasizes core values, spiritual formation, and relational development, providing lifetime leadership competence and confidence. Mandatory course offered once annually.

Welcome Our conversation surveys a select range of themes that inform Christian sensibilities around leadership, life and values. Special emphasis is given to the dilemmas a Christian spirituality provokes in the leadership of our self, family, group, community(ies), nation and society. These dilemmas are outlined in “West’s 7 Spiritual Leadership Identity Dilemmas” (below). The course progresses by examining this continuum of dilemmas between Substance and Shadows. Substance is real, tangible, durable, reliable. Shadows are visible, but only in that they are obscured by limited or obstacles to light/awareness. We probe the importance of each of these dilemmas against the backdrop of organizational development model that considers your values as it pertains to Priorities, Postures, Practices and Projects. Together, in peer conversations, participants post/host threaded discussions, exploring these dilemmas through the lenses of course readings, presentations, peer threaded discussion and our collective life experiences. You’ll even craft your own “Substance and Shadow Dilemma in out either week! I look forward to working through these formational discussions with each of you.

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Participation Requirements Please note that students must participate in this class within the first week of the term or risk being dropped for non-participation. Simply logging in through Blackboard is not considered participation. The University’s Graduate Catalog defines participation in the following way: “Students who have not physically attended an on-campus course, or who show no participation in any academic activities for an online course will, at the end of the add/drop period, be administratively withdrawn from that course in accordance with university practice. “Academic activity” includes submitting an assignment, taking an exam or tutorial, engaging in computer-assisted instruction, participating in online discussion about academic matters, or initiating contact with a faculty member to discuss academic matters concerning the course.” The simplest way to participate in this course during week 1 is by completing the “Say Hello” area of the discussion board.

Core Values 1. Committed to Sound Biblical, Theological, and Hermeneutical Competence which prioritizes the

authority of the Bible as inspired Word of God and results in the “rightly dividing” biblical texts. 2. Committed to Renewal in the Church, which recognizes and encourages the expression of the

gifts of the Holy Spirit in personal experience, ministry, and missions today. 3. Committed to World Evangelization which, as a primary biblical mandate, is at the very core of

the Christian mission. 4. Committed to Spiritual Formation in Christian community, acknowledging godly

character/integrity formulate the primary building blocks for all Christian ministry and service. 5. Committed to Providing Quality Delivery Systems that optimizes lifelong theological education

both on campus and through distance education. 6. Committed to Preparing Men and Women as Servant Leaders through practical training for the

various roles to which they are called.

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Program Outcomes Upon completion of the Doctor of Ministry, a student will be able to:

1. Utilize advanced biblical and theological engagement to increase leadership focus, as well as

personal and ministerial convergence;

2. Integrate vision and advanced strategic planning to promote renewal in ministry environments;

3. Demonstrate the integration of professional leadership skills with Christian spirituality;

4. Utilize the critical thought and reflective skills needed to creatively engage culture with

prophetic foresight and a redemptive focus.

Relationship of course to Regent’s Mission

Mission: Regent University serves as a center of Christian thought and action to provide excellent education through a Biblical perspective and global context equipping Christian leaders to change the world.

1. Biblical Perspective: This course is designed to give ministry leaders biblical and theological foundations for a sustainable development of workers and leaders who will relate to one another in an authentic and supportive manner. Leaders and their organizations that develop these coaching competencies will find a new meaning and appreciation for the “leadership community” that makes up their ministry team. Particular emphasis is made to integrate coaching values and skills into existing training strategies in a leader's ministry context.

2. Global Context: Illustrations and reflections are discussed on how various global leadership cultures adapt and apply these principles to ensure that their context is honored and prioritized.

SECTION 2: COURSE REQUIREMENTS

This is a course in the Elective Portion of the Program Course Learning Outcomes: Upon completion of this course, students should be able to:

• CLO 1 - Identify land mines and challenges unique to Christian Ministry Leadership.

• CLO 2 - Isolate key factors that supported and assisted the learners’ leadership development

during critical transition points in the past.

• CLO 3 - Design safeguards and strategies for maintaining personal and ministry integrity for

present and future ministry plans.

• CLO 4 - Articulate the dynamics of maintaining vibrant spiritual life in the midst of the stress of ministry.

• CLO 5 - Develop a plan for integrating Christian leadership values in family and ministry relationships.

Course Objectives:

Course Learning Outcomes

Assignments CLO1 CLO2 CLO3 CLO4 CLO5

Assignment A: Situational Dilemma Interactions X X

Assignment B: Leadership Focus: Timeline Project X X X X

Assignment C: Rule of Life: My Values Enacted X X X

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Description of Faith and Learning Integration This course requires an ongoing integration of faith applied to one’s life mission and purpose. Such integration of faith is applied both to the workplace and to arenas of life. A corresponding holistic approach to faith and learning will serve to yield a more fully developed integration.

West’s Congruence Model

Dr. West invites learners to appreciate the formational development necessary for the sustainable leadership of intensive service-oriented work. Much in our modern lives leaves us fragmented, reactive, and disintegrated. The formation model that undergirds this course begins in the

West’s Leadership Congruence Model (Figure 1)

heart (which defines priorities) and moves through embodied leaders as signified by their postures (how internal alignment affects external experience of a person’s state). These might hint at the ways they achieve their aims (their practices), which in turn affect what kind of legacy they leave in their lives, families, teams, organizations, and their world through their projects. While none of us achieves complete congruence between our walk and our talk, we can move toward congruence to ensure that we credibly embody a unity of life, life process, and outcomes that match what we had intended and what we deeply approve of. The model is illustrated here:

West’s Leadership Formation Mastery Model, with its focus on living congruently in situational episodes of leadership, follows a weekly pattern which emphasizes the Priorities, Postures, Practices and Projects. All of our weekly learning exercises will be categorized under these priorities. Learners are invited to participate in the course learning exercises by bringing their questions, their experiences, and their stories (“dramas”) for analysis and insight. The professor acknowledges we are each in different states of

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development, with very different kinds of workplace responsibilities. This leadership mastery learning model works with all different types of organizations, degrees of difficulty, readiness, and confidence.

Course Schedule

Heart Module: Priorities, What You Love…

Conversation One  Substance of Calling, Shadow of Status. Week One: March 18-24 (Post Situ Dilemma, Wednesday-Noon; Reply, Saturday-Noon)

Professor’s Probe for Module One

Craft a Situational Dilemma Case that reflects a challenge you once experienced in the dilemmas of living faithfully by the Substances of Calling you have discerned in your life, over the Shadow of Status that seems to lure away from our life priorities, from that which we say we love. How Do We Own Our Values When Everything Seems Equally Important and Compromise Doesn’t Seem an Option? Demonstrate learning/engagement with module materials with citations. (See Situational Dilemma Form, Appendix).

Remember: Make clear in the “Critical Analysis/Linked to Module Resources” (Upper Right Box on “Situ Dilemma” Form) how your case study is a demonstration of how the preparatory materials stimulated connections, critique, discernment, worship, decisions. Provide copious citations in this section). End your case by “Situational Dilemma” RAISING A CRITICAL QUESTION ABOUT THE MODULE TEXTS that elevates the conversation about the dilemma you have presented to your peers. You do this by referring to SPECIFIC citation you would like peers to review before responding to your drama/case. Review: Hosting and Posting Instructions in the Syllabus, Appendix A.

Media

• Video: West Intro to Dilemma Conversations

• Video: Pilgrim’s Progress (1978, Liam Neeson’s First Acting Role!). Source: Amazon Prime: http://a.co/d/gn6s6gC. $3.99 (Alternative: Book, Downloadable or Searchable by title at: http://www.bunyanministries.org/books/pp_full_text.pdf. Accessed: Sep 21, 2018

• Video: Ortberg, John. “Overcoming Your Shadow Mission” (Pastoral Presentation, Menlo Church). Downloadable or Searchable by title at:

o CLIP ONE ~ https://vimeo.com/171660189 o CLIP TWO ~ https://vimeo.com/172367616 o CLIP THREE ~ https://vimeo.com/173265089

Text

• Article: Clinton, Robert J. “Getting Perspective: Using Your Unique Timeline.” Downloadable or Searchable by title at: http://bobbyclinton.com/store/articles/. Accessed: Sep 21, 2018. $3.00

• Article: Souba, W. W. “The Leadership Dilemma.” Journal of Surgical Research. 138, 1–9 (2007) doi:10.1016/j.jss.2007.01.003. Downloadable or Searchable by title at: https://www.journalofsurgicalresearch.com/article/S0022-4804(07)00004-2/abstract. Accessed: Sep 21, 2018.

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Conversation Two  Substance of Covenant, Shadow of Solicitation. Week Two: March 25-31 (Post Situ Dilemma, Wednesday-Noon; Reply, Saturday-Noon)

Professor’s Probe for Module Two

Craft n Situational Dilemma Case that reflects your lived experience of those dilemmas that arise from the often-complicated Substance of Covenantal approach to life and leadership, and the deceptively-easier transactional approaches which operate in the Shadow of Solicitation as competing values systems achieving our outcomes. Demonstrate learning/engagement with module materials with citations. (See Situational Dilemma Form, Appendix).

Media

• Video: West Intro to Dilemma Conversation

• Video: West, R. “What is a Promise? High Fidelity Organizations” Texts

• Book: Kreider, Alan. The Patient Ferment of the Early Church: The Improbable Rise of the Christianity in the Roman Empire. Grand Rapids: Baker, 2016. 336 pages. $13-18 Amazon.

• Article: “7 Macro Lessons from Desert Leadership.” Downloadable or Searchable by title at: http://bobbyclinton.com/store/articles/moses-desert-leadership/. Accessed: Sep 21, 2018. $3.00

• Article: Spahr, Pamela. “What is Transactional Leadership?” & “What is Transformational Leadership?” Transactional: http://online.stu.edu/transactional-leadership/ AND Transformational: http://online.stu.edu/transformational-leadership/. Accessed: April 25 2018.

• Article: Sull Don. and Espinoza, Charles. HBR. Downloadable or Searchable by title at: “Promise-Based Management.” http://donsull.com/wp-content/uploads/2013/07/PBM-HBR- APR-07.pdf. Accessed: Sep 21, 2018.

Head Module: Postures, How You Lean…

Conversation Three  Substance of Critique, Shadow of Syncretism. Week Three: April 1-7 (Post Situ Dilemma, Wednesday-Noon; Reply, Saturday-Noon)

Professor’s Probe for Module Three

Craft a Situational Dilemma that reflects the challenge of living faithfully into the Substances of Critique the culture-insulting faith of Jesus at times calls followers to, over the lazy theologizing that results in lives and leadership practice mired in the Shadow of Syncretism. Before you select your case, consider these questions:

• "Are you sure you want to self-consciously become a leader in the style of one who follows Jesus, provoking culture-clashing reaction from your closest spiritual companions?

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• Are you yet on your way to being misunderstood by religious people because of your upside/down ambitions, your career-damning choices, your best-chance-to-get-promoted- ruining opportunities?

• Has a time-released question gone off within your leadership soul that has signaled, "THIS is going to continue to be REALLY expensive on your love of comfort, status, security, prominence/obscurity?"

• Simply: Has culture and character been your allies in helping you answer the question: "Can you drink this cup?" Demonstrate learning/engagement with module materials with citations. (See Situational Dilemma Form, Appendix).

Media

• Video: West Intro to Dilemma Conversation

• Video: Guiness, Os. “The Call: Finding and Fulfilling the Purpose of Life.” Source: https://www.youtube.com/watch?v=leANctxTQKo. Accessed: Sep 21, 2018.

Texts

• Book: Nouwen, Henri J.M. In the Name of Jesus. New York: Crossroads Publishing, 2000. (ISBN: 9780824512590). 86 pages. $7-8, Amazon.

• Article: Terry, Robert. “Authentic Leadership: Courage in Action.” Program Summary Based on a Presentation by Management Forum Series Speaker, Robert W. Terry, Ph.D. September 23, 1998. Downloadable or Searchable by title at: http://www.racialequitytools.org/resourcefiles/terryr.pdf. Accessed: Sep 21, 2018.

• Article: Heibert, P., Shaw D., and Titenou, T. “Responding to Split-Level Christianity and Folk Religion.”

International journal of Frontier Missions. Vol. 16:4, Winter 1999/2000. Downloadable or Searchable by title at: http://www.ijfm.org/PDFs_IJFM/16_4_PDFs/02_Hiebert_Shaw_Tienou.pdf. Accessed: Sep 21, 2018.

Conversation Four  Substance of Congruence, Shadow of Severance. Week Four: April 8-14 (Post Situ Dilemma, Wednesday-Noon; Reply, Saturday-Noon)

Professor’s Probe for Module Four

Craft a Situational Dilemma Case that reflects the challenge of living faithfully into the Substance of Congruence – an embodied life of integrity, unity and shalom, especially when modern society, some models of Evangelical spirituality and fast-moving organizational paces can leave many of us caught fragmented in the Shadow of Severance. Let your case show the united relationship – positive and negative – between Priorities, Postures, Practices and Projects. Demonstrate learning/engagement with module materials with citations. (See Situational Dilemma Form, Appendix).

Media

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• Video: West Intro to Dilemma Conversation

• Video: Van Der Kolk, Besser. “The Body Keeps the Score.” Source: https://www.youtube.com/watch?v=53RX2ESIqsM

Texts

• Book: Smith, James K. You Are What You Love: The Spiritual Power of Habit. Brazos Press, 2016. $9-13, Amazon.

• Article: Sittler, James. “Maceration of the Minister.” Downloadable or Searchable by title at: https://www.presbyterianmission.org/wp-content/uploads/shape-of-pastoral-ministry1.pdf. Accessed: Sep 21, 2018.

• Article: Clinton, Robert J. “A Personal Ministry Philosophy – One Key to Effective Leadership.” Downloadable or Searchable by title at: http://bobbyclinton.com/store/clinton-gold/a-personal-ministry-philosophy-one-key- to-effective-leadership/. Accessed: Sep 21, 2018. $3.00

• Article: West, Russell W. “When Shadow Seasons May Come: Leadership Deformation in the Ministerial Life.” PSALM Project, Asbury Seminary. Unpublished Paper. Spring 2003. See Course Resources.

Hands Module: Practices, How You Live…

Conversation Five  Substance of Compassion, Shadow of Sentimentalism. Week Five: April 15-21 (Post Situ Dilemma, Wednesday-Noon; Reply, Saturday-Noon)

Professor’s Probe for Module Five

Craft a Situational Dilemma Case that reflects the challenge of living faithfully into the Substances of Compassion when the Shadow of Sentimentalism is always there – distracting, guilt’ing, pity’ing, flattering, delaying, excusing… Answer: Has the SEEING in your life affected the VERBS in your life? This is the leadership formation question surrounding compassion. Does your faith leave you vulnerable to sentimentalism (Luke 10:31, 32), or has it required the inconvenience of interest, involvement and investment (Luke 10:33-37)? Does your culture get to the compassion scene before your conscious investment in the human dignity and economic power differentials that attend social sharing of life and resources? What does your seeing of the vulnerable tell about the authenticity (and even the eternality!? Read Luke 10 from beginning to end, and ask if I have stretched too far!) of YOUR faith? What does compassion- needy moments reveal of your yet-forming leadership values, vision and ethic? Demonstrate learning/engagement with module materials with citations. (See Situational Dilemma Form, Appendix).

Media

• Video: West Intro to Dilemma Conversation

• Video: Boyle, Gregory. “Compassion and Kinship.” www.youtube.com/watch?v=ipR0kWt1Fkc

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Texts

• CHOOSE 200 Pages from: Day, Dorothy, Kurtz, Carolyn. The Reckless Way of Love: Notes on Following Jesus. Plough Publishing House, 2017. ISBN: 0874867924. ASIN: B06WD5JD92. $5- 8.00, Amazon.

OR…

• CHOOSE 200 Pages from: Boyle, Gregory. Barking to The Choir: The Power Of Radical Kinship. ISBN: 9781476726151. New York: Simon & Schuster, 2017. 225 pp. $13, Amazon.

• Article: “Catholic Social Teaching: Scripture Guide.” Downloadable or Searchable at: http://www.usccb.org/_cs_upload/7844_1.pdf. Accessed on: Sep 21, 2018.

• Article: Mathieu, Françoise. “Running on Empty: Compassion Fatigue in Health Professionals.” Rehab & Community Care Medicine, Spring 2007. Downloadable or Searchable at: http://www.compassionfatigue.org/pages/RunningOnEmpty.pdf. Accessed on: Sep 21, 2018.

Conversation Six  Substance of Community, Shadow of Spectating Week Six: April 22-28 (Post Situ Dilemma, Wednesday-Noon; Reply, Saturday-Noon)

Professor’s Probe for Module Six

Craft a Situational Dilemma Case that reflects the challenge of living faithfully into the Substance of Community, especially when the Shadow of Spectating always seems to loom, sometimes with 20% of community member tend to embody the values of the remainder of 80% of the community. the Shadow of Spectating can mask itself so easily as “involved,” “present,” “affirming,” “on the team,” “members.” Let your case show us how you remain engaged in communities of mission, despite human tendencies to be miserly with deep life involvement. Let your drama provoke answers to questions like:

• How do you avoid committal to hard work, to THE work that would last?

• How do you step out of the comfortable rituals that make up our work for the expensive demands of life investment without which no lasting community will survive?

• Is this the prerogative of a hired few? Or is there an innate missional initiative within each follower, that if responded to, would result in lasting outcomes within our communities? our deep involvement with the complicated demands of community? Demonstrate learning/engagement with module materials with citations. (See Situational Dilemma Form, Appendix).

Media

• Video: West Intro to Dilemma Conversation

• Video: Vanier, Jean. “In Search of the Human Face: Identity and the Challenge of Disability.” New York Encounter. Published on Jan 29, 2015. https://www.youtube.com/watch?v=KYqyvLfhLz4. Accessed on: Sep 21, 2018.

Texts

• Book: Friedman, Edwin. Failure of Nerve: Leadership in the Age of Quick Fix. Seabury, 2007.

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• Article: Dykstra, Craig. Downloadable/Searchable by title at: http://www.practicingourfaith.org/shaping-communities. Accessed on: Sep 21, 2018.

• Article: Clinton, Robert. “Social Base Processing.” Downloadable/Searchable by title at: http://bobbyclinton.com/store/clinton-gold/social-base-processing/. Accessed on: Sep 21, 2018. $3.00

Hope Module: Projects, What You Leave…

Conversation Seven  Substance of Catholicity, Shadow of Segregation Week Seven: April 29-May 5 (Post Situ Dilemma, Wednesday-Noon; Reply, Saturday-Noon)

Professor’s Probe for Module Seven

Craft a Situational Dilemma Case that reflects the challenge of living faithfully into the Substances of Catholicity – that unity and inclusion that prioritizes humanity’s shared sacredness (Imago Dei), over those perspectives and processes that legitimize the denial of the Creator’s image by reducing some as “Other,” or merely an “It.” Demonstrate learning/engagement with module materials with citations. (See Situational Dilemma Form, Appendix).

Media

• Video: West Intro to Dilemma Conversation

• Video: King Jr., Martin Luther. “Letter from Birmingham Jail: Why We Can't Wait.” ownloadable/Searchable by title at: https://web.cn.edu/kwheeler/documents/Letter_Birmingham_Jail.pdf. August, 1963. OR WATCH YOUTUBE READING, 9:44 Minutes: https://www.youtube.com/watch?v=yHnKeajhoIw. Accessed: Sep 23, 2018.

Texts

• Book: Pohl, Christine. Living into Community: Cultivating Practices That Sustain Us.

• Article: Etchezahar, Edgardo and Brussino, Silvina. “Psychological Perspectives in the Study of Authoritarianism.” January 2013. Journal of Alternative Perspectives in the Social Sciences. Volume 5. No3, 495-521. 2013. Downloadable/Searchable by title at: https://www.researchgate.net/publication/273886775_Psychological_perspectives_in_the_study _of_authoritarianism. Accessed: Sep 21, 2018.

• Article: Simmel, Georg. “The Stranger.” (Der Frempt). Downloadable/Searchable by title at: https://www.infoamerica.org/documentos_pdf/simmel01.pdf. Accessed on: Sep 21, 2018.

• Article: Frost, Robert. “The Mending Wall.” Downloadable/Searchable by title at: https://www.poetryfoundation.org/poems/44266/mending-wall. Accessed: Sep 21, 2018.

Conversation Eight  Substance of [ YOUR PICK! ], Shadow of [ Your Pick ] Week 8: May 6-11 (Post Situ Dilemma, Wednesday-Noon; Reply, Saturday-Noon)

Professor’s Probe for Module Eight

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Craft a Situational Dilemma Case that reflects the challenge of living faithfully into the Substances of whatever value has been activated into awareness in which you believe your peers might also identify with. Help us grow by supplying a value choice dilemma, using West’s “Substance of ____,” Shadow of ____.” Demonstrate learning/engagement with module materials with citations. (See Situational Dilemma Form, Appendix).

Media

• Video: West Closing Statements Regarding Dilemma Conversations

• Video: https://www.youtube.com/watch?v=ExYD9vW4eGE

• Video(s)/Website Resource: Downloadable/Searchable by title at: “Rule of Life: An Introduction.” Source: https://ruleoflife.com/videos/. Accessed on: Sep 21, 2018.

Text

• Book: Buchanan, Mark and Macchia, Stephen. Crafting a Rule of Life: An Invitation to the Well- Ordered Way. IVP, 2012.

Inventory

• Inventory: “Core Values Assessment: Reflection Guide” (Appendix, Useful to consult in Rule of Life)

Assignments To successfully complete this class, students must satisfactorily complete and submit all assignments on time and actively participate and contribute to the learning community. Assignment A: Situational Dilemma Response (Situational Dilemma Form; Post, Threaded

Discussion). As is visible in the arrangement of the text selections (above), the course is

organized around a series of conversations about dilemmas that a Christian leadership identity

poses. As a way to deepen our understanding of what the professor frames as “dilemmas,”

select texts – books, articles, media – are offered to help us think deeply and formatively how

spiritual identity is shaped, how leadership identity is shaped, and how these together – this is

the Substance Dimension -- require intentional integration. Failure to do so, is the invite

incongruence – this is the Shadow Dimension -- unreliability, hypocrisy and self-deception.

Note: You are reading a book, talking to someone about it, writing an essay about it and

posting it ALL in time to allow peers to read and offer a comment. —please get started early

and don’t fall behind.

• Step One: Complete the Texts: Book/Article/Media. After the online classroom opens and all have posted their introductions in the first week (See "Participation," below), learners will read at least one book and 1-3 complementing articles each module (eight conversations). Texts have been selected to support your responses to a "Professor's Probe" provided by the professor at the beginning of each module, often in the form of

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a video introduction, a conversation-starter for threaded discussions. Note: Reading a book a week, plus reviewing additional resources can be challenging. It is expected that graduate/doctoral learners invest no less than 3-6 hours in preparation for each credit hour of a class. To assist you in managing your task, I have supplied “Class Works Helps” in the Appendix for guides into “Posting & Hosting” as well as “Reading on the Run.”

• Step Two: Craft a Situational Dilemma/Analysis. Your task is to develop a “Situational Dilemma” (See Situational Dilemma form) in response to the professor's probe for the module, your engagement with the reading. Your task begins with a case/story from your life or a current event that makes the book/article/media practically useful to you. The Situational Dilemma Form is supplied to provide narrative structure to this process, making it easier for all to follow as a story/case. Case Analysis: This is a scholarly and critical exercise. The analysis section must leave NO DOUBT you have deeply and critically engaged all assigned text, through COPIOUS citations throughout. The analysis should conclude with insights that helps you solidify a Christian Leadership Identity value, vision, trait or practice. You will post your analysis in the Assignments Forum for each module.

• Step Three: Conduct Situational Dilemma Conversations for Each Module. Having posted your analysis, in the Assignment Forum, you and your peers will read and reply to each other’s work for that week. You will read ALL your peers' posted analyses and may comment on all, BUT you need only reply to two WHICH HAVE NOT YET BEEN TAKEN ALREADY (your choice which two). You must reply to ALL the people who choose YOUR analysis to reply, no matter how many.

o Due: Situational Dilemma Form + 200-Word Post/Intro: Due by Wednesday at Noon. Due: Replies Completed by Saturday, Noon.

o Standard: Each week, learners will post an Situational Dilemma of at least one-page (1-page), single spaced, each week. Introduce your attached post with a 200-word introduction, with at least two citations in posts. Host: You must respond to EACH peer who joins your threads. You must join at least two threads, offering at least two (2) citations in your first interaction with your peers. Note: YOU create the 8th Dilemma, a chance for you to facilitate discussion on one of your value-clarifying dilemmas.

▪ Rubric:

• Posted, 2 citations; replied to at least 2 peers), 100%.

• Posted, but no replies to peers, 75%

• Posted, but citation/critical engagement absent, 75-to-25

• Replied to two peers, but did not post assignment, 50% Non-Compliance, Rejection of Resubmit Offer: 25-0%

o Value: 60%, (7.5 per).

Assignment B: Leadership Focus: Timeline Project (Life Focus/Values Clarification).

Learners will craft a “Leadership Developmental Timeline” (making use of Clinton materials and

supplemental resources supplied by the professor in the course space, e.g., Values Clarification

Worksheet, Module One). Suggested that learners begin the process on a worksheet, white

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board or mind-mapping blank page. This is a process of reflection, examination, retreat and

reporting. Nurture an atmosphere of prayerful self-acceptance and discernment as you work

(Psalm 90:12-14, Romans 12:3). Suggested Outline:

• Introduction. Using the West’s Congruence Model, explain what the purpose and direction of the reflection project. (1-3 paragraphs)

• Brief Narrative Overview. Using the 5-6 phases of the Timeline Model that offers an overview of major phases in your unique timeline (Example: Show specific events plotted). Demonstrate familiarity with Clinton’s emergence concepts including: process items, response patterns, process items, time‐line definitions, destiny processing. (1-2 pages)

• My Congruence Model. Using West’s four dimensions of congruence as sub-headings, listing 5-7 process items (shaping activities) which inform your Priorities, Postures, Practices and Projects. Demonstrate familiarity with each Clinton Article: “Perspectives on Your Unique Timeline,” Ministry Flows from Being,” “Social Base Processing” and “Dynamic Ministry Philosophy.” Note: As no human has complete congruence, discuss the gaps in your own congruence, and how you compensate for this unfulfilled aspect of your life.

• My Ministry Philosophy. Insights gleaned from Clinton’s “Dynamic Ministry Philosophy,” state 5-7 principles which you affirm to be resolved matters of identity, theory, theology and style as it pertains to making your major life contributions in ministry. This is the “How to Do It Right!” section of your paper – this represents ingredients in your personal theory of transformation, for self, team, systems and organizational strategies.

• Conclusion ~ Make “Your Ethical Declaration” of how you plan to live, especially in light of the “Substance and Shadows” dilemmas that are sure to come, sure to test, sure to improve each of us.

• Due: April 6

• Standard: Standard: 10-12 pages, plus exhibits.

• Value: 25%

Assignment C: Rule of Life: My Values Enacted (Enacting the Congruence Model).

• Learners will craft a “Rule of Life,” (making use of Macchia’s “Crafting a Rule of Life” text, and supplemental resources supplied by the professor in the course space, e.g., Video Examples from https://ruleoflife.com/videos/). Learners will craft their rule of life so that is a serious one-page, S“suitable for framing” document. One additional page, single space, is required, explaining how this “Rule” allows you to live your values resolutions through your explicit: Priorities, Postures, Practices and Projects. Note on Formatting: It is suggested that these four terms be used as an organizing pattern for your rule, but this is optional (offered for those, needing a format to get started). Consider the use of, resolution language: “Resolved, physical engagement with self, family and nature is fundamental to my well-being, that I purpose to immerse myself in the great outdoors at least once daily, with an inner commitment to express gratitude prayerfully for what I find there, within myself, family and nature.

o Due: May 11 o Standard: 1-2 pages, plus exhibits o Value: 15 %

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Method of Evaluating Student Performance The following assignments compose the requirements for successful course completion:

Assignment Standard Weight

Assignment A: Situational Dilemma Response: Post & Host, 8 Dilemmas, Threaded Discussions.

8 1-Page Situ Dilemma +200 Word Post & Host

60%

Assignment B: Leadership Focus: Timeline Project 10-12 Pages + Exhibits 25%

Assignment C: Rule of Life: My Values Enacted 2 Pages + Exhibits 15%

TOTAL 100%

Grading Scale: See Program Handbook for Doctor of Ministry for Grading Policy (page 20)

SECTION 3: POLICIES & PROCEDURES

Communications Policy All course email communication should be conducted through the student’s Regent University email account. Students can expect a faculty response to an email or a phone call within 48 hours Monday through Friday. Contact after 5 PM or on a Friday will be responded to the next business day.

Doctor of Ministry Residency Requirements In accordance with the residency requirements for the Doctor of Ministry program, students must attend a scheduled residency for all core courses. Additionally, many of our elective courses have a residential component (see the course schedule). For all residential courses, students should plan to be on-campus for the full duration of the required residency. These residential requirements are mandatory and cannot be waived without permission of the Academic Dean. NOTE: Due to federal regulations F-1, International Students must be enrolled full-time (in at least 6 credit hours) in the semesters in which they are here for their residencies, and at least one of their 3 credit courses must be a modular class with a mandatory requirement for attendance in class on-campus.

This section covers policies related to academic integrity, accommodations, and University policies and procedures.

Course Procedures: All courses require completion of assignments according to a weekly schedule. Thus, keeping with the schedule is essential to your success. Your personal schedule must allow you to keep up with the due dates for the readings and other assignments as found in the Course Schedule in the Syllabus section of Blackboard (Bb). Be sure you can complete this course in the scheduled semester. Incompletes will only be granted for true emergency situations, not for poor planning. You must have continuous access to a working and dependable Internet provider as well as reliable e- mail that can send and receive attachments. You must also have access to Microsoft Word 97 or later for writing assignments.

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Attendance - In order to receive credit for a course, students must attend a minimum of 70% of courses which have a residency or an on-campus requirement. Whether the course is standard, modular or hybrid in type, residency is an essential component of the requirements for these courses. Merely completing the assigned work is not sufficient to receive a grade for courses that have a residency requirement. This applies to masters and doctoral courses in the School of Divinity. NOTE: particular courses may assign credit for attendance and discount the final grade for a lack of attendance, even above 70% (see course syllabus for particular procedures and requirements). Note that online courses also require regular participation as specified in the relevant course syllabus. Blackboard Requirements – Students should refer to the Computer Standards and recommendations presented at the following link: http://www.regent.edu/academics/online_courses. Late assignment penalties – Late work will be accepted without penalty only if prior arrangements have been made with the instructor due to circumstances beyond the student’s control. In the event of a true emergency, the instructor should be contacted as soon as is reasonable so that arrangements can be made to hand in late work. All such arrangements are subject to the approval of the instructor on a case by case basis. For purposes of this course 12:01 a.m. (EST) will be considered the beginning of a new day. Class participation Please note that students must participate in this class within the first week of the term or risk being dropped for non-participation. Simply logging in through Blackboard is not considered participation. The University’s Graduate Catalog defines participation in the following way: “Students who have not physically attended an on-campus course, or who show no participation in any academic activities for an online course will, at the end of the add/drop period, be administratively withdrawn from that course in accordance with university practice. “Academic activity” includes submitting an assignment, taking an exam or tutorial, engaging in computer-assisted instruction, participating in online discussion about academic matters, or initiating contact with a faculty member to discuss academic matters concerning the course.” Academic Honesty Students are on their honor to complete assignments with integrity. This means that all written assignments, reading reports, exegetical observations, and term papers are to reflect the student's own work and have been submitted for credit only in this course. Where other secondary sources are used, appropriate acknowledgement with the proper use of parenthetical citations/endnotes/footnotes must be adhered to. Relative to the entire course of study, it must be assumed that cheating and plagiarism are sins contrary to God's laws and the mission of Regent University. Plagiarism is using the intellectual property of others without proper citation to give the impression that it is the student's own work. The professor's instructions concerning "take-home, closed-book" exams are to be honored. Students are responsible for following all policies of academic honesty and integrity included in the Student Handbook. Charges of violating academic integrity shall be handled according to established student discipline procedures published in the Student Handbook: http://www.regent.edu/admin/stusrv/docs/StudentHandbook.pdf

Required and Supplemental Resources: Students are expected to have all required materials by the first day of the semester.

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The Regent University Bookstore website is: http://www.cbamatthews.com/regent/ Additional materials (e.g., articles, etc.) may be found in the Content section of Blackboard.

Christian Foundations of Academic Integrity Biblical. Regent University affirms the Biblical commandment of “thou shalt not steal” (Ex. 20:15). In the context of academic integrity, this must be understood in the larger framework of “love thy neighbor as thyself” (Matt. 22:39) as well as “render therefore unto Caesar what are Caesar’s; and unto God what are God’s” (Matt. 22:21). Paul writes from this framework of love and respect when he says, “Pay to all what is owed them: taxes to whom taxes are owed, revenue to whom revenue is owed, respect to whom respect is owed, honor to whom honor is owed” (Rom. 13:7). Each of these passages conveys the social obligation to respect the dignity of both the personhood and the property of those in society. Paul thus prescribes the biblical standard of honest, hard work as a key to respecting each other’s personhood and property. In his letter to the Ephesians, Paul even provides counsel to those who have committed theft, stating, “Let him labor, doing honest work with his own hands, so that he may have something to share with anyone in need” (4:28). As such, the God of the Bible mandates a higher life than the world requires, a life in which Christians participate in the love and dignity God holds for himself as Father, Son, and Spirit. Indeed, even as Christ honors and acknowledges the will of his Father and the works of his Spirit, so should Christians honor and acknowledge the wills and works of those that provide opportunities to edify their minds and hearts with the knowledge and wisdom of sound scholarship. In doing so, Christians follow the biblical precept of integrity that is founded on love and respect and enables them to learn both from one another and those outside the faith. Philosophical. Regent University also affirms the necessity of recognizing the classical virtues when deriving a foundation for academic integrity, particularly the virtue of diligence. The virtues dictate that researchers should consider morality first. In other words, one’s sense of expediency must always follow from that which is right, not from that which is convenient. Cicero comments that, in order to act morally, individuals must act in a manner that prevents themselves from being placed in a position where they must choose between convenience and morality, or, stated differently, into a position where they “consider one thing to be right but not expedient, and another to be expedient but not right” (102). The virtues, therefore, require diligence in order to act morally upright—diligence to plan ahead, diligence to rationally consider the context of the moral situation, and diligence to act biblically not just ethically. For that which is ethical to the world is never necessarily moral before Christ. (Cicero, Marcus Tullius. On Moral Obligations. Trans. John Higginbotham. London: Faber and Faber LTD, 1967. Print.) Legal. Finally, Regent University affirms the necessity of equipping students for the reality of functioning within a society bound by laws, including copyright laws. Paul speaks clearly about a Christian’s responsibility to abide by the laws of the land. He concludes that authority is ultimately from God, so believers must work within that God-ordained system (Rom. 13). Thus, in mastering the art and science of proper attribution of sources, students are participating in the Biblical tradition of exhibiting reverence for the divine institute of law as well as giving honor where honor is due.

Accommodations for Students with Disabilities: The policy and intent of Regent University is to fully and completely comply with the Americans with Disabilities Act of 1990 (ADA), the Rehabilitation Act of 1973, and the Americans with Disabilities Amendments Act of 2008, to the extent that they apply to the university. Regent University will not

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discriminate against an otherwise qualified student with a disability in the admissions process, or any academic activity or program, including student-oriented services. Regent University will provide reasonable accommodation to the known physical and mental limitations of a qualified individual with a disability, unless to do so would impose an undue hardship on the operation of the university, or unless it would fundamentally alter a degree or course requirement. Qualified students must request reasonable accommodations for disabilities through the Disability Services Coordinator in Student Services.

Student Handbook For information about student records, privacy, and other University policies and procedures, students are directed to the most recent version of the Student Handbook located at http://www.regent.edu/admin/stusrv/docs/StudentHandbook.pdf

REGENT UNIVERSITY CONTINUITY POLICY: In the event of an emergency, it may be necessary for Regent University to suspend normal operations. During this time, Regent University may opt to continue delivery of traditional classroom instruction using the Blackboard Course Management System. It is the responsibility of the student to monitor the course Blackboard site in the event of campus closure.

This syllabus is provided to students and participants for their general guidance only. It does not constitute a contract; either expressed or implied, and is subject to change without notice.

Regent University, School of Divinity 1000 Regent University Drive, Virginia Beach, VA 23464

Phone 800.373.5504 © 2015 Regent University, All Rights Reserved.

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Appendix: Situational Dilemma: A Leadership Values Case Study Instructions. 1. Digest assigned preparatory materials. 2. Ask: “Of what story from my life do these materials remind me? What “case study” can I present that would deepen our

understanding of the dilemma? 3. Write in EACH BOX. 4. Supply “Resources Informing the Case.” to help peers analyze your circumstance. “Use 10-point, Times-like font.

 Status Quo

Once Upon a Time…  Downward Spiral

That All Changed When…  The Turning Point

…The Unexpected Pivot  The Costly Return

Happily Ever After…Maybe Resources Informing the Case: Read these to understand resources informing my case: Citation: Citation:

Critical Analysis/Linked to Module Resources (200 Words) Elevating Question FROM CITES (CONVERSE WITH PEERS ABOUT TEXT):

Si tu

at io

n al

D ile

m m

a

In light of [2 CITE Minimum], which raises the following issue…introduce your drama….

G u

id es

& E

xa m

p le

s

• Start your dramatic episode by recounting how things were “supposed to be,” before the sudden downward turn. This is when the system, people, policies, etc., function as way it was expected.

• This is Equilibrium, Comfort, Peace.

• Opening lines to consider:

• “Once Upon a Time…”

• “I was at work, minding my own business when…”

• “It happened just after the [ event, season, project, conference call, dinner, I was hired, etc.….”

• “Before that day, that conversation, I never knew what I had within me…”

• A call to action arises as steady state is disturbed. May involve: a conflict, gift, promise, unfulfilled promise, invasion, mentor, villain, threat, rebellion, message from beyond, a surprise. Triggering Event or a Downward Turn changes action from passive to active. Mindlessness become mindfulness, consciousness. Search for answers, innovation, transforming conflict, inviting partners/mentors, noting fools or villains, a journey begins.

• Opening lines to consider:

• “But things did not go as planned…”

• However, that was before {person, condition, policy, donation, conflict,] arrived on the scene…

• I knew I would need more than I had when…

• In good stories, a a game-changing PIVOT emerges, a TURNING POINT in which action spirals to a place of raised tension that must be resolved from WITHIN the protagonist. An unexpected insight, resource, gift, voice, tool, help, policy interpretation, grace, “secret sauce” emerges to shift plot.

• Opening lines to consider:

• “Then s/he found some magic beans…”

• “When the Red Cross arrived, we then knew…”

• I did know a board meeting could be lead with humor and confidence until she modeled it…”

• “I was never the same after the homeless man taught me what it really meant to…”

• “Who knew my former-enemy, the mayor, years later would be the very one who save the…?”

• The Turning Point calls for a resolve - a Final Act leading to The End. Deliberate acts are usually needed to restore life to “once upon a time” (or better). These are the adaptations needed to restore order, stability.

• Opening lines to consider:

• “When all finally agreed, things slowly recovered…

• “I never knew how [__] could make a difference…”

• “That was the last time we had that problem from those teenagers, they didn’t understand what love could do…”

• “If it had not been for [__], none of us would be here. I’m glad it happened, now. Let me explain…”

“Now that he realized how costly his policy was, I could get back to the work he hired me to do…”

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Appendix: West’s Congruence Model

Dr. West invites learners to appreciate the formational development necessary for the sustainable leadership of intensive service-oriented work. Much in our modern lives leaves us fragmented, reactive, and disintegrated. The formation model that undergirds this course begins in the

heart (which defines priorities) and moves through embodied leaders as signified by their postures (how internal alignment affects external experience of a person’s state). These might hint at the ways they achieve their aims (their practices), which in turn affect what kind of legacy they leave in their lives, families, teams, organizations, and their world through their projects. While none of us achieves complete congruence between our walk and our talk, we can move toward congruence to ensure that we credibly embody a unity of life, life process, and outcomes that match what we had intended and what we deeply approve of. The model is illustrated here:

West’s Learning Mastery Model of Leadership Congruence Formation (Figure 1.2)

West’s Leadership Formation Mastery Model, with its focus on living congruently in situational episodes of leadership, follows a weekly pattern which emphasizes the Priorities, Postures, Practices and Projects. All of our weekly learning exercises will be categorized under these priorities. Learners are invited to participate in the course learning exercises by bringing their questions, their experiences, and their stories (“dramas”) for analysis and insight. The professor acknowledges we are each in different states of development, with very different kinds of workplace responsibilities. This leadership mastery learning model works with all different types of organizations, degrees of difficulty, readiness, and confidence.

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Appendix: Homework Helps

Examples of “Posting” (Critical Engagement, Citations)

I have provided some posting models. One is formal/substantive, the other casual/reflective. Both

include thoughtful, scholarly, citation-based work that demonstrates a critical reflection on materials.

Those interested in the best grades possible will meet or exceed the style in these examples:

Observation: Note the peers quote one another, as he would any other source of original thought. This

is done so that if several people are talking about someone's post, we can keep track of what

information/author we are all talking about. Note the tone is serious and engaged in the reading,

citation. This kind of writing comes natural to some. I have a more casual response following this one. I

am encouraging you to strike the balance between these two. Reflective, casual but well-supported and

substantive thinking. RW

Example #1: (Two Peers Interacting, "Hosting/Posting")

Peer A ~ Brian

In defining and summarizing other definition of Organizational Development (OD), French, Bell, and

Zawacki (1994) indicate that both answers may be correct. By citing Beckhard (1969) they show the

important role that the top management has in the process of sustained change that makes up OD

implementation. Beckhard (1969) believes that top management must have the knowledge and

commitment to the OD theory to allow the organization to successfully achieve their goal.

However, French, Bell, and Zawacki (1994) also indicate the importance of systems and people to the

success of OD change efforts. They emphasize "group and organizational processes" as a key

characteristic of OD. They also state that the "work team" is "the key unit for learning more effective

modes of organizational behavior." In other words, even when top management is involved with

instituting organizational change, they need to use a process that emphasizes both structure and team.

Citations

• “The Uses and Abuses of Power: An Investigation.” In New Eras of Leadership Theory. San

Francisco: Thousand Oaks, Press. French, Bell, and Zawacki (1994).

• “Not Your Father’s Organizational Development” In Organizational Development Theory. San

Francisco: SAGE Press. Beckhard (1969)

Peer B ~ Mark

Using French, Bell & Zawacki (1994), Brian points out that to effect organizations, "top management

must have the knowledge and commitment to OD theory", yet they must also "use a process that

emphasizes both structure and team". Brian concludes that both parts of the question are correct. I

agree with his assessment, which seems consistent with Waldman & Yammarino's (1999) CEO

charismatic leadership model.

Their model offers eight propositions of how CEOs affect organizational performance. One proposition

contends that the "role modeling" of the CEO fosters cohesion within the CEO's top management team

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(TMT), while the efforts of the TMT promotes the cohesive values and vision throughout the

organization. Waldman & Yammarino state that "beginning with the CEO and then the TMT itself, we

expect role modeling to help form the basis of cascading leadership down the hierarchical echelons".

They argue that reinforcement of the CEO's role modeling at organizational levels below the TMT occurs

through observation of the increased cohesion and efforts of the TMT.

This proposition supports the idea that both parts of the dialogue question seem correct. The model of

Waldman & Yammarino is quite compelling and I recommend it as supplemental reading to our current

discussion.

Waldman, D. A. & Yammarino, F.J. (April 1999). CEO charismatic leadership: Levels-of-management and

levels-of-analysis effects. Academy of Management. The Academy of Management Review 24 (2).

[Online] Retrieved [2001, October 17] from the ABI/Inform database

Example #2: (Two Peers Interacting, "Hosting/Posting")

Peer ~ Steve

My take on the next Era of Leadership is that it could perhaps be called the "Era of the Integrated

Leader." As in the Powerpoint presentation, the present era is referred to as the "Era of the Dis-

Integrated Leader," the swing from here, as pendulums usually go, might now move towards the

"Integrated" leader.

This "Integrated Leader" as I envision it, would be the quest to somehow integrate such things that

Lewis refers to as the "Possibility Leader," the "Situational Leader," and the "Visionary Leader," into one

adaptable leadership style. This focus on integration would definitely highlight the need to keep in

balance the emphasis on "consideration" (people orientation) and the "initiation of structure" (task

orientation).

The Christian opportunity that presents itself is expressed quite clearly to me in the "post-modern"

hunger for the experiential, relational, and spiritual. The challenges we face come in the form of an

overemphasis on "tolerance" that assumes any Christian beliefs that are exclusive are a sign of bigotry.

We have to learn to be confident in the real, spiritual article of Christianity and be unapologetically

"smart" in our presentation of the gospel.

Easum, Nouwen, and Lewis all seem to concur with the need to put love and servant leadership first.

However, I see Nouwen and Easum differing primarily on the issue of what Nouwen calls "relevance."

Nouwen is saying that we must "resist" the temptation to be relevant because this desire is into the kind

of "driven" leadership that ends up focused on other things like "popularity" and "power" as well. Easum

on the other hand seems totally focused on a certain kind of "relevance" in that to understand this

"Quantum Age" and gauge one's leadership accordingly is to be truly "relevant" to our time.

I believe the challenge of Jesus to be "servant of all" is central to the motive of a leader. But, once the desire to "lead" is couched in the motive of service to others, it seems that many forms of spiritual discipline (Nouwen's focus), strategies for service (Lewis's main point), and paradigm shifts (Easum's "Moo" and sizzling sacred cows) may all be appropriate. An "Integrated Leader" must choose to be spiritually disciplined, strategizing, and revolutionary all at the same time.

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Appendix B:

From Reading on the Run ~ Bobby Clinton

Most Books Need Only This Few Books Require This

Scan Ransack Browse Pre-Read Crtique Study

Brief Overview of Content and Main Ideas

Build on Current Knowledge by Selecting New/ Specific Ideas, Sections, Concepts

In-Depth Review Selected Sections based on Prior Knowledge and Current Question and Need

Find Clues: Contents, Preface, Intro, Structure, Purpose Statements Bibliography, End Notes, Index,

Analysis of Intent, Thematic Flow, Critical Review of Logic, Proofs, Support, Authorial Strategy, Scholarship

Reading for Mastery; Repeated Engagement of Text, Comparative Analysis with Similar Works, Situate in Bibliographic Context

Familiarization Reading

Evaluative Reading

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Identifying Personal Core Values (C. Carpenter, Southern Adventist University)

Core values are governing principles that help you make rational decisions consistently. If you

compromise any of your core values you will find it becomes easy to disregard your entire values system.

Therefore, you should only deviate from your values system if you have identified that one of the values

is no longer applicable or needs to be altered.

Step One

The first step in identifying your core values is defining your identity; including your strengths,

weaknesses, preferences and long-term ambitions. When you understand who you are and where you

are going it is easier to identify the governing principles that will help you reach your destination. A person

with nothing to achieve is certain to achieve it.

In taking this first step of defining your identity, answer the following questions:

• What are my most redeeming qualities?

• What are my weaknesses?

• What am I doing to network and build alliances?

• What do I enjoy most?

• How can I shape my career goals around what I enjoy?

• What is one accomplishment I must make in my life?

• How could I correct or compensate for my weaknesses to ensure accomplishment of my long- term goals?

Step Two

The second step in identifying your core values is defining your destiny. Your destiny will be determined

by daily choices and the long-term goals you set. Once you have identified the one accomplishment you

most want to make, you need to start mapping a life plan that will get you there. Answering the following

questions is a good start:

• What previous experiences or education will help me arrive at my desired destination?

• How can my current academic situation help to lead me to my desired destination?

• What will my life look like when I have arrived at my destination?

• Who can assist me on my journey?

• What kind of people will I spend time with when I have arrived?

• How will I know when I’ve arrived?

The Final Step

The final step is to define the values that will help you make the right decisions along the journey. When

we have solid core values that govern our decision making; we become more judicial. As a result, we are

able to align our values and actions in times of crisis and change; giving us an edge over most other people.

Answer the following questions as you begin considering your personal core values:

24

• What are my moral absolutes?

• How do I define right from wrong?

• How would I define ethics as it relates to work?

• What values will help me build strong relationships?

Source: http://www.charlesspeaks.com/articles/5ValuesforLifelongSuccess.asp (Used by Permission)

Assignment:

Work through the assigned materials and create statements of your top 5 personal values. Use the

above format as a model for your completed statements.

Identifying Personal Core Values

Use this worksheet to write answers to the questions that are found on page 1.

Step One

(1) What are my most redeeming qualities?

(2) What are my weaknesses?

(3) What am I doing to network and build alliances?

(4) What do I enjoy most?

25

(5) How can I shape my career goals around what I enjoy?

(6) What is one accomplishment I must make in my life?

(7) How could I correct or compensate for my weaknesses to ensure accomplishment of my long-

term goals?

(8) How does my faith shape my sense of identity?

Step Two

(1) What previous experiences or education will help me arrive at my desired destination?

(2) How can my present job situation serve as a steppingstone toward my destination?

(3) What will a perfect day look like when I have arrived at my destination?

(4) Who might assist me on my journey?

(5) What kind of people will I spend time with when I have arrived?

(6) In five or less sentences; how will I know when I’ve arrived?

26

(7) How does my faith shape my destiny?

Step Three

(1) What are my moral absolutes?

(2) How do I define right from wrong?

(3) How would I define my work ethics?

(4) What values will help me build strong relationships?

_____________________________________________________________________________________

Personal Values Questionnaire

The following is a list (obviously not inclusive) of items often identified as personal values.

You may add items if your values are not listed.

Rating system:

1 = very important; 2 = important; 3 = somewhat important;

4 = not important; 5 = definitely not important

1. Fairness 1 2 3 4 5

2. Honesty 1 2 3 4 5

3. Tolerance 1 2 3 4 5

4. Courage 1 2 3 4 5

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5. Integrity 1 2 3 4 5

6. Forgiveness 1 2 3 4 5

7. Peace 1 2 3 4 5

8. Environment 1 2 3 4 5

9. Challenge 1 2 3 4 5

10. Self-Acceptance, Self-Respect 1 2 3 4 5

11. Knowledge 1 2 3 4 5

12. Adventure 1 2 3 4 5

13. Creativity 1 2 3 4 5

14. Personal Growth 1 2 3 4 5

15. Inner Harmony 1 2 3 4 5

16. Spiritual Growth 1 2 3 4 5

17. Belonging, Connected 1 2 3 4 5

18. Diplomacy 1 2 3 4 5

19. Teamwork 1 2 3 4 5

20. Helping 1 2 3 4 5

21. Communication 1 2 3 4 5

22. Friendship 1 2 3 4 5

23. Consensus 1 2 3 4 5

24. Respectfulness 1 2 3 4 5

25. Tradition 1 2 3 4 5

26. Security 1 2 3 4 5

27. Stability 1 2 3 4 5

28. Neatness 1 2 3 4 5

29. Self-control 1 2 3 4 5

30. Perseverance 1 2 3 4 5

31. Rationality 1 2 3 4 5

32. Health 1 2 3 4 5

33. Pleasure, Play 1 2 3 4 5

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34. Excellence 1 2 3 4 5

35. Prosperity 1 2 3 4 5

36. Family 1 2 3 4 5

37. Appearance 1 2 3 4 5

38. Intimacy 1 2 3 4 5

39. Beauty, Good looks 1 2 3 4 5

40. Community 1 2 3 4 5

41. Competence 1 2 3 4 5

42. Achievement 1 2 3 4 5

43. God 1 2 3 4 5

44. Intellectual Status 1 2 3 4 5

45. Recognition 1 2 3 4 5

46. Authority 1 2 3 4 5

47. Power 1 2 3 4 5

48. Competition 1 2 3 4 5

49. College degree 1 2 3 4 5

50. Persistence 1 2 3 4 5

Review your work and select five items that represent your personal core values.

1.

2.

3.

4.

5.